THE EFFECT OF NARRATIVE STORYTELLING ON STUDENTS’

SPEAKING SKILL OF FIRST YEAR AT

MA DARUL MAHMUDIEN NWMONTONG GAMANG
IN ACADEMIC YEAR 2019/2020

by:

Fitri Khaerunnisa
1501071011

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
MATARAM
2019

i
 THE EFFECT OF NARRATIVE STORYTELLING ON STUDENTS’
SPEAKING SKILL OF FIRST YEAR AT
MA DARUL MAHMUDIEN NWMONTONG GAMANG
IN ACADEMIC YEAR 2019/2020

THESIS OF SARJANA

presented as partial requirements at Islamic University of Mataram for the

attainment of the Sarjana Degree in Study Program of
English Language Education

by:

Fitri Khaerunnisa
1501071011

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF MATARAM
MATARAM
2019

ii
iii
iv
vi
 MOTTO

‫إنّ ه‬
ْ ‫ّ ا يغ ّير م بق ْ ح ّت يغ ّير ْا م بأ ْنفس‬

Allah will not change the fate of people until they change it themselves

QS. Ar-Ra’du: 111

1
Qur’an Surah” Ar-Ra’d (13), penerbit sahha, ayat 11.

vii
 DEDICATION

“This thesis is dedicated to all my families especially for my mom

(Mahyuni) and my father (Muhammad Ali S.Sos) who always support me
in every condition and thanks for your amazing love.
Furthermore, I don’t forget to say thanks to Limited Edition my friends,
and all people who always ask me when I graduated from my sarjana
degree and all that I can’t mention it one by one”.

viii
 ACKNOWLADGEMENT

Praised to Allah SWT, who gives the guidance, mercies and blessing to all
the creatures. Peaceis upon the last messenger of Allah, Prophet Muhammad
SAW, the best mankind in the world, along with his companion and the people
who follow him well until the Day of Judgment.
In arranging this thesis, the writer got a lot of helps and encouragement.
The writer realized thatthis paper will not be accomplished without any helping
from various sides. Therefore, the writer saysher great thanks to all sides.
1. Dr.Hj. Nurul Lailatul Khusniyah,M.Pd., as advisor I and HeryRahmat,
M.Hum as advisor II whopatientally give the guidance and direction to
the writer so that the thesis can be done on time.
2. Dr.Syarifudin, M.Pd. and Murzal, M.Pd. as chief and secretary of English
Language Education Department.
3. Dr. Hj. Lubna, M.Pd. as a dean Faculty of Education and Teacher
Training UIN Mataram.
4. Prof. Dr. H. Mutawali, M.Ag. as rector of UIN Mataram.
5. Ir. Husni Wardi, MBA, MPd the principal who has allowed the writer to
do a research with all the teachers and officers in MA Darul Mahmudien
NW Montong Gamang who have assisted in the research process.
6. All lecturers of English Language Education Department, Faculty of
Education and Teacher Training UIN Mataram.
7. Mr. Muhammad Ali S.Sos(amak) and Mrs. Mahyuni (inaq). Thank you
for your amazing love, affections, prayers, sacrifice, and the never ending
supports. Andmy big families who always given support and prayers to
the writer.
8. My classmate (Limited Edition), especially, JiyanWijaya, Nung, Jaya,
Umam, Ristika, eva,and all people that I can not mention it on by one.
9. The writer’s special friends, Riyan,Hasna, Laely, Nisa thank you for
being there when the writer needs you, the laughter, sadness and love
we’ve spend and shared together was an unforgettable thing.

ix
Hopefully those sides will get better reward from Allah SWT from
whatthey have done and hopefully this scientific work will be useful.

Mataram, ...December 2019

The Author,

FitriKhaerunnisa

x
 TABLE OF CONTENTS
COVER ........................................................................................................... i
TITLE ............................................................................................................. ii
APPROVAL ................................................................................................... iii
ADVISORS’ OFFICIAL NOTE ................................................................... iv
DECLARATION OF AUTHORSHIP ......................................................... v
RATIFICATION PAGE ................................................................................ vi
MOTTO .......................................................................................................... vii
DEDICATION ............................................................................................... viii
UCKNOWLEDGEMENT ............................................................................. x
TABLE OF CONTENT ................................................................................ xi
LIST OF TABLE .......................................................................................... xii
LIST OF APPENDICES ............................................................................... xiii
ABSTRACT .................................................................................................... xiv
CHAPTER 1 INTRODUCTION .................................................................. 1
A. Background of Research ...................................................................... 1
B. The Statement of Problem ................................................................... 5
1. Statement of Problem ..................................................................... 5
2. Research Limitation ....................................................................... 5
C. Objective and Significance of Research .............................................. 5
1. Objective of Research .................................................................... 5
2. Significance of Research ................................................................ 5
D. Definition of Key Terms ...................................................................... 7

CHEPTER II REVIEW OF RELATED LITERATURE AND RESEARCH

HYPOTHESIS .............................................................................. 9
A. Review of Previous Research............................................................... 9
B. Theoretical Bases ................................................................................. 12
1. The nature of speaking ................................................................... 12
a. Definition of speaking .............................................................. 12
b. The element of speaking .......................................................... 13
c. Teaching speaking ................................................................... 15
d. Assessing speaking .................................................................. 19
2. The nature of storytelling ............................................................... 20
a. Definition of storytelling .......................................................... 20
b. The aims of storytelling ............................................................ 21

xi
 c. Teaching speaking trough storytelling ..................................... 21
d. Procedure of storytelling .......................................................... 22
e. Advantages and disadvantages ................................................ 23
f. Anticipate this advantages ........................................................ 24
3. Narrative text.................................................................................. 25
C. Research Hypothesis ............................................................................ 26
CHAPTER III RESEARCH METHOD ...................................................... 28
A. Approach and Type of Research .......................................................... 28
B. Population and Sample ......................................................................... 29
1. Population...................................................................................... 29
2. Sample ........................................................................................... 30
C. Setting and Time of Research .............................................................. 30
D. Variables of Research ........................................................................... 31
E. Instrument of Research ......................................................................... 32
F. Procedure of Data Collection ............................................................... 36
G. Technique of Data Analysis ................................................................. 37
H. Validity and Reliability ........................................................................ 43
CHAPTER IV RESEARCH FINDING AND DISCUSSION .................... 45
A. Research Findings ................................................................................ 45
1. Data Description ............................................................................ 45
B. Discussion ............................................................................................ 58
CHAPTER V CONCLUSION AND SUGGESTION ................................. 64
A. Conclusion ............................................................................................ 64
B. Suggestion ........................................................................................... 65
REFERENCES
APPENDICES
CURRICULUM VITAE

xii
 LIST OF TABLES

Table 3.1 Number Of Population,24.

Table 3.2 Oral Profiency Scoring Categories, 27.
Table 4.1 Students Pre-Test Score Of Control And Experiment Class, 39.
Table 4.2 Data Description Of Pre-Test, 40.
Table 4.3 Students Post-Test Score Of Control And Experiment Class, 42.
Table 4.4 Data Description Of Post-Test, 43.
Table 4.5 Calculated Table Of Control Class, 44.
Table 4.6 Calculated Table Of Experiment Class, 45.
Table 4.7 Test Of Normality, 47.
Table 4.8 Test Of Homogeneity, 48.
Table 4.9 Test Of Hypothesis, 49.

xiii
 LIST OF APPENDICES

Appendix 1 Lesson Plan

Appendix 2 Table Scoring Of Speaking Test
Appendix 3 Task Pre-Test and Post-Test
Appendix 4 Score of Pre-Test and Post-Test
Appendix 5 The Answer of Pre-test and Post-test
Appendix 5 The Calculated Score Of Pre-Test And Post-Test
Appendix 6 The Normality Data And Homogeneity Variance
Appendix 7 The T-Test
Appendix 8 Distribution of T-Table
Appendix 9 Documentation
Appendix 10 Letter

xiv
 THE EFFECT OF NARRATIVE STORYTELLING ON STUDENTS’
SPEAKING SKILLS OF FIRST YEAR STUDENTS’ OF
MA DARUL MAHMUDIEN NWMONTONG GAMANG
IN ACADEMIC YEAR 2019/2020
by:
Fitri Khaerunnisa
NIM 1501071011

ABSTRACT

The objective of this study was to find out whether there is any effect of
narrative storytelling technique on students speaking skill of the first year
students of MA Darul Mahmudien NW Montong Gamang or not. The
method used quantitative with quasi-experimental pre-test and post-test
control and experiment group design. Sample of the research amounted to
48 students were selected class XA as a control group and XB as
experiment group. The findings showed that the use of narrative
storytelling affects students’ speaking skill positively in experiment class.
It can be seen from the mean score pre-test in experimental class (42,17)
while the mean score of pre-test in control class (37,6) and score post-test
in experimental class (69) was higher than the mean score of post-test in
control class (39). Furthermore, the hypothesis testing by using paired
sample t-test in SPSS 16.0 for windows showed the value of tcalculated>
t-tabel was 28,327 > 2,012 and its significance value because less than
0.05 (P = 0.00 < 0.05). It can be concluded that the alternative hypothesis
(Ha) was accepted.

Keywords: Storytelling, Narrative Text, Speaking Skills.

xv
 EFEK NARASI BERCERITA PADA KETERAMPILAN BERBICARA
SISWA TAHUN PERTAMA
MA DARUL MAHMUDIEN NWMONTONG GAMANG
TAHUN AKADEMIK 2019/2020
Oleh
Fitri Khaerunnisa
NIM 1501071011

ABSTRAK

Tujuan penelitian ini adalah untuk mengetahui apakah ada efek teknik
penceritaan narasi pada siswa yang keterampilan berbicara siswa tahun
pertama MA Darul Mahmudien NW Montong Gamang atau tidak. Metode
ini menggunakan kuantitatif dengan quasi-experimental pre-test dan post-
test control dan experiment group design. Sampel penelitian berjumlah 48
siswa dipilih kelas XA sebagai kelompok kontrol dan XB sebagai
kelompok percobaan. Temuan menunjukkan bahwa penggunaan
penceritaan narasi mempengaruhi keterampilan berbicara siswa secara
positif di kelas eksperimen. Hal ini dapat dilihat dari skor rata-rata pra-tes
di kelas eksperimental (42,17) sementara skor rata-rata pra-tes di kelas
kontrol (37,6) dan skor pasca-tes di kelas eksperimental (69) lebih tinggi
dari skor rata-rata pasca-tes di kelas kontrol (39). Selanjutnya, pengujian
hipotesis dengan menggunakan pengujian sampel berpasangan di SPSS
16.0 untuk windows menunjukkan nilai tcalculated> t-tabel adalah 28.327
> 2.012 dan nilai signifikansinya karena kurang dari 0,05 (P = 0,00 <
0,05). Dapat disimpulkan bahwa hipotesis alternatif (Ha) diterima.

Kata Kunci: Mendongeng, Teks Narasi, Keterampilan Berbicara.

xvi
 ‫تأثير السرد يحكي قص م را طا السن اأ ل في التحدث‬
‫‪MA DARUL MAHMUDIEN NW MONTONG GAMANG‬‬
‫الع الدراسي ‪9191/9102‬‬
‫‪:‬ةطس و‬
‫‪Fitri Khaerunnisa‬‬
‫‪NIM 1501071011‬‬

‫ةذبن ةرصتخم‬

‫الغرض من هذا البحث ه معرف م إذا ك ن هن ت ثير لت ني سرد ال صص ع ى الطا الذين‬

‫أ ا‪ MA Darul Mahmudien NW Montong Gamang .‬يتحدث ن م را طا السن اأ لى‬
‫الكمي مع شبه التجريبي قبل ااختب ر م بعد ااختب ر التحك تصمي المجم ع‬ ‫يستخد هذا اأس‬
‫كمجم ع تجريبي ‪ .‬تشير النت ئج ‪XB‬كمجم ع تحك ‪ XA‬التجرب ‪ .‬عيّن بحث من ‪ 84‬ط ل ًب اخت ر ا فئ‬
‫إلى أن استخدا ر اي ال صص السردي ي ثر بشكل إيج بي ع ى م را الطا في التحدث في فص ل‬
‫التجرب ‪ .‬يمكن ماحظ ذل من مت سط درج م قبل ااختب ر في الفئ التجريبي ( ‪ )81.‬في حين‬
‫أن مت سط درج م قبل ااختب ر في فئ التحك ( ‪ )6 .‬درج م بعد ااختب ر في الفئ التجريبي‬
‫(‪ ) 6‬ك ن أع ى من مت سط درج م بعد ااختب ر في فئ التحك (‪ .)66‬عا ة ع ى ذل ‪ ،‬فإن‬
‫‪ t‬ل ن افذ يظ ر قيم محسن > الجد ل ‪ SPSS 16.0‬ااختب ر اافتراضي ب ستخدا اختب ر نم ذج م ترن في‬
‫يمكن استنت ج قب ل ‪ (P=0.00 < 0.05).‬ه ‪ ،1 1 > 14361‬قيم أهميت ترجع إلى أقل من ‪. 0‬‬
‫‪).‬فرضي بدي (ه‬

‫الرئيسي ‪ :‬ر اي القصص‪ ،‬النص السرد ‪ ،‬م را التحدث‬ ‫‪.‬الك م‬

‫‪xvii‬‬
 1

CHAPTER 1

INTRODUCTION

A. Background of Research

Generally, learning English primarily relates to skills, speaking,

writing, reading and listening. Speaking is one of the important skills

besides the other four skills. The reason beyond that statement is because

speaking teaching can help students to increase their communicative

knowledge and skills.1 As in Surah r-rahman, verse 4 reads:

(2( ‫(عل ه البيا‬1) ‫خلق اإسا‬

(He) created men [1] Taught him eloquence (good speaking)[2]2

In this epistle of Allah Swt. mentions that Allah the one who

teaches manthe good wayto speak by which he is the perfect understood

one among the creatures over all the affairs, and Dzat who created man

and taught it to reveal (expression) Himself and the hang of others by

conveying the obvious words then teach him good-speaking to reveal ideas

in his mind.

Speaking is a unit of communication skills between two people to

express someone's idea verbally as productive skills when the speaker

generates expressions in the order of ideas and at the same time students

get an idea or Message across. This means that we provide spoken

Farid Yahya et,al.” the use of describing pictures in teaching speaking to the seventh
2

grade students”journE English Education Study Program”.vol.3.number 1.P.2.

3
Q.S. Al-Rahmaan [55]:3-4
Devina Nizzu,”Improving
[55]:3-4Students’ Speaking Skills Through Retelling Story By Using
4
3
Q.S. Al-Rahmaan

1
 2

language for someone to say what we need and try to understand what

others are saying. People can express themselves to others to get a

comfortable situation in understanding each other.

According to Byrne, speaking is oral communication. This is an

activity done by people to communicate and interact with others in
the right situation and correctly, one of the goals of the English
language to make the student can communicate in the target
language.3

Based on the quote, it can be said that people can give ideas and

exchange information with others through an interactive process. In short,

speaking is the ability to express something in spoken language. This is

the act of providing information or expressing one's feelings in speech.

Speaking activities usually involves communicative conversation

between the speaker as the person who conveys the message; and listeners

as the person receiving the message. This message makes an important

role for parents and teachers to think that this speaking ability must be

mastered by their students.

In fact during the learning process most of teachers do not have

suitable technique in teaching speaking. In learningspeaking, students

often find some problems, like find difficult to use foreign language.

Another reason is lack of motivation to practice a foreign language,

especially English in the conversation. They also feel too shy and afraid to

take part in the conversation, many factor can cause problem for

Devina Nizzu,”Improving Students’ Speaking Skills Through Retelling Story By Using

4

Picture Series At Sman 7 Bandar Lampaung”,(Script, Faculty Of Teacher Training And Education
Lampung University, Bandar Lampung, 2016),P.2.
 3

student's.In addition, the speaking skills cover many complex aspects, such

as (1.) Fluency (smooth flow of sound, syllables, and phrases combined

together when speaking), (2.) pronunciation (a way for students to speak).

Produce a clearer language when they speak), (3.)Vocabulary (Word used

in language), (4.) Comprehension (The ability to understand the intent of

the speaker and the general meaning).4

The researcher found in MA Darul Mahmudien NW Montong-

Gamang, the students were still having difficulty in speaking,

especiallyEnglish. According to information that researcher get from the

teacher that the ability of Grade X MA Darul Mahmudien NW Montong-

Gamang, in terms of the score at their English lesson they are still lack, it

was caused by their limitation in mastering the component of speaking.

Besides, students practiced to speak English is rarely, the student’s only

have a little chance to practice speaking English either in the class or out

of class. Meanwhile, many students in the class didn’t have the confidence

to speak in English, and many of them had difficulty in speaking English

because they lack of vocabulary and the desire to speak in English.

Seeing the importance of speaking, it would be better if each

teacher could teach speaking to communicate in various contexts and

situations. In this case teachershould have a more effective technique of

teaching to teach speaking. The method used by teachers in this school is

the lecture method, this method is assessed not effective to improve

Widya Arum W, “Using Video-Typed To Enhance Speaking Ability of Young Learner”,

5

English Language Teaching Forum.Vol.2, Number 1. 2013. P.3.

 4

students speaking skills because students will be lack in practising english

in the form of speaking, however researcher in this study are trying to use

storytelling technique to help teacher in teaching speaking.

To solve the problem of students in learning to speak, researcher in

this study tried to use storytelling techniques as one technique of teaching

by using short stories and retelling stories that have been read or heard

using the words of their own storyteller based on their understanding.

This research focused on using narrative text in terms of folklore as

thematerial for storytelling. The advantages of this storytelling technique

compared to the techniques the teacher uses in the school is that student’s

can be personally involved into the story because they can

identifycharacter in the story and try to interpret the Narrative stories. This

technique allows teachers to introduce or serve new vocabulary andwhich

will enrich their thinking and gradually enter to their own speech.

