1

Does the students’ character become the priority of your teaching?

The Fourth Industrial Revolution or Industry 4.0 puts humanity in severe

difficulties at societally, economic, and personal aspects (Bialik et.al., 2015;
Elliott, 2016; Schwab, 2016; Morrar et.al., 2017). In teaching, a teacher is
involved in having a process of changing student’s competencies since the
teaching process is basically a process of stimulating the student’s behavioural
changing from not knowing to knowing. In this case, the students’ personal
change in behaviour is as the result of teaching practice. Basically teaching
process has several basic levels. They are encouraging the student to have rote,
understanding, application, and correlation. Rote is the ability to repeat something
back which was learned but not understood. Then understanding is
comprehending or grasping the nature or the meaning of something. Application
is the act of putting to use that has been used or understood. While correlation is
associating what has been learned, understood, and applied with a previous or
subsequent learning.
In learning processes students need critical thinking skills. It means that
critical thinking is very crucial in learning processes for them. It is because in
learning processes the students will engage in the process of constructing basic
ideas, principles, and theories inherent in content. Even the students will
effectively implement all of them since they are relevant to the students’ lives. If
the students can think critically they will learn how to explore the basic elements
of something, enrich and improve their creative thinking through the formulation
of hypotheses, predictions and questions during analysis and discussing activities.
There are researches which show that students need critical thinking skills
while they are engaged in learning activities. Two of them were done by the
scholars from USA and Pakistan. Lampert from Virginia Commonwealth
University in 2011 and Jaffar from Fatimah Jinnah Women University of
Rawalpindi in 2004 showed that students’ critical thinking skills could be
successfully sharpened through literature and critical reading. The students had
high motivation to learn something new, to solve any problem which they face,
and to apply their knowledge inside and outside the classroom.
Undoubtedly that critical thinking is the ability to think deeply about
something or new information. It is the essential skill for students to develop.
However, the critical thinking skills cannot be taught instantly. It needs constantly
processes. This skill must be developed or built through teaching, learning or
training periodically and regularly.
In fact, the critical thinking demonstrates an understanding deeper than
mechanical reproduction. It necessarily encompasses a broad worldview which is
exactly in line with these following statements of Mason, Richard Paul and Linda
Elder. They emphasize that critical thinking includes a deep knowledge of oneself,
which takes both intellectual courage and humility. According to Mason (2001), a
strong critical thinker is able to understand the bigger picture holistically, to see
different worldviews in perspective, rather than just to critique the individual steps
in a particular argument…dialogue with others who are different, have different
worldviews and cultural backgrounds, is an essential feature of critical thinking,
 2

and critical thinking is also thinking aimed at overcoming ‘egocentric and socio-
centric thinking’”.1 Then they add that critical thinking is basically an art of
analysing and evaluating thinking with a view to improving it (Paul and Elder,
2007, p. 4). From these statement, it is clear that all students must perform their
own knowledge construction as the core concept of thinking critically. Critical
thinkers are able to analyse arguments as well as produce their arguments. In this
case, teachers’ role is merely to stimulate the students to take the key concept and
principle which are underlying the subject matter.
Thus, critical thinking is the intellectual and active process of

conceptualizing, applying, analysing, synthesizing, and evaluating information,

observations, experiences, reflections, reasoning, or communications in order to

respond critically. According to Scriven and Paul (2012), in its exemplary form of

thinking critically, it is based on universal intellectual values that transcend

subject matter divisions: clarity, accuracy, precision, consistency, relevance,

sound evidence, good reasons, depth, breadth, and fairness.2 The process of

critical thinking requires students to acquire and interpret information carefully

before drawing conclusions. In other words, the critical thinking process enables

students to analyse, evaluate, explain, and restructure their own thinking in order

to reach a critical conclusion.

Unfortunately most of students in Indonesia, especially those in rural

communities, are not familiar with critical thinking. They are accustomed to

memorizing new information without reflecting on its context, meaning, or

function. To think critically in English is very hard to do for those students.

However, these students are capable of critical thinking when teachers use

effective teaching methods. One such approach to build critical thinking abilities

is through the use of English poems.

1
www.heacademy.ac.uk/assets/documents/.../TIS_Gray.pdf
2
www.art.vcu.edu/arteducation/files/2012/02/Lampert_IJETA.pdf
 3

In KTSP, the curriculum being mostly used in Indonesia, especially the

senior high school English curriculum, never includes English literature as a

compulsory material in English lesson despite linguistics. The literature

components such as English poems, has never been introduced in formal English

classes of secondary schools. Both teachers and students, in fact, have commonly

used Indonesian poems which they translated into English ones only for particular

events outside the classrooms such as for graduation parties, competitions, class

meetings and the like.

It is commonly known poems can bring students not only joy, nourish and

sustain but they can help them to develop the reading, writing, and critical

thinking skills for success in school. Through poetry students basically have many

opportunities to express and share their ideas and opinions. It is because there is

no single correct way to interpret a poem. Consequently, the students need to

think critically. They need to think beyond the text for the interpretation. It is

because thinking critically involves reshaping basic assumptions and applying

theories which are relevant to the issues. To think critically is to take an

intellectual risk. Therefore, according to May (1975), teachers can stimulate

students to think critically using poetry due to the understanding and appreciating

a poem as a creative work is a creative act itself.

Thus, in reading activities students employ critical thinking through

discussions and close analysis of texts which require logic and imagination. In this

case, the students will explore and create ideas in the process of thinking critically

when they are engaged in reading activity. Through reading English poems
 4

students will interact with others to discuss the poems, to develop their abilities to

see existing situations in new ways, and to explore their ideas in English. In

discussion, students develop critical thinking as they state and justify a point of

view and respond to the views of others. Indeed, through reading English poems,

the students critically analyse the opinions, points of view, and unstated

assumptions embedded in texts. This research offers as an example of

demonstrating ways and steps of how to teach reading using poems can improve

students’ critical thinking skills. Finally, this research closes to the discussion and

detailed description of the application of reading teaching design to improve

students’ critical thinking skills.

1.1 Research Questions

In order to succeed in teaching reading to develop or improve the students’

critical thinking skills to students, a teaching-learning object must be extremely

used. English poems are considered as the appropriate learning objects in reading

activities for developing critical thinking skills to students who live in rural areas

like students of grade X of MAN Lumajang with low English vocabularies and

grammar and also with very minimum facilities of English teaching-learning. In

other words, for students with such kinds of condition and situation, developing

critical thinking skills through reading English poems activities is assumed to be

needed and success. Thus, the research focuses on two questions. They are:

1.1.1 How does the teacher teach reading using poems to develop the

students’ critical thinking skills?

 5

1.1.2 How are the students’ critical thinking skills developed after they are

taught reading using poems?

1.2 Objectives of the Study

The objectives of this research is to shed light on how teaching reading

using English poems can improve students’ critical thinking. However, the detail

objectives are formulated based on the two research questions. They are:

1.2.1 The research is to describe how the teacher teaches reading using

poems to develop the students’ critical thinking skills.

1.2.2 The research is to describe how the students’ critical thinking skills

are developed after they are taught reading using poems.

1.3 Significance of the Study

This research has two main significance of the study with detailed

elaboration as follows:

1.3.1 Theoretical Benefit

1.3.1.1 The result of this research can be used as the input in English

teaching-learning process at Senior High School especially for

developing students’ critical thinking through teaching reading

with English poems as learning materials.

1.3.1.2 This research also give contribution to Senior High School teachers

and student especially for those of rural schools to enlarge their

knowledge of critical thinking improvement in reading activities

with English poems as learning materials.

1.3.2 Practical Benefit

 6

The practical benefit that may be shared by this research are:

1.3.2.1 This research gives suggestion to the English teachers in which the

result of this study can be as a reference to improve their abilities in

teaching English better especially in developing their students’

critical thinking through reading activities.

1.3.2.2 This research also can be a guidance to teaching model to promote

critical thinking which is related to scientific approach that must be

used by English teachers in literature learning objects as what the

new curriculum 2013 orders.

1.4 Definition of Key Term

In this research, there is only one important term that needs to be clarified in

order to have the same perspective and to avoid ambiguous meaning about the

term. It is necessary to explain it clearly as follows:

1.4.1 Critical Thinking

Critical thinking is the ability to analyse and interpret information with a view to

improving it in which it is a necessary skill all students need to develop in order to

fully understand information presented in lessons.

 7

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter deals with elaborating main literatures that underlie this

research. This chapter emphasizes on clarifying that critical thinking is totally not

the same as creative thinking, discussing deeply about the definitions, meanings,

functions, and components of critical thinking, reviewing of what and how to

teach reading, relationship between critical reading and critical thinking,

explaining learning materials completed with their criteria as the appropriate ones,

and showing previous studies done by others about critical thinking skills in

education setting as the core topic of their studies. Each of them is explained

deeply in this chapter. In other words, this chapter gives detailed and completed

basic information of main related literatures for going further to the next chapters.

2.1 Critical Thinking is not Creative Thinking

As a matter of fact that both creative and critical thinking skills are involved

in educational process and affect teachers and students to have effective learning.

It is because both teachers and students need to be able to connect ideas, to see

similarities and differences, and to think effectively, flexibly and curiously. The

developments of creative and critical thinking, according to Fisher (1990), are

complementary for each other during teaching-learning process. Indeed, both will
 8

encourage the learning process become independent and student-centred learning.

That is why the creative thinking and critical thinking are mostly applied in

modern education.

It is known well that the abilities which are crucial needed by students in

learning process are analysing, solving problems, reasoning, and thinking

critically. These foundation skills underlie the students’ success and progress for

their studies. These skills will also help them to be active participating themselves

into globalization era which has full of competition in all aspects of lives such as

social, economic, education, and so forth.

In fact, both critical and creative thinking are different. Unfortunately the

meanings of critical and creative thinking for most people are overlapped. Fisher

(2002) tries to show that both terms are totally different. By using this following

cart of table 2.1 the overlapped meanings including definitions, functions, and

components of both terms will be clarified well.

Table 2.1 Two Different Ways of Thinking

Critical Thinking Creative Thinking
Analytic Generative
Convergent Divergent
Vertical Lateral
Probability Possibility
Judgement suspended judgement
hypothesis testing hypothesis judgement
Objective Subjective
Answer an answer
left brain right brain
Closed open-ended
Linear Associative
Reasoning Speculating
Logic Intuition
yes but yes and
 9

(Taken from Fisher, R. 2002. Paper at Thinking Qualities Initiative Conference,

Hong Kong Baptist University, June 2002)
The table that is proposed by Fisher (2002) shows clearly about the differences

between critical thinking and creative thinking. The table shows that critical

thinking is different from creative thinking due to the processes and factors

underlying both terms. According to him, critical thinking is done by left brain in

order to find the answer, while the right brain is used for creative thinking to

create an answer. It means that critical thinking is basically dealing with closed

matters whereas the open-ended one belongs to creative thinking. That is why

thinking critically is occurred in a closed problem in order to search out the

answer based on the logical reasons underlying that problem. Next, he views that

associative is the style of creative thinking but the linear is considered as the style

of critical thinking. It is because the critical thinking needs to relate pieces of

linear evidence or proofs to base judgements of determining the answer, but

creative thinking needs to associate all elements to create an answer underlying

the facts. He believes that both critical and creative thinking apply different way

of thinking processes. He adds that critical thinking applies reasoning before

judging but creative thinking applies speculating before making an answer.

According to him, making any speculation needs to employ intuition but logic

will be taken in reasoning. As a result, the answer of “Yes, but…” is an indicator

of think critically, while “Yes, and…” is of creative thinking.

2.2 Critical Thinking

Critical thinking in education becomes basic need to train the students’

thoughts. All education institutions have a major responsibility of providing the

 10

learning tools and learning activities which enable students to develop their

critical thinking skills.

Unfortunately, many educational practitioners and students do not clearly

understand about what the critical thinking is, how important it is, and how to

think critically, and how to learn and to teach critical thinking to students. Indeed,

not all educational institutions, especially the ones that have program of teaching

English as a foreign language, have high English proficiency learners or students

who can be able to engage themselves well in thinking critically during learning

activities. It is known that most of EFL students in a developing country like

Indonesia have low English proficiency, especially the ones who live in rural or

even remote areas like Lumajang.

As a matter of fact that critical thinking is basically an art of analysing and

evaluating thinking with a view to improving it. In details, Paul and Elder (2007,

p. 4)) add that critical thinking is actually self-directed, self-disciplined, self-

monitored, and self-corrective thinking which requires standards of mindful

thinking which involve the effective communication abilities in solving problems.

As a result, students as critical thinkers, according to them, will be able (1) to

raise vital questions and problems by formulating them clearly and precisely, (2)

to gather and assess relevant information by using abstract ideas to interpret it

effectively, (3) to come to well-reasoned conclusions and solutions by testing

them against relevant criteria and standards, (4) to think open-mindedly by

recognizing and assessing their assumptions, implications, and consequences, or

 11

(5) to communicate effectively with others in figuring out solutions for the

complex problems.

Many Indonesian teachers assume that critical thinking is impossible given

our circumstances because critical thinking is a complex and demanding process.

Indeed, some of them believe that critical thinking cannot be measured because

critical thinking is something in human brain and considered as an invisible thing.

On the other hand, there are many theorists who proved that critical thinking is

possible to be taught such as Brookfield (2005), Buskist & Irons (2009), Connor-

Greene & Greene (2002), Cotter & Tally (2009), Dunn et al., (2009) Johanson,

(2010), Lawrence et al., (2009), McKeachie & Svinicki, (2006), Paul & Elder,

(2006) and also this skill can be measured as stated by Cuseo, J (2012), Paul and

Elder (1996), and Foundation for Critical Thinking (2013). According to these

scholars, teaching critical thinking means training students to think critically by

using certain learning materials which encourage them to engage in analysing,

interpreting, and evaluating information by using their own points of views before

formulating, assessing, and concluding their assumptions with the logical reasons

and proofs. The students will weigh an idea or a thing before accepting or

rejecting it. In this case, the students are being involved in analytical and

evaluative processes.

Therefore the teacher needs a particular strategy to develop students’ critical

thinking through his or her teaching. As a matter of fact the best strategy of

teaching determine in succeeding the teaching itself. It is because an appropriate

strategy of teaching will automatically involve particular steps. Consequently,

 12

teachers must create certain teaching design through lesson plans including the

measurement to assess the students’ critical thinking. In applying the teaching

strategy the teacher must base on the main factors of learning, namely the

characteristics of the students and learning materials. The characteristics of

students in a city, for example, are quite different from the characteristics of rural

students that lead teachers to use different strategies. In this case, the city students

may have higher motivation, self-confidence, and good English proficiency that

need different teaching strategy from the rural students who may have less

motivation, low self-confidence, and poor English proficiency.

2.3 Teaching Reading

This research investigated the process of developing students’ critical

thinking skills done by an English teacher in teaching reading with poems as

learning materials. The term of teaching reading needs to be elaborated deeply in

this section. Thus, this section discuss about the meaning and the function of

teaching reading, the aspects or factors that influence much on the reading

comprehension as the target of teaching reading, the levels of reading

comprehensions, and the strategy of teaching reading effectively in order to

develop students’ critical thinking skills.

Basically teaching reading means teaching students to comprehend texts.

The students will know new information served in the texts after they read and

understand the texts. Before reading, the students have no prior information

served in the text which they are going to read. The role of teachers in teaching
 13

reading for senior high school students is stimulating them to be interested in

comprehending the texts better by using an appropriate strategy.

The appropriate strategy of teaching reading that should be taken by English

teachers of EFL students is reading with fun. To teach reading with fun the

teacher must use appropriate reading materials. One of the materials is dealing

with literature. It is because “…literature is a performance in words” (Frost’s

quotation in Barnet, 1993, p. 2). Thus, literature is basically a pleasure of mental

experience of the author that can be seen, heard, smelt, felt, and tasted by the

students as the readers. Enjoying the experiences of the authors, especially in

literary works, is excited for the students.

Beside the appropriate reading materials, the teacher must understand well

several aspects of conducting teaching reading to enable their students to get

maximum comprehension towards the reading materials which are being learned

by the students. In this case the teacher has a significant role to motivate students

to understand. Indeed, the teacher also must be aware that in the process of

reading there is a communication between a writer and reader. That is why the

teacher should make the students know well that the reading activity basically

deals with the process of decoding and comprehending. It is because the reader in

the process of reading tries to catch well what the writer has expressed in the text.

Dealing to the comprehension as one of the targets in reading activity, the

teacher also must be aware that there are factors which effect the reading

comprehension. The classroom interaction that is relating to reading materials is

very crucial to develop the comprehension. It is in line with what Burns et al.,
 14

(1996, p. 237) claim that there are factors which affect the reader’s

comprehension namely the reader, the text, and the reading situation. Moreover,

giving appropriate reading materials for students which they can comprehend is

fundamental to develop their comprehension (Role et al., 1995, p. 75).

Undoubtedly in choosing the reading materials for the students the teacher must

be based on their students’ characteristics including the students’ interests. It is

because the interaction between students and reading texts are very crucial for the

teachers in making their students get in touch with the texts.

Other aspect that must be known well by the teacher is about three stages of

reading activities which are involved in teaching reading. They are pre-reading,

during-reading, and post-reading activities. The pre-reading activities, according

to Burns et al., (1996, p. 237), relate to the subject of type of text to read in order

to enhance the comprehension of the material. The pre-reading activities are done

before the students are engaged in reading the text which will be comprehend

deeply. The pre-reading activities are conducted to prepare the students’ focus on

the reading text. As a result the teachers will know better whether the students are

ready or not for the next reading activity. Then Burns et al., (1996, p. 237) adds

that there are some activities involved in pre-reading activities namely predicting,

previews, purpose questions, and anticipation guides. While in during-reading

activities, according to Burns et al., (1996, p. 237), there are some activities

included to promote the comprehension. In this case, the students as the readers

should monitor their comprehension constantly. The students will take steps to

correct the situation when they are failed in comprehending the text well. The role
 15

of the teacher in this case is helping the students to become more strategic through

direct guidance in order to enable the students how to comprehend the text better.

The last stage of reading activity is post-reading activity. Burns et al (1996, p.

237) states that post-reading activities help students integrate new information

into existing schemata. These activities strengthen their comprehension toward the

given text which have been learned. The activities that categorized in post-reading

activities are extending learning, questioning, retelling, discussion, and visual

representation.

Another one is the teacher must know well in teaching reading is the

taxonomy of reading comprehension. In the opinion of Burn et al., (1996, p. 255)

this taxonomy has three main levels of reading comprehension. They are literal

comprehension, inferential comprehension, and evaluation comprehension. Literal

comprehension is act of acquiring information that is stated directly in a selection.

In line with this, Roe et al., (1995, p. 98) state that literal comprehension is

concerned with facts and ideas that are directly stated in the reading content. Thus,

for students the literal comprehension is very crucial to be needed in order to

comprehend some facts or contents which are taken literally from the reading

texts. In this case, they are as the readers will get information which are clearly

written in the reading texts. It means that the information stated explicitly in the

texts will be obtained by students while they are reading them. Moreover Burns et

al., (1996, p. 255) add that at the level of literal comprehension, the aim of

comprehending the reading text is to obtain objects or information of a text

effectively, especially in comprehending the text as stated by the words,

 16

sentences, or a paragraph in the text. The students recognize the facts and details

using the writer’s own words.

The next level is the inferential comprehension. This level of reading

comprehension, according to Burns et al., (1996), relates to reading between the

lines or making inferences which requires students to derive ideas that are

compiled rather than directly stated. Roe et al., (1995) have similar view about

this level. They state that interpretative reading is concerned with deeper

meanings and readers must relate facts, generalizations, definitions, ideas, cause-

effect relationships which are not stated directly. The students as the readers need

to comprehend the texts better in order to be able to reach interpretative reading

comprehension. It can be assumed that the inferential comprehension requires the

abilities of students to relate their schemata and the contents of a text in order to

guess the implicit ideas in the text. Roe et al., (1995) emphasize that effective

readers basically are active readers who use a variety of strategies and processes

to construct meaning.

The last level of reading comprehension is evaluation comprehension. The

students in this level will compare information and ideas expressed in the text

with other materials which are presented by the instructor or other authorities and

with their own knowledge and experiences to construct the judgements. Burns et

al., (1996) call this evaluation comprehension as critical reading. According to

them, critical reading is evaluating written material-comparing the ideas

discovered in the material with known standards and drawing conclusion about

their accuracy and appropriateness. Therefore, as readers the students should read
 17

a text carefully and critically to have some considerations before making

decisions. The considerations are based on the materials that they have read. It

can be inferred that critical reading refers to the synthesis level of Bloom

taxonomy. In this case, the students become critical readers by being active

readers, questioning, searching for facts and appropriateness (Burns, 1996, p.278).

It is clear then critical reading relates to the abilities of students as readers to

engage in both literal and interpretative reading. It means that they can master

critical reading after they are able to comprehend implicitly and explicitly the text

that they are reading. In other words, teaching reading with poems as learning

materials enable the students to be engaged in critical reading which can develop

their critical reading skills. That is why in this following part of this chapter, the

researcher provide literatures which show the relationship between critical reading

and critical thinking.

2.4 Components of Critical Thinking Skills

There are many definitions and assumptions of critical thinking skills that

are proposed by scholars. Some of them have been explained in the previous part

of discussion in this chapter. Those definitions and assumptions are basically

correlated to the taxonomy of Bloom. Bloom considered the critical thinking as

the higher-level thinking skills that had six processes, namely knowledge,

comprehension, application, analysis, synthesis, and evaluation. In this case,

knowledge referred to knowing means in order to have a fact or information at

one’ disposal. Comprehension, according to Bloom, was related to

comprehending a fact or a piece of information in order to understand what it

 18

meant. Application was dealt with applying information in order to find some

practical use for it. While analysis was meant to analysing for braking information

down into parts and seeing how these parts work together. Next was synthesis. It

was related to synthesising for taking the knowledge one had and connected it

with other knowledge. The last was evaluation. This was correlated to evaluating

for being able to judge if information is good or bad.

Thus, Bloom has inspired many scholars to elaborate his six processes of

thinking into various characteristics of critical thinking. One of them is Brookfield

(1986). He believes that critical thinking is a skill that needs a process. The

process includes emotional and rational components and acknowledges the

importance of the context and culture. According to him, the process involves four

common characteristics, namely identifying and challenging assumptions,

challenging the importance of context, trying to imagine and explore alternatives,

and reflective scepticism. In this case reflective scepticism is the act of

questioning something that has been believed, has been done for years, or has

been said right for years to be proven to be right, true, or the best way to be done.

Other two scholars who find characteristics of critical thinker are S. Ferret

and Joe Old. According to Ferret (1977), there are 14 characteristics of critical

thinkers. They are (1) asking pertinent questions, (2) assessing statements and

arguments, (3) being able to admit a lack of understanding or information, (4)

having senses of curiosities, (5) being interested in finding new solutions, (6)

being able to define clearly criteria for analysing ideas, (7) willing to examine

beliefs, assumptions, and opinions, and weigh them against facts, (8) listening
 19

carefully to others and being able to give feedback, (9) seeing that critical thinking

is a lifelong process of self-assessment, (10) looking for evidence to support

assumptions and beliefs, (11) being able to adjust opinions when new facts are

found, (12) looking for proof, (13) examining problems closely, and (14) being

able to reject information that is incorrect or irrelevant. While according to Old

(1998) there are 14 activities of critical thinking. They are (1) prioritising things,

(2) identifying purpose in things the student reads, (3) determining consequences,

(4) determining effects, (5) identifying bias, (6) identifying assumptions, (7)

drawing conclusion, (8) making contrasts and comparison, (9) doing synthesising,

(10) developing hypotheses and testing them, (11) using figurative language, (12)

making critiques, (13) making summaries, and (14) making evaluations. Thus,

critical thinking is thinking which emphasizes on the abilities of identifying,

questioning, criticising, analysing, developing own decision and back arguments,

making decision, and summarising and communicating the issues.

