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Tria Afiyanti - FITK PDF
Tria Afiyanti - FITK PDF
Tria Afiyanti - FITK PDF
By:
Tria Afiyanti
1112014000064
The objective of this study was to get empirical evidence about the effectiveness
of using storyboard technique on students’ reading comprehension of narrative
text. This study was conducted in September 2016 at MAN 1 Tangerang Selatan.
This study used quantitative method with quasi experimental design. The
sampling technique used in this study was purposive sampling. Two classes were
taken as the subjects of this study, namely experimental class and controlled class.
The data obtained from both experimental class and controlled class through pre-
test and post-test were analyzed by using t-test formula. The result of calculation
showed that in the significance degree of 5%, the value of t-test (to) > t-table (tt)
(9.159 > 1.999). Therefore, it can be drawn conclusion that the alternative
hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means that
the use of storyboard technique is effective on students’ reading comprehension of
narrative text at tenth grade of MAN 1 Tangerang Selatan.
iv
ABSTRAK
v
ACKNOWLEDGEMENT
All praises be to Allah, the lord of the world, who always gives His mercy
and blessing upon the writer in completing this “skripsi”. Praying and greeting always
be upon His messenger, our prophet Muhammad SAW, his family, his companion,
and his adherence.
First of all, the writer would like to express the greatest honor to her
beloved family, her parents Syahroni and Siti Maesaroh, her sister Linda Elistia,
and her brothers Indra Permana and Mahesa Perdana Putra, who always give big
supports and moral encouragement to the writer to finish her study.
The writer also would like to express her deeply grateful to her advisors,
Dr. Fahriany, M.Pd. and Dr. Alek, M.Pd., for their big contribution, kindness and
patience to guide the writer until the writer refined and finished this “Skripsi”.
Furthermore, the writer would like to convey her sincere gratitude to:
1. Prof. Dr. Ahmad Thib Raya, M.A., the Dean of Faculty of Educational
Sciences of Syarif Hidayatullah State Islamic University Jakarta.
2. Dr. Alek, M.Pd., the Head of Department of English Education.
3. Zaharil Anasy, M.Hum., the secretary of Department of English Education.
4. All the lecturers of Department of English Education who have given
precious knowledge and experiences to the writer during her study.
5. The principle, all teachers, staffs, and the students of MAN 1 Tangerang
Selatan.
6. The big family of PBI C 2012, “the Ce-Ce” who have accompanied the writer
during the process of study with their big support and precious friendship.
The most happiest and grateful thing in college is being one of you, PBI C
2012.
7. All people whose names cannot be mentioned one by one who always give
support and pray to the writer, thanks to you all.
vi
May Allah Subhanallahu Wata’ala always give His bless to all of us.
Finally, the writer conveys that her writing is still far from being perfect; therefore
she hopes some suggestions and critics from the reader for this “Skripsi” to make
it better.
The Writer
vii
TABLE OF CONTENTS
APPROVAL ........................................................................................................... i
ENDORSEMENT SHEET ................................................................................... ii
SURAT PERNYATAAN KARYA SENDIRI .................................................... iii
ABSTRACT .......................................................................................................... iv
ABSTRAK ..............................................................................................................v
ACKNOWLEDGEMENT ................................................................................... vi
TABLE OF CONTENTS ................................................................................... viii
LIST OF TABLES .................................................................................................x
LIST OF FIGURE ............................................................................................... xi
LIST OF APPENDICES .................................................................................... xii
viii
4. The Language Features of Narrative Text ............................14
5. The Types of Narrative Text .................................................15
C. Storyboard Technique ................................................................16
1. The Understanding of Storyboard Technique .......................16
2. The Steps on Applying Storyboard Technique .....................18
D. Previous Studies.........................................................................19
E. Theoretical Thinking .................................................................20
F. Theoretical Hypotheses .............................................................21
CHAPTER III: RESEARCH METHODOLOGY ............................................22
A. Place and Time ..........................................................................22
B. Population and Sampe .................................................................... 22
C. Research Method and Design ........................................................ 22
D. Research Instrument ........................................................................ 23
E. Technique of Data Collection ........................................................ 23
F. Technique of Data Analysis ........................................................... 24
G. Statistical Hypotheses ..................................................................... 26
CHAPTER IV: RESEARCH FINDING AND INTERPRETATION .............28
A. Research Finding .......................................................................28
1. Data Description ...................................................................28
2. Data Analysis ........................................................................33
3. Hypothesis Testing ................................................................38
B. Interpretation..............................................................................40
CHAPTER V: CONCUSION AND SUGGESTION ........................................43
A. Conclusion .................................................................................43
B. Suggestion..................................................................................43
REFERENCES .....................................................................................................45
APPENDICES ......................................................................................................47
ix
LIST OF TABLES
x
LIST OF FIGURE
xi
LIST OF APPENDICES
xii
CHAPTER I
INTRODUCTION
1
Dyah Sunggingwati and Hoa Thi May Nguyen, “Teachers’ Questioning in Reading Lesson:
A Case Study in Indonesia”, Electric Journal of Foreign Language Teaching, 10, 2013, p. 81.
Retrived from http://e-flt.nus.edu.sg/v10n12013/sunggingwati.pdf.
2
Ibid., p. 92.
1
2
3
Kemendikbud, Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA, 2016,
(https://filekemendikbud.files.wordpress.com).
3
students could not reach the standard minimum score (KKM) for English subject.
Therefore, knowing that they found difficulties while learning narrative text in
junior high school, they may find the same or more difficulties in high school
remind that they have a higher goal to achieve.
Since comprehending reading narrative text is important as part of
curriculum objectives in Indonesia, there should be found ways in order to help
the students in comprehending this kind of text. One of them is the teacher can use
various techniques in the classroom, that can make them interesting in reading
activity. The one that can be use is storyboard technique.
Storyboard is a technique in language learning which facilitates the students
to represent a narrative through visual images. They can interpret what they have
read in their mind and create visual image based on it.4 Students’ storyboarding
could show their understanding of the text, because it is not easy to make sketches
without really understand the story in chronological.5 Therefore, this technique
could engage students to focus on their reading
4
Sharon E. Smaldino et al., Instructional Media and Technologies for Learning, (New
Jersey: Pearson Education Hall, 2002), p. 98.
5
David L. Bruce, “Using Storyboard to Engage Students with Reading”, The English
Journal, 100, 2011, p. 78. Retrieved from http://www.jstor.org.vlib.interchange.at/action.
4
A. Reading Comprehension
1. The Understanding of Reading
Reading is an important skill in language learning, besides speaking,
listening, and writing. Reading is not only part of language learning, but all
learning activities for all subjects involve reading. Learners need to read textbooks
related to the subject they learn, to read assignments given by the teacher, and
even to read their own writing. McDonough, Shaw, and Masuhara argued that,
“Reading is the most important language skill, particularly in cases where students
have to read English material for their own specialist subject but may never have
to speak the language.”1 Therefore, it can be called that reading is the fundamental
way in learning all area of studies.
There are various definitions of reading which come from various
perspectives. According to Linse on her book entitled Practical English Language
Teaching: Young Learners, “Reading is a set of skills that involves making sense
and deriving meaning from the printed words.”2 It means that in order to read, the
readers should have abilities to find meaning of the words in print, and then to
understand those meaning in order to comprehend it. In the context of second-
language readers, the comprehension of the readers are influenced by their
background knowledge of the text, their linguistic competence of the target
language, and reading strategies they used while reading the text.
Furthermore, Rudell in his book entitled Teaching Content Reading and
Writing stated that,
Reading is the act of constructing meaning while transacting with the
text. The reader makes meaning through the combination of prior
knowledge and previous experience; information available in text; the
1
Jo McDonough, Christopher Shaw, and Hitomi Masuhara, Materials and Methods in ELT:
a teacher’s guide, (Chichester: Wiley-Blackwell, 2013), p. 110.
2
Caroline T. Linse, Practical English Language Teaching: Young Learners, (New York:
McGraw-Hill Companies, 2005), p. 69.
5
6
3
Martha Rapp Ruddell, Teaching Content Reading and Writing, (New Jersey: John Wiley &
Son, Inc., 2007), p. 31.
4
Pamela J. Farris, Carol J. Fuhler, and Maria P. Walther, Teaching Reading: A Balance
Approach for Today’s Classrooms, (New York: McGraw-Hill, 2004), p. 324
5
William Grabe, and Fredricka L. Stoller, Teaching and Researching Reading, (New York:
Routlegde, 2013), pp. 6–9.
7
Thus, Grabe and Stoller classified the purposes for reading into seven points
specifically. Every person may has different purpose in reading depends on their
needs. Some readers often make their decision to read very quickly or even
unconsciously. They also may have more than one purpose in one reading. For
instance, when they pick up a newspaper, they may usually read the front page
first to search whether there is any information they expect to read. After they find
the headline which cues it, they may skim quickly for the length of paragraph and
then read some paragraphs for comprehension. However in academic or
professional ones, the readers may set their purposes before reading in order to
read effectively because they usually need several reading sources.
