Professional Documents
Culture Documents
By:
MerinaYuliAstuti
109014000159
JAKARTA
2014
“THE EFFECTIVENESS OF NUMBERED HEADS TOGETHER
TECHNIQUE (NHT) ON STUDENTS’ READING ABILITY”
“A Skripsi”
By:
109014000159
JAKARTA
2014
i
ii
iii
iv
ABSTRACT
v
ABSTRAK
vi
ACKNOWLEDGEMENT
In the name of Allah, the Most Beneficent and the Most Merciful
All praise be to Allah, the Lord of the Worlds. The Almighty God for his
blessing, mercy, guidance and help that has given to the writer until she could finish
this slcripsi entitles The Effectiveness of Numbered Heads Together Technique
(NHT) on students' Reading Ability. Peace be upon our prophet Muhammad SAW,
his family and his followers.
First of all, the writer would like express her deepest gatitude, appreciate and
honor to all family members, especially for her beloved parents, Sudarwati and
Parmin, for their supports, motivations and valuable players that never stop given to
the writer. Also, her brothers, Eko Prasetyo and Fathah Hurahmad Al Zuhri, for their
support and help to the writer anytime.
Next, the writer would like to express her special thanks to her advisor,
Dr.Fahriany, M.Pd and zaharil Anasy, M.Hum for their patience, guidance,
encouragement, support, correction and suggestion for completing this slcripsi.
The writer also wants to express her gratitude to all people who has contribute
to her study among others;
1. A1l the lectures of English Education Department who have already taught
and educated the writer during her study at UIN syarif Hidayatullah
Jakarta.
vil
J. Zaharil Anasy, M.Hum., the secretary of English Education Department.
4. Nida Husna, M.Pd., M.A. TESOL, the writer's academic advisor for her
support, caring and motivation during studying in English Education
Department.
5. Dra. Nurlena, M.A, Ph.D., the dean of Faculty of Tarbiyah and Teachers'
Training of Islamic State University Jakarta.
6. Drs. H. Antasa, M.M.Pd, the headmaster of SMPN 2 Tangerang Selatan
who has permitted the writer did the research.
7. Mrs. Syarifah, S.Pd as the English teacher of SMPN 2Tangerung Selatan.
8. Al1 her friends (Sartika Sari, Annisa Ulfah, Annisa Purwaning, and others
D class members for sharing their knowledge, happiness, care, time, help
and support) and especially for her special friend, Indra Putra Pratama.
9. Everyone who cannot mentioned one by one for their contribution to the
writer during finishing this slvipsi. The words are not enough to say her
appreciation for their help.
The writer realizes there are still some mistakes in this slcripsi and it is still far
being perfect. Therefore, it is pleasure for her to accept the critics and suggestions to
correct the mistakes and weakness from her writing. She also expects that this slcripsi
can be beneficial for her and for those who are interested in it.
Iakarta,l|i4:arch2014
The writer
vilt
TABLE OF CONTENTS
TITLE .................................................................................................... i
APPROVAL .......................................................................................... ii
ENDORSEMENT SHEET ................................................................... iii
SURAT PERNYATAAN KARYA SENDIRI ......................................... iv
ABSTRACT ........................................................................................... v
ABSTRAK .............................................................................................. vi
ACKNOWLEDGEMENT .................................................................... vii
TABLE OF CONTENTS ..................................................................... ix
LIST OF TABLE ................................................................................. xi
LIST OF APPENDICES ...................................................................... xii
ix
C. The Nature of Numbered Heads Together ........................................ 14
1. The Definition of Numbered Heads Together ............................... 14
2. The Advantages of Numbered Heads Together ............................. 15
3. The Steps in Numbered Heads Together ........................................ 16
D. Previous Related Studies ................................................................... 17
E. Theoretical Thinking ......................................................................... 19
F. Research Hypothesis .......................................................................... 20
REFERENCES ...................................................................................... 42
APPENDICES ....................................................................................... 44
x
LIST OF TABLES
xi
LIST OF APPENDICES
xii
CHAPTER I
INTRODUCTION
1
Depdiknas, Kurikulum KTSP 2006 Standar Isi Satuan Pendidikan Dasar dan Menengah,
(Jakarta: Badan Standar Nasional Pendidikan, 2006), p.124.
1
2
messages”.2 In other word, reading is a process transferring information from the text
then our brain will process it and conclude what the text tells about.
Based on the syllabus, the aims of teaching reading in second grade of junior
high school is, “understanding the meaning of written functional text and simple
short essay in descriptive and recount that relating to the environment.” It can be said
the text taught at the second grade of junior high school in the first semester is
descriptive text and recount text. The writer focuses on the descriptive text.
According to Ploeger, “description is a development method used to depict physical
items or objects that have concrete, touchable feature.”3 In other word, description is
a writer’s way to explain something which apparent and can be held and usually has
characteristics like color, shape, weight, size, taste and etc.
Nevertheless, sometimes students get confuse in reading descriptive text because
the unfamiliar vocabularies and the difficulty of structure used in the text. So they
often use a dictionary. It makes their reading activity slowly meanwhile the learning
time is limited. Furthermore, sometimes the teachers teach students to read aloud. It
can be useful for beginner language learner to know how to pronounce words in
English text but it cannot be used to understand the meaning of the text. This kind of
problem has been found by the researcher when she did Praktek Profesi Keguruan
Terpadu (PPKT) during the teaching of descriptive text in classroom. Therefore, she
wants to use numbered heads together technique to improve students’ reading ability.
Numbered heads together is one of the techniques in cooperative learning.
According to Jolliffe, “cooperative learning requires pupils to work together in
small groups to support each other to improve their own learning and that of others.
However, it is not quite so simple, because there are variations on cooperative
learning and some fierce arguments amongst academics as to the value of each.”4 In
2
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996),
p.190.
3
Katherine M. Ploeger, Simplified Paragraph Skills, (Illinois: NTC Publishing, 1999), p.241.
4
Wendy Jolliffe, Cooperative Learning in the Classroom Putting It into Practice, (London:
Paul Chapman Publishing, 2007), p.3.
3
another word, cooperative learning is a group working to help the group member to
understand the material about.
Then, numbered heads together is a teaching technique by using group that
consists of four students. The rules of numbered heads together are teacher will
divide class into several groups that consist of four students, teacher ask a question
based on the text, students in each group put their heads together and discuss the
answer, and teacher calls number randomly. The student with that number gives and
explains their group’s answer. This activity not only about practice reading in group
but also train the student to socialize and help each other.
Based on the explanation above, the researcher is interested in conducting the
research under the title “the effectiveness of numbered heads together technique on
students’ reading ability at SMPN 2 Tangerang Selatan”. The researcher wants the
students practice to read descriptive text by using numbered heads together technique.
technique not only good for teaching reading descriptive but also good for
students’ behavior.
CHAPTER II
THEORETICAL FRAMEWORK
6
7
Snow stated, “the best way to understand reading is therefore to see it as a process of
active guessing in which readers use a variety of different kinds of clues to
understand a text and to take what they need or want from it, generally as quickly as
possible”.4
From those explanations above, it can be concluded that reading is an active
activity because the readers not only read those printed words in the text but they
must understand what is the message that conveyed by the writer from the text.
Before reading, the readers can guess what the writer will talk about by seeing the
title, picture, clues, or the first and last paragraph, skimming the text to check their
hypotheses and to get the information what they are looking for, revision then reread
the text for more detail.There are many purposes in reading, beside the readerscan get
many informations from the text, they will improve their english ability indirectly
because they not only practice how to pronounce the words, but also find new
vocabularies and those new vocabularies can be applied in their speaking and writing.
Furthermore, Allington and Strange stated, “reading ability is a complex skill
and many issues surround its measurement. Most assessment of reading ability
consider both word-identification abilities, and the understanding or comprehension
of the message”.5Then, Alderson said, “reading ability is not only abilities in learning
new knowledge, but also abilites to process information”.6
Meanwhile, according to Harmer, students need to be able to scan the text for
particular bits of information they are searching for. They also need to be able to skim
4
Don Snow, From Language Learner to Language Teacher, (Virginia: TESOL Teachers of
English to Speakers of Other Language, Inc, 2007), p.133.