Based on the references of working done by B. Bloom, S. Ferret, and J. Old,

the researcher sums up them as the characteristics of critical thinking skills. The

researcher compiled them into several critical thinking components as the abilities

of critical thinking. These critical thinking skill components are (1) being able to

identify or state issues clearly, (2) being able to interpret issues logically, (3)

being able to question, (4) being able to have own position towards the issues, (5)

being able to develop back arguments of the issues, (6) being able to summarize,

(7) being able identify relevant points of views, (8) being able to analyse, (9)

being able to synthesize, (10) being able to making decisions, (11) being able to
 20

criticize, (12) being able to integrate other perspectives, (13) being able to use

explicit language, and (14) being able to communicate effectively.

However, not all of these critical thinking components were trained to the

students in this research due to the fact that the students were unfamiliar with the

reading texts in the form of poems. That was why the teacher took only two

components of critical thinking skills which were trained to the students in

reading activities using poems to develop their critical thinking skills. They were

the ability of interpreting poems and the ability of analysing poems. These two

components were also measured at the during-reading activity of each meeting in

the form of students’ tasks in order to know the progress of critical thinking skills

which the students had acquired.

2.5 Relationship between Critical Reading and Critical Thinking

It is agreed that the students should be trained to think critically in learning

processes especially in reading classroom activities. To achieve this, critical

reading is needed in teaching reading. It is because in teaching reading the teacher

introduces basic reading skills to the students which make them focus on

knowing, comprehending, and applying. The basic skills of reading that some

scholars call them as three components of reading are language, content, and

rhetorical structure. They introduce the students to the theory and practice of

reading English texts. In this case the students will focus their abilities on

knowing and understanding the content of the text explicitly and implicitly. Thus,

critical reading enable the students to think while they are reading poems.
 21

According to Burns et al. (1996) critical reading is placed as a higher order

level of reading which provides the students with the skill of being critical

readers. The abilities of the students to think and read critically will improve their

understanding about the poems which they are reading. They claimed that making

critical thinking to written literary works or texts such as poems can be (1)

questioning the author’s opinion and information, (2) developing definite

satisfaction or dissatisfaction feelings of the students towards the text, (3)

identifying specific flaws of the text, (4) taking exception to certain ideas, (5)

questioning the authenticity and authority of the text, (6) formulating different

opinion to the author’s, and (7) making comparison about style, language, and

substance of other authors. These views of Burns et al., are more deliberated by

Leo (1994) who states that critical reading is basically evaluative and

interpretative which concentrates on the questioning of “why?”, “how?”, “how do

I feel about this?”, “how accurate do these figures seem?”, and “how would

another expert in this field respond to these ideas?”. Thus, it can be assumed that

the critical reader is basically the thinking reader in which the critical reader can

differ what the fact is and what the opinion is.

Dealing to the critical reading skills Parozzi (2003, p. 325) suggested

several types of training to be critical readers. In this case he places critical

readers as readers who have critical thinking skills while reading. The steps

involve inference by using knowledge, experience, and clues, distinguishing

between fact and opinion, recognising the purpose and tone, analysing

advertisements and newspapers, solving problems, and expressing personal points

 22

of views. More details about this, according to Skidell and Becker (2001), in real

practical activity the critical reading involves the making use of critical thinking

and newspaper analysis. As a result evaluating information served in the text can

be done by following author’s argument and reasoning. As critical thinking

readers, the students must have the ability of separating between facts and

opinion. Finally, teaching reading with poems as learning materials should make a

critical reading class which enable the students to have the ability of making

inference, recognising the tone of the author, and the purpose of the author in

writing the text.

2.6 Poems as Learning Materials

This research analysed the teaching reading using poems to develop

students’ critical thinking skills. The researcher needs to discuss deeply about the

poems as learning materials in this section. She will clarify the meaning and the

function of learning materials, the standards of choosing appropriate learning

materials, and poems as one of appropriate reading material to develop students’

critical thinking skills.

It is believed that learning materials are objects of learning which assist

students to learn and help teachers to teach or to transfer the concepts or

knowledge. According to Ontario Ministry of Training, Colleges and Universities,

learning materials are resources that practitioners and learners use in learning

processes. Learning material has two kinds of forms namely print and non-print
 23

formats such as books, workbooks, worksheets, print courses, manuals,

instructional guides, handbooks, and authentic documents including newspapers,

catalogue, and job application for print formats, and online courses, audio and

visual learning supports, web-based materials, CD-ROMs with audio and

animated activities, and alternative formal materials including audio and braille

for non-print formats.3

In choosing learning materials used for teaching reading the teacher has to

consider the standards of selection. One of them is the characteristics of students.

Talking about students’ characteristics in English class, it is believed that most of

Senior High school students in Indonesia are assumed to have low English

proficiencies both in oral and written. The strongest indicator of this fact is taken

from surveys done through analysing the results of English tests for English

teachers in Indonesia. The surveys have shown that the English proficiency of

most students in Indonesia is assumed as low.4

To be detailed, these are clear information taken by two surveys about

English proficiencies of teachers and students in Indonesia. The first is from

Pembangunan Manusia Kawasan Asia Timur dan Pasifik (PMPTK) Kementrian

Pendidikan Nasional. The PMTK finds that most of students of Senior High

School in Indonesia are considered as low in English due to the fact that most of

English teachers in Indonesia have low competence and proficiencies in English.5

The PMTK analyses the results of the competency tests for English teachers of
3
www.tcu.gov.on.ca/.../OALCF_Foundations_of_Learning_Materials_Oct_2011.pdf
4
http://www.slideshare.net/guruonline/mentransformasitenagapendidikanindonesiavol1 and
http://edukasi.kompas.com/read/2011/09/26/21320318/Kemampuan.Bahasa.Inggris.di.Indonesia.R
endah
5
http://www.slideshare.net/guruonline/mentransformasitenagapendidikanindonesiavol1
 24

Senior High Schools in 2004. The data shows that the average of correct answers

of the English teachers in English tests are only 58%. Then second survey is done

by the English First (EF). EF is one of the big international English courses in the

world. The EF surveys about English proficiencies of high educated people in 44

countries which English is not their first language in those countries including

Indonesia, Malaysia, India, and China. The report shows that English Proficiency

Index (EF EPI) of English proficiency in Indonesia is low. Indonesia is placed at

34th position, while Malaysia is in the 9 th level.6 Thus, it can be assumed that if the

pedagogical and academic competencies of English teachers in Indonesia are not

satisfied or low, their students can automatically be considered as having low

proficiency in English too. Having low English proficiency means that these

students have low English vocabularies, basic grammar, and minimal English

performance both oral and written.

Furthermore, the students within this category are considered as English

Limited Proficiency (ELP) students. According to Owens (2010) the

Massachusetts Department of Elementary and Secondary Education defined ELP

students as those who do not speak English or whose native language is not

English, and who are unable to perform ordinary classroom work in English. Then

based on the language proficiency descriptions used by Michigan Department of

Education, those students are reflected as Low Intermediate (LI) students. These

kinds of students show their performance which are indicating partial or

developing English language acquisition in the areas of listening, reading, writing,

6
Kompas.com, on Monday September 26th, 2011 in
http://edukasi.kompas.com/read/2011/09/26/21320318/Kemampuan.BahasaInggris.di.Indonesia.R
endah
 25

speaking and comprehension with basic structure. They cannot produce English

both oral and written with complicated grammar. Their sentences are simple but

complete.

Some scholars, such as Krajicek (2008), call ELP students as Low

Intermediate (LI) level students. In details, the description of LI level is clearly

explained by him. He said that early production or low intermediate students are

students who (1) can communicate at a basic level, (2) can understand some

English in contextualized situations, but they still cannot produce language by

themselves, (3) use single words and simple phrases to answer questions, (4) learn

through non-verbal cues and the native language, (5) feel difficult in higher order

thinking in English, and (6) are limited in reading and writing of English.

Consequently there must be appropriate instructional modifications for them.

According to him, the appropriate instructional They are (1) providing alternative

or simplified texts, (2) giving highlight important concepts, (3) stressing key

vocabulary, (4) modelling vocabulary and concepts, (5) speaking and writing

directions in simple English, (6) providing notes in simple English, (7) avoiding

slang and idiomatic phrases, (8) incorporating schematic mapping, (9) activating

prior knowledge, (10) developing problem-solving skills, (11) teaching and

modelling cognitive strategies, (12) explaining with pictures, objects, games,

sounds, and the like, (13) using graphic organizers, (14) providing real or practical

experiences, (15) doing demonstrations and role plays, (16) using body

movements and gestures, (17) utilizing music such as chants and songs, (18) using

videos, (19) allowing extra time to complete work, (20) assigning a peer learning,
 26

(21) permitting bilingual dictionaries, (22) using a bilingual tutor to pre-teach

important concepts, (23) allowing illustrated answers, (24) accepting errors, (25)

allowing questions of the obvious matters, (26) allowing a tape recorder for note-

taking, (27) asking if students understand or not, (28) allowing simple phrased

answers, and (29) are aware of cultural differences.

Based on the references of characteristics of Indonesian students mentioned

above, the appropriate learning materials of teaching critical thinking for them are

English poems. It is because poems have simple texts without complicated

sentence structures or grammar to be understood by those LI level students which

are included as printed and authentic documents to learn critical thinking.

As a matter of fact that poems pose a challenging cognitive task for the

students. Poems make the students try to have the basic understanding of poems

before they can develop their own creative interpretation. Consequently the

students use their critical thinking skills to construct deep meaning of the poems.

It is because understanding a poem involves the construction of meaning due to

the fact that a poem is basically composed by imagery and choice of the specific

words in order to communicate the author’s idea as the meaningful content.

Indeed, a poem also often contain unconventional language or unusual treatment

of a topic which make the poem interesting as the statement of Halonen (1995, p.

112). According to him, surprised is a catalyst for the reader’s critical thinking to

understand the very deep meaning of a poem.7

7
http://jamiedavi.es/msc/teaching-critical-thinking-in-psychology
 27

It is agreed that a poem has not only the aesthetic pleasure but also the

ability to arouse the senses of surprises. This is in line with the statement of

Harrison and Holderith (2009). In Nieuwenhuis, they viewed that a poem made

both teacher and students laugh, taught powerful lessons, and renewed the souls. 8

A poem helps the students to ponder, observe, ask questions and discover sights,

sounds and feelings. Indeed, by using poems, according to McGovern and

Hogshead (1990), the teachers can fulfil the basic objectives of promoting

learning, fostering analytic and creative thinking, and problem solving. It is

because in discussing a poem the students train to have problem solving as an

essential critical thinking skills. In this case, according to Helpern in Nieto, Ana

M and Saiz, Carlos (2008), the students have to elaborate authors’ ideas by

forming connections and relationships which enhance learning and critical

thinking. Through a poem the students will develop their vocabulary and critical

thinking. Moreover, Desai and Marsh in International Journal of Multicultural

Education in 2012 said that the poem will involve firstly the students in critical

discourse by making connections to build skills which support both their creative

and critical thinking. Then it is believed that words in a poem can utilize the

strength of communities such as oral tradition, call-and-response, home

languages, storytelling and resistance which can foster dialogue and action and

enhance the students’ critical thinking.

However, not all English poems can be taken as learning materials in

teaching reading to develop the critical thinking of Low Intermediate level

8
http://melanienieuwenhuis.weebly.com/uploads/5/.../embracing_poetry.pdf
 28

students. There are some considerations that must be undertaken in choosing or

selecting English poems as the critical thinking materials of learning for those

students. In this case, Low Intermediate level students are assumed to have similar

English proficiency of young learners or children. There must be deep

considerations in selecting English poems for them. The teacher can list some

questions in terms of language, sensory images, humour, emotional intensity,

quality of imagination, substance and purpose within the poems. They must have

fun and interesting aspects as the characteristics of children or young learners.

Dealing to selecting poems as learning materials of reading, Fisher &

Natarella (1982) also have interesting criteria. Both of these scholars had

investigated on the poems which are preferred much by children. They found that

(1) most children preferred narrative poems over lyric poems, (2) limericks were

also more liked by children than the haiku, (3) children preferred poems with

sound patterns or rhymed poems, (4) children preferred poems with regular and

distinctive rhythm, and (5) children liked humorous poems, poems about animals,

and poems about enjoyable familiar experiences.

According to Kormanski (1992) the most important criteria of selecting

poems is that the teachers must enjoy the poem which they decide to present it to

their students. If the teacher likes a poem, for example, this poem will be enjoyed

by the students. The teacher will totally and successfully deliver the poem in front

of the students. This attitude will interest the students to know more about the

poem. Finally, this research will take not only narrative poems due to the fact
 29

narrative poems can be able to trigger and interest students to think critically when

they are engaged in comprehending, interpreting, and analysing the poems.

Thus, the teacher selected the English poems which gave the students ample

opportunities to enrich their English learning experience, extend a range of

English language abilities, and develop their critical thinking skills through

analysing poems and songs. The carefully designed and sequenced, the poems as

learning materials including activities aimed to strengthen the students’ skills of

understanding and appreciating the themes, structures, features and language in a

range of poems and songs, helped the students to respond to and give expression

to the imaginative ideas, moods and feelings expressed in poems and songs, and

enabled the students to have satisfied progress in thinking critically.

Abraham Panavelil who is a Professor of Literature at the University of

Nizwa viewed that in selecting the poems, the teacher had to take into

consideration about the needs of the students, their motivation, interest, and

cultural background had to be taken into consideration while selecting a poem for

the classroom teaching. It was because the shorter poems were easier to use within

the class time available.

There were three principles in selecting the poems based on the

characteristics of poems (Fisher & Natarella (1982), Komanski (1992), and

Panavelil (2001). They were the poems or songs were not only narrative but also

humorous, enjoyable, and familiar experiences in which both teacher and students

in this research felt interested in knowing more about the poems. The poems and

songs were preferred by the students in terms of its popularities and funny stories
 30

inside them. Indeed the songs and poems had low English barriers to the students

which made them understand well about the content. The poems or song used in

this research could be interpreted variously by the students. In short, the teacher

considered much on the level of language used in the poems or songs that might

fit to the students’ English proficiencies. The teacher did not end up having to

explain every single word which could lose the spark of the poems or songs. In

this research the students were also supported throughout and were pre-taught

some of the vocabularies or given some visual aids like modelling with gestures to

help them to be able to tackle more challenging texts than they were used to.

The usefulness of poems in teaching reading was proved successful in

developing the critical thinking skills of Low Intermediate students was

recommended by Fehl L. Shirley (1983). Shirley saw learning poems as one stage

of the process of sharpening thinking skills. According to Shirley (1983), poems

helped the students recognize the texts implicitly and explicitly. Indeed, the poems

were integrally related to critical thinking. That was why the teacher needed to

have deep consideration in choosing the appropriate poems for her students.

In selecting the poems the teacher could also adopt the criteria suggested by

Shirley (1983). The first was the language used in the poems. This meant that the

poem used the appropriate and repetition for the beginners. Knowing these helped

the teacher guide the students into recognizing and utilizing and using these

language techniques when talking about the poems to have good comprehension.

The second was how obvious was the rhythm. It dealt to the preference of the
 31

students towards the poems whether they were likely to honour the poem with

verbal participation, stressing the beat or not.

In addition, the short text of poem gave benefits to both the teacher and

students. According to Dr. Kiranjeet Kaur Bedi (2011), there were five benefits of

using short literary works such as poems in the classroom. First, the short or

simple poems helped the teacher to acquaint herself with language use, to develop

her own competence and understand language as a social phenomenon, and not as

an exclusive branch of learning. Second, the short poems transformed the

classrooms as the stage in which there was real practice of communicative

language. Third, the poems helped the teacher to consider language as entailing

social acceptability. In other words, they could take to classroom language as

carrying resemblance with the outside language. As a result this would raise

communication to the level of a social responsibility. Forth, the short poems

developed the intellectual ability of the learners and expose them to a variety of

linguistic and literary expressions and communicative functions of language.

Fifth, the short poems contextualized the language to help the students to acquire

grammar implicitly.

2.7 Lesson Plans

The lesson plans was crucial in teaching. The lesson plans reflected what the

students learned, how the teacher intended them to learn it, and how the teacher

knew that the learning had taken place. The lesson plans designed by the teacher

made her teaching effective in achieving the learning target that was developing

the students to think critically through reading activities with poems. Madeline
 32

Hunter (1982) viewed that the effective lesson planning was at the core of

effective teaching because the effective teacher was the one who taught to an

objective, at the correct level of difficulty, and then monitored and adjusted the

instruction to maximize student learning. She suggested seven step approach in

designing the lesson plans that teachers might consider them much. They were (1)

the review, (2) anticipatory set including focus attention and gain interest, (3)

stating the objective, (4) input and modelling, (5) check for understanding, (6)

guided practice which provided feedback without grading, and (7) independent

practice which was usually for a graded assignment.

In addition, the anticipatory set, according to Hunter (1982), was to grab the

student's attention: actions and statements by the teacher to relate the experiences

of the students to the objectives of the lesson, to put students into a receptive

frame of mind, to focus student attention on the lesson, to create an organizing

framework for the ideas, principles, or information that was to follow, to extend

the understanding and the application of abstract ideas through the use of

example, and to activate and assess prior knowledge. Still according to Hunter

(1982), the teacher designed all of the lesson plans based on the curriculum and fit

the designs to the target of teaching-learning. Those lesson plans contained the

teaching materials given to the students through the learning processes. The

learning processes were implemented using the principles of learning, namely the

development of material selection, strategy, media, assessment, and resource or

learning materials were used to implement the learning process.

 33

About the lesson plans, Jack H. Shrawder and David Warner Roane (2006)

also had the similar views as Hunter (1982). They viewed that the teacher might

be good at making the lesson plans which helped the teacher maintain the focus of

teaching. With a classroom full of students, the teacher was able to put teaching-

learning activities remain in the right track of learning objectives. With the lesson

plans, the teacher also had actual paperwork of whatever the teacher had taught.

The lesson plans helped the teacher learn from the mistakes and missteps. In other

words, the lesson plans designed by the teacher reflected the accomplishment and

kept track of what had worked and what had not worked.

The teacher had to prepare the lesson plans well before teaching. This made

the teacher could pay more attention to the learning process which aimed to hire

the students to develop their critical thinking skills through reading activities with

poems. This was the concept of lesson plan proposed by Spratt (2005). He

recommended that the lesson plan as the set of planning of learning which gave

the guidelines for the teacher about what learning materials which would be

taught and also about of how to teach them. These two main components might be

stated clearly on the lesson plans made by the teacher due to the fact that the

student learning was correlated to the teacher planning. That was why the lesson

plans were ready well before the implementation in the classroom. As the result

the teachers could focus on its implementation which made the teacher did not

have to think so much about what they needed to do the next. The teacher was

able to focus on each parts of the learning processes.

 34

Dealing to the components consisted in lesson plans, Harmer (2001)

suggested that the lesson plans designed by the teacher had to meet two important

elements of teaching. They were coherence and variety. Coherence referred to the

unity of each step of teaching or learning. While variety referred to the various

kinds of learning activities which were used to avoid the monotony of learning so

that the students did not get bored. In short, the teacher should design the lesson

plans should with internal coherence but which allowed the students to do

different things in their lesson plans. The reading activities with poems, for

example, was not monotonous but was run differently in various activities for

each meeting with the same learning target.

The lesson plans used by teachers might be good. Good lesson plans,

according to Jansen (2002), used the principles of planning lessons. He suggested

that a good lesson plan (1) might be coherence and flow, (2) exhibits variety, and

(3) should be flexible. Coherence means all learning activities might hang

together because the activities were not just a sequence of discrete activities. This

coherence and flow enabled the students to understand the rationale of each

learning activity. As a result, the students learned best when there were clear and

good transitions from one learning activity to the next one. The lesson plan also

should have some variety in terms of learning activities, learning materials, and

assignments. These triggered the good mood of the students to participate actively

in every learning activity. The last basic principle of making a good lesson plan

was a good lesson plan should be flexible. The flexibility referred to the

implementation of each step of learning activities. Each step was contextually run.
 35

This meant that the change and the activity depended on the situation happened in

the classroom. The interesting questions from the students or the opinion of the

students created great teaching-learning moment. Each lesson might be

informative enough for other teachers to use them when necessary and had a

distinct flow of information that was easy to navigate and understand.

In addition, by creating the lesson plans, the teacher saved a great deal of

time and reduced the stress of dealing with confused students. She prepared for

every class meeting or constructed entire courses well. This was the view of

Richard Pregent (1994). He viewed that the teachers who had carefully prepared

lesson plans saved an enormous amount of time when they taught the course again

due to the fact that they had a written record of everything they had done (Pregent,

1994, p. 97). The lesson plans were basically all about the students’ success and

achievement. That was why the teacher cared greatly about learning activities

including strategies and techniques presented in classroom meetings based on the

lesson plans. The lesson plans (1) provided the teacher with a structured ‘route’

through reading classes so that the teacher was sure of meeting the lesson

objectives, (2) gave the teacher a secure base from which she projected to the

class dealing to the impression that she organised and knew what she was doing,

and (3) provided the teacher her mentor, tutors and colleagues with insights into

the way the teacher approached her teaching, and showed that she helped the

students make progress.

2.8 Cooperative Learning

 36

According to Roger and Kagan (1992), the group works referred to the

cooperative learning. They viewed that group learning activities were designed or

organized based on the socially structured change of information between learners

in group in which each learner was held accountable for his or her own learning

and is motivated to increase the learning of others. The teachers designed the

cooperative learning activities based on the learning aspects of the students’

competencies, learning objectives, learning materials, and so forth. As the results,

all students would participate meaningfully in their groups. This also related to

what Johnson & Johnson (2000) convinced that when the students communicate

one another, they were involved in face to face interaction which provided one

another with feedback, challenged reasoning and conclusions, and teaching and

encouraging one another (Roger & Kagan, 1992, p. 97).

The learning activities in term of peer learning which resulted peer

interaction were related to Erik Erikson’s view. According to Erikson (1956), the

stage at which the students in this classroom were at was identified as Industry

versus Inferiority. In this stage, the students learned to cooperate and work with

peers, acknowledge rules when playing and learning, and mastering the core

subjects in school. The learning activities of reading with poems fit directly into

this stage because the students were working with their peers, paying attention to

rules by completing a structured activity guided by the teachers in the classroom,

and developing an important skill in reading poems which was thinking critically.

In addition, the peer learning engaged successfully with the cognitive

domain as well as the social. A peer leader provided support and scaffolding from
 37

a more competent other” who could also provide a “cognitive model of competent

performance (Topping, 2005, p. 637). Moreover, according to Topping (2005),

there were five crucial benefits of peer learning. They were (1) the peer learning

encouraged the active participation in learning, (2) the peer learning fostered

personal as well as social development, (3) the peer learning facilitated the

development of transferable academic learning skills, such as communication, (4)

the peer learning grew motivation, confidence, and enjoyment in learning, which

are sustainable, and (5) the peer learning demonstrated a caring ethos that

contributed to a sense of a cohesive learning community (Topping, 2005, p. 643).