Harmer categorized the reasons of reading into two broad categories.6
Therefore, it can be concluded that there are two reasons in making decision
to read some kinds of written text, which are to get some instrumental information
or to get some pleasure. In reading for the instrumental reason, the readers usually
have specific reason to read something that would give some benefits to them.
6
Jeremy Harmer, The Practice of English Language Teaching 3 rd edition, (New York:
Longman, 2001), p. 200.
9
However, in reading for pleasure, the readers usually read texts or books they are
interested in, like novels, short stories, etc. and enjoy the time doing this activity.
a. Extensive Reading
Extensive reading refers to a reading activity that students often do outside a
classroom. This kind of reading should provide reading for pleasure, because a
teacher facilitates students to choose reading materials they want to read, to
encourage them to read a lot, and to give some opportunity to share their
reading experiences in the classroom.
b. Intensive Reading
Intensive reading refers to a reading activity that students often do inside a
classroom. This kind of reading usually focuses on reading text construction. It
means that students are asked to understand about type of text they are reading,
find the meaning for every word details, to examine the use of vocabulary and
grammar, and then to use the information they get from the text to move to
other language skills.
7
Jeremy Harmer, How to Teach English, (Cambridge: Pearson Education Limited, 2007), pp.
99–100.
8
Ibid., pp. 101–l02.
10
facilitate them with an active and an interesting reading activity that can help
them getting as much pleasure as possible.
c. Encourage students to respond to the content of a text (and explore their feeling
about it), not just concentrate on its construction.
Having students respond to the message of the text is as important as having
them deal with the construction of the text. Therefore, the teacher should give a
chance for students to express their feeling about the topic while the purpose is,
reading for pleasure and to find out the text construction while the purpose is,
reading for study.
d. Prediction is a major factor in reading.
An active process of reading is not started when we read the first sentence in
the first paragraph, but when we see book cover, photograph, headline, web
page banner, etc. By seeing them, we can get the clues to predict what we are
going to read. In extensive reading class, the teacher should encourage students
to see those hints to help them in selecting what they want to read and being
interested in the reading texts.
e. Match the task to the topic when using intensive reading texts.
After selecting an appropriate reading text for students, the teacher needs to
choose good reading tasks which involve the suitable type of questions,
appropriate activities before during and after reading, effective study
exploitation, etc.
f. Good teachers exploit reading texts to the full.
A good teacher should facilitate students with interesting reading scenario,
make them discuss the topic and develop the task, activate the language target
in the classroom, and bring the text to life. Moreover the teacher should give a
useful feedback for students.
Based on all points above, it can be concluded that those principles are
important to be used by the teacher. They can help the teacher to improve his
teaching of reading in the classroom. Moreover, by considering those principles
11
while teaching reading, it can help the students getting more knowledge and
understanding through the texts or materials they have studied.
5. Reading Comprehension
Bernanth defined reading comprehension as the simultaneous process of
interacting and involving a text in order to get and create meaning in it. These
simultaneous processes according to Bernanth are: First, the reader recognizes the
words on the page and interprets them in the mind which called as decoding
process. After realizing each word, the reader relates them into separate part of
ideas, and then connects these separate idea units within and across sentence.
Second process of reading comprehension is the reader connects the text with his
or her prior knowledge, and then interprets what comes to his or her mind visually
related to the meaning of the text.9 Thus, the texts cannot be really comprehended
by only reading it and recognizing the words, but also need to relate the prior
knowledge related to the text in order to make a meaningful reading.
Grabe and Stoller defined reading comprehension into a set of necessary
process that requires fluent reading. This set of necessary process is:10
a. A rapid process
b. An efficient process
c. An interactive process
d. A strategic process
e. A flexible process
f. An evaluating process
g. A purposeful process
h. A comprehending process
i. A learning process
j. A linguistic process
9
Joanne Schudt Caldwell, Comprehension Assessment: A Classroom Guide, (New York: The
Guilford Press, 2008), pp. 4–6.
10
William Grabe, and Fredricka L. Stoller, Teaching and Researching Reading, (New York:
Routlegde, 2013), pp. 11–13.
12
B. Narrative Text
1. The Understanding of Narrative Text
Reading English texts is very important for students, because it is not only
part of English curriculum in Indonesia, but it is also useful to improve students’
language acquisition and to provide good models for English writing. 11 There are
nine types of English texts that should be learned by Senior High School students
which are descriptive, announcement, recount, analytical exposition, hortatory
exposition, factual report, news item, procedure, and narrative.12 Each text types
have different characteristics and difficulties to be comprehended by its readers,
including narrative text.
Pardiyono defined narrative as a text type which appropriate to tell an
activity or experience in the past using problematic experience and resolution.13
Narrative relates to human life since a long time ago. It is the oldest structure of
human communication. People always tell stories for the rest of their lives, for
instance, parents use stories to teach their children good lessons, people use story
to tell a folklore in one society, a greatness of someone, or even they told their
11
Jeremy Harmer, How to Teach English, (Cambridge: Pearson Education Limited, 2007), p.
99.
12
Kemendikbud, Kompetensi Inti dan Kompetensi Dasar Bahasa Inggris SMA, 2016,
(https://filekemendikbud.files.wordpress.com).
13
Pardiyono, Pasti Bisa!! Teaching Genre-Based Writing, (Yogyakarta: C.V Andi Offset,
2007), p. 94.
13
own experiences in the form of stories, etc. It can be called that life is a narrative
which involve stories with chronological events.14
Based on some theories elucidated by some experts above, it can be
summed up that narrative text is text type which tells a story in the past with
chronological order. It contains series of events with some conflicts and resolution
that relates to people’s lives, like how people behave through one event or
conflict. Thus, people live by telling stories even based on their own experiences
or telling their ancient stories which relate to legend or folklore.
14
Donald Pharr and Santi V. Buscemi, Writing Today, (New York: McGraw-Hill, 2005), p.
174.
15
Pardiyono, Pasti Bisa!! Teaching Genre-Based Writing, (Yogyakarta: C.V Andi Offset,
2007), p. 94.
16
Mark Anderson and Kathy Anderson, Text Type in English 2, (South Yarra: McMillan
Education, 2003), p. 6.
14
behave and how the events develop in order to amuse, to inform, and to give
moral values to the reader.
a. Orientation
It tells the topic of the story and the basic information like the characters, the
time, and the place of the story.
b. Complication
It tells something that will begin the sequence of events which influence the
characters.
c. Sequence of events
It tells the feelings or reactions of the characters related to the complication.
d. Reorientation
It contains problem solving, how the conflicts are being solved.
e. Coda
It contains moral lesson that may be taken from the story.
17
Ibid., p. 12.
18
Th. M. Sudarwati, and Eudia Grace, Pathway to English for Senior High School Grade X,
(Jakarta: Erlangga, 2013), p. 246.
15
Thus, every types of narrative text have its own difficulties to comprehend
and its own characteristics, like the names of the characters, the setting, the plot,
19
Mark Anderson and Kathy Anderson, Text Type in English 2, (South Yarra: McMillan
Education, 2003), p. 18.
16
the conflict, etc. Since two or more types can be included in one work, it’s quite
challenging to comprehend the story in chronological order.
C. Storyboard Technique
1. The Understanding of Storyboard Technique
Storyboard technique is a prewriting activity which emphasized on students’
elaboration, prediction, brainstorming, and sequencing.20 Even it is usually used
as prewriting strategy, storyboard likely can be adapted to several others
classroom activities. David stated that storyboard can be used in reading activity
in the classroom, especially in reading works of fiction, because while students
create storyboards, they are reading them too.21
Storyboard is actually not a new concept. Historically, it has been used as a
beginning strategy in producing video, film, or animation. As Glebas on his book,
Directing the Story, stated that:
A script is a verbal plan for a story. A storyboard is a plan for the
visualization of that story. A storyboard is the inspirational heart, mind,
and soul of a movie. We have all seen storyboards; everyday in the
newspapers there are lots of three- or four-panel storyboards showing
short, usually funny, stories.22
As a reading activity, storyboards can help the students to visualize a print
text. This technique allows students to interpret the materials, such as narrative
text, into series of thumbnail sketches after reading the text.23 Students’
storyboarding could show their understanding of the text, because it is not easy to
make sketches without really understand the story in chronological.
Therefore, storyboard is a technique in language learning which facilitates
the students to represent a narrative through visual images. It facilitates the
students to decode the text and then to encode their comprehension through
20
Katherine D. Wiesandanger, Strategies for Literacy Education, (Ohio: Merrill Prentice
Hall, 2015), p. 161.
