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READING ABILITY OF NARRATIVE TEXT

OF THE EIGHTH GRADE STUDENTS


OF SMP N 2 PULOKULON GROBOGAN
TAUGHT BY USING LOCAL FOLKTALES
IN ACADEMIC YEAR 2013/2014

By:
EDY SANTOSO
NIM. 201032043

DEPARTMENT OF ENGLISH EDUCATION


FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2014

i
ii
READING ABILITY OF NARRATIVE TEXT
OF THE EIGHTH GRADE STUDENTS
OF SMP N 2 PULOKULON GROBOGAN
TAUGHT BY USING LOCAL FOLKTALES
IN ACADEMIC YEAR 2013/2014

SKRIPSI

Presented to the University of Muria Kudus


in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in the Department of English Education

By:
EDY SANTOSO
NIM. 201032043

DEPARTMENT OF ENGLISH EDUCATION


FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2014

iii
MOTTO AND DEDICATION

Motto:
 Know yourself, control yourself, and be yourself.
 Interesting with your own style.
 Rela terhadap yang telah terjadi, ikhlas terhadap yang sedang terjadi, dan
berserah terhadap yang akan terjadi.

Dedication:
This skripsi is dedicated to:
1. Culture University of Muria Kudus
2. SMP N 2 Pulokulon Grobogan
3. His beloved mother (Prapti Widayati)
4. His beloved grandparents (Soekamto  Triyatmi)
5. All of his beloved friends in English Education
Department 2010
6. All of his beloved best friends in his life

iv
ADVISORS’ APPROVAL

This is to certify that the Skripsi of Edy Santoso (NIM 2010-32-043) has been

approved by the skripsi advisors for further approval by the Examining

Committee.

Kudus, August 20th 2014


Advisor I

Dr. H. Ahmad Hilal Madjdi, M.Pd


NIS. 0610713020001020

Kudus, August 20th 2014


Advisor II

Titis Sulistyowati, S.S., M.Pd


NIP. 19810402 200501 2 001

Acknowledged by
The Faculty of Teacher Training and Education
Dean,

Dr. Drs. Slamet Utomo, M.Pd.


NIP. 19621219 198703 1 015

v
EXAMINERS’ APPROVAL

This is to certify that the Skripsi of Edy Santoso (NIM 2010-32-043) has been

approved by the Examining Committee as a requirement for the Sarjana Degree of

English Education.

Kudus, August 25th 2014


Skripsi Examining Committee:

Dr. H. Ahmad Hilal Madjdi, M.Pd , Chairperson/Memb


NIS. 0610713020001020

Titis Sulistyowati, S.S., M.Pd , Member


NIP. 19810402 200501 2 001

Dra. Sri Endang Kusmaryati, M.Pd , Member


NIS. 0610713020001009

Aisyah Ririn Perwikasih Utari, S.S., M.Pd , Member


NIS. 0610701000001228

Acknowledged by
The Faculty of Teacher Training and Education
Dean,

Dr. Drs. Slamet Utomo, M.Pd.


NIP. 19621219 198703 1 015

vi
ACKNOWLEDGEMENT

Alhamdulillahirabbil ‘alamin, praise to Allah SWT the almighty, the most

gracious and merciful, for giving strengths, health, and blessing to the writer

during conduct this research entitled “Reading Ability of Narrative Text of the

Eighth Grade Students of SMP N 2 Pulokulon Grobogan Taught by Using Local

Folktales in Academic Year 2013/2014”, in order to fulfil one of the requirements

for completing the sarjana program in the Department of English Education

successfully.

The realization of this research would never be possible for the writer to

accomplish this research without the dedicated helping, support, and assistance of

others. In this opportunity, the writer would like to express and acknowledge his

sincerest appreciation and deepest gratitude to these following people:

1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of Faculty of Teacher Training

and Education of University of Muria Kudus.

2. Diah Kurniati, S.Pd., M.Pd., as the Head of English Education Department of

University of Muria Kudus.

3. Dr. H. Ahmad Hilal Madjdi, M.Pd, as the first advisor, who give a big

motivation, guidance, advice, and suggestion to the writer with pleasure.

4. Titis Sulistyowati, S.S., M.Pd, as the second advisor, who always willing

make time for giving guidance, assistance, and advice to the writer patiently.

5. Sri Suryati, S.Pd, as the Headmaster of SMP N 2 Pulokulon Grobogan, who

has been pleased to give permission and accept the writer in doing

observation and conducting the research.

vii
6. Pujiati, S.Pd, as the English Teacher of SMP N 2 Pulokulon Grobogan, who

has gave support, guidance, advice and help to the writer during doing this

research in SMP N 2 Pulokulon Grobogan.

7. All of the lecturers and staffs in English Education Department of Teacher

Training and Education Faculty of University of Muria Kudus, who have

been taught untiringly, supporting the writer about their knowledge.

8. His beloved mother and grandparents, who always give love, pray and

support. Huge thanks and love you both forever.

9. All of his beloved friends in University of Muria Kudus. Thanks for your

love, pray, help, and support.

10. The other people who are involved in conducting this research, what he can

say is just “Thank you so much.”

In conducting this research, the writer realizes that this research is still far

from being perfect. Finally, the writer hopes that this research will be useful

significances for the readers, especially to improve his own knowledge in the field

of education. Amin ya Robbal ‘Alamin.

Kudus, August 20th 2014


The writer

Edy Santoso
NIM. 2010 32 043

viii
ABSTRACT

Santoso, Edy. 2014. Reading Ability of Narrative Text of the Eighth Grade
Students of SMP N 2 Pulokulon Grobogan Taught by Using Local
Folktales in Academic Year 2013/2014. Skripsi. Department of English
Education, Faculty of Teacher Training and Education, University of
Muria Kudus. Advisors: (1) Dr. H. Ahmad Hilal Madjdi, M.Pd, (2) Titis
Sulistyowati, S.S., M.Pd
Key words: Reading Ability, Narrative Text, Local Folktales

Reading is one of language skills that should be mastered well by the


students in teaching learning activity, because most of the students’ test
communicated in written form. Even though reading is very dominant in English
teaching, but the result of the students’ daily assessment is still unsatisfied and
many students were uninterested in reading and they had low motivation in
learning English. Consequently, the students got difficulty to understand and
respond what they read in the text. Therefore, the writer used local folktales as a
teaching material that hopefully can solve the problem found.

The objective of this research is to find out whether there is a significant


difference between reading ability of narrative text of the eighth grade students of
SMP N 2 Pulokulon Grobogan before and after being taught by using local
folktales in academic year 2013/2014.

The design of this research is an experimental research used one group with
pre-test and post-test. The population of this research is the eighth grade students
of SMP N 2 Pulokulon Grobogan in academic year 2013/2014. The writer used
cluster random sampling technique to take the sample of this research. The writer
got VIII D class as the sample with total number of students is 31 students. The
instrument used by the writer was multiple choices test to know the data before
and after being taught by using local folktales.