Finally, this research is entitled "The Effect of Narrative

Storytelling On Students Speaking Skill of First Year of MA Darul

Mahmudien NW Montong-Gamang”.
 5

B. The Statement of Problem

1. The statement of problem

In line with the background, the research problem is formulated as

follows:

Does the use of narrative storytelling affect the students’ speaking

skill of the first year at MA Darul Mahmudien NW Montong

Gamang?

C. Objective and Significance of Research

1. The objective of this research is:

To find out the effect of using narrative storytelling on students’

speaking skill of the first year at MA Darul Mahmudien NW Montong

Gamang.

2. Significance of the research

The paper is expected to provide some contribution theoritically

and practicallyfor:

a. Theoretical Benefit

1) The result of the research is expected to provide a valueable

contribution to the development of speaking.

2) This researcher can provide the English teacher which is related

to foreign language teaching and provide them with empirical

evidence about the teachingof English at the senior high school.

3) The researcher hope that the result of this research can be

useful for other researchers to develop new concepts related to

 6

the effect of using storytelling in narrative text towards

students’ speaking skills

b. Practical Benefits

1) Teacher

This study is expected to be useful for the teachers in

teaching English speaking to improve the students speaking

skills

2) Student's

This research is expected to improve students speaking

skillsin narrative text by using storytelling.

3) Other Researcher

This researcher is expected to give information, model and

reference to developed for future studies, the researcher hopes

that other researchers evaluate, revise, recontruct or modify this

researh and write the furher studies for other levels and

objectives

D. Definition of Key Terms

There are several terms which need to elaborate in the area of the

researcher, such as:

1. Speaking Skills

William, S. defines speaking way the developmentof

therelationship between speaker and listener. As we know that

speaking or oral ability is specific ability to give a speaker chance to

 7

express ideas and opinion with other. Speaking is also called

productive skill.5In this research, speaking skills as the main object of

students skills in using storytelling technique.

2. Storytelling

Safdarian defines storytelling as the way of the students to retell

stories in a different word construction after being told the stories by

the teacher.6 In this study, storytelling was designed as an activity that

enables the students to understand the story and able to tell the story

with their own language development.

Students can briefly summarize a tale or story they heard from

somebody beforehand, or they may create their own stories to tell their

classmates. Story telling fosters creative thinking.

3. Narrative Text

Meyers, argues that a narrative text is astory to entertain learner or

reader about a past story or story related to the real experience,

imaginary or complex event.7 In this study narrative text is one of

teaching media that can entertain the student’s in the process of

learning.

6
Rezeki Ikrammuddin,”Using Storytelling Technique To Improve Speaking Ability In
Classroom Action Research On The Second Grade Students’ Of Insan Qur’ani Boarding School,
(Thesis, Faculty Of Tarbiyah And Teacher Training Ar-Raniry State Islamic University
Darussalam, Banda Aceh, 2017), P.7.
7
Mukminatus Zuhriyah,” Storytelling To Improve Students’ Speaking Skill”.English
Education:Jurnal Tadris Bahasa Inggris Vol.10,Nomor 1, 2017,P.5.
8
Ahlul Fikri,et.al,”Developing Speaking Skill Through Narrative Text”.E-Jurnal Pf
'English Language Teaching Society (Elts), Vol.2. No.3, 2014,P.2.
 8

CHAPTER II

REVIEW OF RELATED LITERATURE AND RESEARCH HYPOTHESIS

In this chapter, the researcher presents review of previous research of

narrative storytelling or related to the title of the research that has been

conducted by previous researchers, theoretical bases andresearch hypothesis.

The first part below is explaining review of previousresearch.

A. Review of Previous Research

In this research, there are some researchesthat have studied the use of

storytelling.The First research Is done by Devina Nizzu Entitled improving

students speaking skill through retelling story by using picture series at sman 7

bandar lampung. This research was aimed at finding out whether there was

improvement on students’ speaking skills through retelling stories by using

picture series and to investigate whether there was improvement on students’

speaking skills through retelling stories by using picture series in grammar,

vocabulary, pronunciation, fluency, and comprehension. The population of

this research was the second-grade students of SMAN 7 Bandar Lampung

consisting of 36 students as experimental class, which was selected by using

lottery. Speaking test was used to collect data in this research. The result

showed that the students’ mean score of pre-test was 59.16 and their score of

post-test after the implementation of retelling story by using picture series was

67.86, in which the gain amounted 8.70. It means that there was improvement

8
 9

on students’ speaking skills after being taught through retelling story by using

picture series.8

The second research is done byInten Mujizat entitled the effectiveness

of using storytelling technique on students’ speaking skill. This study aimed

to find empirical evidence that storytelling technique can enhance students’

speaking ability at eleventh grade of MAN 1 Bekasi. The totalsample was 60

students. The method used of the research was quasi-experimental.The

researcher chose the method because she wanted to know the effectiveness

ofstorytelling technique in enhancing student’s speaking skill. The method

used wasquantitative. It means the method and instrument involved

numericalmeasurement and then statistical quantification. The result showed

that the students’ speaking skill in experimental class that was given by the

treatment through storytelling technique was improved more effectively than

the control group.9

And the last research is done by Suci Rohmini entitled Improving

Students’ Narrative SpeakingAbility Through The Princess And The

DragonFilm at the Eighth Graders Of Mts Al Ishlah Pageruyung Kendal. The

aims of this study is To describe the teaching narrative speaking using film is

implemented at eight grade of MTs Al Ishlah Pageruyung Kendal and to find

out the improvement of students’ narrative speaking after being taught using

Devina Nizzu.Improving Students’ Speaking Skills Through Retelling Story By Using

9

Picture Series At Sman 7 Bandar Lampaung,(Script, Faculty Of Teacher Training And Education
Lampung University, Bandar Lampung, 2016).
Inten Mujizat”The Effectiveness Of Using Storytelling Technique On Students’
9

Speaking Skill At The Eleventh Grade Of An 1 Bekasi Academic Year 106/2017. (A Skripsi,
Department Of English Education Sciences, Syarif Hidayatullah State Islaic University Jakarta
2016).
 10

film at the eight grade of MTs Al Ishlah PageruyungKendal. The used method

was classroom action research. The result of this study shows that in the pre

cycle, thestudents’ average score is 62.50. In the first cycle, the students’

average score is 70.36. From pre-cycle, first-cycle, and second-cycle the

average of students’ score is always increasing. It means that there is an

improvement of students’ narrative speaking ability after beingtaught using

films. In conclusion, The Princess and the Dragon Film is effective to improve

students’ narrative speaking ability.10

There are some similarities and differences between the three studies

mentioned above with the researcher title. From the Devina Nizzu, Inten

Mukjizat and Siti Rohmini studies, the similarities that these studies got are

both of the researches were using storytelling in teaching speaking. However,

the difference of the first study with the researchers study is it applied picture

series along with storytelling while the researchers will apply narrative text in

teaching speaking. While the second study only used storytelling without

applying any other technique. And the las study used The Princess and the

Dragon Film in the research. In researchers study, the benefit of using

storytelling in narrative text is it can help the students to understand the

culture of certain country where the story comes from with positive values

within the given story. Moreover, retelling narrative text story can train the

students to relax their mind and have empathy towards people’s situation in

Siti Rohmini. Improving Students’ Narrative Speaking Ability Through The Princess
10

And The Dragon Film at the Eighth Graders Of Mts Al Ishlah Pageruyung Kendal , (A Skipsi,
Education And Teacher Training FacultyEnglish DepartmentWalisongo State Islamic University
Semarang(Uin Walisongo Semarang)2015
 11

the story. Furthermore, storytelling in narrative text also can help them to be

active in speaking class.

B. Theoretical Bases

1. The Nature of Speaking

a) Definition of speaking

Speaking is the activity of conveying language through mouth. To

speak, we create sounds using many parts of our body, including the lungs,

vocal tract, vocal cords, tongue, teeth,and lips.11 Moreover, speaking also

defined as a communication or conversations activity between two people

in order to exchanging information.

Brown defines speaking as an interactive process of constructing

meaning, involving producing, receiving, and processing information. Its

form and meaning are dependent on the context in which it occurs,

including the participant, their collective experience s, the physical

environment, and the purpose of speaking.12

Speaking commonly involves communicative conversation

between the speaker, who delivers a massage, and the listener, who

receives it. In learning English, it is difficult when learners have to

consider and think about their ideas, what to say, language, grammar,

vocabulary, pronunciation in one time and how to react with a person who

communicates with them. In fact, speaking is also important for students.

11
Mohammed Iqram Hossain, Teaching Productive Skills To The Students: A Secondary
Level Scenario,( Brac University, Dhaka, Bangladesh,215).P.10.
12
Ratih Inayah,” Improving Students Speaking Skill Through Storytelling
Technique”,Eltin JournalStkip Siliwangi Bandung Vol 3/1, April 2015, P.27..
 12

In order to know the important speaking, we need to know the nature of

speaking itself. In summary, speaking is the ability to express something

in a spoken language. It is the action of providing information or

expressing one feeling in speech.

b) The element of speaking

The ability to speak fluently needs not only knowledge of language

features, but also the ability to process information and language ‘on the

spot’. There are two elements needed in speaking. They are language

features and social processing. Those elements will be described below.

1) Language features

Language feature is how we act and arrange the word when we

express the language depend on our word. According to harmer in

language features, There are some important elements in using the

language, those are:13

(a) Connected speech: effective speakers of English need to be able to

use fluent “connected speech” and produce the individual

phonemes of English.

(b) Expressive device: the expressive device is pitch and stress of

particular parts of utterances, vary volume and speed, and show by

other physical and non-verbal (paralinguistic). These devices are

used to show the speakers feel (especially in face-to-face

interaction).

13
Jeremy Harmer, The Practice of English Language Teaching, (England: Longman,
2001),P.269.
 13

(c) Lexis and grammar: the use of a number of common lexical

phrases, especially in the performance of certain language

functions.

(d) Negotiation language: effective speaking benefits from the

negotiatory language we use to seek clarification and to show the

structure of what we are saying

2) Mental/ social processing

The speaker’s productive ability involves the knowledge of

language skills as discussed above, it also dependent upon the rapid of

processing skills, such as:14

a) Language processing: effective speakers need to able to process

language in their own heads and put it into coherent order so that it

comes out in forms that is not only comprehensible, but also

convey the meanings that are intended.

b) Interacting with others: the most speaking involves interaction with

one more participants. This means that effective speaking involves

with listening and understanding each others. How the other

participants are feeling and knowledge.

c) (On-the-spot) information processing: quite apart from our

response to others’ feelings. It means that we also need to be able

to process the information they tell us the moment we get it.

c) Teaching Speaking

14
Ibid,P.269.
 14

Speaking is a crucial part of second language learning and

teaching. Despite its importance, for many years, teaching speaking has

been undervalued and English language teachers have continued to teach

speaking just as a repetition of drills or memorization of dialogues.

Teaching speaking is a very important part of second language learning.

The ability to communicate in a second language clearly and efficiently

contributes to the success of the learner in school and success later in

every phase of life. Therefore, it is essential that language teachers pay

great attention to teaching speaking. Rather than leading students to pure

memorization, providing a rich environment where meaningful

communication takes place is desired. With this aim, various speaking

activities such as those listed above can contribute a great deal to students

in developing basic interactive skills necessary for life. These activities

make students more active in the learning process and at the same time

make their learning more meaningful and fun for them.

1. Teaching speaking is:

a. Produce the English speech sounds and sound patterns

b. Use word and sentence stress, intonation patterns and the

rhythm of the second language.

c. Select appropriate words and sentences according to the

proper social setting, audience, situation and subject

matter.
 15

d. Organize their thoughts in a meaningful and logical

sequence.

e. Use language as a means of expressing values and

judgments.15

2. Activities to promote speaking

a. Discussion

Discussion can be held for various reasons. The

students may aim to arrive at a conclusion, share ideas about

an event, or find solutions in their discussion groups. Before

the discussion, it is essential that the purpose of the

discussion activity is set by the teacher. In this way, the

discussion points are relevant to this purpose, so that students

do not spend their time chatting with each other about

irrelevant things.

b. Simulation

Simulations are very similar to role-plays but what

makes simulations different than role plays is that they are

more elaborate. In simulations, students can bring items to

the class to create a realistic environment. For instance, if a

student is acting as a singer, she brings a microphone to sing

and so on.

c. Role play

Hayriye Kayi,” teaching language: activities to promote speaking in second language”

15

The Internet TESL Journal”. Vol. XII, No. 11, November 2006
 16

One other way of getting students to speak is role-

playing. Students pretend they are in various social contexts

and have a variety of social roles. In role-play activities, the

teacher gives information to the learners such as who they are

and what they think or feel.

d. Brainstorming

In this activity, students are supposed to be working

in pairs. One student will have the information that other

partner does not have and the partners will share their

information. Information gap activities serve many purposes

such as solving a problem or collecting information

e. Information gap

On a given topic, students can produce ideas in a

limited time. Depending on the context, either individual or

group brainstorming is effective and learners generate ideas

quickly and freely. The good characteristic of brainstorming

is that the students are not criticized for their ideas so

students will be open to sharing new ideas.

f. Storytelling

Students can briefly summarize a tale or story they

heard from somebody beforehand, or they may create their

own stories to tell their classmates. Story telling fosters

creative thinking. It also helps students express ideas in the

 17

format of beginning, development, and ending, including the

characters and setting a story has to have.16

d) Assessing speaking

According to Thornburry in Hasanah, that proposes two main ways

to assessing students speaking skill. First, holistic scoring is the way of

assessing speaking skill by giving it a single score on the basis of overall

impression. It is also evaluate the work as a whole. Being quickly is its

best advantages. The second way is analytic scoring. It is the way of

giving a separate score for different aspects of speaking. Analytic scoring

takes longer than holistic scoring, but requires tester to take a variety of

factors into account and it is probably fairer and more reliable. Analytic

scoring may be slower than holistic scoring, but it provides more feedback.

Moreover, analytic rubrics provide more detailed information about

students skill. It is because when using analytic scoring, teachers use

different aspects of speaking such as fluency, pronunciation, accuracy and

vocabulary that can give more information about students’ speaking

skill.17

Assessment rubric which is used in this research is based

onspeaking scoring rubric proposed by Brown, 18it can be see in appendix.

16
Ibid,P. 3.
Khalifah Nur Hasanah (2012). “Improving Students’ Speaking Skill Through
17

Simulation At Grade X Of Sma N 1 PrambananSleman, ( Thesis, FLA UNY, Yogyakarta,

2012).P.33.
18
H Dougles Brown,Language Assesment: principle and classroom practice,(3red). (San
Francisco, California: Longman, 2003), P. 173-174.
 18

a. The Nature of Storytelling

1) Definition of storytelling

Storytelling is a flexible design research method with a broad

range of applications, associated processes and variations. Storytelling can

become an effective method for design knowledge transfer. According to

Zaro and Saberri in Akhyak and Indramawan, storytelling is an activity

involving the interaction between storyteller and audience and between an

individual and the listener in the certain level.19 Moreover, Ebrahiminejad,

Azizifar, Gowhary, and Jamalinesari stated that storytelling is one

teaching method by using short stories.20 Storytelling has also been used

as a communication tool.

From the beginning the story teaches us about life, about ourselves

and others. Storytelling is one of the unique ways used by teachers to

elevate students' understanding, tell in their own way and help students to

use information and convey messages to others. Thus we can say that

storytelling is a teaching method where students are asked to retell the

contents of the story in different word constructs or according to their own

understanding involving interactions between storytellers and listeners.

Barzaq defined storytelling as a knowledge management technique,

a way of distributing information , targeted to audiences and a
sense of information, she added that stories provide natural
connection between events and concepts and finally , she added
that visual storytelling is a way of telling stories through images.21

Mukminatus Zuhriyah,”Storytelling To Improve Students’ Speaking Skill”.English

19

Education:Jurnal Tadris Bahasa Inggris. Vol.10,Nomor 1, 2017,P.4-5.

20
Ibid.P.5.
21
Pravamayee Samantaray” Use of Storytelling Method To Develop Spoken English
Skill”.International Journal Of Language And Linguistic.Vol.1.No 1. June 2014, P. 41.
 19

2) The Aims Of Storytelling

There are some objectives of storytelling in teaching English skill;

a) To enhance students’ confidence in speaking skill

b) To develop problem-solving

c) To teach narrative structure and practice description

d) To improve pronunciation and intonation

e) To encourage interaction and share culture.22

3) Teaching speaking trought storytelling

Storytelling is the oldest form of educational activity in speaking

skill that can stimulate the learners to enjoy the speaking learning process.

“Brown listed several types of classroom speaking activity in this

following form”

(a) Imitative. Students practice an intonation or try to identify a certain

vowel sound. The elements of language form are the focus of this

activity.

(b) Intensive. This is speaking performance that is designed to practice

some phonological or grammatical aspects of language. It is usually

done in individual or even in pairs.

(c) Responsive. It means that students practice their language by

answering some questions. This activity use simple utterances

which can be meaningful and authentic.

22
Ibid.P. 41.
 20

(d)Transactional (dialogue). Transactional dialogue seeks for the

purpose of getting or exchanging specific information. It is an

extended form of responsive language.

(e) Interpersonal (dialogue). Interpersonal dialogue seeks for the

purpose of maintaining social relationships than for the

transmission of facts and information. Students are usually asked to

have a dialogue about their feeling.

(f) Extensive (monologue). Students are asked to give extended

monologues in the form of oral reports, summaries, or speeches.23

4) Procedure Of Storytelling

On itimplementation storytelling has some systematically

procedure which both the students’ and teacher should do.

Samantaray describes the procedures of storytelling as follows:

a) The teacher prepares the outline of stories and writes them

separately on colored papers and hangs them with the help of a

thread on the white board.

b) The students are formed into groups of 5 members

c) Each group is asked to pick up a paper from the white board.

d) Groups are then given 15 minutes time to develop a story from the

given outline.

