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Improving Vocabulary Mastery Through Extensive Reading For Grade X Students of Sma N 1 Sewon
Improving Vocabulary Mastery Through Extensive Reading For Grade X Students of Sma N 1 Sewon
By:
Sheila Maildha Arafa
Student Number: 141214091
2018
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DEDICATION PAGE
My beloved Mother and Father (Ris & Fatmadewi) Thanks for your long-lasting love, prayer and kindness My
beloved brother (Leodhi Gossa Al-Fayyed) Thanks for coloring my life with laugh and tears My Relatives,
All my friends,
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ABSTRACT
This research conducted Classroom Action Research. The subjects of the study
were 33 students of X MIPA class 2 of SMA N 1 SEWON. Instruments that were
used in collecting the data are; pre-test, progress test, post-test, field notes and
interview guidelines questions. The data of this study were qualitative and
quantitative. Qualitative data were obtained from the field notes and the interview.
Quantitative data were obtained from pre-test, progress test and post-test. The
implementation of Extensive Reading in this research is by asking the students to
read English story for 10-15 minutes in every meeting. There were provided 35
books in the level 2.
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ABSTRAK
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ACKNOWLEDGEMENT
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TABLE OF CONTENTS
Page
ACKNOWLEDGEMENTS ............................................................................. x
CHAPTER I. INTRODUCTION
A. Research Background..............................................................................1
B. Research Question.....................................................................................4
C. Research Significance..............................................................................4
D. Definition of Terms..................................................................................5
1. Vocabulary..............................................................................................5
2. Extensive Reading................................................................................6
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REFERENCES ................................................................................................. 53
APPENDICES ................................................................................................. 56
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LIST OF FIGURES
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LIST OF APPENDICES
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CHAPTER I
INTRODUCTION
This chapter provides the backgroud of this study. The researcher divided
this chapter into four parts which are research backgorund, research question,
A. Research Background
number of words and should know how to use them accurately and appropriately.
understand others or express their own ideas without sufficient vocabulary. One of
Through Extensive Reading, students can improve their reading ability and
in language teaching in which the students read a lot easy of materials in the target
language. They can choose their own reading material and read it independently.
They read for general understanding and they read for information and for
enjoyment. If the material is not interesting or it is too difficult, they should stop
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their reading. Their reading should be at comfort zone-range, the material that
instruction program that has been used in ESL or EFL settings, as an effective
development.
However, most of the first grades of senior high school students still have
problems related to vocabulary mastery. Moreover, they also have lack of interest
unknown words from the context because of their low vocabulary mastery. In
addition, the students will get difficulties in comprehending a text if they do not
know the meaning of words in the text. Therefore, the teachers need to pay more
From the preliminary observation, the researcher found that the students at
The difficulties were caused by several reasons. Firstly, the students did not have
willingness to read the text or even to do the task. It is because the students were
unmotivated to learn. They tend not to pay attention when the teacher explained
meanings of unfamiliar words and mostly did not know the vocabulary in the text.
Therefore, the students became lazy to memorize and learn new vocabularies.
Moreover, the students have lack of interest in reading because of their low
vocabulary mastery.
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of reading was still teacher oriented. The teaching and learning process was
dominated by testing activities. The teacher mostly instructed the students to read
aloud the text, looked up the meaning of unfamiliar words in the dictionary, did
some practices in the textbook or LKS (Lembar Kerja Siswa) and discussed the
answers. The activity was done until the class is over. Based on the problems
above, the researcher believes that something has to be done related to the
difficulties faced by the students. Therefore, the researcher used certain technique,
The results of the previous studies also show that Extensive Reading
vocabulary learning. Based on the research that has been done by Pazakh and
Sultoni (2010), the vocabulary knowledge of the students had increased while
they were participating in the Extensive Reading program for ten weeks. From the
language learners with the vocabulary necessary for reading. In addition, implicit
Hsuch-chao and Nation (2000). What makes this research is different from the
previous studies is that the activities and the reading materials used by the
B. Research Question
mastery?”
C. Research Significance
3. English Teachers
students.
4. Future Researchers
in conducting some research that deal with the same strategy and with the
D. Definition of Terms
1) Vocabulary
words that a person knows or uses; 2) all the words in particular language; 3) the
words that people use when they are talking about a particular subject; 4) a list of
words with their meanings. Lehr, Osborn, and Hiebert as cited in Kamiland
meaning in both oral and written language and in productive and receptive forms.
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might use.
According Waring and Nation as cited in Cameron (2001, p. 75) state that
the size of the English lexicon has been estimated at 54,000 word families (base
word plus transparent derivations) for the language as a whole, and 20,000 for a
university graduate. Studies indicate that a child adds about 1000 word families
per year, approximately the same for a second language learner. The 2000 most
common words account for 80-90% of texts, while 3,000–5,000 words are needed
least 3000 words before they can communicate or read texts with much degree of
comprehension.
2) Extensive Reading
focuses on students’ reading as much as possible: not only in classroom but also
out of classroom. In addition, Susser and Rob (1990) added that Extensive
Reading is also called “pleasure reading, free voluntary reading, and sustained
silent reading”. The very important point of Extensive Reading is generally large
quantities of materials with the aim of getting general understanding and obtaining
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pleasure from the text. The variations of reading materials are available including
the topics. In this research, the students choose the reading by themselves
depending on their interest and their level. If they choose a book, which is suitable
to their own level, they will understand an interesting text composed of mostly
In this context, there are 35 books in the level 2 which are used in
implementing Extensive Reading. The students choose the book based on their
interest.
3) SMA N 1 Sewon
located at Jl. Parangtritis KM. 4,5. There are 31 classes, 3 laboratories, and a
library. There are 378 male students and 524 female students. The curriculum that
SMA N 1 SEWON uses is K13. The researcher chooses SMA N 1 Sewon because
the researcher had pre service teaching in this school. It makes the researcher
know the teacher and the students well. Therefore, SMA N 1 Sewon is considered
CHAPTER II
This chapter discusses all of the theories that are used in conducting the
research. It is divided into two sections, which are theoretical description and
theoretical framework.
A. Theoretical Description
In this section, the researcher discusses some relevant theories, which are
related to the study. They are divided into four parts; vocabulary, reading, benefits
1. Vocabulary
In this part, the researcher divided vocabulary into three parts. Those three
parts are the definition of vocabulary, the types of vocabulary, and vocabulary.
Vocabulary, as one of the knowledge areas in language, plays a great role for
learners in acquiring a language (Cameron, 2001). Lehr, Osborn, and Hiebert (as
words and word meaning in both oral and written language and in productive and
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words in a particular language that an individual knows and that has a meaning.
This means that a language consists of a number of words that form a meaningful
language.
b. Types of Vocabulary
vocabulary can be divided into two groups: (1) words that are only partly
understood and are not well known enough to use actively, and (2) words that are
Similarly, Nation (2001, p. 24) stated that there are two kinds of
writing. They are receptive and productive or passive and active vocabulary.
Receptive or passive vocabulary refers to the words that native speakers and
foreign learners recognize and understand but hardly ever use, it is used passively
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Different with Hoffman (1993, p. 232), there are two kinds of vocabulary.