21
David L. Bruce, “Using Storyboard to Engage Students with Reading”, The English
Journal, 100, 2011, p. 78. Retrieved from http://www.jstor.org.vlib.interchange.at/action.
22
Francis Glebas, Directing the Story: Professional Storytelling and Storyboarding
Technique for Live Action and Animation, (Oxford: Elsevier Inc., 2009), p. 46.
23
Sharon E. Smaldino et al., Instructional Media and Technologies for Learning, (New
Jersey: Pearson Education Hall, 2002), p. 98.
17
24
Paula J. Clark et al., Developing Reading Comprehension, (Chichester: John Wiley & Sons
Ltd., 2014), p. 108.
25
Jose M.M. Naar, “Storyboards and Reading Comprehension of Literary Fiction in
English”, HOW, A Colombian Journal for Teachers of English, 2013, p. 154. Retrieved from
http://media.proquest.com.vlib.interchange.at/media/pq/classic/doc
18
Figure 2.1
The Example of Storyboard
- Instruct the students to divide blank white paper into many (four to six)
sections.
- Ask the students to read narrative text given by the teacher.
- Assign the students to re-create key events on the text into storyboard in 20 to
30 minutes. The students may allow using markers, crayon, and colored
pencils, or they just use regular pens and pencils.
- After the students have finished their storyboard, ask them to share their
drawings with their classmates, so they can discuss, both similarities and
differences, how they visualize the events of the text.
19
- Let the students make correction on their storyboard after having discussion
with their classmates.26
D. Previous Studies
Some previous studies relate to this research have been conducted by others
researchers, such as:
The first study was conducted by David L. Bruce on 2011 during eleven
years he taught in High School. He studied about storyboard technique, the
technique he was primarily used, to engage students with reading. Firstly, he used
this technique in teaching writing to his students, and then he found that teaching
reading of work fictions using storyboard can be as useful as teaching writing. He
taught poetry, novel fiction and film using this technique. And the result showed
that it could help students to improve their reading skill. The technique allows
students to pay close attention and focus to what they read, the elements and
“what happen” in the story and it could make their understanding are deeper.
The second study was done by Nur Setya Pamuji Asih to get her degree of
Sarjana Pendidikan in State University of Yogyakarta on 2014. The title is: The
Effectiveness of Storyboard Technique on Students’ Writing Ability on Drama
Script (an experiment study at SMAN 1 Depok, Sleman). She conducted
storyboard technique on teaching writing drama script. The result showed that the
students in the experiment class got much better score than the students in the
control class. Therefore, she concluded that storyboard technique is effective on
drama script teaching writing.
The next related study was conducted by Ni Luh Ayu Prabha Andari to get
her degree of Sarjana Pendidikan in Mahasaraswati Denpasar University of
Denpasar on 2014. The title of her skripsi is, “The Influence of Creating
Storyboard on the Writing Ability of the Eight Grade Students of SMP Negeri
Tampaksiring: A Study Based on Subak Cultural Landscape.” The result showed
that the storyboard gave significant influence on the students writing ability, and
they got good writing achievement.
26
Ibid., pp. 79–81.
20
E. Theoretical Thinking
Reading as one of skills in language learning has its own challenges to be
learned by students, especially reading in a foreign language as in Indonesia.
However, some research showed that lots of Indonesian teachers teach reading in
English in similar way. That is the students are asked to read a passage silently or
to read it loudly, then they have to translate it, and they are asked to complete the
questions in which the answers are available on the passage. This process
becomes routine and it changes rarely. Consequently the students become less
motivated, less interested in learning reading skill, and they may not comprehend
the text optimally.
Based on Indonesian curriculum, there are some text types that are taught in
the classrooms, and one of them is narrative text. Some studies have mentioned
that narrative as one of text types has its own difficulties to be comprehended by
the students. This problem can be caused by some factors. That are, students’
lack of vocabularies, students’ difficulties to find out all generic structures of the
text, and lack of learning variations in the classroom.
21
F. Theoretical Hypotheses
According to Creswell, there are two hypotheses in experimental study,
which are null hypothesis (Ho) and alternative hypothesis (Ha). Null hypothesis is
a prediction if there are no difference results of students’ achievement between
experimental class and controlled class. Besides, alternative hypothesis is the
opposite of null hypothesis that there are difference results of students’
achievement between experimental and controlled class.27 It means that if the null
hypothesis is accepted, there is high probability if storyboard technique is not
effective on teaching reading narrative text.
Therefore the hypotheses of this research can be formulated as follows:
Ho : The use of storyboard technique is effective on students’ reading
comprehension of narrative text.
Ha : The use of storyboard technique is not effective on students’ reading
comprehension of narrative text.
27
John W. Creswell, Educational Research, (Boston: Pearson Educatio, Inc., 2012), pp. 126–
127.
CHAPTER III
RESEARCH METHODOLOGY
1
L.R. Gay et al., Educational Research, Competencies for Analysis and Applications, (New
Jersey: Pearson, 2012), p. 141.
2
Ibid., p. 7.
22
23
D. Research Instrument
The instrument of this research was a test. The test was used to find out
whether there is any effect of storyboard technique on students‟ reading
comprehension of narrative text. The test was given in the beginning and the end
of the treatments. The test consisted of 40 multiple choice items which require the
students to find out the main ideas, the supporting ideas, the generic structures,
word references, and the messages related to the narrative text. The blue print of
the instrument can be seen on appendix 3.
3
Meredith D. Gall, Joyce P. Gall and Walter R. Berg, An Educational Research: An
Introduction 7th edition, (Boston: Pearson Education, Inc. 2003), p. 402.
24
1. Pre-test
The pre-test was given to both of experimental class and controlled class
before the treatment was applied in order to find out the level of students‟ ability
in comprehending narrative text. The pre-test was held on August, 31st 2016.
2. Post-test
The post-test was given to both classes after the treatment was applied. The
post-test was used in order to find out the growth of score as the measurement
of achievement in experimental and controlled class. Therefore, it can be seen
whether there is any effect of storyboard technique on students‟ reading
comprehension of narrative text. The post-test was held on September, 19th
2016.
Before the pre-test and post-test were given to the students in experimental
class and controlled class, both of those tests had been tested to three classes of
the population which to check its validity and reliability. The validity and
reliability of the test in this research was analyzed using ANATES program.
The result of pre-test analysis shows that from 50 items had been tested, 39
items were valid referred to df (N – 2), P=0.05. Then, to make it easier to be
scored, one item has been edited, and ten others items were eliminated. Thus, 40
items were finally chosen as the pre-test instrument of this study. Meanwhile, the
reliability of the pre-test was 0.88; this value can be categorized as high reliability
since the minimum standard of test reliability is 0.70.4
Then, the result of post-test analysis shows that from 50 items had been
tested, 35 items were valid. Then, five items has been edited and ten items were
eliminated in order to make it has the same number as pre-test. Meanwhile, the
reliability of the post-test was 0.91.
M1 = Mean of Variable X
M2 = Mean of variable Y
SE = Standard Error
There are several steps has to be taken in order to get the calculation of
t-test, they are as follow:
∑
√
∑
√
5
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: Rajawali Pers, 2014), p. 314.
26
Ho : μ1 = μ2
Ha : μ1 ≠ μ2
Notes:
Ho = Null hypothesis
Ha = Alternative hypothesis
μ1 = Students‟ reading comprehension achievement, who are taught through
storyboard technique.
μ2 = Students‟ reading comprehension achievement, who are taught without
storyboard technique.
27
A. Research Finding
1. Data Description
The data were collected from the students’ scores of pre-test and post-test in
both experimental class and controlled class. The data were described into three
tables. Table 4.1 shows the students’ pre-test scores, Table 4.2 shows the students’
post-test scores, and Table 4.3 shows the students’ gained scores.
Table 4.1
The Students’ Pre-test Scores
1 90 70
2 65 60
3 63 73
4 45 83
5 70 85
6 70 53
7 75 83
8 60 78
9 60 68
10 58 70
11 55 70
12 63 78
13 68 75
14 80 65
15 70 40
16 68 85
17 50 60
28
29
18 93 83
19 38 45
20 75 73
21 53 80
22 60 78
23 63 80
24 88 93
25 53 65
26 53 90
27 80 75
28 78 70
29 80 70
30 53 70
31 50 45
32 60 28
∑ 2087 2241
̅ (Mean) 65.22 70.03
The Table 4.1 shows the students’ pre-test scores in both experimental class
and controlled class. There are 32 students on each class. The pre-test was given
to the students before they got any treatments. According to the Table 4.1 above,
it can be seen that the lowest score in the experimental class was 38 and the
lowest score in the controlled class was 28. However, the highest score in both
experimental class and in the controlled class was same, that was 93. The mean
score of pre-test in the controlled class was higher than the mean of pre-test in the
experimental class. The mean of pre-test in the controlled class was 70.03 and the
mean of pre-test score in the experimental class was 65.22.
