CHAPTER V CONCLUSION AND SUGGESTIONS
B. Suggestions
Since there was an effect of word attack strategy toward students’
reading comprehension skill on recount text at tenth grade of Senior High School 04 Maarif Perintis Tempurrejo in academic year of 2022/2023, the researcher would give some suggestions to the teacher, the students and futher researchers, there are as follows:
1. To the English teacher
The researcher suggested to the English teacher to use same strategy in teaching learning process, especially Word Attack Strategy for teaching learning Reading Comprehension Skill. Since, Word Attack Strategy was effective to make students better in reading comprehension skill.
2. To the students
The students have to follow and participate in teaching learning process when the teacher use Word Attack Strategy while in class. By participating and following the lessons, students can build and improve their reading comprehension skill.
3. To the further researcher
The researcher suggested further researcher can use this research study as the reference to conduct the next research with the same variables. In addition, it allows the futher researcher to get something important about Word Attack Strategy toward Students’ Reading Comprehension Skill.
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Anderson. Language Skill in Elementary School. New York: Macmillan Publishing,1972.
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1&printsec=frontcover&sa=X&ved=2ahUKEwiZlMqNl_H_AhUd8jgGH Rs9BkoQ6AF6BAgKEAI
Arifin, Muhammad. Modul Kurikulum dan Pembelajaran. Medan: Umsu Press, 2020. 63
Ariyanto, Aris. Entrepreneurial Mindsets & Skills. Solok: Penerbit Insan Cendikia Mandiri, 2021. 26
Birsch, J.R. Multisensory Teaching of Basic Language Skills, Third Edition.
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Block. Teaching Comprehension. Boston: Pearson Education, 2004.
Dawson, Catherine. 100 Activities for Teaching Research Method. London: SAGE Publication, 2016. 336
Elisabeth., Sesa. “Word Attack Strategy”. 1765 vol 58
Haned Taherdoost, Haned.“ Validity and Reability of The Research Instrument;
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Harmer. The Practice of English Language Teaching. Harlow: Longman, 2007.
Hesti et al. “The influence word attack strategy toward the students reading comprehension achievement of the seventh grade at SMP Negeri 1 Prabumulih. English Community Journal 5, no. 2 (2021): 132
Housel, Debra. Word Wise Interactive Lessons to Develop Strong Word Attack &
Spelling Skills. Soutern US: Lulu Press, 2005. 4
Hutauruk, Rina.“The Effect of Word Attack Strategy in Reading Descriptive Text,” Jetafl IV, no. 2 (2018): 5
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Sullivan, Larry E. The Sage Glossary of the Social and Behavioral Sciences.
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DECLARATION OF AUNTHENTICITY Undersigned below:
Name : Elsa Rahma SRN : T20196048
Program : Tadris Bahasa Inggris Faculty : Tarbiyah dan Ilmu Keguruan Institution : UIN KH Achmad Siddiiq Jember
State that thesis entitled “The Effect of Word Attack Strategy toward Students’ Reading Comprehension Skill on Recount Text at Tenth Grade of Senior High School 04 Maarif Perintis Tempurejo in Academic Year 2022/2023” is truly my original work. It does not incorporate any material previously written or oublished by another person expect those indicated in quotation and bibliography. Do the fact I am the only person who is responsible for the thesis if there is any objection or claim for other.
Author
Elsa Rahma T20196048
Title Research focus Variable Sub variable Indikator Source of data
method Hypothesis
The Effect of Word Attack Strategy Toward The Students’
Reading Comprehens
ion on
Recount Text
Is there any significant effect of using word attack strategy on students’
reading
comprehension of recount text?