5
Richard Allington and Michael Strange, Learning Through Reading In The Content Areas,
(Toronto: D. C. Heath and Company, 1980), p.5.
6
J. Charles Alderson and Lyle F. Bachman, Assessing Reading, (New York: Cambridge
University Press, 2000), p.48.
8
a text – as if they were casting their eyes over its surface – to get a general idea of
what it is about.7
In another word, reading ability is capability of the readers in understanding the
meaning of the text.Also, they must be able in understanding and applying the
reading technique in order to adjust with the text and their reading purpose. If their
reading purpose is to find the unfamiliar vocabulary in dictionary, they must be able
read the text in scanning technique but if their purpose is to seek the general idea of
the text, they must be able read the text in skimming technique.
7
Harmer,op. cit., p.100.
8
Nutall, op. cit., p.3.
9
To seek evidence for their own point of view (and to quote) all of which
may be needed for writing their essays, etc.9
techniques to read faster, scanning to search the phone number, dictionary, television
program; skimming to search the general idea in short text.
13
Mark Anderson and Kathy Anderson, Text Types in English 3, (Sellanor: Macmillan
Education Australia PTY LTD, 1998), p.2.
14
Betty Mattix Dietsch, Reasoning & Writing Well 4ed, (New York: McGraw-Hill, 2006),
p.140.
15
Santi V. Buscemi and Charlotte Smith, 75 Readings plus 8ed, (New York: McGraw-Hill,
2007),p.37.
11
verb especially in describing behavior or personality for person and they writes all
features by using present tense.
22
Jack C. Richards – Willy A. Renandya, Methodology in Language Teaching: AnAnthology
of Current Practice, (New York: Cambridge University Press, 2002), p.52.
23
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching, (New York: Cambridge University Press, 2001), p.198.
14
24
Jeanne M. Stone, KaganCooperative Learning Reading Activities, (San Clemente: Kagan
publishing, 2000), p.74.
25
Robert E. Slavin, Cooperative Learning Theory, Research, and Practice 2ed,
(Massachusetts: Allyn and Bacon, 1995), p.132.
26
Webb.nmu.edu/webb/ArchievedHTML/UPCED/mentoring/docs/teachingstrategies.pdf
27
Richard and Renandya.loc. cit.
15
28
Eleonor C. Cayabyab and George M. Jacobs, Making Small Groups Work Via Cooperative
Learning, (The ACELT Journal, Vo.3, No.2, October 1999), p.30.
29
www.learnnc.org/Ip/pages/4772
30
Ibid., 52
16
So, there are some steps in doing numbered heads together technique such as
firstly, teacher divided class into some groups that consist of four students, each
student has a number 1,2,3 and 4; next, teacher asks a question based on the
descriptive text which given by teacher; then students put their heads together to
discuss about the answer, each student has responsibility to make sure all members in
their group know the answer; the last, teacher called a number randomly and the
student with that number must answered it with the explanation.
by NHT technique to the experimental group, while control group were taught by
using lecturing technique as usually applied by the teacher. The result of t-test
analysis on the students’ reading comprehension achievement test scores that the
statistical value of the t-test was higher than that of the value of t-table with
significant level of 5% (2.78 >1.99). The degree of relative effectiveness was 12.7%.
It means that the use of NHT technique was 12.7% more effective in teaching reading
comprehension than without applying NHT technique that was lecturing technique.
The third study is conducted by Seken (2013) under the title “The Effect of
Numbered Head Together and Question Answer Relationship Techniques on
Students’ Reading Comprehension: A Comparative Study. The objectives of the
study was, first, to investigate whether there is a significant effect of numbered head
together and question answer relationship technique on students’ reading
comprehension; second to compare the effect of NHT and that of QAR on reading
comprehension. This research was conducted at the eighth grade students of MTs
Birrul Walidain NW Rensing in the school year of 2012-2013. The sample used was
obtained by cluster random sampling technique. The total number of sample was 66
students, divided into three groups; NHT, QAR and conventional technique groups.
In conclusion NHT is likely higher in effectiveness than the other techniques in
improving the reading comprehension.
From those experiments that ever had, they were using numbered heads
together technique as a technique to teach English. This study concerned in teaching
reading on descriptive text by using numbered heads together (NHT). They are
similar with this study which using numbered heads together technique. The
differences among the three studies are the place to conduct it, the English material
and theresearch design. The first study used classroom action research, the second
study used experimental study and the third used comparative study. This study uses
experimental study and conducted using numbered heads together technique in
teaching reading on descriptive text at the second grade of SMPN 2 Tangerang
Selatan.
18
E. Theoretical Thinking
Based on those definitions above, it can be concluded that numbered heads
together is a technique in group working came from cooperative learning that usually
consist of four students. Each student has a number 1-4, then teacher asked a question
or problem, and students will put their heads together to discuss about the answer,
then teacher asked a number randomly and students with that number must to answer
the question. It is used to make students easier in understanding the meaning of
descriptive text.
Teaching reading descriptive text need an extra time because many students get
confuse in understandingdescriptive text because the lack of vocabulary and also the
structure used in the text. So they often used a dictionary, it makes reading slowly
while the learning time is limit. In this occasion, the researcher used numbered heads
together in teaching reading descriptive text. This technique can improve students’
reading ability because they do not have to use dictionary, they will receive an assist
from their friends, they also can discuss about the answer or unfamiliar words
together.
Then, sometimes the teachersteach students to read aloud. It can be useful for
beginner language learner to know how to pronounce words in English text but it
cannot be used to understand the meaning of the text.Numbered heads together can
help the students in understanding the meaning of the text because they will help each
other in group; the higher and middle students help the lowest students. It also can
encourages the lowest students to speak confidently. This technique also train them to
socialize, active and help each other.
F. Research Hypotheses
The research is to answer the question of, “is numbered head together technique
effective in improving the students’ reading ability in descriptive text at SMPN 2
Tangerang Selatan?”
19
To get the answer above, the research suggest the alternative hypothesis, there
is a significant effect in using numbered heads together technique to improve the
students’ reading ability in descriptive text at the second grade of SMPN 2 Tangerang
Selatan. It means that numbered heads together technique is effective in teaching
reading descriptive text at SMPN 2 Tangerang Selatan.
Then null hypothesis, there is no significant effect in using numbered heads
together to improve the students’ reading ability in descriptive text at the second
grade of SMPN 2 Tangerang Selatan. It means that numbered heads together
technique is not effective in teaching reading descriptive text at SMPN 2 Tangerang
Selatan.
CHAPTER III
RESEARCH METHODOLOGY
1
Daniel Muijs, Doing Quantitative Research in Education, (London: SAGE Publications Ltd,
2004), p.27.
2
William Wiersma and Stephen G. Jurs, Research Methods in Education 9th ed, (America:
Pearson International Edition, 2009), p.165.
3
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry
th
6 ed, (Boston: Allyn and Bacon, 2006), p.24.
20
21
post-test measurement and comparing the gained scores between both classes. The
effectiveness can be seen from the improvement of students’ score of experiment
classs in post test after they had been given some treatments and from the
comparation of both classes. The experiment class was given the technique by using
numbered heads together and the controlled class without numbered heads together.
4
McMillan,op. cit., p.126.
22
Mx = Mean of Variable X
My = Mean of variable Y
SE = Standard Error
In order to get the calculation of T-test, there are several steps to be taken, they
are as follows:
1. Determining Mean of variable X, with formula:
∑
√∑ ∑
N (N)
5
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006),
p. 314.
24
√∑ ∑
N (N)
a. Verbal hypothesis
1. Null Hypothesis (Ho)
There is no significant progress in using numbered heads
together technique in improving students’ reading ability in
descriptive text at the second grade of SMPN 2 Tangerang
Selatan.
