THE EFFECTIVENESS OF USING SCANNING TECHNIQUE IN

READING COMPREHENSION
(Pre-Experimental Study Toward Eight Grade at SMPN 1 TIBUSSAN SATAP
Kabupaten Luwu).

A Thesis
Proposed as the Fulfillment to Accomplish Sarjana Degree
At faculty of Teacher Training and Education
Makassar Muhammadiyah University

SARI ULAN PURNAMA

10535 5416 13

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2018
 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
Jl. Sultan Alauddin  (0411) 860 132 Makassar 90221

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Sari Ulan Purnama

NIM : 10 535 5416 13
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectivenes of Using Scanning Technique in Reading
Comprehension (Pre-Experimental Study Toward Eight
Grade at SMPN 1 Tibussan Satap Kabupaten Luwu)
Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya,

saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi
ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 7 September 2018

Yang membuat perjanjian

Sari Ulan Purnama

vi
 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
Jl. Sultan Alauddin  (0411) 860 132 Makassar 90221

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Sari Ulan Purnama

NIM : 10 535 5416 13
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectivenes of Using Scanning Technique in Reading
Comprehension (Pre-Experimental Study Toward Eight
Grade at SMPN 1 Tibussan Satap Kabupaten Luwu)

Dengan ini menyatakan:

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya
sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia
menerima sanksi apabila pernyataan saya tidak benar.

Makassar,7 September 2018

Yang membuat perjanjian

Sari Ulan Purnama

vii
 MOTTO

“ Sessunguhnya Allah tidak akan mengubah keadaan suatu kaum sebelum

mereka mengubah keadaan diri mereka sendiri.”

(QS.ar-Rad: 11)

dedicate this thesis

For my beloved family, my friends
And all people who love and pray for me…
 ABSTRACT

Sari Ulan Purnama.2018. The Effectiveness Of Using Scanning Technique in

Reading Comprehension(Pre-Experimental Study Toward Eight Grade of
SMPN 1 Tibussan Satap Kabupaten Luwu).Faculty of Teachers Training and
Education, Makassar Muhammadiyah University (supervised by Ummi Khaerati
Syam and Muh.Saeful Said)

This research aimed to find out the improvement of the students’ reading
comprehension by using scanning technique that focused on literal comprehension
This research employed are pre-experimental design with one group pre-test and
post-test design. There were two variables Independent variable was utilization of
scanning technique and dependent variable was the students’ literal
comprehension in reading activities at the second grade of SMPN 1 tibussan
kabupaten luwu. The semple consisted of 21 students.
The research findings showed that the students of SMPN 1 tibussan
kabupaten luwu had low score in pre-test. After treatment, their reading
comprehension was significantly increased. The result of the research were the
mean score literal reading obtained by the students through pre-test was 69 and
post-test was 77,2 with the t-test value Literal is higher than t-table (7,8> 2,08).
Mean score (literal comprehension) is higher than t-table 7,7> 2,08. It means that
there is significant difference between before and after giving the treatment. It
indicated that the alternative hypothesis (H1) was accepted and the null
hypothesis (H0) was rejected.It was concluded that the use of scanning technique
in reading English activity increase the students reading comprehension in report
text exactly in identifying specific information.

Keywords: Reading Comprehension, The Effectiveness of Scanning

Technique.
 ACKNOWLEDGEMENTS

Alhamdulliahi Robbil ‘Alamin, the researcher expresses her sincere

gratitude to the almighty God, Allah S.W.T, who has given guidance, mercy, and

good health, so that she could finish writing this thesis. Salam and Shalawat are

addressed to the beloved and chosen messenger, the Prophet Muhammad SAW

(peace is upon Him).

This thesis is presented to the English Department Faculty of Teacher

Training and Education, Muhammadiyah University of Makassar as a partial

fulfillment of the requirement for the Degree of Education in English Department.

The researcher would like to give appreciation and deepest thankful to her

beloved parents H.Nurdin.S.Pd and Hj. Salma. S, and her brothers Muh. Rahmat,

all of them big family for their endless love, motivation and gave her financial

support and also prayer for success in her study.

The researcher would like to address her thanks and great gratitude to her

consultants Ummi Khaerati Syam. S.Pd., M.Pd. and Muh. Saeful Said, S.Pd.,

M.Pd, for their time, guidance, valuable helps, correction, and suggestions for the

completion of this thesis.

Her gratitude also goes to:

1. Dr. H. Abd. Rahman Rahim, S.E, M.M., rector of Muhammadiyah

University of Makassar.

2. Erwin Akib, S. Pd., M. Pd, P. hD, the dean of FKIP Unismuh Makassar,

x
 3. Ummi Khaeraty Syam, S. Pd., M. Pd, the head master of the English

Department.

4. All lecturers especially English Department and staff Makassar

Muhammadiyah University

5. H. Mustapa S.Pd ., as academic teacher, head master and all teachers and

staff at SMPN 1 TIBUSSAN SATAP Kabupaten Luwu

6. Students at SMPN 1 TIBUSSAN SATAP Kabupaten Luwu especially class

8 who have helped in research

7. The last but not least, colleagues and all sides who have greatly contributed

toward the completion of this thesis.

May Allah bless them, Aamiin. Finally, it is expected that this thesis can

benefit for the reader. The researcher realizes that this thesis still has some

weakness and mistakes. Therefore, she will accept any contructive suggestions

and critics to make this thesis better.

Makassar,7 September 2018

Researcher

Sari Ulan Purnama

xi
 LIST OF CONTENTS

TITLE PAGE ........................................................................................................................ Page

APPROVAL SHEET ............................................................................................................. ii

SURAT PERNYATAAN ....................................................................................................... iii

SURAT PERJANJIAN.......................................................................................................... iv

MOTTO .................................................................................................................................. v

ABSTRACT............................................................................................................................ vi

ACKNOWLEDGEMENTS .................................................................................................. vii

LIST OF CONTENTS........................................................................................................... viii

LIST OF TABLES ................................................................................................................. ix

LIST OF CHARTS ................................................................................................................ xii

LIST OF APPENDICES ....................................................................................................... xiii

CHAPTER I INTRODUCTION

A. Background .................................................................................................................. 1

B. Problem statements ...................................................................................................... 4

C. Objective of the research ............................................................................................. 4

D. Significance of the research ......................................................................................... 4

E. Scope of the research ................................................................................................... 5

CHAPTER II LITERATURE REVIEW

A. Previous related research findings ............................................................................... 6

B. Review of reading ....................................................................................................... 8

C. Teaching reading......................................................................................................... 12

D. Teaching procedure .................................................................................................... 13

E. Reading comprehension .............................................................................................. 14

F. Testing reading ............................................................................................................ 17

G. Scanning in reading...................................................................................................... 20

H. Teaching reading through scanning technique ............................................................ 21

I. Scanning as strategies .................................................................................................. 23

J. Theoritical framework.................................................................................................. 26

CHAPTER III RESEARCH METHODOLOGY

A. Research design........................................................................................................... 26

B. Research variables....................................................................................................... 26

C. Population and sample ................................................................................................ 28

D. Research instrument ..................................................................................................... 28

E. Data collection ............................................................................................................. 29

F. Technique of data analysis ........................................................................................... 32

CHAPTER 1V FINDINGS AND DISCUSSION

A. Findings...................................................................................................................... 35

B. Discussion ................................................................................................................... 40
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ................................................................................................................. 44

B. Suggestion.................................................................................................................. 45

BIBLIOGRAPHY

APPENDICES

CURRICULUMVITAE
 LIST OF TABLES

TABLE .................................................................................................................................... Page

Table 3.1 Pretest and posttest................................................................................................... 26

Table 3.2 Rubric of main idea.................................................................................................. 32

Table 3.3 Rubric of conclusion .............................................................................................. 33

Table 3.4 Classify the score of the students ............................................................................ 34

Table 4.1 Students literal reading comprehens ...................................................................... 36

Table 4.2 The mean score and increase of the students .......................................................... 39
 LIST OF CHARTS

CHART .................................................................................................................................. Page

Table 4.1 Students literal reading comprehension by scanning technique .......................... 35

Table 4.2 Classification score reading comprehension in main idea pre- test..................... 37

Table 4.3 Clasification score reading comprehension in main idea post- test...................... 37

Table 4.4 Students interpretive reading comprehension by using scanning technique .... 38

Table 4.5 Classification score reading comprehension interpretive pre- test ................... 39

Table 4.6 Cllasification score reading comprehension in term of test post- test ................... 40
 LIST OF APPENDICES

Appendix

Appendix A

A.1 Lesson plan

Appendix B

B.1 Documentasion

Appendix C

C.1 Pre-test

C.2 Post-test

Appendix D

D,1 The Students’ Row of Pre-test and post-test

D.2 Pretest and posttest in reading for literal comprehension and interpretative

D.3 The percentage of the students’ development in reading comprehension

D.4 The students’ Scores of Pretest and Post-test,Difference between The matched pairs

and Square of the Gain

D.5 The students’ mean score of gain (D) literal comprehension and interpretative

comprehension

D.6 Test of significance

D.7 Scoring Classification of the students pretest and posttest Literal and interpretive

D.8 The percentage of student’s achievement in Literal comprehension

D.9 Table distrubition of value

 1

CHAPTER I

INTRODUCTION

A. Background

English was one of an international languages and was widely used and

studied all over the world. As people know that language is not only used in

writing but in speaking as a means of communication.

In education field, Anderson et al. (2002) English is the first foreign

language that has been taught from pre-school level to university levels, it is

taught as a compulsory subject as junior high school. However, most of the

students still face some problem in learning English. They think that English is

very difficult to learn and to understand. We have to solve that problem in order to

be successful in teaching learning English.

Amanda et al (2007) as an international language that many people used, the

role of English is so great that no progress in all aspects of human life can be

separated from it. English competence becomes a necessity because it will be the

basis for the higher level and prepare the students to face the globalization era as

early as possible. By the learning, the students are expected to have a language

competence including listening, speaking, reading, and writing skills. Nowadays,

reading is used as an evaluation tool. However, students regard it as a difficult

skill. Dechant (2007) states that “reading is not an easy skill to be mastered”. It is

a complex process that requires skill of the reader. Many students find the

difficulties when they read, especially when they read the text and have to answer

the questions. Besides that, the basic competence of reading skill which is

1
 2

mentioned in School Based Curriculum of 2013 for the eight grade students is to

comprehend the meaning of written functional text and short essay in the forms of

procedure and report to interact in daily life context. In addition, the achievement

indicator that students must gain is being competent in the sub-reading skill,

including understanding main idea, specific information, word meaning and

textual reference of the text.

However, the difficulties that many students find in reading activity are to

understand and to interpret the meaning of words or symbols in a text. Moreover,

in acquiring the meaning of a written message, many students come across several

difficulties because they have to go through a certain process of puzzle-solving

(Brown, 2001). Other difficulties also can be encountered by students from

teachers, curriculum, government policy, textbooks, techniques, etc (Bond et al,

2004).These facts of students’ problems in comprehending reading text become

the problems which are encountered by students of junior high school. In most

cases, the reading class is boring for them because the English teacher just

involves tasks in the textbook, read the text, and answer the questions based on

the text in teaching reading. In addition, Wiryodijoyo 2009) states that the

national examination in English subject put a large emphasis on reading aspect,

and this situation will assure students who cannot read or comprehend the text and

answer the question in the examination to face difficulties.

Based on those problems, according to Anderson (2008), to make students

become active and get involved in reading activities, it is necessary to teach them

the various reading strategies because reading with various strategies would make
 3

students become critical and creative. Teachers should provide the strategies in

teaching reading to help students to understand the text. Reading strategies can be

defined as “plans for solving problems encountered in constructing meaning”

(Richard &Renandya, 2002).

A reading strategy that can be used by the teacher to make students easy to

read and to answer the questions is using scanning technique. The technique is

needed not only to overcome students’ difficulties, but also to improve students’

reading comprehension. Scanning is quickly searching for some particular piece

of information in the text (Grellet, 2009). The purpose of scanning is extract

specific information without reading through the whole text (Brown, 2001). That

technique is used to find the answer of the questions in the reading exercise.

Scanning exercise may ask students to look for names or dates, to find definition

of a key concept, or to list certain number of supporting details (Brown, 2001).

. They only need to find the specific information needed. Furtheremore,

Aeny (2009) found that there is a correlation between students’ reading strategies

and their achievement in reading comprehension. Considering the background of

the research above, the present study investigates the use of scanning technique in

improving students’ reading comprehension and to find out the response toward

scanning technique. Hence, the title of this study is Scanning Skills in Reading

Comprehension: Pre-Experimental Study Toward Eight Grade of SMPN 1

TIBUSSAN SATAP .
 4

B. Problem Statement

1. How effectiveness of using scanning technique in teaching reading

comprehension at SMPN 1 Tibussan Satap Kabupaten Luwu ?

C. Objective of the research

Based on the formulation of the problem, the purpose of the study to find out:

1. This students’ focuses on the scanning technique in studying reading

comprehension and the subject is eight grade of SMPN 1 TIBUSSAN

SATAP.

D. Significance of the research

The result of the study is hopefully contributed to:

1. Theoretical Significance

The findings of research can be meaningful insights to enrich the body of

knowledge of reading technique existing.

2. Practical Benefit

a. The Teacher

The result of this study hopefully, gives contribution to the teacher as a

choosable method in teaching reading.

b. The Writer

The result of this study broadens the writer’s knowledge horizon of

teaching reading by using scanning technique.

c. For another researcher

Hopefully, this study contributes as a good reference for other

researchers who study study the same topic as this writer has done.
 5

E. Scope of the research

This research was focus on using scanning technique in’ reading

comprehension at the eight grade of SMPN 1 TIBUSSAN SATAP. The

limitation of the research is the students’ literal comprehension in teaching

reading comprehension.
 6

CHAPTER II

LITERATURE REVIEW

A. Previous related research findings

Reading is essentially a complex that involves many things, not just recite

the text, but also involves a visual activity, thinking, psycholinguistic and

metacognitive. As the visual process, reading is a process of translating written

symbol (letters) into spoken words. As a process of thinking, reading activities

include word recognition, literal comprehension, interpretation, critical reading,

creative reading, and creative insight. Introduction of word can be read the words

activity using dictionary (Crawley and Mountain in Rahim, 2007).

According to Day nad Bamford (2008) reading is construction of meaning from a

printed of written message. The construction of meaning involves the reader

connecting information from the written massage with previous knowledge to

arrive at ,meaning at an understanding. Many foreign language students often

have reading as one of their important goals. They want to be able to read for

information and pleasure, for their career, and for study purposes (Richard &

Renandya, 2002). In fact, in most EFL situation, the ability to read in a foreign

language is all that students ever eant to acquire. According to the statement to the

statement above Harmer (2007) stated reading is useful for language acquisition.