30
Table 4.2
The Students’ Post-test Scores
1 95 78
2 80 75
3 70 68
4 48 65
5 83 78
6 88 73
7 68 93
8 73 60
9 55 75
10 65 78
11 68 33
12 75 75
13 80 88
14 83 68
15 80 65
16 78 80
17 78 93
18 90 88
19 48 70
20 75 83
21 50 80
22 60 85
23 70 73
24 83 83
25 63 88
31
26 50 78
27 83 80
28 80 75
29 73 70
30 68 68
31 75 48
32 50 60
∑ 2285 2374
̅ (Mean) 71.41 74.19
The Table 4.2 shows the students’ post-test scores in experimental class and
controlled class. The post-test was given to the students after they got treatments
on reading narrative text. Each class had different treatments in order to increase
their reading score on narrative text. According to the Table 4.2, it can be seen
that the lowest score of post-test in the experimental class was 48 and the lowest
score of post-test in the controlled class was 33. Then, the highest score of post-
test in the experimental class was 95 and the highest score of post-test in the
controlled class was 93. The mean score of post-test in the controlled class was
higher than the mean of post-test in the experimental class. The mean of post-test
in the controlled class was 74.19 and the mean of pre-test score in the
experimental class was 71.41.
Table 4.3
The Students’ Gained Scores
1 5 8
2 15 15
32
3 8 -5
4 3 -18
5 13 -7
6 18 20
7 -7 10
8 13 -18
9 -5 7
10 8 8
11 13 -37
12 13 -3
13 13 13
14 3 3
15 10 25
16 10 -5
17 28 33
18 -3 5
19 10 25
20 0 10
21 -3 0
22 0 7
23 7 -7
24 -5 -10
25 10 23
26 -3 -12
27 3 5
28 3 5
29 -7 0
33
30 16 -2
31 25 3
32 -10 32
∑ 203 133
̅ (Mean) 6.34 4.16
The Table 4.3 shows the students’ gained scores in experimental class and
controlled class. In the experimental class, the highest gained score was 28 and
the lowest gained score was -10. Meanwhile, the highest gained score in the
controlled class was 32, and the lowest gained score was -37. In addition, the
mean of gained scores in the experimental class was higher that the mean of
gained score in the controlled class. The mean of gained scores in the
experimental class was 6.34 and the mean of gained score in the controlled class
was 4.16.
2. Data Analysis
Before the t-test formula was calculated to see the hypothesis of the study,
the normality and homogeneity of the data should be analyzed. The normality of
the data was needed in order to see if the data was normally distributed in both
experimental class and the controlled class or it was not normally distributed.
After the normality of the data has been tested, the next step was to test the
homogeneity of the data. It was needed to see if the data were homogenous or
heterogeneous.
Ha : L > Ltable
Ho : L ≤ Ltable
- If Lmax > Ltable, Ho is rejected and Ha is accepted. It means that the data of X is
not normally distributed.
- If Lmax < Ltable, Ho is accepted and Ha is rejected. It means that the data of X is
normally distributed.
Table 4.4
The Normality of Pre-test
∑ ∑ ̅ √
[ ]
̅
[ ]
Lmax = 0.09485
[ ]
Ltab = 0.1592
After the pre-test data of the experimental class has been calculated using
Lillyfors formula, the result shows if the Lmax < Ltable (0.09485 < 0.1592). It means
that the Ho was accepted, the pre-test data of the experimental class was normally
distributed.
35
̅
[ ]
Lmax = 0.10975
[ ]
Ltab = 0.1592
After the post-test data of the experimental class has been calculated using
Lillyfors formula, the result shows if the Lmax < Ltable (0.10975 < 0.1592). It means
that the Ho was accepted, the post-test data of the experimental class was normally
distributed.
̅
[ ]
Lmax = 0.1358
[ ]
Ltab = 0.1592
After the post-test data of the experimental class has been calculated using
Lillyfors formula, the result shows if the Lmax < Ltable (0.1358 < 0.1592). It means
that the Ho was accepted, the post-test data of the experimental class was normally
distributed.
36
∑ ∑ ̅ √
[ ]
̅
[ ]
Lmax = 0.1002
[ ]
Ltab = 0.1592
After the post-test data of the experimental class has been calculated using
Lillyfors formula, the result shows if the Lmax < Ltable (0.1002 < 0.1592). It means
that the Ho was accepted, the post-test data of the experimental class was normally
distributed.
Note:
The value of Ltable itself was gotten from the table of Lillyfors. In significance
degree of 0.05, L(0,05)(32) = 0.1592.
- If F < Fα(n1-1, n2-1), Ho is accepted and Ha is rejected. It means that the sample of
experimental class and controlled class is not different.
- If F > Fα(n1-1, n2-1), Ho is rejected and Ha is accepted. It means that the sample of
experimental class and controlled class is different.
Or
n1-1 = 32-1 = 31
n2-1 = 32-1 = 31
According to result of the calculation above, it can be seen that F < Fα(n1-1, n2-
1) or (1.239 < 1.69). It means that Ho is accepted and Ha is rejected. The sample of
experimental class and controlled class pre-test is not different or homogeneous.
n1-1 = 32-1 = 31
n2-1 = 32-1 = 31
According to result of the calculation above, it can be seen that F < Fα(n1-1, n2-
1) or (0.001 < 1.69). It means that Ho is accepted and Ha is rejected. The sample of
experimental class and controlled class post-test is not different or homogeneous.
3. Hypothesis Testing
In this section, the hypothesis of the study would be tested by calculating
the data using t-test formula. The students’ scores in two classes were compared
to find out whether there was significant difference between the students’
achievement on reading comprehension of narrative text in the experimental class
which was taught using storyboard technique and the controlled class which was
taught using another technique. In calculating the data, the experimental class was
symbolized with X variable and the controlled class with Y variable. The formula
of t-test was expressed as follows:
∑ [ ]
√ √
∑ [ ]
√ √
39
√ √ √
√ √ √
( )
( )
According to the calculation of the data, the value of degree of freedom (df)
is 62, and the significance degree 5% of the df 62 is 1.999. Meanwhile, the t-table
is 9.159. Therefore, it can be seen that the students’ post-test scores of the
40
experimental class is higher than the controlled class with the comparison of t-
observe and t-table is 16.769 > 1.999 = t-observe > t-table.
- If t-test (to) > t-table (tt), null hypothesis (Ho) is rejected. It means that there is
significant difference between students’ reading comprehension scores of
narrative text taught by using storyboard technique and without using
storyboard technique.
- If t-test (to) < t-table (tt), the null hypothesis (Ho) is accepted. It means that
there is no significant difference between students’ reading comprehension
scores of narrative text taught by using storyboard technique and without using
storyboard technique.
B. Interpretation
The data used on this study were taken from the students’ reading
achievement of pre-test and post-test in both experimental class and controlled
class which consisted of 32 students for each class. According to the Table 4.1
which showed the students’ pre-test scores in both experimental class and
controlled class, the mean score of pre-test in the controlled class was higher than
the mean of pre-test score in the experimental class. The mean of pre-test in the
controlled class was 70.03 with the highest score was 93 and the lowest score was
41
28. Meanwhile, the mean of pre-test score in the experimental class was 65.22
with the highest score was 93 and the lowest score was 38.
Then, the post-test scores of the students were described on the Table 4.2.
Based on its table, it can be seen that the mean score of post-test in the controlled
class was higher than the mean of post-test in the experimental class. The mean of
post-test in the controlled class was 74.19 with the higher score was 93 and the
lowest score was 33. Meanwhile, the mean of pre-test score in the experimental
class was 71.41 with the highest score was 95 and the lowest score was 48.
In addition, the Table 4.3 showed the gained scores of the experimental
class and the controlled class. The mean of gained scores in the experimental class
was higher than the mean of gained score in the controlled class. The mean of
gained scores in the experimental class was 6.34 with the highest score was 28
and the lowest score was -10. Meanwhile, the mean of gained score in the
controlled class was 4.16 with the highest score was 32 and the lowest score was
-37.
Before hypothesis being tested, the normality and homogenity of the data
need to be tested. The purpose of analyzing the normality was to to see whether
the data of this research has been normally distributed or not. The result of
normality could be seen by comparing the value of Lmax to Ltable. After the
normality of the data has been calculated using Lillyfors formula, it was found
that the value of pre-test and post the in the experimental class was Lmax < Ltable
(0.09485 and 0.1087 < 0.1592). Then, the value of pre-test and post the in the
controlled class was Lmax < Ltable (0.1358 and 0.1002 < 0.1592). Therefore, it can
be concluded that the data of pre-test and post-test in both experimental and
controlled class were normally distributed.