2. Alternative Hypothesis (Ha)
There is a significant progress in using numbered heads
technique in improving students’ reading ability in descriptive
text at the second grade of SMPN 2 Tangerang Selatan.
b. Statistical hypotheses
Ho : p = q
Ha : p = q
CHAPTER IV
RESEARCH FINDINGS
A. Data Descriptions
As the researcher explained in the previous chapter, she took the data by
using reading test about descriptive text. After conducting the research, she
obtained two kinds of data, the score of pre–test and post–test from both
experimental and controlled class are described in the following table:
Table 4.1
1 60 65 5
2 70 80 10
3 65 70 5
4 50 60 10
5 45 70 25
6 45 60 15
7 70 80 10
8 45 50 5
9 50 70 20
10 45 70 25
11 40 50 10
12 50 75 25
13 55 70 15
14 65 70 5
15 45 60 15
16 75 90 15
17 50 55 5
18 40 60 20
19 40 45 5
20 40 70 30
26
27
Table 4.2
Frequency of Pretest of Experimental class
Table 4.3
Frequency of Posttest of Experimental class
45 – 52 4 10%
53 – 60 6 15%
61 – 68 6 15%
69 – 76 15 38%
77 – 84 7 17%
85 – 92 1 2%
N = 39
29
The tables above describe the students’ pre–test and post–test of the
experiment class. Based on the table 4.1, from 39 students in the class, the
researcher got mean of pre–test was 54.74 and mean of post–test was 68.33. From
table 4.2, it could be seen that there were 12 students who got the smallest score in
the interval 40-46 and only two students who got the highest score in the interval
75-81. After giving technique of numbered heads together, the researcher gave
them post–test. The data can be seen in table 4.3, the smallest score in the interval
45-52 and the highest score in the interval 85-92.
Table 4.4
Table 4.5
Frequency of Pretest of Controlled class
Table 4.6
Frequency of Posttest of Controlled class
40 – 47 3 7%
48 – 55 6 15%
56 – 63 8 20%
64 – 71 13 33%
72 – 79 6 15%
80 – 87 3 7%
N = 39
32
The table 4.4 showed the students’ pre–test and post–test score of the
controlled class. From 39 students, mean of pre–test was 59.36 and mean of post–
test was 64.48. Meanwhile in table 4.5 showed the smallest pre–test score in the
interval 40-46 and the highest score in the interval 75-81. In table 4.6 described
the smallest post–test score in the interval 40-47 and the highest score in the
interval 80-87.
From those tables above, it could be said mean of pre–test in controlled class
(59.36) is higher than pre–test in experimental class (54.74). In the other side,
mean of post–test in controlled class (64.48) is lower than in experimental class
(68.33). Then mean of gained score in controlled class (5.38) is also lower than
mean of gained score in experimental class (13.58). However, further calculation
is needed to see whether there is significant difference between experimental class
and controlled class or not.
or
1.028
n1-1 = 39-1 = 38
n2-1 = 39-1 = 38
F0.05(n1-1, n2-1) = 1.84 (Ftable)
From the calculation, it can be seen that F < Fα (n1-1, n2-2) (1.028 < 1.84). Based
on the criteria, it can be conclude that Ho is accepted. It means that the sample in
experiment class and controlled class were homogenous.
C. Hypothesis Testing
The researcher calculated the data to test the hypothesis that whether there is
significant different between students’ reading ability in descriptive text in
experiment class which given the technique of numbered heads together and
students’ reading ability in descriptive text in controlled class without given the
technique of numbered heads together. Two classes were compared, the
experiment class was X variable and the controlled class was Y variable. She used
the result of post–test of experimental class and controlled class. She used statistic
calculation of the t-test formula with degree significance 5% in the following
table:
1
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama,
2010), p.160
35
Table 4.7
The result calculation of post – test of experimental class
Score F X X fx x2 fx2
45 – 52 4 48.5 3 12 9 36
53 – 60 6 56.5 2 12 4 24
61 – 68 6 64.5 1 6 1 6
69 – 76 15 72.5 0 0 0 0
77 – 84 7 80.5 -1 -7 1 7
85 – 92 1 88.5 -2 -2 4 4
N = 39 ∑ = ∑ =
21 67
Based on the table above, the researcher would like to establish the mean,
standard deviation and standard error of variable X. The calculation will be
described in the following steps:
2. √∑ – ∑ = 8√ – = 9.55
N (N) 39 (39)
Table 4.8
Score F Y Y Fy y2 fy2
40 – 47 3 43.5 3 9 9 27
48 – 55 6 51.5 2 12 4 24
56 – 63 8 59.5 1 8 1 8
64 – 71 13 67.5 0 0 0 0
72 – 79 6 75.5 -1 -6 1 6
80 – 87 3 83.5 -2 -6 4 12
N = 39 ∑ = ∑ 2
= 77
17
√∑ – ∑ = 8√ – = 10.68
N (N) 39 (39)
7. SEmx-my = √ =√ = 2.323
8. to = = = 2.488
37
In the description of data, the researcher described the data which had
already taken in the both classes clearly. The table 4.1 showed the students’
reading score in experiment class. From 39 students, mean of pre–test is 54.74 and
mean of post–test is 68.33. Then in table 4.2 and 4.3 showed the interval score
and frequency of students’ reading pre-test and post-test score in experiment class.
There were 12 students got the smallest score in the interval 40-46 and only two
students got the highest score in the interval 75-81. Then, there were 4 students
got the smallest score in the interval 45-52 and 8 students got the highest score in
the interval 77-92.
Next, in table 4.4 showed the students’ reading score in controlled class.
From 39 students, mean of pre–test is 59.36 and mean of post–test is 64.48. In
table 4.5 and 4.6 showed the interval score and frequency of students’ reading
38
pre-test and post-test score in controlled class. There were 8 students got the
smallest pre–test score in the interval 40-46 and 5 students got the highest score in
the interval 75-81. Then, there were 3 students got the smallest score in the
interval 40-47 and 3 students got the highest score in the interval 80-87. So the
researcher can be summarized mean of pre–test in controlled class (59.36) is
higher than pre–test in experimental class (54.74). Whereas mean of post–test in
controlled class (64.48) is lower than in experimental class (68.33). And mean of
gained score in controlled class (5.38) is also lower than mean of gained score in
experimental class (13.58).
Before analyzing the hypothesis, the researcher had to analyze the normality
of the data. This analysis is used to see whether or not the data got in the research
has been normally distributed. The result of normality can be seen by comparing
the value of Tmax to Ttable. The result showed that both the data pre-test and post-
test in experiment class were distribute normally. According to criteria of the test,
it can be seen in the result that Tmax (pre-test and post-test) < Ttable (0.134 and
0.099 < 0.161). Both the data of pre-test and post-test in controlled class also
showed that they were distributed normally. According to criteria of the test, it
can be seen in the result that Tmax (pre-test and post-test) < Ttable (0.135 and 0.109
< 0.161). It means that all the data in both pre-test ad post-test of experimental
and controlled class were distributed normally.
The last calculation was testing the hypothesis. This was the main
calculation to answer the problem formulation of this research that whether there
is significant different between students’ reading ability in descriptive text in
experiment class which given technique numbered heads together and controlled
39
class without technique numbered heads together. The researcher used T-test
formula in the significance degree (α) of 5%. The result showed that t-test (to) > t-
table (tt) (2.48 > 1.99). It means that t-test was higher in the value 2.48 than t-
table. So, the null hypothesis (Ho) is rejected. It means that alternative hypothesis
(Ha) is accepted that there is a significant progress in using numbered heads
technique in improving students’ reading ability in descriptive text.
CHAPTER V
A. CONCLUSION
Based on the interpretation of data, it can be concluded that the technique of
numbered heads together is effective in improving students’ reading ability on
descriptive text at the second grade of SMPN 2 Tangerang Selatan. It can be seen
that after four meetings treatment of both experiment and controlled class, the
result showed that the mean of gained score in experiment class which was given
numbered heads together technique is 13.58. Meanwhile the mean of gained score
in controlled class without the numbered heads together technique is 5.38. It
means that the mean of gained score in experiment class is higher than controlled
class.
In addition, the result also can be seen from T-test in the significance degree
(α) of 5%. The result showed that t-test (to) > t-table (tt) (2.48 > 1.99). It means
that t-test was higher in the value 2.48 than t-table. So, the null hypothesis (Ho) is
rejected. It means that alternative hypothesis (Ha) is accepted that there is a
significant progress in using numbered heads technique in improving students’
reading ability in descriptive text.