The result of this research shows that the mean of pre-test is 55.40 by
standard deviation is 9.52 and the mean of post-test is 75.27 by standard deviation
is 7.45. it was found the hypothesis testing in the level of significance  = 0.05
two-tailed test from the degree of freedom = 30, -table  2.042, and the
-obtained is 11.59. In other words, -obtained is higher than -table
). Therefore, the null hypothesis is rejected and the alternative hypothesis
is accepted, because the -obtained falls in the critical region. It can be
conclude that there is a significant difference between reading ability of narrative
text of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after
being taught by using local folktales in academic year 2013/2014.

ix
Based on the result above, the writer suggests that local folktale is effective
in reading activity. It can be the solution for English teachers as an alternative
material in teaching reading, make the students easier to learn English and attract
the students’ attention and motivation.

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ABSTRAK

Santoso, Edy. 2014. Kemampuan Membaca Teks Narasi untuk Siswa Kelas
Delapan SMP N 2 Pulokulon Grobogan yang Diajar dengan
Menggunakan Cerita Rakyat Setempat pada Tahun Pelajaran
2013/2014. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing:
(i) Dr. H. Ahmad Hilal Madjdi, M.Pd, (ii) Titis Sulistyowati, S.S., M.Pd
Kata-kata kunci: Kemampuan Membaca, Teks Narasi, Cerita Rakyat Setempat

Membaca adalah salah satu keterampilan bahasa yang harus dikuasai


dengan baik oleh siswa dalam kegiatan belajar mengajar, karena sebagian besar
tes siswa dikomunikasikan dalam bentuk tertulis. Meskipun membaca sangat
dominan dalam pengajaran bahasa Inggris, tetapi hasil dari penilaian harian siswa
masih tidak memuaskan dan banyak siswa yang tidak tertarik dalam membaca dan
mereka mempunyai motivasi yang rendah dalam belajar bahasa Inggris.
Akibatnya, para siswa mendapat kesulitan untuk memahami dan menanggapi apa
yang mereka baca dalam teks. Oleh karena itu, penulis menggunakan cerita rakyat
setempat sebagai bahan ajar yang diharapkan dapat memecahkan masalah yang
ditemukan.

Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat


perbedaan yang signifikan antara kemampuan membaca teks narasi untuk siswa
kelas delapan SMP N 2 Pulokulon Grobogan sebelum dan setelah diajar dengan
menggunakan cerita rakyat setempat pada tahun pelajaran 2013/2014.

Desain penelitian ini merupakan penelitian eksperimental menggunakan


satu kelompok dengan pre-test dan post-test. Populasi dalam penelitian ini adalah
siswa kelas delapan SMP N 2 Pulokulon Grobogan pada tahun pelajaran
2013/2014. Penulis menggunakan teknik cluster random sampling untuk
mengambil sampel dari penelitian ini. Penulis mendapatkan kelas VIII D sebagai
sampel dengan jumlah siswa adalah 31 siswa. Instrumen yang digunakan oleh
penulis adalah tes pilihan ganda untuk mengetahui data sebelum dan setelah diajar
dengan menggunakan cerita rakyat setempat.

Hasil penelitian ini menunjukkan bahwa rata-rata dari pre-test adalah 55,40
dengan standar deviasi 9,52 dan rata-rata dari post-test adalah 75,27 dengan
standar deviasi 7,45. ditemukan pengujian hipotesis pada tingkat signifikansi  =
0,05 uji dua-ekor dari derajat kebebasan = 30, -table  2,042, dan -
obtained adalah 11,59. Dengan kata lain, -obtained lebih tinggi dari -table
). Oleh karena itu, hipotesis nol ditolak dan hipotesis alternatif
diterima, karena -obtained jatuh di daerah kritis. Hal ini dapat

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disimpulkan bahwa ada perbedaan yang signifikan antara kemampuan membaca
teks narasi untuk siswa kelas delapan SMP N 2 Pulokulon Grobogan sebelum dan
setelah diajar dengan menggunakan cerita rakyat setempat pada tahun pelajaran
2013/2014.

Berdasarkan hasil di atas, penulis menyarankan bahwa cerita rakyat


setempat efektif dalam kegiatan membaca. Hal ini dapat menjadi solusi bagi para
guru bahasa Inggris sebagai bahan alternatif dalam pengajaran membaca,
membuat siswa lebih mudah untuk belajar bahasa Inggris dan menarik perhatian
serta motivasi belajar siswa.

xii
TABLE OF CONTENTS
Page
COVER ..................................................................................................... i
LOGO ........................................................................................................ ii
TITLE ....................................................................................................... iii
MOTTO AND DEDICATION ................................................................. iv
ADVISORS’ APPROVAL ........................................................................ v
EXAMINERS’ APPROVAL .................................................................... vi
ACKNOWLEDGEMENT ........................................................................ vii
ABSTRACT .............................................................................................. ix
ABSTRAK................................................................................................. xi
TABLE OF CONTENTS .......................................................................... xiii
LIST OF TABLES .................................................................................... xvi
LIST OF FIGURES .................................................................................. xvii
LIST OF APPENDICES ........................................................................... xviii
LIST OF FORMULAS ............................................................................. xix

CHAPTER I: INTRODUCTION
1.1 Background of the Research .............................................................. 1
1.2 Statement of the Problem ................................................................... 3
1.3 Objective of the Research .................................................................. 3
1.4 Significance of the Research .............................................................. 4
1.5 Scope of the Research ........................................................................ 5
1.6 Operational Definition ....................................................................... 5

CHAPTER II: REVIEW OF RELATED LITERATURE


2.1 Teaching English in SMP N 2 Pulokulon Grobogan ........................... 7
2.1.1 Curriculum of Teaching English in SMP N 2 Pulokulon Grobogan .... 7
2.1.2 Purpose of Teaching English in SMP N 2 Pulokulon Grobogan ......... 8
2.1.3 Material of Teaching English in SMP N 2 Pulokulon Grobogan ......... 8
2.1.4 Method of Teaching English in SMP N 2 Pulokulon Grobogan .......... 9

2.2 Reading Skill ..................................................................................... 9


2.2.1 Purpose of Reading ............................................................................ 10
2.2.2 Type of Reading ................................................................................ 11

2.3 Narrative Text .................................................................................... 12

xiii
2.3.1 Function of Narrative Text ................................................................. 12
2.3.2 Generic Structure of Narrative Text ................................................... 13
2.3.3 Language Features of Narrative Text ................................................. 13

2.4 Folktales ............................................................................................ 14


2.4.1 Characteristics of Folktales ................................................................ 14
2.4.2 Purposes of Folktales ......................................................................... 16
2.4.3 Advantages of Folktales ..................................................................... 17
2.4.4 Local Folktales .................................................................................. 20
2.4.5 Reading Ability of Narrative Text by Using Local Folktales .............. 21

2.5 Review to Previous Research ............................................................. 23


2.6 Theoretical Framework ...................................................................... 24
2.7 Hypothesis ......................................................................................... 26

CHAPTER III: METHOD OF THE RESEARCH


3.1 Design of the Research ...................................................................... 27
3.2 Population and Sample ...................................................................... 28
3.3 Instrument of the Research ................................................................. 29
3.4 Data Collection .................................................................................. 31
3.5 Data Analysis .................................................................................... 32