They are the core vocabulary and the peripheral vocabulary. The core vocabulary
is vocabulary that contains the words used every day. The peripheral vocabulary is
In relation to types of vocabulary, Nation (2001) states that there are four
1) High frequency words. These words are almost 80% of the running words
in the text.
not manage to get into the high-frequency list. They make up over
parts. They are reading vocabulary, listening vocabulary, writing vocabulary and
speaking vocabulary. Reading vocabulary is all the words that readers can
recognize when reading. This is the largest type of vocabulary simply because it
includes the other three. Listening vocabulary is all the words that the listeners
context and tone of voice. Writing vocabulary is all the words that the writers can
employ in writing. Contrary to the previous two vocabulary types, its user
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stimulates the writing vocabulary. Speaking vocabulary is all the words that the
In this research, the students should learn the academic words type because
by knowing of the 9% of the running words in the text the students can
c. Vocabulary Mastery
makes the students possible to use the language for communication because they
are aware of the ideas and attitudes that are represented by words. Therefore,
anyone who learned a language successfully must enlarge his or her vocabulary
mastery.
Tugwell (2002) stated that vocabulary instruction has been neither frequent nor
To show how important vocabulary is, Bromley (2004, p. 3-4) states that
mentioned as follows:
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read quicker and easier than those who have smaller vocabularies. Fluent
readers read at a faster rate, process more material quicker and have better
conceptual knowledge, which makes academic learning easier. Learners with large
vocabularies have higher score on achievement tests than those with small vocabularies.
inferring, evaluating and reasoning. A large vocabulary allows the students for
understand the meaning of words and it helps them to express precisely. Limited
language.
Further, Krashen and Tenell (1983) stated that vocabulary mastery is also
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important, learners have to pay a greater attention to the vocabulary teaching. The
teacher must have a good, effective and efficient method in order to teach
2. Reading
In this part, the researcher divided reading into two parts. They are
follows.
a. Intensive Reading
work done in the reading class under the teacher’s supervision. It is also kind of
careful work that a student may do when studying for an exam. In addition,
intensive reading tends to be more concentrated, less relaxed, and often dedicated
also designed for students to enable their specific receptive skills and strategies.
messages by drawing on syntactic and lexical clues, and the emphasis, as in all
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features. However, to improve the love for reading acquired in intensive reading,
b. Extensive Reading
Nuttall (2005, p. 127) described, Extensive Reading as “the easiest and most
effective way to improve students’ skills and claimed that it is “much easier to
extensive reading classrooms, students read a “huge amount of very simple text.
Thus, they can read smoothly, confidently and pleasurably” (Waring & Takahashi,
2000, p. 6). Nuttall, Day and Bamford (2004) states Extensive Reading as a good
procedure where students have to read large quantities of materials for general
understanding and the main goal of it is obtaining pleasure from the text.
the use of Extensive Reading in English as a Second Language (ESL) and English
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studying English. Students who do not feel confident in reading English texts tend
to give up reading a whole book. This is because they are not interested in reading
to motivate students to choose what, when, how, and where to read by themselves.
Extensive Reading. The first benefit of Extensive Reading is that it can increase
students’ reading ability. This is unsurprising since that is the stated goal of
Extensive Reading.
Reading is one type of skills that is enjoyable. Students read books that they
choose based on their levels. This pleasure can affect in the success of learning
English.
Students need to meet words or vocabulary in a context many times to acquire it.
other language skills such as listening, speaking, and writing. Extensive Reading
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and read them inside or outside the class. Day and Bamford (2004, p. 2) state that
no unfamiliar items of vocabulary and grammar. There should be no more than one or two
unknown vocabulary items per page for beginners and no more than four or five for
intermediate learners. Students would not succeed in reading extensively if they do not
the topics. There should be a variety in the library for students to choose what they really
puts students in a different role from that in a traditional classroom, where the teacher
chooses the textbook or supplies reading material. This is what students really enjoy about
Extensive Reading. They are also encouraged to stop reading anything that is not interesting
learning benefits of Extensive Reading come from quantity of reading. For the benefits of
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5. The fifth is that the reading speed is usually faster rather than slower.
The reading material is easy to understand for students. They are discouraged from using
dictionary as this interrupts reading and makes fluency impossible. Instead, they are
encouraged to ignore or guess the meaning of a few unknown items from the context.
Sometimes silent reading period reserves from the class time when students read themselves
selected books in the classroom. However, most of the reading is homework. They read out
of the classroom, in their own time, when and where they choose.
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they are doing it, what benefits it will bring them and how are they
going to proceed. The teacher keeps track of what and how much
read in order to guide them in getting the most out of their reading.
10. The teacher is a role model of a reader. The teacher gives a model of
what is to be a reader e.g. during the silent reading periods teacher should read as well. The
teacher should also be familiar with all the books students are reading in order to recommend
reading to individual students and share their reading experiences. If teacher and students talk
about what was read, they create an informal reading community, experiencing together the
cited in Yon (2002) Sustained Silent Reading (SSR) is a school reading activity,
which consists of a period of time during the school day when children and
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The third is asking the students to tell the story that they have read to their
friends including the title of the book, what they are thinking after reading, how
they recommend the book to their classmates, and comments of quality of the
book, etc.
Through those activities, the students listen and report the book
B. Theoretical Framework
In this section, the researcher discusses the relevant theories that are used
to answer the research question, which is how does Extensive Reading improve
essential for students to learn English but they often find difficulties. It is because
the teaching and learning process only depends on the strength of memorizing.
new words.
The researcher employed three major theories which were mostly used in
answering the research question. The first theory is from Day and Bamford (2004,
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The second theory is about the benefits of Extensive Reading. This theory
was started by Day and Bamford (2004). It was applied in order to know about
how Extensive Reading is useful for the students in learning process in the
classroom.
The last theory was about the research method which is used in this
research. The researcher employed the theory from Kemmis as cited in Khasnah
(2011, p. 10-16) who talked about classroom action research design. There were
CHAPTER III
RESEARCH METHODOLOGY
A. Research Method
Kemmis as cited in Burns (1999, p. 30) stated that action research is a form
their educational practices, and the situations. Then, Kemmis and McTaggart
in Burns (1999, p. 33) added that action research occurs through a dynamic
investigation.
Taggart stated that classroom action research includes four steps in a cycle,
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which are planning, acting, observing, and reflecting. When a cycle has been
implemented, a reflection will show whether the result has achieved the
expectation or not. If the expectation has not been achieved, then the revision
will be made on the next cycle. The cycle is depicted in figure 3.1.
follows:
1. Planning
There were provided 35 books in the level 2. The students read the reading
materials that had been provided by the teacher for 10 up to 15 minutes. The
students also chose their own book based on their interest. The step includes of
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record and analyze the data about the process and the result of conducting action
phase of Classroom Action Research is action. The action scenario, which has
been planned was conducted over an agreed period. While doing the action, the
researcher also observed and recorded the data on the process and the results of
an action that were conducted. Kemiss as cited in Khasnah (2011, p. 12) stated
that the aim of an observation is to collect the data in order to be evaluated and it
used some instruments which are the observation sheets, field note, and the
3. Reflection
(2011), in reflection, the process, problem, and threat were investigated. The
evaluation was seen as the result, whether it could achieve the expectation or
not. The reflection was done after each cycle of the action was completed. All
was done to find out whether the actions were successful or not. If the action
carried out was successful, the researcher would continue to implement it.