B. SUGGESTION
Based on this research, the researcher would like to give some suggestion
for english teacher especially in teaching reading:
1. The teacher should be creative in teaching reading. They should use
different technique in teaching to avoid students feel bored in class.
One of technique that the researcher suggest is numbered heads
together. Because it can make students active, enthusiasticand help
each other in class.
40
41
2. The teacher should not used reading aloud to measure the reading
ability in junior high school. It is only useful for beginning learners
who want to practice spelling vocabulary but cannot make them
understand about the text. It is not appropriate with the objective of
teaching reading in eight grade of junior high school.
3. The teacher should make the students ready before the reading class
begin such as giving question and answer or discussion about the news
that related the material, such as descriptive, recount, and narrative
text.
BIBLIOGRAPHY
Buscemi, Santi V. and Smith, Charlotte.75 Readings plus 8ed. New York:
McGraw-Hill, 2007.
Cayabyab, EleonorC. and Jacobs, George M. Making Small Groups Work Via
Cooperative Learning. The ACELT Journal, Vo.3, No.2, October 1999.
Depdiknas, Kurikulum KTSP 2006 Standar Isi Satuan Pendidikan Dasar dan
Menengah. Jakarta: Badan Standar Nasional Pendidikan, 2006.
Dietsch, Betty Mattix. Reasoning & Writing Well 4ed. New York: McGraw-Hill,
2006.
42
43
Webb.nmu.edu/webb/ArchievedHTML/UPCED/mentoring/docs/teachingstrategie
s.pdfaccessedon March, 9th 2014
READING TEST
Name : Class :
This text is for question 1 to 10
Borobudur Temple
The Borobudur temple is one of the historical remains in Sriwijaya era. Its king was
Samaratunnga. King Samaratungga was descendant from king Sailendra embraced Budha. It was
built in the ninth century under Sailendra dynasty of ancient Mataram kingdom. Borobudur is
located in Magelang, Central Java, Indonesia.
The temples of Budha located in Magelang among others are Mendut, Pawon, and
Borobudur. This Borobudur is the biggest and the most magnificent among all the temples.
Several descendants like: Dieng, Gebang, Sambisari, and Prambanan. Generally the temples in
Indonesia were the tomb of the king families, but the temples were built by the king embraced
Buddhism used for the worship. The attractive power of temples is not only the beauty, but also
the ornaments decorated on them, a lot of the relief on the walls including the statues. The
statues were made of rock and bronze.
Nowadays most of the bronze statues were lost. We can find the relief although some of
the parts got damage. Thus the government has rehabilitated them to preserve the temples, the
attraction and their beauty. The temples have become the income resources out of the oil and gas,
because many foreign and domestic tourists visit them.
5. Thus the government has rehabilitated them to preserve the temples ... (line 13)
The word ‘them’ refers to ….
a. Temples c. Statues
b. Relief d. Damage
My Uncle Joko
20. He goes there every weekend in summer to sail it. (line 11)
The word ‘it’ refers to …
a. Boat c. Coast
b. Seaside d. Fish
47
24. …. It has brown spots on the skin and this coloring helps protect the giraffe (line 4)
What does the word ‘it’refer to?
a. Leashes c. Nose
b. Giraffe d. Eyes
28. What the adult giraffe will do when getting something frightens?
a. They gallop away at about fifty kilometers per hour
b. They jump into the highest tree
c. They drink a water and spray it to their enemy
d. They stay and hide behind the tree
29. … It can stand up by itself within a few minutes after birth (line 9)
The word ‘itself’ refers to ….
a. Baby giraffe c. Baby giraffe’s feet
b. Adult giraffe d. Giraffe’s feet
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
1. Tujuan Pembelajaran
a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk
descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks.
b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.
c. Siswa mampu menentukan language feature dalam descriptive.
2. Materi Pembelajaran
a. Generic structure of descriptive text
b. Language features of descriptive text
c. Specific information of descriptive text
51
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan
language features yang terdapat dalam descriptive text.
Guru membagi kelas menjadi beberapa kelompok yang terdiri dari 4 siswa.
Setiap siswa pada satu kelompok berhitung 1 sampai 4.
Siswa mendapatkan teks descriptive yang berjudul “My Best Friend Lenka”
Elaborasi
Dalam kegiatan elaborasi:
52
C. Kegiatan Penutup
Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang
belum paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian
Indikator Teknik Bentuk Instrument
Penilaian Instrument Soal
1. Mengidentifikasi berbagai informasi Tes Tulis Isian Terlampir
yang terkait pada teks descriptive
2. Mengidentifikasi langkah retorika
teks descriptive
3. Mengidentifikasi cirri kebahasaan
pada teks descriptive
53
a. Pedoman penilaian
No. Uraian Skor
1 Jawaban isian yang benar 100
Tidak menjawab 0
I would like to talk about my best friend Lenka. I am so lucky to have her.
Without her I would not be as happy as I am now. I have known her for my whole life.
We are neighbors so I see her often.
Lenka is small and quite slim. She has got an oval face with bright blue eyes and
a big mouth. She has long brown wavy hair but she usually wears it in a ponytail. She is
quite beautiful, especially when she smiles.
She always seems to be in a good mood. We have nearly the same hobbies and
sometimes the same opinions. She always brings out the best in me by being positive
and cheerful.
She is like a part of my family. I trust her as much as I trust my close family
member. I find her very honest; she always says what she thinks. It can be useful
sometimes .For example when we go shopping she tells me frankly what fits me and
what not.
We are really close to each other; she can tell if I'm lying even if I am keeping a
straight face! I don't know how she does it! I don't know how it is possible but I am
never bored with her.
Sometimes she tends to be stubborn, she never admits her fault. But she is
stubborn only with her parents, but we have never argued. I hope our friendship will be
long and won't ever end.
Kunci Jawaban:
1. Identification:I would like to talk about my best friend Lenka. I am so lucky to
have her. Without her I would not be as happy as I am now. I have known her
for my whole life. We are neighbors so I see her often.
2. She lives near the writer’s house
3. She has got an oval face with bright blue eyes and a big mouth
4. No, she doesn’t.
5. Because they are neighbors
6. It refers to Lenka’s hair
7. The purpose is when they went to the shopping, Lenka told the writer frankly
what fits her and what not.
8. Lenka is small and quite slim. She has got an oval face with bright blue eyes and
a big mouth. She has long brown wavy hair but she usually wears it in a
ponytail.She is very honest, she always say what she think. Sometimes she tends
to be stubborn.
9. Because she is stubborn only with her parents
10. The purpose is for describing about her bestfriend Lenka, about her
characteristics (physical), her attitude and etc.
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal.
60-77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
55
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of
Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team.
Tangerang: CV Pustaka Surya.
http://www.essayforum.com/writing-feedback-3/best-friend-lenka-
description-person-16612/
Mengetahui,
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
1. Tujuan Pembelajaran
a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk
descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks.
b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.
c. Siswa mampu menentukan language feature dalam descriptive.
2. Materi Pembelajaran
a. Generic structure of descriptive text
b. Language features of descriptive text
c. Specific information of descriptive text
57
B. KegiatanInti
Eksplorasi
Dalamkegiataneksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan
language features yang terdapat dalam descriptive text.
Guru membagi kelas menjadi beberapa kelompok siswa, setiap kelompok
mendapatkan teks descriptive berjudul “Jelly fish”
Setiap siswa pada satu kelompok berhitung 1 sampai 4.
Mereka diberi waktu untuk membaca dan memahami teks descriptive tersebut.
58
C. Kegiatan Penutup
Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum
paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian
Indikator Teknik Bentuk Instrument
Penilaian Instrument Soal
1. Mengidentifikasi berbagai informasi yang Tes Tulis Isian Terlampir
terkait pada teks descriptive
59
a. Pedoman penilaian
No. Uraian Skor
1 Jawabanisian yang benar 100
Tidakmenjawab 0
The snowy owl is covered in snow-white feathers. This large species of owl is
mainly found in Arctic tundra areas. The snowy owl can rotate its head up to 270 degrees
giving it an extremely wide range of vision.While the male is almost purely white, the
female's feathers are streaked with shades of black or brown. The female is also bigger
than the male meaning that, unlike other owls, the snowy owl's sex can be easily
distinguished. Unlike most other owls, the snowy owl is active during daylight hours.