After the normality of the data was analyzed, the next step was analyzing
the homogeneity of the data. It was needed to find out whether the data / sample
in both experimental and controlled class were homogenous or heterogenous.
After the data was calculated, it was found that the F < Fα(n1-1, n2-1) or (1.239 (pre-
test) and 0.001 (post-test) < 1.69). It means that the sample of experimental class
and controlled class is not different or it was homogeneous.
42
The last is calculating the testing hypothesis. The data were calculated using
t-test formula in significant degree of 5%. The result showed that t-test is higher
than t-table, or t-test > t-table (16.769 > 1.999). Therefore, it can be concluded
that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was
accepted or there was significant difference between students’ reading
comprehension scores of narrative text taught by using storyboard technique and
without using storyboard technique. In other words, the using of storyboard
technique is effective on students’ reading comprehension of narrative text at
tenth grade of MAN 1 Tangerang Selatan.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
This study was conducted using quasi-experimental design which is aimed
to prove if there is any significant effect of storyboard technique on students’
reading comprehension of narrative text at tenth grade of MAN 1 Tangerang
Selatan. Based on the result of statistical calculation in the previous chapter, it
shows that there is significant degree 5% t-test, and it is higher than t-table or t-
test > t-table (16.769 > 1.999). It means the null hypothesis (Ho) is rejected and
the alternative hypothesis is accepted or there is significant difference between
students’ reading comprehension achievement of narrative text taught by using
storyboard technique and without using storyboard technique. Therefore, it can be
concluded that storyboard technique is effective on students' reading
comprehension of narrative text at the tenth grade of MAN 1 Tangerang Selatan.
B. Suggestion
Referring to the conclusion of the study, it can be delivered some suggestion
go to:
- Students
Students should actively participate on learning process and use their time
effectively in the classroom. They also should build their reading habit, so they
could get used to read the texts and to get much knowledge by reading them.
- Teachers
The teachers should be creative in facilitating the students to learn the
materials. Therefore, the teaching and learning process become more
interesting, motivating, enjoyable, and effective for students.
- Schools
Schools should support the teaching and learning process by providing
facilities for teachers to teach and for students to learn the any materials well
and effectively.
43
44
- Further researchers
Further researchers should be well-prepared in conducting a research. They
also may use this study as a reference in conducting similar or different
research field.
REFERENCES
Anderson, Mark., and Anderson, Kathy. Text Types in English 2. South Yarra:
McMillan Education, 2003.
Bruce, David L. Using Storyboard to Engage Students with Reading. The English
Journal. 100, 2011.
Farris, Pamela J., et al., Teaching Reading: A Balance Approach for Today’s
Classrooms. New York: McGraw-Hill, 2004.
Fraenkel, Jack R., and Wallen, Norman E. How to Design and Evaluate Research
in Education. New York: McGraw-Hill, 2009.
Harmer, Jeremy. The Practice of English Language Teaching 3rd edition. New
York: Longman, 2001.
45
46
McDonough, Jo., et al., Materials and Methods in ELT : A Teacher’s Guide (3rd).
Oxford: Willey-Blackwell, 2013.
Pharr, Donald., and Busemi, Santi V. Writing Today. New York: McGraw-Hill,
2005.
Ruddel, Martha Rapp. Teaching Content Reading and Writing, fifth edition. New
Jersey: John Wiley & Sons, Inc., 2008.
Smaldino, Sharon E., et al., Instructional Media and Technologies for Learning.
New Jersey: Pearson Education Hall, 2015.
Sudarwati, Th. M. and Grace, Eudia. Pathway to English for Senior High School
Grade X. Jakarta: Erlangga, 2013.
Appendix 1
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, responsive
dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas
berbagai 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,
prosedural berdasarkan 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 kongkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks
penggunaannya.
3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana.
3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana.
3.10.3 Menganalisa struktur dari teks naratif sederhana.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek
sederhana.
4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif
sederhana.
4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif
sederhana.
4.15.3 Mengilustrasikan cerita naratif dalam bentuk storyboard.
C. Materi Pembelajaran
1. Pengertian teks naratif:
- An orientation tells about who is in the story, when the story is taking
place, and where the action is happening.
- A complication tells about sets off a chain of events that inflluences
what will happen in the story.
49
Storyboard Technique
50
Kegiatan Waktu
Pertemuan Pertama
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
Kegiatan inti
Mengamati
4. Guru menampilkan beberapa gambar mengenai beberapa
cerita terkenal.
5. Siswa memperhatikan gambar tersebut.
Menanyakan
6. Dengan bimbingan dan arahan guru, siswa
mempertanyakan perbedaan jenis teks narrative yang ada 80 Menit
pada gambar.
Mengeksplorasi
7. Siswa membaca sebuah teks narrative yang diberikan guru.
8. Siswa menuangkan pemahaman mereka terhadap isi bacaan
dalam bentuk storyboard.
Kegiatan Penutup
9. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari. 5 Menit
10. Siswa memberikan komentar, penilaian ataupun saran
untuk proses belajar pada hari itu.
11. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
51
Kegiatan Waktu
Pertemuan Kedua
Kegiatan Awal
Mengomunikasikan
Kegiatan Penutup
9. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari.
10. Siswa memberikan komentar, penilaian ataupun saran 5 Menit
untuk proses belajar pada hari itu.
11. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
H. Penilaian
Batu Bedaung
-
Who?- What happened with
Where?
- the characters?
When?
-
-
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, responsive
dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas
berbagai 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,
prosedural berdasarkan 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 kongkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks
penggunaannya.
3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana.
3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana.
3.10.3 Menganalisa struktur dari teks naratif sederhana.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek
sederhana.
4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif
sederhana.
4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif
sederhana.
4.15.3 Mengilustrasikan cerita naratif dalam bentuk storyboard.
C. Materi Pembelajaran
1. Pengertian teks naratif:
- An orientation tells about who is in the story, when the story is taking
place, and where the action is happening.
- A complication tells about sets off a chain of events that inflluences
what will happen in the story.
56
Storyboard Technique
57
Kegiatan Waktu
Pertemuan Ketiga
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
Kegiatan inti
Mengamati
4. Guru menampilkan Power Point Prentation tentang
reading narrative text.
5. Siswa mengamati penjelasan guru.
Menanyakan
6. Siswa bertanya tentang materi yang kurang mereka pahami.
7. Guru menanyakan beberapa pertanyaan untuk mengecek 80 Menit
pemahaman siswa.
Mengeksplorasi
8. Guru membagi siswa ke dalam enam kelompok.
9. Siswa secara berkelompok membaca sebuah teks narrative
yang diberikan guru secara berkelompok.
10. Siswa menuangkan pemahaman mereka terhadap isi bacaan
dalam bentuk storyboard.
Kegiatan Penutup
11. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari. 5 Menit
12. Siswa memberikan komentar, penilaian ataupun saran
untuk proses belajar pada hari itu.
13. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
58
Kegiatan Waktu
Pertemuan Keempat
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah.
3. Guru mengajak siswa mendoakan siswa bila ada yang
sakit. 10 Menit
4. Guru dan siswa memainkan sebuah game.
Mengomunikasikan
5. Siswa, secara berkelompok, mendiskusikan persamaan dan
perbedaan dari storyboard yang telah mereka buat dengan
kelompok lain.
Mengasosiasikan
7. Siswa melakukan perbaikan terhadap storyboard yang 75 Menit
mereka buat jika terdapat kekeliruan.
8. Siswa mengidentifikasi informasi umum dan rinci terkait
teks yang dibaca.
9. Siswa mengisi lembar latihan yang diberikan oleh guru.
10. Guru memberikan feedback.
Kegiatan Penutup
11. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari.
12. Siswa memberikan komentar, penilaian ataupun saran 5 Menit
untuk proses belajar pada hari itu.
13. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
H. Penilaian
It was of course the lion which Androcles had met in the forest. The
Emperor, surprised at seeing such a strange behavior in so cruel a beast, called
Androcles to him and asked him how the lion lost all its cruelty. So Androcles
told the Emperor all that had happened to him and how the lion was showing its
gratitude for his having relieved it of the thorn. The Emperor pardoned Androcles
and ordered his master to set him free, while the lion was taken back into the
forest and let loose to enjoy liberty once more.
1) Who is Androcles?
2) How did he feel when he heard the lion’ roar?
3) Why did the lion limp?
4) What did Androcles do to the lion?
5) What did the lion do in return to Androcles’ help?
6) What happened to Androcles after he was caught by the soldiers?
7) In the arena, what did the lion do to Androcles?
8) What did the emperor do seeing the lion’s behavior?
9) How did the story end?
10) What is the lesson we can learn from the story?