However, if the actions were not successful, the researcher would try to find the
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B. Research Setting
C. Research Participants
in the academic year of 2018/2019. The participants of this research were chosen
sampling where members of the target population that meet certain practical
time, or the willingness to participate are included for the purpose of the study.
D. Research Instrument
researcher used three instruments namely observation sheet in the form of field
notes, tests, and interview guidelines. The following parts will describe each
instrument.
1. Observation sheet
to observe the teaching and learning process. The data of aspects observed
during the teaching and learning process were described in the form of field
notes.
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2. Tests
There are three tests given to the students, namely pre-test, progress test,
and post-test. The tests were in the form of multiple choices. The first test that
was given to the students is pre-test. The pre-test was distributed before the
students experienced Extensive Reading. The second test is progress test. The
progress test was distributed at the first meeting of cycle 2. The third test was
post-test. The post-test was distributed at the end of the cycle 2. The score and
pre-test score were used to measure whether there are any improvement of the
3. Interview Guidelines
opinions, and suggestions from the English teacher and the students from the
research members after the implementation of this research. The result of the
data. In this research, the researcher had two collaborators. One of the
collaborators was the English teacher and the other one was the researcher’s
partner. The researcher chose these two collaborators because they have a good
The first was observation. It was used to elaborate the field notes. From
the result of the observation, the researcher and the collaborators could be able
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to find out what were the actions that going well and what were not. Things that
were observed are including the conditions of the classroom, the students’
vocabulary mastery. Pre-test was given only in cycle 1 at the beginning of the
class. Progress test was given at the end of cycle 1. Meanwhile, post-test was
given at the end of cycle 2. The pre-test was done by giving the students a list of
students’ initial ability. Progress test was done by giving the students lists of
aimed to see the progress of the students after conducting actions in cycle 1.
the qualitative, the data were taken from the result of the observation which were
in the form field notes, and the interview both students’ interview and teacher’s
interview. In analyzing the data, the researcher reported the real situation when
the research was conducted based on the field notes and interview. Meanwhile,
the quantitative data were taken from students’ test result namely pre-test,
progress test and post-test. The scores were calculated to find out students’
average thoroughly. The mean score of pre-test would be compared to the mean
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score of post-test. After the tests had been done, the mean scores of students’
The mean score of the class were calculated by using this following
Notes:
:Average score
from the result of the field notes and from the students’ test result.
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CHAPTER IV
the research question, the researcher applied Classroom Action Research (CAR).
There will be two collaborators to help the researcher in conducting actions and
avoid bias. This chapter presents the following sections: the implementation of
the CAR cycles and how Extensive Reading improves students’ vocabulary
mastery.
In this section, the researcher will report the implementation of the CAR
cycles. The researcher implemented two cycles, in which each of them consists
of planning, observation, action, and reflection. There are two meetings in cycle
a. Planning
confusion while conducting the actions. The researcher and the collaborators did
the planning for the actions on 26 January 2018. In this section, the researcher
and the collaborators planned to implement three actions in the first cycle. Those
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and personal recount text. The considerations of choosing those activities were
based on the students’ need, which was the lack of motivation in reading and the
material of the syllabus which was about recount text. The focus of the actions in
this first cycle was to improve students’ vocabulary mastery. The planning for
conducted pre-test to the students. After that, the researcher did the action which
books with the different title and different source which were Cambridge and
Oxford. The books were from IERA (The Indonesian Extensive Reading
Association) and they were in the level 2. The researcher provided the books in
the level 2 because based on the preliminary observation, the students have
already read the books in the level 1. However, they thought that the story of the
books did not interesting. Moreover, the students were more interesting in
how to guess the meaning of unknown words based on the context. By applying
this action, the students were expected to have an opportunity to explore various
English texts. Thus, the students could enjoy the reading. All of the students
reading for fifteen minutes. After that, the action that would be conducted was
storytelling. In this activity, the students had to tell the story and made
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vocabulary list of the story that they have read. This activity was expected to
improve students’ speaking skill and encourage them to tell the story based on
what they have read. The next action would be writing a personal recount text. In
this action, the students were asked to make their own personal recount text
The implementation of the actions in the first cycle was done in two
personal recount text. The researcher acted as the teacher and the collaborators
was conducted for fifteen minutes in the beginning of the teaching learning
process. In the implementation of sustained silent reading, the students read the
materials without any distraction. They were not allowed to check the meaning
of some unfamiliar or unknown words in the dictionary. They could only predict
or guess those words’ meaning from the context. They did not need to know
every single word in the text because the aims of this activity are to read for
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For the sustained silent reading activity, various story books were always
provided as the reading material for the students. The researcher provided 35
books with the different title. The level of the books were in the level 2 which
contains of 2000 words. To make the students enjoy reading, they had to choose
one of the books based on their interest. The reading materials were books from
increasing the students’ reading interest. They also felt curious and challenged to
look for the reading materials. It could be seen from the field notes below:
The excerpt above proved that the students felt curious and challenged in
silent reading was successful in building the students’ motivation and reading
interest. The other evidence can be seen in the field note below:
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In this activity, the students have to retell the story that they have read in
front of the class. This action aims to improve students’ speaking skill and
confidence to speak in front of their friends. This is also useful to know whether
the students understand the story or not. In addition, by retelling the story in
front of the class, it can make the students find and explore more vocabulary.
Instructions were given before the students were asked to do the story
telling. After that, the researcher asked for volunteers to come forward to tell the
story but nobody volunteered. After asking for the third time, finally there was
one student volunteered to be the first to tell the story to her friends. This student
was too nervous that she did not deliver the story very well. The evidence can be
However, the next students no longer felt the nervousness and so on.
Some of the students were good at retelling the story. They felt so excited, they
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were confident and even they delivered the story well. It is shown from the field
notes below:
The field note above showed that this activity could make the students to
explore and think of more vocabulary. It was also shown that story telling can
were asked to make a personal recount text, which aims to use and enrich their
new vocabulary that they got from the previous activities. This is also useful to
see the improvement in their vocabulary mastery. The English teacher agreed
that producing a personal recount text could train them to use the new and
various vocabularies. Moreover, the writing skill of the students can also be
improved by conducting this activity. The evidence can be shown in the piece of
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The other evidence can be seen from the results of the interview with the student
below:
Based on the interview above, it can be seen that this action can
encourage the students to write their own story based on their experience in their
own words. It also shows that the students felt excited in doing the action.
However, there are still some difficulties that were faced by the students. It
c. Reflection of Cycle I
After implementing the actions, the researcher and the collaborators had
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Reading. This action could build students’ motivation and interest in reading.
The students felt challenged and enthusiastic when reading the books. The
enthusiasm was also felt by the English teacher. It is shown in the excerpt below:
The first unsuccessful action was telling story. The aim of this action was
to improve the students’ vocabulary by retelling the story that they have read so
that the student had to memorize and think about English words to be spoken.
However, not all of the students got the turn to tell the story because of the
limited time. Some of the students did not tell the story smoothly. Therefore,
The second unsuccessful action was writing a personal recount text. This
action was considered as unsuccessful action because the students were confused
about what to write. They spend too much time in writing their personal recount
text. Based on their works and the interview with the English teacher and the
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The excerpt above shows that writing a personal recount text was not
is the interview with one of the students who faced difficulty in writing a
R: What do you think about writing a personal recount text? Did you like
it?