Provides that students more understand what they read, the more they read, the

better they get at it. Reading also has a positive effect on students vocabulary

knowledge, on their spelling or on their writing.

6
 7

Laila et al (2011) In English learning, reading is one of the main skills that

must be mastered by students to have a language competence because; the success

of learning of learning any subject matter depends on the competence of reading.

Students who like reading will gain new knowledge and insights that can increase

their intelligence. Such as reading books or text that can increase students

vocabulary and language also effect the students, because the more students read,

the more vocabulary that the controlled and increasingly easier for them to speak.

The same goes with the English language, understanding of the text or books will

facilitate students’ English language.

A text book is media to transfer knowledge that is very commonly used in

the academic level (Djiwandono, et al 2009). To be able to used text books as a

source of knowledge we should be able to use as much as possible the distribution

of the contents, titles and subtitles of each chapter, and index. Below we can see

how the achievement of objectives in an efficient read. The first find out that

contained in the book, read the list of contents and conclude whether the contents

of the book according to the topic you are looking for. Second, to determine more

clearly the charge contents of the books, could be the first state above you still

want to know more specifically whether the topic you are looking for it will be

discussed in the book. Open the index, and look for the keywords you are looking

at the index. Follow the reference pages in the index, and read the page to

determine if indeed the information you are looking for.

Third, to know what was contained in sub- chapter, you had found the topic

you are looking for at a particular chapter, but still want to classify whether the
 8

details according to your search. Open that chapter, and read the initial

paragraphs, which are generally preceded by a sub-heading “introduction” or

before the first subtitles. These paragraphs, especially the parts finally, generally

given guidance on the content outline in the next sections in the chapter. Next to

further solidity your beliefs about the contents of that chapter, read the subtitles,

subtitles on that chapter. On subtitles you will be obtaining more complete picture

of the contents of that chapter

B. Review of reading

In the case of reading, variety of performance is derived more from

multiplicity of types of texts than from the variety of overt types of performance.

Nevertheless, for the considering assessment procedure, several types of reading

performance tasks (Douglas, 2004):

a) Perceptive Reading

At the beginning level of reading a second language lays a set of task that is

fundamental and recognition of alphabetic symbols, capitalized and lowercase

letter, punctuation, word, and grapheme-phoneme correspondence. Such task

of perception are often referred to as literacy task, implying that the learner is

in the early stage of becoming “literate” some learners are already literate in

their own native language, but in other cases the second language may be the

first language that they have ever learned to read

b) Selective reading

Selective reading includes what many incorrectly thing of as testing

“vocabulary and grammar” and never feature any other skill besides reading.
 9

Lexical and grammatical aspects of language are simply the form we use to

perform all four of the skill of listening, speaking, reading and writing (Brown,

2004).

c) Interactive Reading

Interactive reading types are stretches of language of several paragraphs to one

page or more which the reader must. In a pscholinguistic sense, interact with

the text. That is a process of negotiating meaning; the reader bring to the text a

set of schemata for understanding it, and intake is the product of that

interaction. Typical genres that lend themselves to interactive reading are

anecdotes, short narrative, descriptions, excerpt from longer texts,

questionnaires, memos, announcements, directions, recipes, and the like. The

focus of an interactive task is to identify relevant feature (lexical, symbolic,

grammatical, and discourse) within texts of moderately short length with the

objective of retaining the information that is processed. Top-down processing

typical of such task, although some instances of bottom-up performance may

be necessary.

d) Extensive Reading

Extensive reading involves somewhat longer text than we have been dealing

with up to this point. Journal articles, technical report, longer essays, short

stories, and books fall into this category. The reason for placing such reading

into separate category is that reading of this type of discourse almost always

involves a focus on meaning using mostly top-down processing, with only

occasional use of targeted bottom-up strategy. Also, because of the extent of

 10

such reading, formal assessment is unlikely to be contained within the time

constraints of a typical formal testing framework, which presents unique

challenge for assessment.

C. Principles of Reading

There are some principles of reading as purposed by Harmer (2007). The steps

must be fallen as follow:

a. Encourage students to read as often and a much as possible (Harmer,2007).

Everything we do should encourage the students to read expensively as well

as if not more- than intensively. It is a good idea to discuss this principle

with students.

b. Students need to be engaging with what they read. When students read

extensively they should be involved in joyful reading, that was, had should

try to help them get as much pleasure from it as possible. But during lesson,

too, had will did our best to ensure that they are engaged with the topic of a

reading text and the activities they are asked to do with dealing with dealing

with it.

c. Encourage students to respond to the content of the text (reading explore

their feelings about it). Not just concentrate on its construction. was

important for students to study reading texts in case in order to find out such

things as the way did used language, the number of paragraph they contain

and how many times they used relative clauses. But the meaning, the

message of the text, was just as important as this. As a result, we must given
 11

students a chance to respond to that message in some way that they should

be allowed to show their feelings about the topic.

d. Prediction was a major factor in reading. When we read texts in our own

language, we frequently had a good idea of the content before we actually

start reading. Book covers given us a clue about what was on the book

photographs and headlines hint at what articles are about; we can identify

reports as reports from their appearance before we read a single word. The

moment we get these clues, our brain start predicting what we are going to

read.

e. Match the task to the topic when using intensive reading texts. We need to

choose good reading task, the right kind of questions, appropriate activities

before, whiles and post reading and useful study exploitation. The most

useful and interesting text can be made really exiting with imaginative and

challenging activities, especially if the level of challenge is exactly right for

the class.

f. Good teachers exploit reading texts to the full. Good teachers integrate the

reading text into interesting lesson sequences, using the topic for discussion

and further task, using the language for study and then activation and using

a range of activities to bring the text to life

D. Teaching Reading

1) Definition of Teaching Reading

According to Harmer (2007) teaching was not easy job, but was necessary

one, and can be very rewarding when we see our student’s progress and know that
 12

we have helped to make was happen. was true that some students can be difficult

and stressful at times, but it also worth remembering that at its best teaching can

also be extremely enjoyable.

Regarding to the explanation of teaching above, the writer concludes that

teaching was activities and manages the environment in a good condition to make

and given the opportunity for the student in learning processes to got purpose.

In the classroom, the teacher’s job to promote these tress learning process by

the use of appropriate teaching act. Thus, he or she: present and explains new

material in order to made was clear, comprehensible and available for learning,

given practice to consolidate knowledge, and test. In order to check what has been

mastered and what still needs to be learned or revered. And also, the teachers’

responsibilities in helping learners achieve these goals will be to motivate reading

by selecting or creating appropriate text, to encourage critical reading, and to

create a supportive environment for practicing reading. Each learner will have

different strengths to build on and different weakness to overcome. Therefore

there can be no single, set, rigid methodology for reading. The teacher will need to

focus on different goals at different times and to use a range of materials and

tasks.

Hedge in Alyousef (2005) states that any reading component of an English

language course may include a set learning goals for:

a. Building a knowledge of language which will facilitate reading ability

b. Building schematic knowledge

c. Developing the ability to adapt the reading style according to reading

 13

d. Developing an awareness of the structure of written texts in English taking

critical stance to the contents of the texts.

E. Teaching Procedure

1) The procedure using scanning technique

The procedure when the teacher taught reading using scanning tecnique for

the experimental groups as follow:

a. Individual work

After receiving the worksheet and the explaination of scanning technique,

the students read the text and practice using scanning technique by answer

several questions based on the text given. In general the practices consist

of finding specific information and general ideas of a text in a limited

amount of time. The practiced were also performed continuously and in

sequenced in pre, whilst and post reading activity.

b. Team Discussion

After completing the worksheet, the students work in groups. The students

are asked to discuss several questions regarding of the text given and to

write the result of the discussion in piece of paper.

2) The procedure of without using scanning technique

The procedure when the teacher taught reading without using scanning

technique for the control groups as follow:

a. Teacher presentation

The teacher explained the topic and material to the students. The teacher

gives
 14

b. Individual work

The students answered the questions based on the text on the text and then

asked to write the main idea off the text in a piece paper.

F. Reading Comprehension

Reading, according to Goodman in Cahyono (2009) is as essential

interaction between language and thought in which thhe writer encodes his

thought as language and the reader decodes the language into thought. Therefore,

reading consists of two related process: word recognition and comprehension.

Word recognition refers to the process of perceiving how written symbols

correspond to one’s spoken language. Comprehension is the process of making

sense word, sentence and connected texts.

Weir (2003) states that reading is seen as a selective process taking place

between the reader and text, in which background knowledge and various types of

language knowledge interact with information in the text to contribute text

comprehension. This explanation is in line with the statement of O’malley and

Pierce (2006) Although reading was once assumed a combination of decoding and

oral language, it is now acknowledged that reading comprehension depends

heavily on knowledge about the world as well as on knowledge of language and

print. Reading comprehension defined as the level of understanding of writing.

The reading comprehension focused on the ability to draw the meaning from

certain writing. Accoarding to Buehl (2001) in the past, reading comprehension

was describes more as the skill than as an active mental process. Reading is

understood as the skill recognizing letters, words, which let to the ability to
 15

connect words into sentences, sentences into paragraph and paragraph into longer

discourse that represented various themes or ideas. However, the key concept of

comprehension is that a reader constructs meaning from texts rather than merely

reproducing the words on the page. Meaning is something that is actively created

rather than passively received. Reading comprehension is the process of

simultaneously extracting and constructing meaning through interaction and

involvement with writing language (Snow, 2002). According to Richard et al

(2002) reading means perceiving a written text in order to understand its context

while the result, understanding, is called reading comprehension.

The different types of reading comprehension are usually distinguished

according to the reader’s purposes in reading and the type that is used; the

following are types of comprehension:

1. Literal comprehension is the ability to understand the information expressed

explicitly in the text. A literal comprehension is the lowest level of

understanding. A literal comprehension is needed in the process of reading

comprehension as a whole. A literal comprehension is a prerequisite for

higher understanding (Burns and Roe in Hairuddin, et al., 2008).

2. Inferansial comprehension is the ability to understand information expressed

indirectly (implied) in the text. Understanding text inferentially means

understanding what implied information explicitly stated in the text. In this

case, the reader uses information expressed explicitly in the text, background

knowledge, and personal experience in an integrated manner to make guesses.

 16

3. Critical comprehension is the ability to evaluate the material of the text.

Critical comprehension is essentially the same as evaluative understanding.

The reader compares the information found in the text with certain norms,

knowledge, and background of the reader's experience to judge the text.

This last type of comprehension is intended to read in order to gain emotional

or other kind of valuated response from a passage.

a) Proficient reading depends on the ability to recognize words quickly and

effortlessly. If word recognition it difficult, students use too much of their

processing capacity to read individual words, which interferes with their

ability to comprehend what is read Recognize the words and sentences of

the text and know what these words and sentences mean (obtain literal

meaning)

b) Associated meanings, both denotative and connotative from personal

experiences with the printed text (obtain inferential meaning).

c) Recognize how all these meanings and/ or his perceptions of them fit

together contextually.

d) Make value judgments about, and based on the reading experience (read

critically.

In short, it can be said that reading is a process that include the writer by

encoding the thought language represented with the words and the reader decodes

he language into thought. When the reader decodes the language, it relates two

processes those are word recognition and comprehension. The comprehension

means the understanding of written text and it focused on deriving the meaning.
 17

The comprehension is affected by the background knowledge and many kinds of

language interact with information in a text.

G. Testing Reading

The ability to understand the content of reading is our ultimate goal of

reading lesson in language teaching and is a major goal of the reading test, or

more precise and complete test reading skills (Djiwandono, 2006).

To determine the level of reading ability to understand the content can use

several types (Heaton 2005):

1. Reading matching test

The tests described in the first half of this section are concerned purely with

word and sentence recognition. They test students’ ability discriminate visually

between words which are spelt in fairly similar ways. If used in exercise material

and progress test, these test items will assist in developing word recognition

speed. Though not administered as speed tests in the strict sense in the very early

stages, word and sentence matching items should be covered by the students at

quickly as possible.

2. Word Matching

The students are required to draw a line under the word which is the same as

the word on the left.

For example : Now bow/not/how/now/mow

Sheep shop/shape/sleep/heap/sheep

Ever never/over/ever/fewer/even

Wonder wander/ wonder/window/fonder/won

 18

3. True/ false reading test

The true/ false test is one of the most widely used tests of reading

comprehension. Not only is the scoring of such a test straight forward and quick,

but the scores obtained by the students can be very well reliable indices of reading

comprehension provided that the items are well constructed and that there are

enough of them.

It is possible to construct true/ false items which are complete in themselves:

a student’s comprehension of each true/ false items in tested by means of a series

of general truths. For example:

Put a circle round the letter T if the statement is true. If it is not true, put a

circle round the letter F. for examples:

a. The sun rises in the west T/F

b. Fish can’t fly, but birds can T/F

c. England is as large as Australia T/F

d. When ice melts, it turns into water T/F

It can be argued that the type of item in this section is in many ways a test of

vocabulary rather than of reading comprehension. These particular items,

however, have been included here because it is felt that a comprehension of the

text is generally of at least as much importance as an understanding of the

meaning of the words for selection.

For example: The president was talking to a young woman in the crowd then

bill suddenly cough sight of a man standing several yards behind her, the man had

something in his hand: it was a short stick.

 19

What made bill notice the man in the crowded?

1) He was very close to bill

2) The president was talking to him

3) He was standing in front of the woman

4) He was carrying a stick

In this section, it is assumed that only intensive reading skill is being tested.

Thus, the length of the reading extract recommended might vary from 50 to 100

words at the elementary level, 200 to 300 words at the intermediate level, and 400

to 600 words at advanced level. People in the Jakarta like to going to shopping

malls. A shopping mall is a place with many kinds of stores. In malls you can find

department stores, music shop, fashion shop, restaurant, bookshop, hairdressers,

cinemas and many others. In short, a mall is a one stop place. People like going to

mall because they can go shopping or window-shopping there. For teenagers, a

mall becomes a place to meet their friends.

Choose the correct answer according to text above!

Why people in Jakarta likes go to shopping malls?

a) They can go shopping or window shopping

b) They can’t buy anything

c) In shopping malls there are many expensive things

d) In shopping malls is only for teenagers\

H. Scanning in reading

Scanning a text is a reading technique where the reader looks for specific

information rather than trying to absorb all the information if you're reading a
 20

timetable say you want specific information usually and so look for something

that is convenient for your journey plans- when you do this, you are scanning.

I. Teaching reading through scanning technique

Brown (2007) advocated that motivation is the key to being succesful in

learning. Motivation is commonly understood as an inner drive, impulse,

emmotion or desire that moves the particular action. One of the ways to motivate

students to read is through implementing the right techniques in teaching reading.

In line with the present study, the researcher made use of scanning technique in

students’ reading comprehension.