The peer learning showed that the advantages by Jacobs (2005) on his

paper. According to Jacobs (2005), the peer learning was essential for embedded

learning. The peer learning provided the students with a comfortable discipline-

based forum where both social and academic integration and skill development

could occurred well. The peer learning also benefit the student leaders as much as

the students who were not the leaders. The engagement with leadership activities

provided by peer learning in this research was a means of benefitting all

participating students.

The peer learning activities also typically result in basic aspects which gave

important advantages for both teacher and students in teaching-learning activities.

According to Nelson (1994) the aspects included (1) team-building spirit and

more supportive relationships, (2) greater psychological well-being, social

competence, communication skills and self-esteem, and (3) higher achievement

and greater productivity in terms of enhanced learning outcomes. The peer-

 38

learning strategy was a valuable tool for the teacher to utilise. However, placing

students in groups of two and telling them to work together were not going to

automatically get the satisfied results. The teacher still needed supported with the

learning exercise and choose the appropriate vehicle for it.

The peer learning also involved the students in working together to

accomplish the assignments or student tasks that represented the shared meaning

and conclusions of the groups of two. Rochelle & Teasley (1995) said that the

coordinated, synchronous activity that was the result of a continued attempt to

construct and maintain a shared conception of a problem (Rochelle & Teasley,

1995, pp. 9-97). Between students in peer group learned and shared actively their

views about the poems and what and how they completed the student tasks. It

means that there was mutual and supporting relation between the students during

the learning activities. Both of the students in their peer groups assisted each other

to come up the best conclusion in comprehending the poems, interpreting the

poems, analysing the poems, and accomplishing the assignments.

There was also the relationship between peer social interaction and

cognitive development in the peer learning. Piaget (1959) cited in Tudge (1992, p.

70) viewed that the cognitive development of student depended on manipulation

and active interaction with the environment. The central to this learning process

were states of disequilibrium because there was an imbalance between what the

student understood and what the student encountered. Moreover, the peer

interaction promoted cognitive conflict by exposing discrepancies between the

knowledge of the student and the knowledge of his peer as the result of dis-
 39

equilibration. Through dialogue and discussion among the students of equal status

in their peer groups, the equilibration was restored and the cognitive change

occurred simultaneously.

Thus, the collaboration in term of peer learning became important strategy

to engage the students actively in learning processes. According to Rogoff,

Turkanis, & Bartlett (2001), the basis for the development of a community that

fostered the students’ learning due to the fact that both of the students varied and

coordinated responsibilities. The establishment of student communities relied on

the partnerships between the students and their pairs which encouraged the active

learning in them.

2.9 Student Assignments

The assignments were not only to assess the critical thinking of the students

but also to train the students to think critically. This was dealt to what Brownie &

Freeman (2000, pp. 56-89) believed that the learning course that was designed to

promote critical thinking needed to involve the students in the assessment of

thinking. The assignments were created in such a way which focused on critical

thinking. The assignments of analysis enabled the students determined the

relationship between parts, developed the relationship of cause and effect in the

events, searched out the reasons of why the characters in the narrative poems

behaved in the ways which they did.

The purpose of assessment through assignments in critical thinking is to

improve students’ abilities to think their way through content, using disciplined
 40

skill in reasoning. The more particular the teacher can be about what the teacher

wants students to learn about critical thinking, the better can the teacher creates

assignments with that particular end in view. The assignments were used to enable

the teachers to gather evidence relevant to the students’ critical thinking.

According to Linda Elder, Richard Paul, and Rush Cosgrove (2013) in The

Critical Thinking Community in 9, the instruments to generate evidence relevant to

critical thinking teaching and learning are (1) course evaluation form provides

evidence of whether and to what extent the students perceive faculty as fostering

critical thinking abilities, (2) critical thinking subtest in the form of analytic

reasoning provides evidence of whether and to what extent the students are able to

reason analytically, (3) critical thinking assignment in the form of critical thinking

concepts and understanding provides evidence of whether and to what extent the

students understand the fundamental concepts embedded in critical thinking and

hence the tests students readiness to think critically, (4) fair mindedness test

provides evidence of whether and to what extent the students can reason

effectively between conflicting points of view and hence tests the students’

abilities to identify strong and weak arguments for conflicting positions in

reasoning, (5) critical thinking reading and writing test provides evidence of

whether and to what extent the students can read closely and write substantively

and hence test the students’ abilities to read and write critically, (6) international

critical thinking test provides evidence of whether and to what extent the students

are able to analyse and assess the excerpts from textbooks or professional writing,
9
http://www.criticalthinking.org/pages/international-critical-thinking-basic-concepts-amp-
understan/782
 41

(7) commission study protocol for interviewing faculty regarding critical thinking

provides evidence of whether and to what extent critical thinking is being taught

at a college or university which can be adapted for high school, (8) foundation for

critical thinking protocol for interviewing faculty regarding critical thinking

provides evidence of whether and to what extent critical thinking is being taught

at a college or university which can be adapted for high school, (9) foundation for

critical thinking protocol for interviewing students regarding critical thinking

provides evidence of whether and to what extent the students are learning to think

critically at a college or university which can be adapted for high school, and (10)

rubrics for assessing the students’ reasoning abilities is a useful tool in assessing

the extent to which the students are reasoning well through course content. All of

these assessment instruments can be used as part of pre- and post- assessment

strategies to gauge development over various time periods because they focus on

the five essential dimensions of critical thinking, namely (1) the analysis of

thought, (2) the assessment of thought, (3) the dispositions of thought, (4) the

skills and abilities of thought, and (5) the obstacles or barriers to critical thought.

2.10 Teacher Feedbacks

The important improvement of students in learning was also caused by the

teacher feedback. Scholes (2012) presented this at the Australasia Association of

Philosophy (NZ Division) Conference on December 2 nd-6th, 2012. He viewed that

the teacher feedbacks on students’ works in verbal forms could improve the

students’ critical thinking. Through the feedbacks, the students would learn about

how to interpret and analyse poems appropriately for similar critical questions.
 42

Indeed, the oral feedback sessions could dig the self-confidence of low students to

express their feeling and ideas as the fundamental modal of thinking critically.

There were criteria of good feedback. Chamberlain, Dison & Button (1998,

pp. 71-111) suggested that good feedback might be constructive and pointed the

students to ways in which they could improve their learning and achievement.

They added that providing a mark or a grade only, even with a brief comment like

“good work” or “you need to improve” was rarely helpful. Furthermore good

feedback given by the teacher focused on giving the students opportunities to act

on the feedback itself. They added that in giving the teacher’s feedback the

teachers had to (1) give useful feedback, (2) keep the time between the task and

the feedback short, (3) keep her feedback clear and simple, (4) balance the

positive with the negative, (5) indicate how the student could improve, (6) avoid

sarcasm, and (7) use the simple language.

According to Ramsden (1992), in giving the teacher’s feedback, the teacher

had to inform, question, prompt, assess, encourage and guide your students to

achieve the learning outcomes. The teacher let the students know that a large part

of the teacher’s role was to provide feedback on their progress towards achieving

the learning outcomes. That was why the teacher might be very specific with them

about how much and what form of feedback they expect and when. This was

determined by the student tasks which the teacher had designed. The teacher also

might inform the students that feedback was verbal which the students needed to

be prepared for this by taking notes, asking questions and seeking advice as

needed.
 43

In addition, Duncan (2007, p. 117) viewed that the students were commonly

did not read the teacher feedback comments. The most effective feedback for the

students was done during the learning activities. This was called as the feedback

process (Taras, 2003, p. 23). The students could be required to document how

they used feedback to advance to the next stage of assignments (Nicol, 2008, p.

80). According to him, the workload for teachers can be offset by the reduction of

time needed to give feedback on the final product and by incorporating peer

feedback into some of the stages.

The students did not pay attention to the comments because they did not

make sense to them (Duncan, 2007, p. 93). It means that they did not understand

the purpose of the feedback process. This was happened when feedback was

delivered solely by the teacher and was often associated with the students as the

marking of what was right and wrong. Many teachers tended to focus on the

correctional rather than the instructional aspects of feedback (Hattie & Timperley,

2007, p. 119). That was why careful preparation beforehand in this research

helped to prime the students about the nature of feedback and its role in the

learning process. They added that withholding feedback was needed to allow the

students to internalise and process the demands of the task.

2.11 Review of Related Previous Studies

This research also served previous studies related to critical thinking skills

although there were actually lots of good experiments or investigation of critical

thinking skills in educational setting. In this section, the researcher shows two of

them which have focus on teaching critical thinking.

 44

The first research was done by Nancy Lampert. She was from Virginia

Commonwealth University who has conducted a study of an after-school art

programme and critical thinking in 2011. She connected critical thinking and art

education by designing the community art programme, implementing and

reflecting on lessons of inside and outside identity boxes, of community identity

sketchbooks, and also reflecting on the reminder of the lessons. She designed

community art programme to enhance the critical thinking skills of ten urban

elementary students by engaging them in enquiry-based art lessons. She also did

the assessment of the programme at the end of the research. In this case, she used

qualitative observation and a quantitative critical thinking pre-test and post-test in

order to assess the students’ critical thinking gains. She described in the research

that the programme which she created in a supportive classroom environment

focused the students on art lessons that required open-ended problem solving and

critical analysis. The programme could empower the children to think for

themselves and also improve their critical thinking ability. She showed that the

outcomes of the programme are significant to educational practice because they

represent support for the theory that enquiry-based art curriculum and instruction

can increase the ability of the students to think critically. According to her

research result, teaching of manual skills, formal elements, and the other various

important components of school art curricula including units which were

connected with enquiry could sharpen the students’ critical thinking skills.

The second was the research done by Shaheera Jaffar in 2004. She was an

assistant professor at Fatimah Jinnah Women University in Rawalpindi. She was

 45

interested in conducting a research of teaching critical thinking through literature

for students of literature in this university. She trained the students in critical

thinking by creating a conducive classroom environment where the students were

encouraged to negotiate different points of view, considered a variety of

perspectives, and tried to analyse how different aspects of a literary a text fit in

with each other to create a design and world of its own. She believed that when

literature was approached from a problem-solving attitude, the students learned

not to say anything without evidence from the text. In this case, the students

learned how to use that evidence to support their opinions. It meant that their

opinions had to be backed up by proofs. In her research, she created such kinds of

atmosphere to make the students learn to value their thinking processes and an

interactive classroom which taught them to respect different opinions from others.

Thus, she developed their critical thinking through critical reading. The students

were encouraged to have responding to the literature texts. The materials used in a

literature classroom enhance their thinking ability. Consequently, the literature

texts as the learning materials were broken down in the form of activities which

challenge the students’ critical thinking ability. She gave the students practice in

interpretation, inference, analysis, and argumentation. The result of her research

showed that critical thinking was an important area of teaching to help students

become self-motivated and autonomous learners who could apply their acquired

modes of inquiry inside and outside classroom. According to the result, critical

thinking could be developed through critical reading which involved training the

students what to look for and how to think about what they find. The students
 46

were led to engage in different reading practices, namely inference, interpretation,

and questioning. Finally, this research proved that teaching critical thinking

through literature was successfully done.

CHAPTER 3

RESEARCH METHODOLOGY

This chapter is about the research methods applied in this study. Basically

this chapter aims to describe the research methodology which reflects the research
 47

design, data and sources of data, data collection techniques, data analysis, research

implementation, and instrument forms. In other words, this chapter outlines the

research methodology of the study.

3.1 Research Design

This research used descriptive qualitative methods for the research design.

This research gave sufficient details to what extent and how teaching reading with

poems as learning materials can develop students’ critical thinking skills. This

study aimed to answer two research questions using qualitative methods for added

detail and nuance. The results of this research described how teaching reading

with poems as learning materials could develop students’ critical thinking skills.

Moreover, the researcher had an important role in obtaining the data in which the

way information was gained from the subjects of this study.

As descriptive qualitative research, the research also used words and

sentences in representing the related data which would be analysed to show the

conclusion for this study. According to Fraenkel and Wallen (2006), the

qualitative data were collected in the form of words rather than numbers.

Moreover this research used a teacher and an observer. In this study, the teacher

of reading class played a role as the researcher too. Then the observer was taken

from her teaching partner whom observed all reading activities. This was because

the researcher wanted to keep the naturalistic setting of where the research was

being conducted. Thus, this research had natural activities in which the behaviour

of all participant occur naturally to avoid any kinds of manipulation or controlled

 48

settings. This research was conducted using the students of XA at MAN

Lumajang during the second semester in reading classroom activities.

3.2 The Subject of the Study

The subjects of this research were the students of XA of MAN Lumajang.

They were EFL students with Maduranese language as their mother tongue and

Javanese and Indonesia languages as their second languages. For them, Javanese

language was for informal communication, while Indonesia language was for

formal interaction. They were considered as the students with low English

proficiencies (Low Intermediate students/ LI students) since they got low scores

of English in the placement test done by Lembaga Pengembangan Bahasa

Asing/LPBA (Foreign Language Center) of MAN Lumajang in August 24 th, 2013.

Indeed, based on their report books of the first semester of the academic year of

2013-204, their English scores were also low.

This study observed and investigated their English reading activities. The

students were involved unconsciously in this research for thirteen meetings of

English reading activities using poems to develop their critical thinking skills.

Most of the students of XA could not retell the story using their own words. Even,

they were not able to analyse beyond the text dealing to the theme, setting, or

massage that the author wanted to share through the story which the students

learned. They had low in critical thinking skills due to the fact that they felt very

difficult in expressing their opinion using their own words towards English texts.

This could be proven by the pre-test that they had done. Thus, she was challenged
 49

to help the students to improve their critical thinking skills of English through

conducting this research.

3.3 Data and Source of the Data

The source of data is the subject from the data were obtained (Arikunto,

2006, p. 129). The source of data in this research were the researcher, observer

who was a native from USA and also an English teacher at MAN Lumajang, and

students of XA at MAN Lumajang. The researcher choose MAN Lumajang where

the research was conducted because of three factors. First, she needed her students

enjoy learning English, especially English reading, with English poems which a

new type of learning material for them. Second, she needed to introduce a

literature to her students since they never got that in English classes. Third, she

needed to encourage her students to have better critical thinking skills. It was

because most of students in this school where she worked as an English teacher

were had high difficulties in expressing their opinion beyond the texts when they

were involved in reading activities. This indicated that their critical thinking skills

remain low. She focused on students of class XA to make her easier to apply the

research and find the meaningful data after the process of data reduction.

Thus, the data in this research referred to the information that the researcher

collected for the study. They included written data materials and teaching-learning

activities which were recorded actively in field notes. The researcher collected the

data from pre-tests, post-tests, field notes of observation, and observation sheets

written during the classroom activities. The study used qualitative methods to
 50

analyse subjective data; data existing within the minds of people and typically

expressed or reported in natural language (Stainback, 1988, p. 15).

The data were also collected during the process of teaching-learning

activities. The teacher facilitated the strategies in the classroom and the students

used the strategies. In addition, the researcher collected more detailed information

by conducting observations. He observed all the procedures which were applied

by the teacher in teaching reading with poems as learning materials to develop the

students’ critical thinking skills. The procedures involved pre-reading activities,

during-reading activities, and post-reading activities.

3.4 Data Collection Technique

All of data in this research were qualitative data. As descriptive qualitative

research, this study was directed to discover who, what, and where of teaching

critical thinking. Data collection techniques included structured open-ended

questions. Data collection techniques included observations of targeted events and

the examination of documents.

In this research the data collection was conducted through two ways,

namely observation and students’ tasks. Observation was used to get qualitative

data about teaching learning activity especially in teaching reading using poems to

develop students’ critical thinking skills. The researcher would use observation

sheets and field notes. Observation sheet was in the form of short guidelines

which was used to observe the students activities and teacher activities during the

process of implementation the action. The observer checked and graded the

students’ activities and the teacher’s activities in the categories. Field notes were
 51

records of the explanation how the strategy was implemented. These also gave

detailed information and description of what was happening, what the observer

heard, saw, felt, and experienced during the teaching-learning process. Students’

tasks consisted of pre-test, assignments during teaching-learning process, and

post-test. Students’ tasks were used to get data of whether there is improvement,

progress, or development in students’ critical thinking skills. The students were

given poems including song lyrics due to the fact that song lyrics were considered

as poems which were sung. The students should answer reading questions

consisting critical thinking questions which made them analyse and interpret the

poems implicitly and explicitly.

Thus, in this research, the researcher became the key instrument in obtaining

all of data from the sources. She collected the students’ answers of pre-tests and

post-tests, analysed all of them to make conclusion narratively about the condition

of students’ critical thinking skills, and applied teaching reading using poems. In

collecting the data, she also employed observation technique which was done by

the observer in order to avoid the subjective bias when collecting data from

observations.

Furthermore, during observations the observer observed the teaching-

learning processes from the beginning until the end. He wrote field notes during

the observations. The field notes were used to write the occurance during the

observations. The field notes were used as eligible instruments in this research.

According to Susanto (2010) a field note is used to record what the observer
 52

heard, said, and thought. Observation sheets were another instrument used by the

observer.

Data collection in this qualitative study was mainly conducted using

participant observation, open-ended question, and documentation which involved

daily recording of students’ written tasks. To be detailed, this study had several

instruments including (1) an observation checklist used to observe the use of the

lesson plan, the instructional materials, and the teaching and learning process, (2)

documentation such as lesson plan which is used to collect data related to research

problems, and (3) teacher-made tests which are used to assess the students’ critical

thinking in comprehending English poems.

Thus, the results of these observations would explain in detail what had

been observed. The researcher would analyse it together with the data from pre-

tests and post-tests which had given to the students.

3.5 Data Analysis

This research used qualitative data. It was dealing to the activity of teaching

learning process done by teacher and students. The collected data of observation

and field notes were searched out and arranged systematically to be analysed by

using descriptive analysis.

Thus, the data of this qualitative research were analysed inductively. The

data were gained from the teaching-learning processes including pre-tests, post-

tests, field notes of observations, observation sheets in which they were very

useful to develop the research reports. In this case, the data from observations and

the students’ answers from pre-test and post-tests were used to describe and
 53

reflect what was happening in the classroom activities in order to address the

answers of the two research questions.

The analysis was written in the form of words and sentences to explain them

as conclusions of this research. It was because this descriptive qualitative study

had a dynamic form of content analysis for visual data in written form which was

oriented toward summarizing the informational contents of that data. The

expected outcome of this descriptive qualitative study was a straight descriptive

summary of the informational contents of data which were organized in a way that

perfectly fit the data. This researcher did fact finding with critical analysis.

In analysing the data this research started by processing all of the available

data from pre-test, post-tests, observations, and documents as suggested by

Moloeng (2000). Next this research used three steps to analyse the data including

data reduction, data display, and conclusion drawing or verification as proposed

by Sunarto (2001).

Finally the researcher used two kinds of data analysis. They were data

analysis of the process of teaching reading with poems and data analysis of

students’ answers in open ended questions. In this case, the data analysis of

process was based on the observation checklist during classroom activities. Then

the researcher also analysed the students’ written answers using teacher-made

tests. After that the researcher rechecks the methods applied, the theories stated,

and the references used to support applicable procedures which showed that

critical thinking skills could be taught to the students by using poems in reading

comprehension activities.
 54

3.5.1 Data Reduction

The data reduction in this research involved the activities of selecting,

focusing, simplifying, abstracting, and transferring the raw data gathered from

students’ answers, field notes, and observation sheets to compile meaningful data.

After collecting the data, the researcher classified the data based on the topic and

the data analysis accurately. In this case, the data reduction was a sort of analysis

which sharpened, classified, reduced, and organized the data in such a way to

facilitate drawing conclusions.

The researcher used two criteria of reducing research subject to get

meaningful data. She reduced the data from 29 students into 24 data students. She

chose the 24 research subjects because the 24 students were never absent to join

the reading classes using poems from February 6th, 2014 up to May 30th, 2014. While

other 5 students had ever been absent in joining the reading classes using poems

from February 6th, 2014 up to May 30th, 2014.Thus, this research reduced the data

based on the continuity of the research subjects who joined all of the meetings

including joining the pre-test and the post test. The students who had ever been

absent in one of the meetings were not taken into account in this research.

3.5.2 Data Display

This research used data display to draw conclusions and to determine the

next at activities. So the researcher presented the data based on these aspects and

linked to the matters, and then analyse them based on the research problem. The

data displayed in this research took the form of narrative texts.

 55

3.5.3 Conclusion Drawing or Verification

This research included an essential procedure in analysing the data namely

conclusion-drawing or verification. It was because this was connected to the

activity which involved inductive thinking to obtain the valid data before deciding

the final conclusion. As a result, in this step the researcher accomplished crossing

and detecting the data by consulting to the expert in this field that was the main

English teacher at SMAN 2 Lumajang, the best senior high school in Lumajang.

This kind of data verification, according to Sunarto (2001), was called as a

triangulation.

In the interest of ensuring trustworthy analysis, this research applied a

triangulation in order to determine the accuracy and credibility of the research

findings. So the researcher employed the triangulation which related to the

method of collecting the data. She used non participant observation and analysis

of pre-tests and post-tests.

Basically there were several benefits to using the triangulation model in this

research. They were (1) the collected data are naturalistic, (2) describing the

situation of the object in particular time, (3) identifying data which reflect the

indication, (4) using the data which shows the appearance of reality, (5) disclosing

certain phenomenon, and (6) explaining the why factors of certain problems

(Mukhtar, 2013, p. 14). Thus, triangulation in this research was a technique of

examining the validity of the data or information of this research. This was done

to make sure of the accuracy and the validity of information presented. This meant

that triangulation was in this research to verify data.

 56

3.6 Research Implementation

The research was conducted in February until May 2014 during the second

semester of the academic year 2014-2015 at MAN Lumajang. This research

involved 29 students from class XA before data reduction. The researcher

conducted this research over the course of 15 meetings including pre-test and

post-test. This was described in Table 3.1. The table was the research schedule

that had been done by the researcher. This table told the dates, time, learning

activities, and learning materials which contributed lots of data to this research.

The table was also later explained in general in this part of discussion.

Table 3.1 Schedule of Research

No Date Time Activity Material
th
February 6 , 10.45- Open Ended
1 Pre Test
2014 12.00 Questions of Home
February 7th, 08.45- Reading Activity Multiple Choices of
2
2014 11.00 Using Poem Home
March 27th, 10.45- Reading Activity
3 Hero
2014 12.00 Using Poem
March 28th, 08.45- Reading Activity
4 Puppy and I
2014 11.00 Using Poem
April 3rd, 10.45- Reading Activity
5 Story-time
2014 12.00 Using Poem
April 4th, 08.45- Reading Activity
6 Tears in Heaven
2014 11.00 Using Poem
April 24th, 10.45- Reading Activity Jimmy Goes to the
7
2014 12.00 Using Poem City
April 25th, 08.45- Reading Activity
8 You Raise Me Up
2014 11.00 Using Poem
May 2nd, 08.45- Reading Activity Heaven was Needing
9
2014 11.00 Using Poem a Hero
May 8th, 10.45- Reading Activity My Teacher Took My
10
2014 12.00 Using Poem iPod
May 9th, 08.45- Reading Activity Daddy Fell into the
11
2014 11.00 Using Poem Pond
May 16th, 08.45- Reading Activity
12 Soledad
2014 11.00 Using Poem
13 May 22nd, 10.45- Reading Activity The People Upstairs
 57

2014 12.00 Using Poem

May 23rd, 08.45- Reading Activity The Dentist and The
14
2014 11.00 Using Poem Crocodile
May 30th, 08.45- The Mountain and the
15 Post Test
2014 11.00 Squirrel

From the table 3.1 it was shown that there were 13 meetings of teaching reading

using poems with explanations and tables of results of students’ critical thinking

skills on the tasks given in the meetings. The 13 meetings were basically activities

of training the students in thinking critically in reading activities using poems.