S: Just a little because it was a little bit difficult especially when dealing
with grammar.
R: have you submitted your work?
S: no Miss. I did not finish.
express their story and use many new vocabularies that they have known from
the previous activity. However, from the both excerpts above, it is proven that
writing a personal recount text is not too effective because the students still got
confusion in dealing with grammar. Moreover, some of them did not finish the
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task because they were thinking too long, about what they wanted to write.
a. Planning
In the planning phase of Cycle 2, the researcher had a discussion with the
the teaching and learning process. The researcher would still use the successful
solve the problems encountered in Cycle 1, some new actions were chosen to be
conducted in Cycle 2.
The first new action was group discussion. Through this action, students
are expected to improve their speaking and interaction with other students. The
students would not feel shy to speak in front of a group rather than to speak in
front of the class. In this activity, the students could work together in finishing
the task given. Therefore, the students could finish the task quicker and easier.
The second action was doing vocabulary assignment. This action aims to
they have to find the meaning of the difficult words of the text, find the synonym
The third action was giving rewards. The purposes of this action were
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doing the task, and even answering the questions given by the researcher. The
researcher would give a point and some snacks for those who participate well
th
The actions in Cycle 2 were conducted in two meetings. It was on 13
th
and 20 February 2018. The actions in Cycle 2 are presented below:
conducted in the first fifteen minutes of teaching learning process. The reading
materials were English storybooks from Cambridge and Oxford University. The
students chose the books by themselves based on their interests and the
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The quotation above reveals that guessing the meaning based on the
mastery. In this action also helps the students in improving their reading fluency.
The other evidence could be seen in the excerpt below based on the
2) Group Discussion
In this activity, the students felt easy in finishing the Extensive Reading
activities and doing the task. In addition, it increased the interaction among the
members of the group. The arrangement of the group was arranged according to
their seats. One group consisted of four students. In this activity, the students
should tell the story that they have read in their group. After that, they could do
the task given by the researcher to be done together. In this case, they could
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The excerpt above shows that the group discussion could help the
students finished the task faster and easier. Moreover, it can increase the
interaction among member of the group. The other evidence is presented in the
excerpt below:
3) Vocabulary Assignment
students understand the meaning of unfamiliar words that they learned in a text.
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The researcher asked the students to do the vocabulary assignment test in pairs.
They seemed happy in doing the task in pairs. They wanted to be the fastest one
to finish the work. The example of vocabulary test can be seen in appendix 5.
From the assignment given, it could be concluded that the students could
guess the meaning of the words based on the context. In this case, the
4) Rewards
In the last meeting of cycle 2, the researcher told the students that those
who were active and could answer the questions related to the exercises given by
the researcher correctly would get a reward. The students were very happy when
they heard it and were more motivated in the teaching learning process. They
asked the researcher about the rewards. They looked very curious. The
researcher told the students that they would get some snacks. They did not want
When they finished their work, the researcher started to discuss the
answer with the students. Many students raised their hands to answer the
questions. In this activity, the students who were usually shy and afraid to
answer a question raised their hands. They competed to answer the questions.
They were willing to retell the short story. The evidence is presented from the
42
deliver the first question, the students were so intense; they prepared their hand to be raised.
They were focused and the class became so quiet. After the researcher delivered question
number one, all of the students raised their hands. The students shouted “Me miss! Me
c. Reflection of Cycle 2
collaborators conducted final reflection. The researcher had a discussion with the
the students an opportunity to read material of their own choice without any
Sustained Silent Reading can increase the students’ interest in reading and ease
the students to comprehend the story well. The success of this action is presented
43
S: It makes me want to read more and more books. Besides, I got many new
vocabularies through the Sustained Silent Reading Miss.
R: Wah… Good for you. I’m glad to hear that.
students could enjoy reading. Moreover, it helps the students in improving their
vocabulary mastery.
well because the students could learn together and finish the task faster. In
addition, the students could share the story that they had read without feeling shy
or nervous. In this case, it gave chance to the students to interact more with the
group members. The success of this activity can be seen from the field notes
below:
44
S: Because I’m not feeling confused. We can ask to each other in this group
Miss.
was also successful. The students could do the assignment in pairs. From the
vocab assignment done by the students, the researcher and the English teacher
excerpt below:
dictionary.
The excerpt above shows that the student could do the exercise well. The
45
students, the students became active and very enthusiastic in the teaching
learning process. This action could increase the students’ involvement in every
activity in the classroom. They focused more in learning the materials given by
the researcher. They were motivated in joining the activities and gave the
positive attitude towards reading. They competed with each other to get the
Even they competed with each other. “Okay.. you! what’s the
answer?” the other students shouted, “I’m the first miss, I’m the
first”. And another student answer, “No! Not you guys! It’s my
turn miss. I’m the first!”
students’ vocabulary mastery can be seen through these two ways, there are:
progress test, and posttest. The researcher only used 26 students’ scores out of
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33 because there were seven students who did not follow all of the tests given.
By using the formula, the researcher found out the mean score of pre-test,
100
90
26973.
80
70
60
50
40
30
20
10
From the figure above, it can be seen that the results of each tests always
increase. From the previous tests, the average score in the progress test increases
by 2.5 from the average score in pre-test and the average score in the posttest
vocabulary mastery. This is supported by Day and Bamford (2004) who stated
that Extensive Reading can improve their vocabulary mastery. Students need to
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the students’ behavior before actions, after cycle 1, and after cycle 2.
The students did not Some students were Most of the students
want to participate still afraid and shy were active in the
Higher in the teaching and to involve in classroom. Moreover,
participation rate learning activities discussing activity. they participate well
in the teaching and
learning process.
The table above shows that Extensive Reading can improve students’
students became more excited day by day. Extensive Reading makes the
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students wanted to read more and more. The evidence can be seen in the
quotation below:
(Appendix 3/ Interview 2)
The excerpt above shows that the student enjoyed reading and wanted to
read more and more. Moreover, the additional evidence below will show that
S: ah... Too bad. Give me one more moment miss I almost done. Just a
moment.
(Appendix 3/ Interview 5)
Extensive Reading also makes the students comprehend the reading text
well based on its context. In this case, students did not need to always check
their dictionary when they found unfamiliar words. By doing this, the students
could read efficiently. It also helps the students in improving their vocabulary
R: How do you feel now after reading the English book several times?
S: I know more the meaning of the story more Miss.
(Appendix 3/ Interview 3)
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The excerpt above shows that the student became understands the story
(Appendix 3/Interview 5)
Students became more active in the teaching learning process. Before the
implementation of cycle 1 and 2, the students were shy and afraid to be involved
cycles, the students participate well in the teaching learning process. The active
The evidence can also be seen in another field note below when the
researcher tried to give reward for those who could answer the questions given
by the researcher.
“Okay students, I will read question number one. Are you guys
ready?” Then, all of the students yelled, “Ready miss”. After the
researcher finished reading the question, all of the students were
raising their hands. They participated in the teaching learning
process actively.