Scanning consists of quickly searching for some particular piece or pieces of

information in a text. Scanning exercises may asks students to look for name and

date, to finds a definition of a key concept, or to list a certain number of

supporting details. The purpose of the scanning is the extract certain specific

information without reading through the whole text. For academic english

scanning is absolutely essential.

Soedarso (2004) describes how to improve reading techniques :

1. Among others: seeing with the brain because the brain absorbs what the eye

sees perception and interpretation of the brain to the writings seen by the eye

can influence understanding of reading. Moving the eyes directed (fixed) on a

goal (word) and jump to the next goal.

2. Dilate the range of the eye and the eye jump was a fixation involving two or

three words.

3. Reading one fixation for a unit of understanding;

 21

4. increase concentration so that reading becomes faster understand and

understand the reading.

Nurhadi (2005) details how to using scanning technique that are :

1) Apply the methods and techniques of reading.

2) Choose the aspect certain required in the reading according to the

purpose of reading.

3) To got used to word groups.

4) Does not repeat the sentence read.

5) Does not stop long at the beginning of line or sentence.

6) Searching the key words that mark the beginning of a major idea

J. Scanning as reading strategies

Every student has different strategies to enhance their capabilities to read and

gain information from the text.

Reading strategies was also assumed to made lots of motivation to learners in

comprehending reading ability especially for lower achiever learners. was allows

them set the purpose of their reading and allows them to choose which part of the

text was important in order were can read more effective than before. Researcher

done by Chan (2006) proved that by teaching effective reading strategy to lower

achiever students (poor reader) will convince them that the reading successes and

failures depend on their strategies whether was effective or not. Can also found

that the used of effective reading strategies was effective in improving

comprehension and also in reducing the failures.

 22

Oxford developed reading strategies into five subscales of factors. The first is

memory strategies, such as grouping, imaging, rhyming, and structure reviewing.

Second is a cognitive strategy such as reasoning, analyzing and summarizing. The

third strategy is compensation strategies, such as guessing meanings from the

context. The fourth strategy is cognitive strategy, such as paying attention,

practicing, planning for language task, and self evaluating. The last strategy is

social strategies, such as asking questions and cooperating with native speakers of

the language.

Furthermore, Brown (2001) explains strategies as specific methods of

approaching problem for planned design for controlling and manipulating certain

information. The strategies are:

1. Identifying the purpose of reading, the goal is to make reader knowing

that they look and discard useless information.

2. Use grapheme rules or also called as phonics approach where reader

learning English spelling convention. The goal is that reader is able to

sound out the word. This strategy is very effective for beginners.

3. Silent reading technique, was used for global understanding, by applying

the strategy reader was able to skip over the text and inferring its meaning

from its context.

4. Skimming for main ideas, it is the strategy to find the gist of paragraph or

text. Reader quickly read across a whole text to find the main topic,

messages/ideas, and the purpose of the passage.

 23

5. Scanning, was strategy to find particular piece of information without

reading through the whole text.

6. Used mapping or clustering, was strategy of grouping ideas into

meaningful clusters.

7. Guessing, it is usually used when readers are not certain to what they had

read.

8. Analyzing vocabularies.

9. Distinguish between literal and implied meaning.

10. Capitalize on discourse makers to process relationship.

Brown (2001) specifies scanning as one of reading strategies. He defined

scanning as a strategy to find particular piece of information without reading

through the whole text. Perhaps, by doing this strategy the readers will not

wasting their time when searching answered of some questions of a reading text.

Scanning was the process of quickly searching for particular or piece or

pieces of information in a text. The purpose of scanning is to extract specific

information without reading through the whole text (Brown, 2001). This is needed

when readers only had a limit time, so they only search the specific information in

the text without read the whole text.

The teacher was the most important element in reading class for her attitude

influence students and their performance. The teacher of this component (reading)

should provide the students an anxiety free atmosphere so they will master new

strategies and to pressure in the form of persuasion and timings.

 24

Strategies played important roles in reading comprehending and overcoming

students’ ability in reading comprehension. By choosing an appropriate and

effective reading strategies will helped student to become successful readers and

also can answer the questions correctly.

Because scanning was a reading strategy, was could solve some difficulties

that faced by the readers. They are not expected to read the whole text to find the

information; they only grasp the specific information from a text. This strategy

will save time and also efficient. was save time because in the shortest period of

time, they can answered the question. was efficient because by scanning readers

didn’t wasting energy to read the whole text.

K. Theoretical framework

Reading material as one element in English language teaching has the

important role. Because reading material as one factor that might influence the

students reading comprehension. The theoretical framework is put in the diagram

below In the diagram above, The three main components are input, process, and

output.
 25

Note :

1. Input refers to the reading text that will be given to the students’

2. Process refers to the implementation of scanning technique in teaching

reading ability in the classroom

3. Output refers to the students’ reading comprehension achievement with

using scanning technique.

 26

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This research applied a pre-experimental design (one group pre-test and post-

test), this design would involve one group that was pre-test (O1), expose to

treatment (X) and post-test (O2). was aims to know whether there been significant

development before and after used scanning technique and to know whether by

used scanning technique in reading comprehension.

The research employed pre-experimental method with one class pre test and

post test design. The diagram was given below:

Table 3.1 Pretest and posttest

Pre-test Treatment Post-test

O1 X O2

Notes:

O1= Pre-Test

X = Treatment

O2 = Post-Test

(Emzir, 2008: 97)

B. Research Variables

There are two variables in this research. The first variable was dependent

variable and the second variable was independent variable. Dependent variable

was Scanning skill, while reading materials was independent variable.

26
 27

C. Population and Sample

1. Population

The population of this research was the eight grade students in SMPN 1

Tibussan Kabupaten Luwu at the academic year of 2017/2018. consisting of 21

students.

2. Sample

The sample taken from the populations was the class at SMPN 1 TIBUSSAN

SATAP in VIII.A consisting of 21 students. The researcher used cluster random

sampling technique in which one class as the sample. Related to this sampling

technique the English teacher of eight grade to be the sample SMPN 1

TIBUSSAN SATAP this class was chosen by basing on the recommendation from

school. And the result class VIII.A of eight grade at SMPN 1 TIBUSSAN

SATAP as the sample on the research that consisting of 21 students, 12 female

and 9 male students.

D. Research Instruments

The instrument on this research was a reading test. The reading test was

administrated in the pre-test and the post-test. The test consisted of 11 multiple

choice and 5 essay tests. The researcher choose multiple choice and essay test

because the students can comprehend the material while the post-test was intended

to know the students’ reading comprehension.

 28

E. Data Collection

1. Pre-test

Before given treatment, the research given pre-test for the experimental class.

The researcher distributed the reading material test that consisting of recount text

that was relevant with the based material on the curriculum the eight grade at

SMPN 1 Tibussan Kabupaten Luwu.

2. Treatment

After given the pre-test, the researcher conducted treatments the students by

using scanning technique. The treatments would was done for four meetings. The

procedures on the treatment as follows:

a. First meeting

1) The researcher introduce herself and inform the students about the

research would become their tutor for four meetings ahead and their

teacher would become the collaborator who would observe all the

activity during the teaching and learning process.

2) The researcher divides the students into groups that consisting of four

students. This grouping aim to stimulate the students to work with the

partner and to bring the students more actively.

3) The researcher deliver some questions to bring the students’ attention

and focus to the material.

4) Then, the researcher given the students a topic as teaching materials

about the students experience

5) The students made a conversation about the topic in their group.

 29

6) One of the students retelled part of the story in front of another students

in one group.

7) In addition, to given the students chance to practice and understand the

content of the text

b. Second meeting

1) The researcher gave opportunity to them to retelling the front in front of

their friends in the next meeting.

2) The researcher divides the students into groups that consisting of four
students.

3) This grouping aim to stimulate the students to work with the partner
and to bring the students more actively.

4) By combining students’ knowledge about the content of text, the

students are expected to be able to understand or arrange the
meaningful context.

5) As the practice of readig text, the researcher given the students a text
and some questions about the the text.

6) Given the students chance to practice and understand the content of the
text

c. Third meeting

1) The researcher divides the students into groups that consisting of four
students.

2) The researcher given the students a topic as teaching materials about the
students experience

3) The students to work with the partner and to bring the students more
actively
 30

4) Given the students chance to practice and understand the content of the
text

5) As the next practice of reading text, the researcher gives the students a
text and some questions about the the text.

d. Four meeting

1) The researcher divides the students into groups that consisting of four
students. This grouping aim to stimulate the students to work with the
partner and to bring the students more actively.

2) The researcher deliver some questions to bring the students’ attention

and focus to the material.

3) Then, the researcher given the students a text stories as teaching

materials about the students experience

4) The students make a conversation about the text stories in their group.

5) One of the students from each group came forward to explain what he
understood in reading the text if the story.

6) Given the students chance to practice and understand the content of the
text

3. Post-test

After given the treatments, the post test would given to the students. was to

know the effectiveness of the implementation of Scanning skill in reading

comprehension in teaching reading skill.

 31

F. Technique of Data Analysis

Technique of data analysis comes from the interpretation of the data

collection. In analysis the data, the researcher gets the data from document,

observing the teaching learning process, and the result of the students’ test.

In processing the data, the researcher uses descriptive analysis. was to explain

the condition in raising indicator achievement in pre- test and post- test and to

describe the success of the teaching learning process using Scanning skill in

reading comprehension in improving reading skill. To analyze the data, the

researcher employs the formula as follows:

Table 3.2 Rubric of Main Idea

No Criteria Score
1 The answer includes a clear generalization that states or implies 4
the main idea
2 The answer states or implies the main idea from the story 3
3 Indicator inaccurate or incomplete understanding of main idea 2
4 The answer includes minimal or no understanding of main idea 1
Pollard (2007: 17)

Table 3.3 Rubric of Conclusion

No Criteria Score
1 Conclusion reflects resource readings in development of idea it is
4
excellent.
2 Conclusion reflects readings in development of idea it is good. 3
3 Conclusion reflects only reading in development of idea it is poor. 2
4 Conclusion does not reflect any reading of resources in
1
development idea.
Pollard (2007: 17)
 32

Calculation the mean of the students answered by using formula:

Where: = Mean core

∑ = The raw of all score

N = The number of subjects

(Subana, et al, 2005: 63)

1) The percentage of increasing achievement used the following formula:X2-X1

P= 100%

Where: P= Percentage

X2= Average score of Post-test

X1= Average score of Pre-test

(Gay in Goestina, 2016: 39)

2) After collecting the data of the students, we classified the score of the

students into the following criteria:

Table 3.4 Classify the score of the students

score classification
96-100 Excellent
86-95 very poor
76-85 Good
66-75 Fairly good
56-65 Fair
36-55 Poor
00-35 Very poor

(Depdikbud in Goestina 2016: 39)

 33

3) The significance difference between the students’ pre- test and post- test, the

writer applied the formula as follow:

Md
 d 
2

d 2

N
t= N N  1

Where:

T = Test of significance

D = The difference between the method pairs ( X1 – X2 )

Md = The mean of Ds

∑ = The sum of the square

(∑ ) = The square of

N = Number of students
(Subana, et al, 2005: 132)
 34

CHAPTER IV

FINDINGS AND DISCUSSION

A. Findings

The findings of the research that teaching reading comprehension by used

scanning technique in reading comprehension and literal comprehension and also

could increase students' reading comprehension in interpretive comprehension. In

the further interpretation of the data analysis were given below:

1. Students’ Literal Reading Comprehension by Using Scanning

Technique In Term of the Main Idea

Students’ literal reading comprehension by using scanning technique had

different in pre-test and post-test. In pre-test the students’ achievement in reading

comprehension was less understandable about main idea but after applied the used

scanning technique the students more understandable about main idea, it can be

seen clearly in Table 4.1

Table 4.1 Students’ Literal Reading Comprehension by Scanning Technique.

Literal Reading The Student’s Mean Score Improvement

No
Comprehension pre-Test Post-Test (%)

Main Idea 69 77,2 11,8%

Table 4.1 showed that the score of literal 11,8% from of students in post-

test improved after teaching reading comprehension in terms of main idea and

supporting ideas by using Scanning Technique . The mean score of the students

in pre-test were 69 and post-test which to be 77,2.

34
 35

Literal Comprehension
80

60

40
Literal
20 Comprehension

0
Pre- Post-
test test

Graphic 4.1 The Mean Score and Increase of The Students’ Reading

Comprehension in Terms of Main Idea

Graphic 4.1 showed that there was improvement of the students in reading

comprehension in terms of literal comprehension from pre-test with the mean

score was 69 to post-test with the mean score was 77,2 and the improvement of

pre-test to post-test was 11,8 %.

Table 4.2 Classification of the students Score Reading Comprehension in

Term of the Main Idea (Pre-Test)

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0
2 Very Good 86-95 0 0
3 Good 76-85 1 5%
4 Fairly Good 66-75 12 57%
5 Fairly 56-65 7 33%
6 Poor 36-55 1 5%
7 Very Poor 0.0-35 0 0
Total 21 100%

Table 4.2 showed that the Classification of the students Score Reading

Comprehension in term of literal comprehension in pre-test there are 1 (5%)

 36

student good, 12 (57%) students got fairly good, 7 (33%) students got fairly, and 1

(5%) student got poor.

Table 4.3 Classification of the students Score Reading Comprehension in

Term of the Main Idea (Post-Test)

NO Classification Score Frequency Percentage

1 Excellent 96-100 0 0
2 Very Good 86-95 2 10%
3 Good 76-85 11 ]52 %
4 Fairly Good 66-75 5 24%
5 Fairly 56-65 3 14%
6 Poor 36-55 0 0
7 Very Poor 0.0-35 0 0
Total 21 100%

Table 4.3 showed that the Classification of the students Score Reading

Comprehension in term of literal comprehension in post-test there are 2 (10%)

students very good, 11 (52%) students got good, 5 (24%) students got fairly good

and 3 (14%) students got fairly.

B. Discussion

The research findings indicated that the students’ reading comprehension by

using scanning technique shows the improvement of the students reading

comprehension in the term of text. Anne Arundel (2001). scanning is the strategy

in teaching reading comprehension. scanning strategy is required to help students

comprehending a text, getting detailed information and other reading tasks. In

addition, Maxwell (2000) defined scanning as the ability to locate specific facts

and details quickly it is regarded as a desirable reading skill and is taught in most
 37

developmental reading courses. Scanning a text is a reading technique where the

reader looks for specific information rather than trying to absorb all the

information if you're reading a timetable say you want specific information

usually and so look for something that is convenient for your journey plans- when

you do this, you are scanning.

The improvement shows the process in pretest and postest. The result of the

students reading in pretest was low, especially in finding the main idea of test. It

shows that the students could not express their ideas and their understandable. It

was before using scanning technique in reading activity.

Based on the problem above, the writer gave the treatment by using so

scanning technique that the students could show the improvement in post-test. In

pre-test, only given the exercise (reading text) to know their prior knowledge

before using scanning technique.

