TEACHING READING COMPREHENSION USING COMMUNICATIVE APPROACH THROUGH SONGS AND GAMES at SECOND GRADE OF SMPN 06 MAKASSAR
A PROPOSAL
By
ARLING S
4511101074
FACULTY OF TEACHERSHIP AND EDUCATION SCIENCE
ENGLISH EDUCATION DEPARTMENT
"45" UNIVERSITY
MAKASSAR
2014
INTRODUCTION
All praise and gratitude we pray for the presence of God Almighty, who always blesses us in the making of this proposal, so that it can be resolved to the fullest. Do not forget we send salawat and salam to our jujungan great prophet Muhammad SAW who has brought us full of natural stupidity natural to full wisdom. We make this proposal based on the data that we get from several sources which can be recognized truth. Nonetheless, we were certainly aware as human beings we are not infallible, so that there may be errors in the writing of this proposal. Therefore, we apologized profusely.
We also say thank you for all those who have helped, be it in the form of material and moral support to the belief that this proposal was given to us we can make happen and hopefully we can show you the best. That's all and thanks you.
Respectfully
Makassar, January 2014
Compiler
TABLE OF CONTENTS
CHAPTER I 5
INTRODUCTION 5
A. The Background of study. 5
B. Problem Statement 7
C. Objectives of Study 7
D. Significants of The Research 8
CHAPTER II 9
REVIEW OF RELATED LITERATURE 9
A. Previous Related Research Findings 9
B. Some Pertinent Ideas 10
1. Teaching Reading Comprehension 10
2. Games and Songs Technique 11
CHAPTER III 16
METHOD OF INVESTIGATION 16
A. Design of the Study 16
1. First observation 18
B. Place and time of research 20
C. Research Setting and Subject 20
D. Procedure of the Study 21
1. Pre-Cycle 21
2. The First Cycle 22
3. The Second Cycle 24
E. Technique of data collection 25
F. Technique of data analysis 26
G. SUCCESS INDICATORS 26
BIBLIOGRAPHY 27
TABLE OF AFFENDIX
RENCANA PELAKSANAAN PEMBELAJARANﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅ.....29
BIOGRAPHYﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅ..39
CHAPTER I
INTRODUCTION
In this chapter the writer will explain about the background of study, the scope and limitation of study, the statement of problem, the purpose of study, and the significant of study.
A. The Background of study.
Everybody ever read, hear, see, and tell something occur around us in daily life. As the human beings who live normally, we do our activities every day. We never just quiet without do anything because we live in this world which full by things that we can do, see, hear, feel, and touch. The examples are reading newspaper, watching television, seeing a movie, and listening to the radio. Connolly (1951: 1) states that we read because of hunger of information or amusement or solace, owning appetite for truth seems to grow by what it feed on men read to discover themselves and their world, to assess their special rules in the universe, to learn the meaning of the personal struggles in which they are engaged in other worlds, we want to share experience.
To study reading is very important as the student of English department, because there are many advantages from study reading. By reading, we will be able to increase our knowledge on culture. If we read every rule in written English from our country, we will know what our country is like. For instance read novel from another country, we will get more knowledge about the other country with its culture. In English Department, we study English do not only master of grammar or vocabulary but also master the culture of the target language. If we do not know about the culture, we will get difficulties to understand to communicate with a native speaker. Although, we may learn about English words through the dictionary, we still need to learn the English culture, so the communication can be understood and avoid misunderstanding.
In this modern developing age, people are demanded to facilitate the development of their knowledge in any sectors in order to be able to answer any supplicated problems related to the progress of any modern development, especially in Indonesia.
In Indonesia as developing country puts the education problem as essential and dominant points, for examples by building ns schools, adding facilities, such as new scientific books served in libraries, laboratory equipment's, etc.
In line with the development of education, our government also tries hard to improve their skills by having in - service training held by the government. Here, teachers are acknowledged with communicative approach.
Communicative approach in teaching learning process is encouraged not only structure but also in reading comprehension.
To get a good achievement for English subject, students need perseverance and patience in learning it since most students regard this subject difficult, especially in Reading Comprehension with communicative approach. In this case students are demanded to have a hobby in reading and practicing communicative. That is why the teachers' help is absolutely needed to increase their achievement.
Based on the above statements, the writer held a research to know how far the ability at second grade of SMP 06 Makassar after being taught with reading comprehension by using communicative approach through songs and game. The writer therefore chooses the little dealing with the method used in the subject above is Teaching Reading songs and games at second grade of SMPN 06 Makassar.
B. Problem Statement
Based on the background of study and Problem limitation above the problem can be formulated as follows:
1. By using communicative approach a teacher gives Reading Comprehension subject whether the students can answer the questions from the passage communicative and objectively either in oral or written form.
2. If the method used by the teacher and students' interest in reading and practicing communication have relation to the students' achievement in learning Reading Comprehension.
3. By using communicative approach, whether a teacher is able to attract student's interest to be active in learning Reading Comprehension process in the class, or not.
C. Objectives of Study
1. To describe implementation of using songs and games technique and songs to improve students' understanding on reading.
2. To explain the improvement of students' understanding on reading after being taught by songs and games technique.
D. Significants of The Research
If this research gives positive result, it is expected that the result is able to give some benefits for students, teachers, and other researchers.
1. Theoretically
" As a scientific study or supported material on the effort to increase the management and development of teaching learning process so that increasing students understanding about reading.
" As a review for the next researcher
2. Practically
a. For teacher
" As a reference to motivate teacher to do a research to improve teaching learning process in class.
b. For students
" Students' understanding about reading comprehension will be increased.
" To change the teaching learning situation in order to be enjoyable and no threatening way.
c. For school
" Give contribution on the effort of improvement teaching learning process in reading comprehension to improve students understanding.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
As references for this study, the researcher uses resources as framework. There are thesis that will be main sources of this study, they are:
1. Thesis under title, "Teaching Reading Comprehension Using Communicative Approach Through Songs And Games To The Eigth Year Students Of Smp Brawijaya, Kepung", by Wirmandi Kantaprawira of university of mataram, 2012. He wants to get information and explanation about how the eight year students of SMP Brawijaya, Kepung follow Reading Comprehension subject through communicative approach in class. In this thesis, therefore the writer chooses the title' Teaching Reading Comprehension with communicative approach through sings and games to the eight year students of SMP Brawijaya, Kepung has general and special objectives.
2. THE TEACHING OF READING COMPREHENSION BY USING A SMALL GROUP DISCUSSION AT THE FIRST YEAR STUDENTS OF SMP 1 WANADADI IN THE ACADEMIC YEAR OF 2006/2007 by Anteng Ria A. NIM 2201403631.
3. UNDERSTANDING READING COMPREHENSION: MULTIPLE AND FOCUSED STRATEGY INTERVENTIONS FOR STRUGGLING ADOLESCENT READERS A Thesis submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirement for the Degree of Master of Education In the Department of Educational Psychology and Special Education University of Saskatchewan By Nikki Yee March, 2010.
B. Some Pertinent Ideas
1. Teaching Reading Comprehension
Definition of Reading Comprehension
Reading comprehension is a complex process in which the reader uses his ability to find information, it means that the reader must be able to comprehend the meaning of printed words. Some definitions of reading comprehension given by some researchers are provided below:
a) Clara Wong Kee (1997: 9) states that reading comprehension is a process
of making sense of a written text. However, it is not a passive one-way decoding process. Instead, it is an active two-way process in which the reader and the text interact ie. the reader tests clues from the text against his knowledge to arrive at an understanding of the text acceptable to the reader.
b) Eksay in Amir (2004: 6) states, "Reading comprehension in general is
viewed in this research as the resulting from the four way interaction between readers, text, task, structured activity. The success of this interaction depends of the availability of quality of content and strategist schemata to new problem solving situations.
c) Simanjuntak (1998: 4) states that reading comprehension is not just
Reading with aloud voice but reading is established to understand the meaning of words, sentences, and paragraph as well as sense relationship among the ideas. Whenever a student just read loudly but cannot understand the content of the text, it means that he fails in comprehending the passage.
We can also define reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. Comprehension entails three elements: the reader who is doing the comprehending, the text that is to be comprehended and the activity in which comprehension is a part.
In considering the reader, we include all the capacities, abilities, knowledge, and experiences that a person brings to the act of reading. Text is broadly construed to include any printed text or electronic text. In considering activity, we include the purposes, processes, and consequences associated with the act of reading. These three dimensions define a phenomenon that occurs within a larger socio cultural context that shapes and is shaped by the reader and that interacts with each of the three elements.