50
The data above showed that Extensive Reading technique was successful
CHAPTER V
This chapter is divided into two sections, they are conclusions and
A. Conclusions
In this research, the researcher implemented two cycles. There were two
The activities in cycle 1 were implementing sustained silent reading, retelling the
story to the whole class and writing a personal recount text. The actions
The result of the tests, which were pretest, progress test, and posttest,
showed that there was improvement in each test given by the researcher. The
mean score of pretest to progress test was increasing and the mean score of
The students’ behavior before and after CAR cycles also shows that
52
B. Recommendations
for English teachers and other researchers. The suggestions are as follows:
1) English Teachers
expected to select learning materials and use an effective strategy to improve the
2) Other Researchers
dealing with vocabulary mastery. In this research, there are many actions that
interesting way. It is possible for other researchers to conduct this study in other
classes or other grades and to use some other interesting activities. Since there is
REFERENCES
Bromley, K. (2004). The Language and Literacy Spectrum. New York: the New
York State Reading Association
Corson, D.J. (1997). The Learning and Use of Academic English Words.
Pergamon Press: Oxford.
51
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
Fran, L., Osborn, J., & Hiebert, E.H. (2005). A focus on vocabulary. Retrieved
th
on January 18 2011, from http://www.prel.org/products/re_/ES0419.htm.
Nishino, T. (2007). Beginning to read extensively: A case study with Mako and
Fumi. Reading in a Foreign Language, 15 (2), 83-102.
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APPENDICES
56
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Observer :
Date :
Time :
Class Observation :
No Observation A/D
1. The Classroom is clean and tidy.
2. The Classroom is comfortable.
3. The Classroom is conducive to learn/
far from the noise sound from outside
of the Class.
4. There are some rules and routines that
the teacher and students made in the
Class.
5. The students follow the teacher’s
instruction.
6. The students obey the rules and
routines.
7. The students are careful with the
equipment.
8. The students respect others.
9. The students could control their
behavior through the rules.
10. Both teacher and students are
enthusiastic in the teaching and
learning activity.
11. The teacher is friendly, caring, and pay
attention to the students.
12. The students respect and pay attention
to their teacher.
13. The teacher is able to handle the
students’ misbehavior.
14. The teacher is able to prevent the
students’ misbehavior.
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Field notes 2
Tuesday, 30 January 2018
Meeting 1, CYCLE 1
English Teacher is entering to the class at 8.45am along with the
researcher. The situation in the classroom was too noisy, and then the English
teacher said, “Please be quiet”. The English teacher greeted the students and
asked the students whether they are ready to begin the class or not. Then the
English teacher sat at the backside of the class and gave the class to the
researcher so that the researcher can start the class. The researcher greeted the
students, “Good morning friends!”, “Good morning miss!”, “How are you
today?”, “fine miss, and you?” “I’m fine too, thank you”. The researcher
explained to the students what they are going to do today. The researcher then
gave pre-test to the students. The students were given 30 minutes to do the test.
After finishing the test, the researcher explained the next activity, which was
implementing sustained silent reading. The students were given various English
storybooks and they were able to choose it by themselves. The implementation
of this action was conducted in 15 minutes. Then, the researcher asked the
students to come in front to take the book to be read. “Please come in front to
choose the book that you want to read”. And suddenly the whole class started
to scramble to get the book. The class became noisy because the students were
very curious. “Keep silent please, don’t disturb other class”! The researcher
helped some of the students to choose the reading material. One of the students
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asked to the researcher “Miss what is the story about?” “It’s about
adolescence”. “Hmm it seems good Miss, I’ll take it to be read”, then the
researcher answered “Okay... great!” At the first, the students were feeling lazy
to read the books. It can be seen from their facial expression. Seems like they
were not motivated in reading. After each student got the book, the researcher
asked the students to read it. “Okay friends, now you can read the story and
I’ll give you fifteen minutes. If you find any unfamiliar or difficult words
you should not open the dictionary, you can just skip it and just guess the
meaning based on the context. However, you may write them down in your
book notes”. Some of the students answered “Alright miss”. However, when
the researcher walked around to check the students, some of them were
complaining, “ah miss this is confusing... I don’t know these words. I’m
bored miss”. The researcher was just smiling to them and asked them to keep
reading. After 15 minutes of reading, the researcher walked around to check and
make sure for once again that everyone read the reading materials. Many of the
students are quiet and focused on their reading. Even when the researcher told
the students that the time was up, the students did not want to stop reading.
“Guys, time is up. You can continue it next week”. “boooo.. One more sec
miss.. We still want to read”.
The next activity was story telling. The researcher gave an
instruction to the students, “Okay guys, who wants to be the first to tell the
story in front of the class?” After repeating the same instruction for three
times, finally a student volunteered herself. She answered, “Me miss…”, “Okay
good. Please come forward.” Then she started to tell the story but her gesture
showed that she was not comfortable and not confident. None of the students
could hear her voice. Some of the students were yelling, “Miss I can’t hear her
voice”. The student who was telling the story said to the researcher that she felt
nervous and she could not bear it. “ummmm.. The story is about… ummmm..
a… a man and a woman who.. ummm….”. After took several times to finish
her story telling, the researcher asked another student to come in front to tell the
story that he/she has read. “Now, who wants to be the next?” Many of the
students shouted, “Me. Me. Me. Me miss”. Half of the class got turn to tell the
story, they came in front alternately. After each student came in front, the other
friends always gave a big applause to their friend. Some of them were delivering
the story clearly.
Since the time was up. The researcher closed the meeting and would
continue the material next week.
Field notes 3
Tuesday, 6 February 2018
Meeting 2, CYCLE 1
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The next action was writing a personal recount text. Each student were
asked to write their bad or good experience in a form or recount text. Some of
the students really worked harder on it. They tried to use various vocabularies in
writing their personal recount text. The researcher asked one of the students
while she was working on her personal recount text, “Hello, what’s ur name?”
“I’m Ulfiana miss.” “Ulfiana, what do u think about making a personal
recount text?” “I like it miss, I can tell my best experience through this
personal recount text. I am using many new vocabularies that I have
learned from the previous activities miss. I am so excited to do so”. “Is there
any difficulties?” “Yes miss. I don’t know how to arrange the sentence
sometimes.. It is confusing”. Another students also being interviewed by the
researcher about writing a personal recount text. “Hello, what’s ur name?”
“Muhammad Rafrizal miss..”, “have you finished your work?” “no.. not
yet, miss. I’m writing my bad experience. It is difficult miss.” “Which
part?” “The grammar, miss… Confusing.” “And is there any easy part?”
“It is easy because I can use vocabularies up to me. Then, I’m just telling
my story that I have experienced before so I don’t have to think what to
write.”
Since the time was up, the researcher told the students to submit their
work whether they have finished or not. Some of the students were not finish
because the limited of time. After everybody submitted their work, the
researcher reviewed the materials today in order to make the students remember
what they have learned today.
Before the researcher closed the meeting today, the researcher gave
progress test to the students in order to see whether there was improvement or
not. The researcher told the students to do the progress test on their own. No
dictionary checking and no asking to the other students. For the progress test, the
researcher gave 30 minutes to do the test. The students were focus while doing
this test. They took it seriously. 30 minutes had passed by, the researcher asked
the students to submit the test. Then, the researcher closed the meeting today
with a prayer.
Field notes 4
Tuesday, 13 February 2018
Meeting 1, CYCLE 2
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The researcher and the collaborators entered the class at 8:45am. The two
collaborators were sitting at the back. The researcher were greeting the students,
“Good morning guys!” The students answered “Good Morning, Miss!” The
researcher prepared the class and started the class with a prayer. The first activity
was sustained silent reading. As the previous meeting, this activity was
conducted in fifteen minutes. The students were able to choose the book based
on their interests. While the students read the book, the researcher were walking
around the class to make sure that everybody was reading the book seriously.