CHAPTER IV: FINDING OF THE RESEARCH


4.1 The Significant Difference Between Reading Ability of Narrative
Text of the Eighth Grade Students of SMP N 2 Pulokulon Grobogan
Before and After Being Taught by Using Local Folktales in
Academic Year 2013/2014 ................................................................. 36
4.2 Hypothesis Testing ............................................................................ 41

CHAPTER V: DISCUSSION
5.1 The Significant Difference Between Reading Ability of Narrative
Text of the Eighth Grade Students of SMP N 2 Pulokulon Grobogan

xiv
Before and After Being Taught by Using Local Folktales in
Academic Year 2013/2014 ................................................................. 44

CHAPTER VI: CONCLUSION AND SUGGESTION


6.1 Conclusion......................................................................................... 49
6.2 Suggestion ......................................................................................... 50

BIBLIOGRAPHY ..................................................................................... 52
APPENDICES ........................................................................................... 54
STATEMENT ........................................................................................... 112
CURRICULUM VITAE ........................................................................... 113

xv
LIST OF TABLES
Table Page
3.1 The Validity of the Correction Coefficient of the Test Uses
Interpretation of Correlation Coefficient ............................................ 31
3.2 The Criteria from the Score to Know the Reading Ability .................. 33
4.1 The Score of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan Before Being
Taught by Using Local Folktales in Academic Year 2013/2014 ......... 37
4.2 Distribution Frequency of Reading Ability of Narrative Text of
the Eighth Grade Students of SMP N 2 Pulokulon Grobogan
before Being Taught by Using Local Folktales in Academic
Year 2013/2014 ................................................................................. 38
4.3 The Score of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan After Being
Taught by Using Local Folktales in Academic Year 2013/2014 ......... 39
4.4 Distribution Frequency of Reading Ability of Narrative Text of
the Eighth Grade Students of SMP N 2 Pulokulon Grobogan
After Being Taught by Using Local Folktales in Academic Year
2013/2014 .......................................................................................... 40

xvi
LIST OF FIGURES
Figure Page
3.1 The Design of Experimental Method One Group with Pre-test
and Post-test ...................................................................................... 28
3.2 The Null Hypothesis .................................................................. 34
4.1 Bar Diagram of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan before Being
Taught by Using Local Folktales in Academic Year 2013/2014 ......... 38
4.2 Bar Diagram of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan after Being
Taught by Using Local Folktales in Academic Year 2013/2014 ......... 41
4.3 Curve of Sampling Distribution Showing (obtained) versus
(critical) (α = 0.05, two-tailed test, = 30) ....................................... 43

xvii
LIST OF APPENDICES
Appendix Page
1. Syllabus ............................................................................................. 55
2. The Specification Table of Test in Narrative Text .............................. 58
3. Tryout, Pre-Test, and Post-Test of Reading in Narrative Text ............ 59
4. Answer Sheet ..................................................................................... 65
5. Key Answer ....................................................................................... 66
6. Lesson Plan ....................................................................................... 67
7. Students’ List of VIII F ...................................................................... 97
8. The Calculation of Tryout Reliability ................................................. 98
9. Students’ List of VIII D ..................................................................... 100
10. The Score of Reading Ability of Narrative Text of the Eighth Grade
Students of SMP N 2 Pulokulon Grobogan Before Being Taught by
Using Local Folktales in Academic Year 2013/2014 .......................... 101
11. The Calculation of Mean and Standard Deviation of Reading Ability
of Narrative Text of the Eighth Grade Students of SMP N 2
Pulokulon Grobogan Before Being Taught by Using Local Folktales
in Academic Year 2013/2014 ............................................................. 102
12. The Score of Reading Ability of Narrative Text of the Eighth Grade
Students of SMP N 2 Pulokulon Grobogan After Being Taught by
Using Local Folktales in Academic Year 2013/2014 .......................... 104
13. The Calculation of Mean and Standard Deviation of Reading Ability
of Narrative Text of the Eighth Grade Students of SMP N 2
Pulokulon Grobogan After Being Taught by Using Local Folktales
in Academic Year 2013/2014 ............................................................. 105
14. The Calculation of -obtained of Reading Ability of Narrative Text
of the Eighth Grade Students of SMP N 2 Pulokulon Grobogan
Before and After Being Taught by Using Local Folktales in
Academic Year 2013/2014 ................................................................. 107
15. Value of -table for Any Number Degree of Freedom ........................ 111

xviii
LIST OF FORMULAS
Formula Page
3.1 The Formula to Calculate Reliability.................................................. 30
3.2 The Spearman-Brown Formula to Estimate the Reliability of the
Whole Test ........................................................................................ 31
3.3 The Formula to Calculate the Mean ................................................... 32
3.4 The Formula to Calculate the Standard Deviation .............................. 33
3.5 The t-test Formula.............................................................................. 34

xix
CHAPTER I

INTRODUCTION

In this chapter, the writer discusses: background of the research, statement

of the problem, objective, significance, and scope of the research, and operational

definition.

1.1 Background of the Research

Reading ability is one of skills to achieve the objectives of English learning.

According to Fisher & Frey (2013), “Reading is important for students to know

that learning does not end when one is finished reading a piece of text”. Reading

skill in Junior High School level students’ needs more attention, because reading

text is the most important part and always be tested in National Examination. In

reading skill, students need to understand the kinds of text; one of them is

narrative text.

Narrative text consists of the following structures; they are orientation,

complication and resolution. Commonly, narrative text tells about the past event

and the reader can take the moral values conveyed through the story. Schumm

(2006: 231) said, “While reading narratives for aesthetic purposes, readers focus

on living through what the characters are experiencing”. Through understanding

in reading, so the students will be able to find some information expressed or

implied in narrative text. Teaching English in Indonesia is based on the course of

the study which is called curriculum. Since 2006, the government has applied a

curriculum as education unit level curriculum in junior high school and senior

1
2

high school. One of the schools which have applied this curriculum is SMP N 2

Pulokulon Grobogan.

In learning and teaching English, the students still get difficulties.

According to English Teacher at SMP N 2 Pulokulon Grobogan, the writer found

that the difficulties of the students were the students' interest in learning English is

still low, they do not want to make a note taking of words that are difficult and

then look for the meaning in their dictionary. Thus, when they had to read a text,

especially a long text, most of them often felt bored. They are not really interested

and still have difficulty in understanding the content of the text, because their

vocabulary is limited. So, it makes them difficult to understand the meaning of the

words used in the text.

This condition influences the result of the students’ daily assessment which

is unsatisfying yet. Based on the last students’ achievement, the average score of

the daily assessment is 68. Mostly, the reading ability of the eighth grade students

of SMP N 2 Pulokulon Grobogan in academic year 2013/2014 is categorized

sufficient. However, most of them cannot reach the minimum completeness

criteria (KKM); it is proved by their achievement score in English. The KKM of

English subject of eighth grade students in SMP N 2 Pulokulon Grobogan is 74.