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, responsive
dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas
berbagai 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,
prosedural berdasarkan 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 kongkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks
penggunaannya.
3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana.
3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana.
3.10.3 Menganalisa struktur dari teks naratif sederhana.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek
sederhana.
4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif
sederhana.
4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif
sederhana.
4.15.3 Mengilustrasikan cerita naratif dalam bentuk storyboard.
C. Materi Pembelajaran
1. Pengertian teks naratif:
- An orientation tells about who is in the story, when the story is taking
place, and where the action is happening.
- A complication tells about sets off a chain of events that inflluences
what will happen in the story.
63
sprang into the air with all his might and then flung himself at the enemy in
the well. The result was that the proud lion was instantly drowned.
Kegiatan Waktu
Pertemuan Kelima
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
Kegiatan inti
Mengamati
4. Guru menampilkan Power Point Prentation tentang reading 80 Menit
narrative text.
5. Siswa mengamati penjelasan guru.
Menanyakan
6. Siswa bertanya tentang materi yang kurang mereka pahami.
7. Guru menanyakan beberapa pertanyaan untuk mengecek
pemahaman siswa.
Mengeksplorasi
8. Guru memberikan 3 jenis teks naratif berbeda kepada siswa.
9. Siswa secara membaca teks narrative yang diberikan guru.
10. Siswa menuangkan pemahaman mereka terhadap isi bacaan
dalam bentuk storyboard.
Kegiatan Penutup
11. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari. 5 Menit
12. Siswa memberikan komentar, penilaian ataupun saran untuk
proses belajar pada hari itu.
13. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
65
Kegiatan Waktu
Pertemuan Keenam
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah.
3. Guru mengajak siswa mendoakan siswa bila ada yang
sakit. 10 Menit
4. Guru dan siswa memainkan sebuah game.
Mengomunikasikan
5. Siswa mendiskusikan persamaan dan perbedaan dari
storyboard yang telah mereka buat dengan siswa lain.
6. Perwakilan siswa menceritakan isi teks yang mereka baca
di depan kelas.
75 Menit
Mengasosiasikan
7. Siswa melakukan perbaikan terhadap storyboard yang
mereka buat jika terdapat kekeliruan.
8. Siswa mengidentifikasi struktur teks, unsur kebahasaan,
informasi umum dan rinci terkait teks yang dibaca
9. Guru memberikan feedback.
Kegiatan Penutup
10. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari.
11. Siswa memberikan komentar, penilaian ataupun saran
untuk proses belajar pada hari itu. 5Menit
12. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
H. Penilaian
One day his brother followed him to solve that mystery. Next day the
brother went back to the cave and opened it. He found a lot of money but when he
tried to get out he could not.
After a few minutes the thieves came and saw the brother. The boss asked
him how he knew about the cave so he told them the story. They killed the brother
and went to find Ali Baba‟s house.
The next morning the thieves hide in the big jars, and went to Ali Baba‟s
house. The boss and two of his men pretended that they were merchants and then
Ali Baba invited them to lunch.
After lunch they took a rest. The house maid went out and found 40
thieves in the jars, so she boiled hot oil and poured it on their heads to kill them.
After that Ali Baba lived in happiness forever.
Based on the Text above, please choose the best answer by giving the cross
mark in the letter T if the statement is true and the letter F is the statement is
false.
1) T – F Ali Baba is a greedy and stupid man.
2) T – F Ali Baba‟s greedy brother wanted to know how Ali Baba became
rich by following him.
3) T – F There were Fourteen Thieves in the story.
4) T – F The house maid killed all the thieves in the boiled jars.
Based on the Text B above, please answer the questions by choosing and
giving the cross mark to the best answer according to you.
5) The topic of the text is about ….
a. Ali Baba and his greedy brother
b. The thieves and the house maid
c. Ali Baba and fourteen thieves
d. Ali Baba and the house maid
e. Ali Baba and forty thieves
6) Which statement is true based on the text?
a. Ali Baba is a greedy and stupid person.
b. The house maid killed all the thieves.
c. Ali Baba‟s brother is a smart person.
d. The thieves are kind and gentle.
e. The thieves can kill Ali Baba.
7) “He took some of it …” (Paragraph 1). The word “He” refers to ….
a. The boss of thieve
b. Ali Baba‟s brother
c. The house maid
d. The treasure
e. Ali Baba
8) What did the house maid do to kill the thieves?
a. By putting poison to the beverage at lunch.
b. By stabbing them with sharp knife.
c. By pouring them with hot oil.
d. By boiling them in hot water.
e. By firing them in the jars.
67
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, responsive
dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas
berbagai 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,
prosedural berdasarkan 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 kongkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks
penggunaannya.
3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana.
3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana.
3.10.3 Menganalisa struktur dari teks naratif sederhana.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek
sederhana.
4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif
sederhana.
4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif
sederhana.
C. Materi Pembelajaran
1. Pengertian teks naratif:
- An orientation tells about who is in the story, when the story is taking
place, and where the action is happening.
- A complication tells about sets off a chain of events that inflluences
what will happen in the story.
70
Kegiatan Waktu
Pertemuan Pertama
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
4. Guru mambagi siswa ke dalam beberapa kelompok.
Kegiatan inti
Mengamati
5. Guru menampilkan beberapa gambar mengenai beberapa
cerita terkenal.
6. Siswa memperhatikan gambar tersebut.
Menanyakan
7. Dengan bimbingan dan arahan guru, siswa
mempertanyakan perbedaan jenis teks narrative yang ada
pada gambar. 80 Menit
Mengeksplorasi
8. Guru membagikan sebuah teks naratif berbeda pada setiap
kelompok.
9. Siswa, secara berkelompok, membaca dan memahami teks
narrative yang diberikan guru.
Mengomunikasikan
10. Masing-masing kelompok menyampaikan hasil diskusi
mereka di depan kelas. Kelompok lain diperbolehkan
bertanya.
Mengasosiasikan
11. Siswa, secara berkelompok, menganalisa fungsi sosial dan
struktur dari teks naratif yang mereka baca.
72
Kegiatan Penutup
12. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari. 5 Menit
13. Siswa memberikan komentar, penilaian ataupun saran
untuk proses belajar pada hari itu.
14. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
Kegiatan Waktu
Pertemuan Kedua
Kegiatan Awal
Mengeksplorasi
7. Setiap kelompok berdiskusi tentang unsur kebahasaan yang
berbeda yang terdapat dalam teks naratif.
Mengomunikasikan
8. Siswa membentuk kelompok baru yang terdiri dari tiap
anggota dari kelompok sebelumnya.
9. Setiap siswa menjelaskan hasil diskusi dari kelompok
mereka sebelumnya.
Mengasosiasikan
10. Siswa mengidentifikasi unsur kebahasaan dari teks naratif
yang mereka baca.
11. Guru memberikan feedback.
73
Kegiatan Penutup
12. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari. 5 Menit
13. Siswa memberikan komentar, penilaian ataupun saran untuk
proses belajar pada hari itu.
14. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
H. Penilaian
I. Teknik Penilaian : Tes tulis
Batu Bedaung
you. Let me become a white, sweet-smelling jasmine.” Suddenly, the big stone
opened up and the woman went inside. Slowly the stone closed over her.
A few days later a small beautiful plant started to grow from under the big
stone. It had plenty of leaves and its flowers were white and had sweet smell. The
villagers called the big stone Batu Bedaung.
What about the two wicked children? The angry villagers threw them out
of the village. The wicked children never heard again.
J.
K.Who? What happened with
L.Where? the characters?
M.When?
N.
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, responsive
dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas
berbagai 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,
prosedural berdasarkan 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 kongkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks
penggunaannya.
3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana.
3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana.
3.10.3 Menganalisa struktur dari teks naratif sederhana.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek
sederhana.
4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif
sederhana.
4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif
sederhana.
C. Materi Pembelajaran
1. Pengertian teks naratif:
- An orientation tells about who is in the story, when the story is taking
place, and where the action is happening.
- A complication tells about sets off a chain of events that inflluences
what will happen in the story.
77
Kegiatan Waktu
Pertemuan Ketiga
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
Kegiatan inti
Mengamati
4. Guru menampilkan Power Point Presentation tentang
reading narrative text.
5. Siswa mengamati penjelasan guru.
Menanyakan
6. Siswa bertanya tentang materi yang kurang mereka pahami. 80 Menit
7. Guru menanyakan beberapa pertanyaan untuk mengecek
pemahaman siswa.
Mengeksplorasi
8. Siswa mengerjakan latihan yang diberikan guru.
Kegiatan Penutup
9. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari. 5 Menit
10. Siswa memberikan komentar, penilaian ataupun saran
untuk proses belajar pada hari itu.
11. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
Kegiatan Waktu
Pertemuan Keempat
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah.