Summer in the Arctic circle features nights of "midnight sun", and the snowy owl, living
in open areas such as tundras, grasslands, wetlands, or rocky areas, must hunt for prey
from an elevated point with maximum vision of the area. For this reason, snowy owls are
often very active during the day, even though hunting is commonly done in the mornings
or evening. Their prey consists mostly of small rodents, but they occasionally feed on
other birds too.
4. … head up to 270 degrees giving it an extremely wide range of vision. It refers to?
5. Why does snowy owl active during the day?
6. What are the snowy owl’s preys?
7. Explain the descriptions about snowy owl? (at least 5 sentences)
8. Does female snowy owl have purely white feather?
9. What is the writer’s purpose write the text?
10. What are the differences between female snowy owl and male?
Kunci Jawaban:
1. Identification: The snowy owl is covered in snow-white feathers. This large
species of owl is mainly found in Arctic tundra areas.
2. The differences between snowy owl and the other owl are the snowy owl's sex
can be easily distinguished and the snowy owl is active during daylight hours it is
different with the other owl which is active in the night.
3. Snowy owl is living in open areas such as tundra, grasslands, wetlands, or rocky
areas.
4. It refers to snowy owl.
5. Because summer in the Arctic Circle features nights of "midnight sun", and the
snowy owl, living in open areas such as tundras, grasslands, wetlands, or rocky
areas, so snowy owl must hunt for prey from an elevated point with maximum
vision of the area.
6. Snowy owl’s prey mostly consists of small rodents, but they occasionally feed on
other birds too.
7. The snowy owl can rotate its head up to 270 degrees. The snowy owl male is
almost purely white, the female's feathers are streaked with shades of black or
brown. The female is also bigger than the male. The snowy owl is active during
daylight hours. The snowy owl is living in open areas such as tundras, grasslands,
wetlands, or rocky areas.
8. No, it doesn’t.
9. The purpose is for describing snowy owl characteristics, habit and place.
61
10. The differences between male and female are the feather and size. Male is almost
purely white, the female's feathers are streaked with shades of black or brown.
The female is also bigger than the male
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 60-
77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of
Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team.
Tangerang: CV Pustaka Surya.
http://englishjuniorhighschool.blogspot.com/2013/05/example-of-descriptive-
text-snowy-owl.html
http://englishjuniorhighschool.blogspot.com/2013/05/example-of-descriptive-
text-jellyfish.html
Mengetahui,
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
1. Tujuan Pembelajaran
a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk
descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks.
b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.
c. Siswa mampu menentukan language feature dalam descriptive.
2. Materi Pembelajaran
a. Generic structure of descriptive text
b. Language features of descriptive text
c. Specific information of descriptive text
63
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan
language features yang terdapat dalam descriptive text.
Guru membagi kelas menjadi beberapa kelompok siswa, setiap kelompok
mendapatkan teks descriptive berjudul “Jaya Ancol Dream land”
Elaborasi
Dalam kegiatan elaborasi:
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
64
C. Kegiatan Penutup
Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum
paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian
Indikator Teknik Bentuk Instrument
Penilaian Instrument Soal
1. Mengidentifikasi berbagai Tes Tulis Isian Terlampir
informasi yang terkait pada teks
descriptive
2. Mengidentifikasi langkah
retorika teks descriptive
3. Mengidentifikasi ciri kebahasaan
pada teks descriptive
65
a. Pedoman penilaian
No. Uraian Skor
1 Jawaban isian yang benar 100
Tidak menjawab 0
Jaya Ancol Dream Land is the largest and most popular recreation centre in the
country. Its area is 137 hectares. It is a recreation park not only for children but also
for adults. There are three areas which are popular to the visitors. They are
oceanorium, swimming area, and fantasy world.
Gelanggang Samudra Ancol (oceanorium) presents the show of dolphins, sea
lions and other various animal attractions. Gelanggang Renang Ancol (swimming
area) is an ideal attraction for the whole family. There is a separated pool for children,
a pool with a current like that of a 150 metre long river, a pool with waves reaching
one metre high like sea waves and a pool with sliding fibre-glass facility. Dunia
Fantasy (fantasy world) presents some shows from five continents in the world except
Australia.
Kunci Jawaban:
1. The identification : Jakarta is the capital city of Indonesia. It is centrally located
within the country on the northwest coast of Java Island at the mouth of the mouth of
the Ciliwung River …. (Paragraph one)
2. This area is 137 hectares.
3. No, it doesn’t
4. The popular areas in this place are oceanorium, swimming area, and fantasy world.
5. There is a separated pool for children, a pool with a current like that of a 150 metre
long river, a pool with waves reaching one metre high like sea waves and a pool with
sliding fibre-glass facility.
6. Oceanorium presents the show of dolphins, sea lions and other various animal
attractions.
7. No, it doesn’t
8. Gelanggang Samudra Ancol (oceanorium) presents the show of dolphins, sea lions
and other various animal attractions. Gelanggang Renang Ancol (swimming area) is
an ideal attraction for the whole family. There is a separated pool for children, a pool
with a current like that of a 150 metre long river, a pool with waves reaching one
metre high like sea waves and a pool with sliding fibre-glass facility. Dunia Fantasy
(fantasy world) presents some shows from five continents in the world except
Australia.
9. The purpose is to describe about Jaya Ancol Dreamland.
10. Jaya Ancol Dreamland
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 60-
77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of
Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team.
Tangerang: CV Pustaka Surya.
http://edukasiguru.blogspot.com/2012/07/short-functional-text-descriptive.html
67
Mengetahui,
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
1. Tujuan Pembelajaran
a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk
descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatifteks.
b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.
c. Siswa mampu menentukan language feature dalam descriptive.
2. Materi Pembelajaran
a. Generic structure of descriptive text
b. Language features of descriptive text
c. Specific information of descriptive text
69
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan
language features yang terdapat dalam descriptive text.
Guru membagi kelas menjadi beberapa kelompok siswa, setiap kelompok
mendapatkan teks descriptive berjudul “Ragunan Zoo”
Setiap siswa pada satu kelompok berhitung 1 sampai 4.
Elaborasi
Dalam kegiatan elaborasi:
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Setiap kelompok akan diberikan tugas untuk menjawab beberapa pertanyaan
yang berkaitan dengan descriptive text “Ragunan Zoo”.
70
C. Kegiatan Penutup
Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum
paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian
Indikator Teknik Penilaian Bentuk Instrument Instrument Soal
1. Mengidentifikasi Tes Tulis Isian Terlampir
berbagai informasi
yang terkait pada
teks descriptive
2. Mengidentifikasi
langkah retorika
teks descriptive
3. Mengidentifikasi
ciri kebahasaan
pada teks
71
descriptive
a. Pedoman penilaian
No. Uraian Skor
1 Jawaban isian yang benar 100
Tidak menjawab 0
Kunci Jawaban:
1. Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city
2. The identification of that passage is Ragunan zoo in South Jakarta is a popular place
to visit, particularly during holidays.
3. The function of Ragunan zoo is for entertaining and educating both the young and
young at heart.
4. The Vereneging Plantenen Dierentuin at Batavia
5. It refers to the park.
6. Some indigenous animals like komodo lizard, tapir, anoa, Java tiger and banteng.
7. Descriptions;
Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city. Laid
out in a lush tropical setting, such indigenous animals as the Komodo lizard, tapir,
anoa, Java tiger, banteng, wild ox and brightly colored birds are given ample room to
be in this green foliage. The new primates are centered at Ragunan Zoo. It's a world-
class facility and guaranteed to entertain and educate both the young and young at
heart.In 1966, the zoo now exhibits 550 species of tropical plants and animals from
Indonesia and around the world.
8. The writer’s purpose is for describing the Ragunan Zoo in Jakarta.
9. There are 550 species of tropical plants and animals in the zoo.
10. Jakarta’s zoo in 1864 was located in Cikini Raya Street 2, South Jakarta.
73
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 60-
77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of
Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team.