Based on that condition, the writer thinks how to arouse students' interest in

reading. So, the writer tries to use local folktales material that are in the region of

teaching reading of narrative text, because it contains about interesting things with

words that is easy to understand by the students. In TeachingEnglish, 2012

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3

(http://www.teachingenglish.org.uk/blogs/admin/folktales-good-language-

teaching) mentioned, “Folktales help students to improve thinking skills of the

students by letting them analyse, draw inferences, synthesize events. With the

moral they have include, they help educating people”. So, by using folktales,

students can make connection between local folktale and their life. It will bring a

sense of curiosity for those who do not know more about the local folktales that

originated from their own regency. So, it makes them feel more interested to read

it, besides they will get fun, they also will get meaningful learning, because local

folktales have full of moral values and the values of life in society.

Based on the explanation above, the writer is interested to conduct the

research entitled “Reading Ability of Narrative Text of the Eighth Grade Students

of SMP N 2 Pulokulon Grobogan Taught by Using Local Folktales in Academic

Year 2013/2014.”

1.2 Statement of the Problem

Based on the statements in the background of the research above, so the

writer would like to formulate the problem of the research question as in the

following: “Is there any significant difference between reading ability of narrative

text of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after

being taught by using local folktales in academic year 2013/2014?”

1.3 Objective of the Research

Related to the statement of the problem above, the writer maintains the

objective of the research that is to find out whether there is a significant difference

22
4

between reading ability of narrative text of the eighth grade students of SMP N 2

Pulokulon Grobogan before and after being taught by using local folktales in

academic year 2013/2014.

1.4 Significance of the Research

Hopefully the significant of the research is expected would be useful and

helpful information for:

a. The teachers

The writer hopes that this research would help English teachers can develop

the way of teaching to the better way and increase their quality of English

educational in teaching and learning process, accordingly the education unit

level curriculum in teaching reading of narrative text in order to stimulate

students.

b. The students

The writer hopes that this research can improve the students’ English reading

achievement and makes them to be more interested and enjoy during teaching

and learning process.

c. The readers

The writer hopes that this research can enrich the theory of teaching reading

and also can be used as the reference for those who want to conduct a

research in English teaching and learning process.

23
5

1.5 Scope of the Research

The scope of this research is going to focus attention on students’ reading

ability. The writer tries to use local folktales material as a treatment of the

students in improving their reading ability of narrative text.

The writer is going to conduct the research in SMP N 2 Pulokulon

Grobogan and the subject of the research is the eighth grade students in academic

year 2013/2014.

1.6 Operational Definition

In this research there are several terms that need to be clearly defined in

order to avoid misunderstanding of the concept that used in this research, the

writer is defined some technical terms as follows:

1. Reading ability is a process of the students’ ability of SMP N 2 Pulokulon

Grobogan that essential involves understanding to get the points or

knowledge and to find out information of the content in the text include the

social function, generic structures, and language features.

2. Narrative text is a kind of text which is taught based on the curriculum in the

even semester for the eighth grade students of SMP N 2 Pulokulon Grobogan

that tells an imaginative story or explains a course of events to entertain

people and can be presented using words, images and/or sounds.

3. Local Folktale is a type of traditional story or legend used as the teaching

material that originated from Grobogan regency Central Java, whose author is

24
6

unknown and handed down from generation to the next generation by word of

mouth, usually retelling something that happens in nature or convey a certain

truth about life.

25
CHAPTER II

REVIEW TO RELATED LITERATURE AND HYPOTHESIS

In this chapter, the writer elaborates the following points: teaching English

in SMP N 2 Pulokulon Grobogan, reading skill, narrative text, folktales, previous

research, theoretical framework, and hypothesis.

2.1 Teaching English in SMP N 2 Pulokulon Grobogan

In Junior High School, English is one of the most important subjects of

National Examination. That is why all of the component that is engaged in the

language should be taken seriously in teaching and learning process. Teaching

English in SMP N 2 Pulokulon Grobogan directed to develop the four language

skills; they are listening, speaking, reading, and writing. These fourth skills were

used to respond or to create discourse in social life, in order to graduates are able

to communicate and discourse in English on certain literacy level.

2.1.1 Curriculum of Teaching English in SMP N 2 Pulokulon Grobogan

The curriculum in Junior High School is arranged taking into account the

circumstances of the education unit (school), potential area / regional

characteristics, socio-cultural society. This curriculum is an operational

curriculum implemented and developed by SMP N 2 Pulokulon Grobogan.

Therefore, it is possible curriculum in SMP N 2 Pulokulon Grobogan is not same

with the other Junior High School curriculum.

26
7
8

2.1.2 Purpose of Teaching English in SMP N 2 Pulokulon Grobogan

Teaching English in SMP N 2 Pulokulon Grobogan has a purpose to the

students have the ability to develop competence to communicate in oral and

written form to achieve the level of functional literacy, they have an awareness of

the nature and importance of English to increase the competitiveness of nations in

a global society, they can develop an understanding about the relationship

between language with culture.

2.1.3 Material of Teaching English in SMP N 2 Pulokulon Grobogan

The materials of Teaching English in SMP N 2 Pulokulon Grobogan are

given including four skills (listening, speaking, reading, and writing). Moreover,

three language components are pronunciation, grammar and vocabulary. The

students are expected to have those skills even in simple English.

The English materials for the eighth grade students in the odd and even

semesters are various short functional texts, monologue texts and essay in the

form of (descriptive, recount and narrative), expression (asking, giving, refusing

goods and services, recognize and disown the facts, asking and giving opinion,

inviting, accepting and refusing invitation, approving / disapproving, praise, and

congratulating). Those materials are supported by referential books which are

used by English teacher, they are:

1. Let’s Talk. Grade VIII For Junior High School

2. Mandiri: Practise Your English Competence for SMP Class VIII (Jilid 2)

3. English in Focus for Grade VIII Junior High School

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Besides that, the teacher sometimes gives some notes for the students from

internet or the book which the teacher had read. And also, the English teacher

usually looks for additional materials, especially for reading material from

magazine, newspaper, or made by herself.

2.1.4 Method of Teaching English in SMP N 2 Pulokulon Grobogan

In teaching and learning, the teacher needs a method besides media. There

are many methods that can use by the teacher to suppose their teaching.

According to Brown (2004: 16), “Method is generalized set of classroom

specifications for accomplishing linguistics objectives”.

In SMP N 2 Pulokulon Grobogan, especially English teachers of eighth

grade students usually use lecturing and discussion method. In the lecturing

method, the teacher gives explanation and some notes about the material, give the

meaning of difficult words to the students and allows the students to understand

the text, then the teacher asks the students to do the exercises. After that, they

have correction together. And usually the students are passive; they just listen and

sometimes write the material which is given by the teacher.

The teacher chooses these methods because she adapts with the real

condition. The teacher chooses the appropriate method. Because not all of the

class provided by the appropriate facilitation.

2.2 Reading Skill

Reading is a very important skill to be mastered by any individual.

According to Jones (2007: 28), “Reading a text is something people prefer to do

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on their own, without interruptions and at their own speed if possible, looking up

unfamiliar words in a dictionary from time to time”.

2.2.1 Purpose of Reading

Grabe and Stoller (2002: 19) said, “Reading is always purposeful not only in

the sense that readers read in different ways based on differing reading purposes,

but also in the sense that any motivation to read a given text is triggered by some

individual purpose or task, whether imposed internally or externally.”