- Word attack strategy - Students’
reading comprehensi on on recount text
- Word Attack Strategy
- Definition about word attack strategy - Word attack
strategy can help in writing, reading and listening
- Definition about reading
- Types of reading
- Definition about recount text - 5 types about
recount text
Literature
- Journal article - Book
- Reference - Student source Respondent Tenth grade of SMA 04 Maarif Perintis
Tempurejo
Approach and kind of research Quantitative Experimental
Data collection Pretest
Post-test Data analysis - Descriptive
Statistics - Normality
Test - Paired
sample t test - Homogenity
test
- Invdependent sample t test
Ha: There is a significant effect on students’
reading comprehension skill in implementing Word Attack Strategy at 10th grade of SMA 04 Maarif Perintis
Tempurejo H0: There is no significant effect on students’ reading comprehension skill in implementing Word Attack Strategy at 10th grade of SMA 04 Maarif Perintis Tempurejo.
APPENDIX 2
APPENDIX 3
APPENDIX 4
APPENDIX 5
DESCRIPTIVES VARIABLES=VAR00001 VAR00002 VAR00003 VAR00004 /STATISTICS=MEAN STDDEV MIN MAX.
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
PRE_TEST_A 15 20,00 60,00 44,0000 11,83216
POST_TEST_A 15 50,00 100,00 74,0000 14,04076
PRE_TEST_S 14 20,00 60,00 39,2857 11,41139
POST_TEST_S 14 40,00 70,00 50,0000 9,60769
Valid N (listwise) 14
Statistics
PRE_TEST_A POST_TEST_A PRE_TEST_S POST_TEST_S
N Valid 15 15 14 14
Missing 0 0 1 1
Frequency Table
PRE_TEST_A
Frequency Percent Valid Percent
Cumulative Percent
Valid 20,00 1 6,7 6,7 6,7
30,00 2 13,3 13,3 20,0
40,00 5 33,3 33,3 53,3
50,00 4 26,7 26,7 80,0
60,00 3 20,0 20,0 100,0
Total 15 100,0 100,0
POST_TEST_A
Frequency Percent Valid Percent
Cumulative Percent
Valid 50,00 2 13,3 13,3 13,3
60,00 2 13,3 13,3 26,7
70,00 2 13,3 13,3 40,0
80,00 7 46,7 46,7 86,7
90,00 1 6,7 6,7 93,3
100,00 1 6,7 6,7 100,0
Total 15 100,0 100,0
PRE_TEST_S
Frequency Percent Valid Percent
Cumulative Percent
Valid 20,00 2 13,3 14,3 14,3
30,00 2 13,3 14,3 28,6
40,00 6 40,0 42,9 71,4
50,00 3 20,0 21,4 92,9
60,00 1 6,7 7,1 100,0
Total 14 93,3 100,0
Missing System 1 6,7
Total 15 100,0
POST_TEST_S
Frequency Percent Valid Percent
Cumulative Percent
Valid 40,00 5 33,3 35,7 35,7
50,00 5 33,3 35,7 71,4
60,00 3 20,0 21,4 92,9
70,00 1 6,7 7,1 100,0
Total 14 93,3 100,0
Missing System 1 6,7
Total 15 100,0
NPAR TESTS
/K-S(NORMAL)=X1 X2 Y1 Y2 /MISSING ANALYSIS.
One-Sample Kolmogorov-Smirnov Test Pre test
experimental class
post-test experimental
class
pre-test control class
post-test control class
N 15 15 14 14
Normal Parametersa,b Mean 44,00 74,00 39,29 50,00
Std.
Deviation 11,832 14,041 11,411 9,608
Most Extreme Differences
Absolute ,168 ,265 ,239 ,214
Positive ,166 ,201 ,189 ,214
Negative -,168 -,265 -,239 -,149
Test Statistic ,168 ,265 ,239 ,214
Asymp. Sig. (2-tailed) ,200c,d ,006c ,029c ,081c
a. Test distribution is Normal.
b. Calculated from data.
c. Lilliefors Significance Correction.
d. This is a lower bound of the true significance.