3. Guru mengajak siswa mendoakan siswa bila ada yang 10 Menit
sakit.
4. Guru dan siswa memainkan sebuah permainan.
79
Mengeksplorasi
5. Siswa, secara berkelompok, membaca dan memahami
sebuah teks narrative yang diberikan guru.
75 menit
6. Setiap kelompok mencari informasi yang berbeda yang
telah ditentukan oleh guru
.
Mengomunikasikan
7. Perwakilan setiap kelompok membentuk kelompok baru
dan menjelaskan hasil diskusi dari kelompok mereka
sebelumnya.
Mengasosiasikan
8. Siswa mengisi latihan soal yang diberikan oleh guru.
9. Guru memberikan feedback.
Kegiatan Penutup
10. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari.
11. Siswa memberikan komentar, penilaian ataupun saran 5 Menit
untuk proses belajar pada hari itu.
12. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
H. Penilaian
covered with blood and much swollen. Looking more closely at it Androcles saw
a big thorn pressed into the paw, which was the cause of all the lion’s trouble.
Plucking up courage he held the thorn and drew it out of the lion’s paw, who
roared with pain when the thorn came out, but soon after finding such relief from
it that he fawned upon Androcles and showed, in every way that he knew, to
whom he owed the relief. Instead of eating him up he brought him a young deer
that he had killed, and Androcles managed to make a meal from it. For some time
the lion continued to bring the game he had killed to Androcles, who became
quite fond of the huge beast.
But one day a number of soldiers came marching through the forest and
found Androcles. As he could not explain what he was doing, they took him
prisoner and brought him back to the town from which he had fled. Here his
master soon found him and brought him before the authorities. Soon Androcles
was sentenced to death for fleeing from his master. Now it used to be the custom
to throw murderers and other criminals to the lions in a huge circus, so that while
the criminals were punished the public could enjoy the scene of a fight between
them and the wild beasts.
So Androcles was sentenced to be thrown to the lions, and on the
appointed day he was led forth into the Arena and left there alone with only a
spear to protect him from the lion. The Emperor was in the royal box that day and
gave the signal for the lion to come out and attack Androcles. But when it came
out of its cage and got near Androcles, what do you think it did? Instead of
jumping into him it fawned on him and stroked him with its paw, it made no
attempt to do him any harm.
It was of course the lion which Androcles had met in the forest. The
Emperor, surprised at seeing such a strange behavior in so cruel a beast, called
Androcles to him and asked him how the lion lost all its cruelty. So Androcles
told the Emperor all that had happened to him and how the lion was showing its
gratitude for his having relieved it of the thorn. The Emperor pardoned Androcles
and ordered his master to set him free, while the lion was taken back into the
forest and let loose to enjoy liberty once more.
1) Who is Androcles?
2) How did he feel when he heard the lion’ roar?
3) Why did the lion limp?
4) What did Androcles do to the lion?
5) What did the lion do in return to Androcles’ help?
6) What happened to Androcles after he was caught by the soldiers?
7) In the arena, what did the lion do to Androcles?
8) What did the emperor do seeing the lion’s behavior?
9) How did the story end?
81
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, responsive
dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas
berbagai 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,
prosedural berdasarkan 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 kongkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari di sekolah
secara mandiri, dan mampu menggunakan metoda sesuai kaidah
keilmuan.
B. Kompetensi Dasar
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
1.1.1 Mengungkapkan rasa syukur setiap saat mendapat kesempatan
belajar bahasa Inggris.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks
penggunaannya.
3.10.1 Mengidentifikasi fungsi sosial teks naratif sederhana.
3.10.2 Menentukan unsur kebahasaan dari teks naratif sederhana.
3.10.3 Menganalisa struktur dari teks naratif sederhana.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk cerita pendek
sederhana.
4.15.1 Menjelaskan kembali struktur dan unsur kebahasaan teks naratif
sederhana.
4.15.2 Menemukan informasi tersirat maupun tersurat dari teks naratif
sederhana.
C. Materi Pembelajaran
1. Pengertian teks naratif:
- An orientation tells about who is in the story, when the story is taking
place, and where the action is happening.
- A complication tells about sets off a chain of events that inflluences
what will happen in the story.
84
Kegiatan Waktu
Pertemuan Kelima
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah. 5 Menit
3. Guru mengajak siswa mendoakan siswa bila ada yang sakit.
Kegiatan inti
Mengamati
4. Guru menampilkan Power Point Presentation tentang
reading narrative text.
5. Siswa mengamati penjelasan guru.
Menanyakan 80 Menit
6. Siswa bertanya tentang materi yang kurang mereka pahami.
7. Guru menanyakan beberapa pertanyaan untuk mengecek
pemahaman siswa.
Mengeksplorasi
8. Siswa mengerjakan latihan yang diberikan guru.
Kegiatan Penutup
9. Guru bersama-sama dengan siswa membuat kesimpulan
materi yang telah dipelajari. 5 Menit
10. Siswa memberikan komentar, penilaian ataupun saran
untuk proses belajar pada hari itu.
11. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
Kegiatan Waktu
Pertemuan Keenam
Kegiatan Awal
1. Guru masuk ke dalam kelas.
2. Guru menanyakan murid yang tidak masuk sekolah.
3. Guru dan siswa mendoakan siswa bila ada yang sakit.
10 Menit
4. Guru dan siswa memainkan sebuah permainan.
Mengeksplorasi
5. Siswa, secara berkelompok, membaca dan memahami
sebuah teks narrative yang diberikan guru. 75 menit
6. Setiap kelompok mencari informasi yang berbeda yang
telah ditentukan oleh guru.
86
Mengomunikasikan
7. Perwakilan setiap kelompok membentuk kelompok baru
dan menjelaskan hasil diskusi dari kelompok mereka
sebelumnya.
Mengasosiasikan
8. Siswa mengisi latihan soal yang diberikan oleh guru.
9. Guru memberikan feedback.
Kegiatan Penutup
10. Guru bersama-sama dengan siswa membuat kesimpulan
5 Menit
materi yang telah dipelajari.
11. Siswa memberikan komentar, penilaian ataupun saran
untuk proses belajar pada hari itu.
12. Guru menginformasikan rencana kegiatan pembelajaran
untuk pertemuan berikutnya.
H. Penilaian
Based on the Text above, please choose the best answer by giving the cross
mark in the letter T if the statement is true and the letter F is the statement is
false.
87
Appendix 2
Rata2= 31,03
Simpang Baku= 8,35
KorelasiXY= 0,83
Reliabilitas Tes= 0,91
Butir Soal= 50
Jumlah Subyek= 34
Nama berkas: D:\HITUNGAN STATISTIK\ANATES\ANATESV4-NEW\UJI VALIDITAS POST-
TEST.ANA
Appendix 3
a. Conceptual Definition
Narrative text is a text which tells a story in the past with chronological order.
It contains series of events with some conflicts and resolution that relates to
people’s lives, like how they behave through one event or conflict.
b. Operational Definition
The scores were obtained from students’ test of narrative text, consist of: (1)
identifying the schematic structure of the passage, (2) finding the main idea, (3)
finding the specific information, and (4) determining the word referral. The test
was designed with multiple choices items with options A, B, C, D, and E. It
meant there was one correct answer, while the others were distractions. The
correct answer would be graded +2.5, and the wrong answer would be graded
0. Total items of the instrument were 40 items. It brings consequence that the
lowest score will be 0, while the highest score will be 100.
Number of Items
No Skill Aspect Sub-aspect Indicators Total
Pre-test Post-test
1 Reading Narrative
Finding the main
Text 9, 19, 29, 3, 14, 15,
b. Main idea idea of the 9
39. 25, 39.
passage.
Finding the
c. Specific specific 5, 6, 14, 2, 12, 13,
11
information information of 23, 33. 16, 19, 36.
the passage.
Total 80
94
Appendix 4
PRE-TEST INSTRUMENT
Choose the best answer for each questions based on the alternatives given!
(The text for questions number 1-10)
The Legend of Si Pahit Lidah
As the story goes, there lived a mighty young man named Serunting in Semidang
land, in South Sumatera. He was so powerful due to the son of a very powerful
giant and the princess of the land, Princess Tenggang. Serunting had a brother-in-
law named Arya Tebing since Arya Tebing‟s sister was Serunting‟s wife.
Both young men had a quarrel due to Serunting‟s jealousy over Arya Tebing.
Each of them had rice paddies side by side, which were separated by a fallen tree.
On this decayed fallen tree, some mushrooms grew. The ones that grew
overlooking to Arya Tebing‟s rice paddy turned into gold, while those which grew
overlooking to Serunting‟s rice paddy turned into useless thatch grass. This made
Serunting envious. No matter how hard Serunting tried to move the decayed tree,
the mushroom overlooking Arya‟s rice paddy remained gold forever.