Grabe and Stoller (2002: 13) give the purpose of reading as follows:

1. Reading to search for simple information and reading to skim


Reading to search for simple information is a common reading
ability, though some researchers see it as a relatively independent
cognitive process. It is used so often in reading task that it is probably
best seen as a type of reading ability. In reading to search, we typically
scan the text for a specific piece of information or a specific word. As
an example, we usually search through a telephone directory to find key
information, and address or phone number. In prose text, we sometimes
slow down to process the meaning of a sentence or two in search of
clues that might indicate the right page, section, or chapter.
Similarly, reading to skim is a common part many reading tasks
and a useful skill in its own right. It involves, in essence, a combination
of strategies for guessing where important information might be in the
text, and then using basic reading comprehension skill on those
segments of the text until a general idea is formed.

2. Reading to learn from the text


Reading to learn typically occurs in academic and professional
contexts in which a person needs to learn a considerable amount of
information from a text. It requires abilities to:
a. Remember main idea as well as number of details that elaborate the
main and supporting ideas in the text.
b. Recognize and build rhetorical frames that organise the information
in the text.
c. Link the text to the reader’s knowledge base

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Reading to learn is usually carried out at a reading rate somewhat


slower than general reading comprehension to connect text
information with background knowledge.

3. Reading to integrate information, write and critique texts


Reading to integrate information requires additional decisions
about the reading relative importance of complementary, mutually
supporting or conflicting information and the likely restructuring of a
rhetorical frame to accommodate information from multiple sources. In
this respect, both reading to write and reading to critique texts may be
task variants of reading to integrate information. Both require abilities
to compose, select, and critique information from a text.

4. Reading for general comprehension


Reading for general comprehension, when accomplished by a
skilled fluent reader, requires very rapid and automatic processing of
words, strong skills in forming a general meaning representation of
main ideas, and efficient coordination of many processes under very
limited time constraints.

2.2.2 Type of Reading

Reading ability is useful for students in learning English. According to

Brown (2004: 189), there are several types of reading performance are typically

identified:

1. Perceptive

Perceptive reading tasks involve attending to the components of larger

stretches of discourse: letter, words, punctuation, and other grapheme

symbols.

2. Selective

Selective reading is reading recognition of lexical, grammatical, or

discourse features of language within a very short stretch of language, certain

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typical tasks are used: picture cued tasks, matching, true/false, multiple

choice, etc.

3. Interactive

Included among interactive reading types are stretches of language of

several paragraphs to one page or more in which the reader must, in a

psycholinguistic sense, interact with the text.

4. Extensive

Extensive reading applies to texts of more than a page, up to and

including professional articles, essays, technical reports, short stories and

books.

2.3 Narrative Text

Narrative text is one of many kinds of text that tells an imaginative story or

explains a course of events is taught in Junior High School, Senior High School,

and college. Narrative text often find in story of legend, myth, fable, etc.

2.3.1 Function of Narrative Text

The social function of the narrative text is to amuse or entertain the readers

with the story given. Based on Gerot & Wignell (1995: 204), “Narrative is a kind

of the text which has the social function to amuse, entertain and to deal with

actual or vicarious experience in different ways”. Narrative text deal with

problematic events which lead to a crisis or turning point of some kind, which in

turn finds a resolution.

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2.3.2 Generic Structure of Narrative Text

In narrative text, generic structure is the part to analyse. Gerot & Wignell

(1995: 204) the generic structure of narrative text are:

1. Orientation : sets the scene and introduces the participants

2. Evaluation : a stepping back to evaluate the plight

3. Complication : a crisis arises

4. Resolution : a crisis is resolved, for better or for worse

5. Re-orientation : optional

By describing the typical stage, to help the students to identify why weak

seem incoherent and to suggest clear remedies to assist learners or students in

addressing the problem they may be having.

2.3.3 Language Features of Narrative Text

Language features of text are important especially language features of

narrative text. By understanding the language features of narrative text, the

readers or listeners are easy to distinguish each generic structure and meaning of

story in narrative. According to Yusak (2004), the significant grammatical

features of narrative text are:

1. Focus on specific and usually individualized participants with defined

identities. Major participants are human of sometimes animal human

characteristics, e.g. Aji Saka, old widow, etc.

2. Use of material process or action verb (behavioural and verbal processes) e.g.

Aji Saka pulled out, carved, etc.

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3. Use of verbs which revert to what the human participants said, felt, of thought

(mental and relational processes) e.g. Aji Saka was a strong man, Prabu

Dewata Cengkar was a giant, etc.

4. Use temporal conjunctions and temporal circumstances, e.g. a few years ago,

one upon a time, etc.

5. Use of simple past tense, e.g. lived, was, didn’t, etc.

2.4 Folktales

Folktale is a story that has been retold and distributed orally among the

society within several generations. Kiefer (2010: 227) “Folktales have been

defined as all forms of narrative, written or oral, which have come to be handed

down through the years”. These are including the epic, ballads, legends, myth and

fable. Content of folktale is usually flat according to the speakers. Folktales are

anonymous. That is, in the author's folktales are not known exactly. “One effect of

the anonymous feature of folktale will allow to be changed along with the

development of time”, (Ginanjar, 2012: 213).

2.4.1 Characteristics of Folktales

According to Kiefer (2010: 233), “There are some characteristics of

folktales that can be distinguished with the other stories, namely structure of plot,

characters, themes, and types.” The structure of plot in folktales are simple and

leads, consists of repetition both response, songs and poetry, time and place in the

story is not specific but it tells something beautiful, usually opening story

featuring conflict, characters and places, the conclusion of story following the

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climax very fast and detail. Structure in folktale introduced very quickly. The

characters of story for the students more explicit show the kindness or even

otherwise behave in cruel and evil. Kiefer (2010: 239) said, “The themes are often

interested by students has a conflict and terminated by happy ending.”

Musfiroh (2008: 33) describes that, “There are seven characteristics of story

for the students. These characteristics are theme, message, plot, character and

characterization, point of view, setting, and means of linguistic.” The theme for

the students should be themed social and divinity, conventionality (conflict

between good and bad, virtue and meanness). Message can be interpreted as moral

value, for the students there should be both explicit and implicit. This affects the

student's interest into the story. “But it is suggested to choose a story that contains

a message that is not too close to the problems of the students, because students

feel as objects of satire in the story”, Musfiroh (2008: 38).

Plot in the story for the students should be simple, not too complicated to be

understood, sequential, repetitive and easy to guess, story time duration is not too

long, considering the students only have a fairly short attention span. Character

and characterization for the students is fiction, it has similarities with the

individual in real life, clear and simple, limited quantity, easy to remember, and

known by the students. Point of view selection facilitates the students to identify,

interpret, and understand the story with the help of the narrator who convey about

the characters, events, actions, and motivations from the story. Setting of story is

free for the students in any setting, according to the cognitive and moral

development of students.

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“Linguistic means of story for students should be adapted to the language

development stage of students in terms of vocabulary and structure of sentence

according to the rate of students”, Musfiroh (2008: 42). Vocabularies for students

contain easy words; it contains some basic numerical concepts, some adjectives,

adverbs, prepositions, conjunctions. “Vocabularies should be unambiguous and

not connotative, oft-repeated words, especially important words, simple,

appropriate, easy to understand and remembered by students”, Musfiroh (2008:

45).

