CHAPTER IV FINDINGS AND DISCUSSION
B. Suggestion
In relation to the conclusions above, the writer suggests that:
1. Special for English teacher, through the use of contextual guessing technique can improve reading skill.
2. English teacher should be more creative in choosing the contextual guessing technique in teaching reading comprehension.
3. Contextual guessing technique is one of the method that can be considered in teaching in order to help the students reading skill in classroom. Because effective and innovative way to improve and implemented the students reading comprehension.
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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMP Negeri 4 Baraka Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII /1
Skill/ Fokus : Reading Alokasi Waktu : 2×45 menit A. Kompetensi Inti
KI 1 : Menghargai dan menghayatiajaran agama yang dianutnya.
KI 2 :Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 :Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar
3.14. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narative berbentuk dongeng dan legenda rakyat sesuai dengan konteks penggunaannya
3.14.1. Memahami fungsi
sosial dalam teks narative dongeng dan legenda rakyat dan sederhana
sesuai dengan konteks
penggunaannya.
3.14.2. Mengidentifikasi sifat / karakteristik tokoh dalam dongeng dan legenda rakyat dan sederhana sesuai dengan konteks penggunaannya.
3.14.3. Memahami struktur teks narative dongeng dan legenda rakyat dan sederhana sesuai dengan konteks penggunaannya.
3.14.4. Memahami
unsur kebahasaan teks narrative dongeng dan legenda rakyat sangat pendek dan sederhana sesuai dengan konteks penggunaannya
4.18. Menangkap
makna teks narative lisan dan tulis, berbentuk dongeng dan legenda rakyat dan sederhana penggunaannya
4.18.1.Menceritakan kembali teks narrative dongeng dan legenda rakyat lisan dan tulis pendek dan sederhanadengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. Memahami fungsi social teks naratif berbrntuk dongeng dan/atau legenda rakyat.
2. Mengidentifcikasi ciri kebahasaan teks naratif.
3. Mengidentifikasi struktur dan elemen teks naratif.
D. Materi Pembelajaran.
1. Contoh teks narrative
Rabbit and Lion
Long time ago a rabbit and a lion were neighbors. The lion was very proud, and was fond of boasting about his strength. And though they were such close neighbors, lion looked down upon the rabbit, and used to bully and frighten her.
Finally, the rabbit could stand it no longer and wanted to get her own back.
One day, she went to the lion and said, “Good day”, respected elder brother.
Imagine it, I met an animal over there who looked exactly like you, and he said to me, “Is there anyone in the world who dares stand up to me? If there is, let him come and have a duel with me. If there is no, all of you have to submit to my rule and be my servants!” “oh, he can‟t even light on anyone!”, added the rabbit.
“oho,” the lion said, “didn‟t you mention me to him?”
“yes, indeed,” the rabbit replied, “but it would have been better if I hadn‟t. when I described how strong you were, he just sneers and said dreadfully rude things. He even went so far as to say that wouldn‟t take you for his attendant!”
The lion flew into a rage and roared, “where is her? Where is her?”
So the rabbit took behind a hill and not going too near herself. Pointed to a deep well from a distance and said, “he is down there in the well”.
The lion hastened to the well and glared angrily into it. Yes, there was his rival who even glared back at him angrily. The lion roared and his enemy roared back.
The lion became so furious that his hair stood on end. So did his enemy‟s in the well. The lion showed his teeth and lashed out with his paws to scare his rival-and his enemy in the well retaliated! In a fit of anger the lion sprang into the air with all his might and then himself at the enemy in the well.
The result was that the proud lion was instantly.
2. Fungsi social
Teks narrative berfungsi untuk menghibur pendengar atau pembaca dengan sebuah cerita atau suatu peristiwa
3. Ciri kebahasaan
a. Simple past tense, past continuoues tense
b. Adverbial penghubung waktu: first, then, after, after that, before, finally, dsb.
c. Adverbia dan frasa preposisional penunjuk waktu: a long time ago, one day, in the morning, the next day, immediately, dsb.
d. Nominal singular and plural: a, the, this, those, my, their.