2. Games and Songs Technique
a. Games
The latest concern of the foreign language teachers is to make the students use the language communicatively. After the realization of communicative competence , activities or techniques that are task-oriented and that lead students to use the language creatively have gained importance. Games which are task-based and have a purpose beyond the production of correct speech are the examples of the most preferable communicative activities. Such activities highlight not only the competence but also the performance of the learner. Yet Games are the indispensable parts of a Reading lesson, since they reinforce a form-discourse match. In such activities the attention is on the discourse context.
Through well-planned games, learners can practice and internalize vocabulary, grammar and structures extensively. Play and competition that are provided by games enhance the motivation of the students. They also reduce the stress in the classroom. While playing games, the learner's attention is on the message, not on the language. In a way, students acquire language unconsciously since their whole attention is engaged by the activity. By providing personal, social, and cross-cultural issues to define, they sometimes simulate real life situations.
Games can be used for all levels. By regarding the proficiency, age and experience of the learners, appropriate activities might be applied successfully. It is also important to design clear and easy directions for the games or the activities.
b. Songs
Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms. Songs offer a change from routine classroom activities. They are precious resources to develop students abilities in listening, speaking, reading, and writing. They can also be used to teach a variety of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. As stated by Lo and Fai Li (1998:8), learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking English in a formal classroom setting.
Songs also give new insights into the target culture. They are the means through which cultural themes are presented effectively. Since they provide authentic texts, they are motivating. Prosodic features of the language such as stress, rhythm, intonation are presented through songs, thus through using them the language which is cut up into a series of structural points becomes a whole again.
There are many advantages of using songs in the classroom. Through using contemporary popular songs, which are already familiar to teenagers, the teacher can meet the challenges of the teenage needs in the classroom. Since songs are highly memorable and motivating, in many forms they may constitute a powerful subculture with their own rituals. Furthermore, through using traditional folk songs the base of the learners knowledge of the target culture can be broadened. Correctly chosen, traditional folk songs have the dual motivating attack of pretty tunes and interesting stories, plus for many students- the added ingredient of novelty (Hill, 1999:29). Most songs, especially folk songs, follow a regularly repeated verse form, with rhyme, and have a series of other discourse features, which make them easy to follow.
In consequence, if selected properly and adopted carefully, a teacher should benefit from songs in all phases of teaching reading comprehension. Songs may both be used for the presentation or the practice phase of the reading lesson. They may encourage extensive and intensive listening, and inspire creativity and use of imagination in a relaxed classroom atmosphere. While selecting a song the teacher should take the age, interests of the learners and the language being used in the song into consideration. To enhance learner commitment, it is also beneficial to allow learners to take part in the selection of the songs.
Teaching Procedure
There are various ways of using songs in the classroom. The level of the students, the interests and the age of the learners, the Reading point to be studied, and the song itself have determinant roles on the procedure. Apart from them, it mainly depends on the creativity of the teacher.
For primary students, the best songs would be those that are either familiar to the children or those, though maybe not familiar, which have an international nature, such as Old MacDonald. Since there is not a strict teaching procedure, the teacher can mainly concentrate on what to teach rather than on how to teach. For instance, while teaching them individual letter sounds or spelling the words, the traditional camp song 'Bingo', or while teaching them counting 'Johnny Works with One Hammer' will be useful. In order to make the songs more meaningful and more enjoyable, motions can be added to the song which parallel the words of the song. Since most children enjoy singing fun and nonsensical lyrics, using easy children songs will be useful. Furthermore, choosing lively action songs through which they can dance or act while singing will ensure a lively atmosphere.
For teenagers or adults in the intermediate or advanced level, it is better to use more meaningful or popular songs, which not only review or introduce Reading Comprehension points but also reflect cultural aspects. At the primary level of singing the song, the prosodic features of the language is emphasized. At the higher levels, where the practice of Reading points is at the foreground, songs can be used with several techniques. Some examples of these techniques are:
As a consequence, the use of songs in language classrooms provides many advantages. They entertain and relax the learners while they are learning or practicing a structure, and they often eliminate the students negative attitude towards learning. Through providing authenticity and context they make the Reading Comprehension points more understandable and easy. As language teachers, we can benefit from using songs, since our concern is to motivate the students and draw their utmost attention on the subject during teaching.
CHAPTER III
METHOD OF INVESTIGATION
A. Design of the Study
This study is classroom action research at the eleventh grade students at second grade of SMPN 06 Makassar of 2013/20114. It uses quantitative study that focused on the improvement of students' understanding on Reading Comprehension games and songs technique through action research. Action research is a form of research which is becoming increasingly in language education, according to Kemmis and Mc Taggart cited by Nunan argued that the three defining characteristic of action research are; it is carried out by practitioners (for our purpose classroom teachers) rather than outside researchers, secondly that it is collaborative, thirdly that it is aimed at changing things.1 In conducting this research, the researcher made collaborative research. The researcher was helped by the teacher in order to reach the goal of the research which is aimed to improve teaching method.
Moreover, Mill explains that action research is some systematic inquiries by teacher researcher principles, school counselors or other stakeholders in the teaching and learning environment, to gather information about the ways that the particular school operates, how they teach, and how well their students learn. According to Harmer, action research is the name which is given to set of procedures teachers can engage in, either because they wish to improve aspects of their teaching, or because they wish to evaluate the success and or appropriacy of certain activities and procedures. Then Arikunto states that action research is one of the type of investigation that has characteristic reflective participative, collaborative, and spiral that have purpose to repair and to increase the system, method, process, substance, competence, and situation. The specific characteristic of classroom action research is collaboration between teacher and researcher and repairing the system or improving the teaching method. Collaboration between teacher and researcher is very important to discover and examine real problem that is faced. After finding the problem faced by the students, the researcher considered to use a different method from the teacher in teaching. In this study, the researcher used games and songs technique to improve students' understanding on passive voice. The researcher has challenge to solve the problems which have been found in the classroom. There are four components in conducting classroom action research. It consists of planning, action, observation, and reflection. Each step was concluded based on the previous one and the next. It means that the activities in the classroom action research were based on planning, acting, observing, and reflecting the activities in each cycle.
The Steps of Action Research
Taken from: Penelitian Tindakan Kelas, LP3 (UNNES: 2007)
But before doing the cycles, the first observation is done first then followed by pre-cycle and cycles.
1. First observation
a. Look for information related with school condition, count of the students, and students' data.
b. Interview with the English teacher.
c. Identify the problem.
Based on the interview with English teacher, can be identified the problem in English teaching-learning process especially Reading Comprehension. The problem is: the low students' ability in Reading Comprehension because of the use of uninteresting method (using teacher-centered method).
All those steps can be explained as follow:
1. Planning
In planning step, the researcher formulated some procedural acts how to improve students' understanding on Reading Comprehension using songs and games technique. The procedures are put in some lesson plans, it includes how and why this research is going to carry out.
2. Acting
At the acting stage, the researcher tried to implement songs and games techniques that have been formulated at planning.
3. Observing
The researcher observed the teaching and learning process when he was implementing songs and games techniques in improving students' understanding on Reading Comprehension.
4. Reflecting
After observation process is done, the researcher and the teacher made a reflection to evaluate teaching learning process and the improvement of students' understanding on the Reading Comprehension using songs and games technique. In addition, the process should be continued until reach the improvement of students' understanding based on the target score. It is a reflective process which helps teachers to explore and examine the aspects of teaching and learning and to take action to change and improve the teaching method.
B. Place and time of research
The place of research where the writer did was at second grade of SMPN 06 Makassar. The writer chose this school because very possible to have a research.
The time of research was 60 days, from the 7rd of October until 7th of Des 2013. The process of research was by getting information and collecting data from the Head Master and the teachers.
C. Research Setting and Subject
This research was conducted at second grade of SMPN 06 Makassar of 2010/2011. This school is located in Jl. Jendral Ahmad Yani No 25 Makassar. In a classroom action research, there are populations that will be investigated. Population means the group that you are interested in investigation. Population of this study is the students at second grade of SMPN 06 Makassar, total number of students at second grade are 268, to gather the data. The researcher needed to take a sample. Sample is a part of population that can represent all the population observed. The researcher took II IPA. Class as research subject, 39 students as participant. This school was chosen to conduct action research because the students usually felt bored in studying English. It caused several factors such as the teaching methods and minimum facilities in this school. Therefore, it needs to create a new way to make students interest in learning English especially in learning Reading. So, the researcher used songs and games technique to improve students understanding on Reading Comprehension.