2.4.2 Purposes of Folktales

According to (Musfiroh, 2005), the purposes of folktale as the material of

learning for the students are:

1. Increasing students’ imagination can be raised through the introduction of

something brand new.

2. Developing language skills through the vocabulary that are often heard. The

more vocabulary they know, so the more concept of something that they

know too. Besides through the vocabulary, these language skills can also be

sharpened through language accuracy according to the emotional

environment.

3. Developing social aspects, story is not possible be built by only one character.

The appearance of various characters in the story reflecting togetherness in

social life. In the story of students, the characters communicate and socialize

with each other.

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4. Developing moral aspects, the story has a big opportunity to instil morality in

students. Messages about discipline, sensitivity to mistakes, sensitivity to

apologize and forgive sensitivity to respect the elderly and loving the young,

etc. can be deposited through the characters.

5. Developing spiritual aspects through the story can be done with the stories

with religious themes.

6. Developing emotional aspects, the dominant story contains resentment and ill

will continuously told the students can establish negative emotions, excessive

prejudice.

7. Cultivating achievement spirit, it can be grown through the heroism stories,

biographical stories, or stories that have the spirit of achievement charge.

8. Training concentration of the students, stories can be therapy for the

weakness of students’ concentration. Through the activity of telling story,

students are accustomed to hear, they are observed the expression and the

motion of the narrator, or give comments on the side-lines of telling story.

2.4.3 Advantages of Folktales

Reading a folktale provides a glimpse into world cultures, allowing the

reader to gain insight into the values and customs of the society that produced the

particular oral tale. Children and adults all over the world continue to enjoy

reading and listening to folktales because such stories spark the imagination and

transport their audiences to distant lands.

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Advantages of folktales in (Hanlon, 1999) as follows:

1. They are short! It is easy to distribute copies of short tales or rhymes to

a whole class, discuss them during a class period, and compare a variety

of examples relating to different topics, without needing time for

extensive reading assignments.

2. They are fun! Many types of folktale are entertaining and most of us

have fond memories of stories and rhymes we have known since

childhood.

3. They are memorable. Most tales and rhymes from oral traditions use

patterns of language and plot that make them easy to retell and dear to

the hearts of tellers and listeners.

4. They are found in infinite variety everywhere. Every culture has long

traditions of oral storytelling, verse-making, and joke-telling. Students

can learn about different cultures by studying folktale, collect folktale

from their own families and communities, and write or dramatize their

own variants of traditional tales and rhymes.

5. They are universal. Although it is interesting to compare culturally

specific details in folktale from different times and places, one of the

most intriguing phenomena in human experience is the similarities in

stories with universal themes from all over the world. For example,

there are obvious historical connections between “Ki Ageng Selo”

Grobogan, Demak Kingdom and Surakarta Palace.

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6. They are infinitely meaningful. Because folk and fairy tales represent

human experience through symbols and archetypes, there is room for

endless debate about how to interpret particular tales. They provide

excellent examples of the complex interplay of realism, fantasy, and

symbolism in literature.

7. They link oral and written literatures of the world. We often forget that

all literature developed from oral traditions, and most people in human

history have had no writing system to record their languages and

stories.

8. They link popular culture with many academic subjects and skills.

Almost every type of literary and cultural analysis has been applied to

folktale, so short or familiar pieces from oral traditions can be used to

introduce longer works of literature (many of which have mythological

or folkloric roots or themes), as well as topics in history, social studies,

fine arts, and science.

9. They enhance transitions from childhood to adult life. Short works from

folktale can provide springboards as students move from writing about

childhood experience to more complex types of analysis.

10. They unite children and adults. Many types of folktale have been

reprinted and adapted in children's books in the past couple centuries,

while older children and adults who don't read or hear folktale or

picture books often lose touch with exciting parts of their own culture.

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2.4.4 Local Folktales

The writer uses local folktales that are originated from Grobogan regency in

teaching reading of narrative text, because beside as the writer’s birthplace,

Grobogan also have a rich oral storytelling tradition. There are many examples of

local folktales in Grobogan like, Aji Saka, Jaka Linglung, Kesongo, Jaka Tarub,

Ki Ageng Selo, etc. But below the writer shows one example of local folktales

entitled “Aji Saka” as follows:

Aji Saka

Once upon a time there was a young man named Aji


Saka. He had two servants, Dora and Sembada. One day,
they arrived to the island in Jawa Dwipa. “What is the
name of the island, master?” asked Dora. “Well, I don’t
know,” replied Aji Saka. “Why don’t we give name of this
island, master?” Sembada gave advice. “Yes, I will give
name for this island, the name is Majeti,” said Aji Saka.
They started their journey again. But, unfortunately
Sembada was sick, so he was left in the island. Aji Saka
gave him magic dagger. “Sembada, please bring this
dagger to protect you and don’t give this dagger to
anybody, except me,” said Aji Saka. “Yes, master. I will
remember that,” replied Sembada.

After they left Sembada, Aji Saka and Dora arrived


in the kingdom of Medang Kamulan. There was the cruel
king; his name was Prabu Dewata Cengkar who had habit
to eat human flesh of his own people. When Aji Saka
arrived in the palace, Prabu Dewata Cengkar asked Aji
Saka to be his meal, but Aji Saka proposed a requirement.
“Before you eat me, you have to give me your land with
the size of my turban” asked Aji Saka. Dewata Cengkar
agreed with Aji Saka’s requirement. Aji Saka pulled out
his turban until Dewata Cengkar fell into the south sea.
Dewata Cengkar did not die; he became a white crocodile.

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Aji Saka even was crowned as the new king of


Medang Kamulan. Unfortunately, as a king he had no
weapon. He remembered about his dagger in Majeti. Aji
Saka instructed Dora to take the dagger. And then Dora
went to Majeti, he asked for the dagger. But Sembada
refused it, because Aji Saka told him not to give the
dagger to anyone except Aji Saka himself. Finally, they
fought to defend their opinion. They killed each other and
then both of them were dead.

Meanwhile, Aji Saka felt that there was something


bad happened. He was so shocked when he saw both of his
servants were dead. To give an honour to Dora and
Sembada, he regretted and carved Javanese letter in a
stone. The letters are:

Ha Na Ca Ra Ka : there were two messengers

Da Ta Sa Wa La : they fought

Pa Dha Ja Ya Nya : both of them were strong

Ma Ga Ba Tha Nga : they were dead

2.4.5 Reading Ability of Narrative Text by Using Local Folktales

In preparing the learning steps of narrative text using local folktale material

is important to the achievement of learning objectives. The steps are used as

follows:

1. The teacher gives apperception to the students, so that they get a good

impression when the material will be presented.

2. The teacher asks the students about how many stories that have been

heard from their parents or grandparents.

3. The teacher tells the students that they will get to hear a story from their

own regency.

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4. The teacher begins to present the story. Before that, the teacher does

brainstorming first to the students about stories.

5. The teacher asks the students about some examples of stories in the past

that they had known. Some might include: Aji Saka, Ki Ageng Selo,

etc.