That was why the teacher gave different poem for each meeting.

The teacher selected the poems based on the two factors. They were the

characteristics of students who were considered as the students with low English

proficiencies or Low Intermediate students based on the surveys discussed in

Chapter 2 and the low level of their critical thinking skills as proven in the results

of pre-test. In addition, the teacher let the students to choose or ask the learning

material for next meeting. All of them preferred funny poems and song lyrics. As

the result she decided to use funny narrative poems and familiar song lyrics to

teach reading to train the students to think critically. They were “Home” by

Michael Buble, “Hero” by Mariah Carey, “Puppy and I” by A.A. Milne, “Story-

time” by Judith Nicholls, “Tears in Heaven” by Eric Clapton, “Jimmy Goes to the

City” by Arthur Read, “You Raise Me Up” by Josh Groban, “Heaven was

Needing a Hero” by Joe Dee Messina, “My Teacher Took My iPod” by Kenn

Nesbitt, “Daddy Fell into the Pond” by Alfred Noyes, “Soledad” by Westlife,

“The People Upstairs” by Ogden Nash, and “The Dentist and the Crocodile” by

Roald Dahl.
 58

In order to display the critical thinking the students basically needed to

develop their skills in interpreting, analysing, reasoning, and evaluating. However,

in this research the teacher trained the students to think critically using all of those

poems as learning materials of teaching reading. She established only two skills of

critical thinking which were trained to the students in this research, namely

interpreting and analysing due to their low English proficiencies. In this case,

interpreting was dealt to understanding a poem and to clarify its meaning, while

analysing referred to breaking information served in a poem down and

recombining it in different ways using logical reasoning.

On the pre-test the students completed the pre-test for 90 minutes at the

language laboratory. They were ordered to have a seat based on their absent

numbers written on the language laboratory desks. They got a page of song lyric

and 10 open-ended questions. The students were given instruction orally by the

teacher 5 minutes to avoid misunderstanding of the students about the written

instruction of pre-test. It was done due to their low English proficiencies. They

were allowed to ask the teacher about the instruction that they did not understand

well.

Next was they listened to the song that the teacher played to them in order

to interact their interest and curious and also to make them feel fine and relax in

joining the pre-test. They listened to the song while they were reading the song

lyrics silently. No discussion was allowed in this session.

During pre-test activity, the students were given a poem in the form of song

lyrics for Michael Buble’s “Home”. The teacher distributed a page with the lyrics
 59

for each student. After that, she played the song once to make the students feel

interested, relaxed, and curious. She allowed the students to use their dictionaries

to translate difficult words independently. The students completed the pre-test by

answering ten open-ended reading questions while listening to the song.

For each meeting, both teacher and students were observed by an observer

during the teaching-learning process. The observations were done in natural

setting which made the teacher and students feel at ease. Moreover, the observer

who was US Peace Corps volunteer who had previously taught to the classes

observed. He had co-taught alongside the teacher or the researcher. This helped in

making the research setting feel natural. In each meeting, he used three

instruments for observations. They were field notes sheet, lesson plan observation

sheet, and feasibility observation sheet. The researcher used these to contextualize

the data which would be descriptively analysed. With these observations, the

researcher was able to objectively monitor her real teaching activities of reading

using poems to develop students’ critical thinking skills.

In post-test activity, the students were given a narrative poem. The poem

was “The Mountain and the Squirrel” which was written by Ralph Waldo

Emerson.10 The post-test prompted the students to think critically through 10

open-ended questions. They completed the post-test questions for 90 minutes at

the language laboratory. They did it individually in a test setting in which the

students sit based on their absent numbers as stated on each table.

3.7 Instrument Forms

http://www.familyfriendpoems.com/poem/the-mountain-and-the-squirrel-by-ralph-
10

waldo_emerson#ixzz32QyFMp5A
 60

This research uses instruments to gain the data, namely pre-test, post-test,

lesson plans, field notes, observation sheets, and validator sheets. Each of them

has different format which some of them are described as in the Appendixes.

CHAPTER 4

RESULTS AND DISCUSSIONS

This chapter features the results and discussions of the research together

constituting answers to the research questions, namely how the teacher teaches

reading using poems to develop the students’ critical thinking skills and how the

students’ critical thinking skills are developed after they are taught reading using

poems. Thus, this chapter provides descriptive results and discussions of the

students’ performance in developing their critical thinking skills through reading

activities using poems as learning materials.

4.1 The Results of Implementing Teaching Reading Using Poems

This part of discussion is addressed to answer the first research questions. It

is how the teacher teaches reading using poems to develop students’ critical
 61

thinking skills. Therefore, the processes of teaching reading using poems done by

the teacher are described in details in this session. All of them relate to the

implementation of teaching reading using poems for thirteen meetings starting

from February 7th, 2014 up to May 23rd, 2014.

As explained clearly in Chapter 3 that the teacher used different poem and

also gave the assignments to train and measure their critical thinking skills in

every meeting. The teacher applied three stages of reading activities, namely pre-

reading activities, during-reading activities, and post-reading activities. In the

three stages the students were trained to think critically by completing tasks in

groups and individually.

4.1.1 The Implementation of Pre-Reading Activity

The researcher found out that the pre-reading activities were really warming

up activities consisting of (1) greeting and checking the students’ attendance, (2)

giving motivation, (3) checking the dictionary, (4) asking the students to form

groups of two, (5) distributing each of them a poem on a piece of paper, (6)

playing an easy English song to keep their focus and interest or reading a poem

aloud together, (7) modelling and explaining the types of reading questions which

reflected critical thinking elements, and (8) asking them to go back to their seats

to prepare and complete individual activity.

In pre-reading activities the students worked in pairs or in groups to

translate difficult words, phrases, and sentences which they found in the poems.

The students discussed them in groups of two. Dictionaries were the main tools
 62

during this activity. Because of the need for dictionaries, the teacher started each

meeting by checking students for dictionaries. It was clearly stated in the field

notes written by the observer.

Therefore, pre-reading activities in this research were used by the teacher to

prepare the students well for the next reading activities. The teacher also

encouraged the students to be more interested in and curious about the poem. As

stated in the lesson plans, the teacher used different ways of stimulating the

students in the pre-reading activities. They were playing songs using audio aids

before the students learned to understand poems in the form of song lyrics and

reading poems aloud before the students analysed them in depth in during-reading

activities. At the end of the pre-reading activity, the teacher asked the students to

translate orally and classically for every sentence that the teacher read aloud from

the poem. By doing this, the teacher knew the students understood every sentence

of the poem which they would analyse individually in during-reading activities.

In addition, the most interesting fact that was found in the research was that

pre-reading activities took the longest period compared with the periods of the

during-reading activities and the post-reading activities. It was because the pre-

reading activities were used by the teacher to overcome not only the language

barriers but also the critical thinking barriers of the students. The language

barriers of the LI students were related to vocabularies, while the barriers of

critical thinking for the students were dealt with the self-confidence in expressing

their feelings and opinions. These two barriers were the basic ingredients that
 63

enabled them to achieve better critical thinking skills. That was why the teacher

made groups to engage the students in discussions and sharing with their friends.

4.1.2 The Implementation of During-Reading Activity

The second stage of teaching reading using poems that was conducted by

the teacher in this research was the during-reading activity. In this research the

researcher found that the during-reading activities consisted of (1) asking them to

read the text silently, (2) providing the students with the critical thinking

questions, (3) asking students to answer questions on a piece of paper based on

the given poem, and (4) giving individual attention to the students if needed.

In the during-activities, the students worked both in groups and individually.

They engaged in group-work to answer difficult questions. They needed peer

learning for difficult poems, but they did the assignments individually for the

simple ones. All of these were clearly stated in the lesson plans and field notes.

Referring to peer learning, Tsui (2008) believed that peer learning which involved

student collaboration in learning, discussing and explaining their understanding

and ideas could be helpful factors for supporting critical thinking. In this case, the

students discussed the poem in groups for literal meanings of sentences.

The students did the assignments individually after the group discussion

ended. The assignments consisted of critical thinking questions which trained the

students to interpret and analyse the poem in depth. For earlier meetings of this

research, the teacher trained the students to interpret and analyse the poem in

depth by giving them multiple choice questions. These could make the students

know well of how to interpret and analyse poems beyond the texts. After the
 64

students were accustomed to the use of explicit comprehension questions of

poems, they were given open-ended questions which needed them to interpret and

analyse with reasonable responses.

Therefore, it is important that in during-reading activities the teacher trained

the students to acquire all of two components of critical thinking skills by giving

them questions such as “What was happening in the poem? Tell this using your

own words”, “Where does it happen? Give your reason, please”, “When does it

take place? Why?”, “What does the poem talk about? Give the reason, please”,

“What is the theme of the poem? Why do you think so?”, and the like. In order to

stimulate the students’ more critical thinking skills, sometimes the teacher added

questions such as posing the students as the author or poet like “If you were the

speaker, what would you do? And why would you do that?” and “If you were the

singer, what would you do? And why would you do that?” and analysing the

feelings of the speakers or singers like “Does the singer feel happy? Why do you

say so?”, “What do you think about the speaker’s feelings? Why do you say so?”,

and “What was happening to the speaker? Why do you say so?” These kinds of

questions were added by the teacher in several of the last meetings after the

students were accustomed to giving basic critical interpretations and analyses. At

the end of each during-reading activity, the students submitted assignments to the

teacher.

4.1.3 The Implementation of Post-Reading Activity

The post-reading activities that were implemented by the teacher in this

research included three activities, namely (1) giving a chance to the students to
 65

share their difficulties in accomplishing the assignments, (2) giving feedbacks for

the students who still failed in responding to the critical thinking questions, and

(3) drawing conclusions together about the poem that they had learned, and (4)

closing the meeting. In this case, the teacher allotted less time for post-reading

activities compared to pre-reading and during-reading activities. The students

were asked about their difficulties in interpreting and analysing the poems they

had just read and done in during-activities. By knowing their difficulties, the

teacher knew how to improve the learning materials and assignments for the next

meeting.

At the end of the post activity for each meeting the teacher gave the

students the feedback. She gave the spoken feedback classically for students’

difficulties in interpreting and analysing the poems in depth. By giving spoken

feedbacks classically for every unsatisfied critical thinking performance which the

students told to the teacher, automatically the teacher also trained the students to

have better self-confidence in expressing their feelings and ideas as essential

ingredients of having critical thinking skills.

4.2 The Improvement of Students’ Critical Thinking Skills

This session describes the conditions of students’ critical thinking skills to

answer the second research question. It is how the students’ critical thinking skills

are developed after they are taught the reading using poems. They would be

described in details with evidence. It was necessary to describe the conditions of

students’ critical thinking skills before and after teaching reading using poems.
 66

In earliest meeting, most of Low Intermediate students in this research had a

very difficult time not only in thinking independently but also in having any depth

to their thought process. The students were turned out to have very little ability to

process and think beyond the texts. As Low Intermediate students, they had no

sufficient background or understanding of basic vocabularies or idioms used in

reading texts. This hindered their abilities to comprehend the texts in order to lead

them into higher level of thinking.

Surprisingly, this research proved that the critical thinking skills of Low

Intermediate students could be developed after they were taught reading using

poems for several meetings. This could be seen clearly in the following chart.

Table 4.1 Improvement of Students' Critical Thinking Skills

Based on the Results of Pre-Test and Post-Test
1.2
1
0.8
Scores' Scale

0.6
0.4
0.2
0
AA BAR DF DPS EKR EPK APP MA ANF AAR DPA RF NIF QA NF NLF NSR NA NAP NAF RI DN YS ZR
Y E F I I I M M N N S
BA

Axis Title

Pre-Test Post-Test

The Table 4.1 informed that there were good progresses of critical thinking

skills of Low Intermediate students. The blue line of the chart represented the

results of the post-test that the students did on May 30 th, 2014. They achieved

better skills of thinking critically after they had engaged in reading activities using
 67

poems. The students performed low in thinking critically before the reading

activities with poems as reading texts. It was clearly shown by the green line of

Chart 4.1. This line represented the results of the pre-test which had been done by

the students on February 6th, 2014. In other words, the results of pre-test and post-

test featured that the low students were able to have good achievements in critical

thinking skills after they were regularly trained through reading activities with

poems. This was in line with Fischer (1980) emphasized that the development of

complex thinking skills called as critical thinking skills depended on the

appropriate experiences. It means that the students succeeded in performing their

critical thinking skills because their classroom experiences had provided sufficient

support not only for their critical thinking skill development but also for their

optimal performance in thinking critically. As a result, their learning experiences

built on the previous experiences, provided proper opportunities for the students

to produce better performance, and laid a foundation for further skill development

of critical thinking skills.

Thus, it was possible for Low Intermediate students to acquire critical

thinking skills. The Low Intermediate students could be trained and taught and

they could learn in constant periods. This underlined what Helper (1993) believed

that critical thinking skills were not only teachable but also learnable as well. The

students became better critical thinkers when they acquired and utilized thinking

skills to interpret and analyse information served in poems. In this case the teacher

might have effective ways of teaching the students to think such as well-prepared

lesson plans, funny narrative poems which were adjustable to the characteristics
 68

of low students as learning materials, critical thinking assignments, cooperative

learning to eliminate the language constraints, direct oral instructions, and the

like. This was related to the statement of Fisher (2001) that direct instruction in

critical thinking improves students’ critical thinking skills. That was why the

teacher in this research gave direct instruction orally for every reading activity and

assignment in order to eliminate the students’ misperceptions.

In general, the students who developed their critical thinking skills in this

research were able to achieve better marks, became less dependent on the teacher

and textbooks, and were able to create arguments through logical steps. Through

several periodically training in critical thinking skills in reading classes using

poems as learning materials, the Low Intermediate students could successfully

display their critical thinking skills in interpreting and analysing the poems. The

systematic employment of critical thinking into the classroom activities through

teaching reading using poems helped the students improve their critical thinking

skills.

The clearer description of critical thinking improvements achieved by the

students in all meetings can be seen as follows:

 69

Table 4.2 Development of Students' Critical Thinking Skills

Based on the Results of Assignments of All Meetings
14
12
10
8
6
4
2
0
AA AR DF DPS EKR EPK APP MA ANF AAR DPA RF NIF QA NF NLF NS R NA NAP NAF RI DN YS ZR
BY B E F I I I M M N N S

Pre-Test Task 1 Task 2 Task 3 Task 4

Task 5 Task 6 Task 7 Task 8 Task 9
Task 10 Task 11 Task 12 Task 13 Post-Test

The Low Intermediate students who participated in reading activities using poems

as learning materials in groups and individually had been found to have performed

significantly better on the critical thinking skills. These students developed their

critical thinking skills step by step. They were trained regularly and periodically

to interpret and analyse the poems in each meeting. In individually the students

had been found to have performed significantly better on the critical thinking

skills. It indicated that these students were capable of performing interpretation

and analysis towards poems at higher intellectual level that were having logical

reasoning in these two critical components.

However, the chart indicated that the classroom activities with poems in

earlier meetings were still un-familiar for the low students. They were not

accustomed to those kinds of things. This affected their performance and results in

reading assignments. Consequently, interventions of the teacher might break up

 70

the students’ barriers to allow them to interest, to focus their attention, and to

make them more available for learning.

Interpretation and analysis, in this research, were focused on the training of

the students to develop their critical thinking skills since both of them were

considered as elements of critical thinking. It is in line with the consensus of the

Delphi Panel consisting of 46 experts that the researcher cites from Facione

(1990, p. 47) which reported that critical thinking is purposeful, self-regulatory

judgement that results in interpretation, analysis, evaluation, and inference.

Thus, all of those activities of teaching reading using poems, especially for

low students, proved that critical thinking skills did not automatically and quickly

develop by themselves. The critical thinking skills must be developed and

required a great deal of teacher efforts in helping the low students to think

critically. Consequently the teacher had to learn first about incorporating critical

questioning into her class. Undoubtedly the teacher had the power to trigger,

stimulate, develop, and shape the abilities of the low students to think critically. It

was in line with what Chalupa and Sormunen (1995) believed that the instructors

might be prepared to lead the students towards critical thinking skills. The teacher

might be totally ready to create proper lesson plans, to choose best poems for low

students, and good critical thinking assignments to train and to measure the low

students in thinking critically.

4.3 Discussions

This research shows that the students successfully improve their critical

thinking skills after having activities of the poems interpretation and analysis in
 71

reading classes. There are five factors that make this happens, namely the lesson

plans designed by the teacher, learning materials selection, learning strategy,

student assignments, and the feedbacks given by the teacher. These factors are

proven successful in helping the students to develop their critical thinking skills

after thirteen meetings of reading classes with poems.

The lesson plans designed by the teacher in this research make the effective

teaching in achieving the learning target that is developing the students to think

critically through reading activities with poems. In making the lesson plans, the

teacher applies three basic principles of making good lesson plans, namely

coherence, variety, and flexible so that the students do not feel bored during the

reading activities.

The lesson plans with internal coherence allow the students to do different

things and make the students learn well because there are clear and good

transitions from one learning activity to the next one and having varieties of

learning activities with various poems and assignments which trigger the good

mood of the students to participate actively in every learning activity (Hunter,

1982; Pregent, 1994; Harmer, 2001; Jansen, 2002; Spratt, 2005; H. Shrawder and

David Warner Roane, 2006). As a result, with a classroom full of 29 students, the

teacher is able to keep the teaching-learning activities on the right track of

developing the students’ critical thinking skills since the lesson plans keep both

teacher and students on the track of the teaching-learning aims which run not

monotonously. Thus, the students are involved in various activities of interpreting

 72

and analysing various poems which are done in different groups and with different

assignments.

The second factor that succeed this research in helping the students to

develop their critical thinking is the poems. As the learning materials, the English

poems are selected well by the teacher which leads the students to develop their

critical thinking skills. Due to the Low Intermediate students, the teacher selects

the poems based on the principles of selecting poems for EFL beginners. The

poems are short, suit for the needs of the students, their motivation, interest,

cultural background, have the appropriate language to the level of the students'

comprehension, and proper with the class time available (Fisher & Natarella,

1982; Komanski; Shirley, 1983; Panavelil, 2001; Bedi, 2011).

Those kinds of poems give the students ample opportunities to enrich their

English learning experience, extend a range of English language abilities,

strengthen the students’ skills of understanding, interpreting, and analysing the

themes, and features of the poems, help the students to respond to and give the

expression to the imaginative ideas, moods and feelings expressed in the poems,

and enable the students to have satisfied progress in thinking critically. Thus, the

poems used in this research are narrative, humorous, funny stories, enjoyable,

familiar experiences with the students, popular, and having low English barriers

which make the students understand well about the content. As a result, these

poems help the students to develop their critical thinking skills through

interpreting and analysing them.

 73

The third factor is teaching and learning strategy applied by the teacher in

this research. She takes cooperative learning in the form of peer learning as the

strategy. The reading activities are done in groups of two students. The groups are

organized based on the learning aspects of the students’ competencies, the

learning objectives, and the learning materials. These enhance the optimal

interaction of student-student in discussing every single thing in order to interpret

the poems, analyse the poems, and accomplish the assignments that are resulted

from their optimal team building spirit, supportive relationships, and

communication skills (Erikson, 1956; Piaget, 1959; Tudge, 1992; Nelson, 1994;

Rochelle & Teasley, 1995; Johnson & Johnson, 2000; Rogoff, Turkanis, &

Bartlett, 2001; Topping, 2005; Jacobs (2005).

The students in their peer groups solve their language barriers dealing to

new vocabularies or new terms that they found in the poems, solve their anxieties

in expressing their feeling, and participate meaningfully in their groups. When the

students communicate one another, they are involved in face to face interaction

which provide one another with feedback, challenged reasoning and conclusions,

and teaching and encouraging one another.

The fourth factor is the assignment. The assignments are created in this

research not only to assess the critical thinking of the students but also to train the

students to think critically. In making the assignments, the teacher considers five

dimensions of critical thinking, namely the analysis of thought, the assessment of

thought, the dispositions of thought, the skills and abilities of thought, and the

obstacles or barriers to critical thought which involve the students in the

 74

assessment of thinking (Brownie & Freeman, 2000; Elder, Paul, and Cosgrove,

2013).

The students’ critical thinking skills in this research are assessed and trained

using critical thinking assessments in the forms of open-ended questions and

critical multiple-choices which focus only on two skills of critical thinking,

namely interpreting and analysing poems. The interpreting assignments lead the

students to figure the content as an argument or point of view of the author which

shared in the poem by using their own words. The analysing assignments guide

the students to break down the poem into parts of identifications, namely the

setting of narrative poems, themes of poems, and messages expressed by the

authors. These analysis activities enable the students to determine the relationship

between parts, to develop the relationship of cause and effect in the events, and to

search out the reasons of why the characters in the narrative poems behave in such

a way.

The last factor is the teacher feedbacks. The teacher feedbacks in this

research are oral feedbacks. They are given by the teacher in the post reading

activities. The teacher provides sufficient time to give oral feedbacks to the

students’ difficulties of interpreting and analysing the poems.

In giving the feedbacks, the teacher applies the principles of giving good

feedbacks. The teacher points the students to ways in which they can improve

their learning and achievement. She focuses on giving the students opportunities

to act on the feedback itself, and uses clear, short, simple, motivating words, clear

direction, well-developed, and text specific such as “What’s your main point here?
 75

If it’s that you disagree, put that idea up front and explain”, “Consider integrating

these ideas”, and “Be more specific. Say where and when”. She gives the useful

feedbacks which indicate how the student can improve, avoids sarcasm, informs,

questions, prompts, assesses, encourages and guides the students to achieve the

learning outcomes (Ramsden, 1992; Lunsford, 1997; Chamberlain, Dison &

Button, 1998; Taras, 2003; Duncan, 2007; Hattie & Timperley, 2007; Nicol, 2008;

Scholes, 2012).

Those kinds of oral feedbacks improve the students’ critical thinking, make

the students learn about how to interpret and analyse poems appropriately for

similar critical questions, and dig the self-confidence of low students to express

their feeling and ideas as the fundamental modal of thinking critically. Thus, the

feedbacks are given after assessment tasks in order to give the students sufficient

opportunities to use the feedbacks for improving subsequent performance for the

next meeting. The feedbacks in this research are given as soon as possible after

the completion of the learning tasks. It is because the students also need to see the

feed-forward comments in order to improve the quality of their learning ways of

how to interpret and analyse the poems.

 76

CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

This chapter is the last one of this research. This chapter features

conclusions of all findings and discussions constituting to the research questions

and provides suggestions at the end of this chapter.

5.1 Conclusions

Critical thinking implies that the information is not right or wrong or simply

a given set of facts but it is a capacity to work with reasoning to justify a

reasonable judgment. The students have to involve in a habit of expressing ideas,

response in the context, and reasoning that lead to a valid interpretation and

analysis. Therefore, critical thinking skills can be taught, trained, or guided by the

teacher in order to refine and improve their these skills repeatedly although the

students have natural ability to think critically.

Critical thinking is also a skill that is possible to be acquired by all students.

The ability of thinking critically does not always belong to smart students with

high academic competencies, especially in English subject. But this skill can also

be successfully achieved by the Low Intermediate students.

The students can develop their critical thinking skills when several

treatments are given by their English teacher using certain method and strategy.

By designing good lesson plans, selecting the appropriate English poems as

learning materials, engaging the students in peer learning activities, creating

critical assignments to train and to assess the students’ critical thinking skills, and

giving the teacher feedbacks orally in post reading activities, the students
 77

succeeded in thinking critically. They needs time and multiple opportunities in the

form of experiences or training to develop their critical thinking skills.