Once, the researcher asked one of the students, “What do you read?” “I’m
reading Mr. Bean miss..” “Is it difficult for you?” “Not really Miss. I can
understand the meaning without checking my dictionary”. “Really? That’s
awesome! but How?” “I can guess the meaning based on the context miss..
But sometimes it takes more efforts to guess.” “oh I see.. okay good job!
Keep reading.” “Sure miss.” It means that there was an improvement in
students’ vocabulary mastery. The students could guess the meaning of the
unfamiliar words by guessing the context.
Then, the researcher continued the material, which was historical recount
text. The researcher was using power point in delivering the material. The
researcher gave the example of historical recount text. When the researcher
explained the material, the students paid attention to the researcher. After the
researcher finished explaining the material, the researcher asked the students
whether there was question or not. The students understood about the material
given by the researcher.
The next activity was group discussion. In this group discussion, students
should be able to tell the story that they have read in their group. After that, the
students could do the task given by the researcher in-group. While the students
worked in groups, the researcher walked around the class to see the progress.
The researcher also asked to some of the groups about this activity, “Hello guys,
what do u think by doing a group discussion?” “I like it miss. Every one of
us could tell the story without being shy like what we did in front of the
class.” Then another member of the group answered, “Yes miss. Everybody
was enthusiastic in telling the story.” “Oh really? That’s great. What about
the task?” “We finished the task faster Miss.”, the other students added, “It
makes us easier to finish the task.” “Yes, Miss because we could work
together.” The researcher continued to walk around and checked the other
groups. “Do you like working in-group?” “Yes, miss...” “Why is that?” “The
task became easier to be done because we worked together and we finished
faster” “Oh, that’s good.” The group discussion seemed bring the students to
the next level. Everybody got turn to tell the story; they also think that finishing
the task became easier and faster because they did it together.
Since the time was telling them that the lesson should end, the researcher
closed the meeting. However, before closing the meeting, the researcher
reviewed the material.
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Field notes 5
Tuesday, 20 February 2018
Meeting 2, CYCLE 2
The researcher and the two collaborators entered the class at 8:45am. The
two collaborators were sitting at the back of the classroom. The researcher began
the class with a prayer, and then the researcher greeted the students, “Good
Morning guys! How are you today?” The students answered, “Good morning
miss, I’m Fine. And you” “I’m Fine to, thank you”. The researcher answered.
As always, the first activity conducted was the implementation of sustained
silent reading. The students were given fifteen minutes to read the book. While
students read the book, the researcher was walking around to make sure that
each student read the story. The students were enthusiastic in doing this activity.
Even when the researcher told the students that the time was up, one of the
students rejected to stop his reading. “Time is up. You can continue reading
tomorrow.” “ah... Too bad. Give me one more moment miss I almost done.
Just a moment.”
The next activity was group discussion. This activity was considered
successful in the previous meeting. Therefore, the researcher implemented this
activity again. As usual, the researcher walked around to see and monitor the
students in doing the task given. Every group looked serious and enthusiast
during the activity. In the group discussion, every member of the group
participates actively in discussing the materials given by the researcher.
Everyone wanted to be involved in sharing his/her ideas. The situation in the
classroom was a little bit noisy because the students discussed together in
finishing the task. Every student had their own role in their group. There are two
groups finished faster than the other groups. The two groups then shouted to the
researcher by saying, “Miss come here miss! we’re finished”. The researcher
continued to walk around to monitor each group. One group was asked by the
researcher, “How is the progress of this group?” “We are almost done miss.
Be patient.” “Okay.. do you like working in group?” “Yes, of course miss.”
“Why?” “Because I’m not feeling confused. We can ask to each other in this
group miss.”
The next activity was doing a vocabulary test. This activity was
done in 15 minutes. The students could do the task in pairs in order to ease them
to finish it. When doing this activity, the students did it seriously.
The last activity was rewards. In this activity, the researcher gave
rewards to those who could answer the questions given related to the material,
which was historical recount text. The questions were taken from the exercises
that they have done before. The rules of this activity were, for those who wanted
to answer the questions should raise their hand first. The researcher would
choose the student who was the first when raising their hand. The students were
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64
1
R : Good Morning Miss.
ET : Good Morning, mbak Sheila.
R : What are the difficulties faced by the students?
ET : They often have difficulties in grammar and lack of vocabularies.
R : How do you deal with those difficulties?
ET : I usually give them lists of vocabularies and take the difficult words in
the text.
R : oh I see… then, what method used by Miss Hoeri in teaching English?
2
R: selamat pagi dek.. namanya siapa?
S: Ulfiana Aulia
R: oke Ulfiana… adek suka nggak sih sama pelajaran bahasa inggris?
S: suka..
R: alasannya kenapa?
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3
R: halo dek.. namanya siapa?
S: Muhammad Yuniansyah
R: suka nggak sama pelajaran bahasa inggris?
S: ya sedikit-sedikit suka
R: loh kok sedikit-sedikit kenapa?
S: karena agak-agak susah mbak..
R: agak susah? agak susahnya gimana?
S: kadang kata-katanya membingungkan mbak
R: oh begitu.. trus tadi pelajaran sama bu huri gimana menurut kamu?
S: ya lumayan seneng mbak..
R: kenapa lumayan?
S: karena gurunya baik.
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4
R: namanya siapa ini?
S: Guntur
R: Guntur suka nggak sama pelajaran bahasa inggris?
S: Ya lumayan..
R: beberapa arti yang nggak ngerti.. terus tadi aktivitas belajar mengajarnya
bagaimana menurut Guntur?
S: lumayan membosankan mbak..
R: loh kok membosankan kenapa?
S: soalnya cuman ngerjain soal-soal dibuku paket aja mbak.. tapi kalo nggak tau
boleh nanya ke gurunya jadi ya senang juga
R: oh begitu.. yasudah terimakasih ya Guntur
S: ya mbak sama-sama.
5
R: selamat pagi dek.. namanya siapa ni?
S: nama saya Hutami Ananda
R: suka nggak sih dek sama pelajaran bahasa inggris?
S: suka..
R: hebat.. kenapa tuh kok suka?
S: soalnya bu huri kalo ngajar santai dan nggak pernah ngasih PR
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R: oh iya?
S: iya mbak.. jadi suka
R: oke.. terus tadi aktivitas belajar mengajarnya ngapain aja?
S: ngerjain soal-soal
R: gimana menurutmu tentang aktivitas hari ini?
S: biasa aja sih mbak..
R: oh biasa aja.. yasudah kalau begitu terimakasih dek
S: oke mbak
6
R: pagi dek.. mau nanya-nanya boleh?
S: iya mbak silahkan
R: namanya siapa dek?
S: Latifah mbak
R: Latifah suka nggak sama pelajaran bahasa inggris?
S: sedikit..
R: kenapa sedikit?
S: karena bahasa inggris itu kadang-kadang artinya naku nggaktau jadi sulit untuk
mencerna kata-katanya
R: oke.. terus tadi aktivitas sama bu huri ngapain aja?
S: ngerjain soal buku paket mbak
R: menurut kamu soal2nya susah atau mudah?