D. Procedure of the Study
This study is classroom action research; it means that there must be cycles in this study. The cycle of classroom action research project involved identifying a problem (planning), collecting data (acting), analyzing and interpreting data (observing), and developing an action (reflecting). Those four steps are interrelated each other. There are three cycles in this study, each cycle consists of planning (planning to use quiz team technique in teaching), acting (implementing the quiz team technique in teaching Reading Comprehension), observing (observing the class condition during the treatment), reflecting (evaluating the weakness in each cycle). The researcher conducted three cycles and each cycle is ended by a final test, but before conduct the first cycle researcher will conduct pre cycle to know the initial condition of students' understanding on Reading Comprehension. The activities that have done in each cycle are as follows:
1. Pre-Cycle
Before the cycle, the researcher found an institution as an object of research to conduct preliminary observation to know the teaching method and the initial condition of students' understanding on Reading Comprehension. The researcher observes the class to get the information about students' initial condition and to know their problems in learning Reading. In this activity the teacher taught students using conventional method. After that, the teacher gave test to check the students' understanding on Reading Comprehension. After the researcher got the data from observation and the test, the researcher decided to analyze the problems faced by the students. After knowing the problems faced by students, the next step which is done by the researcher is designing a planning to continue into the next cycle to surmount the problem in the previous cycle. It was going on Sunday, October 01th 2013. After conducting preliminary research, the researcher conducted cycle I.
2. The First Cycle
The first cycle conducted on Tuesday, October 07th 2013. In this cycle the researcher prepared some activities that will be done in this first treatment, those are:
a. Planning
Teacher and researcher prepare for the material and method during the study. The material is passive voice and the method is quiz team technique. Lesson plan is also prepared to conduct the quiz team technique during the study.
b. Acting
1. Teacher explains student about the material and songs and games technique
2. The process songs and games techniques are stated bellow:
ﾢ Choose a topic that can be presented in three segments.
ﾢ Divide the students into three teams.
ﾢ Explain the format of the session and start the presentation. Limit it to 10 minutes or less.
ﾢ Have Team A prepare a short-answer quiz. The quiz should take no more than 5 minutes to prepare. Teams B and C use this time to review their notes.
ﾢ Team A quizzes a member of team B. If team B cannot answer a question, Team C gets a shot at it.
ﾢ Team A directs its next question to a member of Team C, and repeats the process.
ﾢ When the quiz is over, continue with the second segment of your lesson, and appoint Team B as masters.
ﾢ After Team B completes its quiz, continue with the third segment of your lesson, and appoint Team C as master.
3. Researcher observes the teaching learning process
c. Observing
Researcher and teacher observe some obstacles toward material and process of songs and games technique.
d. Reflecting
Teacher together with researcher then reflect all of the activity that has done and also result from observation to make a plan for the next cycle.
3. The Second Cycle
After conducting the first cycle, the researcher conducted cycle II. The second cycle was done based on the result of the first cycle, if the result from observation shows that the students score still low, it is needed to be continued to the next cycle to fix the previous weakness. The second cycle conducted on Thursday, November 07th 2013.
The designs of the second cycle are:
a. Planning
Teacher together with researcher then reflect all of the activity that has done and also result from observation to make a planning for the next cycle.
b. Acting
1. Teacher explains student about the material and songs and games technique
2. The process songs and games techniques are stated bellow:
ﾢ Choose a topic that can be presented in three segments.
ﾢ Divide the students into three teams.
ﾢ Explain the format of the session and start the presentation. Limit it to 10 minutes or less.
ﾢ Have Team A prepare a short-answer quiz. The quiz should take no more than 5 minutes to prepare. Teams B and C use this time to review their notes.
ﾢ Team A quizzes a member of team B. If team B cannot answer a question, Team C gets a shot at it.
ﾢ Team A directs its next question to a member of Team C, and repeats the process.
ﾢ When the quiz is over, continue with the second segment of your lesson, and appoint Team B as masters.
ﾢ After Team B completes its quiz, continue with the third segment of your lesson, and appoint Team C as master.
c. Observing
Researcher and teacher observe some obstacles toward material and process of quiz team technique.
d. Reflecting
Teacher together with researcher then reflect all of the activity that has done.
E. Technique of data collection
When collecting data in a research, many methods are used by each researcher. The technique used in this research was questionnaire and tests. The aim of using questionnaire in this research was method ask to know how far the students' hobby in learning Reading Comprehension especially using communicative approach, and the tests method was used to know whether students were successful or not with their learning method especially in learning Reading Comprehension by the students at second grade of SMPN 06 Makassar.
F. Technique of data analysis
The data analysis was used to draw the conclusion of the research data. In analyzing the writer used statistical technique especially in analyzing the main data of questionnaire answer test' answers at second grade of SMPN 06 Makassar.
The result will be described quantitavely in the form of number which will describe its variable. The procedures of the data analysis are:
To rank score attained by each student or respondent. The way to determine the score by using the following:
P = S X 100 %
S I
Notes
P = Presents
S = Score attained by student
S I = the high score
G. SUCCESS INDICATORS
Indicators in action research are applied after learning strategy songs and games in English subjects in the subject of reading comprehension. The quality of students' ability to complete the subject is characterized by increasing average scores - average and mastery in learning.
BIBLIOGRAPHY
1. AJ Thomson and Martinet, 1980, A Practical English Grammar, Oxford University Press.
2. Balai Pustaka, Pedoman Umum Bahasa Indonesia yang Disempurnakan, 1982, Jakarta Depdikbud.
3 Dwyer. Margaret. A, 1983, Some strategies for improving reading efficiency, English Teaching Forum, V. 21. No 3, Washington, D.C. 20402: U. S. Government Printing office.
3. Frencies, W. Nelson, The Structure of American English Grammar, 1958, Co. New york, The Ronald Press.
4. George Yule, The Study of Language, Lousiana State University.
5. Echols, John M. & & Hassan Shadely. Kamus Inggris Indonesia. Jakarta: PT. Gramedia.
6. Holt, Rinehart and Winston, 1982, Understanding Reading, New York: New York Inc.
7. Keraf, Gorys, Dr, Tata Bahasa Indonesia,1984, Ende, Nusa Indah, Flores.
8. Richard, Jack C. and Theodore S.Rogers, 1986, Approaches and Methods in Language Teaching, Cambridge: University Press.
9. Suharsisni Artkuanto, Dr, 1984, Dasar-dasar Evaluasi Pendidikan, Jakarta: PT. BINA AKSARA.
10. Ward, James, 1980, Techniques for teaching reading, English Teaching Forum, V. 18. No. 2, Washington, D. C. 20402: U.S. Government Printing Office.
11. Wati, rochmah, pryla, Spd, 2005. Material for Reading. Jombang.
12. http://www.slideshare.net/belebih/the-effects-of-fluency-on-reading-comprehension
13. http://yoyoii.blogspot.com/2011/06/definition-reading-comprehension.html
14. http://iteslj.org/Techniques/Saricoban-Songs.html
15. http://wirmanvalkinz.blogspot.com/2012/12/kumpulan-skripsi-bahasa-
inggris_15.html
16. http://wirajunior.blogspot.com/2013/11/skripsi-bahasa-inggris-terbaru-teaching.html
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : SMPN 06 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / I
Tahun Pelajaran : 2014 / 2015
Waktu : 4 X 40 menit (2 pertemuan)
A. Standar Kompetensi
Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat.
B. Kompetensi Dasar
Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat.
C. Tujuan Pembelajaran
Pertemuan 1:
1. Melalui mengerjakan soal-soal tentang bacaan tersebut, siswa dapat mengetahui informasi tertentu yang ada dalam teks narrative yang dibaca siswa.
2. Melalui kerja berpasangan, siswa dapat menentukan makna kata-kata yang digunakan dalam teks narrative tersebut.
3. Melalui kerja kelompok siswa dapat menjelaskan gambaran umum tentang isi bacaan teks narrative.
Pertemuan 2:
1. Melalui mengerjakan soal-soal tentang bacaan tersebut, siswa dapat menentukan informasi-informasi yang ada dalam teks narrative yang dibaca siswa.
2. Melalui kerja kelompok, siswa dapat mengidentifikasi bagian-bagian teks narrative yang dibacanya.
D. Materi Pembelajaran
1. Model Teks Narrative tentang dongeng:
The Legend of Toba Lake
Once upon time, there was a handsome man. His name was Batara Guru Sahala. He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk. The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish changed into a very beautiful woman. She attracted Batara Guru so much.