Inten Mujizat”The Effectiveness Of Using Storytelling Technique On Students’

23

Speaking Skill At The Eleventh Grade Of An 1 Bekasi Academic Year 106/2017. (A Skripsi,
Department Of English Education Sciences, Syarif Hidayatullah State Islaic University Jakarta
2016).P.12.
 21

e) They are then asked to come along with their group members and

narrate the story before the class.

f) The best group is awarded.24

5) Advantages and Disadvantages

a. There are some advantages of use STT in teach speaking.

The most important advantages of storytelling may be summarized

as follows:

1) Stories are motivating and fun and can help develop positive

attitudes towards the foreign language and language learning. They

can create a desire to continue learning.

2) Stories exercise the imagination. student can become personally

involved in a story as they identify with the characters and try to

interpret the narrative and illustrations. This imaginative experience

3) Listening to stories in class is a shared social experience. Reading

and writing are often individual activities; storytelling provokes a

shared response of laughter, sadness, excitement,and anticipation

4) Students enjoy listening to stories over and over again. This

frequent repetition allows certain language items to be acquired

while others are being overly reinforced. Many stories also contain

natural repetition of key vocabulary and structures. This help

student to remember every detail, so they can gradually learn to

anticipate what is about to happen next in the story. Repetition also

Mukminatus Zuhriyah,”Storytelling To Improve Students’ Speaking Skill”.English

24

Education:Jurnal Tadris Bahasa Inggris. Vol.10,Nomor 1, 2017,P.5.

 22

encourages participation in the narrative. Following meaning and

predicting language are important skills in language learning.

Which is not only enjoyable but can help build up Childs

confidence and encourage social and emotional development. Help

develop their own creative powers.

5) Listening to stories allows the teacher to introduce or revise new

vocabulary and sentence structures by exposing the children to

language in varied, memorable and familiar contexts, which will

enrich their thinking and gradually enter their own speech.

6) Meanwhile there are disadvantages of use STT in teach speaking.

1) It takes quite long time to be implemented

2) It can make the students have lack of confidence to speak out loud.

3) Not only for students, as the teacher is an entertainer in learning

process, it causes they should do monitoring intensively toward their

main motives by applying storytelling.25

7) In other to anticipate the disadvantages there are:

a) Many provide reading books from storybooks or fairy tales to student’s

b) Getting student’s to tell their own language as much as they can.

c) Expressing emotional expressions in the story such as angry, sad, or

happy.

8) Narrative text

1) Definition of narrative text

25
Jan Woodhouse,”Strategies for Healthcare Education.(London:CRC Press,2007,). P.67
 23

Narrative is a word often associated with the sophisticated

world of literary fiction or oral tradition; however, more worldly narratives

form an important part of our daily conversation. Through narrative,

people rationalize their experiences, creating a coherent sense of self (a life

story). In everyday conversation, experiences are shared through

anecdotes, or recounts of day to day life. “Such narratives are an important

way of building and maintaining relationships with others”.26Narrative text

is a text which contains about story (fiction, non fiction,

tales,folktales,fables.) and its plot consists of climax of the story

(complication) then followed by the resolution27

Therefore, “Narrative is a text presented as nonfiction (e.g.,

biographies and memoirs) or fiction (e.g., novels and fables) stories that

tell the reader who did what to whom and why”.28 And legend story is a

story from ancient times, especially one that was to explain about natural

events or to describe the early history of a place or people.

2) Narrative text in curriculum 2013

Narrative text in curriculum 2013 (current curriculum) is thought

atthe tenth-grade of senior high school at odd semester. The aims of

narrative text based on curriculum 2013 in learning process for students is

to analyze the social functions, text structure and linguistic elements of

26
Patrick Kiernan,” Storytelling With Low-Level Learner:Developing Narrative
Tasks”,Palgrave Macmillan, A Division Of Macmillan Publishers Limited 2005.P.59.
Jessica Novia “Retelling Short Story To Improve Students Speaking Skills” English
27

Education Study Program Language And Art Education Department Teacher Training And
Education Faculty Tanjungpura University Pontianak 2017, P.4
SulIstianingsih Patuan Raja, Huzairi” The Implementation Of Narrative Storytelling In
28

Teaching Speaking” University Of Lampung.P.3.

 24

some narrativetext, written and spoken of asimple folk legends. Moreover,

the students also expected to able to compose a short and simple text of

narrative in form of folk legends written and spoken with attention to the

social structure of the text and linguistic elements correctly and fit the

context.

C. Research Hypothesis

According to Pandey, & Pandey, A hypothesis is any supposition

which we make in other to endeavor to deduce conclusion in accordance

with facts which are known to be real under the idea that if the conclusion to

which the hypothesis leads are known truths, the hypothesis itself either must

be or at least likely to be true.29

Based on the assumptions above the researcher formulates

twohypotheses as follows:

1. Ha: The use of narrative storytelling affects the students’ speaking

skill of the first year at MA Darul Mahmudien NW Montong Gamang

in academic year 2019/2020.

2. Ho: The use of narrative storytelling does not affect the students’

speaking skill of the first year at MA Darul Mahmudien NW Montong

Gamang in academic year 2019/2020.

29
Prabhat, P & Meenu, M.P, Research Methodology: Tool and Technique. (Romania:
Bridge Center, 2015),P.32.
 25

CHAPTER III

RESEARCH METHOD

In this chapter elaborated about: 1) approach and type ofresearch,

2) population and sample, 3) setting and time of research, 4)variables of

research, 5) instrument of research, 6) procedure of datacollection, 7)

technique of data analysis.

A. Approach and Type of Research

In this study, the researcherapplied quantitative approach using

experimental design with experiment and control pre-post test.

Quantitative research is used objective measurement to gather numeric

data that are used to answer or test to hypothesis.30It can concluded that

quantitative a structure to collecting the data.While experimental design is

a scientific investigation in which an investigator manipulates and controls

one or more independent variables and observes the dependent variables or

variable for variation concomitant to the manipulation of independent

variables. The reason why the researcher choose this design is because

there two classes namely experiment and control group that is equal with

pre-test and post-test control group where there randomly in taking

sampling because the researcher does not have enough authority to choose

the particular classes randomly as a sample of researcher instead quasi

experimental with non-equivalent design.31

Ari.D.al,”introduction to research to education”, ( Wadsworth, Cengage Learning)

30

2010,P.22.
31
Sugiyono, Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif Dan R&D,
(Bandung, Alfabeta,2017).P116.

26
 26

B. Population and Sample

1. Population

Population is a set of subjects (such as individuals, groups,

institutions, countries, etc.). it exist id and only its subject can be

distinguished from other subjects that do not belong to the very

population. (Plumper, & Eric, ).32The population of this research is all of

the students atten-grade ofMA Darul Mahmudien NW Montong-Gamang

in academic year 2018/2019 with the total populationis 120 students which

consist of four class.

Table 3.1
.Number of Population
Students
Class Female Male Total
XA 12 12 24
XB 14 10 24
XC 15 10 25
XD 10 14 24
TOTAL 120

2. Sample

Sugiyono states that Sample is part of the number and

characteristics of the population.33Therefore, in this study, the researcher

used purposive sampling in selecting the sample. According to Arikunto,

“purposive sampling is obtained according to certain purposes not based

on the stratum, random, or area. This technique may be conducted because

32
Thomas Plumper and Eric Neumayer, Population and Sample Uncertainty.(United
Kingdom : University of Essex, 2012), P.4.
33
Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatif , Kualitatif, dan R&D.
(Bandung: Alfabeta, 2017), P.62.
 27

of some considerations, such as: restrictiveness of time, energy, and

cost.”34Due to the reasons that have just been mentioned, it is convenient

in many instances to use samples. The researcher used purposive sampling

because the researcher does not have enough authority to choose the

particular classes. Therefore the researcher divides the sample into

experiment and control class from 4 classes of population. The researcher

took 2 classes from 4 classes, selected 48students from the population to

be the sample. For this study, class XAwhich consisted of 24 students was

chosen as the control group, while class XB was chosen as the

experimental group.

C. Setting and Time of Research

1. Setting of the Research

The setting of this research was MA Darul Mahmudien NW

Montong-Gamang for first year’s students in Academic year 2019/2020.

MA Darul Mahmudien NW is located in Montong-Gamang village, Kopang

Subdistrict. Its territory is included in Central Lombok Regency, West Nusa

Tenggara.

2. Time of Research

The researcherconducted this research on November 2019, in first

year students at MA Darul Mahmudien NW Montong-Gamang. Jln

PendidikanMontong-Gamang, Kopang, Central Lombok.

34
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta, Pt
Kinerja Cipta Jakarta, 2010).P.183.
 28

D. Variable of Research

In this study there are two types of variables they are as follows :

1. Independent variable

According to Pandey, & Pandey, independent variable is the

variable that is antecedent to the dependent variable is termed as an

independent variable. The variable whose effect is going the known is

known as experimental variable.35Thus, the independent variable in this

study is storytelling.

2. Dependent variable

If one variable depends or is a consequence of other, it is termed as

dependent variable.( Pandey, & Pandey).36 Base on the explanation above

the dependent variable of this research is student’s speaking skills.

E. Instrument of Research

The research instrument is a tool or facility used by researcher in

collecting data so that work is easier and the results are better so that it is

easier to process.37Sugiono stated that “research instrument is a tools

which is used to measure phenomena that observed. Specifically all of

the phenomena are called research variable.”38

35
Prabhat, P & Meenu, M.P, Research Methodology: Tool and Technique.(Romania:
Bridge Center, 2015), P.29.
36
Ibid.P.29
37
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta, Pt
Kinerja Cipta Jakarta, 2010).P.203.
38
Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatif , Kualitatif, dan R&D.
(Bandung: Alfabeta, 2017), P.148.
 29

1. Test

The instruments used in this research are Speaking test that is

storytelling. The students did it in groups. They discussedfolklore and then

one of them comes to the front of class to the retell the story in their own

language by the instruction:”please retell about what you have discussed!”

There are four points that scored in this test they are:

a. Grammar

b. Vocabulary

c. Comprehension

d. Fluency

e. Pronunciation

To give score to the students after the test, the researcher used
categories based on the table below:
Table 3.2
Oral proficiency scoring categories
Score Gramma Vocabulary Comprehension Fluency Pronunciat
r ion
1 Error in Speaking Within the scope No Errors in
grammar vocabulary of his very specific pronunciat
are inadequate limited language fluency ion are
frequent, to express experience, can descriptio frequent
but anything understand n. Refer to but can be
speaker but the most simple questions other four understoo
can be elementary and statements if language d by
understo needs. delivered with areas for native
od by a slowed speech, implied speaker
native repetition, or level of used to
speaker paraphrase. fluency. dealing
used to with
dealing foreigners
with attempting
foreigner to speaks
s his
attemptin language.
g to
 30

speak his
language
.
₂ Can Has Can get the gist Can Accents is
usually speaking of most handle intelligent
handle vocabulary conversations of with though
elementa sufficient to non-equivalent confidence often quite
ry express subjects (i.e., but not faulty.
construct himself topics that with
ions simply with requires no facility
quite some specialized most
accuratel circumlocut knowledge. social
y but ions. situations,
does not including
have introductio
through ns and
or casual
confident conversati
control ons about
of the current
grammar events, as
well as
work,
family,
and
autobiogra
phical
informatio
n.
3 Control Able to Comprehension Can Errors
of speak the is quite discuss never
grammar language complete at a particular interfere
is good. with normal rate of interest of with
Able to sufficient speech. competenc understand
speak the vocabulary e with ing and
language to reasonable rarely
with participate ease, disturb the
sufficient effectively rarely has native
structural in most to grope speaker.
accuracy formal and for words. Accent
to informal may be
participat conversatio obviously
e ns on foreign.
effectivel practical,
y in most social, and
formal professional
 31

and topics,
informal vocabulary
conversa is broad
tions on enough that
practical, he rarely
social, has to grope
and for a word.
professio
nal
topics.
4 Able to Can Can understand Able to Errors in
use the understand any use the pronunciat
language and conversation language ion are
accuratel participate within the range fluently on quite rare.
y on all in any of his all levels
levels conversatio experience. normally
normally n within the pertinent
pertinent range of his to
to experience profession
professio with a high al needs.
nal degree of Can
needs, precision of participate
errors in vocabulary. in any
grammar conversati
are quite on within
rare. the range
of his
experience
with a
high
degree of
fluency.
5 Equivale Speech on Equivalent to Has Equivalent
nt to that all levels is that of an complete to and
of an fully educated native fluency in fully
educated accepted by speaker. the accepted
native educated language by
speaker. native such that educated
speakers in his speech native
all its is fully speakers.
features accepted
including by
breadth of educated
vocabulary native
and idioms, speakers.
colloquialis
 32

m, and
pertinent,
cultural
references.

2. Documentation

After getting the data from speaking test, the researcher also used

document to complete the data as the instrument such as: lesson plan of MA

Darul Mahmudien NM Montong-Gamang.

F. Procedure of Data Collection

Test is a set of question, exercise, or practical activities to measure

someone skill, ability, or knowledge

1. Pre-test

The researcher conducted pre-test first in both of classes,

experimental group and control group. Pre-test is the beginning

attending the class to know the students’ knowledge of the material

that will be thought. The instrument consist of 5 items test

consisting of one type: answering questions.

2. Treatment

The researcher gave the treatment in the experimental

group only. The researcher in this treatment the teacher comes to

the class. The researcher will teach speaking by using storytelling

in narrative text. The experiment groups are given some materials

which are consisted communicative aspects that will be taught by

the teacher in different ways. The experimental group is taught by

using storytelling technique, and the control group is taught by

 33

using conventional method. The treatment is done for 2 meeting or

weeks.

3. Post-test

Below are the students activities related to the storytelling

implemented by the teacher in the class.

1) The teacher prepares the outline of stories and writes them separately

on colored papers and hangs them with the help of a thread on the

white board.

2) The students are formed into groups of 5 members

3) Each group is asked to pick up a paper from the white board.

4) Groups are then given 15 minutes time to develop a story from the

given outline.

5) They are then asked to come along with their group members and

narrate the story before the class.

6) The best group is awarded

G. Technique of Data Analysis

To analyze the result of the test conducted both pre-test and posttest,

the researcher used data analyzed method.

1. Descriptive Statistic

A process in analyzing data that describe, summarize data in a

meaningful way is called as descriptive statistic.

a. Individual score
 34

Where

S: score that student’s get

Score maximal

b. The writer calculated the means score of both experimental and

control group.

c. The writer draw standard deviation score of two groups.

d. The writer tested the significance of two deviations.

1) Mean score of experimental group:

2) Mean score of control group:

Where:

M: The mean score of two groups

X: The student final score for experimental group

Y: The student final score for control group

N: Is the number of sample

Is the sum

3) Finding the standard deviation of two groups. The formula as

follows:

a. Find out the standards deviation of experimental group

The formula is:

=
 35

Where:

: the standard deviation for experimental group

Where:

the standard deviation for experintal group

N : the number of sample

Nx : the sample of the experimental group

b. Find out the standard deviation of control group

The formula is:

y2 = y2

Where:

y2 : the standard deviation for control group

N : the number of sample

Ny : the sample of control group

The last in the testing the hypothesis of this research, the

writer will use the t-test

Where:

Mx : mean score of control group

My : mean score of experimental group

N : total number of the subject

X : the deviation of control group

Y : the deviation of experimental group

The mean deviation and the square deviation of

experimental class:
 36

( mean deviation)

= – ( square deviation)

The mean deviation and the square deviation of the control

class:

( mean deviation)

= – ( square deviation)

The mean score obtained through the formula

above. Finally, the writer came to compilation of correlation

coefficient of the two mean scores whether they were

significant or not. So, the writer used the following formula:

Where:

My = the mean deviation score of control class

Y = the mean deviation between pre-test and post test of the

control group

Mx = the mean deviation score of control class

X = the deviation between pre-test and post test of the

experimental group

N = number of sample

Nx = number of sample in experimental class

Ny = number of sample in control class

 37

(Arikunto,).39

4) The researcher use exel 2007 and SPSS 16 to analysis the data.

2. Inferential Statistic

Inferential statistics used to make a generalitation or conclusion

related to the populations where the sample data come from in a

research40. In this study, inferential statistics analysis was used in

hypothesis testing using independent t-test. Before the hypothesis

testing was conducted, the researcher first did the prerequisite

testing in aimed to find the normality and homogeneity of the data

obtained.

a. Normality test

The normality test used the Kolmogorov-Smirnovand Shapiro-

Wilk formula in SPSS 16.0. If the Sig. values > 0.05, it means the

distribution of sample data is normal, on the other hand, if the Sig.

values < 0.05, it indicates that the sample data is non normal

distributed.

b. Homogenity test

The homogenity test used the Kolmogorov-Smirnovand

Shapiro-Wilk formula in SPSS 16.0. If the Sig. values Based on

Mean> 0.05, it means that the data variance is homogeneous.

39
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta, Pt
Kinerja Cipta Jakarta, 2010).Page.354.
40
Roberta Heale, & Alison Twycross, “Descriptive and Inferential Statistics” Journals
BMJ. Vol. 18, No. 5, July 2015., p, 13.
 38

However, if the Sig. values Based on Mean < 0.05, it indicates that

data variance is not homogeneous.

c. Hypothesis Testing

After obtaining the scores, the writer then analyzed the data

by using independent t-test. The writer calculated the data by using

paired sample t-testthrough SPSS 16.0 to find out whether there is a

significant effect of using power card strategy on students’ability in

writing descriptive text or not. In testing the hypothesis, there are

two conditions which defined the conclusion of this study as

following:

1) Ifis t-test of < t-table in the significance of 0,05 (p=0,01),

Ho rejected. It means that the experimental groups have

higher skill in descriptive text than control groups.

2) If t-test > t-table in the significance level of 0,05 (p=0,01),

Ho is accepted. It means that the control groups have

lower skill in descriptive text than experimental groups.