In this research, the good lesson plans, proper English poems, peer learning,

assignments, and oral teacher feedbacks are designed specifically for promoting or

upgrading and measuring the critical thinking skills of the low students. All of

them can serve as guidance, best practices, and best experiences for fostering the

critical thinking skills of Low Intermediate students. In this regard, they can be

used by the teacher to provide with guidance in the selection of poems and critical

thinking activities applied to the students, formats of questions in the students’

tasks, and instructions provided to the students.

Teaching reading for developing the critical thinking skills of Low

Intermediate students is not a simple task. It is because there are many barriers to

its implementation such as the poor language barriers, lack of proper poems for

fostering critical thinking skills of low students, lack of proper assessments.

However, this research proves that when the LI students are aligned in

pursuit of critical thinking by the teacher through reading activities using proper

poems and critical assignments in which both of them are included in the well-

designed lesson plans, being run in the peer learning, and having good teacher

feedbacks, these students can successfully improve their critical thinking skills.

They can perform interpreting and analysing poems with reasonable point of

views.

5.2 Suggestions
 78

In order to improve the critical thinking skills of low students successfully

and effectively, the teacher should be able to see the abundant learning that is

possible to apply in the classroom. The learning activities must be based on the

characteristics of the students. That is why there are several preparations that must

be done by the teacher. They are (1) planning for the learning scenarios and

materials which use topics or situations that have a high interest value for the

students, (2) asking questions to find out the students’ interests, (3) providing

problem-solving opportunities in group discussions are done as the warming-up

activities, (4) asking open-ended questions which are interesting to the students,

(5) making statements which enable the students can interact with the concepts at

their own level, (6) providing concrete materials that can trigger the students’

interests and curiosities, (7) encouraging the students to taste, smell, touch, look,

or listen towards the learning materials, (8) giving the students opportunities to

represent what they have learned by their own strengths such as retelling stories

by their own words, making their own conclusions, giving reasonable arguments,

and so forth, and (9) giving the students to remember, discuss, and think about

what they are learning. But for further research selecting the poems based on

whether they are satirical or didactic in order to make the poems as learning

materials more effective and interesting in developing students’ critical thinking

skills is suggested. All of these may optimize the best performance of the Low

Intermediate students in thinking critically.

 79

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Appendix 1:
Results of Pre-Test with a Poem “Home” at February 6th, 2014

Abse
Score Score Score of
N Na nt Interpreting Analysing
of of CT
o me Num (I) (A)
I A Skills
ber
BY
1 1 0 0 0 0 0
AA
2 BA 2 0 2.5 0
0.25 0.25
R
3 DF 3 0 0 0 0 0
4 DPS 4 0 1.5 0 0.15 0.15
5 EKR 5 0 2 0 0.2 0.2
6 EPK 6 0.5 2 0.05 0.2 0.25
EAP 2 0
7 7 0 0.2 0.2
P
FM 2.5
8 8 0.5 0.05 0.25 0.3
A
IAN 2
9 9 1.5 0.15 0.2 0.35
F
1 IAA 1,5 0
10 0 0.15 0.15
0 R
1 Absent without information (A/Alpha)
IS 11
1
1 IDP 1
12 0 0 0.1 0.1
2 A
1 MR
13 0 0 0 0 0
3 F
1 MF 1.5 0
14 0 0.15 0.15
4 Y
1 MS
15 0 0 0 0 0
5 M
1 MNI 1
16 0 0 0.1 0.1
6 F
1 NQ 1,5 0
17 0 0.15 0.15
7 A
1 NF 18 0 1 0 0.1 0.1
 84

8
1 1
NLF 19 0 0 0.1 0.1
9
2 2 0
NSR 20 0 0.2 0.2
0
2 NN 1
21 0 0 0.1 0.1
1 A
2 2 0
NAP 22 0 0.2 0.2
2
2 1
NAF 23 0 0 0.1 0.1
3
2 NM Absent without information (A/Alpha)
24
4 A
2 Absent without information (A/Alpha)
RL 25
5
2 1
RI 26 0 0 0.1 0.1
6
2 1
SDN 27 0 0 0.1 0.1
7
2
YS 28 0 0 0 0 0
8
2
ZR 29 0 0.5 0 0.05 0.05
9

Description of Students' CT Skills on Pre-Test

at February 6th, 2014
0.45
0.4
0.35
0.3
0.25
Scores' Scale

0.2
0.15
0.1
0.05
0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing
 85

Appendix 2:
Results of Students’ CT Skills on Task 1 “Home” at February 7th, 2014

Abse Score of
Interpre
N Na nt Analysing Score Score CT
ting
o me Num (A) of I of A Skills
(I)
ber
BY 0.5
1 1 2 3 0.2 0.3
AA
2 BA 2 2 2 0.2 0.4
0.2
R
3 DF 3 2 2 0.2 0.2 0.4
4 DPS 4 2 4 0.2 0.4 0.6
5 EKR 5 4 3 0.4 0.3 0.7
6 EPK 6 3 3 0.3 0.3 0.6
EAP 4 0.1 0.5
7 7 1 0.4
P
FM 4 0.7
8 8 3 0.3 0.4
A
IAN 3 0.6
9 9 3 0.3 0.3
F
1 IAA 3 0.3 0.6
10 3 0.3
0 R
1 Absent - -
IS 11 - -
1 (Alpha /A)
1 IDP 4 0.6
12 2 0.2 0.4
2 A
1 MR 0
13 0 0 0 0
3 F
1 MF
14 Alpha
4 Y
1 MS 0.2
15 0 0 0.1 0.1
5 M
1 MNI Absent -
16 - - -
6 F (Permission/I)
1 NQ 4 0.5 0.9
17 5 0.4
7 A
1 1 0.3
NF 18 2 0.2 0.1
8
1 3 0.5
NLF 19 2 0.2 0.3
9
2 NSR 20 4 3 0.4 0.3 0.7
 86

0
2 NN Absent -
21 - - -
1 A (Sick/S)
2 4 0.2 0.6
NAP 22 2 0.4
2
2 Absent -
NAF 23 - - -
3 (Sick/S)
2 NM Absent -
24 - - -
4 A (Permission/I)
2 Absent -
RL 25 - - -
5 (Sick/S)
2 Absent -
RI 26 - - -
6 (Permission/I)
2 3 0.8
SDN 27 5 0.5 0.3
7
2 0.3
YS 28 1 2 0.1 0.2
8
2 Absent -
ZR 29 - - -
9 (Alpha /A)

Description of Students' CT Skills on Task 1 "Home"

at February 7th, 2014
0.6

0.5

0.4
Scores' Scale

0.3

0.2

0.1

0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 3:
 87

Results of Students’ CT Skills on Task of Poem “Hero” at March 27th, 2014

Abse Score of
N Na nt Interpreti Analysing Score Score CT Skills
o me Num ng (I) (A) of I of I
ber
BY 0.2
1 1 0 1 0 0.2
AA
BA Absent -
2 2 - - -
R (Alpha/A)
3 DF 3 1 0 0.2 0 0.2
4 DPS 4 3 2 0.6 0.4 1.0
5 EKR 5 2 2 0.4 0.4 0.8
6 EPK 6 0 1 0 0.2 0.2
EAP 0.8
7 7 2 2 0.4 0.4
P
FM 0.8
8 8 3 1 0.6 0.2
A
IAN 0.6
9 9 2 1 0.4 0.2
F
1 IAA 1.0
10 3 2 0.6 0.4
0 R
1 Absent -
IS 11 - - -
1 (Alpha/A)
1 IDP 0.2
12 0 1 0 0.2
2 A
1 MR 0.8
13 3 1 0.6 0.2
3 F
1 MF Absent -
14 - - -
4 Y (Sick/S)
1 MS 0.4
15 1 1 0.2 0.2
5 M
1 MNI 0.6
16 2 1 0.4 0.2
6 F
1 NQ 0.8
17 2 2 0.4 0.4
7 A
1 0.2
NF 18 0 1 0 0.2
8
1 0.8
NLF 19 2 2 0.4 0.4
9
2 0.4
NSR 20 0 2 0 0.4
0
2 NN 0.6
21 1 2 0.2 0.4
1 A
2 NAP 22 0 2 0 0.4 0.4
 88

2
2 0.6
NAF 23 2 1 0.4 0.2
3
2 NM 0.6
24 2 1 0.4 0.2
4 A
2 1.0
RL 25 3 2 0.6 0.4
5
2 0.2
RI 26 0 1 0 0.2
6
2 0.8
SDN 27 2 2 0.4 0.4
7
2 0.6
YS 28 2 1 0.4 0.2
8
2 0
ZR 29 0 0 0 0
9

Description of Students' CT Skills on Task 2 "Hero"

at March 27th, 2014
0.7
0.6
0.5
0.4
Scores' Scale

0.3
0.2
0.1
0
A DF R PP F IS RF SM
A
NL
F A F RL N ZR
YA EK EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 4:
Results of Students’ CT Skills on Task of Poem “Puppy and I”
at March 28th, 2014

N Na Abse Interpreti Analysing Score Score Score of

 89

nt
o me Num ng (I) (A) of I of A CT Skills
ber
BY 1 0.05
1 1 0.5 0.1 0.15
AA
2 BA 2 6 0.3
3 0.6 0.9
R
3 DF 3 1.5 3.5 0.15 0.35 0.5
4 DPS 4 2 6 0.2 0.6 0.8
5 EKR 5 3 7 0.3 0.7 1.0
6 EPK 6 3 7 0.3 0.7 1.0
EAP 4 0.15
7 7 1.5 0.4 0.55
P
FM 7 0.3
8 8 3 0.7 1.0
A
IAN 7 0.3
9 9 3 0.7 1.0
F
1 IAA 7 0.3
10 3 0.7 1.0
0 R
1 7 0.25
IS 11 3 0.55 0.8
1
1 IDP Absent -
12 - - -
2 A (Sick/S)
1 MR 4.5 0.15
13 1.5 0.45 0.6
3 F
1 MF Absent -
14 - - -
4 Y (Alpha/A)
1 MS Absent -
15 - - -
5 M (Alpha/A)
1 MNI 4.5 0.15
16 1.5 0.45 0.6
6 F
1 NQ 7 0.2
17 2 0.7 0.9
7 A
1 3.5 0.2
NF 18 2 0.35 0.55
8
1 7 0.3
NLF 19 3 0.7 1.0
9
2 7 0.25
NSR 20 2.5 0.7 0.95
0
2 NN 7 0.3
21 3 0.7 1.0
1 A
2 7 0.3
NAP 22 3 0.7 1.0
2
2 7 0.25
NAF 23 2.5 0.7 0.95
3
 90

2 NM 2.5
24 1.5 0.15 0.25 0.4
4 A
2 4.5
RL 25 1 0.1 0.45 0.55
5
2 3.5 0.2
RI 26 2 0.35 0.55
6
2 7 0.3
SDN 27 3 0.7 1.0
7
2 3.5 0.15
YS 28 1.5 0.35 0.5
8
2 Absent -
ZR 29 - - -
9 (Alpha/A)

Description of Students' CT Skills

on Task 3 "Puppy and I" at March 27th, 2014
0.8
0.7
0.6
0.5
Scores' Scale

0.4
0.3
0.2
0.1
0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 5:
Results of Students’ CT Skills on Task of Poem “Story-time”
at April 3rd, 2014

Abse Score
N Na nt Interpreti Score Score of
Analysing (A)
o me Num ng (I) of I of A CT
ber Skills
 91

BY 1 0.2 0.4
1 1 1 0.2
AA
2 BA 2 2 0.4 0.8
2 0.4
R
3 DF 3 1 1 0.2 0.2 0.4
4 DPS 4 2 2.5 0.4 0.5 0.9
5 EKR 5 2 3 0.4 0.6 1.0
6 EPK 6 2 2.5 0.4 0.5 0.9
EAP 2.5 0.4 0.9
7 7 2 0.5
P
FM 2.5 0.4 0.9
8 8 2 0.5
A
IAN 2.5 0.4 0.9
9 9 2 0.5
F
1 IAA 3 0.4 1.0
10 2 0.6
0 R
1 1 0.2 0.4
IS 11 1 0.2
1
1 IDP 2 0.4 0.8
12 2 0.4
2 A
1 MR 1 0.2 0.4
13 1 0.2
3 F
1 MF Absent - -
14 - -
4 Y (Permission/I)
1 MS 3 0.4 1.0
15 2 0.6
5 M
1 MNI 2.5 0.4 0.9
16 2 0.5
6 F
1 NQ 2.5 0.4 0.9
17 2 0.5
7 A
1 2.5 0.4 0.9
NF 18 2 0.5
8
1 2.5 0.4 0.9
NLF 19 2 0.5
9
2 3 0.4 1.0
NSR 20 2 0.6
0
2 NN 2.5 0.4 0.9
21 2 0.5
1 A
2 3 0.4 1.0
NAP 22 2 0.6
2
2 3 0.4 1.0
NAF 23 2 0.6
3
2 NM 2.5 0.4 0.9
24 2 0.5
4 A
2 RL 25 2 2.5 0.4 0.5 0.9
 92

5
2 2.5 0.4 0.9
RI 26 2 0.5
6
2 2.5 0.4 0.9
SDN 27 2 0.5
7
2 1 0.1 0.3
YS 28 0.5 0.2
8
2 1 0.1 0.3
ZR 29 0.5 0.2
9

Description of Students' CT Skills

on Task 4 "Story-time" at April 3rd, 2014
0.7

0.6

0.5

0.4
Scores' Scale

0.3

0.2

0.1

0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 6:
Results of Students’ CT Skills on Task of Poem “Tears in Heaven”
at April 4th, 2014

Abse Score of
N Na nt Interpreti Analysing Score Score of CT Skills
o me Num ng (I) (A) of I A
ber
BY 1 0.5 1.0
1 1 1 0.5
AA
2 BA 2 1 0.5 0.5 0.25 0.75
 93

R
3 DF 3 0.5 0.5 0.25 0.25 0.5
4 DPS 4 0 0 0 0 0
5 EKR 5 0.5 0 0.25 0 0.25
6 EPK 6 0 0 0 0 0
EAP 0.5 0.25 0.5
7 7 0.5 0.25
P
FM 1 0.25 0.75
8 8 0.5 0.5
A
IAN 1 0.25 0.75
9 9 0.5 0.5
F
1 IAA 0.5 0.25 0.5
10 0.5 0.25
0 R
1 0 0 0
IS 11 0 0
1
1 IDP 0.5 0.25 0.5
12 0.5 0.25
2 A
1 MR 0 0 0
13 0 0
3 F
1 MR Absent - -
14 - -
4 Y (Sick/S)
1 MS 0 0 0
15 0 0
5 M
1 MNI 0 0 0
16 0 0
6 F
1 NQ 0.5 0.25 0.5
17 0.5 0.25
7 A
1 0.5 0.25 0.5
NF 18 0.5 0.25
8
1 1 0.5 1.0
NLF 19 1 0.5
9
2 1 0.5 1.0
NSR 20 1 0.5
0
2 NN 1 0.5 1.0
21 1 0.5
1 A
2 0.5 0.5 0.75
NAP 22 1 0.25
2
2 0.5 0.25 0.5
NAF 23 0.5 0.25
3
2 NM 0 0 0
24 0 0
4 A
2 0 0.25 0.25
RL 25 0.5 0
5
2 0 0 0
RI 26 0 0
6
 94

2 0.5 0.25 0.5

SDN 27 0.5 0.25
7
2 1 0.25 0.75
YS 28 0.5 0.5
8
2 1 0.25 0.75
ZR 29 0.5 0.5
9

Descriptions of Students' CT Skills

on Task "Tears in Heaven" at April 3rd, 2014
0.6

0.5

0.4
Scores' Scale

0.3

0.2

0.1

0
A DF R PP F IS RF SM
A
NL
F A F RL N ZR
YA EK EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 7:
Results of Students’ CT Skills on Task of Poem “Jimmy Goes to the City”
at April 24th, 2014

Abse
N Na nt Interpreti Analysing Score Score Score of
o me Num ng (I) (A) of I of A CT Skills
ber
BY
1 1 0 0 0 0 0
AA
BA Absent
2 2 - - - -
R (Sick/S)
3 DF 3 0.5 1 0.1 0.25 0.35
4 DPS 4 0.5 1.5 0.1 0.4 0.5
 95

5 EKR 5 0.5 1.5 0.1 0.4 0.5

6 EPK 6 0.5 1.5 0.1 0.4 0.5
EAP
7 7 0 1.5 0 0.4 0.4
P
FM
8 8 1 1.5 0.25 0.4 0.65
A
IAN
9 9 1 2 0.25 0.5 0.75
F
1 IAA
10 0.5 2 0.1 0.5 0.6
0 R
1 Absent
IS 11 - - - -
1 (Alpha/A)
1 IDP
12 0.5 1.5 0.1 0.4 0.5
2 A
1 MR
13 0.5 1.5 0.1 0.4 0.5
3 F
1 MF
14 0 1 0 0.25 0.25
4 Y
1 MS Absent
15 - - - -
5 M (Alpha/A)
1 MNI
16 0 1.5 0 0.4 0.4
6 F
1 NQ
17 0.5 2 0.1 0.5 0.6
7 A
1
NF 18 0.5 1.5 0.1 0.4 0.5
8
1
NLF 19 0.5 1 0.1 0.25 0.35
9
2
NSR 20 1 1.5 0.25 0.4 0.65
0
2 NN
21 0.5 1 0.1 0.25 0.35
1 A
2
NAP 22 0.5 1 0.1 0.25 0.35
2
2
NAF 23 0.5 2 0.1 0.5 0.6
3
2 NM
24 0.5 1.5 0.1 0.4 0.5
4 A
2 Absent
RL 25 - - - -
5 (Sick/S)
2
RI 26 0.5 1.5 0.1 0.4 0.5
6
2
SDN 27 0.5 1.5 0.1 0.4 0.5
7
2 YS 28 0.5 1.5 0.1 0.4 0.5
 96

8
2
ZR 29 0 1 0 0.25 0.25
9

Description of Students' CT Skills

on Task "Jimmy Goes to the City" at April 24th, 2014
0.6

0.5

0.4
Scores' Scale

0.3

0.2

0.1

0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 8:
Results of Students’ CT Skills on Task of Poem “You Raise Me Up”
at April 25th, 2014

Abse Score of
Interpre Score Score
N Na nt Analysing CT
ting of of
o me Num (A) Skills
(I) I A
ber
BY Absent - -
1 1 - -
AA (Alpha/A)
2 BA 2 1 0.5 1.0
1 0.5
R
3 DF 3 0.5 0 0.25 0 0.25
4 DPS 4 0.5 1 0.25 0.5 0.75
5 EKR 5 1 0.5 0.5 0.25 0.75
Absent - -
6 EPK 6 - (Dispensation/D -
)
 97

Absent - -
EAP
7 7 - (Dispensation/D -
P
)
FM 1 0.5 1.0
8 8 1 0.5
A
IAN 1 0.5 1.0
9 9 1 0.5
F
1 IAA 0.5 0.25 0.5
10 0.5 0.25
0 R
1 Absent - -
IS 11 - -
1 (Alpha/A)
1 IDP 0.5 0 0.25
12 0 0.25
2 A
1 MR 0.5 0.25 0.5
13 0.5 0.25
3 F
1 MF 0.5 0.25 0.5
14 0.5 0.25
4 Y
1 MS 0.5 0 0.25
15 0 0.25
5 M
Absent - -
1 MNI
16 - (Dispensation/D -
6 F
)
1 NQ 0.5 0.5 0.75
17 1 0.25
7 A
1 0 0 0
NF 18 0 0
8
1 0.5 0.5 0.75
NLF 19 1 0.25
9
2 0.5 0.5 0.75
NSR 20 1 0.25
0
2 NN 1 0.5 1.0
21 1 0.5
1 A
2 1 0.25 0.75
NAP 22 0.5 0.5
2
2 1 0.5 1.0
NAF 23 1 0.5
3
2 NM 0.5 0 0.25
24 0 0.25
4 A
2 Absent (Sick/S) - -
RL 25 - -
5
2 1 0.25 0.75
RI 26 0.5 0.5
6
Absent - -
2
SDN 27 - (Dispensation/D -
7
)
 98

Absent - -
2
YS 28 - (Dispensation/D -
8
)
2 0.5 0 0.25
ZR 29 0 0.25
9

Description of Students' CT Skills

on Task "You Raise Me Up" at April 25th, 2014
0.6
0.5

0.4
Scores' Scale

0.3
0.2

0.1

0
A DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
YA EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 9:
Results of Students’ CT Skills on Task of Poem “Heaven Was Needing a
Hero” at May 2nd, 2014

Abse Score of
Interpre
N Na nt Analysing Score Score CT Skills
ting
o me Num (A) of I of A
(I)
ber
BY Absent - -
1 1 - -
AA (Alpha/A)
2 BA 2 1.5 0.1 0.5
0.5 0.4
R
3 DF 3 0.5 1 0.1 0.25 0.35
4 DPS 4 0.5 1 0.1 0.25 0.35
5 EKR 5 0.5 1.5 0.1 0.4 0.5
 99

6 EPK 6 0.5 3 0.1 0.75 0.85

EAP 1.5 0 0.4
7 7 0 0.4
P
FM 3 0.25 1.0
8 8 1 0.75
A
IAN 3 0.1 0.85
9 9 0.5 0.75
F
1 IAA 3 0.1 0.85
10 0.5 0.75
0 R
1 1 0.25 0.5
IS 11 1 0.25
1
1 IDP Absent - -
12 - -
2 A (Sick/S)
1 MR 0.5 0.1 0.2
13 0.5 0.1
3 F
1 MF 1 0.1 0.35
14 0.5 0.25
4 Y
1 MS 1.5 0 0.4
15 0 0.4
5 M
1 MNI 1.5 0.25 0.65
16 1 0.4
6 F
1 NQ 3 0.1 0.85
17 0.5 0.75
7 A
1 1.5 0 0.25
NF 18 0 0.25
8
1 1.5 0.1 0.5
NLF 19 0.5 0.4
9
2 3 0.25 1.0
NSR 20 1 0.75
0
2 NN 3 0.1 0.85
21 0.5 0.75
1 A
2 3 0.25 1.0
NAP 22 1 0.75
2
2 3 0.25 1.0
NAF 23 1 0.75
3
2 NM 3 0.1 0.85
24 0.5 0.75
4 A
2 Absent - -
RL 25 - -
5 (Sick/S)
2 1.5 0.1 0.5
RI 26 0.5 0.4
6
2 1.5 0.1 0.5
SDN 27 0.5 0.4
7
2 1.5 0 0.4
YS 28 0 0.4
8
 100

2 Absent - -
ZR 29 - -
9 (Alpha/A)

Description of Students' CT Skills

on Task "Heaven was Needing a Hero" at May 2nd, 2014
0.8
0.7
0.6
0.5
Scores' Scale

0.4
0.3
0.2
0.1
0
A DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
YA EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 10:
Results of Students’ CT Skills on Task of Poem “My Teacher Took My iPod”
at May 8th, 2014

Abse Score of
Interpre Score Score
N Na nt Analysing CT Skills
ting of of
o me Num (A)
(I) I A
ber
BY 1.5 0.25 0.65
1 1 1 0.4
AA
2 BA 2 Absent - -
- -
R (Sick/S)
3 DF 3 0 1.5 0 0.4 0.4
4 DPS 4 0.5 1.5 0.1 0.4 0.5
5 EKR 5 0.5 1.5 0.1 0.4 0.5
6 EPK 6 0.5 3 0.1 0.75 0.85
EAP 1.5 0.1 0.5
7 7 0.5 0.4
P
 101