T-Test
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Pre test experimental class 44,00 15 11,832 3,055
post-test experimental class 74,00 15 14,041 3,625
Pair 2 pre-test control class 39,29 14 11,411 3,050
post-test control class 50,00 14 9,608 2,568
Paired Samples Correlations
N Correlation Sig.
Pair 1 Pre test experimental class & post-
test experimental class 15 ,585 ,022
Pair 2 pre-test control class & post-test
control class 14 ,772 ,001
Paired Samples Test Paired Differences
T df
Sig. (2- tailed) Mean
Std.
Deviatio n
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair
1
Pre test experimental class - post-test experimental class
- 30,00 0
11,952 3,086 -36,619 -23,381 -
9,721 14 ,000
Pair 2
pre-test control class - post-test control class
- 10,71 4
7,300 1,951 -14,929 -6,499 -
5,491 13 ,000
model pembelajaran
Descriptives
model pembelajaran Statistic Std. Error
hasil belajar siswa 1 Mean 74,00 3,625
95% Confidence Interval for Mean
Lower Bound 66,22 Upper Bound 81,78
5% Trimmed Mean 73,89
Median 80,00
Variance 197,143
Std. Deviation 14,041
Minimum 50
Maximum 100
Range 50
Interquartile Range 20
Skewness -,300 ,580
Kurtosis -,171 1,121
2 Mean 50,00 2,568
95% Confidence Interval Lower Bound 44,45
for Mean Upper Bound 55,55
5% Trimmed Mean 49,44
Median 50,00
Variance 92,308
Std. Deviation 9,608
Minimum 40
Maximum 70
Range 30
Interquartile Range 20
Skewness ,607 ,597
Kurtosis -,394 1,154
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
hasil belajar siswa Based on Mean 2,359 1 27 ,136
Based on Median ,698 1 27 ,411
Based on Median and with adjusted df ,698 1 20,933 ,413
Based on trimmed mean 2,261 1 27 ,144
hasil belajar siswa
T-Test
Group Statistics
model pembelajaran N Mean Std. Deviation
Std.
Error Mean
hasil belajar siswa 1 15 44,00 11,832 3,055
2 14 50,00 9,608 2,568
Independent Samples Test Levene's
Test for Equality of
Variances t-test for Equality of Means
F Sig. T df
Sig.
(2- tailed)
Mean Difference
Std. Error Difference
95%
Confidence Interval of the
Difference Lower Upper hasil
belajar siswa
Equal variances assumed
1,110 ,301 -
1,492 27 ,147 -6,000 4,020 -
14,249 2,249
Equal variances not assumed
-
1,503 26,516 ,145 -6,000 3,991 -
14,196 2,196
Descriptives Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic Df Sig.
Pre test experimental class ,187 14 ,200* ,922 14 ,239
post-test experimental
class ,243 14 ,025 ,919 14 ,215
pre-test control class ,239 14 ,029 ,921 14 ,225
post-test control class ,214 14 ,081 ,861 14 ,052
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
APPENDIX 6
FISHING
Last week, l went to the lake for fishing. It was the suitable time for fishing because I had nothing to do. I went there with my friends.
I woke up earlier in the morning and prepared everything. Not long after that, my friends came and we went to the lake we have decided before to start fishing. Arriving at the lake, I directly searched the best spot to get a giant fish. After searching for about ten minutes, finally I found the spot. It was under the big tree at the bank of the lake. I threw my hook as far as I could then I waited for the fish eating my bait. It had been 15 minutes and i finally saw the sign that there was a fish eating my bait. I tried to pull it up and i succeeded. I got a three kilogram fish. I was so excited. I threw the hook again and again.
I got more than ten fish that day. I enjoyed the moment so much that i didn’t realized that the sun had already set. I called my friends and we went home.
I got so many fish that day even though i was so tired. I think i will visit the spot again in the next holiday.