H. Validity and Reliability

1. Validity

One of important principles in learning English language assessment

is validity. Validity generally refers to how accurately a conclusion,

measurement or concept corresponds to what is being tasted.Sugiono stated

that instrument that can be said valid means the tools which is used to obtain
 39

the data is valid. Valid means the instrument can be used to measure what

should be measured.41

The research used content validity to attain the evidence of valid

instrument. Based on the content of validity theory above, the researcher

adjusted that the research material based on the syllabus for X class of

MAusing curriculum 2013 while making the lesson plan (RPP) as a

reference for the learning process.

The researcher conducted consultation for English learning testing

experts (Husnawadi MA.TESOL and the English teacher of MA Darul

Mahmudien NW Montong-Gamang)

2. Reliability

Reliability is a vital characteristic for both public achievement and

proficiency test at the classroom. An instrument test can be considered

as areliable if the resultisconsistentand dependable. The given test to

the same student or matched students on two different occasions

should have asimilar outcome to know if the used test is

reliable.Inthisresearch,the researcherusedinter-raterreliability. According

to Heale and Twycross, inter-rater reliability is a procedure that includes a

quantitative system in order to determining the level of agreement between

two or more raters42. This study employed two raters. The first rater is the

tenth-grade English teacher from MA Darul Mahmudien NW Montong

41
Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatif , Kualitatif, dan R&D.
(Bandung: Alfabeta, 2017), p.173
Roberta Heale, & Alison Twycross, “Validity and Reliability in Quantitative
42

Research” Journals BMJ. Vol. 18, No. 3, July 2015., p, 67.

 40

Gamang and the second is the English teacher of SMA Darul Mahmudien

NW Montong Gamang. The raters were gave the assessment

atdifferentplace as well as the time, and occasion.If the students’

scoresare similar or consistent,then the instrumentisreliable.

 41

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

In this case, the researcher would present the result of the research.

The data was taken from test. The data description will present the result

of the calculated data of experimental and control classes with the analysis

using excel 2007 and SPSS 16. From the data that will helps the researcher

to describe the research finding and discussion related to the effect of

narrative storytelling on student’s speaking skills.

1. Data Description

This section shows the data description of the students’ scores in both

of the experimental class and control class. Furthermore, the data were

collected from students’ score of pre-test and post-test from both of the class.

The followings are description:

42
 42

a. Pre-test score

Table 4.1
The Student’s Pretest Score of Control and Experiment Class43 44

Name Score of Control Class Score of Experiment Class

S-1 36 48
S-2 32 40
S-3 32 48
S-4 40 40
S-5 36 36
S-6 44 40
S-7 36 36
S-8 36 44
S-9 36 48
S-10 36 36
S-11 44 48
S-12 32 36
S-13 44 48
S-14 32 36
S-15 40 36
S-16 36 44
S-17 40 48
S-18 44 40
S-19 40 40
S-20 40 44
S-21 36 40
S-22 32 48
S-23 40 44
S-24 40 44
Total 904 1012
Mean 37.6 42.1
Max 44 48
Min 32 36

The explanation of the data can be seen in the appendix. Related to

the table above the writer describe as follow:

43
, Test, Montong-Gamang, 04 November 2019
 43

Table 4.2
The Data Description of Pretest
No Class The Total of Mean
Students

1 Control Class 24 37.6

2 Experiment Class 24 42.17

Based on data above, explains that related to the pretest of control

class the higher score was 44 and the lower score was 32with mean was

37,6and the standard deviation was 4.07182. Furthermore, the score of

posttest experiment class, the higher score was 48 and the lower score was

36 with the mean score was 50and the standard deviation was 4.71.

The mean value is obtained by using the formula =AVERAGE

(data range) in the Microsoft Excel box then press ENTER.

Related to the table 4.2 inform the scores of pre-test can beclarified

that the value between control and experimental classeswith the total

number of the students was 48. It can be seen from the mean score of

experiment class has higher score than the control class.

b. Treatment

In this section, the researcher was conducted 2 times meeting, in the

first meeting the researcher provided an overview and material about narrative

text in accordance with syllabus learning materials. In this case, the researcher
 44

gives the assignment after the material was explained and the students also

assign an assignment to determine the three elements in the narrative text and

they explain in front of the class with their groups. The students of

experimental class use narrative storytelling to find and learn speaking and for

control class are taught by using conventional method like discussion and

teacher center. It can be seen in the first treatment for the experimental class

the students began to be enthusiastic because they used learning aids and

many of them feel more helped.

c. Posttest Score

Table 4.3
The Students’ Posttest Score f Control and Experiment Class
Name Score Control Class Score Experiment Class

S-1 36 76
S-2 44 64
S-3 44 76
S-4 44 64
S-5 36 68
S-6 36 64
S-7 32 68
S-8 32 68
S-9 36 72
S-10 48 68
S-11 36 72
S-12 44 68
S-13 36 72
S-14 44 64
S-15 40 68
S-16 32 64
S-17 40 72
S-18 36 76
S-19 40 72
 45

S-20 40 76
S-21 36 64
S-22 44 72
S-23 40 64
S-24 40 64
Total 936 1656
Mean 39 69
Max 48 76
Min 32 64

The explanation of the data can be seen in the appendix.

Table 4.4
The Data Description of Posttest
No Class The Total Of Mean
Students

1 Control Class 24 39
2 Experiment Class 24 69

Related to data posttest above, the higher score of control class was

48 and the lower score was 32 with the mean score was39, while the

standard deviation was 4.45265. In addition, the higher score of

experimental class was 76 and the lower score was 64 with the mean was

69 and the standard deviation was 4.4526494.

The mean value is obtained by using the formula = AVERAGE

(data range) in the Microsoft Excel box then press ENTER.

According to the table, inform the scores of posttest has a significant

score between control and experimental. The control class was increased in
 46

pretest session than in post-test. For this session, the experimental class got

higher score than control group.

d. The Calculated Score of Controlled and Experimental Class

Table 4.5
Calculated Table of Control Class45
Pre-test Post-test Difference
Students
Y1 Y2 Y
S-1 36 36 0
S-2 32 44 12
S-3 32 44 12
S-4 40 44 4
S-5 36 36 0
S-6 44 36 -8
S-7 36 32 -4
S-8 36 32 -4
S-9 36 36 0
S-10 36 48 12
S-11 44 36 -8
S-12 32 44 12
S-13 44 36 -8
S-14 32 44 12
S-15 40 40 0
S-16 36 32 -4
S-17 40 40 0
S-18 44 36 -8
S-19 40 40 0
S-20 40 40 0
S-21 36 36 0
S-22 32 44 12
S-23 40 40 0
S-24 40 40 0
=24 =904 =936

45
, Test, Montong-Gamang, 04-18 November 2019
 47

Table 4.6
Calculated Table of Experiment Class46
Pre-test Post-test Difference
Students
X1 X2 Y
S-1 48 76 28
S-2 40 64 24
S-3 48 76 28
S-4 40 64 24
S-5 36 68 32
S-6 40 64 24
S-7 36 68 32
S-8 44 68 24
S-9 48 72 24
S-10 36 68 32
S-11 48 72 24
S-12 36 68 32
S-13 48 72 24
S-14 36 64 28
S-15 36 68 32
S-16 44 64 20
S-17 48 72 24
S-18 40 76 36
S-19 40 72 32
S-20 44 76 32
S-21 40 64 24
S-22 48 72 24
S-23 44 64 20
S-24 44 64 20
=24 =1012 =1656 =644

Well according to the data in table 12.1 that can be found likes: ƩN =

24, ƩY1 = 904, ƩY2 = 936, ƩY = 32 and ƩX1 =1012 ,ƩX2 =1656 and ƩX =644.

In addition, the researcher finds out the mean deviation and thesquare

deviation of experiment and control classes using formula:

1) The mean deviation and the square deviation of experiment class

46
, Test, Montong-Gamang, 04-18 November 2019
 48

= 26.8

Then :

=17776-414736

=-396960

2) The mean deviation and the square deviation of the control class

=
=-1.33
Then :

= 1184-1024

=860
Where:

M: The mean score of two groups

X: The student final score for experimental group

Y: The student final score for control group

N: Is the number of sample

Is the sum
 49

2. Test of Normality Data

Normality is used to determine whether sample data has been drawn

from a normal distribution population. Test of normality of the control and

experimental classes were conducted to examine whether all variables were

normally distributed or not. The test of normality uses the Kolmogorov-

Smirnov formula with calculated using SPSS 16. Furthermore, to find the

normality or not if the sig> 0.05. The results are described as follows:

Table 4.7
Test of Normality
No Class Sig Result

1 Posttest Control Class 0,009 Normal

2 Posttest Experiment Class 0,012 Normal

Based on the explanation above, it can be seen that the data of posttest

related to the control and experimental has value was sig > 0,05. It can be

concluded that the data of posttest is normalAnd the explanation can be seen

in the appendix.

3. Test of Homogeneity

After knowing the level of normality data, then a test ofhomogeneity is

used to know the level of similarity of variancesbetween the two classes,

 50

control and experimental classes. Theresearcher compared the sig on Levena

Statistic with sig > 0.05.

Table 4.8
Test of Homogeneity
Class Sig Statement

Control 0,655 Homogeneity

Experiment 0.581 Homogeneity

Based on the data of test of homogeneity of variance above, the

significant value was 0,655 and 0,581. It mean higher than 0,05. So, the data

in this research has homogeneity ofvarianceAnd the explanation can be seen in

the appendix.

4. Test of Hypothesis

The last is the researcher find out the t-test with a summaryas follow:

Table 4.9
Test of Hypothesis

Paired Differences

95%
Confide
nce
Interval
of the
Differen
ce T

Df Sig. (2-tailed)
Std. Std. Error Upp
Mean Deviation Mean Lower er
 51

Pair 1 pre test

speaking
skill
control
- 23 .363
group - 1.641
-1.33333 7.04437 1.43793 4.3079 -.927
post test 24
1
speaking
skill
control
group

Pair 2 pre test

speaking
skill
experime
- - - - 23 .000
ntal group
2.68333E 4.64071 .94728 28.792 24.87 28.32
- post test
1 94 373 7
speaking
skill
experime
ntal group

Based on the table 4.9 above, the t-calculated was 28,327 with

thedegree of freedom was 46(df =N1+N2 -2 24+24-2=46). In thedegree

freedom of 46 was found in the t-tablewas 2,012 in significance value (sig

2-tailed) was 0.00. Consequently, the value of t- calculated > t-table

(28,327> 2,012) and its significance value is less than 0.05 (P =0.00<

0.05).It can be concludedthat if the t-calculated>t-table (28,327> 2,012)

and the significance value was less than 0.05 (0.00<0.05) it means

alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was

rejected.

B. Discussion

This research titled the effect of using narrative storytelling on

students speaking skill for the first years at MA Darul Mahmudien NW

 52

Montong-Gamang in academic year 2018/2019 aims to know the effect of

using narrative storytelling. Therefore, researchers do several steps starting

from:

1. Pre-test

Pre-test can be defined as an activity to test the level of students'

knowledge on material that will convey and will be tested while the pre-

test is conducted to determine the initial ability of students. Therefore, the

researchers conducted this pre-test before learning activities or before

students are given treatment. The question instrument was consist of 5

queations from using narrative text with the topic Putri Mandalika (Putri

Nyale). The students had to pay attention to the five aspects used in

assessment related to the vocabulary, grammar, comprehension, fluency,

and pronounciation. While for the allocation time 2 minute, with the

number of students that attended the class was 48 students.

2. Treatment

The researcher gives the treatment in the experimental group only.

The researcher in this treatment the teacher comes to the class. the

researcher will teach speaking by using storytelling in narrative text. The

experiment groups are given some materials which are consisted

 53

communicative aspects that will be taught by the teacher in different ways.

The experimental group is taught by using storytelling technique, and the

control group is taught by using conventional method. The treatment is

done for 2 meeting or weeks.

3. Post-test

After pretest and 2 times treatment, the researcher conducted a

posttest to see the students' ability after using narrative storytelling and

using conventional method. It can be seen the result that the value of

students increased. The researcher gives a narrative text story titled Malin

Kundang then students given time to read it later they will retell the story

with their own sentences. The students had to pay attention to the five

aspects used in assessment related to the vocabulary, grammar,

comprehension, fluency, and pronunciation.

After seeing the average value of control was 44 and experimental

class was 52 with difference score was 8. It can be concluded that in

posttest the experimental class has higher score than control class. It can

be seen in posttest the used of narrative storytelling give effect or can

improve students speaking skills.

 54

4. The Effect of Using Narrative Storytelling on Students Speaking

Skill

After students do different activities even though has same

material, because the treatment given during the learning process different

for both of the classes. It can be seen that the use of narrative storytelling

give effect in promoting students' speaking skills with the results that the

experimental class value is higher than thecontrol class. The mean score of

pretest in control class was 37,6 with the total score was 904, while the

mean score of pretest in experimental class was 42,16 with the total score

was 1012. After two time treatment, that is the researcher give for

experimental class (the students who are given the treatment using

narrative storytelling) and control class (the students who are not using

narrative storytelling) posttest score are compared to determine the effect

of treatment. And the result of posttest related to mean was 39 with total

score was 396 for control class and 69 with total score was 1656 for

experimental class.

Based on the t-test analysis by using SPSS 16 and excel 2007, itcan

be described that t-calculated was 28,327, then, to provewhether there is a

significant effect or not, t-calculated will beturned to t-table level in alpha

 55

decision level (a) 0,05 and with the degree freedom 46(df =N1+N2 - 2

24+24-2=46). In the degree freedom of 46 was found in the t-table. In the

degree freedom of 46 was found that t-table at 5% was 2,012. It can be

concludedthat t-calculated > t-table (-28,327> 2,012) and the result was

Ha is accepted.

In addition, some previous studies have shown evidence that using

narrative storytelling on students speaking skill. The study is accordance

with the result of the research conducted by Inten Mujizat Entitled the

effectiveness of using storytelling technique on students speaking skill.

This research was aimed to find empirical evidence that storytelling

technique can enhance students speaking ability at eleventh grade of MAN

1 Bekasi. The result showed that the students’ speaking skill in

experimental class that was given by the treatment throuht storytelling

technique was improved more effectively than the control group.47

Based on that previuous study, it showed that the use of narrative

storytelling gives a positive influence on increasing students' speaking

skills.Therefore, the use of narrative storytelling provides benefits

onstudents' speaking. For the students, narrative storytelling helps the

students’ to learning speaking.Besides that, the students also enjoy and can

learn wherever andwhenever they want

Inten Mujizat” The Effectiveness of Using Storytelling Technique on Students Speaking

47

Skill at the Elevent Grade of MAN 1 Bekasi Academix Year 206/2017. (A Skripsi, Department of
English Education Science, Syarif Hidayatullah State Islamic University Jakarta 2016).
 56

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusion

Based on the findings and the discussions, the researcher

concluded that the use of narrative storytelling affects the students’

speaking skill positively in experiment class. According to the mean score,

the mean score that the experiment class gained was higher that does in

control class at the posttest. After two time treatments, the result of

posttest related to mean was 39 with total score was 396 for control class

and 69 with total score was 1656 for experimental class.Moreover, based

on the hypothesis testing, the t- calculated was greater that the t-table

(28,327> 2,012) and its significance value is less than 0.05 (P =0.00<

0.05) which means that the alternative hypothesis (Ha) was accepted.

B. Suggestions

The researcher would like to give suggest as follows:

1. For the teachers

The researcher hopes this research can support the English teachers

to apply this technique in teaching. The teacher is facilitator, controller,

and guide all student who need help when they face problem in learning

English. The researcher suggests this technique can enrich teacher to add

56
 57

the technique of teaching. In learning process, the good teacher is the

teacher who can create good atmosphere with fun learning and make

students more comfortable to enjoy the activities. Their interest can grow

their motivation in learning then make them easier to receive the material.

2. For the students

The researcher hopes that the students can use narrative storytelling

on student’s speaking skill and also the students should increase their

speaking skill by using this technique or another technique.The students

should take part actively in learning process, do not shy and afraid to

express idea especially in speaking. They should be confident to speak

English to the teacher or their friends to improve their skill during learning

process. They also must pay attention and respect others when their friends

or teacher share their ideas or giving instruction.

3. Other researchers

It is recommended to the other researchers who are interested inthe

same field to continue this research.

 58

REFFERENCES

Ahlul Fikri,et.al,”Developing Speaking Skill Through Narrative Text”. E-Jurnal

Pf 'English Language Teaching Society (Elts), Vol.2.No.3, 2014.

Andy Field, “Discovering Statistics Using SPSS Third Edition”,(London ECIY

ISP)2009.

Ari.D.al,”Introduction To Research To Education”, ( Wadsworth, Cengage

Learning) 2010.

Brown, Douglas, Language Assessment : an Approach to Language Pedagogy (3rd

ed). San Francisco, California: Longman, 2003.

Brown, Douglas, Language Assessment : principles and classroom practices.

California: Longman, 2003

Devina Nizzu,”Improving Students’ Speaking Skills Through Retelling Story By

Using Picture Series At Sman 7 Bandar Lampaung”,(Script, Faculty Of
Teacher Training And Education Lampung University, Bandar
Lampung, 2016).

Inten Mujizat”The Effectiveness of Using Storytelling Technique on Students’

Speaking Skill at The Eleventh Grade of an 1 Bekasi Academic Year
106/2017. ( Skripsi, Department Of English Education Sciences, Syarif
Hidayatullah State Islaic University Jakarta 2016).

Jan Woodhouse ,”Strategies for Healthcare Education”.(London: CRC

Press,2007)
Jeremy Harmer”, The Practice Of English Language Teaching, (England:
Longman, 2001.
Jessica Novia “Retelling Short Story To Improve Students Speaking Skills”
English Education Study Program Language And Art Education
Department Teacher Training And Education Faculty Tanjungpura
University Pontianak 2017.