He felt in love with that fish-woman. The woman wanted to marry with him and said that Batara Guru had to keep the secret which she had been a fish. Batara Guru aggreed and promised that he would never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got very angry with his daughter. He could not control his mad. He shouted angrily and got the word of fish to his daugters. The daughters were crying. They found their mother and talked her about it.
The mother was very annoyed. Batara Guru broke his promise. The mother was shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed a very big hole. People believed that the big hole became a lake. Then this lake is known as Toba Lake.
2. Fungsi Sosial Teks Narrative
To amuse entertain and to deal with actual or various experiences in different ways.
3. Struktur Generik Teks Narrative
o Orientation
o Complication
o Resolution
o Reorientation
E. Metode dan teknik pembelajaran
o ESA Sequence (Engage Study Activate)
o Group work
o Language games
F. Langkah-langkah Kegiatan Pembelajaran
F.1. Pertemuan 1:
F.1.1. Kegiatan Pendahuluan
o Guru dan siswa melakukan tanya jawab tentang berbagai tesk narrative.
o Guru menjelaskan tujuan pembalajaran pertemuan tersebut.
o Guru menjelaskan cakupan materi yang akan dipelajari.
F.1.2. Kegiatan Inti
o Siswa membaca teks tentang legenda dan menjawab pertanyaan-pertanyaan untuk menemukan informasi tertentu dari bacaan (eksplorasi).
o Siswa mendiskusikan hasil pemahaman bacaan menggunakan kuis interaktif secara klasikal (eksplorasi).
o Siswa mendapatkan umpan balik dari guru atas informasi-informasi rinci yang diperolehnya lewat reading comprehension (konfirmasi).
o Siswa bekerja secara kelompok empat untuk mendiskusikan tentang gambaran umum isi bacaan tentang dongeng (elaborasi)
o Siswa membaca teks tentang dongeng untuk menemukan makna beberapa kata tertentu yang ada di dalam teks tersebut (eksplorasi).
o Siswa bekerja berpasangan untuk mengerjakan latihan menemukan makna beberapa istilah yang ada dalam teks (elaborasi).
o Siswa mendapatkan penjelasan makna kata-kata tertentu dari guru (konfirmasi).
F.1.3. Kegiatan Penutup
o Siswa dibimbing guru membuat simpulan atas hasil belajar pertemuan tersebut.
o Siswa dan guru membuat refleksi pelaksanaan pembelajaran.
o Guru menyampaikan tugas terstruktur yang harus dikerjakan siswa di luar kegiatan tatap muka.
o Guru menyampaikan rencana kegiatan pembelajaran pertemuan selanjutnya.
F.2. Pertemuan 2
F.2.1. Kegiatan Pendahuluan
o Siswa dibawah bimbingan guru membahas hasil kerja terstruktur.
o Guru menyampaikan tujuan pembelajaran pada pertemuan tersebut.
o Guru menyampaikan cakupan materi pembelajaran pertemuan tersebut.
F.2.2. Kegiatan Inti
o Siswa membaca ulang teks tentang dongeng untuk menemukan informasi tersirat yang ada dalam teks.
o Siswa dibimbing guru membahas informasi tersirat yang ada dalam teks menggunakan kuis interaktif (eksplorasi).
o Siswa mendapatkan penjelasan dari guru informasi tersirat yang didapatkan dari teks yang dibacanya (konfirmasi).
o Siswa di bawah bimbingan guru menganalisis struktur teks narrative(elaborasi).
o Siswa mendapatkan penjelasan guru tentang struktur generik teks narrativedan fungsi sosial teks narrative yang dibacanya (konfirmasi).
F.2.3. Kegiatan Penutup
o Siswa dan guru membuat simpulan hasil pembelajaran.
o Siswa mengerjakan tes akhir pembelajaran (post test).
G. Sumber Pembelajaran
http://googel22.blogspot.com/2012/10/contoh-narrative-text.html
H. Penilaian
H.1. Indikator Pencapaian Kompetensi:
o Menemukan informasi tertentu dari teks dengan tepat.
o Menemukan gambaran umum tentang isi bacaan secara tepat.
o Menentukan makna beberapa istilah yang ditemukan di dalam teks secara tepat.
o Menentukan informasi tersirat yang terdapat di dalam teks secara tepat.
H.2. Teknik Penilaian:
o Tes Tertulis
H.3. Bentuk Instrumen:
o Pilihan Ganda
H.4. Instrumen Penilaian:
POST TEST
Read the texts and choose a, b, c, or d according to the text!
(Teks 1 is for number 1, 2, 3, 4, and 5)
The Smartest Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry. "You stupid bird!" pointed the man to the parrot. "Why can't you say the word? Say Catano! Or I will kill you" the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; "Say Catano or I'll kill you". The bird kept not to say the word of Catano.
One day after he had been trying so many times to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner "You are as stupid as the chickens. Just stay with them" Said the man angrily. Then he continued to humble; "You know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot". After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; "Say Catano or I'll kill you".
1. What is the title of the text?
a. The Smartest a Bulbul
b. The Smartest a Dove
c. The Smartest Parrot
d. The Smartest Eagle
2. The parrot could say every word, except..........
a. Catano
b. The name owner of parrot
c. Chicken
d. Stupid bird
3. Why the man got very angry to the parrot?
a. Because the parrot can't whistle
b. Because the parrot can't say Catano
c. Because the parrot stay at the chicken house
d. Because the parrot can't say anything
4. What is the text about?
a. Report text
b. Narrative text
c. Recount text
d. Report
5. Who was picked the parrot and threw it into the chicken house?
a. Mother
b. Father
c. The man
d. The women
(Text 2 is for number 6, 7, 8, 9, and 10)
The Monkey and the Crocodile
One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top.
Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, "My father is very sick. He has to eat the heart of the monkey. So he will be healthy again."
At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. "What's for?" asked the crocodile. "Because I don't bring my heart," said the monkey. "I left it under a tree, near some coconuts in the river bank."
The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile's back. Then he climbed up to the top of a tree.
"Where is your heart?" asked the crocodile. "You are foolish," said the monkey to the crocodile. "Now I am free and I have my heart.
6. What was the monkey saw when he wanted to cross a river?
a. A crocodile
b. A fish
c. Monkey's friend
d. A man
7. The first paragraph is about?
a. Conclusion
b. Complication
c. Resolution
d. Orientation
8. What idea had the monkey?
a. Told the crocodile to swim continue
b. Told the crocodile to stop swiming
c. Told the crocodile to swim back
d. A and B is false
9. What was crocodile asked when turn around and swam back to the bank of river?
a. Where are you going?
b. What's for?
c. What are you doing?
d. Where is your heart?
10. What is the characteristic of the monkey?
a. Tricky
b. Stupid
c. Intelligent
d. Exploit
H.5. Kunci Jawab & Norma Penilaian
o Kunci Jawab :
1. C, 2.A, 3. B, 4.B, 5. C, 6.A, 7.D, 8.C, 9.D, 10.A.
o Norma Penilaian :
N = Jumlah Betul X 10
N = 10 X 10
N = 100
Makassar, 21 January 2014
Mengetahui
Kepala SMPN 06 Makassar Guru Mata Pelajaran
(ﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅ) (ARLING S)
NIPﾅﾅﾅﾅﾅﾅﾅ NIP 45 11 101 074
BIOGRAPHY
Arling S. He was born on January 06, 1989 in Sinjai from the marriage of his parents Sapri and Bungawaty He started his elementary school at SD NEG. 143 KORONG Sinjai Selatan and graduated in 2001.
He continued his study at SMP NEG 1 Sinjai Selatan and graduated in 2004. After that he continued his study at SMA NEG 1 Sinjai Selatan and graduated in 2007. Then, he was registered as a college student of English Education Department Faculty of Teachership and Education Sciance University "45" Makassar.
A PROPOSAL
By
ARLING S
4511101074
FACULTY OF TEACHERSHIP AND EDUCATION SCIENCE
ENGLISH EDUCATION DEPARTMENT
"45" UNIVERSITY
MAKASSAR
2014
INTRODUCTION
All praise and gratitude we pray for the presence of God Almighty, who always blesses us in the making of this proposal, so that it can be resolved to the fullest. Do not forget we send salawat and salam to our jujungan great prophet Muhammad SAW who has brought us full of natural stupidity natural to full wisdom. We make this proposal based on the data that we get from several sources which can be recognized truth. Nonetheless, we were certainly aware as human beings we are not infallible, so that there may be errors in the writing of this proposal. Therefore, we apologized profusely.