Eventually, a violent fight broke out between them. Knowing that Serunting
was mightier than Arya Tebing, Arya stopped the fight. He persuaded his sister to
find out the weakness of Serunting mighty power. Serunting‟s wife told Arya that
Serunting concealed his soul into the highest thatch grass which remained
unshaken even when the wind blew it.
The next day, both young men continued to fight. Having known the secret,
Arya Tebing pierced the thatch grass with his spear. Serunting fell and his arm
was badly injured. Serunting knew that his wife had betrayed him so he left the
land angrily. He headed his way to Mount Siguntang and asked the God of
Mahameru for mighty power. The god told him to sit, meditating under the
bamboo tree until his body was completely covered by the bamboo leaves.
Serunting did it for two years and succeed in getting the mighty power. Whatever
he spoke, it would turn into a curse immediately. From then on, people called him,
“Si Pahit Lidah” (the bitter tongue). Woe to him who dare to oppose Serunting.
Very body feared of him because everyone who came across with Serunting
turned into a stone by his curse.
Adopted from Pathway to English for Senior High School Grade X.
21. Why did Malin Kundang and his mother have to live hard?
a. Because they are poor people.
b. Because he sailed with the merchant.
c. Because his father had passed away when he was a baby.
d. Because they didn‟t have much money.
e. Because he was a healthy, diligent, and strong boy.
22. How did the merchant thank to Malin Kundang for helping him from the
pirates?
a. He gave Malin much money.
b. He married Malin with his daughter.
c. He allowed Malin to sail with him.
99
One morning, he went to the kitchen. He did not recognize her. Even, when
she asked to marry him, he refused it because he had already promised to marry a
princess. Finally, she cleaned herself up so that he recognized her. In all, they
married.
Adopted from Pathway to English for Senior High School Grade X.
POST-TEST INSTRUMENT
Choose the best answer for each questions based on the alternatives given!
(The text for questions number 1-8)
The Story of the Smart Parrot
Once upon a time, a man in Puerto Rico had a wonderful parrot. There was no
other parrot like it. It was very smart. This parrot would say any words, except one word.
He would not say the name of the town where he was born. The name of the town was
Catano.
The man tried to teach the parrot to say Catano. But the bird would not say the
word. At first the man was very nice, but then he got angry. “You are a stupid bird! Why
can‟t you say the word? Say Catano, or I will kill you!” but the parrot would not say it.
Then the man got so angry that the shouted over and over, “Say Catano, or I‟ll kill you!”
but the bird would not talk.
One day after trying for many hours to make the bird say Catano, the man got
very angry. He picked up the bird and threw him into the chicken house. “You are more
stupid than the chickens. Soon I will eat them, and I will eat you, too.”
In the chicken house there are four old chickens. They were for Sunday‟s dinner.
The man put the parrot in the chicken house and left.
The next day the man came back to the chicken house. He opened the door and
stopped. He was very surprised at what he saw!
He saw three dead chickens on the floor. The parrot was screaming at the fourth
chicken, “Say Catano, or I‟ll kill you!
Adopted from http://kumpulan-soal-dan-jawaban.blogspot.com
4. What did the man finally do to the bird because the bird cannot say Catano?
a. The man ate the bird.
b. The man sold the bird.
c. The man killed the bird.
d. The man shot the bird.
e. The man threw the bird to the chicken house.
5. It is most likely that …
a. The bird killed the three chickens.
b. The three chickens killed the bird.
c. The bird played with the chicken.
d. The bird killed one of the three chickens.
e. The three chickens played with the bird.
6. “It was very, very smart.” (paragraph 1). The underlined word refers to ….
a. The man
b. Catano
c. The chicken
d. Puerto Rico
e. The bird
7. “The parrot was very, very smart.” The word „smart‟ means ….
a. Stupid
b. Clever
c. Stubborn
d. Beautiful
e. Ugly
8. What is the moral value of the text above?
a. We don‟t teach a bird.
b. A parrot is a smart bird.
c. We should not teach someone very often.
d. The man should not teach the parrot.
e. We should not impose our will to others.
Purbasari was very sad. Now she had to stay in the jungle. Everyday, she spent
her time playing with some animals there. There was a monkey that always tried to cheer
her up. It was not just an ordinary monkey, he had a magical power. The monkey also
could talk with humans. The monkey's name was Lutung Kasarung. He was actually a
god, his name was Sanghyang Gurumina. Lutung Kasarung planned to help Purbasari. He
made a small lake and asked her to take a bath there. Amazingly, her bad skin was cured.
Now she got her beautiful skin back.
After that, she asked Lutung Kasarung to accompany her to go back to the palace.
Purbararang was very shocked when she saw Purbasari was in good condition and looked
beautiful. She knew she had to come up with another bad idea. She then said, "Those who
have longer hair will be the queen." The king then measured his daughters' hair. Purbasari
had longer hair. But Purbararang did not give up. "A queen must have a handsome
husband. If my fiance is more handsome than yours, then I will be the queen," said
Purbararang
Purbasari was sad. She knew Purbararang's fiance, Indrajaya, was handsome.
And she did not have a fiance yet. "Here is my fiancé, Indrajaya. Where is yours?" asked
Purbararang. Lutung Kasarung came forward. Purbararang was laughing very hard.
"Your fiance is a monkey, ha ha ha." Lutung Kasarung then sat on the ground. He was
meditating and praying to God. Then amazingly, he changed into a very handsome man.
Initially, Lutung Kasarung was a handsome man who was punished by God and became a
monkey. After some years that day he got clemency from God and he became human
being. He was even more handsome than Indrajaya. Purbararang was very surprised.
Purbasari then became the queen. She forgave Purbararang and her fiance and let them
stay in the palace.
Adopted from: www.elraz.co.cc/english-texts/teks-monolog/narrative/90-lutung-kasarung.html
9. Who is Purbararang?
a. Purbasari‟s sister
b. Purbasari‟s aunt
c. Purbasari‟s step mother
d. Prabu Tapa‟s sister
e. Prabu Tapa Agung‟s wife
10. What did Purbararang do to prevent Purbasari to become a queen?
a. She tried to kill Purbasari.
b. She sent Purbasari to a cave.
c. She isolated Purbasari.
d. She was angry to Purbasari.
e. She put evil spells on Purbasari.
11. Why did Purbararang ask Purbasari to leave the palace? Because...
a. Purbasari was a betrayer.
b. Purbasari hated Purbarangrang.
c. Purbararang hated Purbasari.
d. Purbasari was her sister.
e. Purbasari wanted to cherish the king.
12. From the text above, what characteristics did Purbasari have?
a. Patient and vicious
b. Kind and patient
c. Mean and envious
d. Arrogant and forgiving
106
had felled, now called Bukit Tinggi. The dam Sangkuriang had built caused the valley to
become a lake, where both Sangkuriang and Dayang Sumbi drowned themselves. They
were never heard of again.
Adopted from http://kumpulan-soal-dan-jawaban.blogspot.com
a. Beat
b. Frustrate
c. Advance
d. Disturb
e. Stop
38. “There it lies upside down today, …” The underlined word refers to….
a. Sangkuriang
b. Dayang Sumbi
c. The half-finished boat
d. The forest
e. Tangkuban Perahu
39. What does the story about?
a. Dayang Sumbi and her powerful son.
b. The legend of Tumang.
c. The legend of Tangkuban Perahu Mountain.
d. Sangkuriang‟s effort to marry Dayang Sumbi.
e. Sangkuriang‟s love to his mother.
40. What can we learn from the story above?
a. We must respect and obey our parents.
b. We must tell the truth even it‟s painful.
c. We must keep our promise.
d. a, b, and c are correct.
e. a, b, and c are incorrect.
112
Appendix 5
Pre-test Post-test
1 B 21 C 1 B 21 A
2 B 22 C 2 E 22 D
3 D 23 A 3 B 23 B
4 E 24 A 4 E 24 D
5 A 25 A 5 A 25 B
6 E 26 E 6 E 26 C
7 C 27 D 7 B 27 A
8 B 28 D 8 E 28 B
9 D 29 C 9 A 29 C
10 A 30 C 10 E 30 D
11 B 31 A 11 C 31 C
12 E 32 E 12 B 32 B
13 A 33 D 13 B 33 B
14 B 34 B 14 C 34 C
15 D 35 B 15 B 35 B
16 D 36 D 16 C 36 D
17 A 37 C 17 B 37 C
18 B 38 D 18 D 38 C
19 C 39 B 19 C 39 C
20 B 40 A 20 C 40 D
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Appendix 6
STUDENTS’ STORYBORDING
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Appendix 7
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Appendix 8
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Appendix 9
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Appendix 10
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Appendix 11
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Appendix 12
Appendix 13
Appendix 14