Khanifah Nur Hasanah, “Improving Students’ Speaking Skill Through

Simulation, Thesis, FLA UIN Yogyakarta, Yogyakarta, 2012

Mohammed Iqram Hossain, Teaching Productive Skills to the Students: A

Secondary Level Scenario,( Brac University, Dhaka, Bangladesh,215).

Mukminatus Zuhriyah,” Storytelling to Improve Students’ Speaking

Skill”.English Education:Jurnal Tadris Bahasa Inggris.Vol.10,Number
1, 2017
 59

Patrick Kiernan,” Storytelling With Low-Level Learner:Developing Narrative

Tasks”,Palgrave Macmillan, A Division of Macmillan Publishers
Limited 2005

Prabhat Pandey & Meenu Mishra Pandey, Research Methodology: Tool and
Technique. (Romania: Bridge Center, 2015)

Pravamayee Samantaray” Use Of Storytelling Method To Develop Spoken

English Skill”,International Journal Of Language And Linguistic,
Vol.1.No 1. June 2014

Ratih Inayah,” Improving Students Speaking Skill Through Storytelling

Technique”,Eltin Journal,Vol 3/1, April 2015

Rezeki Ikrammuddin,”Using Storytelling Technique To Improve Speaking Ability

In Classroom Action Research On The Second Grade Students’ Of Insan
Qur’ani Boarding School, (Thesis, Faculty Of Tarbiyah And Teacher
Training Ar-Raniry State Islamic University Darussalam, Banda Aceh,
2017)

Roberta Heale, & Alison Twycross, “Validity and Reliability in Quantitative

Research”.Journals BMJ. Vol. 18, No. 3, July 2015.
Scott Thornburry,How to Teach Speaking, London: Longman, 2002.

Sugiono, Metode Penelitian Pendidikan: Pendekatan kuantitatif , Kualitatif, dan

R&D. Bandung: Alfabeta, 2007.

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta, Pt

Kinerja Cipta Jakarta, 2010).
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RinekaCipta, 2014.

Sul Istianingsih Patuan Raja, Huzairi” The Implementation of Narrative

Storytelling In Teaching Speaking” University Of Lampung

Thomas Plumper, and Eric Neumayer, Population and Sample Uncertainty.

United Kingdom : University of Essex, 2012.

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Learner”, English Language Teaching Forum.Vol.2, Number 1. 2013.
 60

APPENDICES
 61

Appendix 1

Lesson Plan (RPP)

RENCANA PELAKSANAAN PEMBELAJARAN
(RPP) EXPERIMENT CLASS

Sekolah : MA Darul Mahmudien NW Montong Gamang

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Genap
Materi Pokok : Teks Naratif; Informasi Terkait Legenda Rakyat
Alokasi Waktu : 2 Jam Pelajaran @45 Menit

 KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang

A. Kompetensi Inti

dianutnya.Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli

(gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif
dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan,
keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan
regional, dan kawasan internasional”.
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
prosedural, dan metakognitif 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

 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
minatnya untuk memecahkan masalah

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak

secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar
3.8 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi dan
meminta informasi terkait legenda rakyat,
sederhana, sesuai dengan konteks
penggunaannya
4.8 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks naratif, lisan dan
tulis sederhana terkait legenda rakyat
Indikator
 Mengidentifikasi kalimat-kalimat yang
memuat bagian-bagian legenda yang
ditanyakan
 Memahami struktur teks naratif dalam
memberi dan meminta informasi terkait
legenda rakyat
 Memahami unsur kebahasaan dari teks
naratif dalam memberi dan meminta
informasi terkait legenda rakyat
 Menceritakan legenda dengan intonasi,
ucapan dan tekanan kata yang benar,
dengan saling mengoreksi

C. Tujuan Pembelajaran

 Mengidentifikasi kalimat-kalimat yang memuat bagian-bagian legenda yang ditanyakan

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

 Memahami struktur teks naratif dalam memberi dan meminta informasi terkait legenda

 Memahami unsur kebahasaan dari teks naratif dalam memberi dan meminta informasi
rakyat

terkait legenda rakyat

 62

 Menceritakan legenda dengan intonasi, ucapan dan tekanan kata yang benar, dengan
saling mengoreksi

 Fungsi Sosial
D. Materi Pembelajaran

 Struktur Teks
Mendapat hiburan, menghibur, mengajarkan nilai-nilai luhur, mengambil teladan

Dapat mencakup:
- Orientasi
- Komplikasi
- Resolusi

 Unsur Kebahasaan
- Orientasi ulang

- Kalimat-kalimat dalamsimple past tense, past continuous, dan lainnya yang relevan
- Kosa kata: terkait karakter, watak, dan setting dalam legenda
- Adverbia penghubung dan penujuk waktu

 Topik
- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan

Cerita legenda yang dapat menumbuhkan perilaku yang termuat di KI

E. Metode Pembelajaran
1) Pendekatan : Saintifik
2) TehnikPembelajaran : Storytelling

F. Media Pembelajaran

 Worksheet atau lembar kerja (siswa)

1. Media

 Lembar penilaian

 Penggaris, spidol, papan tulis

2. Alat/Bahan

 Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X,

G. Sumber Belajar

 Kamus Bahasa Inggris

Kemendikbud, Revisi Tahun 2016

 Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran
1
Pertemuan Ke-1 (2 x 45 Menit)
.
Kegiatan Pendahuluan (10 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman
peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
 63

● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai
dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah cerita

● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung

● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak Model
Kegiatan Pembelajaran
Pembelajaran
Stimulation KEGIATAN LITERASI
(stimullasi/ Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pemberian pada topik materi kalimat-kalimat yang memuat bagian-bagian legenda dari
rangsangan) sebuah cerita dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi kalimat-kalimat yang memuat bagian-bagian
legenda dari sebuah cerita
● Pemberian contoh-contoh materi kalimat-kalimat yang memuat
bagian-bagian legenda dari sebuah cerita untuk dapat dikembangkan
peserta didik, dari media interaktif, dsb
→ Membaca.
Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan
membaca materi dari buku paket atau buku-buku penunjang lain, dari
internet/materi yang berhubungan dengan kalimat-kalimat yang
memuat bagian-bagian legenda dari sebuah cerita
→ Menulis
Menulis resume dari hasil pengamatan dan bacaan terkait kalimat-
kalimat yang memuat bagian-bagian legenda dari sebuah cerita
→ Mendengar
Pemberian materi kalimat-kalimat yang memuat bagian-bagian
legenda dari sebuah cerita oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang materi
pelajaran mengenai materi :
 64

kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah

cerita dan teknik storytelling.

untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian,

mencari informasi.
Problem CRITICAL THINKING (BERPIKIR KRITIK)
statemen Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi
(pertanyaan/ sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan
identifikasi dan akan dijawab melalui kegiatan belajar, contohnya :
masalah)
→ Mengajukan pertanyaan tentang materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita dan teknik storytelling yang tidak dipahami dari apa yang
diamati atau pertanyaan untuk mendapatkan informasi tambahan
tentang apa yang diamati (dimulai dari pertanyaan faktual sampai ke
pertanyaan yang bersifat hipotetik) untuk mengembangkan kreativitas,
rasa ingin tahu, kemampuan merumuskan pertanyaan untuk
membentuk pikiran kritis yang perlu untuk hidup cerdas dan belajar
sepanjang hayat.

Peserta didik dalam kelompoknya berdiskusi mengolah data hasil

pengamatan dengan cara :
→ Berdiskusi tentang data dari Materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita

→ Mengolah informasi dari materi kalimat-kalimat yang memuat bagian-

bagian legenda dari sebuah cerita yang sudah dikumpulkan dari hasil
kegiatan/pertemuan sebelumnya mau pun hasil dari kegiatan
mengamati dan kegiatan mengumpulkan informasi yang sedang
berlangsung dengan bantuan pertanyaan-pertanyaan pada lembar kerja.
→ Peserta didik mengerjakan beberapa soal mengenai materi kalimat-
kalimat yang memuat bagian-bagian legenda dari sebuah cerita
Verification CRITICAL THINKING (BERPIKIR KRITIK)
(pembuktian) Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil
pengamatannya dengan data-data atau teori pada buku sumber melalui
kegiatan :
→ Menambah keluasan dan kedalaman sampai kepada pengolahan
informasi yang bersifat mencari solusi dari berbagai sumber yang
memiliki pendapat yang berbeda sampai kepada yang bertentangan
untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja
keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan tentang materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita
antara lain dengan : Peserta didik dan guru secara bersama-sama
membahas jawaban soal-soal yang telah dikerjakan oleh peserta didik.

CREATIVITY (KREATIVITAS)
→ Menyimpulkan tentang point-point penting yang muncul dalam
kegiatan pembelajaran yang baru dilakukan berupa :
 65

Laporan hasil pengamatan secara tertulis tentang materi :

kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita

→ Menjawab pertanyaan tentang materi kalimat-kalimat yang memuat

bagian-bagian legenda dari sebuah cerita yang terdapat pada buku
pegangan peserta didik atau lembar kerja yang telah disediakan.
→Bertanya tentang hal yang belum dipahami, atau guru melemparkan
beberapa pertanyaan kepada siswa berkaitan dengan materi kalimat-
kalimat yang memuat bagian-bagian legenda dari sebuah cerita yang
akan selesai dipelajari
→ Menyelesaikan uji kompetensi untuk materi kalimat-kalimat yang
memuat bagian-bagian legenda dari sebuah cerita yang terdapat pada
buku pegangan peserta didik atau pada lembar lerja yang telah
disediakan secara individu untuk mengecek penguasaan siswa terhadap
materi pelajaran.
Catatan : Selama pembelajaran kalimat-kalimat yang memuat bagian-bagian legenda
dari sebuah cerita berlangsung, guru mengamati sikap siswa dalam pembelajaran yang
meliputi sikap: nasionalisme, disiplin, rasa percaya diri, berperilaku jujur, tangguh
menghadapi masalah tanggungjawab, rasa ingin tahu, peduli lingkungan
Kegiatan Penutup (10 Menit)
Peserta didik :
●
Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi kalimat-kalimat yang memuat
bagian-bagian legenda dari sebuah cerita yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran kalimat-kalimat yang memuat
bagian-bagian legenda dari sebuah cerita yang baru diselesaikan.
● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus
mempelajarai pada pertemuan berikutnya di luar jam sekolah atau dirumah.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah cerita
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas
● Memberikan penghargaan untuk materi pelajaran kalimat-kalimat yang memuat bagian-
bagian legenda dari sebuah cerita kepada kelompok yang memiliki kinerja dan kerjasama
yang baik.

2
Pertemuan Ke-2 (2 x 45 Menit)
.
Kegiatan Pendahuluan (10 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan pengalaman
peserta didik dengan materi/tema/kegiatan sebelumnya
 66

● Mengingatkan kembali materi prasyarat dengan bertanya.

● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai
dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks naratif

● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung

● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak Model
Kegiatan Pembelajaran
Pembelajaran
Stimulation KEGIATAN LITERASI
(stimullasi/ Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pemberian pada topik materi persamaan dan perbedaan fungsi sosial, struktur teks dan
rangsangan) unsur kebahasaan teks naratif dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi persamaan dan perbedaan fungsi sosial, struktur
teks dan unsur kebahasaan teks naratif
● Pemberian contoh-contoh materi persamaan dan perbedaan fungsi
sosial, struktur teks dan unsur kebahasaan teks naratif untuk dapat
dikembangkan peserta didik, dari media interaktif, dsb
→ Membaca.
Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan
membaca materi dari buku paket atau buku-buku penunjang lain, dari
internet/materi yang berhubungan dengan persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif
→ Menulis
Menulis resume dari hasil pengamatan dan bacaan terkait persamaan
dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif
→ Mendengar
Pemberian materi persamaan dan perbedaan fungsi sosial, struktur teks
dan unsur kebahasaan teks naratif oleh guru.
→ Menyimak
 67

Penjelasan pengantar kegiatan secara garis besar/global tentang materi

pelajaran mengenai materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif dan teknik storytelling.

untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian,

mencari informasi.
Problem CRITICAL THINKING (BERPIKIR KRITIK)
statemen Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi
(pertanyaan/ sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang disajikan
identifikasi
dan akan dijawab melalui kegiatan belajar, contohnya :
masalah)
→ Mengajukan pertanyaan tentang materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif
yang tidak dipahami dari apa yang diamati atau pertanyaan untuk
mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari
pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk
mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan
pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas
dan belajar sepanjang hayat.
Data KEGIATAN LITERASI
collection Peserta didik mengumpulkan informasi yang relevan untuk menjawab
(pengumpulan pertanyan yang telah diidentifikasi melalui kegiatan:
data)
→ Mengamati obyek/kejadian
Mengamati dengan seksama materi persamaan dan perbedaan fungsi
sosial, struktur teks dan unsur kebahasaan teks naratif yang sedang
dipelajari dalam bentuk gambar/video/slide presentasi yang disajikan
dan mencoba menginterprestasikannya.
→ Membaca sumber lain selain buku teks
Secara disiplin melakukan kegiatan literasi dengan mencari dan
membaca berbagai referensi dari berbagai sumber guna menambah
pengetahuan dan pemahaman tentang materi persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang
sedang dipelajari.
→ Aktivitas
Menyusun daftar pertanyaan atas hal-hal yang belum dapat dipahami
dari kegiatan mengmati dan membaca yang akan diajukan kepada guru
berkaitan dengan materi persamaan dan perbedaan fungsi sosial,
struktur teks dan unsur kebahasaan teks naratif yang sedang dipelajari.
→ Wawancara/tanya jawab dengan nara sumber
Mengajukan pertanyaan berkaiatan dengan materi persamaan dan
perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif yang telah disusun dalam daftar pertanyaan kepada guru.

COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
→ COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
 68

→ Mendiskusikan
Peserta didik dan guru secara bersama-sama membahas contoh dalam
buku paket mengenai materi kalimat-kalimat yang memuat bagian-
bagian legenda dari sebuah cerita dan dipersiapkan untuk melakukan
storytelling.
→ Mengumpulkan informasi
Menjawab beberapa pertanyaan mengenai materi kalimat-kalimat yang
memuat bagian-bagian legenda dari sebuah cerita yang telah diperoleh
pada buku catatan dengan tulisan yang rapi dan menggunakan bahasa
Indonesia yang baik dan benar.
→ Mempresentasikan ulang
Peserta didik menceritakan secara lisan kembali mengenai cerita
legenda dengan rasa percaya diri kalimat-kalimat yang memuat
bagian-bagian legenda dari sebuah cerita sesuai dengan
pemahamannya.
Saling tukar informasi tentang materi :
dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga
diperoleh sebuah pengetahuan baru yang dapat dijadikan sebagai bahan
diskusi kelompok kemudian, dengan menggunakan metode ilmiah yang
terdapat pada buku pegangan peserta didik atau pada lembar kerja yang
disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,
menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan
kemampuan mengumpulkan informasi melalui berbagai cara yang dipelajari,
mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Verification CRITICAL THINKING (BERPIKIR KRITIK)
(pembuktian)
Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil
pengamatannya dengan data-data atau teori pada buku sumber melalui
kegiatan :
→ Menambah keluasan dan kedalaman sampai kepada pengolahan
informasi yang bersifat mencari solusi dari berbagai sumber yang
memiliki pendapat yang berbeda sampai kepada yang bertentangan
untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja
keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan tentang materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif

antara lain dengan : Peserta didik dan guru secara bersama-sama

membahas jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalization COMMUNICATION (BERKOMUNIKASI)
(menarik Peserta didik berdiskusi untuk menyimpulkan
kesimpulan)
→ Menyampaikan hasil diskusi tentang materi persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif berupa
kesimpulan berdasarkan hasil analisis secara lisan, tertulis, atau media
lainnya untuk mengembangkan sikap jujur, teliti, toleransi,
kemampuan berpikir sistematis, mengungkapkan pendapat dengan
sopan.
→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang
materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif
 69

→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag

materi persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif dan ditanggapi oleh kelompok yang
mempresentasikan.
→ Bertanya atas presentasi tentang materi persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang
dilakukan dan peserta didik lain diberi kesempatan untuk
menjawabnya.