Tangerang: CV Pustaka Surya.
http://ardihirzan.blogspot.com/2010/04/description-text.html
http://www.englishdirection.com/2010/02/best-example-of-descriptive-text-
about.html
Mengetahui,
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
1. Tujuan Pembelajaran
a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk
descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks.
b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.
c. Siswa mampu menentukan language feature dalam descriptive.
2. Materi Pembelajaran
a. Generic structure of descriptive text
b. Language features of descriptive text
c. Specific information of descriptive text
75
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan
language features yang terdapat dalam descriptive text.
Setiap siswa mendapatkan teks descriptive berjudul “My Best Friend Lenka”
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Siswa menganalisa generic structure dan language features dalam teks
descriptive tersebut.
Elaborasi
Dalam kegiatan elaborasi:
76
C. Kegiatan Penutup
Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum
paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian
Indikator Teknik Bentuk Instrument
Penilaian Instrument Soal
1. Mengidentifikasi berbagai informasi yang terkait Tes Tulis Isian Terlampir
pada teks descriptive
2. Mengidentifikasi langkah retorika teks
descriptive
3. Mengidentifikasi ciri kebahasaan pada teks Tes tulis Terjemahan Terlampir
descriptive
77
a. Pedoman penilaian
No. Uraian Skor
1 Jawaban isian yang benar 60
Terjemahan:
Terjemahan yang benar 40
Terjemahan yang salah 30
Tidak menjawab 0
I would like to talk about my best friend Lenka. I am so lucky to have her.
Without her I would not be as happy as I am now. I have known her for my whole life.
We are neighbors so I see her often.
Lenka is small and quite slim. She has got an oval face with bright blue eyes and a
big mouth. She has long brown wavy hair but she usually wears it in a ponytail. She is
quite beautiful, especially when she smiles.
She always seems to be in a good mood. We have nearly the same hobbies and
sometimes the same opinions. She always brings out the best in me by being positive and
cheerful.
She is like a part of my family. I trust her as much as I trust my close family
member. I find her very honest; she always says what she thinks. It can be useful
sometimes .For example when we go shopping she tells me frankly what fits me and what
not.
We are really close to each other; she can tell if I'm lying even if I am keeping a
straight face! I don't know how she does it! I don't know how it is possible but I am never
bored with her.
Sometimes she tends to be stubborn, she never admits her fault. But she is
stubborn only with her parents, but we have never argued. I hope our friendship will be
long and won't ever end.
78
Kunci jawaban:
Terjemahan:
Aku ingin menceritakan tentang sahabatku Lenka. Aku sangat beruntung dapat
mengenalnya. Tanpa dia, saya tidak akan sebahagia sekarang. Saya sudah mengenalnya
diseluruh hidupku. Kita bertetangga sehingga aku sering bertemu dengannya.
Lenka memiliki badan kecil dan sangat kurus. Dia memiliki wajah oval dengan
mata biru dan mulut yang besar. Dia memiliki rambut keriting berwarna coklat namun dia
biasanya mengepangnya. Dia sangat cantik, khususnya ketika dia tersenyum.
Dia selalu terlihat memiliki suasana hati yang baik. Kita memiliki kesamaan hobi
dan kadang kesamaan opini. Dia selalu membawa yang terbaik kepadaku dengan
sikapnya yang positif dan kegembiraannya.
Dia telah menjadi bagian dari keluargaku. Saya percaya dia seperti saya
mempercayai keluarga dekat saya. Saya melihat dia sangat jujur; dia selalu berbicara
dengan apa yang dia pikirkan. Itu terkadang akan sangat berguna. Contohnya ketika kita
pergi berbelanja, dia akan berterus-terang memberitahukan apa yang cocok denganku dan
apa yang tidak.
Terkadang dia cenderung keras kepala, dia tidak pernah mengakui kesalahannya.
Tetapi dia keras kepala hanya kepada orang tuanya, tetapi kita tidak pernah berdebat
mengenai hal ini. Aku berharap persahabatan kita akan lama dan tidak akan berakhir.
Kunci Jawaban:
1. She lives near the writer’s house.
2. She has got an oval face with bright blue eyes and a big mouth.
79
Identification: I would like to talk about my best friend Lenka. I am so lucky to have
her. Without her I would not be as happy as I am now. I have known her for my
whole life. We are neighbors so I see her often. (Paragraph one)
Descriptions: Lenka is small and quite slim. She has got an oval face with bright blue
eyes and a big mouth. She has long brown wavy hair but she usually wears it in a
ponytail. ….. (Paragraph two, three, four, five and six)
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 60-
77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of
Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team.
Tangerang: CV Pustaka Surya.
http://www.essayforum.com/writing-feedback-3/best-friend-lenka-description-
person-16612/
Mengetahui,
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancer dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
1. Tujuan Pembelajaran
a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk
descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks.
b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.
c. Siswa mampu menentukan language feature dalam descriptive.
2. Materi Pembelajaran
a. Generic structure of descriptive text
b. Language features of descriptive text
c. Specific information of descriptive text
81
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan
language features yang terdapat dalam descriptive text.
Setiap siswa mendapatkan teks descriptive berjudul “Jelly fish”
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Siswa menganalisa generic structure dan language features dalam teks
descriptive tersebut.
Elaborasi
Dalam kegiatan elaborasi:
82
C. Kegiatan Penutup
Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum
paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian
Indikator Teknik Bentuk Instrument
Penilaian Instrument Soal
1. Mengidentifikasi berbagai informasi yang Tes Tulis Isian Terlampir
terkait pada teks descriptive
2. Mengidentifikasi langkah retorika teks
descriptive
3. Mengidentifikasi ciri kebahasaan pada teks Tes tulis Terjemahan Terlampir
83
descriptive
a. Pedoman penilaian
No. Uraian Skor
1 Jawaban isian yang benar 60
Terjemahan:
Terjemahan yang benar 40
Terjemahan yang salah 30
Tidak menjawab 0
The snowy owl is covered in snow-white feathers. This large species of owl is
mainly found in Arctic tundra areas. The snowy owl can rotate its head up to 270 degrees
giving it an extremely wide range of vision.While the male is almost purely white, the
female's feathers are streaked with shades of black or brown. The female is also bigger
than the male meaning that, unlike other owls, the snowy owl's sex can be easily
distinguished. Unlike most other owls, the snowy owl is active during daylight hours.
Summer in the Arctic Circle features nights of "midnight sun", and the snowy owl, living
in open areas such as tundras, grasslands, wetlands, or rocky areas, must hunt for prey
from an elevated point with maximum vision of the area. For this reason, snowy owls are
often very active during the day, even though hunting is commonly done in the mornings
or evening. Their prey consists mostly of small rodents, but they occasionally feed on
other birds too.
Terjemahan:
Burung hantu bersalju bulunya ditutupi dengan salju putih. Spesies besar burung
hantu ini terutama ditemukan di daerah padang di kutub Arktik. Burung hantu bersalju
dapat memutar kepalanya hingga 270 derajat yang memberikan jangkauan pandangan
yang sangat luas. Sementara burung hantu bersalju laki-laki memiliki bulu yang putih,
84
sedangkan bulu betina berwarna belang dengan nuansa hitam atau coklat. Burung hantu
bersalju betina juga lebih besar dari laki-laki, tidak seperti burung hantu lain, jenis
kelamin burung hantu bersalju dapat dengan mudah dibedakan. Tidak seperti kebanyakan
burung hantu lain, burung hantu bersalju aktif pada siang hari. Musim panas di wilayah
Arktik pada malam "midnight sun", dan burung hantu bersalju, yang tinggal di daerah
terbuka seperti padang di kutub, padang rumput, lahan basah, atau daerah berbatu, harus
berburu mangsa dari titik tinggi dengan visi maksimum daerah. Untuk alasan ini, burung
hantu bersalju seringkali sangat aktif di siang hari, meskipun perburuan biasanya
dilakukan di pagi hari atau sore hari. Mangsa mereka sebagian besar terdiri dari tikus
kecil, tetapi mereka kadang-kadang memakan burung lain juga
Identification: The snowy owl is covered in snow-white feathers. This large species of
owl is mainly found in Arctic tundra areas.