FM 2 0.25 0.75
8 8 1 0.5
A
IAN 3 0.25 1.0
9 9 1 0.75
F
1 IAA 2.5 0.25 0.85
10 1 0.6
0 R
1 Absent - -
IS 11 - -
1 (Alpha/A)
1 IDP 1.5 0 0.4
12 0 0.4
2 A
1 MR 1.5 0 0.4
13 0 0.4
3 F
1 MF 1.5 0 0.4
14 0 0.4
4 Y
1 MS Absent - -
15 - -
5 M (Alpha/A)
1 MNI 2 0 0.5
16 0 0.5
6 F
1 NQ 1.5 0.1 0.5
17 0.5 0.4
7 A
1 1 0 0.25
NF 18 0 0.25
8
1 1.5 0.1 0.5
NLF 19 0.5 0.4
9
2 1.5 0.25 0.65
NSR 20 1 0.4
0
2 NN 2 0.25 0.75
21 1 0.5
1 A
2 1.5 0.25 0.65
NAP 22 1 0.4
2
2 2 0.25 0.75
NAF 23 1 0.5
3
2 NM 1.5 0.1 0.5
24 0.5 0.4
4 A
2 1 0.1 0.35
RL 25 0.5 0.25
5
2 1.5 0 0.4
RI 26 0 0.4
6
2 2 0.25 0.75
SDN 27 1 0.5
7
2 1.5 0.1 0.5
YS 28 0.5 0.4
8
2 0.5 0 0.1
ZR 29 0 0.1
9
 102

Descriptions of Students' CT Skills

on Task "My Teacher Took My iPod"
at May 8th, 2014
0.8
0.7
0.6
0.5
Scores' Scale

0.4
0.3
0.2
0.1
0
A DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
YA EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 11:
Results of Students’ CT Skills on Task of Poem “Daddy Fell into the Pond”
at May 9th, 2014

Abse Score
Interpre
N Na nt Analysing Score Score of
ting
o me Num (A) of I of A CT
(I)
ber Skills
BY 3 0.05 0.35
1 1 0.5 0.3
AA
2 BA 2 Absent (Sick/S) - -
- -
R
3 DF 3 1.5 3.5 0.15 0.35 0.5
4 DPS 4 3 2.5 0.3 0.25 0.55
5 EKR 5 3 3 0.3 0.3 0.6
6 EPK 6 3.5 3.5 0.35 0.35 0.7
EAP 2.5 0.4 0.65
7 7 4 0.25
P
FM 5 0.5 1.0
8 8 5 0.5
A
IAN 4 0.45 0.85
9 9 4.5 0.4
F
 103

1 IAA 2.5 0.2 0.45

10 2 0.25
0 R
1 3 0.3 0.6
IS 11 3 0.3
1
1 IDP 1.5 0.25 0.4
12 2.5 0.15
2 A
1 MR Absent - -
13 - -
3 F (Scorsing)
1 MF Absent - -
14 - -
4 Y (Scorsing)
1 MS Absent (Sick/S) - -
15 - -
5 M
1 MNI 2 0.3 0.5
16 3 0.2
6 F
1 NQ 4 0.35 0.75
17 3.5 0.4
7 A
1 1.5 0.2 0.35
NF 18 2 0.15
8
1 3.5 0.4 0.75
NLF 19 4 0.35
9
2 5 0.35 0.4
NSR 20 3.5 0.5
0
2 NN 4.5 0.45 0.9
21 4.5 0.45
1 A
2 4 0.3 0.7
NAP 22 3 0.4
2
2 3 0.45 0.75
NAF 23 4.5 0.3
3
2 NM Absent (Sick/S) - -
24 - -
4 A
2 3 0.2 0.5
RL 25 2 0.3
5
2 Absent - -
RI 26 - -
6 (Permission/I)
2 4 0.3 0.7
SDN 27 3 0.4
7
2 2 0.35 0.55
YS 28 3.5 0.2
8
2 Absent - -
ZR 29 - -
9 (Permission/I)
 104

Description of Students' CT Skills

on Task "Daddy Fell into the Pond" at May 9th, 2014
0.6

0.5

0.4
Scores' Scale

0.3

0.2

0.1

0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 12:
Results of Students’ CT Skills on Task of Poem “Soledad” at May 16th, 2014

Abse Score of
Interpre
N Na nt Analysing Score Score CT Skills
ting
o me Num (A) of I of A
(I)
ber
BY 1.5 0.15 0.3
1 1 1.5 0.15
AA
2 BA 2 2.5 0.25 0.5
2.5 0.25
R
3 DF 3 2 1 0.2 0.1 0.3
4 DPS 4 2.5 3.5 0.25 0.35 0.6
5 EKR 5 2.5 2,5 0.25 0.25 0.5
6 EPK 6 2.5 2.5 0.25 0.25 0.5
EAP 1.5 0.15 0.3
7 7 1.5 0.15
P
FM 5 0.5 1.0
8 8 5 0.5
A
IAN 5 0.5 1.0
9 9 5 0.5
F
1 IAA 10 2.5 3.5 0.25 0.35 0.6
 105

0 R
1 2 0.25 0.3
IS 11 2.5 0.2
1
1 IDP Absent - -
12 - -
2 A (Sick/S)
1 MR 1 0.1 0.2
13 1 0.1
3 F
1 MF 4.5 0.2 0.65
14 2 0.45
4 Y
1 MS 2.5 0.05 0.3
15 0.5 0.25
5 M
1 MNI 3 0.3 0.6
16 3 0.3
6 F
1 NQ 3.5 0.35 0.7
17 3.5 0.35
7 A
1 2 0.1 0.3
NF 18 1 0.2
8
1 5 0.35 0.4
NLF 19 3.5 0.5
9
2 4.5 0.5 0.5
NSR 20 5 0.45
0
2 NN 4 0.3 0.7
21 3 0.4
1 A
2 4 0.4 0.8
NAP 22 4 0.4
2
2 5 0.35 0.4
NAF 23 3.5 0.5
3
2 NM 3 0.2 0.5
24 2 0.3
4 A
2 2.5 0.2 0.3
RL 25 2 0.25
5
2 3.5 0.1 0.45
RI 26 1 0.35
6
2 5 0.4 0.9
SDN 27 4 0.5
7
2 1.5 0.05 0.2
YS 28 0.5 0.15
8
2 1 0 0.1
ZR 29 0 0.1
9
 106

Description of Students' CT Skills

on Task "Soledad" at May 16th, 2014
0.6

0.5

0.4
Scores' Scale

0.3

0.2

0.1

0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 13:
Results of Students’ CT Skills on Task of Poem “The People Upstairs”
at May 22nd, 2014

Abse Score of
Interpre
N Na nt Analysing Score Score CT Skills
ting
o me Num (A) of I of A
(I)
ber
BY 0.5 0.1 0.16
1 1 1 0.06
AA
2 BA 2 2 0.3 0.55
2.5 0.25
R
3 DF 3 1.5 2 0.2 0.25 0.45
4 DPS 4 2 3 0.25 0.4 0.65
5 EKR 5 2.5 3 0.3 0.4 0.7
6 EPK 6 3 3.5 0.4 0.5 0.9
EAP 1.5 0.25 0.45
7 7 2 0.2
P
FM 4 0.5 1.0
8 8 4 0.5
A
IAN 4 0.5 1.0
9 9 4 0.5
F
 107

1 IAA 3.5 0.4 0.9

10 3 0.5
0 R
1 Absent - -
IS 11 - -
1 (Alpha/A)
1 IDP 1 0.06 0.16
12 0.5 0.1
2 A
1 MR 2 0.2 0.45
13 1.5 0.25
3 F
1 MF 2 0.1 0.35
14 1 0.25
4 Y
1 MS 1 0.2 0.3
15 1.5 0.1
5 M
1 MNI 2.5 0.5 0.8
16 3.5 0.3
6 F
1 NQ 3.5 0.4 0.9
17 3 0.5
7 A
1 2 0.1 0.35
NF 18 1 0.25
8
1 Absent - -
NLF 19 - -
9 (Sick/S)
2 4 0.4 0.9
NSR 20 3.5 0.5
0
2 NN 3.5 0.4 0.9
21 3 0.5
1 A
2 4 0.4 0.9
NAP 22 3.5 0.5
2
2 4 0.4 0.9
NAF 23 3 0.5
3
2 NM 2 0.4 0.65
24 3 0.25
4 A
2 1.5 0.2 0.4
RL 25 1.5 0.2
5
2 2 0.2 0.45
RI 26 1.5 0.25
6
2 2.5 0.4 0.7
SDN 27 3 0.3
7
2 1 0.2 0.3
YS 28 1.5 0.1
8
2 0.5 0.06 0.12
ZR 29 0.5 0.06
9
 108

Description of Students' CT Skills

on Task "The People Upstairs" at May 22nd, 2014
0.6

0.5

0.4
Scores' Scale

0.3

0.2

0.1

0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 14:
Results of Students’ CT Skills on Task of Poem “The Dentist and the
Crocodile” at May 23rd, 2014

Abse Score
Interpre
N Na nt Analysing Score Score of
ting
o me Num (A) of I of A CT
(I)
ber Skills
BY 1.5 0.25 0.4
1 1 2.5 0.15
AA
2 BA 2 Absent - -
R - (Dispensation/D -
)
3 DF 3 3.5 3 0.35 0.3 0.65
4 DPS 4 4.5 3.5 0.45 0.35 0.8
5 EKR 5 4 2.5 0.4 0.25 0.65
6 EPK 6 5 3 0.5 0.3 0.8
EAP 2.5 0.3 0.55
7 7 3 0.25
P
FM 4 0.6 1.0
8 8 6 0.4
A
9 IAN 9 6 4 0.6 0.4 1.0
 109

F
1 IAA 3.5 0.35 0.7
10 3.5 0.35
0 R
1 Absent - -
IS 11 - -
1 (Alpha/A)
1 IDP 3 0.15 0.45
12 1.5 0.3
2 A
1 MR 2.5 0.25 0.5
13 2.5 0.25
3 F
Absent - -
1 MF
14 - (Dispensation/D -
4 Y
)
1 MS Absent - -
15 - -
5 M (Alpha/A)
1 MNI 2.5 0.25 0.5
16 2.5 0.25
6 F
1 NQ 3 0.4 0.7
17 4 0.3
7 A
1 2 0.2 0.4
NF 18 2 0.2
8
1 4 0.55 0.95
NLF 19 5.5 0.4
9
2 3 0.55 0.85
NSR 20 5.5 0.3
0
2 NN 3.5 0.55 0.9
21 5.5 0.35
1 A
2 4 0.55 0.95
NAP 22 5.5 0.4
2
2 4 0.6 1.0
NAF 23 6 0.4
3
2 NM 3 0.4 0.7
24 4 0.3
4 A
2 2 0.25 0.45
RL 25 2.5 0.2
5
2 3 0.25 0.55
RI 26 2.5 0.3
6
2 3.5 0.55 0.9
SDN 27 5.5 0.35
7
2 1.5 0.3 0.45
YS 28 3 0.15
8
Absent - -
2
ZR 29 - (Dispensation/D -
9
)
 110

Description of Students' CT Skills

on Task "The Dentist and the Crocodile" at May 23rd, 2014
0.7
0.6
0.5
0.4
Scores' Scale

0.3
0.2
0.1
0
AA DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
Y EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 15:
Results of Post Test with the Poem “The Mountain and the Squirrel”
at May 30th, 2014

Abse
Total
N Na nt Interpreting Analysing Score Score
Score
o me Num (I) (A) of I of A
of CT
ber
BY
1 1 0.5 2.5 0.05 0.25 0.3
AA
BA
2 2 2.5 7 0.25 0.7 0.95
R
3 DF 3 1.5 2.5 0.15 0.25 0.4
4 DPS 4 3 7 0.3 0.7 1.0
5 EKR 5 3 7 0.3 0.7 1.0
6 EKP 6 3 7 0.3 0.7 1.0
EAP
7 7 1 3 0.1 0.3 0.4
P
FM
8 8 3 7 0.3 0.7 1.0
A
IAN
9 9 3 7 0.3 0.7 1.0
F
 111

1 IAA
10 3 7 0.3 0.7 1.0
0 R
1
IS 11 0.5 3 0.05 0.3 0.35
1
1 IDP
12 2 4.5 0.2 0.45 0.65
2 A
1 MR
13 1 0.5 0.1 0.05 0.15
3 F
1 MR Absent
14 - - - -
4 Y (Alpha/A)
1 MS Absent
15 - - - -
5 M (Alpha/A)
1 MNI
16 1.5 4.5 0.15 0.45 0.6
6 F
1 NQ
17 3 7 0.3 0.7 1.0
7 A
1
NF 18 0.5 2.5 0.05 0.25 0.3
8
1
NLF 19 3 7 0.3 0.7 1.0
9
2
NSR 20 0 2 0 0.2 0.2
0
2 NN
21 3 7 0.3 0.7 1.0
1 A
2
NAP 22 3 7 0.3 0.7 1.0
2
2
NAF 23 3 7 0.3 0.7 1.0
3
2 NM
24 0.5 1.5 0.05 0.15 0.2
4 A
2
RL 25 1.5 2.5 0.15 0.25 0.4
5
2
RI 26 1 2 0.1 0.2 0.3
6
2
SDN 27 3 7 0.3 0.7 1.0
7
2
YS 28 2 5 0.2 0.5 0.7
8
2
ZR 29 1 2.5 0.1 0.25 0.35
9
 112

Description of Students' CT Skils on Post-Test

at May 30th, 2014
0.8
0.7
0.6
0.5
Scores' Scale

0.4
0.3
0.2
0.1
0
A DF EK
R PP F IS RF SM
A
NL
F A F RL N ZR
YA EA IA
N
M M NQ NN NA SD
BA

Students' Names

Interpreting Analysing

Appendix 16: Poem “Home”

“Home”
By Michael Buble

Another summer day

Has come and gone away
In Paris and Rome
But I wanna go home

May be surrounded by
A million people I
Still feel all alone
I just wanna go home
Oh, I miss you, you know

And I’ve been keeping all the letters that I wrote to

you
Each one a line or two
“I’m fine baby, how are you?”
Well I would send them but I know that it’s just not
enough
My words were cold and flat
 113

And you deserve more than that

Another aeroplane
Another sunny place
I’m lucky, I know
But I wanna go home
Mmmm, I’ve got to go home

Let me go home
I’m just too far from where you are
I wanna come home

And I feel just like I’m living someone else’s life

It’s like I just stepped outside
When everything was going right
And I know just why you could not
Come along with me
This was not your dream
But you always believed in me

Another winter day has come

And gone away
In either Paris or Rome
And I wanna go home
Let me go home

And I’m surrounded by

A million people I
Still feel alone
And let me go home
Oh, I miss you, you know

Let me go home
I’ve had my run
Baby, I’m done
I gotta go home
Let me go home
It'll all be all right
I’ll be home tonight
I’m coming back home

(Source: http://www.azlyrics.com/lyrics/michaelbuble/home.html)

Appendix 17: Poem “Hero”

 114

“Hero”
By Carey, Mariah / Afanasieff, Walter N. / Nkosi, Bongani
There's a hero
If you look inside your heart
You don't have to be afraid
Of what you are
There's an answer
If you reach into your soul
And the sorrow that you know
Will melt away

And then a hero comes along

With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you

It's a long road

When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And the emptiness you felt
Will disappear

And then a hero comes along

With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you

Lord knows
Dreams are hard to follow
But don't let anyone
Tear them away
 115

Hold on
There will be tomorrow
In time
You'll find the way

And then a hero comes along

With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
That a hero lies in you
That a hero lies in you

(Source: http://artists.letssingit.com/mariah-carey-lyrics-hero-
5sglqt9#axzz3OF5uzCGY )
Appendix 18: Poem “Puppy and I”

“Puppy and I”
By A. A. Milne

I met a Man as I went walking:

We got talking,
Man and I.
"Where are you going to, Man?" I said
  (I said to the Man as he went by).
"Down to the village, to get some bread.
  Will you come with me?" "No, not I."

I met a horse as I went walking;

We got talking,
Horse and I.
"Where are you going to, Horse, today?"
  (I said to the Horse as he went by).
"Down to the village to get some hay.
  Will you come with me?" "No, not I."

I met a Woman as I went walking;

We got talking,
Woman and I.
"Where are you going to, Woman, so early?"
  (I said to the Woman as she went by).
 116

"Down to the village to get some barley.

  Will you come with me?" "No, not I."

I met some Rabbits as I went walking;

We got talking,
Rabbits and I.
"Where are you going in your brown fur coats?"
  (I said to the Rabbits as they went by).
"Down to the village to get some oats.
  Will you come with us?" "No, not I."

I met a Puppy as I went walking;

We got talking,
Puppy and I.
"Where are you going this nice fine day?"
  (I said to the Puppy as he went by).
"Up to the hills to roll and play."
"I'll come with you, Puppy," said I.
(Source: http://allpoetry.com/Puppy-And-I)
Note:
This version was taken from a book published in 1956, the year Milne died. There
were probably earlier versions already in circulation.
A. A. (Alan Alexander) Milne (1882-1956), famous for his stories about Winnie
the Pooh and Christopher Robin, Tigger, Piglet. Milne's poem "From a Full
Heart" was included in The Sunny Side (1921), and prophesies his post-war
retiring action from such woods as Delville, High, Mametz, and Trones, to Pooh's
"The Hundred Acre Wood." Milne died in England in 1956.

Appendix 19: Poem “Story-time”

“Storytime”
By Judith Nicholls

Once upon a time

There lived a fearsome dragon…

Please, Miss,
Jamie’s made a dragon.
Out in the sandpit.

Lovely, Andrew.
Now this dragon
Had enormous red eyes
And a swirling, whirling tail…

Jamie’s dragon’s got

 117

Yellow eyes, Miss.

Lovely, Andrew.
Now this dragon was
As wide as a horse
As green as the grass
As tall as a house…

Jamie’s would just fit fit

In our classroom, Miss!

But he was a very friendly dragon…

Jamie’s dragon isn’t, Miss.

He eats people, Miss.
Especially teacher,
Jamie said.

Very nice, Andrew.

Now one day, children,
This enormous dragon
Rolled his red eye,
Whirled his swirly green tail
And set off to find…

His dinner, Miss!

Because he was hungry, Miss!

Thank you, Andrew.

He rolled his red eye,
Whirled his green tail,
And opened his wide, wide, wide mouth
Until…

Please, Miss,
I did try to tell you, Miss.

(Source: http://www.poetryarchive.org/poet/judith-nicholls)

Note:
Judith Nicholls is one of Britain's best-known poets for children, with over 50
books published and more than 500 schools visited since 1985.
Appendix 20: Poem “Tears in Heaven”

“Tears in Heaven”
By Eric Clapton
 118

Would you know my name

If I saw you in heaven?
Would it be the same
If I saw you in heaven?

I must be strong
And carry on,
'Cause I know I don't belong
Here in heaven.

Would you hold my hand

If I saw you in heaven?
Would you help me stand
If I saw you in heaven?

I'll find my way

Through night and day,
'Cause I know I just can't stay
Here in heaven.

Time can bring you down,

Time can bend your knees.
Time can break your heart,
Have you begging please, begging please.

Beyond the door,

There's peace I'm sure,
And I know there'll be no more
Tears in heaven.

Would you know my name

If I saw you in heaven?
Would it be the same
If I saw you in heaven?

I must be strong
And carry on,
'Cause I know I don't belong
Here in heaven.

(Source: http://www.azlyrics.com/lyrics/ericclapton/tearsinheaven.html )

Appendix 21: Poem “Jimmy Goes to the City”

 119

“Jimmy Goes to the City”

By Arthur Read

Jimmy was a happy ape

Until some hunters caught him
He liked the jungle better than
The city where they brought him
The city was louder
The city was meaner
Even the dirt in the jungle was cleaner
So Jimmy made a daring escape!
The hunters were suddenly minus one ape!
He climbed the tallest building
Because from there he'd see
How far away the jungle was
From the middle of the city.
Jimmy jumped into a passing plane
But the pilot didn't wait for him to explain
Jimmy flew back to the jungle
And told his ape friends in their lair
"The city's okay for a visit
But you couldn't make me live there."

(Source: http://pbskids.org/arthur/games/poetry/narrative.html )

Note:

This poem is included in the Poetry Club with full title "Poetry Club: Francine's
Poem/Buster's Poem/Jimmy in the City". It is the sixteenth track on the album
Arthur and Friends: The First Almost Real Not Live CD (or Tape). It is a
collection of three poems read in "I'm a Poet"

Appendix 22: Poem “You Raise Me Up”

 120

“You Raise Me Up”

By Brendan Graham

When I am down and, oh, my soul, so weary;

When troubles come and my heart burdened be;
Then I am still and wait here in the silence,
Until you come and sit awhile with me.

You raise me up, so I can stand on mountains;

You raise me up to walk on stormy seas;
I am strong when I am on your shoulders;
You raise me up to more than I can be.

You raise me up, so I can stand on mountains;

You raise me up to walk on stormy seas;
I am strong when I am on your shoulders;
You raise me up to more than I can be.

There is no life - no life without its hunger;

Each restless heart beats so imperfectly;
But when you come and I am filled with wonder,
Sometimes, I think I glimpse eternity.

You raise me up, so I can stand on mountains;

You raise me up to walk on stormy seas;
I am strong when I am on your shoulders;
You raise me up to more than I can be.

You raise me up, so I can stand on mountains;

You raise me up to walk on stormy seas;
I am strong when I am on your shoulders;
You raise me up to more than I can be.

You raise me up to more than I can be.

(Source: http://www.azlyrics.com/lyrics/joshgroban/youraisemeup.html )

Appendix 23: Poem “Heaven Was Needing a Hero”

“Heaven Was Needing a Hero”

 121

By Jo Dee Messina

I came by today to see you

Though I had to let you know
If I knew the last time that I held you was the last time,
I'd have held you and never let go
Oh it's kept me awake night wonderin'
I Lie in the dark, just asking "why?"
I've always been told you won't be called home until it's your time

I guess Heaven was needing a hero

Somebody just like you
Brave enough to stand up for what you believe and follow it through
When I try to make it make sense in my mind
The only conclusion I come to
Is that Heaven was needing a hero like you

I remember the last time I saw you

Oh you held your head up proud
I laughed inside when I saw how you were, standing out in the crowd
You're such a part of who I am
Now that part will just be void
No matter how much I need you now
Heaven needed you more

'Cause Heaven was needing a hero

Somebody just like you
Brave enough to stand up for what you believe and follow it though
When I try to make it make sense in my mind
The only conclusion I come to
Is that Heaven was needing a hero like you

Yes, Heaven was needing a hero...that's you.

(Source: http://www.metrolyrics.com/heaven-was-needing-a-hero-lyrics-jo-dee-
messina.html)

Appendix 24: Poem “My Teacher Took My iPod”

“My Teacher Took My iPod”

 122

By Kenn Nesbitt

My teacher took my iPod.

She said they had a rule;
I couldn't bring it into class
or even to the school.

She said she would return it;

I'd have it back that day.
But then she tried my headphones on
and gave a click on Play.

She looked a little startled,

but after just a while
she made sure we were occupied
and cracked a wicked smile.

Her body started swaying.

Her toes began to tap.
She started grooving in her seat
and rocking to the rap.

My teacher said she changed her mind.

She thinks it's now okay
to bring my iPod into class.
She takes it every day.

(Source: http://www.poetry4kids.com/poem-330.html#.VK44dqM9TtQ )

Note:

Kenn Nesbitt is an American children's poet. On June 11, 2013 he was named
Children's Poet Laureate by the Poetry Foundation.