QUESTION:
1. What kind of the text is it?
2. What is the purpose of the text?
3. What does the text mainly tell us?
4. What is the recount text called?
5. Who is the main character from the text?
6. Why the writer wake up earlier?
7. Where did the writer spend his morning?
8. From the text we know that?
9. How many the writer get the fish?
10. What does last paragraph discuss?
To amuse or entertain the reader with a story
Narrative text
Tells about holiday experience
The writer woke up earlier
Personal recount text
He
She
To retell events for the purpose of informing
In the lake for fishing
Recount text
Imaginative recount text
Spent his weekend in the lake for fishing
Tells about fishing experience
More than ten fish
Descriptive text
Tells about very valuable experience
The writer found the spot for fishing
The writer got many fish that day
Factual recount text
The writer
Prepare for fishing in the lake
Ten fish
15 fish
Spent his weekend with family
Prepare to holiday with the writer’s friend
In the beach to fishing
In the river to fishing
Wake up earlier in the morning to studying
APPENDIX 7
APPENDIX 8
APPENDIX 9
APPENDIX 10
Satuan Pendidikan SMA/MA
Kelas/Semester X/2
Mata Pelajaran Bahasa Inggris
Topik -
Pertemuan Ke- 1
Alokasi Waktu 2 x 30 menit
A. Kompetensi Inti
1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi dan pengalaman orang lain.
2. Menyusun teks recount lisan dan tulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai dengan konteks penggunaannya.
3. Menyampaikan teks recount lisan dengan menggunakan bahasa yang benar dan lancar serta memperhatikan kaidah kebahasaan yang berlaku.
4. Menulis teks recount dengan menggunakan bahasa yang benar dan lancar serta memperhatikan kaidah kebahasaan yang berlaku.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi 3.11 Membandingkan fungsi sosial,
struktur teks, dan unsur kebahasaan beberapa teks personal recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi di
3.11.1 Mampu mengidentifikasi ungkapan terkait ungkapan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks personal recount.
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan sederhana,
terkait pengalaman pribadi di waktu lampau (personal recount).
C. Tujuan Pembelajaran
1. Siswa mampu memahami recount text
2. Siswa mampu memahami tujuan dari recount text
3. Siswa mampu menentukan unsure kebahasaan dari recount text
D. Karakter siswa yang diharapkan : Kreatif, Mandiri , Berani, Gotong royong, Integritas.
E. Materi Pembelajaran- Metode Pembelajaran: - Pendekatan :-
Strategi Pembelajaran: -
F. Kegiatan Pembelajaran
Kegiatan Deskripsi Kegiatan Alokasi
Waktu
Pendahuluan
Peneliti masuk ke kelas member salam dan menyapa siswa, kemudian meminta siswa untuk berdoa bersama.
Peneliti mengecek kehadiran siswa/i dengan mengecek presensi kehadiran
Peneliti memastikan bahwa siswa dapat merespon perkataan Peneliti.
Brainstorming
15 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini,siswa ditanya bagaimana perasaannya (REFLEKSI)
Peneliti menutup pembelajaran dengan doa dan salam
5 menit
G. Sumber dan Media Pembelajaran Media: paper
H. Assessment / Tugas:
Siswa diminta mengerjakan pre-test yang berbentuk soal uraian I. Penilaian
Jumlah Soal Benar x 10
Jember, 2 Mei 2023 Mengetahui
Peneliti Bahasa Inggris Peneliti
Falihatul Munawaroh, S.Pd Elsa Rahma
NIP. NIM.T20196048
Satuan Pendidikan SMA/MA
Kelas/Semester X/2
Mata Pelajaran Bahasa Inggris
Topik Recount text
Pertemuan Ke- 2
Alokasi Waktu 2 x 30 menit
A. Kompetensi Inti
1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi dan pengalaman orang lain.
2. Menyusun teks recount lisan dan tulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai dengan konteks penggunaannya.
3. Menyampaikan teks recount lisan dengan menggunakan bahasa yang benar dan lancar serta memperhatikan kaidah kebahasaan yang berlaku.