CREATIVITY (KREATIVITAS)
→ Menyimpulkan tentang point-point penting yang muncul dalam
kegiatan pembelajaran yang baru dilakukan berupa :
Laporan hasil pengamatan secara tertulis tentang materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif

→ Menjawab pertanyaan tentang materi persamaan dan perbedaan fungsi

sosial, struktur teks dan unsur kebahasaan teks naratif yang terdapat
pada buku pegangan peserta didik atau lembar kerja yang telah
disediakan.
→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan
beberapa pertanyaan kepada siswa berkaitan dengan materi persamaan
dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif yang akan selesai dipelajari
→ Menyelesaikan uji kompetensi untuk materi persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang
terdapat pada buku pegangan peserta didik atau pada lembar lerja yang
telah disediakan secara individu untuk mengecek penguasaan siswa
terhadap materi pelajaran.
Catatan : Selama pembelajaran persamaan dan perbedaan fungsi sosial, struktur teks
dan unsur kebahasaan teks naratif berlangsung, guru mengamati sikap siswa dalam
pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri, berperilaku
jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin tahu, peduli lingkungan
Kegiatan Penutup (10 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang baru diselesaikan.
● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus
mempelajarai pada pertemuan berikutnya di luar jam sekolah atau dirumah.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks naratif
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas
● Memberikan penghargaan untuk materi pelajaran persamaan dan perbedaan fungsi
sosial, struktur teks dan unsur kebahasaan teks naratif kepada kelompok yang memiliki
kinerja dan kerjasama yang baik.
 70

I. Penilaian Hasil Pembelajaran

1. Penilaian Keterampilan

a. Penilaian Kemampuan Berbicara (Speaking Skill)

Sco Grammar Vocabulary Comprehension Fluency Pron

re uncia
tion
1 Error in Speaking Within the No specific Error
grammar are vocabulary scope of his fluency s in
frequent, but inadequate to very limited description. pron
speaker can be express language Refer to other uncia
understood by anything but experience, can four language tion
a native the most understand areas for are
speaker used elementary simple questions implied level of frequ
to dealing with needs. and statements fluency. ent
foreigners if delivered with but
attempting to slowed speech, can
speak his repetition, or be
language. paraphrase. unde
rstoo
d by
nativ
e
spea
ker
used
to
deali
ng
with
forei
gners
attem
pting
to
spea
ks
his
langu
age.
₂ Can usually Has speaking Can get the gist Can handle with Acce
handle vocabulary of most confidence but nts is
elementary sufficient to conversations of not with facility intell
constructions express non-equivalent most social igent
quite himself simply subjects (i.e., situations, thou
accurately but with some topics that including gh
does not have circumlocution requires no introductions often
 71

through or s. specialized and casual quite

confident knowledge. conversations fault
control of the about current y.
grammar events, as well
as work, family,
and
autobiographical
information.
3 Control of Able to speak Comprehension Can discuss Error
grammar is the language is quite particular s
good. Able to with sufficient complete at a interest of never
speak the vocabulary to normal rate of competence interf
language with participate speech. with reasonable ere
sufficient effectively in ease, rarely has with
structural most formal to grope for unde
accuracy to and informal words. rstan
participate conversations ding
effectively in on practical, and
most formal social, and rarel
and informal professional y
conversations topics, distu
on practical, vocabulary is rb
social, and broad enough the
professional that he rarely nativ
topics. has to grope e
for a word. spea
ker.
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nt
may
be
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gn.
4 Able to use the Can Can understand Able to use the Error
language understand and any language s in
accurately on participate in conversation fluently on all pron
all levels any within the range levels normally uncia
normally conversation of his pertinent to tion
pertinent to within the experience. professional are
professional range of his needs. Can quite
needs, errors experience participate in rare.
in grammar are with a high any
quite rare. degree of conversation
precision of within the range
vocabulary. of his
experience with
a high degree of
fluency.
 72

5 Equivalent to Speech on all Equivalent to Has complete Equi

that of an levels is fully that of an fluency in the valen
educated accepted by educated native language such t to
native speaker. educated speaker. that his speech and
native is fully accepted fully
speakers in all by educated acce
its features native speakers. pted
including by
breadth of educ
vocabulary ated
and idioms, nativ
colloquialism, e
and pertinent, spea
cultural kers.
references.

December 20...

Mahasiswa Guru Mata Pelajaran

Fitri Khaerunnisa Martina Patilopa

NIM 1501071011 NIP
 73

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP) CONTROL CLASS

Sekolah : MA Darul Mahmudien NW Montong Gamang

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Genap
Materi Pokok : Teks Naratif; Informasi Terkait Legenda Rakyat
Alokasi Waktu : 2 Jam Pelajaran @45 Menit

 KI-1 dan KI-2:Menghayati dan mengamalkan ajaran agama yang

A. Kompetensi Inti

dianutnya.Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli

(gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro-aktif
dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan,
keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan
regional, dan kawasan internasional”.
 KI 3: Memahami, menerapkan, dan menganalisis pengetahuan faktual, konseptual,
prosedural, dan metakognitif 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

 KI4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
minatnya untuk memecahkan masalah

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak

secara efektif dan kreatif, serta mampu menggunakan metode sesuai kaidah keilmuan

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar
3.8 Membedakan fungsi sosial, struktur teks,
dan unsur kebahasaan beberapa teks naratif
lisan dan tulis dengan memberi dan
meminta informasi terkait legenda rakyat,
sederhana, sesuai dengan konteks
penggunaannya
4.8 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks naratif, lisan dan
tulis sederhana terkait legenda rakyat
Indikator
 Mengidentifikasi kalimat-kalimat yang
memuat bagian-bagian legenda yang
ditanyakan

Memahami struktur teks naratif dalam
memberi dan meminta informasi terkait
legenda rakyat
 Memahami unsur kebahasaan dari teks
naratif dalam memberi dan meminta
informasi terkait legenda rakyat
 Menceritakan legenda dengan intonasi,
ucapan dan tekanan kata yang benar,
dengan saling mengoreksi

C. Tujuan Pembelajaran

 Mengidentifikasi kalimat-kalimat yang memuat bagian-bagian legenda yang ditanyakan

Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:

 Memahami struktur teks naratif dalam memberi dan meminta informasi terkait legenda

 Memahami unsur kebahasaan dari teks naratif dalam memberi dan meminta informasi
rakyat

 Menceritakan legenda dengan intonasi, ucapan dan tekanan kata yang benar, dengan
terkait legenda rakyat

saling mengoreksi

D. Materi Pembelajaran
 74

 Fungsi Sosial


Mendapat hiburan, menghibur, mengajarkan nilai-nilai luhur, mengambil teladan
Struktur Teks
Dapat mencakup:
- Orientasi
- Komplikasi
- Resolusi
-

Orientasi ulang
Unsur Kebahasaan
- Kalimat-kalimat dalamsimple past tense, past continuous, dan lainnya yang relevan
- Kosa kata: terkait karakter, watak, dan setting dalam legenda
- Adverbia penghubung dan penujuk waktu


- Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
Topik
Cerita legenda yang dapat menumbuhkan perilaku yang termuat di KI

E. Metode Pembelajaran
1) Pendekatan : Saintifik
2) Tehnik Pembelajaran : Conventional method (discussion)
3) Metode : Tanya jawab

F. Media Pembelajaran

 Worksheet atau lembar kerja (siswa)

3. Media

 Lembar penilaian

 Penggaris, spidol, papan tulis

4. Alat/Bahan

 Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X,

G. Sumber Belajar

 Kamus Bahasa Inggris

Kemendikbud, Revisi Tahun 2016

 Pengalaman peserta didik dan guru

H. Langkah-Langkah Pembelajaran
1
Pertemuan Ke-1 (2 x 45 Menit)
.
Kegiatan Pendahuluan (10 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
 75

● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai
dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah cerita
● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung
● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak Model
Kegiatan Pembelajaran
Pembelajaran
Stimulation KEGIATAN LITERASI
(stimullasi/ Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pemberian pada topik materi kalimat-kalimat yang memuat bagian-bagian legenda
rangsangan) dari sebuah cerita dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi kalimat-kalimat yang memuat bagian-bagian
legenda dari sebuah cerita
● Pemberian contoh-contoh materi kalimat-kalimat yang memuat
bagian-bagian legenda dari sebuah cerita untuk dapat dikembangkan
peserta didik, dari media interaktif, dsb
→ Membaca.
Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan
membaca materi dari buku paket atau buku-buku penunjang lain,
dari internet/materi yang berhubungan dengan kalimat-kalimat yang
memuat bagian-bagian legenda dari sebuah cerita
→ Menulis
Menulis resume dari hasil pengamatan dan bacaan terkait kalimat-
kalimat yang memuat bagian-bagian legenda dari sebuah cerita
→ Mendengar
Pemberian materi kalimat-kalimat yang memuat bagian-bagian
legenda dari sebuah cerita oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang
materi pelajaran mengenai materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita

untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian,

mencari informasi.
Problem CRITICAL THINKING (BERPIKIR KRITIK)
 76

statemen Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi

(pertanyaan/ sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang
identifikasi disajikan dan akan dijawab melalui kegiatan belajar, contohnya :
masalah) → Mengajukan pertanyaan tentang materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
ceritayang tidak dipahami dari apa yang diamati atau pertanyaan
untuk mendapatkan informasi tambahan tentang apa yang diamati
(dimulai dari pertanyaan faktual sampai ke pertanyaan yang bersifat
hipotetik) untuk mengembangkan kreativitas, rasa ingin tahu,
kemampuan merumuskan pertanyaan untuk membentuk pikiran
kritis yang perlu untuk hidup cerdas dan belajar sepanjang hayat.
COLLABORATION (KERJASAMA)
Peserta didik dibentuk dalam beberapa kelompok untuk:
→ Mendiskusikan
Peserta didik dan guru secara bersama-sama membahas contoh
dalam buku paket mengenai materi kalimat-kalimat yang memuat
bagian-bagian legenda dari sebuah cerita
→ Mengumpulkan informasi
Mencatat semua informasi tentang materi kalimat-kalimat yang
memuat bagian-bagian legenda dari sebuah cerita yang telah
diperoleh pada buku catatan dengan tulisan yang rapi dan
menggunakan bahasa Indonesia yang baik dan benar.
→ Mempresentasikan ulang
Peserta didik mengkomunikasikan secara lisan atau
mempresentasikan materi dengan rasa percaya diri kalimat-kalimat
yang memuat bagian-bagian legenda dari sebuah cerita sesuai
dengan pemahamannya.
→ Saling tukar informasi tentang materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita
dengan ditanggapi aktif oleh peserta didik dari kelompok lainnya sehingga
diperoleh sebuah pengetahuan baru yang dapat dijadikan sebagai bahan
diskusi kelompok kemudian, dengan menggunakan metode ilmiah yang
terdapat pada buku pegangan peserta didik atau pada lembar kerja yang
disediakan dengan cermat untuk mengembangkan sikap teliti, jujur, sopan,
menghargai pendapat orang lain, kemampuan berkomunikasi, menerapkan
kemampuan mengumpulkan informasi melalui berbagai cara yang
dipelajari, mengembangkan kebiasaan belajar dan belajar sepanjang hayat.
Data COLLABORATION (KERJASAMA) dan CRITICAL THINKING
processing (BERPIKIR KRITIK)
(pengolahan Peserta didik dalam kelompoknya berdiskusi mengolah data hasil
Data) pengamatan dengan cara :
→ Berdiskusi tentang data dari Materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita
→ Mengolah informasi dari materi kalimat-kalimat yang memuat
bagian-bagian legenda dari sebuah cerita yang sudah dikumpulkan
dari hasil kegiatan/pertemuan sebelumnya mau pun hasil dari
kegiatan mengamati dan kegiatan mengumpulkan informasi yang
sedang berlangsung dengan bantuan pertanyaan-pertanyaan pada
lembar kerja.
 77

→ Peserta didik mengerjakan beberapa soal mengenai materi kalimat-

kalimat yang memuat bagian-bagian legenda dari sebuah cerita
Verification CRITICAL THINKING (BERPIKIR KRITIK)
(pembuktian) Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil
pengamatannya dengan data-data atau teori pada buku sumber melalui
kegiatan :
→ Menambah keluasan dan kedalaman sampai kepada pengolahan
informasi yang bersifat mencari solusi dari berbagai sumber yang
memiliki pendapat yang berbeda sampai kepada yang bertentangan
untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja
keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan tentang materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita
antara lain dengan : Peserta didik dan guru secara bersama-sama
membahas jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalization COMMUNICATION (BERKOMUNIKASI)
(menarik Peserta didik berdiskusi untuk menyimpulkan
kesimpulan)
→ Menyampaikan hasil diskusi tentang materi kalimat-kalimat yang
memuat bagian-bagian legenda dari sebuah cerita berupa kesimpulan
berdasarkan hasil analisis secara lisan, tertulis, atau media lainnya
untuk mengembangkan sikap jujur, teliti, toleransi, kemampuan
berpikir sistematis, mengungkapkan pendapat dengan sopan.
→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang
materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita

→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag

materi kalimat-kalimat yang memuat bagian-bagian legenda dari
sebuah cerita dan ditanggapi oleh kelompok yang
mempresentasikan.
→ Bertanya atas presentasi tentang materi kalimat-kalimat yang
memuat bagian-bagian legenda dari sebuah cerita yang dilakukan
dan peserta didik lain diberi kesempatan untuk menjawabnya.

CREATIVITY (KREATIVITAS)
→ Menyimpulkan tentang point-point penting yang muncul dalam
kegiatan pembelajaran yang baru dilakukan berupa :
Laporan hasil pengamatan secara tertulis tentang materi :
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah
cerita

→ Menjawab pertanyaan tentang materi kalimat-kalimat yang memuat

bagian-bagian legenda dari sebuah cerita yang terdapat pada buku
pegangan peserta didik atau lembar kerja yang telah disediakan.
→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan
beberapa pertanyaan kepada siswa berkaitan dengan materi kalimat-
kalimat yang memuat bagian-bagian legenda dari sebuah cerita yang
akan selesai dipelajari
 78

→ Menyelesaikan uji kompetensi untuk materi kalimat-kalimat yang

memuat bagian-bagian legenda dari sebuah cerita yang terdapat pada
buku pegangan peserta didik atau pada lembar lerja yang telah
disediakan secara individu untuk mengecek penguasaan siswa
terhadap materi pelajaran.
Catatan : Selama pembelajaran kalimat-kalimat yang memuat bagian-bagian legenda
dari sebuah cerita berlangsung, guru mengamati sikap siswa dalam pembelajaran yang
meliputi sikap: nasionalisme, disiplin, rasa percaya diri, berperilaku jujur, tangguh
menghadapi masalah tanggungjawab, rasa ingin tahu, peduli lingkungan
Kegiatan Penutup (10 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi kalimat-kalimat yang
memuat bagian-bagian legenda dari sebuah cerita yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran kalimat-kalimat yang memuat
bagian-bagian legenda dari sebuah cerita yang baru diselesaikan.
● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus
mempelajarai pada pertemuan berikutnya di luar jam sekolah atau dirumah.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
kalimat-kalimat yang memuat bagian-bagian legenda dari sebuah cerita
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas
● Memberikan penghargaan untuk materi pelajaran kalimat-kalimat yang memuat bagian-
bagian legenda dari sebuah cerita kepada kelompok yang memiliki kinerja dan
kerjasama yang baik.

2
Pertemuan Ke-2 (2 x 45 Menit)
.
Kegiatan Pendahuluan (10 Menit)
Guru :
Orientasi
● Melakukan pembukaan dengan salam pembuka, memanjatkan syukur kepada Tuhan
YME dan berdoa untuk memulai pembelajaran
● Memeriksa kehadiran peserta didik sebagai sikap disiplin
● Menyiapkan fisik dan psikis peserta didik dalam mengawali kegiatan pembelajaran.
Aperpepsi
● Mengaitkan materi/tema/kegiatan pembelajaran yang akan dilakukan dengan
pengalaman peserta didik dengan materi/tema/kegiatan sebelumnya
● Mengingatkan kembali materi prasyarat dengan bertanya.
● Mengajukan pertanyaan yang ada keterkaitannya dengan pelajaran yang akan dilakukan.
Motivasi
● Memberikan gambaran tentang manfaat mempelajari pelajaran yang akan dipelajari
dalam kehidupan sehari-hari.
● Apabila materitema/projek ini kerjakan dengan baik dan sungguh-sungguh ini dikuasai
dengan baik, maka peserta didik diharapkan dapat menjelaskan tentang materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks naratif

● Menyampaikan tujuan pembelajaran pada pertemuan yang berlangsung

 79

● Mengajukan pertanyaan
Pemberian Acuan
● Memberitahukan materi pelajaran yang akan dibahas pada pertemuan saat itu.
● Memberitahukan tentang kompetensi inti, kompetensi dasar, indikator, dan KKM pada
pertemuan yang berlangsung
● Pembagian kelompok belajar
● Menjelaskan mekanisme pelaksanaan pengalaman belajar sesuai dengan langkah-
langkah pembelajaran.
Kegiatan Inti ( 70 Menit )
Sintak Model
Kegiatan Pembelajaran
Pembelajaran
Stimulation KEGIATAN LITERASI
(stimullasi/ Peserta didik diberi motivasi atau rangsangan untuk memusatkan perhatian
pemberian pada topik materi persamaan dan perbedaan fungsi sosial, struktur teks dan
rangsangan) unsur kebahasaan teks naratif dengan cara :
→ Melihat (tanpa atau dengan Alat)
Menayangkan gambar/foto/video yang relevan.
→ Mengamati
● Lembar kerja materi persamaan dan perbedaan fungsi sosial, struktur
teks dan unsur kebahasaan teks naratif
● Pemberian contoh-contoh materi persamaan dan perbedaan fungsi
sosial, struktur teks dan unsur kebahasaan teks naratif untuk dapat
dikembangkan peserta didik, dari media interaktif, dsb
→ Membaca.
Kegiatan literasi ini dilakukan di rumah dan di sekolah dengan
membaca materi dari buku paket atau buku-buku penunjang lain,
dari internet/materi yang berhubungan dengan persamaan dan
perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif
→ Menulis
Menulis resume dari hasil pengamatan dan bacaan terkait persamaan
dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif
→ Mendengar
Pemberian materi persamaan dan perbedaan fungsi sosial, struktur
teks dan unsur kebahasaan teks naratif oleh guru.
→ Menyimak
Penjelasan pengantar kegiatan secara garis besar/global tentang
materi pelajaran mengenai materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif

untuk melatih rasa syukur, kesungguhan dan kedisiplinan, ketelitian,

mencari informasi.
Problem CRITICAL THINKING (BERPIKIR KRITIK)
statemen Guru memberikan kesempatan pada peserta didik untuk mengidentifikasi
(pertanyaan/ sebanyak mungkin pertanyaan yang berkaitan dengan gambar yang
identifikasi disajikan dan akan dijawab melalui kegiatan belajar, contohnya :
 80

masalah) → Mengajukan pertanyaan tentang materi :

persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif

yang tidak dipahami dari apa yang diamati atau pertanyaan untuk
mendapatkan informasi tambahan tentang apa yang diamati (dimulai dari
pertanyaan faktual sampai ke pertanyaan yang bersifat hipotetik) untuk
mengembangkan kreativitas, rasa ingin tahu, kemampuan merumuskan
pertanyaan untuk membentuk pikiran kritis yang perlu untuk hidup cerdas
dan belajar sepanjang hayat.
Data COLLABORATION (KERJASAMA) dan CRITICAL THINKING
processing (BERPIKIR KRITIK)
(pengolahan Peserta didik dalam kelompoknya berdiskusi mengolah data hasil
Data) pengamatan dengan cara :
→ Berdiskusi tentang data dari Materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif

→ Mengolah informasi dari materi persamaan dan perbedaan fungsi

sosial, struktur teks dan unsur kebahasaan teks naratif yang sudah
dikumpulkan dari hasil kegiatan/pertemuan sebelumnya mau pun
hasil dari kegiatan mengamati dan kegiatan mengumpulkan
informasi yang sedang berlangsung dengan bantuan pertanyaan-
pertanyaan pada lembar kerja.
→ Peserta didik mengerjakan beberapa soal mengenai materi
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif
Verification CRITICAL THINKING (BERPIKIR KRITIK)
(pembuktian) Peserta didik mendiskusikan hasil pengamatannya dan memverifikasi hasil
pengamatannya dengan data-data atau teori pada buku sumber melalui
kegiatan :
→ Menambah keluasan dan kedalaman sampai kepada pengolahan
informasi yang bersifat mencari solusi dari berbagai sumber yang
memiliki pendapat yang berbeda sampai kepada yang bertentangan
untuk mengembangkan sikap jujur, teliti, disiplin, taat aturan, kerja
keras, kemampuan menerapkan prosedur dan kemampuan berpikir
induktif serta deduktif dalam membuktikan tentang materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif

antara lain dengan : Peserta didik dan guru secara bersama-sama

membahas jawaban soal-soal yang telah dikerjakan oleh peserta didik.
Generalization COMMUNICATION (BERKOMUNIKASI)
(menarik Peserta didik berdiskusi untuk menyimpulkan
kesimpulan)
→ Menyampaikan hasil diskusi tentang materi persamaan dan
perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif berupa kesimpulan berdasarkan hasil analisis secara lisan,
tertulis, atau media lainnya untuk mengembangkan sikap jujur, teliti,
toleransi, kemampuan berpikir sistematis, mengungkapkan pendapat
dengan sopan.
→ Mempresentasikan hasil diskusi kelompok secara klasikal tentang
 81

materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif

→ Mengemukakan pendapat atas presentasi yang dilakukan tentanag

materi persamaan dan perbedaan fungsi sosial, struktur teks dan
unsur kebahasaan teks naratif dan ditanggapi oleh kelompok yang
mempresentasikan.
→ Bertanya atas presentasi tentang materi persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang
dilakukan dan peserta didik lain diberi kesempatan untuk
menjawabnya.