We also say thank you for all those who have helped, be it in the form of material and moral support to the belief that this proposal was given to us we can make happen and hopefully we can show you the best. That's all and thanks you.
Respectfully
Makassar, January 2014
Compiler
TABLE OF CONTENTS
CHAPTER I 5
INTRODUCTION 5
A. The Background of study. 5
B. Problem Statement 7
C. Objectives of Study 7
D. Significants of The Research 8
CHAPTER II 9
REVIEW OF RELATED LITERATURE 9
A. Previous Related Research Findings 9
B. Some Pertinent Ideas 10
1. Teaching Reading Comprehension 10
2. Games and Songs Technique 11
CHAPTER III 16
METHOD OF INVESTIGATION 16
A. Design of the Study 16
1. First observation 18
B. Place and time of research 20
C. Research Setting and Subject 20
D. Procedure of the Study 21
1. Pre-Cycle 21
2. The First Cycle 22
3. The Second Cycle 24
E. Technique of data collection 25
F. Technique of data analysis 26
G. SUCCESS INDICATORS 26
BIBLIOGRAPHY 27
TABLE OF AFFENDIX
RENCANA PELAKSANAAN PEMBELAJARANﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅ.....29
BIOGRAPHYﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅ..39
CHAPTER I
INTRODUCTION
In this chapter the writer will explain about the background of study, the scope and limitation of study, the statement of problem, the purpose of study, and the significant of study.
A. The Background of study.
Everybody ever read, hear, see, and tell something occur around us in daily life. As the human beings who live normally, we do our activities every day. We never just quiet without do anything because we live in this world which full by things that we can do, see, hear, feel, and touch. The examples are reading newspaper, watching television, seeing a movie, and listening to the radio. Connolly (1951: 1) states that we read because of hunger of information or amusement or solace, owning appetite for truth seems to grow by what it feed on men read to discover themselves and their world, to assess their special rules in the universe, to learn the meaning of the personal struggles in which they are engaged in other worlds, we want to share experience.
To study reading is very important as the student of English department, because there are many advantages from study reading. By reading, we will be able to increase our knowledge on culture. If we read every rule in written English from our country, we will know what our country is like. For instance read novel from another country, we will get more knowledge about the other country with its culture. In English Department, we study English do not only master of grammar or vocabulary but also master the culture of the target language. If we do not know about the culture, we will get difficulties to understand to communicate with a native speaker. Although, we may learn about English words through the dictionary, we still need to learn the English culture, so the communication can be understood and avoid misunderstanding.
In this modern developing age, people are demanded to facilitate the development of their knowledge in any sectors in order to be able to answer any supplicated problems related to the progress of any modern development, especially in Indonesia.
In Indonesia as developing country puts the education problem as essential and dominant points, for examples by building ns schools, adding facilities, such as new scientific books served in libraries, laboratory equipment's, etc.
In line with the development of education, our government also tries hard to improve their skills by having in - service training held by the government. Here, teachers are acknowledged with communicative approach.
Communicative approach in teaching learning process is encouraged not only structure but also in reading comprehension.
To get a good achievement for English subject, students need perseverance and patience in learning it since most students regard this subject difficult, especially in Reading Comprehension with communicative approach. In this case students are demanded to have a hobby in reading and practicing communicative. That is why the teachers' help is absolutely needed to increase their achievement.
Based on the above statements, the writer held a research to know how far the ability at second grade of SMP 06 Makassar after being taught with reading comprehension by using communicative approach through songs and game. The writer therefore chooses the little dealing with the method used in the subject above is Teaching Reading songs and games at second grade of SMPN 06 Makassar.
B. Problem Statement
Based on the background of study and Problem limitation above the problem can be formulated as follows:
1. By using communicative approach a teacher gives Reading Comprehension subject whether the students can answer the questions from the passage communicative and objectively either in oral or written form.
2. If the method used by the teacher and students' interest in reading and practicing communication have relation to the students' achievement in learning Reading Comprehension.
3. By using communicative approach, whether a teacher is able to attract student's interest to be active in learning Reading Comprehension process in the class, or not.
C. Objectives of Study
1. To describe implementation of using songs and games technique and songs to improve students' understanding on reading.
2. To explain the improvement of students' understanding on reading after being taught by songs and games technique.
D. Significants of The Research
If this research gives positive result, it is expected that the result is able to give some benefits for students, teachers, and other researchers.
1. Theoretically
" As a scientific study or supported material on the effort to increase the management and development of teaching learning process so that increasing students understanding about reading.
" As a review for the next researcher
2. Practically
a. For teacher
" As a reference to motivate teacher to do a research to improve teaching learning process in class.
b. For students
" Students' understanding about reading comprehension will be increased.
" To change the teaching learning situation in order to be enjoyable and no threatening way.
c. For school
" Give contribution on the effort of improvement teaching learning process in reading comprehension to improve students understanding.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
As references for this study, the researcher uses resources as framework. There are thesis that will be main sources of this study, they are:
1. Thesis under title, "Teaching Reading Comprehension Using Communicative Approach Through Songs And Games To The Eigth Year Students Of Smp Brawijaya, Kepung", by Wirmandi Kantaprawira of university of mataram, 2012. He wants to get information and explanation about how the eight year students of SMP Brawijaya, Kepung follow Reading Comprehension subject through communicative approach in class. In this thesis, therefore the writer chooses the title' Teaching Reading Comprehension with communicative approach through sings and games to the eight year students of SMP Brawijaya, Kepung has general and special objectives.
2. THE TEACHING OF READING COMPREHENSION BY USING A SMALL GROUP DISCUSSION AT THE FIRST YEAR STUDENTS OF SMP 1 WANADADI IN THE ACADEMIC YEAR OF 2006/2007 by Anteng Ria A. NIM 2201403631.
3. UNDERSTANDING READING COMPREHENSION: MULTIPLE AND FOCUSED STRATEGY INTERVENTIONS FOR STRUGGLING ADOLESCENT READERS A Thesis submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirement for the Degree of Master of Education In the Department of Educational Psychology and Special Education University of Saskatchewan By Nikki Yee March, 2010.
B. Some Pertinent Ideas
1. Teaching Reading Comprehension
Definition of Reading Comprehension
Reading comprehension is a complex process in which the reader uses his ability to find information, it means that the reader must be able to comprehend the meaning of printed words. Some definitions of reading comprehension given by some researchers are provided below:
a) Clara Wong Kee (1997: 9) states that reading comprehension is a process
of making sense of a written text. However, it is not a passive one-way decoding process. Instead, it is an active two-way process in which the reader and the text interact ie. the reader tests clues from the text against his knowledge to arrive at an understanding of the text acceptable to the reader.
b) Eksay in Amir (2004: 6) states, "Reading comprehension in general is
viewed in this research as the resulting from the four way interaction between readers, text, task, structured activity. The success of this interaction depends of the availability of quality of content and strategist schemata to new problem solving situations.
c) Simanjuntak (1998: 4) states that reading comprehension is not just
Reading with aloud voice but reading is established to understand the meaning of words, sentences, and paragraph as well as sense relationship among the ideas. Whenever a student just read loudly but cannot understand the content of the text, it means that he fails in comprehending the passage.
We can also define reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. We use the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. Comprehension entails three elements: the reader who is doing the comprehending, the text that is to be comprehended and the activity in which comprehension is a part.
In considering the reader, we include all the capacities, abilities, knowledge, and experiences that a person brings to the act of reading. Text is broadly construed to include any printed text or electronic text. In considering activity, we include the purposes, processes, and consequences associated with the act of reading. These three dimensions define a phenomenon that occurs within a larger socio cultural context that shapes and is shaped by the reader and that interacts with each of the three elements.
2. Games and Songs Technique
a. Games
The latest concern of the foreign language teachers is to make the students use the language communicatively. After the realization of communicative competence , activities or techniques that are task-oriented and that lead students to use the language creatively have gained importance. Games which are task-based and have a purpose beyond the production of correct speech are the examples of the most preferable communicative activities. Such activities highlight not only the competence but also the performance of the learner. Yet Games are the indispensable parts of a Reading lesson, since they reinforce a form-discourse match. In such activities the attention is on the discourse context.
Through well-planned games, learners can practice and internalize vocabulary, grammar and structures extensively. Play and competition that are provided by games enhance the motivation of the students. They also reduce the stress in the classroom. While playing games, the learner's attention is on the message, not on the language. In a way, students acquire language unconsciously since their whole attention is engaged by the activity. By providing personal, social, and cross-cultural issues to define, they sometimes simulate real life situations.