6. The teacher explains the students that these stories are called folktales.

7. The teacher explains that we are going to read them a text that is local

folktales. Before reading the text explain that Grobogan have a rich oral

storytelling tradition. Most of their stories were told orally.

8. The teacher read the text and asks the students to listen and repeat it

together.

9. The teacher asks the students to read the text randomly, one student per

paragraph; see if they can tell for what the purpose of this story was told

from ancestors to them.

10. After finished reading the story, the teacher gives evaluation of

students' understanding in learning to read local folktales by providing

task.

11. The students are given the task to identify about the contents of the

story, who are participants, characteristics of the participants, setting of

the story, messages of what are contained in the story and the responses

of the students on the content of the story.

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2.5 Review to Previous Research

There are some other researches which are done by other writers who did

research about folktales in teaching narrative:

a. Laila (2009) entitled “The Reading Comprehension Achievement of Folktale

of the Tenth Year Students of MA Miftahul Falah Kudus in the Academic

Year 2008/2009.” English Education Department, Teacher Training and

Education Faculty, Muria Kudus University.

The result of this study shows: (a) the reading comprehension

achievement of orientation of folktale of the tenth year students of MA

Miftahul Falah Kudus in the academic year 2008/2009 is excellent. It can be

analysed from the result test, the lowest score is 70 and the highest score is

100. Then, the mean is 92.31 and the standard deviation is 6.09. (b) The

reading comprehension achievement of complication of folktale of the tenth

year students of MA Miftahul Falah Kudus in the academic year 2008/2009

is good. It can be analysed from the result test, the lowest score is 55 and the

highest score is 95. Then, the mean is 72.5 and the standard deviation is

8.61. (c) The reading comprehension achievement of resolution of folktale

of the tenth year students of MA Miftahul Falah Kudus in the academic year

2008/2009 is sufficient. It can be analysed from the result test, the lowest

score is 45 and the highest score is 85. Then, the mean is 67.31 and the

standard deviation is 8.95.

b. Widyarini (2011) entitled “The Ability of Retelling Story of the Eleventh

Grade Students of SMK Muhammadiyah 01 Pati in Academic Year

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2008/2009 by Using Folktale.” English Education Department, Teacher

Training and Education Faculty, Muria Kudus University.

The result of the ability in retelling story of the eleventh grade

students of SMK Muhammadiyah 01 Pati in academic year 2008/2009 by

using folktale is good. The highest score is 92 and lowest score is 60. The

mean is 75.43 and the standard deviation is 9.8.

Both of them and the writer are identifying the same independent variable

that is folktales in teaching narrative. But, they have different of school degrees in

their research. Laila’s research is in Madrasah Aliyah, Widyarini’s research is in

Vocational High School and the writer wants to try it in Junior High School.

2.6 Theoretical Framework

Reading ability in understanding English texts exactly becomes absolutely

requirement in knowledge development. Students' problems in reading is low

interest in reading because of the lack of students' vocabulary mastery, lack of the

students’ ability in determining the main idea of a paragraph, and explanatory idea

in a reading text. To overcome these problems, be required efforts to increase the

liveliness, students’ interest in reading ability with pleasure and interesting

atmosphere.

Based on the previous research that was conducted by Laila in MA Miftahul

Falah Kudus and Widyarini in SMK Muhammadiyah 01 Pati, they showed that

using folktales could increasingly motivate, help the students learn and have good

ability to understanding the story in teaching narrative text. For the previous

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researches which conduct in Madrasah Aliyah and Vocational High School had

been success. So, the writer wants to try use folktales, hopefully this research will

be success too when it will be done in Junior High School.

The writer used local folktales as the material originated from that school

regency as the procedure to test the reading ability of narrative text of the eighth

grade students of SMP N 2 Pulokulon Grobogan in academic year 2013/2014. So

that it expected to be able to increase the students’ reading ability and to identify

important words in reading narrative text, make the students are interested, easy to

study, and make them enjoy with their own regency story.

Local folktale is expected to be able to give impact in students’ reading

activity. Local folktale is important thing to be introduced to the students, because

of the local folktale the students are able to know the origin of the historic famous

places in their region and stimulate them to know more insights into the characters

in the story. One of the benefits which can be obtained of local folktale material in

the teaching and learning activities, the students can be more eager to read

because the material of story is based on the region where the school stands.

Based on the before conditions, statements, and the expected conditions.

The writer assumes that there is a significant difference between reading ability of

narrative text of the eighth grade students of SMP N 2 Pulokulon Grobogan

before and after being taught by using local folktales in academic year 2013/2014.

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2.7 Hypothesis

There is a significant difference between reading ability of narrative text of

the eighth grade students of SMP N 2 Pulokulon Grobogan before and after being

taught by using local folktales in academic year 2013/2014.

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CHAPTER III

METHOD OF THE RESEARCH

In this chapter, the writer elaborates the method of the research, which was

important as a guideline to attain the objectivity of the research. It provided with

design of the research, population and sample, instrument of the research, data

collection, and data analysis.

3.1 Design of the Research

Design of this research belongs to experimental research. Experimental

research is a research design which has a purpose to investigate whether there is

an effect of something that is treated to the subject of research. The writer decided

the kind of design of this experimental research is single group design with pre-

test and post-test which is done by conducting research towards one group.

In experimental research, there are two variables is being conducted. There

are independent variable and dependent variable:

a. Independent variable is the conditions influencing the appearance of

indication. This variable is called X variable that is using local folktales in

teaching reading.

b. Dependent variable is all of events and indications appearing because of the

implementation of an experiment. This variable is called Y variable which

mean is reading ability of narrative text of the eighth grade students of SMP

N 2 Pulokulon Grobogan in academic year 2013/2014.

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T1 X T2

Figure 3.1. The Design of Experimental Method

One Group with Pre-test and Post-test

From the schema above, it can be explained as follows:

T1 = Pre-test (before treatment)

X = Treatment (using local folktales)

T2 = Post-test (after treatment)

Based on the design above, the writer focused on one group pre-test and

post-test. “Implementation of the experiment is done by giving pre-test (T1), gives

the treatments (X) and the next is post-test (T2)”, (Ali, 1993: 141). The aim is to

test whether there is a significant difference between reading ability of narrative

text of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after

being taught by using local folktales in academic year 2013/2014.

3.2 Population and Sample

“The population is the whole of research subject”, Arikunto (2010: 173).

The population of this research was the eighth grade students of SMP N 2

Pulokulon Grobogan in academic year 2013/2014. There are six classes of the

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eighth grade students of SMP N 2 Pulokulon Grobogan. The class consists of 30-

35 students.

“The sample is partially or representative of the population that studied”,

Arikunto (2010: 174). In this research, the writer used cluster random sampling

technique, because the population of this research are homogeneous, so from six

classes randomly the writer took sample one class by provide six lotteries and

choose one of them and the writer got VIII D as the sample of this research.

3.3 Instrument of the Research

“Instrument of the research is a series of activities to collecting data of the

research. It is used to get the data that was needed in a research. There are two

types of instrument, test and non-test”, Arikunto (2010: 193). The instrument used

in this research is test. A test is first a method. “It is a series of questions or

exercises and other tools that used to measure skill, knowledge intelligence,

ability or talent that possessed by individuals or groups”, Arikunto (2010: 193). In

this research, the writer used multiple choice tests to measure the reading ability

of narrative to the eighth grade students of SMP N 2 Pulokulon Grobogan in

academic year 2013/2014. The test uses to fulfil the validity and reliability.