At the beginning, their reading comprehension was very bad. Almost of them

were confused and spent much time to think about the meaning of the word in the

reading text. They only read, but they did not understand about how to find

answer of the reading text.

The writer gave the treatment by using. scanning technique As the result,

students become active and enjoy in reading activity. They will be easy to do the

reading activity. Most of their utterance were correct and no need to read for a

long time to understand what they read.

The description of the data collection through reading test as explained to the

previous finding section that the students’ achievement after using scanning
 38

technique was significant. In using scanning technique in reading activity, the

writer found that the mean score of post-test students’ achievement is greater than

pretest. In Table 4.1 showed that the score of find out the main idea which the

mean score of pretest is 69 and after using scanning technique, the mean score of

post-test is 77,2. Meanwhile, the means score of find out the main idea in pretest

is 67,3 and the mean score of find out the conclusion in post-test was 75.

Therefore, the writer indicated that there was a significant improvement after

using scanning technique in the treatment.

Through the result of pre-test and post-test, the result of t-test value of the

level of the significant = 0.05, degree of the freedom (df) = 20 indicated that t-

table value was 2,08 and t-test value was 15,4. Therefore, it can be concluded that

statistically hypothesis of HI was accepted and the statistically hypothesis of

HOwas rejected. was meant that the scanning technique use of in teaching reading

comprehension could improve the students’ comprehension of reading.

By seeing the effectiveness of the students’ literal comprehension in reading .

It was concluded that the use of scanning technique reading comprehension in

literal in reading. It could be showed from the students’ reading test in pre-test and

post-test. In pre-test, some students were difficult to answer the questions and find

out main idea, conclusion. But, the students’ reading comprehension in post-test,

which the content of reading comprehension could understand. Then, the students

were easy to answer the questions and find out main idea.
 39

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting the Experimental Research about the Using After

conducting the Experimental Research about the Use of After conducting the

Experimental Research about the Use of scanning technique in teaching reading

comprehension and based on the writer findings in the previous chapter, the writer

concluded that:

1. The use of Scanning Technique is effective to increase the students’

literal reading comprehension in main idea, it was proved by the mean

score of literal comprehension before and after giving treatment is 69

becomes 77,2improve 11,8% with the t-test value main idea

comprehension is greater than t-table (7,8> 2,08).

B. .Suggestion

Based on the result of the data analysis and conclusion above the research

suggest:

1. The writer suggest to the English teacher to use scanning technique in

teaching reading comprehension to the students which is effective to

improve their ability in reading comprehension.

2. By following the procedure of scanning technique the students can be

improved their achievement especially in learning reading comprehension.

3. Teacher should be creative to manage the material for teaching such as

using scanning technique

39
 40

4. The teachers had better give more the material of reading to the students in

order to intensify the students achievement in English reading .

5. The students had better to keep on reading with various material of

reading.
 41

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Row score of the text

1. Pre-test of Main idea

Respondents Scoringin of number Calculating Final score

1 2 3 4 5 6 7 8
S-1 1,5 2 4 3 3 3 2 4 22,5/32X100 70
S-2 2 2 3 4 4 3 4 2 24/32X100 75
S-3 4 3 1 2 3 4 3 1 21/32X100 65
S-4 1,5 3 4 3 2 1 3 4 21,5/32X100 68
S-5 3 2 2 3 1 2 3 1,5 17,5/32X100 55
S-6 1 3 4 3 2 1 3 4 21/32X100 65
S-7 2 4 3 4 4 3 2 2 21/32X100 75
S-8 3 4 2 3 2 1 3 2 19/32X100 60
S-9 2 2 3 4 4 3 4 2 24/32X100 75
S-10 3,5 4 3 4 4 3 2 2 25,5/32X100 80
S-11 1 4 4 3 3 4 2 2 23/32X100 72
S-12 2 4 3 4 4 3 2 2 24/32X100 75
S-13 3 2 2 3 3 2 2 2 19/32X100 60
S-14 2 2 2 4 4 3 4 2 24/32X100 75
S-15 4 2 3 3 3 4 2 1,5 22,5/32X100 70
S-16 1,5 2 3 3 3 2 3 4 22,5/32X100 70
S-17 2 2 4 4 4 3 4 2 24/32X100 75
S-18 1 3 3 4 2 3 1 4 21/32X100 65
S-19 2 2 2 3 3 2 2 3 19/32X100 60
S-20 2 4 3 4 3 4 2 2 24/32X100 75
S-21 4 1 3 2 4 3 3 1 21/32X100 65
2. Post-test of Main Idea

Respondents Scoringin of number Calculating Final score

1 2 3 4 5 6 7 8
S-1 3,5 4 3 4 4 3 2 2 25,5/32X100 80

S-2 3 3 3 4 4 3 4 3 27/32X100 85

S-3 4 2 3 3 3 4 2 1,5 22,5/32X100 70

S-4 2 2 3 4 4 3 4 2 24/32X100 75

S-5 2 2 2 3 3 2 2 3 19/32X100 60

S-6 1,5 2 4 3 3 3 4 2 22,5/32X100 70

S-7 3,5 4 3 4 4 3 2 2 25,5/32X100 80

S-8 4 1 3 2 4 3 3 1 21/32X100 65
S-9 2 2 3 4 4 3 4 2 24/32X100 75

S-10 4 4 4 3 3 4 4 3 29/32X100 90

S-11 3,5 4 3 4 3 4 2 2 25,5/32X100 80

S-12 3,5 4 4 3 3 4 2 2 25,5/32X100 80

S-13 2 2 3 4 4 3 4 2 24/32X100 75

S-14 3 3 3 4 4 3 4 3 27/32X100 85
S-15 2 2 4 3 4 3 4 3,5 25,5/32X100 80

S-16 2 2 3 4 1 4 3 3,5 25,5/32X100 80

S-17 3 3 4 4 3 4 3 4 29/32X100 90

S-18 4 4 3 4 3 4 3 2 26/32X100 82

S-19 2 4 3 4 4 3 2 2 24/2132X100 75
S-20 2 2 3 3 4 3 4 3,5 25,5/32X100 80

S-21 1 3 4 3 2 1 3 4 21/32X100 65
3. Pre-test of Conclusion

Respondents Scoringin of number Calculating Final score

1 2

S-1 3 3 6/8X100 75
S-2 2,6 3 5,8/8X100 70
S-3 2 2,8 4,8/8X100 60
S-4 2,2 3 5,2/8X100 65
S-5 2,2 3 5,2/8X100 65
S-6 3 2,8 5,8/8X100 70
S-7 2,2 3 5,2/8X100 65
S-8 2 2,4 4,4/8X100 55
S-9 2,2 3 5,2/8X100 65
S-10 3 3 6/8X100 75
S-11 2,8 3 5,8/8X100 70
S-12 3 2,1 5,1/8X100 64
S-13 2 2,8 4,8/8X100 60
S-14 3 2,8 5,8/8X100 70
S-15 3 3 6,8X100 75
S-16 3 2,2 5,2/8X100 65
S-17 3 3,4 6,4/8X100 80
S-18 2,2 3 5,2/8X100 65
S-19 2,2 3 5,2/8X100 65
S-20 3 3 6/8X100 75
S-21 2 2,8 4,8/8X100 60
4. Post-test of Conclusion

Respondents Scoringin of number Calculating Final score

1 2

S-1 3 3,8 6,8/8X100 85

S-2 3 3,8 6,8/8X100 85

S-3 3,8 2 5,8/8X100 70

S-4 3 3 6/8X100 75

S-5 3 2,2 5,2/8X100 65

S-6 3 3 6/8X100 75

S-7 3,4 3 6,4/8X100 80

S-8 3 2,8 5,8/8X100 70

S-9 3,2 2 5,2/8X100 65

S-10 3,8 3 6,8/8X100 85

S-11 3 3 6/8X100 75

S-12 3 2,8 5,8/8X100 70

S-13 3,2 2 5,2/8X100 65

S-14 3,4 3 6,4/8X100 80

S-15 3,4 3,4 6,8X100 85

S-16 3 3 6/8X100 75

S-17 3,8 3 6,8/8X100 85

S-18 2,8 3 5,8/8X100 70

S-19 3 3 6/8X100 75

S-20 3,8 3 6,8/8X100 80

S-21 3 2,8 4,8/8X100 60

APPENDIX B.2

(Post test)

I remember the day when I first got Sandy, my 7 year old cat. I wanted to name her because she

was so cute. My older sister Michelle convinced me to name her Sandy Bucket instead; so we

could call her Sandy for short. I was so attached to Sandy. Every time I saw her, I couldn’t walk

away, I would just have to hug her. I even slept at the end of my bed, so I can hug her the whole

night even though I was freezing.

I always remember so many fun times with Sandy. Like when we would run and jump off the

end of our pier, and Sandy would chase after us. When I was scared or mad, I would just hug

Sandy and everything wouldn’t be so bad.

But one night, right before I went to bed, my mom let her out. While I went to sleep, my

mom went to call Sandy back in. But she didn’t come in, so I thought she maybe went inside my

neighbor’s house. As my mom and dad went outside to look for Sandy, I became really worried.

They couldn’t find he r. Every ten minutes they would go out to look for her, so I went to bed

hoping she was safe. I just thought she got lost and would come back tomorrow.

The next day was the worst. My mom woke us early and told me and my sister, Michelle,

that Sandy died last night. I was so sad and did not want to do anything that day. When I was

going to school, I could not stop crying. At school all my friends made me cards and tried to

make me stop crying, but I couldn’t. my teacher would always look at me and ask why I was

crying. Even my friends was crying with me.

When I got home I went to my room crying really loudly. I wanted to scream. I came

downstairs and hugged my mom. She said we could get another cat. Then, she was trying to find
a new cat on the internet. But I did not want another cat. I want Sandy. She never found one that

looked like Sandy or at the same age or even in the same kind.

That night I slept with my mom and we prayed for Sandy. I kept thinking she was a ghost at

the end of the bed, so I stayed closed to my mom. The next day I figured out that if Sandy was a

ghost, she would not scare me or haunt me. She would be waiting for me to play with her.

I still think about Sandy every day and wish she could come back.

Source: http://www.mertonschool.com (August 12,2012

1. The type of the text is …

a. Spoof

b. Newsitem

c. Recount

d. Narrative

e. Report

2. What is the main idea of the text …

a. Sandy’s dead

b. The lost of beloved cat

c. The careless of the writer’s mom

d. Looking for Sandy

e. The writer slept with her mom

3. How could the cat got lost?

a. The cat played with another cat

b. The neigbour kept the cat in his/her house

c. Someone took the cat to the remote area

d. The thief took the cat

e. The writer’s mom let the cat out one night

4. What did the writer’s mom do to support the writer?

a. She slept with the writer

b. She supported to the policeman

c. She was trying to find a new cat on the internet

d. She bought a new cat

e. She gave the writer money

5. What is the purpose of the text?

a. To tell you about past event

b. To describe a place

c. To tell you a joke

d. To tell you a story

e. to persuade you to do something

6. Which step does the writer use to write the text?

a. Thesis > argument > recommendation

 b. Orientation > events > re-orientation

c. Abstrak > orientation > crisis > reaction > coda

d. Orientation > evaluation > complication

e. Newsworthy events > background events > sources

7. What is the main idea of third paragraph?

a. I went to bed hoping she was safe

b. She would back tomorrow

c. Mom and dad went outside to look for Sandy

d. The writer’s mom went to call Sandy back in

e. The writer’s mom let Sandy out

One day I went to Bandung with my friend for a vacation. We went there on night bus when

we arrived in Cianjur, the bus stopped for a rest. I got of the bus to get a cup of coffee, but

my friend didn’t. He went to a mosque to pray. It took only a few minutes to pray, but when I

came out again the bus was not there. It had gone! Shocked and confused. I asked the

shopkeeper about the bus. She said that the bus had departed about five minutes ago.

I tried to call my friend on my cell phone, but the battery was running low. I couldn’t

do anything but hope and pray. After several minutes, my wish came true. The bus came

back! Got on the bus and walked to my seat. I was so ashamed when everybody on the bus

looked at me. I could feel my face turn red.

I asked my friend why she didn’t tell the driver that I was still outside.
 “I did, I told him several times that you were outside, but he said that you were in the

bus toilet because he saw a man going into the toilet,” my friend replied, laughing. The other

passengers smiled at me. I was so embarrassed.

8. What did the story tell us about ....?

a. The writer was left by the bus on his trip to Bandung

b. The writer arrived in Cianjur to visit his relatives

c. The writer could contact his friend with the cell phone

d. The writer got of the bus to get a cup a coffee

e. The writer and his friend enjoyed their trip to Bandung

9. What did the writer do when the bus stop for a rest in Cianjur ....?

a. drank a cup of coffee and prayed

b. bought souvenir and went to the toilet

c. drank a cup of coffee

d. drank a cup of milk and bought souvenir

e. drank a cup of coffee and went to the toilet

10. Why couldn’t the writer cell his friend?

a. He didn’t bring his cell phone

b. The battery was running low

 c. The writer’s cell phone was stolen

d. The writer’s cell phone was broken

e. There was not any signal in his cell phone

11. How did the writer fell?

a. He felt happy

b. He felt awful

c. He felt sad

d. He felt angry

e. He felt shy

ESSAY TEST

Sunday The Terrible

Last week was a terrible day for me. My cousin and I were playing football infront of the house

to spend time with us .

First, it was really fun until I kicked the ball too strong, so the ball leaded me to the window

and broke the window. When we want to escape, all of a sudden we all heard a loud voice. After

that, the owner of the house came out of the fence, he yelled at us. We are very afraid of her, but
we do not know what to do. Then, one of my cousins told us to run, we all ran, and suddenly we

heard the sound of skin. Then we know that homeowners allow dogs to chase us. And we were

struggling to run as fast as her as we can.

But, I fell down so the dog managed to capture me and bit my leg. It really hurts me. Then the

dog ran back into the house. My cousin took me to the doctor and told my parents . In the end,

the doctor said that I was exposed to rabies. Then I was hospitalized for one week more.

That's a terrible day of the week for me, may not happen to me again in his next week Sunday.

(sumber: brechonana.blogspot.)

1. What is the title of the story above ?

2. When was happening?

3. Why last week was a terrible day for the author?

4. Who is shouting?

5. What is said to be the cousin of the author?

APPENDIX. A
APPENDIX. B
APPENDIX .C
APPENDIX.D
APPENDIX B.1

(Pre- test )

Last week, my friend and I rode our bikes to the beach. It was only five kilometers

from our houses.

It was quite windy and there was hardly anyone there. It surprised us because

there were always many people coming there on the weekends. So, we had the beach

on our own. We bought some hot chips, rode our bikes, played in the water and sat

under the trees. We really had a great time.

( Sumber; http://kiyesoaluning.blogspot.)