Games can be used for all levels. By regarding the proficiency, age and experience of the learners, appropriate activities might be applied successfully. It is also important to design clear and easy directions for the games or the activities.
b. Songs
Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms. Songs offer a change from routine classroom activities. They are precious resources to develop students abilities in listening, speaking, reading, and writing. They can also be used to teach a variety of language items such as sentence patterns, vocabulary, pronunciation, rhythm, adjectives, and adverbs. As stated by Lo and Fai Li (1998:8), learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when speaking English in a formal classroom setting.
Songs also give new insights into the target culture. They are the means through which cultural themes are presented effectively. Since they provide authentic texts, they are motivating. Prosodic features of the language such as stress, rhythm, intonation are presented through songs, thus through using them the language which is cut up into a series of structural points becomes a whole again.
There are many advantages of using songs in the classroom. Through using contemporary popular songs, which are already familiar to teenagers, the teacher can meet the challenges of the teenage needs in the classroom. Since songs are highly memorable and motivating, in many forms they may constitute a powerful subculture with their own rituals. Furthermore, through using traditional folk songs the base of the learners knowledge of the target culture can be broadened. Correctly chosen, traditional folk songs have the dual motivating attack of pretty tunes and interesting stories, plus for many students- the added ingredient of novelty (Hill, 1999:29). Most songs, especially folk songs, follow a regularly repeated verse form, with rhyme, and have a series of other discourse features, which make them easy to follow.
In consequence, if selected properly and adopted carefully, a teacher should benefit from songs in all phases of teaching reading comprehension. Songs may both be used for the presentation or the practice phase of the reading lesson. They may encourage extensive and intensive listening, and inspire creativity and use of imagination in a relaxed classroom atmosphere. While selecting a song the teacher should take the age, interests of the learners and the language being used in the song into consideration. To enhance learner commitment, it is also beneficial to allow learners to take part in the selection of the songs.
Teaching Procedure
There are various ways of using songs in the classroom. The level of the students, the interests and the age of the learners, the Reading point to be studied, and the song itself have determinant roles on the procedure. Apart from them, it mainly depends on the creativity of the teacher.
For primary students, the best songs would be those that are either familiar to the children or those, though maybe not familiar, which have an international nature, such as Old MacDonald. Since there is not a strict teaching procedure, the teacher can mainly concentrate on what to teach rather than on how to teach. For instance, while teaching them individual letter sounds or spelling the words, the traditional camp song 'Bingo', or while teaching them counting 'Johnny Works with One Hammer' will be useful. In order to make the songs more meaningful and more enjoyable, motions can be added to the song which parallel the words of the song. Since most children enjoy singing fun and nonsensical lyrics, using easy children songs will be useful. Furthermore, choosing lively action songs through which they can dance or act while singing will ensure a lively atmosphere.
For teenagers or adults in the intermediate or advanced level, it is better to use more meaningful or popular songs, which not only review or introduce Reading Comprehension points but also reflect cultural aspects. At the primary level of singing the song, the prosodic features of the language is emphasized. At the higher levels, where the practice of Reading points is at the foreground, songs can be used with several techniques. Some examples of these techniques are:
As a consequence, the use of songs in language classrooms provides many advantages. They entertain and relax the learners while they are learning or practicing a structure, and they often eliminate the students negative attitude towards learning. Through providing authenticity and context they make the Reading Comprehension points more understandable and easy. As language teachers, we can benefit from using songs, since our concern is to motivate the students and draw their utmost attention on the subject during teaching.
CHAPTER III
METHOD OF INVESTIGATION
A. Design of the Study
This study is classroom action research at the eleventh grade students at second grade of SMPN 06 Makassar of 2013/20114. It uses quantitative study that focused on the improvement of students' understanding on Reading Comprehension games and songs technique through action research. Action research is a form of research which is becoming increasingly in language education, according to Kemmis and Mc Taggart cited by Nunan argued that the three defining characteristic of action research are; it is carried out by practitioners (for our purpose classroom teachers) rather than outside researchers, secondly that it is collaborative, thirdly that it is aimed at changing things.1 In conducting this research, the researcher made collaborative research. The researcher was helped by the teacher in order to reach the goal of the research which is aimed to improve teaching method.
Moreover, Mill explains that action research is some systematic inquiries by teacher researcher principles, school counselors or other stakeholders in the teaching and learning environment, to gather information about the ways that the particular school operates, how they teach, and how well their students learn. According to Harmer, action research is the name which is given to set of procedures teachers can engage in, either because they wish to improve aspects of their teaching, or because they wish to evaluate the success and or appropriacy of certain activities and procedures. Then Arikunto states that action research is one of the type of investigation that has characteristic reflective participative, collaborative, and spiral that have purpose to repair and to increase the system, method, process, substance, competence, and situation. The specific characteristic of classroom action research is collaboration between teacher and researcher and repairing the system or improving the teaching method. Collaboration between teacher and researcher is very important to discover and examine real problem that is faced. After finding the problem faced by the students, the researcher considered to use a different method from the teacher in teaching. In this study, the researcher used games and songs technique to improve students' understanding on passive voice. The researcher has challenge to solve the problems which have been found in the classroom. There are four components in conducting classroom action research. It consists of planning, action, observation, and reflection. Each step was concluded based on the previous one and the next. It means that the activities in the classroom action research were based on planning, acting, observing, and reflecting the activities in each cycle.
The Steps of Action Research
Taken from: Penelitian Tindakan Kelas, LP3 (UNNES: 2007)
But before doing the cycles, the first observation is done first then followed by pre-cycle and cycles.
1. First observation
a. Look for information related with school condition, count of the students, and students' data.
b. Interview with the English teacher.
c. Identify the problem.
Based on the interview with English teacher, can be identified the problem in English teaching-learning process especially Reading Comprehension. The problem is: the low students' ability in Reading Comprehension because of the use of uninteresting method (using teacher-centered method).
All those steps can be explained as follow:
1. Planning
In planning step, the researcher formulated some procedural acts how to improve students' understanding on Reading Comprehension using songs and games technique. The procedures are put in some lesson plans, it includes how and why this research is going to carry out.
2. Acting
At the acting stage, the researcher tried to implement songs and games techniques that have been formulated at planning.
3. Observing
The researcher observed the teaching and learning process when he was implementing songs and games techniques in improving students' understanding on Reading Comprehension.
4. Reflecting
After observation process is done, the researcher and the teacher made a reflection to evaluate teaching learning process and the improvement of students' understanding on the Reading Comprehension using songs and games technique. In addition, the process should be continued until reach the improvement of students' understanding based on the target score. It is a reflective process which helps teachers to explore and examine the aspects of teaching and learning and to take action to change and improve the teaching method.
B. Place and time of research
The place of research where the writer did was at second grade of SMPN 06 Makassar. The writer chose this school because very possible to have a research.
The time of research was 60 days, from the 7rd of October until 7th of Des 2013. The process of research was by getting information and collecting data from the Head Master and the teachers.
C. Research Setting and Subject
This research was conducted at second grade of SMPN 06 Makassar of 2010/2011. This school is located in Jl. Jendral Ahmad Yani No 25 Makassar. In a classroom action research, there are populations that will be investigated. Population means the group that you are interested in investigation. Population of this study is the students at second grade of SMPN 06 Makassar, total number of students at second grade are 268, to gather the data. The researcher needed to take a sample. Sample is a part of population that can represent all the population observed. The researcher took II IPA. Class as research subject, 39 students as participant. This school was chosen to conduct action research because the students usually felt bored in studying English. It caused several factors such as the teaching methods and minimum facilities in this school. Therefore, it needs to create a new way to make students interest in learning English especially in learning Reading. So, the researcher used songs and games technique to improve students understanding on Reading Comprehension.