CREATIVITY (KREATIVITAS)
→ Menyimpulkan tentang point-point penting yang muncul dalam
kegiatan pembelajaran yang baru dilakukan berupa :
Laporan hasil pengamatan secara tertulis tentang materi :
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif

→ Menjawab pertanyaan tentang materi persamaan dan perbedaan

fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang
terdapat pada buku pegangan peserta didik atau lembar kerja yang
telah disediakan.
→ Bertanya tentang hal yang belum dipahami, atau guru melemparkan
beberapa pertanyaan kepada siswa berkaitan dengan materi
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur
kebahasaan teks naratif yang akan selesai dipelajari
→ Menyelesaikan uji kompetensi untuk materi persamaan dan
perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks
naratif yang terdapat pada buku pegangan peserta didik atau pada
lembar lerja yang telah disediakan secara individu untuk mengecek
penguasaan siswa terhadap materi pelajaran.
Catatan : Selama pembelajaran persamaan dan perbedaan fungsi sosial, struktur teks
dan unsur kebahasaan teks naratif berlangsung, guru mengamati sikap siswa dalam
pembelajaran yang meliputi sikap: nasionalisme, disiplin, rasa percaya diri,
berperilaku jujur, tangguh menghadapi masalah tanggungjawab, rasa ingin tahu, peduli
lingkungan
Kegiatan Penutup (10 Menit)
Peserta didik :
● Membuat resume (CREATIVITY) dengan bimbingan guru tentang point-point penting
yang muncul dalam kegiatan pembelajaran tentang materi persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang baru dilakukan.
● Mengagendakan pekerjaan rumah untuk materi pelajaran persamaan dan perbedaan
fungsi sosial, struktur teks dan unsur kebahasaan teks naratif yang baru diselesaikan.
● Mengagendakan materi atau tugas projek/produk/portofolio/unjuk kerja yang harus
mempelajarai pada pertemuan berikutnya di luar jam sekolah atau dirumah.
Guru :
● Memeriksa pekerjaan siswa yang selesai langsung diperiksa untuk materi pelajaran
persamaan dan perbedaan fungsi sosial, struktur teks dan unsur kebahasaan teks naratif
● Peserta didik yang selesai mengerjakan tugas projek/produk/portofolio/unjuk kerja
 82

dengan benar diberi paraf serta diberi nomor urut peringkat, untuk penilaian tugas
● Memberikan penghargaan untuk materi pelajaran persamaan dan perbedaan fungsi
sosial, struktur teks dan unsur kebahasaan teks naratif kepada kelompok yang memiliki
kinerja dan kerjasama yang baik.

I. Penilaian Hasil Pembelajaran

b. Penilaian Kemampuan Berbicara (Speaking Skill)
Sco Grammar Vocabulary Comprehension Fluency Pronu
re nciatio
n
1 Error in Speaking Within the No specific Errors
grammar are vocabulary scope of his fluency in
frequent, but inadequate to very limited description. pronun
speaker can be express language Refer to other ciation
understood by anything but experience, can four language are
a native the most understand areas for freque
speaker used elementary simple questions implied level of nt but
to dealing with needs. and statements fluency. can be
foreigners if delivered with unders
attempting to slowed speech, tood
speak his repetition, or by
language. paraphrase. native
speake
r used
to
dealin
g with
foreig
ners
attemp
ting to
speaks
his
langua
ge.
₂ Can usually Has speaking Can get the gist Can handle with Accent
handle vocabulary of most confidence but s is
elementary sufficient to conversations of not with facility intellig
constructions express non-equivalent most social ent
quite himself simply subjects (i.e., situations, though
accurately but with some topics that including often
does not have circumlocution requires no introductions quite
through or s. specialized and casual faulty.
confident knowledge. conversations
control of the about current
grammar events, as well
as work, family,
and
autobiographical
 83

information.
3 Control of Able to speak Comprehension Can discuss Errors
grammar is the language is quite particular never
good. Able to with sufficient complete at a interest of interfe
speak the vocabulary to normal rate of competence re with
language with participate speech. with reasonable unders
sufficient effectively in ease, rarely has tandin
structural most formal to grope for g and
accuracy to and informal words. rarely
participate conversations disturb
effectively in on practical, the
most formal social, and native
and informal professional speake
conversations topics, r.
on practical, vocabulary is Accent
social, and broad enough may
professional that he rarely be
topics. has to grope obviou
for a word. sly
foreig
n.
4 Able to use the Can Can understand Able to use the Errors
language understand and any language in
accurately on participate in conversation fluently on all pronun
all levels any within the range levels normally ciation
normally conversation of his pertinent to are
pertinent to within the experience. professional quite
professional range of his needs. Can rare.
needs, errors experience participate in
in grammar are with a high any
quite rare. degree of conversation
precision of within the range
vocabulary. of his
experience with
a high degree of
fluency.
5 Equivalent to Speech on all Equivalent to Has complete Equiva
that of an levels is fully that of an fluency in the lent to
educated accepted by educated native language such and
native speaker. educated speaker. that his speech fully
native is fully accepted accept
speakers in all by educated ed by
its features native speakers. educat
including ed
breadth of native
vocabulary speake
and idioms, rs.
colloquialism,
and pertinent,
cultural
 84

references.

……….............……..,...
November 20...

Mahasiswa Guru Mata Pelajaran

Fitri Khaerunnisa Martina Patilopa, S.Pd

NIM. NIP/NRK.
 85

Appendix 2

Table Scoring of Speaking Test

Speaking proficiency scoring categories

Sco Grammar Vocabulary Comprehension Fluency Pronu
re nciatio
n
1 Error in Speaking Within the No specific Errors
grammar are vocabulary scope of his fluency in
frequent, but inadequate to very limited description. pronun
speaker can be express language Refer to other ciation
understood by anything but experience, can four language are
a native the most understand areas for freque
speaker used elementary simple questions implied level of nt but
to dealing with needs. and statements fluency. can be
foreigners if delivered with unders
attempting to slowed speech, tood
speak his repetition, or by
language. paraphrase. native
speake
r used
to
dealin
g with
foreig
ners
attemp
ting to
speaks
his
langua
ge.
₂ Can usually Has speaking Can get the gist Can handle with Accent
handle vocabulary of most confidence but s is
elementary sufficient to conversations of not with facility intellig
constructions express non-equivalent most social ent
quite himself simply subjects (i.e., situations, though
accurately but with some topics that including often
does not have circumlocution requires no introductions quite
through or s. specialized and casual faulty.
confident knowledge. conversations
control of the about current
grammar events, as well
as work, family,
and
autobiographical
information.
3 Control of Able to speak Comprehension Can discuss Errors
grammar is the language is quite particular never
 86

good. Able to with sufficient complete at a interest of interfe

speak the vocabulary to normal rate of competence re with
language with participate speech. with reasonable unders
sufficient effectively in ease, rarely has tandin
structural most formal to grope for g and
accuracy to and informal words. rarely
participate conversations disturb
effectively in on practical, the
most formal social, and native
and informal professional speake
conversations topics, r.
on practical, vocabulary is Accent
social, and broad enough may
professional that he rarely be
topics. has to grope obviou
for a word. sly
foreig
n.
4 Able to use the Can Can understand Able to use the Errors
language understand and any language in
accurately on participate in conversation fluently on all pronun
all levels any within the range levels normally ciation
normally conversation of his pertinent to are
pertinent to within the experience. professional quite
professional range of his needs. Can rare.
needs, errors experience participate in
in grammar are with a high any
quite rare. degree of conversation
precision of within the range
vocabulary. of his
experience with
a high degree of
fluency.
5 Equivalent to Speech on all Equivalent to Has complete Equiva
that of an levels is fully that of an fluency in the lent to
educated accepted by educated native language such and
native speaker. educated speaker. that his speech fully
native is fully accepted accept
speakers in all by educated ed by
its features native speakers. educat
including ed
breadth of native
vocabulary speake
and idioms, rs.
colloquialism,
and pertinent,
cultural
references.
 87

Appendix 3

Task Pre-Test and Post-Test

 Task pre-test

PUTRI MANDALIKA (PUTRI NYALE)

Read and retell in own language!

Once upon a time, there was a kingdom in Lombok Island that was ruled

by a king named Raja Tonjang Beru. He was a wise king. He had a queen named

Dewi Seranting. He also had a beautiful daughter named Princess Mandalika. It is

said that princess Mandalika was the prettiest girl in the whole island. Everybody

knew about Princess Mandalika’s beauty and kindness, even the people from

other kingdom around the island.

Princes from all over the place wanted to marry her. One by one, they

came to propose her. Princess Mandalika was a kind girl. She hated to make

people sad. So, when those princes came to propose her, she was very confused.

She could not decide, and she didn’t want to make them sad. She also didn’t want

to cause a war to happen because of her.

To solve the problem, Raja Tonjang Beru then held a competition in Seger

Kuta beach. He asked all the princes to take part in archery competition. The rule

was simple; whoever shot the target perfectly will be accepted as Princess

Mandalika’s future husband. One by one, all participants tried their best. After

some time, there was no winner. All the participants were great in archery.
 88

Because there was no a winner, all the participants started to argue. They

claimed to be the best. The argument was getting hotter. Finally, they all were

fighting. Soon, the fighting got bigger. It was like a war, because all the princes

brought their soldiers in the archery competition. Princess Mandalika was really

worried. She did not want the war to get bigger and hurt many people. Finally, she

had an idea. “Everybody, listen up! I know you all love me and want me to be

your wife. But I don’t want you to fight because of me. And I don’t want you to

be sad either. I want you all to have me, but not as your wife. I want to be

someone that everybody can have,” said Princess Mandalika.

Raja Tonjang Beru and all other people in the beach did not understand

what she meant. The king then came to her. But suddenly, Princess Mandalika

jumped to the sea. She disappeared in the big waves. Everybody was surprised. It

was chaos on the beach. All the princes tried to swim to find the princess, but they

found nothing.

After several hours trying to search the princess, suddenly they found a lot

of colorful sea worms on the beach. Raja Tonjang Beru then realized that his

daughter had returned as sea worms. The worms were then called nyale. Until

now, people in Lombok always try to catch nyale. Nyale is very delicious and that

is why a lot of people come to Lombok to catch it. However, they can only find it

once a year, in February or March. The tradition to catch the sea worms is called

Bau Nyale.
 89

 Task post-test

Read and retell in own language!

MALIN KUNDANG

Long time ago, there was a poor family which consisted of a mother and her only

son, Malin Kudang. Malin’s father was gone, when he was a baby. Malin’s mother

worked so hard all day, so they could eat and survive.

Malin was a good smart boy; but he was little bit naughty. He always helped her

mother. He loved her so much. Time went fast, Malin grew up to be a good looking,

smart, and strong man. Even though he and her mother had worked so hard, they were

still poor. Feeling sad seeing his mother still worked in her elderly time, Malin asked for

leaving to find a job in a big city.

“Ma, I want to go to big city to find a job.” asked Malin.

“Don’t leave me alone, son” said his mother.

“I need to go, Ma. I don’t want to see you work hard anymore. I promise I’ll

come back.” said Malin.

With hard feeling, Malin’s mother let her son go. The next day Malin went to the

big city by a ship. Malin was good looking, smart, and strong man. Many women felt in

love with him, including a daughter of the richest merchant in the city. Malin also felt in

love with her too. To marry the girl, Malin worked so hard. He even buried all his past;

his origin and even his own mother. In short, they finally married. Malin then became the

richest man in the city with many merchant ships, a big beautiful house, and many

servants.
 90

Malin was prosperous at the moment, but he forgot his own mother. He forgot his

mother who in all her prays wept praying for Malin’s safety. He forgot his mother who

always waited her son came back every morning in the harbor. He forget his mother who

loved and missed her son, Malin, so much. Yet, Malin never came back.

One day, Malin’s wife wanted to go vacation in the next island which took 3 days

sailing. So Malin prepared his big luxurious ship and everything to sail. However, in the

middle of his voyage, storm blockaded his ship. Therefore, the ship needed to board in

the closest island, the island where Malin was born.

It was rare occasion, a big luxurious ship boarded in the harbor of the island

where all the villagers are fisherman. So, when the ship boarded, every villager near the

harbor came to see, including Malin’s mother. Malin’s mother was shock and wept

happily. She saw Malin in that ship. She saw Malin came back to see his mother. With

hurry, Malin’s mother went to meet her beloved son.

“Is that you, Malin? Is that you, my beloved son? I’m your mother, you

remember?” asked Malin’s mother.

“Son? She said you are her son? Is it true, Malin? Is this poor, old, stink woman

your mother? ” Malin’s wife shocked.

“No..No, my dear wife. I don’t know this poor woman. I don’t know you poor,

old, stink woman!” said Malin.

What Malin said really hurt his mother heart. She cried and wept. She didn’t

believe that her own son did terrible thing on her, his mother. With anger, she prayed to

the almighty God to reply what her son had done to her.
 91

Suddenly, the wind blew hard and the storm rumbled. Malin and his wife returned to

the ship take shelter. The storm got worst and hit Malin’s hip, destroyed it. Everyone

inside was died, including Malin’s wife. Malin himself was cursed. His body was turned

to stone and allied with the reef.

 92

Appendix 3

The Answer of Pre-Test and Post-Test

A. Pre-test
1. Pre-test of experiment class

a. Ahmad Farhan

Mandalika is a princess in Lombok, she is so beautiful and many

boys want to marry her, but she can’t choose who will be her husband.

Her father ask the princess who want to marry her daughter to follow the

competition shooter. Who shoot the target good, it’s the winner.

Unfornately, no one winner. Mandalika turn to the beach, and from the

beach come out a lot of colorful sea worms on the beach that we called

Nyale.

Grammar Pronuonciation Fluency comprehension Vocabulary

3 3 2 2 1

b. Didi Kaswandi

Once upon a time in Lombok, there is a beautiful princess name

Mandalika. Everyone wants to marry her, but mandalika don’t want marry

with anyone of them. To solve this problem her father make the

competition, who shoot the target perfectly that’s the winner. No one win

the competition, everyone make war. Mandilak fell worried about iti, then

she jumped to the sea and gone. From the sea come out a lot of sea worms,

we called Nyale.
 93

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 2 2 2

c. Elsi Marselia

In Lombok lived a princess named Mandalika, she so beautiful and

everyone will marry him, she wont marry anyone. So, her father makes a

competition to choose the husband for her daughter. Unfornately no one

from the boys that win the competition, that makes Mandalika curious then

she jumped in to the sea, and from the sea out the warm with many

colours, we called now as Nyale.

Grammar Pronuonciation Fluency comprehension Vocabulary

3 3 2 2 2

d. Ely Sulastry

Mandalika live in Lombok, she is so beautifull. Many boys wants

to marry her, but she wont marry with whoever. Her father makes the

competition to solve the problems, but no one win the competition.

Mandalika jums to the sea and lose, and from the sea out so much warms

with many colours.

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 2 2 2
 94

e. Nia Ardianti

Nyale is begin whe the mandalika jumped into the sea. She was a

very beautyfull lady. Many boys want to marry her, she confused who

want she choosed too be her husband. So, her father make the competition

to choose a boy to marry her daughter, but no one win the competition.

MAndalika was curious the he jumped in to the sea.