Description: The snowy owl can rotate its head up to 270 degrees giving it an extremely
wide range of vision. While the male is almost purely white, the female's feathers are
streaked with shades of black or brown. The female is also bigger than the male meaning
that, unlike other owls, the snowy owl's sex can be easily distinguished ….
Kunci Jawaban:
1. The differences between snowy owl and the other owl are the snowy owl's sex
can be easily distinguished and the snowy owl is active during daylight hours it is
different with the other owl which is active in the night.
85
2. Snowy owl is living in open areas such as tundra, grasslands, wetlands, or rocky
areas.
3. It refers to snowy owl.
4. Because summer in the Arctic Circle features nights of "midnight sun", and the
snowy owl, living in open areas such as tundras, grasslands, wetlands, or rocky
areas, so snowy owl must hunt for prey from an elevated point with maximum
vision of the area.
5. No, it doesn’t.
6. The purpose is for describing snowy owl characteristics, habit and place.
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 60-
77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
http://englishjuniorhighschool.blogspot.com/2013/05/example-of-descriptive-
text-jellyfish.html
http://englishjuniorhighschool.blogspot.com/2013/05/example-of-descriptive-
text-snowy-owl.html
Mengetahui,
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancer dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
1. Tujuan Pembelajaran
a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk
descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks.
b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.
c. Siswa mampu menentukan language feature dalam descriptive.
2. Materi Pembelajaran
a. Generic structure of descriptive text
b. Language features of descriptive text
c. Specific information of descriptive text
87
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan
language features yang terdapat dalam descriptive text.
Setiap siswa mendapatkan teks descriptive berjudul “Jakarta City”
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Siswa menganalisa generic structure dan language features dalam teks
descriptive tersebut.
Elaborasi
Dalam kegiatan elaborasi:
88
C. Kegiatan Penutup
Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum
paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian
Indikator Teknik Penilaian Bentuk Instrument Instrument Soal
1. Mengidentifikasi Tes Tulis Isian Terlampir
berbagai informasi
yang terkait pada
teks descriptive
2. Mengidentifikasi
langkah retorika
89
teks descriptive
3. Mengidentifikasi Tes tulis Terjemahan Terlampir
ciri kebahasaan
pada teks
descriptive
a. Pedoman penilaian
No. Uraian Skor
1 Jawaban isian yang benar 60
Terjemahan:
Terjemahan yang benar 40
Terjemahan yang salah 30
Tidak menjawab 0
Terjemahan:
Jakarta adalah ibukota Indonesia. Terletak di pusat dalam negeri di pantai barat
laut Pulau Jawa di mulut muara Sungai Ciliwung. Jakarta mendominasi administrasi,
ekonomi, kegiatan budaya Indonesia, dan merupakan pusat komersial dan transportasi
utama di Asia. Dengan populasi sekitar 9 juta, Jakarta memiliki lebih banyak orang dari
pada kota-kota lain di Indonesia.
Iklim yang sepanjang tahun panas dan lembab. Curah hujan terjadi sepanjang
tahun, meskipun itu, hujan terlebat dari November sampai Mei. Curah hujan rata-rata
tahunan di Jakarta adalah 1.790 mm. Kota ini terletak di dataran rendah dan rawan banjir
selama periode hujan lebat.
Kota adalah daerah komersial kota tertua. Kota ini terletak di sebelah selatan
Sunda Kelapa pelabuhan tua. Glodok, selatan Kota adalah perbankan, ritel dan
lingkungan perumahan dengan populasi Cina yang besar. Merdeka Square dengan Monas
(Monumen Nasional) mendominasi distrik pusat kota. Sekitar alun-alun adalah Istana
Merdeka, istana presiden, Museum Nasional, dan Masjid Istiqlal.
Identification: Jakarta is the capital city of Indonesia. It is centrally located within the
country on the northwest coast of Java Island at the mouth of the mouth of the Ciliwung
River …. (Paragraph one)
Description:The climate is hot and humid year-round. Rainfall occurs throughout the
year, although it is the heaviest from November to May. The average annual precipitation
in Jakarta is 1,790 mm …. (Paragraph two and three)
Kunci Jawaban:
1. The population of Jakarta is about 9 million.
2. Rainfall occurs throughout the year, although it is the heaviest from November to
May.
3. It refers to rainfall.
4. Because the average annual precipitation in Jakarta is 1,790 mm. The city lies on a
flat and low plain.
5. The writer’s purpose is for describing the capital city of Indonesia, Jakarta.
6. The effect of Jakarta as the capital city of Indonesia is Jakarta dominates Indonesian's
administrative, economy, cultural activities, and is a major commercial and
transportation hub within Asia.
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 60-
77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of
Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team.
Tangerang: CV Pustaka Surya.
http://edukasiguru.blogspot.com/2012/07/short-functional-text-descriptive.html
Mengetahui,
Standar Kompetensi : Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk descriptive dan recount yang berkaitan dengan lingkungan
sekitar.
Kompetensi Dasar : Merespon makna dan langkah retorika dalam esei pendek sederhana
secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar dalam teks berbentuk descriptive dan recount.
1. Tujuan Pembelajaran
a. Siswa dapat mengidentifikasi informasi yang terdapat dalam teks berbentuk
descriptive yang terdiri dari makna, bentuk, dan tujuan komunikatif teks.
b. Siswa dapat mengkategorikan langkah retorika dalam descriptive text.
c. Siswa mampu menentukan language feature dalam descriptive.
2. Materi Pembelajaran
a. Generic structure of descriptive text
b. Language features of descriptive text
c. Specific information of descriptive text
93
B. Kegiatan Inti
Eksplorasi
Dalam kegiatan eksplorasi:
Siswa mendengarkan penjelasan guru mengenai generic structures dan
language features yang terdapat dalam descriptive text.
Setiap siswa mendapatkan teks descriptive berjudul “Ragunan Zoo”
Siswa diberi waktu untuk membaca dan memahami teks descriptive tersebut.
Elaborasi
Dalam kegiatan elaborasi:
94
C. Kegiatan Penutup
Dalam kegiatan penutup:
Guru bersama-sama dengan peserta didik dan/atau sendiri membuat
rangkuman/simpulan pelajaran;
Guru memberikan kesempatan kepada siswa untuk bertanya bagi yang belum
paham berkaitan dengan materi yang diajarkan
Guru menyampaikan rencana pembelajaran pada pertemuan berikutnya.
6. Penilaian
Indikator Teknik Bentuk Instrument
Penilaian Instrument Soal
1. Mengidentifikasi berbagai informasi yang Tes Tulis Isian Terlampir
terkait pada teks descriptive
2. Mengidentifikasi langkah retorika teks
descriptive
95
a. Pedoman penilaian
No. Uraian Skor
1 Jawaban isian yang benar 100
Tidak menjawab 0
Jawaban:
1. Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city
2. The identification of that passage is Ragunan zoo in South Jakarta is a popular place
to visit, particularly during holidays.
3. The function of Ragunan zoo is for entertaining and educating both the young and
young at heart.
4. The Vereneging Plantenen Dierentuin at Batavia
5. It refers to the park.
6. Some indigenous animals like komodo lizard, tapir, anoa, Java tiger and banteng.
7. Descriptions;
Jakarta's zoo is situated in the suburb of Ragunan in the southern part of the city. Laid
out in a lush tropical setting, such indigenous animals as the Komodo lizard, tapir,
anoa, Java tiger, banteng, wild ox and brightly colored birds are given ample room to
be in this green foliage. The new primates are centered at Ragunan Zoo. It's a world-
class facility and guaranteed to entertain and educate both the young and young at
heart.In 1966, the zoo now exhibits 550 species of tropical plants and animals from
Indonesia and around the world.