4. Elements of the story: setting, characters, main conflict, and theme.
5. Structure of the story: rising action, turning point(climax), falling action, and resolution.
E. Metode Pembelajaran: CGT (Contextual Guessing Technique) F. Langkah- langkah pembelajaran
1. kegiatan pendahuluan
a. Mengucapkan salam dan berdoa.
b. Memberikan motivasi dan apersepsi.
c. Menginformasikan tujuan pembelajaran
d. Menginformasikan garis besar kegiatan yang akan di lakukan 2. kegiatan inti
a. siswa dibagi kedalam bentuk kelompok sesuai dengan jumlah siswa per kelas
b. setiap kelompok diberi teks naratif dengan judul” Rabbit and Lion”
c. dengan bimbingan guru, siswa berdiskusi dan mencatat hal- hal yang mereka ketahui berdasarkan teks naratif yang dibaca.
1. fungsi social 2. ciri kebahasaan
3. struktur dan elementdari teks “ Rabbit and Lion”
d. dengan bimbingan guru, siswa kemudian menjawab worksheet yang telah disediakan dengan teman kelompok masing masing.
e. setiap kelompok membuat ringkasan singkat tentang cerita yang telah dibagikan.
f. dengan bimbingan guru, setiap kelompok mempresentasikan ringkasan cerita hasil diskusi kelompok di depan kelas.
g. menyimpulkan hasil presentasi dari setiap perwakilan kelompok.
3. kegiatan penutup
a. Guru dan siswa membuat rangkuman/simpulan pelajaran.
b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan.
c. Memberikan umpan balik terhadap proses dan hasil pembelajaran.
d. Memberikan tugas, baik tugas individual maupun kelompok sesuai dengan hasil belajar peserta didik.
e. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
G. sumber belajar
a. buku teks yang relevant
b. teks naratif dari internet dan sumber lainnya H. penilaian
1. kriteria penilaian
a. mampu mengidentifikasi informasi yang dinyatakan secara explisit pada teks bacaan ( latar tempat dan waktu, nama dan watak tokoh, konflik.)
b. mampu memahami informasi informasi yang dinyatakan secara implisit dan menyimpulkan pesan moral pada teks yang telah dibaca.
2. cara penilaian: tes tertulis 3. rubric penilaian:
a. main idea
Indicator Score
The answer include a clear generalization that state or implies the main idea
40
The answer state or implies main idea 30 Indicator innacurate or incomplate understanding
of main idea
20
The answer include minimal or no understanding of main idea
10
b. conclusion
Indicators Score
Students explain all the characters telling the story what would like and make very good conclusion
40
Students explain most the character telling the story what would like and make very good conclusion
30
Students explain litle of the character telling the story what would like and make very good conclusion
20
Students does not explain of the character telling the story what would like and make very good conclusion
10
Baraka,…. November 2018
Mengetahui
Guru Mapel Peneliti
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMP Negeri 4 Baraka Mata Pelajaran : Bahasa Inggris Kelas/Semester : VIII /1
Skill/ Fokus : Reading Alokasi Waktu : 2×45 menit A. Kompetensi Inti
KI 1 : Menghargai dan menghayatiajaran agama yang dianutnya.
KI 2 :Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 :Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.
B. Kompetensi Dasar
3.14. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari teks narative berbentuk dongeng dan legenda rakyat sesuai dengan konteks penggunaannya
3.14.1. Memahami fungsi
sosial dalam teks narative dongeng dan legenda rakyat dan sederhana
sesuai dengan konteks
penggunaannya.
3.14.2. Mengidentifikasi sifat / karakteristik tokoh dalam dongeng dan legenda rakyat dan sederhana
sesuai dengan konteks
penggunaannya.
3.14.3. Memahami struktur teks narative dongeng dan legenda rakyat dan sederhana sesuai dengan konteks penggunaannya.
3.14.4. Memahami
unsur kebahasaan teks narrative dongeng dan legenda rakyat sangat pendek dan sederhana sesuai dengan
konteks penggunaannya 4.18. Menangkap
makna teks narative lisan dan tulis, berbentuk dongeng dan legenda rakyat dan sederhana penggunaannya
4.18.1.Menceritakan kembali teks narrative dongeng dan legenda rakyat lisan dan tulis pendek dan sederhanadengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
C. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
1. memahami funsi social teks naratif berbentuk dongeng dan legenda rakyat.