4. Menulis teks recount dengan menggunakan bahasa yang benar dan lancar serta memperhatikan kaidah kebahasaan yang berlaku.
B. Kompetensi Dasar dan Indikator Pencapaian Kom petensi
Kompetensi Dasar Indikator Pencapaian Kompetensi 3.11 Membandingkan fungsi sosial,
struktur teks, dan unsur kebahasaan beberapa teks personal recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi di waktu lampau, pendek dan sederhana,
3.11.1 Mampu mengidentifikasi ungkapan terkait ungkapan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks personal recount.
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan sederhana,
terkait pengalaman pribadi di waktu lampau (personal recount).
C. Tujuan Pembelajaran
1. Siswa mampu memahami recount text
2. Siswa mampu memahami tujuan dari recount text
3. Siswa mampu menentukan unsur kebahasaan dari recount text
D. Karakter siswa yang diharapkan : Kreatif, Mandiri , Berani, Gotong royong, Integritas.
E. Materi Pembelajaran
1. Teks lisan dan tulis yang personal recount text 2. Fungsi sosial
untuk menjaga hubungan interaksi transaksional dengan Peneliti dan teman.
Struktur Recount Text
Orientation, Series of Event, dan Reorientation.
3. Unsur kebahasaan:
1. Menggunakan Simple Past Tense - Subject + Verb 2
-. Subject + was/were+ Complement
2. Menggunakan Adverb of Time dan Adverb of Sequence
Metode Pembelajaran: brainstorming, ceramah, tanya jawab, dan penugasan
Pendekatan : scientific learning (mengamati,menanya,mengumpulkan informasi, mengasosialisasi, mengkomnunikasikan).
Strategi Pembelajaran: Word Attack Strategy
Pendahuluan
siswa, kemudian meminta siswa untuk berdoa bersama.
Peneliti mengecek kehadiran siswa/i dengan mengecek presensi kehadiran
Peneliti memastikan bahwa siswa dapat merespon perkataan Peneliti.
Brainstorming
10 menit
Inti Observing
Peneliti menjelaskan materi terkait Simple Past Tense
Peneliti menerangkan tata bahasa Simple Past Tense(formula of simple past tense)
Peneliti menjelaskan kegunaan simple past Communicating
Peneliti bertanya kepada siswa terkait materi Simple Past Tense
Peneliti memberikan contoh kalimat menggunakan Simple Past Tense
Experimenting
Peneliti mengenalkan dan mendemonstrasikan Word Attack Strategy. Pertama, peneliti menjelaskan apa yang di maksut dari Word Attack Strategy itu sendiri kemudian peneliti memberikan teks kepada siswa dan siswa di harapkan mampu menganilisis teks tersebut berdasarkan strategi Word Attack
10 menit
5 menit
30 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini,siswa ditanya bagaimana perasaannya (REFLEKSI)
Siswa diminta membuat kesimpulan pembelajaran
5menit
G. Sumber dan Media Pembelajaran
https://www.ruangPeneliti.com/blog/aspects-of-recount-text Media: White board, board marker.
H. Assessment / Tugas:
Siswa diminta membuat 5 kalimat menggunakan simple past tense Rubic penilaian
I. Penilaian
No Aspek Penilaian Skor
1 Writing 1-5
2 Grammar 1-10
3 Mechanic 1-5
Jumlah =
Jumlah selurus skor dari 5 soal =
Jember, 8 Mei 2023 Mengetahui
Peneliti Bahasa Inggris Peneliti
Falihatul Munawaroh, S.Pd Elsa Rahma
NIP. NIM.T20196048
Satuan Pendidikan SMA/MA
Kelas/Semester X/2
Mata Pelajaran Bahasa Inggris
Topik Recount text
Pertemuan Ke- 3
Alokasi Waktu 2 x 30 menit
A. Kompetensi Inti
1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi dan pengalaman orang lain.