1. Where did the story happen?

a. in a house c. at the store

b. in a water d. at the beach

2. How did they go to the beach?

a. by bicycles c. by bus

b. by car d. by boat

3. Who did the writer and his friend find when they reached the beach?

a. many people c. almost no one

b. many visitors d. foreign tourist

4. How did the writer think about the trip?

a. It was an unpleasant trip c. It was a funny trip

b. It was a horrible trip d. It was a good trip

5. “It was only five kilometers from our houses.” (line 1). The word “It” refers to….

a. bike c. beach

b. chip d. house

One day, I had to teach a new English class. I read the list of

new students’ names. It was kiddies’ group since they were about

9 and 10 years old.

That was the first day of The Spanish carnival, so I wanted to

wear the most appropriate suit for the children’s class. Most kids usually

dress up at carnival I thought. It would be more interesting if their teacher

was also in carnival spirit. That was why I decided to wear my teddy bear

suit and bring cuddly toys in my box

And that was what I did. I walked through the door happily. The director

watched me completely astonished. I smiled and looked straight at her.

With a man beside her, she said, “ Good afternoon. I’d like to introduce you

to Mr. Mendez, the director of Delta company. He is one of the participants

of English course that you will teach today.”

Oh my God! I nearly died! The secretary apologized to me for wrong

 details of my new class

6. The secretary apologized to the writer because……….

a. The writer wore his teddy bear suit

b. She did not remember the carnival day

c. She did not know Mr. Mendez was in the class

d. She has given the wrong details of the new class

7. Who is the main character in the story?

a. The writer c. The director

b.Mr. Mendez d.The secretary

On Thursday 24 April we went to the Botanical Gardens. We walked

down and boarded the bus.

After we arrived at the garden, we walked down to the Education Centre.

The third grade students went to have a look around. First, we went to

the first farm and Mrs. James read us some information. Then, we looked

at all the lovely plants. After that we went down to a little spot in the

Botanical Garden and had a morning tea break.

Next, we did sketching and then we met the fourth grade students at

the Education Centre to have lunch. Soon after that, it was time for us

to go and make our terrariums while the fourth year students went to have walk.

A lady took us into special room and introduced herself, then she explained

what we were going to do. Next, she took us to a pyramid terrarium. It was
 really interesting.

After we had finished, we met the fourth grade students outside the gardens.

Then we reboarded the bus and returned to school.

7. Most events mentioned in the text happened….

a. at the Education Centre

b. in the botanical garden

c. on the bus to Botanical Garden

d. outside the school

8. The writer of the text is….

a. a fourth grade students

b. a school teacher

c. a third grade students

d. Mr. and Mrs. James

9. What did the fourth grade students do after lunch?

a. They had a walk

b. They made their terrarium

c. They returned to school

d. They went to a pyramid terrarium

 10. What was the second activity of the writer during the excursion to the Botanical Garden?

a. Gathering at the Education Centre

b. Going to a small garden

c. Looking at the lovely plants

d. Visiting a beautiful lady

11. “It was very interesting.” (par. 4) What does the underlined word refer to?

a. A pyramid terrarium

b. A specific room

c. Education Centre

d. First farm

Essay Text

Sunday The Terrible

Last week was a terrible day for me. My cousin and I were playing football infront of the house

to spend time with us .

First, it was really fun until I kicked the ball too strong, so the ball leaded me to the window

and broke the window. When we want to escape, all of a sudden we all heard a loud voice. After

that, the owner of the house came out of the fence, he yelled at us. We are very afraid of her, but

we do not know what to do. Then, one of my cousins told us to run, we all ran, and suddenly we

heard the sound of skin. Then we know that home owners allow dogs to chase us. And we were
struggling to run as fast as her as we can.

But, I fell down so the dog managed to capture me and bit my leg. It really hurts me. Then the

dog ran back into the house. My cousin took me to the doctor and told my parents . In the end,

the doctor said that I was exposed to rabies. Then I was hospitalized for one week more.

That's a terrible day of the week for me, may not happen to me again in his next week Sunday

1. What is the title of the story above ?

2. When was happening?

3. Why last week was a terrible day for the author?

4. Who is shouting?

5. What is said to be the cousin of the author?

APPENDIX B .1

DOCUMENTATIONS
APPENDIX D.1

The Students’ Row of Pre-test and post-test

Pre-test Post-test
Respondents
Literal Interpretative Literal Interpretative
Comprehension Comprehension Comprehension Comprehension
Main Idea Conclusion Main Idea Conclusion

S-1 70 75 80 85
S-2 75 70 85 85
S-3 65 60 70 70
S-4 68 65 75 75
S-5 55 65 60 65
S-6 65 70 70 75
S-7 75 65 80 80
S-8 60 55 65 70
S-9 75 65 75 65
S-10 80 75 90 85
S-11 72 70 80 75
S-12 75 64 80 70
S-13 60 60 75 65
S-14 75 70 85 80
S-15 70 75 80 85
S-16 70 65 80 75
S-17 75 80 90 85
S-18 65 65 82 70
S-19 60 65 75 75
S-20 75 75 80 80
S-21 65 60 65 60
Total ∑ = 1622 ∑ = 1575
X= 1450 X= 1414
Mean Score X= 69 X= 67,3 X= 77,2 X= 75
(X)
APPENDIX D.2

The students’ mean score of pretest and posttest in reading for literal comprehension and

interpretative comprehension

a. The students’ mean score of pre-test and post-test in reading for literal comprehension
Σ
Pre-test: =

= 69 (Fairly Good)

Σ
Post-test: =

1622
=
21

= 77,2 (Good)

b. The students’ mean score of pre-test and post-test in reading for interpretive comprehension
Σ
Pre-test: =

1414
=
21

= 67,3 (Fairly Good)

Σ
Post-test: =

1575
=
21

= 75 (Good)
APPENDIX D.3

The percentage of the students’ development in reading comprehension

1. Literal Comprehension

= × 100%

,
= × 100%

8,2
= × 100%
69

= 11,8 %

2. Interpretive Comprehension

−
= × 100%

75 − 67,3
= × 100%
67,3

7,7
= × 100%
67,3

= 11,4 %
APPENDIX D.4

The students’ Scores of Pretest and Post-test , Gain/Difference between The

matched pairs (D), and Square of the Gain
Literal Comprehension Interpretative Comprehension
Respondents D (X2-X1) D2 D (X2-X1) D2

S-1 70 80 10 100 75 85 10 100

S-2 75 85 10 100 70 85 15 225
S-3 65 70 5 25 60 70 10 100
S-4 68 75 7 49 65 75 10 100
S-5 55 60 5 25 65 65 0 0
S-6 65 70 5 25 70 75 5 25
S-7 75 80 5 25 65 80 15 225
S-8 60 65 5 25 55 70 15 225
S-9 75 75 0 0 65 65 0 0
S-10 80 90 10 100 75 85 10 100
S-11 72 80 8 64 70 75 5 25
S-12 75 80 5 25 64 70 6 36
S-13 60 75 15 225 60 65 5 25
S-14 75 85 10 100 70 80 10 100
S-15 70 80 10 100 75 85 10 100
S-16 70 80 10 100 65 75 10 100
S-17 75 90 15 225 80 85 5 25
S-18 65 82 17 289 65 70 5 25
S-19 60 75 15 225 65 75 10 100
S-20 75 80 5 25 75 80 5 25
S-21 65 65 0 0 60 60 0 0
Total ∑ ∑ =1 ∑ =172 ∑ ∑ = ∑ =15 ∑ =161 ∑ =
1450 622 1852 1414 75 1661
APPENDIX D.5

The students’ mean score of gain (D) literal comprehension and interpretative
comprehension

a. The students’ Mean score of gain (D) literal comprehension

Md =
d
N

Md =

Md = 8,2

b. The students’ Mean score of gain (D) interpretive comprehension

Md =
d
N

Md =

Md = 7,6
APPENDIX D.6

Test of significance

a. Test of significance of Literal Comprehension

Md
T =
 d  2

d  N2

N  N  1

8,2

2
(172)
1852 
21
2121  1

8,2

29584
1852 
21
2121  1

8,2

1852  1408
420
8,2

444
420

8,2

1,05

8,2

1,02

 7 ,8
b. Test of significance of interpretive comprehension

Md
T =
 d  2

d  N 2

N N  1

7 ,6

1661 
161
2

21
2121  1

7 ,6

25921
1661 
21
2121  1

7 ,6

1661  1234
420
7 ,6

427
420

7 ,6

1,01

7 ,6

1,00

 7 ,6
APPENDIX D.7

Scoring Classification of the students pretest and posttest Literal and interpretive

Literal Comprehension Interpretative Comprehension

Classification Classifications Classifications Classifications
Respondents

S-1 70 Fairly Good 80 Good 75 Fairly Good 85 Good

S-2 75 Fairly Good 85 Good 70 Fairly Good 85 Good

S-3 65 Fairly 70 Good 60 Fairly 70 FairlyGood

S-4 68 Fairly Good 75 Fairly Good 65 Fairly 75 FairlyGood

S-5 55 Poor 60 Fairly 65 Fairly 65 Fairly

S-6 65 Fairly 70 Fairly Good 70 Fairly Good 75 Fairly Good

S-7 75 Fairly Good 80 Good 65 Fairly 80 Good

S-8 60 Fairly 65 Fairly 55 Poor 70 Fairly Good

S-9 75 Fairly Good 75 Fairly Good 65 Fairly 65 Fairly

S-10 80 Good 90 Very Good 75 Fairly Good 85 Good

S-11 72 Fairly Good 80 Good 70 Fairly Good 75 Fairly Good

S-12 Fairly Good 80 Good Fairly 70 Fairly Good

75 64
S-13 Fairly 75 Fairly Good Fairly 65 Fairly
60 60
S-14 75 Fairly Good 85 Good 70 Fairly Good 80 Good

S-15 70 Fairly Good 80 Good 75 Fairly Good 85 Good

S-16 70 Fairly Good 80 Good 65 Fairly 75 Fairly Good

S-17 75 Fairly Good 90 Very Good 80 Good 85 Good

S-18 65 Fairly 82 Good 65 Fairly 70 Fairly Good

S-19 60 Fairly 75 FairlyGood 65 Fairly 75 Fairly Good

S-20 75 Fairly Good 80 Good 75 Fairly Good 80 Good

S-21 65 Fairly 65 Fairly 60 Fairly 60 Fairly

APPENDIX D.8

The percentage of student’s achievement in Literal comprehension

1. Pre-test
No Classification Score Frequency Percentage
1 Excellent 96-100 0 0
2 Very Good 86-95 0 0
3 Good 76-85 1 %= 1/21x100=5%
4 Fairly Good 66-75 12 %= 12/21x100=57%
5 Fairly 56-65 7 %= 7/21x100=33%
6 Poor 36-55 1 %= 1/21x100=5%
7 Very Poor 0.0-35 0 0
Total 21 100%

2. Post-test

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0
2 Very Good 86-95 2 %= 2/21x100=10%
3 Good 76-85 11 %= 11/21x100=52 %
4 Fairly Good 66-75 5 %= 5/21x100=24%
5 Fairly 56-65 3 %= 3/21x100=14%
6 Poor 36-55 0 0
7 Very Poor 0.0-35 0 0
Total 21 100%

The percentage of student’s achievement in Interpretive comprehension

1. Pre-test
No Classification Score Frequency Percentage
1 Excellent 96-100 0 0
2 Very Good 86-95 0 0
3 Good 76-85 1 %= 1/21x100=5%
4 Fairly Good 66-75 8 %= 8/21x100=38%
5 Fairly 56-65 11 %= 11/21x100=52%
6 Poor 36-55 1 %= 1/21x100=5%
7 Very Poor 0.0-35 0 0
Total 21 100%
2. Post-test

No Classification Score Frequency Percentage

1 Excellent 96-100 0 0
2 Very Good 86-95 0 0
3 Good 76-85 8 %= 8/21x100=38%
4 Fairly Good 66-75 9 %= 9/21x100=43%
5 Fairly 56-65 4 %= 4/21x100=19%
6 Poor 36-55 0 0
7 Very Poor 0.0-35 0 0
Total 21 100%
APPENDIX D .9

TABLE DISTRIBUTION OF T-VALUE

Degree of freedom (df) = N – 1=21 – 1= 20, T- table= 2.08596
Pr 0.25 0.10 0.05 0.025 0.01 0.005 0.001
df 0.50 0.20 0.10 0.050 0.02 0.010 0.002
1 1.0000 3.07768 6.31375 12.7062 31.82052 63.65674 318.30
2 0.81650 1.88562 2.91999 4.302650 6.96456 9.92484 22.327
884
3 0.76480 1.63774 2.35336 3.18245 4.54070 5.84091 10.214
12
4 0.74079 1.53321 2.13185 2.77645 3.74695 4.60409 7.1731
53
5 0.72660 1.47588 2.01505 2.57058 3.36493 4.03214 5.89348
6 0.71759 1.43976 1.94318 2.44691 3.14267 3.70743 5.20763
7 0.71116 1.41492 1.89458 2.36462 2.99795 3.49948 4.78523
8 0.70634 1.39682 1.85955 2.30600 2.89646 3.35539 4.50079
9 0.70279 1.38303 1.83311 2.26216 2.82144 3.24984 4.29689
10 0.69982 1.37218 1.81246 2.22814 2.76377 3.16927 4.14371
11 0.69741 1.36343 1.79588 2.20099 2.71808 3.10581 4.02470
12 0.69545 1.35622 1.78229 2.17881 2.68100 3.05454 3.92960
13 0.69388 1.35017 1.77093 2.16037 2.65031 3.01228 3.85193
14 0.69243 1.34503 1.76131 2.14479 2.62449 2.97684 3.78738
15 0.69122 1.34061 1.75305 2.13145 2.60248 2.94671 3.73289
16 0.69010 1.33676 1.74588 2.11991 2.58349 2.92078 3.68613
17 0.68923 1.33338 1.73961 2.10982 2.56693 2.89823 3.64575
18 0.68830 1.33039 1.73406 2.10092 2.55238 2.87844 3.61047
19 0.68766 1.32773 1.72913 2.09302 2.53948 2.86093 3.57948
20 0.68692 1.32534 1.72472 2.08596 2.52798 2.84534 3.55180
21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136 3.52711
22 0.68585 1.32124 1.71714 2.07387 2.50832 2.81876 3.50495
23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734 3.48499
24 0.68481 1.31784 1.71088 2.06390 2.49216 2.79694 3.46676
25 0.68445 1.31635 1.70814 2.05954 2.48511 2.78744 3.45018
26 0.68403 1.31497 1.70562 2.05553 2.47863 2.77871 3.43509
27 0.68364 1.31370 1.70329 2.05183 2.47266 2.77068 3.42100
28 0.68338 1.31253 1.70113 2.04841 2.46714 2.76326 3.40813
29 0.68305 1.31143 1.69913 2.04523 2.46202 2.75639 3.39626
30 0.68274 1.31042 1.69726 2.04227 2.45726 2.75000 3.38514
31 0.68246 1.30946 1.69552 2.03951 2.45282 2.74404 3.37498
32 0.68229 1.30857 1.69389 2.03693 2.44868 2.73848 3.36530
33 0.68203 1.30774 1.69236 2.03452 2.44479 2.73328 3.35631
34 0.68170 1.30695 1.69092 2.03224 2.44115 2.72839 3.34794
35 0.68157 1.30621 1.68957 2.03011 2.43772 2.72381 3.34003
36 0.68136 1.30551 1.68830 2.02809 2.43449 2.71948 3.33265
37 0.68117 1.30485 1.68709 2.02619 2.43145 2.71541 3.32562
38 0.68108 1.30423 1.68595 2.02439 2.42857 2.71156 3.31903
39 0.68080 1.30364 1.68488 2.02269 2.42584 2.70791 3.31273
40 0.68063 1.30308 1.68385 2.02108 2.42326 2.70446 3.30689
7 (Subana, et al, 2005: 206) 8
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMPN 1 TIBUSSAN SATAP

Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/1
Materi Pokok :Teks tulis teks recount
Alokasi Waktu :2x 45 menit
Pertemuan ke :3

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotongroyong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan dapat 1.1.1 Menulis learning log yang
mempelajari bahasa Inggris sebagai mengungkapkan rasa
bahasa pengantar komunikasi syukur atas kesempatan
internasional yang diwujudkan dalam dapat belajar bahasa Inggris
semangat belajar.