2. Mengidentifikasi informasi literal teks naratif ( tempat, nama tokoh, dan wataknya yang dinyatakan secara explisit dan implisit dalam teks.) 3. Mengidentifikasi hubungan sebab akibat dalam cerita
4. Menyimpulkan pesan moral teks naratif yang telah dibaca D. Materi Pembelajaran.
1. Contoh teks narrative
The good stepmother
The old witch locked Hansel in a cage and set Gretel to clean the house. She planned to cat them both. Each night the children cried and begged the witch to let them go.
Meanwhile at home, their stepmother was beginning to wish she had never tried to get rid of the children. “I must find them”, she said and set off into the forest.
Many hours later, when her feet were tired from walking and her lips were dry from thirst, she came to the cottage belonging to the witch. The stepmother peeped though the window. Her heart cried out when she saw the two children.
She picked up the broom leaning against the door and crept inside. the witch was putting some stew in the oven when the stepmother gave her an almighty push.
The witch fell into the oven and the stepmother shut the door.
“children, I have come to save you”, she said hugging them tightly. I have done a dreadful thing.
I hope in time you will forgive me. Let me take you home and become a family again. They returned to their home and the stepmother became the best mother anyone could wish to have and of course they lived happily ever after.
2. fungsi social
Teks narrative berfungsi untuk menghibur pendengar atau pembaca dengan sebuah cerita atau suatu peristiwa
6. Ciri kebahasaan
e. Simple past tense, past continuoues tense
f. Adverbial penghubung waktu: first, then, after, after that, before, finally, dsb.
g. Adverbia dan frasa preposisional penunjuk waktu: a long time ago, one day, in the morning, the next day, immediately, dsb.
h. Nominal singular and plural: a, the, this, those, my, their.
7. Elements of the story: setting, characters, main conflict, and theme.
8. Structure of the story: rising action, turning point(climax), falling action, and resolution.
E. Metode Pembelajaran: CGT (Contextual Guessing Technique) F. Langkah- langkah pembelajaran
1. kegiatan pendahuluan
a. Mengucapkan salam dan berdoa.
b. Memberikan motivasi dan apersepsi.
c. Menginformasikan tujuan pembelajaran
d. Menginformasikan garis besar kegiatan yang akan di lakukan 2. kegiatan inti
a. siswa dibagi kedalam bentuk kelompok sesuai dengan jumlah siswa per kelas
b. setiap kelompok diberi teks naratif yang berjudul “ the good Stepmother”
c. dengan bimbingan guru, siswa dalam kelompok berdiskusi dan mencatat hal- hal yang mereka ketahui berdasarkan teks naratif yang mereka baca
Latar
Tokoh dalam cerita beserta wataknya
Konflik utama dala cerita
i. dengan bimbingan guru, siswa kemudian menjawab worksheet yang telah disediakan dengan teman kelompok masing masing.
setiap kelompok membuat ringkasan singkat tentang cerita yang telah dibagikan.
f. dengan bimbingan guru, setiap kelompok mempresentasikan ringkasan cerita hasil diskusi kelompok di depan kelas.
g. menyimpulkan hasil presentasi dari setiap perwakilan kelompok.
3. kegiatan penutup
f. Guru dan siswa membuat rangkuman/simpulan pelajaran.
g. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang sudah dilaksanakan.
h. Memberikan umpan balik terhadap proses dan hasil pembelajaran.
i. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.
j. Pada pertemuan berikutnya, setiap kelompok diberi tugas mencari teks naratif berbentuk fairy tale atau legend untuk materi pembelajaran berikutnya.
G. sumber belajar
a. buku teks yang relevant
b. teks naratif dari internet dan sumber lainnya H. penilaian
1. kriteria penilaian
a. mampu mengidentifikasi informasi yang dinyatakan secara explisit pada teks bacaan ( latar tempat dan waktu, nama dan watak tokoh, konflik.)
b. mampu memahami informasi informasi yang dinyatakan secara implisit dan menyimpulkan pesan moral pada teks yang telah dibaca.