D. Procedure of the Study
This study is classroom action research; it means that there must be cycles in this study. The cycle of classroom action research project involved identifying a problem (planning), collecting data (acting), analyzing and interpreting data (observing), and developing an action (reflecting). Those four steps are interrelated each other. There are three cycles in this study, each cycle consists of planning (planning to use quiz team technique in teaching), acting (implementing the quiz team technique in teaching Reading Comprehension), observing (observing the class condition during the treatment), reflecting (evaluating the weakness in each cycle). The researcher conducted three cycles and each cycle is ended by a final test, but before conduct the first cycle researcher will conduct pre cycle to know the initial condition of students' understanding on Reading Comprehension. The activities that have done in each cycle are as follows:
1. Pre-Cycle
Before the cycle, the researcher found an institution as an object of research to conduct preliminary observation to know the teaching method and the initial condition of students' understanding on Reading Comprehension. The researcher observes the class to get the information about students' initial condition and to know their problems in learning Reading. In this activity the teacher taught students using conventional method. After that, the teacher gave test to check the students' understanding on Reading Comprehension. After the researcher got the data from observation and the test, the researcher decided to analyze the problems faced by the students. After knowing the problems faced by students, the next step which is done by the researcher is designing a planning to continue into the next cycle to surmount the problem in the previous cycle. It was going on Sunday, October 01th 2013. After conducting preliminary research, the researcher conducted cycle I.
2. The First Cycle
The first cycle conducted on Tuesday, October 07th 2013. In this cycle the researcher prepared some activities that will be done in this first treatment, those are:
a. Planning
Teacher and researcher prepare for the material and method during the study. The material is passive voice and the method is quiz team technique. Lesson plan is also prepared to conduct the quiz team technique during the study.
b. Acting
1. Teacher explains student about the material and songs and games technique
2. The process songs and games techniques are stated bellow:
ﾢ Choose a topic that can be presented in three segments.
ﾢ Divide the students into three teams.
ﾢ Explain the format of the session and start the presentation. Limit it to 10 minutes or less.
ﾢ Have Team A prepare a short-answer quiz. The quiz should take no more than 5 minutes to prepare. Teams B and C use this time to review their notes.
ﾢ Team A quizzes a member of team B. If team B cannot answer a question, Team C gets a shot at it.
ﾢ Team A directs its next question to a member of Team C, and repeats the process.
ﾢ When the quiz is over, continue with the second segment of your lesson, and appoint Team B as masters.
ﾢ After Team B completes its quiz, continue with the third segment of your lesson, and appoint Team C as master.
3. Researcher observes the teaching learning process
c. Observing
Researcher and teacher observe some obstacles toward material and process of songs and games technique.
d. Reflecting
Teacher together with researcher then reflect all of the activity that has done and also result from observation to make a plan for the next cycle.
3. The Second Cycle
After conducting the first cycle, the researcher conducted cycle II. The second cycle was done based on the result of the first cycle, if the result from observation shows that the students score still low, it is needed to be continued to the next cycle to fix the previous weakness. The second cycle conducted on Thursday, November 07th 2013.
The designs of the second cycle are:
a. Planning
Teacher together with researcher then reflect all of the activity that has done and also result from observation to make a planning for the next cycle.
b. Acting
1. Teacher explains student about the material and songs and games technique
2. The process songs and games techniques are stated bellow:
ﾢ Choose a topic that can be presented in three segments.
ﾢ Divide the students into three teams.
ﾢ Explain the format of the session and start the presentation. Limit it to 10 minutes or less.
ﾢ Have Team A prepare a short-answer quiz. The quiz should take no more than 5 minutes to prepare. Teams B and C use this time to review their notes.
ﾢ Team A quizzes a member of team B. If team B cannot answer a question, Team C gets a shot at it.
ﾢ Team A directs its next question to a member of Team C, and repeats the process.
ﾢ When the quiz is over, continue with the second segment of your lesson, and appoint Team B as masters.
ﾢ After Team B completes its quiz, continue with the third segment of your lesson, and appoint Team C as master.
c. Observing
Researcher and teacher observe some obstacles toward material and process of quiz team technique.
d. Reflecting
Teacher together with researcher then reflect all of the activity that has done.
E. Technique of data collection
When collecting data in a research, many methods are used by each researcher. The technique used in this research was questionnaire and tests. The aim of using questionnaire in this research was method ask to know how far the students' hobby in learning Reading Comprehension especially using communicative approach, and the tests method was used to know whether students were successful or not with their learning method especially in learning Reading Comprehension by the students at second grade of SMPN 06 Makassar.
F. Technique of data analysis
The data analysis was used to draw the conclusion of the research data. In analyzing the writer used statistical technique especially in analyzing the main data of questionnaire answer test' answers at second grade of SMPN 06 Makassar.
The result will be described quantitavely in the form of number which will describe its variable. The procedures of the data analysis are:
To rank score attained by each student or respondent. The way to determine the score by using the following:
P = S X 100 %
S I
Notes
P = Presents
S = Score attained by student
S I = the high score
G. SUCCESS INDICATORS
Indicators in action research are applied after learning strategy songs and games in English subjects in the subject of reading comprehension. The quality of students' ability to complete the subject is characterized by increasing average scores - average and mastery in learning.
BIBLIOGRAPHY
1. AJ Thomson and Martinet, 1980, A Practical English Grammar, Oxford University Press.
2. Balai Pustaka, Pedoman Umum Bahasa Indonesia yang Disempurnakan, 1982, Jakarta Depdikbud.
3 Dwyer. Margaret. A, 1983, Some strategies for improving reading efficiency, English Teaching Forum, V. 21. No 3, Washington, D.C. 20402: U. S. Government Printing office.
3. Frencies, W. Nelson, The Structure of American English Grammar, 1958, Co. New york, The Ronald Press.
4. George Yule, The Study of Language, Lousiana State University.
5. Echols, John M. & & Hassan Shadely. Kamus Inggris Indonesia. Jakarta: PT. Gramedia.
6. Holt, Rinehart and Winston, 1982, Understanding Reading, New York: New York Inc.
7. Keraf, Gorys, Dr, Tata Bahasa Indonesia,1984, Ende, Nusa Indah, Flores.
8. Richard, Jack C. and Theodore S.Rogers, 1986, Approaches and Methods in Language Teaching, Cambridge: University Press.
9. Suharsisni Artkuanto, Dr, 1984, Dasar-dasar Evaluasi Pendidikan, Jakarta: PT. BINA AKSARA.
10. Ward, James, 1980, Techniques for teaching reading, English Teaching Forum, V. 18. No. 2, Washington, D. C. 20402: U.S. Government Printing Office.
11. Wati, rochmah, pryla, Spd, 2005. Material for Reading. Jombang.
12. http://www.slideshare.net/belebih/the-effects-of-fluency-on-reading-comprehension
13. http://yoyoii.blogspot.com/2011/06/definition-reading-comprehension.html
14. http://iteslj.org/Techniques/Saricoban-Songs.html
15. http://wirmanvalkinz.blogspot.com/2012/12/kumpulan-skripsi-bahasa-
inggris_15.html
16. http://wirajunior.blogspot.com/2013/11/skripsi-bahasa-inggris-terbaru-teaching.html
RENCANA PELAKSANAAN PEMBELAJARAN
Nama Sekolah : SMPN 06 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : VII / I
Tahun Pelajaran : 2014 / 2015
Waktu : 4 X 40 menit (2 pertemuan)
A. Standar Kompetensi
Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat.
B. Kompetensi Dasar
Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat.
C. Tujuan Pembelajaran
Pertemuan 1:
1. Melalui mengerjakan soal-soal tentang bacaan tersebut, siswa dapat mengetahui informasi tertentu yang ada dalam teks narrative yang dibaca siswa.
2. Melalui kerja berpasangan, siswa dapat menentukan makna kata-kata yang digunakan dalam teks narrative tersebut.
3. Melalui kerja kelompok siswa dapat menjelaskan gambaran umum tentang isi bacaan teks narrative.
Pertemuan 2:
1. Melalui mengerjakan soal-soal tentang bacaan tersebut, siswa dapat menentukan informasi-informasi yang ada dalam teks narrative yang dibaca siswa.
2. Melalui kerja kelompok, siswa dapat mengidentifikasi bagian-bagian teks narrative yang dibacanya.
D. Materi Pembelajaran
1. Model Teks Narrative tentang dongeng:
The Legend of Toba Lake
Once upon time, there was a handsome man. His name was Batara Guru Sahala. He liked fishing. One day, he caught a fish. He was surprised to find out that the fish could talk. The fish begged him to set it free.
Batara Guru could not bear it. He made the fish free. As soon as it was free, the fish changed into a very beautiful woman. She attracted Batara Guru so much.
He felt in love with that fish-woman. The woman wanted to marry with him and said that Batara Guru had to keep the secret which she had been a fish. Batara Guru aggreed and promised that he would never tell anybody about it.
They were married happily. They had two daughters. One day Batara Guru got very angry with his daughter. He could not control his mad. He shouted angrily and got the word of fish to his daugters. The daughters were crying. They found their mother and talked her about it.