Grammar Pronuonciation Fluency comprehension Vocabulary

2 3 3 2 2

2. Pre-test in control class

a. Abdurrahman

Once upon a time there was a kingdom of the king, named Raja

Tonjang Beru he was very kind and he had a daughter who was very

beautiful and became a struggle of all people, all the people fighting to

make it, then the princess did not want to see Someone else fights to

mention it. Then he jump into the sea and turn into Nyale

Score

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 2 2 1

b. Ahmad Ramdoni
 95

Anciently lived a daughter of the king of a kingdom. His name was

Princess Mandalika and his father Tonjeng Beru. The princess is so pretty

and all the princes try to get it. The fight between princes happens and this

kind princess saves the crowd by jumping into the sea and eventually

turning into Nyale

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 2 1 1

c. Apriandi

Princess Mandalika is the name of the daughter of King Tonjeng

Beru, a job that is located in the area. The king and his daughter were so

good that his daughters were beautiful. Because of its beauty and

goodness, everybody wants to get it. Fights often occur and therefore the

daughter does not want to see her people suffer and eventually jump in and

turn into Nyale

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 2 1 1

d. Ardiansyah

There is a work with the king named Tonjeng Beru and have a

daughter named Princess Mandalika. The king and his daughter are very

good. Many princes came to propose him and fought for them. For not
 96

wanting to see another man fighting for this daughter's run that threw away

her and turned into a nyale

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 2 2 2

e. Azmi

Princess Mandalika is a daughter of a king named Tonjeng Beru,

King of the Kingdom of Lombok. Her king and daughter are very good

and her daughter is very beautiful, because her beauty and goodness are all

princes from the corners of the area coming to her. Fights often occur

between princes. Not wanting to see everyone fighting for it, the Princess

Mandalika runs off and chooses the jump and turns into a nyale

Grammar Pronuonciation Fluency comprehension Vocabulary

1 2 2 2 2

B. Post-test
1. Post-test of control class
a. Abdurrrahman
In the first time there was a poor family, a child who lived both

with his son, her husband died while his son was a baby, his son was

named Maln Kundang he was a good one but a little naughty. After

growing up the adult Malin Kundang Pergin to the city to find a job,

after getting a job and then marrying a wealthy woman, a few years

later Malin and his wife on vacation to her hometown, there she met
 97

her mother but Malin Not admit it. His mother was angry and then

cursed Malin into stone.

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 2 2 1

b. Ahmad Ramdoni

Long time ago lived a child and his mother, his father died when he

was a baby. His life was so poor and miserable, his name is Malin

Kundang He was a kind and a little naughty, after the teenage Malin went

to wander the city to find a job to help his mother, after she got a job in

town, she Married to a wealthy woman, after many years of Malin and his

wife went on vacation to her hometown, there Malin met her mother but

she did not confess her own mother, her mother then angry and cursed

Malin into stone.

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 3 2 2

c. Apriandi
Anciently, there lived a widow with her son Malin Kundang. Their

lives are poor, but as adulthood go to Malin Kundang goes to find a

decent job to rinse her mother in the village. When arriving in the city,

Malin gets a decent job and is married with a rich and beautiful and

pretty good. One day, Malin and his wife go on a holiday to the
 98

hometown of Malin. When he met his mother, Malin did not

acknowledge his mother. Malin was condemned to stone.

Grammar Pronuonciation Fluency comprehension Vocabulary

2 2 2 2 3

d. Ardiansyah

Anciently, there lived a widow with a mere son named Malin

Kundang. They are poor lives. As an adult, Malin Kundang sought a

decent job to improve her life with her mother. While in town, Malin gets

a decent job and gets a good job and is married to a wealthy city woman.

One day, Malin Kundang with his wife went on holiday to the hometown

of Malin. There, Malin Kundang met with her mother but she did not

acknowledge her mother. Malin mother crying and condemning Malin into

stone

Grammar Pronuonciation Fluency comprehension Vocabulary

3 2 2 2 2

e. Azmi

Anciently, there lived a widow with her son Malin Kundang. Their

lives are poor, but as adulthood go to Malin Kundang goes to find a decent

job to rinse her mother in the village. When arriving in the city, Malin gets

a decent job and is married with a rich and beautiful and pretty good. One

day, Malin Kundang with his wife went on holiday to the hometown of
 99

Malin. When he met his mother, Malin did not acknowledge his mother.

Malin was condemned to stone

Grammar Pronuonciation Fluency comprehension Vocabulary

3 2 1 2 2

2. Post-test experiment class

a. Ahmad Farhan

Malin Kundang lives with his mother. They are poor family in the

small village. His father passed away when he was a baby. Malin kundang

was a very kind boy, everyday he helped his mother. When he grow up, he

be a smart and handsome boy. He asked the permission for going to the

city, for looking some job. Firstly, his mom not allowed him, but in the

end she allowed his son to go to the city. After few times Maling in the

city, he get a good job with good salary, he begin to forget his mom which

waiting for his back every day in their village. Maling Kundang get marry

with beautiful, rich lady in the city. One day, Maling’s wife wants to get

the vacation to the island next to her island

When he met his mother, Malin did not acknowledge his mother.

Malin was condemned to stone

Grammar Pronuonciation Fluency comprehension Vocabulary

3 4 4 4 4
 100

b. Didi Kaswandi

Maling kundang was very poor boy, he lives with her mother. When he

grows up , he asked permition to his mother to go to the city for looking a job.

Till the city he gets a good job with good salary, he turn to be a rich boy with

good looking. While his mother waiting for him in the village. He never send a

news for his mother. In the city he gets married with a beautiful and rich girl. His

wife will go for a vacation to the island next to the city, it’ takes 3 days to reach

the island. She said “Is that you, Malin? Is that you, my beloved son? I’m your

mother, you remember?” asked Malin’s mother.

“Son? She said you are her son? Is it true, Malin? Is this poor, old, stink woman

your mother? ” Malin’s wife shocked.

“No..No, my dear wife. I don’t know this poor woman. I don’t know you poor,

old, stink woman!” said Malin.

Grammar Pronuonciation Fluency comprehension Vocabulary

3 3 3 3 4

c. Elsi Marselia

Malin Kundang lives with his mother. They are poor family in the

small village. His father passed away when he was a baby. Malin kundang

was a very kind boy, everyday he helped his mother. When he grow up, he

be a smart and handsome boy. He asked the permission for going to the

city, for looking some job. Firstly, his mom not allowed him, but in the
 101

end she allowed his son to go to the city. After few times Maling in the

city, he get a good job with good salary, he begin to forget his mom which

waiting for his back every day in their village. Maling Kundang get marry

with beautiful, rich lady in the city. One day, Maling’s wife wants to get

the vacation to the island next to her island. It takes 3 days on the ship to

reach the island. And malin not admit his mother.

What Maling say was really hurt his mother. Suddenly, the wind

blew hard and the storm rumbled.. Everyone inside was died, including

Malin’s wife. Malin himself was cursed. His body was turned to stone and

allied with the reef.

Grammar Pronuonciation Fluency comprehension Vocabulary

4 4 4 4 3

d. Ely Sulastri

Maling kundang was very poor boy, he lives with her mother.

When he grows up , he asked permition to his mother to go to the city for

looking a job. Till the city he gets a good job with good salary, he turn to

be a rich boy with good looking. While his mother waiting for him in the

village. He never send a news for his mother. In the city he gets married

with a beautiful and rich girl. His wife will go for a vacation to the island

next to the city, it’ takes 3 days to reach the island.

When he met his mother, Malin did not acknowledge his mother.

Malin was condemned to stone

 102

Grammar Pronuonciation Fluency comprehension Vocabulary

3 3 3 3 4

e. Nia Ardanti

Malin Kundang lives with his mother. They are poor family in the

small village. His father passed away when he was a baby. Malin kundang

was a very kind boy, everyday he helped his mother. When he grow up, he

be a smart and handsome boy. After few times Maling in the city, he get a

good job with good salary, he begin to forget his mom which waiting for

his back every day in their village. Maling Kundang get marry with

beautiful, rich lady in the city. One day, Maling’s wife wants to get the

vacation to the island next to her island. It takes 3 days on the ship to reach

the island. Maling prepared everything, big ship and everything to sail.

When they arrive to the island, everyone in that island come to see them.

They are so amaze with Maling’s big luxurious ship. One of them is

Maling’s mother. She said “Is that you, Malin? Is that you, my beloved

son? I’m your mother, you remember?” asked Malin’s mother.

Unfornately, Malin kundang not admit his mother. He said he don’t know

who that girl to his wife.

.
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Grammar Pronuonciation Fluency comprehension Vocabulary

3 4 4 4 3
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Appendix 4

Score of Pre-Test and Post-Test

Score Pre-Test of Control Class

No Name G P F C V Total

1 Abdurrahman 2 2 2 2 1 36

2 Ahmad Ramdoni 2 2 2 1 1 32

3 Apriandi 2 2 2 1 1 32

4 Ardiansyah 2 2 2 2 2 40

5 Azmi 1 2 2 2 2 36

David
6 Hidayatullah 2 2 2 2 3 44

7 Diana 1 2 2 2 2 36

8 Ihsan Wahyudi 2 2 2 1 2 36

9 Indriani 2 2 3 1 1 36

10 Juma'ah 2 2 2 1 2 36

11 L. Gio Redup 2 2 3 2 2 44

Lenita
12 Husmayani 2 2 2 1 1 32

13 Lia Sri Ulandari 2 2 2 3 2 44

14 Lidiya Serina 2 2 2 1 1 32

15 M. Ali Sopian 2 3 3 1 1 40

16 Mila Amriati 1 2 2 2 2 36

17 Rian Jayadi 2 2 2 2 2 40

18 Riza Nurhana 2 2 2 2 3 44

19 Sahrul Ramdani 2 2 2 2 2 40

20 Satria Hanapi 2 2 2 2 2 40

21 Wina Septina 2 2 3 1 1 36
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22 M.Safiq 2 2 2 1 1 32

23 Baiq Nonik 2 2 2 2 2 40

24 Deli Lutfani 2 2 2 2 2 40

Score Pre-Test of Experiment Class

No Name G P F C V Total

1 Ahmad Farhan 3 3 2 2 2 48

2 Didi Kaswandi 2 2 2 2 2 40

3 Elsi Marselia 3 3 2 2 2 48

4 Ely Sulastri 2 2 2 2 2 40

5 Farida Sufyatul 2 2 2 1 2 36

6 Haerul Januardi 2 2 2 2 2 40

7 Hasanudin 2 2 2 1 2 36

8 Irwandi 2 2 3 2 2 44

9 M.Syarifudin 3 2 3 2 2 48

10 M. Zaenal Abidin 2 2 1 2 2 36

11 Muliani 2 3 3 2 2 48

12 Muliana 2 2 2 2 1 36

13 Nia Ardianti 2 3 3 2 2 48

14 Nia Puspita 1 2 2 2 2 36

15 Nisa Febrian 1 2 2 2 2 36

16 Nisa Zelira 2 2 3 2 2 44

Nur
17 Sakinatussoliha 2 2 3 3 2 48

18 Perdi 2 2 2 2 2 40

Rabiatul
19 Adawiyah 2 2 2 2 2 40
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20 Pitrianingsih 2 2 3 2 2 44

21 Rian Juniawan 2 2 2 2 2 40

22 Rifqi Al-Rahman 2 3 3 2 2 48

23 Sopiantundini 2 2 3 2 2 44

24 Wani Agustina 2 2 3 2 2 44

Score Post-Test of Control Class

No Name G P F C V Total

1 Abdurrahman 2 2 2 2 1 36

2 Ahmad Ramdoni 2 2 3 2 2 44

3 Apriandi 2 2 2 2 3 44

4 Ardiansyah 3 2 2 2 2 44

5 Azmi 3 2 1 1 2 36

David
6 Hidayatullah 1 2 2 2 2 36

7 Diana 1 2 1 2 2 32

8 Ihsan Wahyudi 1 1 2 2 2 32

9 Indriani 1 2 2 2 2 36

10 Juma'ah 3 3 2 2 2 48

11 L. Gio Redup 1 2 2 2 2 36

12 Lenita Husmayani 2 2 3 2 2 44

13 Lia Sri Ulandari 3 1 2 1 2 36

14 Lidiya Serina 3 2 2 2 2 44

15 M. Ali Sopian 2 2 2 2 2 40

16 Mila Amriati 1 2 2 1 2 32

17 Rian Jayadi 2 2 2 2 2 40
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18 Riza Nurhana 2 2 2 2 1 36

19 Sahrul Ramdani 2 2 2 2 2 40

20 Satria Hanapi 2 2 2 2 2 40

21 Wina Septina 1 2 2 2 2 36

22 M.Safiq 3 2 2 2 2 44

23 Baiq Nonik 2 2 2 2 2 40

24 Deli Lutfani 2 2 2 2 2 40

Score Post-Test of Experiment Class

No Name G P F C V Total

1 Ahmad Farhan 3 4 4 4 4 76

2 Didi Kaswandi 3 3 3 3 4 64

3 Elsi Marselia 4 4 4 4 3 76

4 Ely Sulastri 3 3 3 3 4 64

5 Farida Sufyatul 4 4 3 3 3 68

6 Haerul Januardi 4 3 3 3 3 64

7 Hasanudin 3 4 4 3 3 68

8 Irwandi 4 4 3 3 3 68

9 M.Syarifudin 3 4 4 4 3 72

10 M. Zaenal Abidin 3 4 4 3 3 68

11 Muliani 3 4 4 4 3 72

12 Muliana 3 4 4 3 3 68

13 Nia Ardianti 3 4 4 4 3 72

14 Nia Puspita 3 4 3 3 3 64

15 Nisa Febrian 3 4 4 3 3 68

16 Nisa Zelira 3 3 3 3 4 64
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Nur
17 Sakinatussoliha 2 4 4 4 4 72

18 Perdi 3 4 4 4 4 76

Rabiatul
19 Adawiyah 3 4 4 4 3 72

20 Pitrianingsih 3 4 4 4 4 76

21 Rian Juniawan 3 3 3 3 4 64

22 Rifqi Al-Rahman 4 4 3 4 3 72

23 Sopiantundini 3 3 3 3 4 64

24 Wani Agustina 3 3 3 3 4 64
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Appendix 5

The Calculated Score of Pretest and Posttest

Control Class

No. Name Pre-test Post-test Difference

1 Abdurrahman 36 36 0

2 Ahmad Ramdoni 32 44 12

3 Apriandi 32 44 12

4 Ardiansyah 40 44 4

5 Azmi 36 36 0

6 David Hidayatullah 44 36 -8

7 Diana 36 32 -4

8 Ihsan Wahyudi 36 32 -4

9 Indriani 36 36 0

10 Juma'ah 36 48 12

11 L. Gio Redup 44 36 -8

12 Lenita Husmayani 32 44 12

13 Lia Sri Ulandari 44 36 -8

14 Lidiya Serina 32 44 12

15 M. Ali Sopian 40 40 0

16 Mila Amriati 36 32 -4

17 Rian Jayadi 40 40 0

18 Riza Nurhana 44 36 -8

19 Sahrul Ramdani 40 40 0

20 Satria Hanapi 40 40 0

21 Wina Septina 36 36 0

22 M.Safiq 32 44 12
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23 Baiq Nonik 40 40 0

24 Deli Lutfani 40 40 0

=24 =904 =936

Total 904 936 32

Mean 72.32 39 1,33

Standard Deviation 4.07182 4.45265 7,04

Experiment Class

No. Name Pre-test Post-test Difference

1 Ahmad Farhan 48 76 28

2 Didi Kaswandi 40 64 24

3 Elsi Marselia 48 76 28

4 Ely Sulastri 40 64 24

5 Farida Sufyatul 36 68 32

6 Haerul Januardi 40 64 24

7 Hasanudin 36 68 32

8 Irwandi 44 68 24

9 M.Syarifudin 48 72 24

10 M. Zaenal Abidin 36 68 32

11 Muliani 48 72 24

12 Muliana 36 68 32

13 Nia Ardianti 48 72 24

14 Nia Puspita 36 64 28

15 Nisa Febrian 36 68 32

16 Nisa Zelira 44 64 20
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17 Nur Sakinatussoliha 48 72 24

18 Perdi 40 76 36

19 Rabiatul Adawiyah 40 72 32

20 Pitrianingsih 44 76 32

21 Rian Juniawan 40 64 24

22 Rifqi Al-Rahman 48 72 24

23 Sopiantundini 44 64 20

24 Wani Agustina 44 64 20

=24 =1012 =1656 =644

Total 1012 1656 644

Mean 42.166667 69 26,8

Standard Deviation 4.7150699 4.4526494 4,64

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Appendix 6

The Normality Data and Homogeneity Varians

Data Pre-Test and Post Test Control Class

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

test Statistic Df Sig. Statistic df Sig.

speaking skill of pre

.201 24 .014 .883 24 .010
control group test

post
.208 24 .009 .912 24 .038
test

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

speaking skill Based on Mean .202 1 46 .655

of control
group Based on Median .181 1 46 .672

Based on Median
and with adjusted .181 1 45.770 .672
df

Based on trimmed
.217 1 46 .644
mean
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Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Test Statistic Df Sig. Statistic Df Sig.

speaking skill of pre test .184 24 .035 .848 24 .002

experimental
group post test .203 24 .012 .853 24 .003

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

speaking skill of Based on Mean .310 1 46 .581

experimental group
Based on Median .546 1 46 .464

Based on Median and

.546 1 43.388 .464
with adjusted df

Based on trimmed
.339 1 46 .563
mean
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Appendix 7

The T-Test

Paired Samples Test

Paired Differences

95%
Confide
nce
Interval
of the
Differen
ce T
Sig. (2-

df tailed)
Std. Std. Error Upp
Mean Deviation Mean Lower er

Pair 1 pre test

speaking
skill
control
- 23 .363
group - 1.641
-1.33333 7.04437 1.43793 4.3079 -.927
post test 24
1
speaking
skill
control
group

Pair 2 pre test

speaking
skill
experime
- - - - 23 .000
ntal group
2.68333E 4.64071 .94728 28.792 24.87 28.32
- post test
1 94 373 7
speaking
skill
experime
ntal group
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Appendix 8

Distributation of t-Table
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Appendix 9

Documentation

1. Pre-test experiment and control class

2. Treatment experiment and control class

3. Post-test experiment and control class

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