8. The writer’s purpose is for describing the Ragunan Zoo in Jakarta.
9. There are 550 species of tropical plants and animals in the zoo.
10. Jakarta’s zoo in 1864 was located in Cikini Raya Street 2, South Jakarta.
7. Sumber Belajar
Students’ book: Real Time for Junior High School Students Year VIII. Hal. 60-
77. Karangan: Nina Bates. 2007. Jakarta: Erlangga.
97
Students’ Answer Sheet: An English Worksheet for the 8th Grade Students of
Junior High School 4th Semester. Hal. 34. Karangan: The MGMP Team.
Tangerang: CV Pustaka Surya.
http://ardihirzan.blogspot.com/2010/04/description-text.html
http://www.englishdirection.com/2010/02/best-example-of-descriptive-text-
about.html
Mengetahui,
Standard Competence: Understanding the meaning of written functional text and simple short
essay in descriptive text and recount text hat relating to the environment.
Based Competence: Responding the meaning and rhetorical in simple short essay accurately,
fluently and acceptable relating to the environment in the form of descriptive text and recount
text.
READING TEST
Name : Class :
Borobudur Temple
The Borobudur temple is one of the historical remains in Sriwijaya era. Its king was
Samaratungga. King Samaratungga was descendant from king Sailendra embraced Budha. It
was built in the ninth century under Sailendra dynasty of ancient Mataram kingdom. Borobudur
is located in Magelang, Central Java, Indonesia.
The temples of Budha located in Magelang among others are Mendut, Pawon, and
Borobudur. This Borobudur is the biggest and the most magnificent among all the temples.
Several descendants like: Dieng, Gebang, Sambisari, and Prambanan. Generally the temples in
Indonesia were the tomb of the king families, but the temples were built by the king embraced
Buddhism used for the worship. The attractive power of temples is not only the beauty, but also
the ornaments decorated on them, a lot of the relief on the walls including the statues. The
statues were made of rock and bronze.
Nowadays most of the bronze statues were lost. We can find the relief although some of
the parts got damage. Thus the government has rehabilitated them to preserve the temples, the
attraction and their beauty. The temples have become the income resources out of the oil and
gas, because many foreign and domestic tourists visit them.
5. Thus the government has rehabilitated them to preserve the temples …. (line 13)
The word ‘them’ refers to ….
a. Temples c. Statues
b. Relief d. Damage
100
My Uncle Joko
16. He goes there every weekend in summer to sail it. (line 11)
The word ‘it’ refers to …
a. Boat c. Coast
b. Seaside d. Fish
Giraffe
This is the giraffe, one of the tallest and most interesting animals in the zoo.
It is male and it is about six meters tall. The giraffe has big brown eyes which are
protected by very thick leashes. The lashes are important source of protection. They can also
cover the giraffe's nostrils in order to protect its nose. It has brown spots on the skin and this
coloring helps protect the giraffe. The giraffe also has two short horns on its head.
Like the camel, the giraffe can go for a long time without drinking water. One source of
water is the leaves which the giraffe eats from trees. Since it is so tall, the giraffe can reach the
tender leaves at the top of the tree. The giraffe lives in small herds and often feed with
other animals. A baby giraffe is two meters tall at birth. It can stand up by itself within a few
102
minutes after birth and can run well in about two days. The giraffe has two methods of self
protection. If something frightens an adult giraffe, it can gallop away at about fifty kilometers per
hour or stay to fight with its strong legs.
17. …. It has brown spots on the skin and this coloring helps protect the giraffe (line 4)
What does the word ‘it’refer to?
a. Leashes c. Nose
b. Giraffe d. Eyes
20. What the adult giraffe will do when getting something frightens?
a. They gallop away at about fifty kilometers per hour
b. They jump into the highest tree
c. They drink a water and spray it to their enemy
d. They stay and hide behind the tree
Appendix 6 103
T= ф -
No. X f fX fX2 p = f/n ∑p z = (Xi- ̅ )/s Ф
∑p
1 40 5 200 8000 0.1282 0.1282 -1.436 0.0764 0.0518
2 45 7 315 14175 0.1795 0.3077 -0.949 0.1736 0.1341
3 50 5 250 12500 0.1282 0.4359 -0.462 0.3228 0.1131
4 55 6 330 18150 0.1538 0.5897 -0.025 0.4920 0.0977
5 60 7 420 25200 0.1794 0.7691 0.512 0.6950 0.0741
6 65 5 325 21125 0.1282 0.8973 1 0.8413 0.056
7 70 2 140 9800 0.0513 0.9486 1.487 0.9306 0.018
8 75 1 75 5625 0.0256 0.9742 1.975 0.9756 0.0014
9 80 1 80 6400 0.0256 1 2.461 0.9931 0.0069
∑X = ∑f = ∑fX = ∑fX =
2
Total
540 39 2135 120975
̅ 54.74 ∑ ∑
[ ]
105.46
10.26
0.1341 [ ]
0.161
= 105.46
S=√ = 10.26
Appendix 7 104
T= ф -
No. X F fX fX2 p =f/n ∑p z =(Xi- ̅ )/s Ф
∑p
1 45 1 45 2025 0.0256 0.0256 -2.3076 0.0107 0.0149
2 50 3 150 7500 0.0769 0.1025 -1.8131 0.0351 0.0674
3 55 2 110 6050 0.0513 0.1538 -1.3185 0.0951 0.0587
4 60 4 240 14400 0.1026 0.2564 -0.8239 0.2061 0.0503
5 65 6 390 25350 0.1538 0.4102 -0.3294 0.3745 0.0357
6 70 9 630 44100 0.2308 0.641 0.1652 0.5635 0.0775
7 75 6 450 33750 0.1538 0.7948 0.6597 0.7422 0.0526
8 80 7 560 44800 0.1795 0.9743 1.1543 0.8749 0.0994
9 90 1 90 8100 0.0256 1 2.1434 0.9838 0.0162
∑X = ∑f = ∑fX = ∑fX =
2
Total
590 39 2665 186075
̅ 68.33 ∑ ∑
[ ]
102.16
10.11
[ ]
0.0994
0.161
= 102.16
S=√ = 10.11
Appendix 8 105
z = (Xi- T= ф -
No. X f fX fX2 p = f/n ∑p ф
̅ )/s ∑p
1 40 2 80 3200 0.0513 0.0513 -1.637 0.0516 0.0003
2 45 6 270 12150 0.1538 0.2051 -1.214 0.1131 0.092
3 50 4 200 10000 0.1025 0.3076 -0.791 0.2148 0.0928
4 55 7 385 21175 0.1794 0.487 -0.368 0.3594 0.1276
5 60 5 300 18000 0.1282 0.6152 0.054 0.4801 0.1351
6 65 4 260 16900 0.1025 0.7177 0.478 0.6808 0.0369
7 70 6 420 29400 0.1538 0.8715 0.901 0.8159 0.0556
8 80 5 400 32000 0.1282 1 1.747 0.9591 0.0409
∑X = ∑f = ∑fX = ∑fX =
2
Total
465 39 2315 142825
̅ 59.35 ∑ ∑
[ ]
139.75
11.82
[ ]
0.1351
0.161 = 139.75
S=√ =11.82
Appendix 9 106
T= ф -
No. X f fX fX2 p = f/n ∑p z = (Xi- ̅ )/s Ф
∑p
1 40 1 40 1600 0.0256 0.0256 -2.457 0.0071 0.0185
2 45 2 90 4050 0.0512 0.0768 -1.955 0.0256 0.0512
3 55 6 330 18150 0.1538 0.2306 -0.951 0.1711 0.0595
4 60 8 480 28800 0.2051 0.4357 -0.449 0.3300 0.1057
5 65 6 390 25350 0.1538 0.5895 0.052 0.4801 0.1094
6 70 7 490 34300 0.1794 0.7689 0.554 0.7088 0.0601
7 75 6 450 33750 0.1538 0.9227 1.056 0.8531 0.0696
8 80 2 160 12800 0.0512 0.9739 1.558 0.9394 0.0345
9 85 1 85 7225 0.0256 1 2.060 0.9803 0.0197
∑X = ∑f = ∑fX = ∑fX2 =
Total
575 39 2515 166025
̅ 64.48 ∑ ∑
[ ]
99.38
9.96
0.1094 [ ]
0.161
= 99.38
S=√ = 9.96