The mother was very annoyed. Batara Guru broke his promise. The mother was shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed a very big hole. People believed that the big hole became a lake. Then this lake is known as Toba Lake.
2. Fungsi Sosial Teks Narrative
To amuse entertain and to deal with actual or various experiences in different ways.
3. Struktur Generik Teks Narrative
o Orientation
o Complication
o Resolution
o Reorientation
E. Metode dan teknik pembelajaran
o ESA Sequence (Engage Study Activate)
o Group work
o Language games
F. Langkah-langkah Kegiatan Pembelajaran
F.1. Pertemuan 1:
F.1.1. Kegiatan Pendahuluan
o Guru dan siswa melakukan tanya jawab tentang berbagai tesk narrative.
o Guru menjelaskan tujuan pembalajaran pertemuan tersebut.
o Guru menjelaskan cakupan materi yang akan dipelajari.
F.1.2. Kegiatan Inti
o Siswa membaca teks tentang legenda dan menjawab pertanyaan-pertanyaan untuk menemukan informasi tertentu dari bacaan (eksplorasi).
o Siswa mendiskusikan hasil pemahaman bacaan menggunakan kuis interaktif secara klasikal (eksplorasi).
o Siswa mendapatkan umpan balik dari guru atas informasi-informasi rinci yang diperolehnya lewat reading comprehension (konfirmasi).
o Siswa bekerja secara kelompok empat untuk mendiskusikan tentang gambaran umum isi bacaan tentang dongeng (elaborasi)
o Siswa membaca teks tentang dongeng untuk menemukan makna beberapa kata tertentu yang ada di dalam teks tersebut (eksplorasi).
o Siswa bekerja berpasangan untuk mengerjakan latihan menemukan makna beberapa istilah yang ada dalam teks (elaborasi).
o Siswa mendapatkan penjelasan makna kata-kata tertentu dari guru (konfirmasi).
F.1.3. Kegiatan Penutup
o Siswa dibimbing guru membuat simpulan atas hasil belajar pertemuan tersebut.
o Siswa dan guru membuat refleksi pelaksanaan pembelajaran.
o Guru menyampaikan tugas terstruktur yang harus dikerjakan siswa di luar kegiatan tatap muka.
o Guru menyampaikan rencana kegiatan pembelajaran pertemuan selanjutnya.
F.2. Pertemuan 2
F.2.1. Kegiatan Pendahuluan
o Siswa dibawah bimbingan guru membahas hasil kerja terstruktur.
o Guru menyampaikan tujuan pembelajaran pada pertemuan tersebut.
o Guru menyampaikan cakupan materi pembelajaran pertemuan tersebut.
F.2.2. Kegiatan Inti
o Siswa membaca ulang teks tentang dongeng untuk menemukan informasi tersirat yang ada dalam teks.
o Siswa dibimbing guru membahas informasi tersirat yang ada dalam teks menggunakan kuis interaktif (eksplorasi).
o Siswa mendapatkan penjelasan dari guru informasi tersirat yang didapatkan dari teks yang dibacanya (konfirmasi).
o Siswa di bawah bimbingan guru menganalisis struktur teks narrative(elaborasi).
o Siswa mendapatkan penjelasan guru tentang struktur generik teks narrativedan fungsi sosial teks narrative yang dibacanya (konfirmasi).
F.2.3. Kegiatan Penutup
o Siswa dan guru membuat simpulan hasil pembelajaran.
o Siswa mengerjakan tes akhir pembelajaran (post test).
G. Sumber Pembelajaran
http://googel22.blogspot.com/2012/10/contoh-narrative-text.html
H. Penilaian
H.1. Indikator Pencapaian Kompetensi:
o Menemukan informasi tertentu dari teks dengan tepat.
o Menemukan gambaran umum tentang isi bacaan secara tepat.
o Menentukan makna beberapa istilah yang ditemukan di dalam teks secara tepat.
o Menentukan informasi tersirat yang terdapat di dalam teks secara tepat.
H.2. Teknik Penilaian:
o Tes Tertulis
H.3. Bentuk Instrumen:
o Pilihan Ganda
H.4. Instrumen Penilaian:
POST TEST
Read the texts and choose a, b, c, or d according to the text!
(Teks 1 is for number 1, 2, 3, 4, and 5)
The Smartest Parrot
Once upon time, a man had a wonderful parrot. There was no other parrot like it. The parrot could say every word, except one word. The parrot would not say the name of the place where it was born. The name of the place was Catano.
The man felt excited having the smartest parrot but he could not understand why the parrot would not say Catano. The man tried to teach the bird to say Catano however the bird kept not saying the word.
At the first, the man was very nice to the bird but then he got very angry. "You stupid bird!" pointed the man to the parrot. "Why can't you say the word? Say Catano! Or I will kill you" the man said angrily. Although he tried hard to teach, the parrot would not say it. Then the man got so angry and shouted to the bird over and over; "Say Catano or I'll kill you". The bird kept not to say the word of Catano.
One day after he had been trying so many times to make the bird say Catano, the man really got very angry. He could not bear it. He picked the parrot and threw it into the chicken house. There were four old chickens for next dinner "You are as stupid as the chickens. Just stay with them" Said the man angrily. Then he continued to humble; "You know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too, stupid parrot". After that he left the chicken house.
The next day, the man came back to the chicken house. He opened the door and was very surprised. He could not believe what he saw at the chicken house. There were three death chickens on the floor. At the moment, the parrot was standing proudly and screaming at the last old chicken; "Say Catano or I'll kill you".
1. What is the title of the text?
a. The Smartest a Bulbul
b. The Smartest a Dove
c. The Smartest Parrot
d. The Smartest Eagle
2. The parrot could say every word, except..........
a. Catano
b. The name owner of parrot
c. Chicken
d. Stupid bird
3. Why the man got very angry to the parrot?
a. Because the parrot can't whistle
b. Because the parrot can't say Catano
c. Because the parrot stay at the chicken house
d. Because the parrot can't say anything
4. What is the text about?
a. Report text
b. Narrative text
c. Recount text
d. Report
5. Who was picked the parrot and threw it into the chicken house?
a. Mother
b. Father
c. The man
d. The women
(Text 2 is for number 6, 7, 8, 9, and 10)
The Monkey and the Crocodile
One day there was a monkey. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top.
Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, "My father is very sick. He has to eat the heart of the monkey. So he will be healthy again."
At the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. "What's for?" asked the crocodile. "Because I don't bring my heart," said the monkey. "I left it under a tree, near some coconuts in the river bank."
The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile's back. Then he climbed up to the top of a tree.
"Where is your heart?" asked the crocodile. "You are foolish," said the monkey to the crocodile. "Now I am free and I have my heart.
6. What was the monkey saw when he wanted to cross a river?
a. A crocodile
b. A fish
c. Monkey's friend
d. A man
7. The first paragraph is about?
a. Conclusion
b. Complication
c. Resolution
d. Orientation
8. What idea had the monkey?
a. Told the crocodile to swim continue
b. Told the crocodile to stop swiming
c. Told the crocodile to swim back
d. A and B is false
9. What was crocodile asked when turn around and swam back to the bank of river?
a. Where are you going?
b. What's for?
c. What are you doing?
d. Where is your heart?
10. What is the characteristic of the monkey?
a. Tricky
b. Stupid
c. Intelligent
d. Exploit
H.5. Kunci Jawab & Norma Penilaian
o Kunci Jawab :
1. C, 2.A, 3. B, 4.B, 5. C, 6.A, 7.D, 8.C, 9.D, 10.A.
o Norma Penilaian :
N = Jumlah Betul X 10
N = 10 X 10
N = 100
Makassar, 21 January 2014
Mengetahui
Kepala SMPN 06 Makassar Guru Mata Pelajaran
(ﾅﾅﾅﾅﾅﾅﾅﾅﾅﾅ) (ARLING S)
NIPﾅﾅﾅﾅﾅﾅﾅ NIP 45 11 101 074
BIOGRAPHY
Arling S. He was born on January 06, 1989 in Sinjai from the marriage of his parents Sapri and Bungawaty He started his elementary school at SD NEG. 143 KORONG Sinjai Selatan and graduated in 2001.
He continued his study at SMP NEG 1 Sinjai Selatan and graduated in 2004. After that he continued his study at SMA NEG 1 Sinjai Selatan and graduated in 2007. Then, he was registered as a college student of English Education Department Faculty of Teachership and Education Sciance University "45" Makassar.
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