S: sangat membingungkan mbak..
R: wah gitu yaaa.. yauda makasih ya dek
S: iya sama sama mbak
7
R: halo dek.. lagi apa kabar? mbak boleh nanya-nanya sedikit nggak?
S: baik mbak.. boleh kok mbak.. tentang bahasa inggris ya?
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8
R: selamat pagi dek.. namanya siapa?
S: Muhammad Rifai Candra Prasetya
R: kamu suka nggak sama pelajaran bahasa inggris?
S: lumayan lah
R: kok lumayan kenapa?
S: karena ya kalau sulit nggak suka tapi kalau mudah suka
R: oh gitu.. lah sulitnya dibagian mana biasanya?
S: teks rumpang itu mbak kalo suruh cari kosa kata
R: terus yang gampang yang gimana?
S: ya kayak v2 v3.. itu gampang mbak
R: terus tadi menurut kamu aktivitas belajar mengajarnya gimana?
S: tadi lumayan enak sih mbak
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9
R: halo dek.. boleh nanya-nanya?
S: nggak boleh mbak hahahaha boleh kok boleh.. Tanya apa mbak?
R: hahaha namanya siapa?
S: Muhammad Rafrizal Zafnan Habib
R: oke.. dek suka sama pelajaran bahasa inggris nggak?
S: suka buangett mbak..
R: kenapa sukak banget?
S: karena dari SD udah di support sama orang tua terus dari sd udah diikutkan
olimpiade bahasa inggis sama guru SD
R: menurutmu tadi pelajaran bahasa inggris sama bu huri gimana?
S: ya biasa aja mbak
R: loh kok biasa? katanya suka sama bahasa inggris?
S: ya soalnya tadi cuman ngerjain soal-soal di buku paket mbak
R: oh gitu… yasudah kalau gitu makasih ya dek
S: iya mbak
10
R: halo dek.. namanya siapa?
S: Raufadho
R: Raufadho suka nggak sama pelajaran bahasa inggris?
S: paling mbak. paling suka
R: oh paling suka.. kenapa?
S: paling dibisa
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R: wah brarti pinter bahasa inggris dong ya.. trus tadi aktivitas belajar mengajar sama
bu huri ngapain aja?
S: ngerjain soal-soal
R: susah nggak soalnya?
S: enggak
R: wah hebat… yauda kalau gitu.. makasih ya dek
S: iya mbak
INTERVIEW B
Tuesday, 20 February 2018
R : Researcher
ET : English Teacher
S : Student
11
R : Good Morning Miss.
ET : Good Morning, mbak Sheila.
R : Have you ever conducted ER before?
ET : No. Not yet.
R : What do you think of the implementation of ER?
ET : Very good. it needs to be continued.
R : Do you think ER can help the students in improving their vocabulary
mastery?
ET : Of course, it is but not instantly. It needs a process.
R : Oh okay miss. Then, what do you think about the implementation of
sustained silent reading, Miss?
ET : I think it was fun and challenging activity. I can see that the students
were very excited to choose the books and read them. It builds the students’
interest and motivation to read more and more.
71
ET : It was very effective for their reading. That action could help the
students read efficiently because they do not always depend on
their dictionary.
12
R: halo dek.. namanya siapa?
S: Ahmad Yulian Nasya mbak..
R: progress grup ini gimana?
S: kita hamper selesai miss.. sabar
R: Oke.. suka kerja kelompok?
S: oh jelas miss
R: kenapa?
S: soalnya nggak bingung miss. bisa Tanya-tanya
13
R: halo dek.. namanya siapa nih?
S: Guntur.. saya Guntur.
R: Guntur suka baca buku gak? terus sebelumnya pernah nggak sih baca buku bahasa
inggris?
S: suka sih.. biasanya baca buku kalo pagi, tapi kalo buku bahasa inggris baru
pertama kali mbak.
R: berarti baca buku bhs inggris baru pertama kali ya? hmmm terus pas pertama kali
baca gimana perasaannya?
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S: aduh gak dong sama sekali awalnya tapi setelah beberapa kali baca jadi lumayan
dong.
R: oh gitu.. terus pelajaran bahasa inggris hari ini menurut Guntur gimana?
S: pas sama mbaknya jadi makin seru mbak.. hehe, santai, gak spaneng. seru lah
pokoknya.. gakbisa diungkapkan dengan kata-kata
14
R : suka nggak kerja kelompok?
S: iya miss
R: apa alasannya?
S: jadi gampang dikerjain soalnya bisa kerjasama, terus selesainya lebih cepat juga
15
R: halo dek.. namanya siapa?
S: Dafa Maulana
R: gimana latihannya? bisa nggak?
S: Lumayan bisa sih miss. soalnya aku bisa nyelesaiin tanpa lihat kamus miss.
R: sisanya bisa ngerjain?
S: iya bisa miss
R: bagus.. susah nggak?
S: enggak juga sih miss.. soalnya aku bisa nebak-nebak aja dari konteksnya
16
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R: lalu untuk aktivitas yang kita lakukan selama pembelajaran dikelas gimana
menurut kamu?
17
R: halo adek.. namanya siapa?
S: Gita Putri Maharani
R: sebelumnya pernah baca buku/cerita bahasa inggris?
S: pernah..
R: pertama kali baca gimana perasaannya?
S: pertama-tama bingung tapi lama-lama ngerti
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S: ya suka mbak, gak bosen, makin paham sama bahasa inggris terutama arti kata
nya itu mbak
R: okedeh terimakaih banyak ya dek..
S: iya sama sama mbak
18
R: halo dek.. namanya siapa?
S: Meilani
R: sebelumnya pernah baca buku atau cerita bahasa inggris?
S: pernah mbak.. dulu waktu kelas 9
R: dari sekolah?
S: enggak mbak, baca sendiri dirumah
R: wah suka baca ya brarti..
S: ya lumayan mbak
R: ada perbedaan nggak dari awal membaca hingga tadi?
S: ada dong mbak..
R apatuh perbedaannya?
S: ya jadi awalnya yang nggak tau kosakata nya jadi tau, terus nambah wawasan
baru juga mbak
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S: dari konteks nya miss nebak aja.. tp kadang harus bener-bener usaha. R : oh
yayaya.. menurut kamu, bagaimana aktivitas dikelas hari ini?
S: seru mbak.. seru..
R: oh yasudah kalau begitu.. terimakasih adek
S: iya sama sama mbak
19
R: halo… namanya siapa dek?
S: ulfiana
R: pernah baca buku atau cerita dalam bahasa inggris nggak?
S: pernah mbak pernah..
R: apa yang kamu rasain saat pertama kali baca?
S: ya awalnya nggak ngerti mbak.. tapim lama-lama ngerti
R: terus sama cerita yang sudah kamu baca beberapa hari ini suka nggak?
S: suka mbak suka
R: ada perbedaan nggak dari awal membaca sampai sekarang?
S: ada sih mbak..
R: apatuh perbedaannya?
S: ya jadi makin ngerti sama ceritanya mbak
R: kalau sama kegiatan dikelas yang kita lakukan hari ini gimana menurut kamu?
76
R: menurut kamu apasih manfaat dari kegiatan-kegiatan yang sudah kita lakukan
dikelas?
S: ya nambah kosa kata bahasa inggrisnya
R: oh begitu… yaa makasih banyak ya ulfiana..