Appendix 25: Poem “Daddy Fell into the Pond”

“Daddy Fell into the Pond”

 123

By Alfred Noyes 

Everyone grumbled. The sky was grey.

We had nothing to do and nothing to say.
We were nearing the end of a dismal day,
And then there seemed to be nothing beyond,
Then
Daddy fell into the pond!

And everyone's face grew merry and bright,

And Timothy danced for sheer delight.
"Give me the camera, quick, oh quick!
He's crawling out of the duckweed!" Click!

Then the gardener suddenly slapped his knee,

And doubled up, shaking silently,
And the ducks all quacked as if they were daft,
And it sounded as if the old drake laughed.
Oh, there wasn't a thing that didn't respond
When
Daddy Fell into the pond!

(Source: http://www.poemhunter.com/poem/daddy-fell-into-the-pond/ )

Note:

Alfred Noyes, (1880-1958), was an English poet, best known for his ballads,
namely The Highwayman and The Barrel-Organ.

Appendix 26: Poem “Soledad”

“Soledad”
By Carlsson, Andreas Michael / Porter, Karl Cameron / Yacoub, Rami
 124

If only you could see the tears in the world you left behind
If only you could heal my heart just one more time
Even when I close my eyes
There's an image of your face
And once again I come to realize
You're a loss I can't replace

Soledad
It's a keeping for the lonely
Since the day that you were gone
Why did you leave me

Soledad
In my heart you were the only
And your memory lives on
Why did you leave me
Soledad

Walking down the streets of Nothingville

Where our love was young and free
Can't believe just what an empty place
It has come to be
I would give my life away
If it could only be the same
Cause I conceal the voice inside of me
That is calling out your name

Soledad
It's a keeping for the lonely
Since the day that you were gone
Why did you leave me

Soledad
In my heart you were the only
And your memory lives on
Why did you leave me
Soledad

Time will never change the things you've told me

After all we're meant to be love will bring us back to you
and me
If only you could see

Soledad
It's a keeping for the lonely
 125

Since the day that you were gone

Why did you leave me

Soledad
In my heart you were the only
And your memory lives on
Why did you leave me
Soledad
(Source: http://www.metrolyrics.com/soledad-lyrics-westlife.html )

Appendix 27: Poem “The People Upstairs”

“The People Upstairs”

By Ogden Nash

The people upstairs all practise ballet

Their living room is a bowling alley
Their bedroom is full of conducted tours.
Their radio is louder than yours,
They celebrate week-ends all the week.
When they take a shower, your ceilings leak.
They try to get their parties to mix
By supplying their guests with Pogo sticks,
And when their fun at last abates,
They go to the bathroom on roller skates.
I would love the people upstairs wondrous
If instead of above us, they just lived under us.

(Source: http://www.poemhunter.com/ogden-nash/poems/ )

Note:

Frederic Ogden Nash (1902 – 1971) was an American poet well known for his
light verse. At the time of his death in 1971, The New York Times said his "droll
verse with its unconventional rhymes made him the country's best-known
producer of humorous poetry".
 126

Appendix 28: Poem “The Dentist and the Crocodile”

“The Dentist and the Crocodile”

By Roald Dahl

The crocodile, with cunning smile, sat in the dentist's chair.

He said, "Right here and everywhere my teeth require repair."
The dentist's face was turning white. He quivered, quaked and shook.
He muttered, "I suppose I'm going to have to take a look."
"I want you," Crocodile declared, "to do the back ones first.
The molars at the very back are easily the worst."
He opened wide his massive jaws. It was a fearsome sight––
At least three hundred pointed teeth, all sharp and shining white.
The dentist kept himself well clear. He stood two yards away.
He chose the longest probe he had to search out the decay.
"I said to do the back ones first!" the Crocodile called out.
"You're much too far away, dear sir, to see what you're about.
To do the back ones properly you've got to put your head
Deep down inside my great big mouth," the grinning Crocky said.
The poor old dentist wrung his hands and, weeping in despair,
He cried, "No no! I see them all extremely well from here!"
Just then, in burst a lady, in her hands a golden chain.
She cried, "Oh Croc, you naughty boy, you're playing tricks again!"
"Watch out!" the dentist shrieked and started climbing up the wall.
"He's after me! He's after you! He's going to eat us all!"
"Don't be a twit," the lady said, and flashed a gorgeous smile.
"He's harmless. He's my little pet, my lovely crocodile."

(Source:http://teachers.cpcsc.k12.in.us/jstanley/websites/Audio%20Poems/The
%20Dentist%20and%20the%20Crocodile.htm )

Note:

Roald Dahl (1916-1990) was a British novelist, short story writer, poet, screen
writer, and fighter pilot.
 127

Appendix 29: Poem “The Mountain and the Squirrel”

“The Mountain and the Squirrel”

By Ralph Waldo Emerson

The mountain and the squirrel

Had a quarrel,
And the former called the latter
"Little prig."
Bun replied,
"You are doubtless very big;
But all sorts of things and weather
Must be taken in together
To make up a year
And a sphere.
And I think it no disgrace
to occupy my place.
If I'm not so large as you,
You are not so small as I,
And not half so spry:
I'll not deny you make
A very pretty squirrel track.
Talents differ; all is well and wisely put;
If I cannot carry forests on my back,
Neither can you crack a nut."

(Source: http://www.familyfriendpoems.com/poem/the-mountain-and-the-
squirrel-by-ralph-waldo-emerson#ixzz3OCsbBLim)

Note:

Ralph Waldo Emerson is considered one of the most influential writers and
thinkers of the 1800s. He was an American poet, essayist, and lecturer who was
born in Boston, Massachusetts on May 25, 1803.
 128

Appendix 30: Lesson Plan of Pre-Test

Lesson Plan on Reading

Pre-Test of Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 3
Time Allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis of the content of the text.
 Analysis of the information beyond the text.

A. Learning Objectives
 129

In doing the pre-test, the students are able to:

 identify the meaning of words in the text
 interpret the meaning of the words in the text
 interpret the meaning of the sentences in the text
 analyse the information beyond the text
 analyse the content of the text

B. Learning Material
“…………………………………………..”
By Michael Buble
Another summer day
Has come and gone away
In Paris and Rome
But I wanna go home
May be surrounded by
A million people I
Still feel all alone
I just wanna go home
Oh, I miss you, you know
And I’ve been keeping all the letters that I wrote to
you
Each one a line or two
“I’m fine baby, how are you?”
Well I would send them but I know that it’s just not
enough
My words were cold and flat
And you deserve more than that
Another aeroplane
Another sunny place
I’m lucky, I know
But I wanna go home
Mmmm, I’ve got to go home
Let me go home
I’m just too far from where you are
I wanna come home
And I feel just like I’m living someone else’s life
 130

It’s like I just stepped outside

When everything was going right
And I know just why you could not
Come along with me
This was not your dream
But you always believed in me
Another winter day has come
And gone away
In either Paris or Rome
And I wanna go home
Let me go home
And I’m surrounded by
A million people I
Still feel alone
And let me go home
Oh, I miss you, you know
Let me go home
I’ve had my run
Baby, I’m done
I gotta go home
Let me go home
It'll all be all right
I’ll be home tonight
I’m coming back home
(Source: http://www.azlyrics.com/lyrics/michaelbuble/home.html)

Please answer these following questions based on the text above.

1. Pay attention to the words “wanna” and “gotta”. Do you think that they are
English words?
2. If you think that they are not English words, so they are the words of
……….. language.
If you think that they are English words, so “wanna” has the same meaning
as …………. and “gotta” has the same meaning as …………..
3. Do you agree if the speaker in the text feels happy?
4. Why do you say so for the question number 3?
5. Do you think that the speaker has a problem? What is the problem?
6. If you were the speaker, what would you do to overcome the problem?
7. In your opinion, what does the text talk about?
8. After you read and comprehend well the text above, what is the appropriate
title for the text?
 131

9. According to you, is the text above a lyric of a song or a lyric of a poem?

Give the reason for your answer, please.
10. What is your opinion about the text above?

C. Learning Method / Technique

 Individual written test

D. Teaching and Learning Activities

Warm up Activities (10 minutes)

 Greetings: (1 minute)
“Good morning students! How are you today?”
“Is there one of you feeling sick now?”
 Attendance: (5 minutes)
“Well, as usual I will check your presence by calling your names one by
one”
“Baharuddin, are you here?”
“What about you Benyamin, are you with me now?” etc.
 Motivating the students to do the best: (3 minutes)
 Presentation of basic competence standards: (2 minutes)
“Now, it’s time for me to tell you about the competence standards.”
Activities of the Pre-Test (65 minutes)
 Students get the test papers.
 Students read the text individually.
 Teacher asks students to answer the questions individually in the test
papers.
 Students submit their answer sheets to the teacher.

Review Activities (15 minutes)

 Teacher and students reinforce the test material: (10 minutes)
“Wow…I look unhappy faces now. What’s up, dear? Are you not satisfied
with your answer?”
“Well…let me know what your main problem for the test is. You can tell
me with Bahasa Indonesia if you are difficult to tell that in English.”
 132

 Teacher introduces the material for next meeting: (4 minutes)

“Okay, students. For the next meeting, you will get the same reading text.”
“You will have your partners to learn the text.”
“So, I am sure you can do better.”
 Teacher closes class meeting: (1 minute)
“Now, the time is up. Let’s say Alhamdulillah together.”

E. Source / Materials / Equipment

 On line source : http://www.azlyrics.com/lyrics/michaelbuble/home.html
 The test papers

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 31: Lesson Plan of Reading Using Poem

 133

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 4
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.
Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Identification the proper title for the reading text.

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 identify the proper title for the reading text
 134

B. Learning Material
“…………………………………………..”
By Michael Buble

Another summer day

Has come and gone away
In Paris and Rome
But I wanna go home

May be surrounded by
A million people I
Still feel all alone
I just wanna go home
Oh, I miss you, you know

And I’ve been keeping all the letters that I wrote to

you
Each one a line or two
“I’m fine baby, how are you?”
Well I would send them but I know that it’s just not
enough
My words were cold and flat
And you deserve more than that

Another aeroplane
Another sunny place
I’m lucky, I know
But I wanna go home
Mmmm, I’ve got to go home

Let me go home
I’m just too far from where you are
I wanna come home

And I feel just like I’m living someone else’s life

It’s like I just stepped outside
When everything was going right
And I know just why you could not
Come along with me
This was not your dream
But you always believed in me
 135

Another winter day has come

And gone away
In either Paris or Rome
And I wanna go home
Let me go home

And I’m surrounded by

A million people I
Still feel alone
And let me go home
Oh, I miss you, you know

Let me go home
I’ve had my run
Baby, I’m done
I gotta go home
Let me go home
It'll all be all right
I’ll be home tonight
I’m coming back home
(Source:
http://www.azlyrics.com/lyrics/michaelbuble/home.
html)

Please choose the best answer these following questions based on the text
above.
1. Pay attention to the words “wanna” and “gotta”. Do you think that they are
English words?
a. I think that they are not English words.
b. They are not.
c. They are English words.
d. I think they are English words.
e. I don’t think so
2. For the question number 2, there are two questions. But you need to answer
one question only based on your opinion.
If you think that they are not English words, so they are the words of
……….. language.
a. Arabic
b. Germany
c. French
 136

d. Tamil
e. Urdu
If you think that they are English words, so “wanna” has the same meaning
as …………. and “gotta” has the same meaning as …………..
a. want to – get to
b. went to – go to
c. wanted to – going to
d. went to - get to
e. want to – going to
3. Do you agree if the speaker in the text feels happy?
a. I agree.
b. I disagree.
c. I do agree.
d. I don’t know.
e. I don’t feel happy.
4. Why do you say so for the question number 3?
a. It is because the person in the text sings a song.
b. It is because the person in the text feels lonely.
c. It is because there is a word of showing happiness in the text.
d. It is because I don’t know.
e. It is because I feel sorry to the speaker.
5. Do you think that the speaker has a problem? What is the problem?
a. Yes, I think so. The problem is home.
b. Yes, I think so. The problem is missing someone at his hometown.
c. Yes, I think so. The problem is going back home.
d. No, I don’t think so. There is no problem for the person in the text.
e. No, I don’t think so. There is no problem at all.
6. If you were the speaker, what would you do to overcome the problem?
a. If I were the speaker, I would be at home.
b. If I were the speaker, I would see the person that I am missing at my
hometown.
c. If I were the speaker, I would go home.
d. If I were the speaker, I would be very happy at home.
7. In your opinion, what does the text talk about?
a. In my opinion, the text talks about the speaker.
b. In my opinion, the text is about the person.
c. In my opinion, the text talks about the speaker feels lonely.
 137

d. In my opinion, the text is about the person feels lonely and wants to go
home.
e. In my opinion, the text talks about feeling lonely and missing someone
at home.
8. After you read and comprehend well the text above, what is the appropriate
title for the text?
a. The appropriate title for the text is “Let Me Go Home”.
b. The appropriate title for the text is “Going Back Home”.
c. The appropriate title for the text is “I Wanna Go Home”.
d. The appropriate title for the text is “I Gotta Go Home”.
e. The appropriate title for the text is “Home”.
9. According to you, is the text above a lyric of a song or a lyric of a poem?
Give the reason for your answer, please.
a. For me, the text is a lyric of a song. It is because I feel that.
b. I think the text is a lyric of a poem because the sentences are short.
c. In my opinion, the text is a lyric of a song because the topic is unique.
d. I think that the text is a lyric a song and also a lyric of a poem. It is
because a lyric of a song can be considered as a poem.
e. In my opinion, both are correct. It is because, they are the same.
10. What is your opinion about the text above?
a. In my opinion, the text is good.
b. In my opinion, the text is interesting and easy to be understood well.
c. In my opinion, the text has nice words and simple sentences to be
understood well.
d. In my opinion, the text makes me feel happy and lonely as what the
speaker feels in the text.
e. In my opinion, the text has nice and simple words that make me easier to
understand the text well.

C. Learning Method / Technique

 Peer learning
 Discussing

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
“Assalamualaikum Wr. Wb. Good morning everyone!”
“How are you, dear?”
 138

 Attendance: (2 minutes)
“Okay, let me check your presence today.”
“Who is absent today?”
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)
“Now I am going to read the basic competence standard. So, you will
know the basic competence that you will achieve for our meeting today.”
Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
“Okay, from your seat, show me that you bring your dictionary, please.”
 Students make a group: (1 minutes)
“Well, Students. Your partner of learning today is your desk mate.”
“You can discuss everything with your partner.”
“But you have to answer the assignment individually. Do you understand,
dear?”
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher plays a song once to interest the students more towards the text:
(3 minutes)
“While I am playing this, you can listen to and look at the text. So you can
know how to pronounce the each words that the speaker says in this
recording.”
 Now, let’s we read this song lyric aloud together. Repeat after me when
you still feel difficult to pronounce that: (5 minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (4 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 139

 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.azlyrics.com/lyrics/michaelbuble/home.html
 The reading text
 Laptop and active speakers
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Multiple choice questions
 Instrument : (Enclosed)
 Evaluation Guide : Maximum points: 10

 Score = Earned Points x 100

Maximum Points
 Evaluation Heading
Test Number Notes Point
1 – 10
- Right Answer 10

- Wrong Answer
 140

Appendix 32: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
 141

Subject : English
Grade/ Semester : X / 2
Session : 6
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“Hero”
 142

By Carey, Mariah / Afanasieff, Walter N. / Nkosi, Bongani

There's a hero
If you look inside your heart
You don't have to be afraid
Of what you are
There's an answer
If you reach into your soul
And the sorrow that you know
Will melt away
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
It's a long road
When you face the world alone
No one reaches out a hand
For you to hold
You can find love
If you search within yourself
And the emptiness you felt
Will disappear
And then a hero comes along
With the strength to carry on
And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
Lord knows
Dreams are hard to follow
But don't let anyone
Tear them away
Hold on
There will be tomorrow
In time
You'll find the way
And then a hero comes along
 143

With the strength to carry on

And you cast your fears aside
And you know you can survive
So when you feel like hope is gone
Look inside you and be strong
And you'll finally see the truth
That a hero lies in you
That a hero lies in you
That a hero lies in you
(Source: http://artists.letssingit.com/mariah-carey-lyrics-hero-
5sglqt9#axzz3OF5uzCGY )
I. Comprehend the poem with your partner.

II. Answer the following question to trigger you to understand it well.

1. Do you understand about the content of the poem?

2. If you still do not understand, which ones make you still not understand
the content?
a. …
b. …
c. …
3. Ask the teacher about your difficulties. She will discuss them
classically.

III. Choose the best answer based on the text! Do this individually!

1. Who is actually the “hero”?

a. The writer or the author is.
b. The reader is.
c. You are.
d. We are.
e. Everyone is.
2. Why do you say so for the question number 1?
a. Because the writer or author wrote like that.
b. Because the reader agrees that a hero is inside every reader.
c. Because you are actually a hero for yourself.
d. Because we are heroes for all.
e. Because everyone has a hero inside her/his self to survive.
3. What is actually the “hero”?
a. Hope
b. Motivation
c. Spirit
d. Intention
e. Dream
 144

4. What is the message that the author wants to share to the reader?
a. We have to believe in ourselves.
b. We have to trust to God.
c. Don’t be afraid. Everything will be fine.
d. Don’t give up. You can make it.
e. Don’t worry. Be happy.
5. What is your opinion about the poem?
a. In my opinion, the poem is good.
b. In my opinion the poem is interesting and easy to be understood.
c. In my opinion, the poem has nice words and simple sentences to be
understood well.
d. In my opinion, the poem makes me feel spirit and motivated to survive
in this life as what the speaker tells in the poem.
e. In my opinion, the poem has nice words that makes me feel spirit and
motivated in this life as the speaker tells in the poem and simple
sentences that make me easier to understand the poem well.

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher plays a song once to interest the students more towards the text:
(3 minutes)
 Teacher models and asks the students to read the poem together.: (5
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 145

 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (4 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://artists.letssingit.com/mariah-carey-lyrics-hero-
5sglqt9#axzz3OF5uzCGY )
 The reading text
 Laptop and active speakers
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended and multiple choice questions
 Instrument : (Enclosed)
 Score for multiple choice = Earned Points x 100
Maximum Points
 Evaluation Heading
Test Number Notes Point
 146

- Right Answer 25
1-4
- Wrong Answer
0

 Score for Open Ended Questions : Score I + Score A

 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 33: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 7
Time allotment : 2 x 45 minutes
 147

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“Puppy and I”
By A. A. Milne

I met a Man as I went walking:

We got talking,
Man and I.
 148

"Where are you going to, Man?" I said

  (I said to the Man as he went by).
"Down to the village, to get some bread.
  Will you come with me?" "No, not I."
I met a horse as I went walking;
We got talking,
Horse and I.
"Where are you going to, Horse, today?"
  (I said to the Horse as he went by).
"Down to the village to get some hay.
  Will you come with me?" "No, not I."
I met a Woman as I went walking;
We got talking,
Woman and I.
"Where are you going to, Woman, so early?"
  (I said to the Woman as she went by).
"Down to the village to get some barley.
  Will you come with me?" "No, not I."
I met some Rabbits as I went walking;
We got talking,
Rabbits and I.
"Where are you going in your brown fur coats?"
  (I said to the Rabbits as they went by).
"Down to the village to get some oats.
  Will you come with us?" "No, not I."
I met a Puppy as I went walking;
We got talking,
Puppy and I.
"Where are you going this nice fine day?"
  (I said to the Puppy as he went by).
"Up to the hills to roll and play."
"I'll come with you, Puppy," said I.
(Source: http://allpoetry.com/Puppy-And-I)

Answer these following questions! Pay attention in using past tense!

1. What was happening in the poem? Tell that using your own words, please.
2. Where did the event happen? Give the reason of your answer.
3. When did that happen? Give the reason for your answer.
4. What was the theme of the poem? Give the reason for your answer.
5. What was the message of the poem? Give the reason for your answer.
 149

6. What do you think about why the poet or the speaker did not want to go
with the Man? Give the reason for your answer.
7. What do you think about why the poet or the speaker did not want to go
with the Horse? Give the reason for your answer.
8. What do you think about why the poet or the speaker did not want to go
with the Woman? Give the reason for your answer.
9. What do you think about why the poet or the speaker did not want to go
with the Rabbit? Give the reason for your answer.
10. What do you think about why the poet or the speaker did not want to go
with the Puppy? Give the reason for your answer.

C. Learning Method / Technique

 Peer learning
 Discussing

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher models and asks the students to read the poem together.: (6
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (6 minutes)

During-Reading Activities (20 minutes)

 150

 Teacher explains the task instruction classically: (1 minutes)

 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://allpoetry.com/Puppy-And-I
 The reading text
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Analysis Reasonable based on the implicit meaning 100%
of the text and fluent
 151

Reasonable based on the implicit meaning

50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 34: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 9
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure in the context of daily life and to access
knowledge

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text
 152

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“Storytime”
By Judith Nicholls

Once upon a time

There lived a fearsome dragon…

Please, Miss,
Jamie’s made a dragon.
Out in the sandpit.

Lovely, Andrew.
Now this dragon
Had enormous red eyes
And a swirling, whirling tail…

Jamie’s dragon’s got

Yellow eyes, Miss.

Lovely, Andrew.
Now this dragon was
As wide as a horse
 153

As green as the grass

As tall as a house…

Jamie’s would just fit fit

In our classroom, Miss!

But he was a very friendly dragon…

Jamie’s dragon isn’t, Miss.

He eats people, Miss.
Especially teacher,
Jamie said.

Very nice, Andrew.

Now one day, children,
This enormous dragon
Rolled his red eye,
Whirled his swirly green tail
And set off to find…

His dinner, Miss!

Because he was hungry, Miss!

Thank you, Andrew.

He rolled his red eye,
Whirled his green tail,
And opened his wide, wide, wide mouth
Until…

Please, Miss,
I did try to tell you, Miss.
(Source: http://www.poetryarchive.org/poet/judith-nicholls)
Do these in your group!
1. The poem is told by two people.
2. With your partner, read the poem aloud again.
3. Which words indicate that the teacher is telling a story in the poem? Which
words also indicate that the pupil is talking to the teacher? Make a list of
words using this table:
4. How old do you think the pupil in the poem? Which word gives you the clue
of that?
5. Imagine you are the headmaster of the school where the poor teacher gets
eaten. Write a simple paragraph of what the headmaster may say to the rest
of the people there to calm them down.
 154

6. Imagine you are in the class and see the teacher gets eaten. You want to tell
that to a group of friend who are not there. You want to scare them! Write
your statements about that in a simple paragraph!
7. What are the differences between the way the headmaster describes the
dragon and the way you describe it to your friends?
8. Which paragraph did you enjoy the most? Can you say why?

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher models and asks the students to read the poem together.: (6
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (6 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 155

 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.poetryarchive.org/poet/judith-nicholls
 The reading text
 Laptop and active speakers
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text
 156

Appendix 35: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 10
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text
 157

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text
B. Learning Material
“Tears in Heaven”
By Eric Clapton
Would you know my name
If I saw you in heaven?
Would it be the same
If I saw you in heaven?
I must be strong
And carry on,
'Cause I know I don't belong
Here in heaven.
Would you hold my hand
If I saw you in heaven?
Would you help me stand
If I saw you in heaven?
I'll find my way
Through night and day,
'Cause I know I just can't stay
Here in heaven.
Time can bring you down,
Time can bend your knees.
Time can break your heart,
Have you begging please, begging please.
Beyond the door,
There's peace I'm sure,
And I know there'll be no more
Tears in heaven.
Would you know my name
If I saw you in heaven?
Would it be the same
If I saw you in heaven?
I must be strong
And carry on,
 158

'Cause I know I don't belong

Here in heaven.
(Source: http://www.azlyrics.com/lyrics/ericclapton/tearsinheaven.html )

Do this with your partner!