2. 2.2 Menunjukkan perilaku jujur, 2.2.1 Bertanggung jawab atas

disiplin, dan bertanggung jawab dalam tindakan anggotanya saat
melaksanakan komunikasi menjadi pemimpin
transaksional dengan guru kelompok
dan teman. 2.2.2 Mengakui ketika
membuat kesalahan
2.2.3 Tidak menyalahkan orang
 lain atas tindakannya
sendiri
2.2.4 Melakukan hal-hal yang
dikatakan akan
dikerjakan tanpa
diingatkan orang lain
3. 3.9 Menganalisis fungsi social, struktur 3.9.1 Menentukan tujuan
teks, dan unsur kebahasaan dari teks komunikatif teks
recount tentang pengalaman, kejadian
dan peristiwa sederhana , sesuai 3.9.2 Mengidentifikasi struktur
dengan konteks penggunaan. teks

3.9.3 Mengidentifikasi unsur

kebahasaan teks

4. 4.14 Menyusun teks recount lisan dan tulis 4.14.1 Menyusun teks recount
tentang kegiatan, kejadian dan tentang pengalaman dengan
peristiwa, dengan memperhatikan struktur teks dan unsure
fungsi social, struktur teks, dan unsure kebahasaan yang benar.
kebahasaan yang benar dan sesuai 4.14.2 Menyampaikan teks recount
konteks. secara lisan tentang
pengalaman dengan struktur
teks dan unsur kebahasaan
yang benar.

C. Tujuan Pembelajaran

Pertemuan Pertama
Setelah diberikan recount textsiswa mampu:
1. Menentukan tujuan komunikatif teks berdasarkan teks yang diberikan dengan tepat
2. Mengidentifikasi struktur teks berdasarkan teks yang diberikan dengan tepat
3. Mengidentifikasi unsure kebahasaan dalam teks berdasarkan teks yang diberikan dengan
tepat.
4. Menyusun teks recounttentang pengalaman dengan struktur teks dan unsur kebahasaan
yang benar.
5. Menyampaikan teks recount secara lisan tentang pengalaman dengan struktur teks dan
unsur kebahasaan yang benar dan lancar.

D. Materi Pembelajaran
Pertemuan Pertama
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di masa lalu

Struktur Teks :
1. Orientation: Menyebutkan tindakan/ peristiwa/kejadian secara umum
2. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan
runtut
3. Re-orientation: Jika perlu, ada kesimpulan umum.

Unsur Kebahasaan:
1. Penyebutan kata benda dan kata ganti orang ketiga (pronoun): He, She, Rio
2. Menggunakan Simple Past Tense: we went to school yesterday.
3. Menggunakan chronological connection: then, first, second.
4. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
5. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
E. Metode Pembelajaran

1. Metode Ilmiah (scientific approach)

F. Mediadan Sumber Pembelajaran

1. Media
Gambar, LCD Projector, a unit of laptop

2. Sumber Pembelajaran
a). Buku Teks Wajib
b). Buku pelatihan bahasa Inggris kurikulum 2013
c). Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi
interpersonal dengan benar dan akurat
d). Contoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kaset
e). Modul Pembelajaran Bahasa Inggris kelas VIII
f). Modul “English in Focus” kelas VIII
g). Sumber dari internet:
 www.dailyenglish.com,
 http://americanenglish.state.gov/files/ae/resourcefiles,
 http://learnenglish.britishcouncil.org/en/
 www.google.com
 http://m.wikihow.com/Sample/Friendly-Invitation-Letter
  http://m.wikihow.com/Sample/Friendly-Missing-You-Letter
 http://m.wikihow.com/Sample/Letter-to-Mentor
 http://grammar.about.com/od.pq/g/personal-letter.htm

G. Langkah-langkah Kegiatan Pembelajaran

Pertemuan pertama

Pendahuluan 10’
Salam tegur sapa
Guru Siswa
1. Guru memberi salam (greeting). 1. Siswa menjawab salam.
2. Guru memeriksa kehadiran siswa. 2. Siswa mendengarkan saat guru
3. Guru memberi apersepsi dan memeriksa daftar kehadiran.
motivasi. 3. Siswa mendengarkan/ mengikuti
4. Guru mengajukan pertanyaan kegiatan untuk motivasi.
tentang kaitan antara pengetahuan 4. Siswa menjawab pertanyaan
sebelumnya dengan materi yang tentang pengetahuan materi
akan dipelajari. sebelumnya.
5. Guru menyampaikan tujuan 5. Siswa mendengarkan
pembelajaran. penyampaian guru tentang tujuan
6. Guru menyampaikan cakupan pembelajaran
materi dan uraian kegiatan. 6. Siswa mendengarkan
penyampaian guru tentang
cakupan materi dan uraian
kegiatan.
Kegiatan Inti 60’
Observing
Guru Siswa
1. Guru memberikan / 1. Siswa mengidentifikasi gambar
menyediakangambar tentang tentang recount text. (Activity 1)
recount text (Activity 1) 2. Siswa memperhatikan tentang
2. Guru menjelaskan tentang fungsi fungsi social, struktur teks,
social, struktur teks, maupun maupun format penulisan recount
format penulisan recount text. text. (Activity 2)
(Activity 2)
Questioning
Guru Siswa
1. Guru menyediakan berbagai 1. Siswa mengamati berbagai contoh
contoh recount text yang berbeda recount text yang diberikan dan
 untuk ditebak siswa dengan berfikir kritis. (Activity 3)
menyampaikan pertanyaan. 2. Siswa mempertanyakan
(Activity 3) perbedaan gambar tentang recount
2. Guru mengundang siswa untuk text yang disediakan.
bertanya tentangperbedaan
gambar recount text yang
disediakan.
Exploring
Guru Siswa
1. Guru memberikan recount text 1. Siswa menerima text recount
yang berbeda. (Activity 4) yang yang diberikan oleh guru
2. Guru menyuruh siswa menemukan (Activity 4)
kalimat yang menggunakan simple 2. Siswa mencoba menemukan
past tense yang ada pada bacaan. kalimat menggunakan simple past
3. Guru menjelaskan rumus simple tense yang terdapat pada bacaan.
past tense. 3. Siswa menyimak penjelasan guru
tentang simple past tense.
Associating
Guru Siswa
1. Guru membagi siswa dan 1. Siswa duduk berpasangan.
memerintahkan siswa untuk duduk (Activity 5)
berpasangan.(Activity 5) 2. Siswa membuat kalimat dengan
2. Guru memerintahkan siswa untuk menggunakan simple past tense
membuat kalimat menggunakan secara berpasangan.
simple past tense.
Communicating
Guru Siswa
1. Guru mempersiapkan topik untuk 1. Siswa memilih tema yang
dipilih oleh siswa (Activity 6) diberikan oleh guru. (Activity 6)
2. Guru menyuruh siswa untuk 2. Siswa menyusun recount text
menyusun recount text berdasarkan dengan tema yang telah dipilih.
tema yang dipilih 3. Siswa mengumpulkannya hasil
3. Guru mengoreksi recount text yang recount text kepada guru.
dihasilkan siswa.
Penutup 10’
Refleksi
Guru Siswa
1. Guru melakukan refleksi dan 1. Siswa mengikuti/ melakukan
menyimpulkan hal-hal yang refleksi dan mendengarkan
telah dipelajari. guru menyimpulkan hal-hal
 2. Guru menyampaikan informasi yang telah dipelajari.
tentang rencana kegiatan 2. Siswa memperhatikan
pembelajaran untuk pertemuan informasi tentang rencana
berikutnya. kegiatan pembelajaran untuk
3. Guru mengucapkan salam pertemuan berikutnya.
perpisahan. 3. Siswa menjawab salam
perpisahan.

Luwu,11 November 2017.

Mengetahui
Kepsek SMPN 1 TIBUSSAN.. Guru Mata Pelajaran

H.Mustapa,S.Pd Nurlela,S.Pd
NIP. 196608111989031011 NIP 197604062000122001
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMPN 1 TIBUSSAN SATAP

Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/1
Materi Pokok :Teks tulis teks recount
Alokasi Waktu :2x 45 menit
Pertemuan ke :1

A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan dapat 1.1.1 Menulis learning log yang
mempelajari bahasa Inggris sebagai mengungkapkan rasa
bahasa pengantar komunikasi syukur atas kesempatan
internasional yang diwujudkan dalam dapat belajar bahasa Inggris
semangat belajar.

2. 2.2 Menunjukkan perilaku jujur, 2.2.1 Bertanggung jawab atas

disiplin, dan bertanggung jawab dalam tindakan anggotanya saat
melaksanakan komunikasi menjadi pemimpin
transaksional dengan guru kelompok
dan teman. 2.2.2 Mengakui ketika
membuat kesalahan
2.2.3 Tidak menyalahkan orang
 lain atas tindakannya
sendiri
2.2.4 Melakukan hal-hal yang
dikatakan akan
dikerjakan tanpa
diingatkan orang lain
3. 3.9 Menganalisis fungsi social, struktur 3.9.1 Menentukan tujuan
teks, dan unsur kebahasaan dari teks komunikatif teks
recount tentang pengalaman, kejadian
dan peristiwa sederhana , sesuai 3.9.2 Mengidentifikasi struktur
dengan konteks penggunaan. teks

3.9.3 Mengidentifikasi unsur

kebahasaan teks

4. 4.14 Menyusun teks recount lisan dan tulis 4.14.1 Menyusun teks recount
tentang kegiatan, kejadian dan tentang pengalaman dengan
peristiwa, dengan memperhatikan struktur teks dan unsure
fungsi social, struktur teks, dan unsure kebahasaan yang benar.
kebahasaan yang benar dan sesuai 4.14.2 Menyampaikan teks recount
konteks. secara lisan tentang
pengalaman dengan struktur
teks dan unsur kebahasaan
yang benar.

C. Tujuan Pembelajaran

Pertemuan Pertama
Setelah diberikan recount textsiswa mampu:
1. Menentukan tujuan komunikatif teks berdasarkan teks yang diberikan dengan tepat
2. Mengidentifikasi struktur teks berdasarkan teks yang diberikan dengan tepat
3. Mengidentifikasi unsure kebahasaan dalam teks berdasarkan teks yang diberikan dengan
tepat.
4. Menyusun teks recount tentang pengalaman dengan struktur teks dan unsur kebahasaan
yang benar.
5. Menyampaikan teks recount secara lisan tentang pengalaman dengan struktur teks dan
unsur kebahasaan yang benar dan lancar.
D. Materi Pembelajaran

Pertemuan Pertama
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di masa lalu

Struktur Teks :
1. Orientation: Menyebutkan tindakan/ peristiwa/kejadian secara umum
2. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan
runtut
3. Re-orientation: Jika perlu, ada kesimpulan umum.

Unsur Kebahasaan:
1. Penyebutan kata benda dan kata ganti orang ketiga (pronoun): He, She, Rio
2. Menggunakan Simple Past Tense: we went to school yesterday.
3. Menggunakan chronological connection: then, first, second.
4. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
5. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
E. Metode Pembelajaran

1. Metode Ilmiah (scientific approach)

F. Mediadan Sumber Pembelajaran

1. Media
Gambar, LCD Projector, a unit of laptop

2. Sumber Pembelajaran
a). Buku Teks Wajib
b). Buku pelatihan bahasa Inggris kurikulum 2013
c). Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi
interpersonal dengan benar dan akurat
d). Contoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kaset
e). Modul Pembelajaran Bahasa Inggris kelas VIII
f). Modul “English in Focus” kelas VIII
g). Sumber dari internet:
 www.dailyenglish.com,
 http://americanenglish.state.gov/files/ae/resourcefiles,
 http://learnenglish.britishcouncil.org/en/
  www.google.com
 http://m.wikihow.com/Sample/Friendly-Invitation-Letter
 http://m.wikihow.com/Sample/Friendly-Missing-You-Letter
 http://m.wikihow.com/Sample/Letter-to-Mentor
 http://grammar.about.com/od.pq/g/personal-letter.htm