S: iya sama-sama mbak
20
R: oke… namanya siapa ni?
S: saya salmaidha mbak
R: sebelumnya pernah membaca cerita dalam bahasa inggris?
S: pernah.. sering mbak hehe
R: oh emang suka baca cerita bahasa inggris ya?
S: iya mbak.. tapi di webtoon tu loh mba
R: oh begitu.. nah kalo disekolah, buku yang udag kamu pilih dan kamu baca
menurut kamu ceritanya bagaimana sih?
S: mmmm agak nggak seru mbak
R: oh nggak seru? lah emang judul cerita yang kamu baca apa?
S: run the world in three days
R: setelah membaca buku dan cerita dalam bahasa inggris apasih manfaat yang kamu
dapatkan
S: mmm jadi makin ngerti dan seneng sama cerita bahasa inggris mbak
21
R : halo guys.. gimana ini diskusi kelompoknya?
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S1: Seru miss. Kita ga malu untuk cerita.. ga kayak waktu didepan kelas
kemarin.
S2: Iya miss.. kita antusias
R: wah yang bener? hebatlah. terus tugasnya gimana? S1: kita selesai lebih cepat
miss
S3: iya miss.. kita jadi lebih gampang ngerjainnya
S4: betul miss soalnya kita kerjasama
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A. KOMPETENSI INTI
B. KOMPETENSI DASAR
KD 3.7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks
recount lisan dan tulis dengan memberi dan meminta informasi terkait
peristiwa/pengalaman sesuai dengan konteks penggunaannya.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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KD 4.7 Menyusun teks recount lisan dan tulis, pendek dan sederhana, terkait
peristiwa/pengalaman, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks.
pengetahuan
Menyusun kalimat kalimat menjadi paragraf yang berbentuk recount tentang suatu
kegiatan Menyusun teks tulis recount sederhana tentang suatu kegiatan
D. MATERI PEMBELAJARAN
Fakta
Fungsi sosial
80
Unsur kebahasaan
(2) Kosa kata: kata kerja yang menunjuk tindakan atau kegiatan
(3) Adverbia penghubung waktu: first, then, after that, before, when, at last, finally, dsb.
(4) Adverbia dan frasa preposisional penujuk waktu: yesterday, last month, on Monday,
an hour ago, immediately, dsb.
(5) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this,
those, my, their, dsb secara tepat dalam frasa nominal
Topik
Peristiwa, kejadian, pengalaman yang relevan dengan kehidupan siswa sebagai pelajar
dan remaja, dengan memberikan keteladanan tentang perilaku santun, peduli, jujur,
disiplin, percaya diri, kerjasama, cinta damai, dan bertanggung jawab.
81
Tahap Kegiatan
Kegiatan Awal 1
a. Guru membuka pelajaran (salam,
menanyakan kabar siswa, memimpin doa,
mengecek kehadiran siswa)
b. book flood activity (the implementation of
ER)
82
Refleksi
pertemuan 2
Tahap Kegiatan
Kegiatan Awal
a. Guru membuka pelajaran (salam,
menanyakan kabar siswa, memimpin doa,
mengecek kehadiran siswa)
b. Apersepsi dan motivasi
c. book flood activity (the implementation of
ER)
83
Refleksi
Penugasan
pertemuan 3
Tahap Kegiatan
Kegiatan Awal
a. Guru membuka pelajaran (salam,
menanyakan kabar siswa, memimpin doa,
mengecek kehadiran siswa)
b. Apersepsi dan motivasi
c. book flood activity (the implementation of
ER)
84
Refleksi
F. Penilaian
1. Pengetahuan
2. Keterampilan
2.
3.
4.
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1 2 3 4
1. Target Write less than Write less than Write more than Write more than
Content 5 sentences and 5 sentences and 5 sentences and 5 sentences and
no target less than 2 less than 4 target more than 4
expression target expressions target
expressions expressions
Note:
Final Score =
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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LAMPIRAN
ACTIVITY 1
Read the text below and try to find the meaning (in Indonesia) of the
underlined words.
The Battle of Ambarawa was a battle between the recently created Indonesian
Army and the British Army that occurred between 20 October and 15 December
1945 in Ambarawa, Indonesia.
On 20 October 1945, Allied troops under the command of Brigadier Bethell
landed in Semarang to disarm Japanese troops. Initially, the troops were
welcomed in the area, with Central Java’s governor Wongsonegoro agreeing to
provide them with food and other necessities in return for the Allies’ promise to
respect Indonesia’s sovereignty and independence.
However, when Allied and NICA troops began freeing and arming freed Dutch
POWs in Ambarawa and Magelang, many locals were angered. Indonesian
troops under the command of Lieutenant Colonel M. Sarbini began besieging
Allied troops stationed in Magelang in reprisal for their attempted disarmament.
On the morning of 23 November 1945, Indonesian troops began firing on Allied
troops stationed in Ambarawa. A counterattack by the Allies forced the
Indonesian Army to retreat to the village of Bedono.
On 11 December 1945, Soedirman held a meeting with various commanders of
the Indonesian Army. The next day at 4:30 AM, the Indonesian Army launched
an assault on the Allies in Ambarawa. Indonesian artillery pounded Allied
positions, which were later overrun by infantry. When the Semarang-Ambarawa
highway was captured by Indonesian troops, Soedirman immediately ordered his
forces to cut off the supply routes of the remaining Allied troops by using a
pincer maneuver.
The battle ended four days later on 15 December 1945, when Indonesia
succeeded in regaining control over Ambarawa and the Allies retreated to
Semarang.
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ACTIVITY 2
1. Troops
a. over
2. Ended
b. squad
3. Provide
c. needs
4. Command
d. serve
5. Necessities
e. instruction
ACTIVITY 3
88
From that tragedy, more than 1,500 people went down in the sinking ship. Some
of them froze to death in the icy North Atlantic water and around 700 people
(high class woman and children) survived.
Unfortunately that giant luxurious ship was not equipped with much more
lifeboats and good emergency procedures so that the victims of that tragedy were
more than the half passengers and crews.
That tragedy became popular again some years later after James Cameron
directed a movie entitled Titanic in 1997.
The movie that was inspired by the tragedy of the sinking titanic was a fiction
story about the members of different social class who meet in that ship and fallen
in love. It was the best movie at that year and still remembered by a lot of people
around the world until now.
ACTIVITY 4
Find the words (noun) in the text above which have the following meanings.
1. A very large expanse of sea, in particular each of the main areas into which the sea is
divided geographically.
a. liner b.
2. A person harmed, injured, or killed as ocean
a result of a crime, accident, or other c. passenger
event or action. d. tragedy e.
victim
3. A large floating mass of ice detached
f. crew
from a glacier or ice sheet and carried
out to sea. g. iceberg h.
4. A large luxurious passenger ship of a lifeboat
type formerly xused on a regular line. i.emergency
j. story
5. An account of imaginary or real
people and events told for entertainment.
6. A traveller on a public or private conveyance other than the driver, pilot, or crew.
7. A serious, unexpected, and often dangerous situation requiring immediate action.
8. A specially constructed boat launched from land to rescue people in distress at sea.
9. An event causing great suffering, destruction, and distress, such as a serious
accident, crime, or natural catastrophe.
10. A group of people who work on and operate a ship, aircraft, etc.
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Mengetahui
90
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