2. cara penilaian: tes tertulis 3. rubric penilaian:
a. main idea
Indicator Score
The answer include a clear generalization that state or implies the main idea
40
The answer state or implies main idea 30 Indicator innacurate or incomplate understanding
of main idea
20
The answer include minimal or no understanding of main idea
10
b. conclusion
Indicators Score
Students explain all the characters telling the story what would like and make very good conclusion
40
Students explain most the character telling the story what would like and make very good conclusion
30
Students explain litle of the character telling the story what would like and make very good conclusion
20
Students does not explain of the character telling the story what would like and make very good conclusion
10
Baraka,…. November 2018 Mengetahui
Guru Mapel Peneliti
PRE-TEST
BLUE-TONGUE LIZARD
Blue-Tongue Lizard and his wife camped near a swamp long ago. One day Blue-Tongue Lizard went to get some food, and while he was down at the swamp, he left his wife sitting under a shady tree. He had not been gone very long when Taipan the Snake passed by Blue-Tongue Lizard‟s camp. Taipan saw Blue- Tongue Lizard‟s wife sitting under the tree, and he decided he would steal her away from Blue-Tongue Lizard. He made her come with him and together they ran a long way away.
Taipan the Snake did not know that Black Bird had been watching him, and as soon as he ran away with Blue-Tongue Lizard‟s wife, Black Bird began singing out to Blue-Tongue Lizard. „Your wife is gone, Taipan has taken her away‟, he cried. Blue-Tongue Lizard was still at the swamp getting food when he heard Black Bird‟s call. He went back to the shady tree where he had left his wife and saw she was gone. He put down his bag which was full of food and made a fire.
He cooked his food and after he had finished eating it, he went to get his spears.
He found they had all been broken by Taipan. Then he found the tracks of his wife and Taipan, and he followed them. Blue-Tongue Lizard followed their tracks until he came to a tree in which a freshly killed emu had been hung. It had been killed by Taipan and left there to be eaten that night. Blue-Tongue Lizard knew that Taipan and his wife must be nearby and he soon found them near a river.
When Taipan saw Blue-Tongue Lizard he ran to get his spears but Blue-Tongue Lizard had already broken them.
„We can fight with our teeth‟, said Blue-Tongue Lizard. Taipan agreed and the two of them fought wildly, each of them trying to get a hold of the other. Until finally Blue-Tongue Lizard caught hold of Taipan‟s body in his powerful jaws, and bit him in half. With Taipan the Snake dead, Blue-Tongue took back his wife and together they returned to the swamp.
1. The passage described about?
a. Blue Tongue Lizard camp with his wife
b. Blue Tongue Lizard‟s wife stolen by Taipan the snake and ran a long way away
c. A Black Bird that can sing
d. Blue Tongue Lizard and Taipan the snake fight wildly 2. The paragraph following the passage most likely discusses
a. Blue Tongue Lizard‟s wife stolen by Taipan the snake and ran a long way away
b. Black bird began singing out to Blue Tongue Lizard about Taipan the snake and his wifw
c. Blue Tongue Lizard found the tracts of Taipan and followed him d. Blue Tongue Lizard and Taipan fought
3. According to the passage, all of the following are true about the Blue Tongue Lizard , except
a. Blue-Tongue Lizard and his wife camped near a swamp long ago b. Black bird began singing out to Blue Tongue Lizard about his wife c. Blue Tongue Lizard found the tracts of Taipan and followed him d. Blue Tongue Lizard and Taipan fought wildly and bliu tongue lizard
dead
4. According to the passage, why do you think Blue-Tongue Lizard ate a meal before going to look for his wife
a. so he would be strong enough to fight b. so he would be full enough to fight c. so he would be strong enough to walk d. so he would be full enough to walk
5. the main idea of the second paragraph there is
a. Blue-Tongue Lizard and his wife camped near a swamp long ago b. Blue-Tongue Lizard followed their tracks
c. Black bird began singing out to Blue Tongue Lizard about his wife d. Blue Tongue Lizard and Taipan fought