1. What happen to the speaker?
2. Retell the poem using your own words!

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher plays a song once to interest the students more towards the text:
(3 minutes)
 Teacher models and asks the students to read the poem together.: (5
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (4 minutes)

During-Reading Activities (20 minutes)

 159

 Teacher explains the task instruction classically: (1 minutes)

 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source :
http://www.azlyrics.com/lyrics/ericclapton/tearsinheaven.html
 The reading text
 Laptop and active speakers
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
 160

Reasonable based on the implicit meaning

100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 36: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 12
Time allotment : 2 x 45 minutes
 161

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“Jimmy Goes to the City”
By Arthur Read

Jimmy was a happy ape

Until some hunters caught him
 162

He liked the jungle better than

The city where they brought him
The city was louder
The city was meaner
Even the dirt in the jungle was cleaner
So Jimmy made a daring escape!
The hunters were suddenly minus one ape!
He climbed the tallest building
Because from there he'd see
How far away the jungle was
From the middle of the city.
Jimmy jumped into a passing plane
But the pilot didn't wait for him to explain
Jimmy flew back to the jungle
And told his ape friends in their lair
"The city's okay for a visit
But you couldn't make me live there."
(Source: http://pbskids.org/arthur/games/poetry/narrative.html )

I. After you read the poem, underline the difficult words. Then find out
the meaning.

II. With your partner, answer these following questions.

1. Who was Jimmy? Jimmy is …
2. Where did Jimmy live? Jimmy lived in …
3. Who caught Jimmy in the jungle? …………caught Jimmy in the jungle.
4. Who brought Jimmy to the city? ……………brought Jimmy to the city.
5. What was Jimmy’s opinion about the city? In his opinion, the city was
……………
6. What was Jimmy’s opinion about the jungle?
According to Jimmy, the jungle was …………
7. Why did Jimmy climb the tallest building in the city?
 163

Jimmy climbed the tallest building in the city because ……………

8. How did Jimmy go back to the jungle?
Jimmy went back to the jungle by ….

III. After you comprehend the poem with your partner, now answer these
questions individually. Use your critical thinking skills to interpret and
analyze it.
1. What was happening in the poem?
2. Where did the event happen?
3. When did the event take place?
4. What is the poem about?

C. Learning Method / Technique

 Peer learning
 Discussing

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher models and asks the students to read the poem together: (6
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (6 minutes)
 164

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://pbskids.org/arthur/games/poetry/narrative.html
 The reading text
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Analysis Reasonable based on the implicit meaning 100%
 165

of the text and fluent

Reasonable based on the implicit meaning
50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 37: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 13
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 166

 Analysis the content of the text.

 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text
A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“You Raise Me Up”
By Brendan Graham
When I am down and, oh, my soul, so weary;
When troubles come and my heart burdened be;
Then I am still and wait here in the silence,
Until you come and sit awhile with me.
You raise me up, so I can stand on mountains;
You raise me up to walk on stormy seas;
I am strong when I am on your shoulders;
You raise me up to more than I can be.
You raise me up, so I can stand on mountains;
You raise me up to walk on stormy seas;
I am strong when I am on your shoulders;
You raise me up to more than I can be.
There is no life - no life without its hunger;
Each restless heart beats so imperfectly;
But when you come and I am filled with wonder,
Sometimes, I think I glimpse eternity.
You raise me up, so I can stand on mountains;
You raise me up to walk on stormy seas;
I am strong when I am on your shoulders;
You raise me up to more than I can be.
You raise me up, so I can stand on mountains;
You raise me up to walk on stormy seas;
I am strong when I am on your shoulders;
 167

You raise me up to more than I can be.

You raise me up to more than I can be.
(Source: http://www.azlyrics.com/lyrics/joshgroban/youraisemeup.html )

I. In pairs, underline the difficult words or phrase. Then find out the
meaning by discussing.

II. Answer these following questions individually using your own words.
1. This question is about the content of the poem.
What is happening in the poem?
2. This question is about the theme of the poem.
What is the poem about?
D. Teaching and Learning Activities
Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher plays a song once to interest the students more towards the text:
(3 minutes)
 Teacher models and asks the students to read the poem together.: (5
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (4 minutes)
 168

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source :
http://www.azlyrics.com/lyrics/joshgroban/youraisemeup.html
 The reading text
 Laptop and active speakers
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
Thinking
Interpretation Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
50%
of the text
Not acceptable based on the implicit 0%
 169

meaning of the text

Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 38: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Recount Text
Subject : English
Grade/ Semester : X / 2
 170

Session : 15
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“Heaven Was Needing a Hero”
By Jo Dee Messina
 171

I came by today to see you

Though I had to let you know
If I knew the last time that I held you was the last time,
I'd have held you and never let go
Oh it's kept me awake night wonderin'
I Lie in the dark, just asking "why?"
I've always been told you won't be called home until it's your time

I guess Heaven was needing a hero

Somebody just like you
Brave enough to stand up for what you believe and follow it
through
When I try to make it make sense in my mind
The only conclusion I come to
Is that Heaven was needing a hero like you

I remember the last time I saw you

Oh you held your head up proud
I laughed inside when I saw how you were, standing out in the
crowd
You're such a part of who I am
Now that part will just be void
No matter how much I need you now
Heaven needed you more

'Cause Heaven was needing a hero

Somebody just like you
Brave enough to stand up for what you believe and follow it
though
When I try to make it make sense in my mind
The only conclusion I come to

Is that Heaven was needing a hero like you

Yes, Heaven was needing a hero...that's you.

(Source: http://www.metrolyrics.com/heaven-was-needing-a-hero-lyrics-jo-dee-
messina.html)

Do these following questions individually. You can discuss with your partner
in doing these questions.
1. This question is about the content of the song lyric.
What is happening in the song? Use your own words to tell that.
 172

2. This question is about the setting of the song lyric.

a. Where does the event take place? Give the reason for your answer.
b. When does the event take place? Give the reason for your answer.
3. This question is about the theme of the song lyric.
What is the song about? Give the reason for your answer.

C. Learning Method / Technique

 Peer learning
 Discussing

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher plays a song once to interest the students more towards the text:
(3 minutes)
 Teacher models and asks the students to read the poem together.: (5
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (4 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 173

 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.metrolyrics.com/heaven-was-needing-a-hero-
lyrics-jo-dee-messina.html
 The reading text
 Laptop and active speakers
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
Thinking
Interpretation Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
50%
of the text
Not acceptable based on the implicit 0%
 174

meaning of the text

Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 39: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 17
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.
 175

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“My Teacher Took My iPod”
By Kenn Nesbitt

My teacher took my iPod.

She said they had a rule;
I couldn't bring it into class
or even to the school.

She said she would return it;

I'd have it back that day.
But then she tried my headphones on
and gave a click on Play.

She looked a little startled,

but after just a while
she made sure we were occupied
and cracked a wicked smile.

Her body started swaying.

Her toes began to tap.
 176

She started grooving in her seat

and rocking to the rap.

My teacher said she changed her mind.

She thinks it's now okay
to bring my iPod into class.
She takes it every day.
(Source: http://www.poetry4kids.com/poem-
330.html#.VK44dqM9TtQ )

I. Choose the best answer based on the poem!

1. Why did the teacher take the student’s iPod?
a. So she could listen to music.
b. She was mean
c. Bringing iPods to school was against the rules.
d. She liked to dance.
2. In the line that reads, “She looked a little startled”, what does this mean?
a. Happy
b. Surprised
c. Angry
d. Sad
3. Why did the teacher change her mind about the iPod?
a. She liked listening to music.
b. She thought the rules was wrong.
c. She was hungry.
d. She liked clicking the Play button.
4. In the line that reads, “She started grooving in her seat”, what does
“grooving” mean?
a. Jumping up and down.
b. Correcting homework papers.
c. Sleeping.
d. Having a fun time.
5. How often does the teacher take the student’s iPod after she changes her
mind?
a. Every week
b. Never
c. Every day
d. Every other day

II. Answer the questions individually based on the poem!

 177

1. The question is about the content of the poem.

What was happening in the poem?
2. The question is about the setting of the poem.
a. Where did that take place? Give the reason for your answer.
b. When did the event happen? Give the reason for your answer.
3. This question is about the theme of the poem.
What was the poem about? Give the reason for your answer.

C. Learning Method / Technique

 Peer learning
 Discussing

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher models and asks the students to read the poem together: (6
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (6 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 178

 Students do the assignment individually: (18 minutes)

 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.poetry4kids.com/poem-
330.html#.VK44dqM9TtQ
 The reading text
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Multiple choice and open ended questions
 Instrument : (Enclosed)
 Evaluation Guide : Maximum points: 25
 Score for multiple choice = Earned Points x 100
Maximum Points

 Evaluation Heading
Test Number Notes Point
 179

- Right Answer 25
1-4
- Wrong Answer
0

 Score for Open Ended Questions : Score I + Score A

 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text
 180

Appendix 40: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 18
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 181

 interpret identify the meaning of words in the reading text

 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“Daddy Fell into the Pond”
By Alfred Noyes 

Everyone grumbled. The sky was grey.

We had nothing to do and nothing to say.
We were nearing the end of a dismal day,
And then there seemed to be nothing beyond,
Then
Daddy fell into the pond!

And everyone's face grew merry and bright,

And Timothy danced for sheer delight.
"Give me the camera, quick, oh quick!
He's crawling out of the duckweed!" Click!

Then the gardener suddenly slapped his knee,

And doubled up, shaking silently,
And the ducks all quacked as if they were daft,
And it sounded as if the old drake laughed.
Oh, there wasn't a thing that didn't respond
When
Daddy Fell into the pond!
(Source: http://www.poemhunter.com/poem/daddy-fell-into-the-pond/ )

Answer the following questions!

1. Do you think that his father felt ashamed? Give the reason for your answer.
2. Do you think that the poet or the speaker laughed at his father too? Give the
reason for your answer.
3. What was happening in the poem? Retell that using your own words.
4. Where did that happen? Give the reason for your answer.
5. When did that happen? Give the reason for your answer.
6. If you were daddy, what would you do? Give the reason for your answer.
7. If you were Timothy, what would you do? Give the reason for your answer.
8. If you were the poet or the speaker, what would you do?
 182

9. What was the theme of the poem? Give the reason for your answer.
10. What was the message of the poem? Give the reason for your answer.

C. Learning Method / Technique

 Peer learning
 Discussing

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher models and asks the students to read the poem together: (6
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (6 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 183

 Teacher lets the students to tell their difficulties in accomplishing the

assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.poetry4kids.com/poem-
330.html#.VK44dqM9TtQ
 The reading text
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Multiple choice and open ended questions
 Instrument : (Enclosed)
 Score for multiple choice = Earned Points x 100
Maximum Points
 Evaluation Heading
Test Number Notes Point

- Right Answer 25
1-4
- Wrong Answer
0

 Score for Open Ended Questions : Score I + Score A

 Evaluation Heading
 184

Element of Critical Indicator Score

Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 41: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text

Subject : English
Grade/ Semester : X / 2
Session : 20
Time allotment : 2 x 45 minutes
 185

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret identify the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“Soledad”
By Carlsson, Andreas Michael / Porter, Karl Cameron / Yacoub, Rami
 186

If only you could see the tears in the world you left behind
If only you could heal my heart just one more time
Even when I close my eyes
There's an image of your face
And once again I come to realize
You're a loss I can't replace
Soledad
It's a keeping for the lonely
Since the day that you were gone
Why did you leave me
Soledad
In my heart you were the only
And your memory lives on
Why did you leave me
Soledad
Walking down the streets of Nothingville
Where our love was young and free
Can't believe just what an empty place
It has come to be
I would give my life away
If it could only be the same
Cause I conceal the voice inside of me
That is calling out your name
Soledad
It's a keeping for the lonely
Since the day that you were gone
Why did you leave me
Soledad
In my heart you were the only
And your memory lives on
Why did you leave me
Soledad
Time will never change the things you've told me
After all we're meant to be love will bring us back to you
and me
If only you could see
Soledad
It's a keeping for the lonely
Since the day that you were gone
Why did you leave me
Soledad
In my heart you were the only
 187

And your memory lives on

Why did you leave me
Soledad
(Source: http://www.metrolyrics.com/soledad-lyrics-westlife.html )

Respond, recall, analyse, and interpret.

Use the song lyric of Soledad to answer the following questions.

1. Who was Soledad?
2. Why do you say like that for the question number 1?
3. Do you think that Soledad was cruel? Why?
4. Do you think that the speaker or the singer feel happy? Why?
5. If you were Soledad, what would you do? Why?
6. If you were the singer, what would you do? Why?
7. What was happening in the poem or song lyric? Use your own words to tell
this.
8. Where did that happen? Give the reason, please.
9. When did that happen? Give the reason, please.
10. What is the theme of the song lyric? Give the reason, please.

C. Learning Method / Technique

 Peer learning
 Discussing

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher plays a song once to interest the students more towards the text:
(3 minutes)
 188

 Teacher models and asks the students to read the poem together.: (5
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (4 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.metrolyrics.com/soledad-lyrics-westlife.html
 The reading text
 Laptop and active speakers
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 189

 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 42: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 22
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
 190

5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“The People Upstairs”
By Ogden Nash
The people upstairs all practise ballet
Their living room is a bowling alley
Their bedroom is full of conducted tours.
Their radio is louder than yours,
They celebrate week-ends all the week.
When they take a shower, your ceilings leak.
They try to get their parties to mix
By supplying their guests with Pogo sticks,
And when their fun at last abates,
They go to the bathroom on roller skates.
I would love the people upstairs wondrous
If instead of above us, they just lived under us.
(Source: http://www.poemhunter.com/ogden-
nash/poems/ )
 191

Answer the questions based on the poem!

1. Use your dictionary to find the meaning of the following words:
a. upstairs e. ceiling h. mix
b. practice f. lead i. sticks
c. alley g. parties j. might
d. celebrate
2. Discuss with your group to find the meaning of the following phrases:
a. a bowling alley g. by supplying
b. full of h. their guests
c. conducted tours i. at last abates
d. louder than j. on roller skates
e. week-ends k. if only
f. take a shower l. another floor
3. Do you think that the poet or the speaker admired the people who lived in
the flat above him or not? Give the reason for your answer.
4. What sort of person do you think the poet or the speaker may be?
5. What was happening in the poem? Give the reason for your answer.
6. Where did that happen? Give the reason for your answer.
7. When did that take place? Give the reason for your answer.
8. What is the theme of the poem? Give the reason for your answer.
9. What is the message of the poem? Give the reason for your answer.
10. If you were the poet or the speaker, what would you do? Give the reason for
your answer.

C. Learning Method / Technique

 Peer learning
 Discussing
D. Teaching and Learning Activities
Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Reading Activities:
Pre-Reading Activities (40 minutes)
 192

 Checking dictionary: (1 minute)

 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher models and asks the students to read the poem together:
( minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (6 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.poetry4kids.com/poem-
330.html#.VK44dqM9TtQ
 The reading text
 Dictionary
 193

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text
 194

Appendix 43: Lesson Plan of Reading Using Poem

Lesson Plan on Reading

Narrative Text
Subject : English
Grade/ Semester : X / 2
Session : 23
Time allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis the content of the text.
 Analysis of the information beyond the text.
 Analysis the message of the text
 Analysis the opinion towards the text
 195

A. Learning Objectives
Students are able to:
 identify the meaning of words in the text
 interpret the meaning of words in the reading text
 interpret the meaning of sentences in the reading text
 analyse the content of the reading text
 analyse the information beyond the reading text
 analyse the message of the text
 analyse the opinion towards the text

B. Learning Material
“The Dentist and the Crocodile”
By Roald Dahl

The crocodile, with cunning smile, sat in the dentist's chair.

He said, "Right here and everywhere my teeth require repair."
The dentist's face was turning white. He quivered, quaked and
shook.
He muttered, "I suppose I'm going to have to take a look."
"I want you," Crocodile declared, "to do the back ones first.
The molars at the very back are easily the worst."
He opened wide his massive jaws. It was a fearsome sight––
At least three hundred pointed teeth, all sharp and shining white.
The dentist kept himself well clear. He stood two yards away.
He chose the longest probe he had to search out the decay.
"I said to do the back ones first!" the Crocodile called out.
"You're much too far away, dear sir, to see what you're about.
To do the back ones properly you've got to put your head
Deep down inside my great big mouth," the grinning Crocky said.
The poor old dentist wrung his hands and, weeping in despair,
He cried, "No no! I see them all extremely well from here!"
Just then, in burst a lady, in her hands a golden chain.
She cried, "Oh Croc, you naughty boy, you're playing tricks
again!"
"Watch out!" the dentist shrieked and started climbing up the wall.
"He's after me! He's after you! He's going to eat us all!"
"Don't be a twit," the lady said, and flashed a gorgeous smile.
"He's harmless. He's my little pet, my lovely crocodile."
(Source:http://teachers.cpcsc.k12.in.us/jstanley/websites/Audio%20Poems/The
%20Dentist%20and%20the%20Crocodile.htm )

Answer these following questions.

 196

1. Do you think that the dentist liked the crocodile’s coming? Give the reason
for your answer.
2. Do you think that the crocodile wanted to eat the dentist? Give the reason
for your answer.
3. What was happening in the poem? Retell this using your own words.
4. Where did that happen? Give the reason for your answer.
5. When did that happen? Give the reason for your answer.
6. What is the theme of the poem? Give the reason for your answer.
7. What is the message of the poem? Give the reason for your answer.
8. If you were the dentist, what would you do? Give the reason for your
answer.
9. If you were the crocodile, what would you do? Give the reason for your
answer.
10. If you were the lady, what would you do? Give the reason for your answer.

C. Learning Method / Technique

 Peer learning
 Discussing

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)
Reading Activities:
Pre-Reading Activities (40 minutes)
 Checking dictionary: (1 minute)
 Students make a group: (1 minutes)
 Students get the text individually (distribution of the reading text papers):
(1 minute)
 Teacher models and asks the students to read the poem together: (6
minutes)
 Teacher asks students to list and discuss the difficult words with their
partners: (10 minutes)
 Teacher asks the students comprehend the text with their partner: (10
minutes)
 197

 Teacher lets the students to comprehend the question sentences to get clear
meaning of the sentences: (10 minutes).
 Teacher lets the students to ask a help for their difficulties when they still
cannot find the clear meaning of words or sentences: (6 minutes)

During-Reading Activities (20 minutes)

 Teacher explains the task instruction classically: (1 minutes)
 Students do the assignment individually: (18 minutes)
 Students submit the assignment to the teacher: (1 minutes)

Post-Reading Activities: (20 minutes)

 Teacher lets the students to tell their difficulties in accomplishing the
assignment: (5 minutes)
 Teacher asks the students to answer orally and classically for each
comprehension question that they have accomplished: (5 minutes)
 Teacher gives the feedbacks for the students orally and classically for
every question: (10 minutes)

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.poetry4kids.com/poem-
330.html#.VK44dqM9TtQ
 The reading text
 Dictionary

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A
 Evaluation Heading
Element of Critical Indicator Score
 198

Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text

Appendix 44: Lesson Plan of Post Test

Lesson Plan on Reading

Post-Test of Narrative Text
Subject : English
Grade/ Semester : X / 2
 199

Session : 25
Time Allotment : 2 x 45 minutes

5. Competence Standard
To understand the meaning of short functional written text and simple essay in the
form of recount, narrative and procedure, in the context of daily life and to access
knowledge.

Basic Competence
5.2. To respond the meaning and the rhetoric of essay written text accurately,
smoothly and acceptably in the context of daily life and to access knowledge in
the form of narrative, recount and procedure text.

Indicators
 Identification of the meaning of words in the text.
 Interpretation of the meaning of words in the text.
 Interpretation of the meaning of sentences in the text.
 Analysis of the content of the text.
 Analysis of the information beyond the text.
 Analysis the theme of the text

A. Learning Objectives
In doing the post-test, the students are able to:
 identify the meaning of words in the text
 interpret the meaning of words in the text
 interpret the meaning of sentences in the text
 analyse the information beyond the text
 analyse the content of the text
 analyse the theme of the text

B. Learning Material
I. Read this text carefully!
“The Mountain and the Squirrel”
 200

By Ralph Waldo Emerson

The mountain and the squirrel

Had a quarrel,
And the former called the latter
"Little prig."
Bun replied,
"You are doubtless very big;
But all sorts of things and weather
Must be taken in together
To make up a year
And a sphere.
And I think it no disgrace
to occupy my place.
If I'm not so large as you,
You are not so small as I,
And not half so spry:
I'll not deny you make
A very pretty squirrel track.
Talents differ; all is well and wisely put;
If I cannot carry forests on my back,
Neither can you crack a nut."

(Source: http://www.familyfriendpoems.com/poem/the-mountain-and-the-
squirrel-by-ralph-waldo-emerson#ixzz3OCsbBLim)

II. Answer the following questions based on the poem!

1. What was happening in the poem? Tell this using your own answer.
2. Where did that happen? Give the reason for your answer.
3. When did that happen? Give the reason for your answer.
4. What was the theme of the poem? Give the reason for your answer.
5. What were the characteristics of the mountain? Give the reason for your
answer.
6. What were the characteristics of the squirrel? Give the reason for your
answer.
7. If you were the mountain, what would you do? Give the reason for your
answer.
8. If you were the squirrel, what would you do? Give the reason for your
answer.
9. What was actually the problem that triggered the quarrel between the
mountain and the squirrel? Give the reason for your answer.
10. What did the message that the writer wanted to share? Give the reason
for your answer.
 201

C. Learning Method / Technique

 Individual written test

D. Teaching and Learning Activities

Warm up Activities (5 minutes)
 Greetings: (1 minute)
 Attendance: (2 minutes)
 Motivating the students to do the best: (1 minute)
 Presentation of basic competence standard: (1 minute)

Activities of the Post-Test (65 minutes)

 Students get the test papers.
 Students read the text individually.
 Teacher asks students to answer the questions individually in the test
papers.
 Students submit their answer sheets to the teacher.

Review Activities (15 minutes)

 Teacher and students share about the post-test that have been done: (10
minutes)
 Teacher introduces the material for next meeting: (4 minutes)
“Okay, students. For the next meeting, you will get the same reading text.”
“You will have your partners to learn the text.”
“So, I am sure you can do better.”
 Teacher closes class meeting: (1 minute)
 “Now, the time is up. Let’s say Alhamdulillah together.”

Closing Activity: (5 minutes)

 Teacher informs the material for next meeting: (3 minutes)
 Teacher reminds the students to always bring their dictionaries: (1 minute)
 Teacher closes the meeting: (1 minute)

E. Source / Materials / Equipment

 On line source : http://www.azlyrics.com/lyrics/michaelbuble/home.html
 The test papers
 202

F. Assessment
 Assessment tool : Written Test
 Methods : Open ended questions
 Instrument : (Enclosed)
 Score : Score I + Score A

 Evaluation Heading
Element of Critical Indicator Score
Thinking
Acceptable based on the implicit meaning
100%
of the text and fluent
Acceptable based on the implicit meaning
Interpretation 50%
of the text
Not acceptable based on the implicit
0%
meaning of the text
Reasonable based on the implicit meaning
100%
of the text and fluent
Reasonable based on the implicit meaning
Analysis 50%
of the text
Not reasonable based on the implicit
0%
meaning of the text