G. Langkah-langkah Kegiatan Pembelajaran

Pertemuan pertama

Pendahuluan 10’
Salam tegur sapa
Guru Siswa
1. Guru memberi salam (greeting). 1. Siswa menjawab salam.
2. Guru memeriksa kehadiran siswa. 2. Siswa mendengarkan saat guru
3. Guru memberi apersepsi dan memeriksa daftar kehadiran.
motivasi. 3. Siswa mendengarkan/ mengikuti
4. Guru mengajukan pertanyaan kegiatan untuk motivasi.
tentang kaitan antara pengetahuan 4. Siswa menjawab pertanyaan
sebelumnya dengan materi yang tentang pengetahuan materi
akan dipelajari. sebelumnya.
5. Guru menyampaikan tujuan 5. Siswa mendengarkan
pembelajaran. penyampaian guru tentang tujuan
6. Guru menyampaikan cakupan pembelajaran
materi dan uraian kegiatan. 6. Siswa mendengarkan
penyampaian guru tentang
cakupan materi dan uraian
kegiatan.
Kegiatan Inti 60’
Observing
Guru Siswa
1. Guru memberikan / 1. Siswa mengidentifikasi gambar
menyediakangambar tentang tentang recount text. (Activity 1)
recount text (Activity 1) 2. Siswa memperhatikan tentang
2. Guru menjelaskan tentang fungsi fungsi social, struktur teks,
social, struktur teks, maupun maupun format penulisan recount
format penulisan recount text. text. (Activity 2)
(Activity 2)
Questioning
Guru Siswa
1. Guru menyediakan berbagai 1. Siswa mengamati berbagai contoh
contoh recount text yang berbeda recount text yang diberikan dan
untuk ditebak siswa dengan berfikir kritis. (Activity 3)
menyampaikan pertanyaan. 2. Siswa mempertanyakan
(Activity 3) perbedaan gambar tentang recount
2. Guru mengundang siswa untuk text yang disediakan.
bertanya tentangperbedaan
gambar recount text yang
disediakan.
Exploring
Guru Siswa
1. Guru memberikan recount text 1. Siswa menerima text recount
yang berbeda. (Activity 4) yang yang diberikan oleh guru
2. Guru menyuruh siswa menemukan (Activity 4)
kalimat yang menggunakan simple 2. Siswa mencoba menemukan
past tense yang ada pada bacaan. kalimat menggunakan simple past
3. Guru menjelaskan rumus simple tense yang terdapat pada bacaan.
past tense. 3. Siswa menyimak penjelasan guru
tentang simple past tense.
Associating
Guru Siswa
1. Guru membagi siswa dan 1. Siswa duduk berpasangan.
memerintahkan siswa untuk duduk (Activity 5)
berpasangan.(Activity 5) 2. Siswa membuat kalimat dengan
2. Guru memerintahkan siswa untuk menggunakan simple past tense
membuat kalimat menggunakan secara berpasangan.
simple past tense.
Communicating
Guru Siswa
1. Guru mempersiapkan topik untuk 1. Siswa memilih tema yang
dipilih oleh siswa (Activity 6) diberikan oleh guru. (Activity 6)
2. Guru menyuruh siswa untuk 2. Siswa menyusun recount text
menyusun recount text berdasarkan dengan tema yang telah dipilih.
tema yang dipilih 3. Siswa mengumpulkannya hasil
3. Guru mengoreksi recount text yang recount text kepada guru.
dihasilkan siswa.
Penutup 10’
Refleksi
Guru Siswa
1. Guru melakukan refleksi dan 1. Siswa mengikuti/ melakukan
 menyimpulkan hal-hal yang refleksi dan mendengarkan
telah dipelajari. guru menyimpulkan hal-hal
2. Guru menyampaikan informasi yang telah dipelajari.
tentang rencana kegiatan 2. Siswa memperhatikan
pembelajaran untuk pertemuan informasi tentang rencana
berikutnya. kegiatan pembelajaran untuk
3. Guru mengucapkan salam pertemuan berikutnya.
perpisahan. 3. Siswa menjawab salam
perpisahan.

Luwu,11 November 2017.

Mengetahui
Kepsek SMPN 1 TIBUSSAN.. Guru Mata Pelajaran

H.Mustapa,S.Pd Nurlela,S.Pd
NIP. 196608111989031011 NIP 197604062000122001
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMPN 1 TIBUSSAN SATAP

Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/1
Materi Pokok :Teks tulis teks recount
Alokasi Waktu :2x 45 menit
Pertemuan ke :2

H. Kompetensi Inti
KI : Menghargai dan menghayati ajaran agama yang dianutnya
1
KI : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
2 (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
3 berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
KI : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
4 merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori

I. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan dapat 1.1.1 Menulis learning log yang
mempelajari bahasa Inggris sebagai mengungkapkan rasa syukur atas
bahasa pengantar komunikasi kesempatan dapat belajar bahasa
internasional yang diwujudkan dalam Inggris
semangat belajar.

2. 2.2 Menunjukkan perilaku jujur, 2.2.1 Bertanggung jawab atas

disiplin, dan bertanggung jawab dalam tindakan anggotanya saat menjadi
melaksanakan komunikasi pemimpin kelompok
transaksional dengan guru 2.2.2 Mengakui ketika
dan teman. membuat kesalahan
 2.2.3 Tidak menyalahkan orang
lain atas tindakannya sendiri
2.2.4 Melakukan hal-hal yang
dikatakan akan
dikerjakan tanpa
diingatkan orang lain
3. 3.9 Menganalisis fungsi social, struktur 3.9.1 Menentukan tujuan
teks, dan unsur kebahasaan dari teks komunikatif teks
recount tentang pengalaman, kejadian
dan peristiwa sederhana , sesuai 3.9.2 Mengidentifikasi struktur
dengan konteks penggunaan. teks

3.9.3 Mengidentifikasi unsur

kebahasaan teks

4. 4.1 Menyusun teks recount lisan dan tulis 4.14.1 Menyusun teks recount
4 tentang kegiatan, kejadian dan tentang pengalaman dengan
peristiwa, dengan memperhatikan struktur teks dan unsure kebahasaan
fungsi social, struktur teks, dan unsure yang benar.
kebahasaan yang benar dan sesuai 4.14.2 Menyampaikan teks recount
konteks. secara lisan tentang pengalaman
dengan struktur teks dan unsur
kebahasaan yang benar.

J. Tujuan Pembelajaran

Pertemuan Pertama
Setelah diberikan recount textsiswa mampu:
6. Menentukan tujuan komunikatif teks berdasarkan teks yang diberikan dengan tepat
7. Mengidentifikasi struktur teks berdasarkan teks yang diberikan dengan tepat
8. Mengidentifikasi unsure kebahasaan dalam teks berdasarkan teks yang diberikan dengan
tepat.
9. Menyusun teks recount tentang pengalaman dengan struktur teks dan unsur kebahasaan
yang benar.
10. Menyampaikan teks recount secara lisan tentang pengalaman dengan struktur teks dan
unsur kebahasaan yang benar dan lancar.

K. Materi Pembelajaran
Pertemuan Pertama
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di masa lalu

Struktur Teks :
4. Orientation: Menyebutkan tindakan/ peristiwa/kejadian secara umum
5. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan runtut
6. Re-orientation: Jika perlu, ada kesimpulan umum.

Unsur Kebahasaan:
6. Penyebutan kata benda dan kata ganti orang ketiga (pronoun): He, She, Rio
7. Menggunakan Simple Past Tense: we went to school yesterday.
8. Menggunakan chronological connection: then, first, second.
9. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
10. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
L. Metode Pembelajaran

2. Metode Ilmiah (scientific approach)

M. Mediadan Sumber Pembelajaran

1. Media
Gambar, LCD Projector, a unit of laptop

2. Sumber Pembelajaran
h). Buku Teks Wajib
i). Buku pelatihan bahasa Inggris kurikulum 2013
j). Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi
interpersonal dengan benar dan akurat
k). Contoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kaset
l). Modul Pembelajaran Bahasa Inggris kelas VIII
m). Modul “English in Focus” kelas VIII
n). Sumber dari internet:
 www.dailyenglish.com,
 http://americanenglish.state.gov/files/ae/resourcefiles,
 http://learnenglish.britishcouncil.org/en/
 www.google.com
 http://m.wikihow.com/Sample/Friendly-Invitation-Letter
 http://m.wikihow.com/Sample/Friendly-Missing-You-Letter
 http://m.wikihow.com/Sample/Letter-to-Mentor
 http://grammar.about.com/od.pq/g/personal-letter.htm
 N. Langkah-langkah Kegiatan Pembelajaran

Pertemuan pertama

Pendahuluan 10’
Salam tegur sapa
Guru Siswa
7. Guru memberi salam (greeting). 7. Siswa menjawab salam.
8. Guru memeriksa kehadiran siswa. 8. Siswa mendengarkan saat
9. Guru memberi apersepsi dan guru memeriksa daftar
motivasi. kehadiran.
10. Guru mengajukan pertanyaan 9. Siswa mendengarkan/
tentang kaitan antara pengetahuan mengikuti kegiatan untuk
sebelumnya dengan materi yang motivasi.
akan dipelajari. 10. Siswa menjawab pertanyaan
11. Guru menyampaikan tujuan tentang pengetahuan materi
pembelajaran. sebelumnya.
12. Guru menyampaikan cakupan 11. Siswa mendengarkan
materi dan uraian kegiatan. penyampaian guru tentang
tujuan pembelajaran
12. Siswa mendengarkan
penyampaian guru tentang
cakupan materi dan uraian
kegiatan.
Kegiatan Inti 60’
Observing
Guru Siswa
3. Guru memberikan / 3. Siswa mengidentifikasi
menyediakangambar tentang gambar tentang recount text.
recount text (Activity 1) (Activity 1)
4. Guru menjelaskan tentang fungsi 4. Siswa memperhatikan
social, struktur teks, maupun tentang fungsi social, struktur
format penulisan recount text. teks, maupun format
(Activity 2) penulisan recount text.
(Activity 2)
Questioning
Guru Siswa
3. Guru menyediakan berbagai 1. Siswa mengamati berbagai
contoh recount text yang contoh recount text yang
 berbeda untuk ditebak siswa diberikan dan berfikir kritis.
dengan menyampaikan (Activity 3)
pertanyaan. (Activity 3) 2. Siswa mempertanyakan
4. Guru mengundang siswa untuk perbedaan gambar tentang
bertanya tentangperbedaan recount text yang disediakan.
gambar recount text yang
disediakan.
Exploring
Guru Siswa
4. Guru memberikan recount text 4. Siswa menerima text recount
yang berbeda. (Activity 4) yang yang diberikan oleh guru
5. Guru menyuruh siswa (Activity 4)
menemukan kalimat yang 5. Siswa mencoba menemukan
menggunakan simple past kalimat menggunakan simple
tense yang ada pada bacaan. past tense yang terdapat pada
6. Guru menjelaskan rumus bacaan.
simple past tense. 6. Siswa menyimak penjelasan
guru tentang simple past
tense.
Associating
Guru Siswa
3. Guru membagi siswa dan 3. Siswa duduk berpasangan.
memerintahkan siswa untuk (Activity 5)
duduk berpasangan.(Activity 5) 4. Siswa membuat kalimat
4. Guru memerintahkan siswa dengan menggunakan simple
untuk membuat kalimat past tense secara berpasangan.
menggunakan simple past
tense.
Communicating
Guru Siswa
4. Guru mempersiapkan topik 4. Siswa memilih tema yang
untuk dipilih oleh siswa diberikan oleh guru. (Activity
(Activity 6) 6)
5. Guru menyuruh siswa untuk 5. Siswa menyusun recount text
menyusun recount text dengan tema yang telah
berdasarkan tema yang dipilih dipilih.
6. Guru mengoreksi recount text 6. Siswa mengumpulkannya
yang dihasilkan siswa. hasil recount text kepada
guru.
Penutup 10’
 Refleksi
Guru Siswa
4. Guru melakukan refleksi dan 4. Siswa mengikuti/ melakukan
menyimpulkan hal-hal yang refleksi dan mendengarkan
telah dipelajari. guru menyimpulkan hal-hal
5. Guru menyampaikan informasi yang telah dipelajari.
tentang rencana kegiatan 5. Siswa memperhatikan
pembelajaran untuk pertemuan informasi tentang rencana
berikutnya. kegiatan pembelajaran untuk
6. Guru mengucapkan salam pertemuan berikutnya.
perpisahan. 6. Siswa menjawab salam
perpisahan.

Luwu,11 November 2017.

Mengetahui
Kepsek SMPN 1 TIBUSSAN.. Guru Mata Pelajaran

H.Mustapa,S.Pd Nurlela,S.Pd
NIP. 196608111989031011 NIP 197604062000122001
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMPN 1 TIBUSSAN SATAP

Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/1
Materi Pokok :Teks tulis teks recount
Alokasi Waktu :2x 45 menit
Pertemuan ke :4

O. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori

P. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan dapat 1.1.1 Menulis learning log yang
mempelajari bahasa Inggris sebagai mengungkapkan rasa
bahasa pengantar komunikasi syukur atas kesempatan
internasional yang diwujudkan dalam dapat belajar bahasa Inggris
semangat belajar.

2. 2.2 Menunjukkan perilaku jujur, 2.2.1 Bertanggung jawab atas

disiplin, dan bertanggung jawab dalam tindakan anggotanya saat
melaksanakan komunikasi menjadi pemimpin
transaksional dengan guru kelompok
dan teman. 2.2.2 Mengakui ketika
 membuat kesalahan
2.2.3 Tidak menyalahkan orang
lain atas tindakannya
sendiri
2.2.4 Melakukan hal-hal yang
dikatakan akan
dikerjakan tanpa
diingatkan orang lain
3. 3.9 Menganalisis fungsi social, struktur 3.9.1 Menentukan tujuan
teks, dan unsur kebahasaan dari teks komunikatif teks
recount tentang pengalaman, kejadian
dan peristiwa sederhana , sesuai 3.9.2 Mengidentifikasi struktur
dengan konteks penggunaan. teks

3.9.3 Mengidentifikasi unsur

kebahasaan teks

4. 4.14 Menyusun teks recount lisan dan tulis 4.14.1 Menyusun teks recount
tentang kegiatan, kejadian dan tentang pengalaman dengan
peristiwa, dengan memperhatikan struktur teks dan unsure
fungsi social, struktur teks, dan unsure kebahasaan yang benar.
kebahasaan yang benar dan sesuai 4.14.2 Menyampaikan teks recount
konteks. secara lisan tentang
pengalaman dengan struktur
teks dan unsur kebahasaan
yang benar.

Q. Tujuan Pembelajaran

Pertemuan Pertama
Setelah diberikan recount textsiswa mampu:
11. Menentukan tujuan komunikatif teks berdasarkan teks yang diberikan dengan tepat
12. Mengidentifikasi struktur teks berdasarkan teks yang diberikan dengan tepat
13. Mengidentifikasi unsure kebahasaan dalam teks berdasarkan teks yang diberikan dengan
tepat.
14. Menyusun teks recount tentang pengalaman dengan struktur teks dan unsur kebahasaan
yang benar.
15. Menyampaikan teks recount secara lisan tentang pengalaman dengan struktur teks dan
unsur kebahasaan yang benar dan lancar.
R. Materi Pembelajaran

Pertemuan Pertama
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di masa lalu

Struktur Teks :
7. Orientation: Menyebutkan tindakan/ peristiwa/kejadian secara umum
8. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan
runtut
9. Re-orientation: Jika perlu, ada kesimpulan umum.