2. Menyusun teks recount lisan dan tulis dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai dengan konteks penggunaannya.
3. Menyampaikan teks recount lisan dengan menggunakan bahasa yang benar dan lancar serta memperhatikan kaidah kebahasaan yang berlaku.
4. Menulis teks recount dengan menggunakan bahasa yang benar dan lancar serta memperhatikan kaidah kebahasaan yang berlaku.
B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi
Kompetensi Dasar Indikator Pencapaian Kompetensi 3.11 Membandingkan fungsi sosial,
struktur teks, dan unsur kebahasaan beberapa teks personal recount lisan dan tulis dengan memberi dan meminta informasi terkait pengalaman pribadi di waktu lampau, pendek dan sederhana,
3.11.1 Mampu mengidentifikasi ungkapan terkait ungkapan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks personal recount.
dan unsur kebahasaan teks recount lisan dan tulis, sangat pendek dan sederhana,
terkait pengalaman pribadi di waktu lampau (personal recount).
C. Tujuan Pembelajaran
1. Siswa mampu memahami recount text
2. Siswa mampu memahami tujuan dari ecount text
3. Siswa mampu menentukan unsure kebahasaan dari recount text
D. Karakter siswa yang diharapkan : Kreatif, Mandiri , Berani, Gotong royong, Integritas.
E. Materi Pembelajaran
1. Teks lisan dan tulis yang personal recount text 2. Fungsi sosial
untuk menjaga hubungan interaksi transaksional dengan Peneliti dan teman.
Struktur Recount Text
Orientation,Series of Event, dan Reorientation.
3. Unsur kebahasaan:
1. Menggunakan Simple Past Tense - Subject + Verb 2
-. Subject + was/were+ Complement
2. Menggunakan Adverb of Time dan Adverb of Sequence
Metode Pembelajaran: brainstorming, ceramah, tanya jawab, dan penugasan
Pendekatan:scientific learning (mengamati,menanya,mengumpulkan informasi, mengasosialisasi, mengkomnunikasikan).
Strategi Pembelajaran: Word Attack Strategy
Pendahuluan
siswa, kemudian meminta siswa untuk berdoa bersama.
Peneliti mengecek kehadiran siswa/i dengan mengecek presensi kehadiran
Peneliti memastikan bahwa siswa dapat merespon perkataan Peneliti.
Brainstorming
10 menit
Inti Observing
Peneliti menjelaskan materi terkait recount text
Peneliti menerangkan tata bahasa yang digunakan dalam recount text
Peneliti menjelaskan tujuan dari recount tex
Peneliti menjelaskan struktur dari recount text Communicating
Peneliti bertanya kepada siswa terkait personal recount text
Peneliti memberikan contoh personal recount text Experimenting
Peneliti meminta siswa untuk mengidentifikasi teks menggunakan Word Attack Strategy.
Peneliti menunjuk beberapa siswa untuk di tanya manakah kata/kalimat yang belum ia pahami. Lalu, peneliti meminta siswa mendemonstrasikan Word Attack Strategy dalam kalimat yang belum siswa pahami.
10 menit
5 menit
30 menit
Penutup Setelah mengikuti kegiatan pembelajaran pada pertemuan ini,siswa ditanya bagaimana perasaannya (REFLEKSI)
Siswa diminta membuat kesimpulan pembelajaran padapertemuan ini
5 menit
H. Assessment / Tugas:
Peneliti meminta siswa untuk membuat cerita singkat sederhana tentang kejadian mereka dimasa lampau.
I. Penilaian
No Aspek Penilaian skor
1 Writing 1-15
2 Grammar 1-25
3 Structure 1-20
4 Content 1-20
Jumlah =
Jember, 13 Mei 2023 Mengetahui
Peneliti Bahasa Inggris Peneliti
Falihatul Munawaroh, S.Pd Elsa Rahma
NIP. NIM.T20196