Unsur Kebahasaan:
11. Penyebutan kata benda dan kata ganti orang ketiga (pronoun): He, She, Rio
12. Menggunakan Simple Past Tense: we went to school yesterday.
13. Menggunakan chronological connection: then, first, second.
14. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
15. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
S. Metode Pembelajaran

3. Metode Ilmiah (scientific approach)

T. Mediadan Sumber Pembelajaran

1. Media
Gambar, LCD Projector, a unit of laptop

2. Sumber Pembelajaran
o). Buku Teks Wajib
p). Buku pelatihan bahasa Inggris kurikulum 2013
q). Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi
interpersonal dengan benar dan akurat
r). Contoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kaset
s). Modul Pembelajaran Bahasa Inggris kelas VIII
t). Modul “English in Focus” kelas VIII
u). Sumber dari internet:
 www.dailyenglish.com,
 http://americanenglish.state.gov/files/ae/resourcefiles,
 http://learnenglish.britishcouncil.org/en/
  www.google.com
 http://m.wikihow.com/Sample/Friendly-Invitation-Letter
 http://m.wikihow.com/Sample/Friendly-Missing-You-Letter
 http://m.wikihow.com/Sample/Letter-to-Mentor
 http://grammar.about.com/od.pq/g/personal-letter.htm

U. Langkah-langkah Kegiatan Pembelajaran

Pertemuan pertama

Pendahuluan 10’
Salam tegur sapa
Guru Siswa
13. Guru memberi salam (greeting). 13. Siswa menjawab salam.
14. Guru memeriksa kehadiran siswa. 14. Siswa mendengarkan saat guru
15. Guru memberi apersepsi dan memeriksa daftar kehadiran.
motivasi. 15. Siswa mendengarkan/ mengikuti
16. Guru mengajukan pertanyaan kegiatan untuk motivasi.
tentang kaitan antara pengetahuan 16. Siswa menjawab pertanyaan
sebelumnya dengan materi yang tentang pengetahuan materi
akan dipelajari. sebelumnya.
17. Guru menyampaikan tujuan 17. Siswa mendengarkan
pembelajaran. penyampaian guru tentang tujuan
18. Guru menyampaikan cakupan pembelajaran
materi dan uraian kegiatan. 18. Siswa mendengarkan
penyampaian guru tentang
cakupan materi dan uraian
kegiatan.
Kegiatan Inti 60’
Observing
Guru Siswa
5. Guru memberikan / 5. Siswa mengidentifikasi gambar
menyediakangambar tentang tentang recount text. (Activity 1)
recount text (Activity 1) 6. Siswa memperhatikan tentang
6. Guru menjelaskan tentang fungsi fungsi social, struktur teks,
social, struktur teks, maupun maupun format penulisan recount
format penulisan recount text. text. (Activity 2)
(Activity 2)
Questioning
Guru Siswa
5. Guru menyediakan berbagai 1. Siswa mengamati berbagai contoh
contoh recount text yang berbeda recount text yang diberikan dan
untuk ditebak siswa dengan berfikir kritis. (Activity 3)
menyampaikan pertanyaan. 2. Siswa mempertanyakan
(Activity 3) perbedaan gambar tentang recount
6. Guru mengundang siswa untuk text yang disediakan.
bertanya tentangperbedaan
gambar recount text yang
disediakan.
Exploring
Guru Siswa
7. Guru memberikan recount text 7. Siswa menerima text recount
yang berbeda. (Activity 4) yang yang diberikan oleh guru
8. Guru menyuruh siswa menemukan (Activity 4)
kalimat yang menggunakan simple 8. Siswa mencoba menemukan
past tense yang ada pada bacaan. kalimat menggunakan simple past
9. Guru menjelaskan rumus simple tense yang terdapat pada bacaan.
past tense. 9. Siswa menyimak penjelasan guru
tentang simple past tense.
Associating
Guru Siswa
5. Guru membagi siswa dan 5. Siswa duduk berpasangan.
memerintahkan siswa untuk duduk (Activity 5)
berpasangan.(Activity 5) 6. Siswa membuat kalimat dengan
6. Guru memerintahkan siswa untuk menggunakan simple past tense
membuat kalimat menggunakan secara berpasangan.
simple past tense.
Communicating
Guru Siswa
7. Guru mempersiapkan topik untuk 7. Siswa memilih tema yang
dipilih oleh siswa (Activity 6) diberikan oleh guru. (Activity 6)
8. Guru menyuruh siswa untuk 8. Siswa menyusun recount text
menyusun recount text berdasarkan dengan tema yang telah dipilih.
tema yang dipilih 9. Siswa mengumpulkannya hasil
9. Guru mengoreksi recount text yang recount text kepada guru.
dihasilkan siswa.
Penutup 10’
Refleksi
Guru Siswa
7. Guru melakukan refleksi dan 7. Siswa mengikuti/ melakukan
 menyimpulkan hal-hal yang refleksi dan mendengarkan
telah dipelajari. guru menyimpulkan hal-hal
8. Guru menyampaikan informasi yang telah dipelajari.
tentang rencana kegiatan 8. Siswa memperhatikan
pembelajaran untuk pertemuan informasi tentang rencana
berikutnya. kegiatan pembelajaran untuk
9. Guru mengucapkan salam pertemuan berikutnya.
perpisahan. 9. Siswa menjawab salam
perpisahan.

Luwu,11 November 2017.

Mengetahui
Kepsek SMPN 1 TIBUSSAN.. Guru Mata Pelajaran

H.Mustapa,S.Pd Nurlela,S.Pd
NIP. 196608111989031011 NIP 197604062000122001
 RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Satuan Pendidikan : SMPN 1 TIBUSSAN SATAP

Mata Pelajaran : Bahasa Inggris
Kelas/semester : VIII/1
Materi Pokok :Teks tulis teks recount
Alokasi Waktu :2x 45 menit
Pertemuan ke :1

V. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif
dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya
KI 3 : Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya
terkait fenomena dan kejadian tampak mata
KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai,
merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca,
menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di
sekolah dan sumber lain yang sama dalam sudut pandang/teori

W. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

No. Kompetensi Dasar Indikator Pencapaian Kompetensi
1. 1.1 Mensyukuri kesempatan dapat 1.1.1 Menulis learning log yang
mempelajari bahasa Inggris sebagai mengungkapkan rasa
bahasa pengantar komunikasi syukur atas kesempatan
internasional yang diwujudkan dalam dapat belajar bahasa Inggris
semangat belajar.

2. 2.2 Menunjukkan perilaku jujur, 2.2.1 Bertanggung jawab atas

disiplin, dan bertanggung jawab dalam tindakan anggotanya saat
melaksanakan komunikasi menjadi pemimpin
transaksional dengan guru kelompok
dan teman. 2.2.2 Mengakui ketika
membuat kesalahan
 2.2.3 Tidak menyalahkan orang
lain atas tindakannya
sendiri
2.2.4 Melakukan hal-hal yang
dikatakan akan
dikerjakan tanpa
diingatkan orang lain
3. 3.9 Menganalisis fungsi social, struktur 3.9.1 Menentukan tujuan
teks, dan unsur kebahasaan dari teks komunikatif teks
recount tentang pengalaman, kejadian
dan peristiwa sederhana , sesuai 3.9.2 Mengidentifikasi struktur
dengan konteks penggunaan. teks

3.9.3 Mengidentifikasi unsur

kebahasaan teks

4. 4.14 Menyusun teks recount lisan dan tulis 4.14.1 Menyusun teks recount
tentang kegiatan, kejadian dan tentang pengalaman dengan
peristiwa, dengan memperhatikan struktur teks dan unsure
fungsi social, struktur teks, dan unsure kebahasaan yang benar.
kebahasaan yang benar dan sesuai 4.14.2 Menyampaikan teks recount
konteks. secara lisan tentang
pengalaman dengan struktur
teks dan unsur kebahasaan
yang benar.

X. Tujuan Pembelajaran

Pertemuan Pertama
Setelah diberikan recount textsiswa mampu:
16. Menentukan tujuan komunikatif teks berdasarkan teks yang diberikan dengan tepat
17. Mengidentifikasi struktur teks berdasarkan teks yang diberikan dengan tepat
18. Mengidentifikasi unsure kebahasaan dalam teks berdasarkan teks yang diberikan dengan
tepat.
19. Menyusun teks recount tentang pengalaman dengan struktur teks dan unsur kebahasaan
yang benar.
20. Menyampaikan teks recount secara lisan tentang pengalaman dengan struktur teks dan
unsur kebahasaan yang benar dan lancar.
Y. Materi Pembelajaran

Pertemuan Pertama
Fungsi Sosial : menceritakan kembali kejadian atau pengalaman di masa lalu

Struktur Teks :
10. Orientation: Menyebutkan tindakan/ peristiwa/kejadian secara umum
11. Event: Menyebutkan urutan tindakan/ kejadian/peristiwa secara kronologis, dan
runtut
12. Re-orientation: Jika perlu, ada kesimpulan umum.

Unsur Kebahasaan:
16. Penyebutan kata benda dan kata ganti orang ketiga (pronoun): He, She, Rio
17. Menggunakan Simple Past Tense: we went to school yesterday.
18. Menggunakan chronological connection: then, first, second.
19. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
20. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara lisan
Z. Metode Pembelajaran

4. Metode Ilmiah (scientific approach)

AA.Mediadan Sumber Pembelajaran

1. Media
Gambar, LCD Projector, a unit of laptop

2. Sumber Pembelajaran
v). Buku Teks Wajib
w). Buku pelatihan bahasa Inggris kurikulum 2013
x). Keteladan ucapan dan tindakan guru menggnakan setiap tindakan komunikasi
interpersonal dengan benar dan akurat
y). Contoh peragaan dalam bentuk rekaman audio CD/ VCD/ DVD/ kaset
z). Modul Pembelajaran Bahasa Inggris kelas VIII
aa).Modul “English in Focus” kelas VIII
bb). Sumber dari internet:
 www.dailyenglish.com,
 http://americanenglish.state.gov/files/ae/resourcefiles,
 http://learnenglish.britishcouncil.org/en/
 www.google.com
  http://m.wikihow.com/Sample/Friendly-Invitation-Letter
 http://m.wikihow.com/Sample/Friendly-Missing-You-Letter
 http://m.wikihow.com/Sample/Letter-to-Mentor
 http://grammar.about.com/od.pq/g/personal-letter.htm

BB. Langkah-langkah Kegiatan Pembelajaran

Pertemuan pertama

Pendahuluan 10’
Salam tegur sapa
Guru Siswa
19. Guru memberi salam (greeting). 19. Siswa menjawab salam.
20. Guru memeriksa kehadiran siswa. 20. Siswa mendengarkan saat guru
21. Guru memberi apersepsi dan memeriksa daftar kehadiran.
motivasi. 21. Siswa mendengarkan/ mengikuti
22. Guru mengajukan pertanyaan kegiatan untuk motivasi.
tentang kaitan antara pengetahuan 22. Siswa menjawab pertanyaan
sebelumnya dengan materi yang tentang pengetahuan materi
akan dipelajari. sebelumnya.
23. Guru menyampaikan tujuan 23. Siswa mendengarkan
pembelajaran. penyampaian guru tentang tujuan
24. Guru menyampaikan cakupan pembelajaran
materi dan uraian kegiatan. 24. Siswa mendengarkan
penyampaian guru tentang
cakupan materi dan uraian
kegiatan.
Kegiatan Inti 60’
Observing
Guru Siswa
7. Guru memberikan / 7. Siswa mengidentifikasi gambar
menyediakangambar tentang tentang recount text. (Activity 1)
recount text (Activity 1) 8. Siswa memperhatikan tentang
8. Guru menjelaskan tentang fungsi fungsi social, struktur teks,
social, struktur teks, maupun maupun format penulisan recount
format penulisan recount text. text. (Activity 2)
(Activity 2)
Questioning
Guru Siswa
7. Guru menyediakan berbagai 1. Siswa mengamati berbagai contoh
 contoh recount text yang berbeda recount text yang diberikan dan
untuk ditebak siswa dengan berfikir kritis. (Activity 3)
menyampaikan pertanyaan. 2. Siswa mempertanyakan
(Activity 3) perbedaan gambar tentang recount
8. Guru mengundang siswa untuk text yang disediakan.
bertanya tentangperbedaan
gambar recount text yang
disediakan.
Exploring
Guru Siswa
10. Guru memberikan recount text 10. Siswa menerima text recount
yang berbeda. (Activity 4) yang yang diberikan oleh guru
11. Guru menyuruh siswa (Activity 4)
menemukan kalimat yang 11. Siswa mencoba menemukan
menggunakan simple past tense kalimat menggunakan simple past
yang ada pada bacaan. tense yang terdapat pada bacaan.
12. Guru menjelaskan rumus 12. Siswa menyimak penjelasan
simple past tense. guru tentang simple past tense.
Associating
Guru Siswa
7. Guru membagi siswa dan 7. Siswa duduk berpasangan.
memerintahkan siswa untuk duduk (Activity 5)
berpasangan.(Activity 5) 8. Siswa membuat kalimat dengan
8. Guru memerintahkan siswa untuk menggunakan simple past tense
membuat kalimat menggunakan secara berpasangan.
simple past tense.
Communicating
Guru Siswa
10. Guru mempersiapkan topik 10. Siswa memilih tema yang
untuk dipilih oleh siswa (Activity diberikan oleh guru. (Activity 6)
6) 11. Siswa menyusun recount text
11. Guru menyuruh siswa untuk dengan tema yang telah dipilih.
menyusun recount text berdasarkan 12. Siswa mengumpulkannya
tema yang dipilih hasil recount text kepada guru.
12. Guru mengoreksi recount text
yang dihasilkan siswa.
Penutup 10’
Refleksi
Guru Siswa
10. Guru melakukan refleksi dan 10. Siswa mengikuti/ melakukan
 menyimpulkan hal-hal yang refleksi dan mendengarkan
telah dipelajari. guru menyimpulkan hal-hal
11. Guru menyampaikan informasi yang telah dipelajari.
tentang rencana kegiatan 11. Siswa memperhatikan
pembelajaran untuk pertemuan informasi tentang rencana
berikutnya. kegiatan pembelajaran untuk
12. Guru mengucapkan salam pertemuan berikutnya.
perpisahan. 12. Siswa menjawab salam
perpisahan.

Luwu,11 November 2017.

Mengetahui
Kepsek SMPN 1 TIBUSSAN.. Guru Mata Pelajaran

H.Mustapa,S.Pd Nurlela,S.Pd
NIP. 196608111989031011 NIP 197604062000122001
 CURRICULUM VITAE

Sari Ulan Purnama was born on February 13th, 1996 in Buntu sarek. She had 1 brother. She

lives at Buntu sarek, Luwu regency. She is the first child from the couple of H.Nurdin.S.Pd and

Hj. Salma s. She started her education, first was in elementary school at SDN 42 Buntu sarek and

she graduated in 2007. Then, she continued at MTS Bajo, she graduated in 2010. And she

continued at SMA Negeri 5 Palopo and graduated in 2013. In the same time, she entered the

English Department field at Muhammadiyah University of Makassar.

At the end of her study, she could finish her thesis with title THE EFFECTIVENESS OF
USING SCANNING TECHNIQUE IN READING COMPREHENSION (Pre-
Experimental Study Toward Eight Grade at SMPN 1 Tibussan Satap)