A test is said validity to have high content validity if each items uses to

collect data has relevance to establishes criteria or objectives and covers

representative materials. To get the validity of the test and to measure the content

of each item, the writer made the specification table of the test related to the

English education unit level curriculum in Appendix 2.

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Beside the validity, the writer also calculated the reliability of the test.

According to Arikunto (2010: 211), “Good instrument must fulfil two important

requirements are valid and reliable.” Reliability of the test shows the stability of

the test scores when the test is used. The formula to calculate reliability as stated

by Arikunto (2010: 213):

Formula 3.1. The Formula to Calculate Reliability

Note:

= the coefficient of correlation between x variable and y variable

= the number of samples

= the sum of x scores

= the sum of y scores

= the sum of the results of x and y scored for each students

= the sum of x2

= the sum of y2

The result of the computation is then applied into the Spearman-Brown

formula, to estimate the reliability of the whole test. The formula is:

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Formula 3.2. The Spearman-Brown Formula to Estimate the Reliability of


the Whole Test

Note:

= the obtained reliability coefficient of the whole test

= the obtained reliability coefficient of the half test

According to Ali (1984: 105), “to determine the validity of the correction

coefficient of the test uses interpretation of correlation coefficient” as follows:

Table 3.1. The Validity of the Correction Coefficient of the Test Uses
Interpretation of Correlation Coefficient

= 0.00 - 0.20 not reliability

= 0.21 - 0.40 low reliability

= 0.41 - 0.60 medium reliability

= 0.61 - 0.80 high reliability

= 0.81 - 1.00 perfect reliability

3.4 Data Collection

Research is a process, which covers steps of collecting data, analysing and

drawing the data. Collecting data means a way of obtaining some data by seeing

the document related the problem. In this research, the writer has conducted a test

given to the eighth grade students of SMP N 2 Pulokulon Grobogan.

The writer needs several steps to collect the data for this research as follows:

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a. The writer asks permission to the headmaster of SMP N 2 Pulokulon

Grobogan to do the research.

b. The writer asks permission to the English teacher of the eighth grade

students of SMP N 2 Pulokulon Grobogan.

c. The writer gives the pre-test to the students to obtain the data of reading

ability of narrative before being taught by using local folktales.

d. The writer gives the treatment to the students by using local folktales.

e. The writer gives the post-test to the students to measure the result of the

treatment after being taught by using local folktales.

3.5 Data Analysis

Data analysis was the process of analysing data acquired from the result of

the research based on the problem statements, the data needed in this research is

there any significant difference between reading ability of narrative text of the

eighth grade students of SMP N 2 Pulokulon Grobogan before and after being

taught by using local folktales, it was analysed for getting good result accurately.

To analyse the data, it is needed to count mean and standard deviation to

present the descriptive data for pre-test and post-test. The writer applied the

formula on Ali (1984: 179) to count the mean and Ali (1984: 182) to count the

standard deviation, as follows:

a. Mean:

Formula 3.3. The Formula to Calculate the Mean

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33

Note: = the mean

= frequency

= middle score of the internal class

= the number of sample cases

b. Standard Deviation:

Formula 3.4. The Formula to Calculate the Standard Deviation

Note: = standard deviation

= internal width

After calculating mean and standard deviation, the writer would like to

makes the criteria from the score to know the reading ability, as follows:

Table 3.2. The Criteria from the Score to Know the Reading Ability
Score Note
87 – 100 Excellent
74 – 86 Good
(Score 74 is the KKM)
61 – 73 Sufficient

< 60 Poor

To analysing the significant difference between the results of reading ability

before and after being taught by using local folktales, the writer used the t-test

formula, as follows:

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34

Formula 3.5. The t-test Formula

Note: = mean value of differences

= the differences between paired scores

= the number of sample

= the sum of squared difference scores

= the t-value from correlated means

To determine if there is a significant difference between reading ability of

narrative text of the eighth grade students of SMP N 2 Pulokulon Grobogan

before and after being taught by using local folktales in academic year 2013/2014,

or not. The hypothesis of this research can be formulated by using the statistic

hypothesis; the hypothesis in this research is Null hypothesis as follows:

Figure 3.2. The Null Hypothesis


It means that there is no significant difference between reading ability of

narrative text of the eighth grade students of SMP N 2 Pulokulon Grobogan

before and after being taught by using local folktales in academic year 2013/2014.

Note:

= reading ability of narrative text of the eighth grade students of SMP N 2

Pulokulon Grobogan before being taught by using local folktales in

academic year 2013/2014.

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35

= reading ability of narrative text of the eighth grade students of SMP N 2

Pulokulon Grobogan after being taught by using local folktales in

academic year 2013/2014.

54
CHAPTER IV

FINDING OF THE RESEARCH

This chapter contains the description and data analysis, and the hypothesis

testing that have been obtained to find out whether there is a significant difference

between reading ability of narrative text of the eighth grade students of SMP N 2

Pulokulon Grobogan before and after being taught by using local folktales in

academic year 2013/2014.

4.1 The Significant Difference Between Reading Ability of Narrative Text of


the Eighth Grade Students of SMP N 2 Pulokulon Grobogan Before and
After Being Taught by Using Local Folktales in Academic Year
2013/2014
There were 31 students in VIII D class of SMP N 2 Pulokulon Grobogan,

who were given pre-test, treatment, and post-test. The quantitative data is derived

from pre-test and post-test. The pre-test is administered to describe the reading

ability of narrative text of the eighth grade students of SMP N 2 Pulokulon

Grobogan before being taught by using local folktales in academic year

2013/2014, while the post-test describe the reading ability of narrative text of the

eighth grade students of SMP N 2 Pulokulon Grobogan after being taught by

using local folktales in academic year 2013/2014.

Before the students were taught by using local folktales, the writer gave pre-

test to measure the level in reading ability of narrative text of the eighth grade

students of SMP N 2 Pulokulon Grobogan before being taught by using local

folktales in academic year 2013/2014. Based on the result of the experiment, the

55
36
37

writer found that the highest score is 80 and the lowest score is 40. The table of

reading ability pre-test result can be seen in Table 4.1, as follows:

Table 4.1. The Score of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan Before Being
Taught by Using Local Folktales in Academic Year 2013/2014

Students’ Pre-test Students’ Pre-test


Number Score Number Score
1 60 17 66.67

2 53.33 18 46.67

3 60 19 53.33

4 66.67 20 73.33

5 56.67 21 56.67

6 50 22 50

7 50 23 53.33

8 63.33 24 53.33

9 70 25 60

10 53.33 26 53.33

11 80 27 56.67

12 60 28 43.33

13 53.33 29 46.67

14 73.33 30 46.67

15 40 31 50

16 70  1770

From the data in Table 4.1, the pre-test result can be computed to the table

of distribution frequency as follows:

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38

Table 4.2. Distribution Frequency of Reading Ability of Narrative Text of the


Eighth Grade Students of SMP N 2 Pulokulon Grobogan before
Being Taught by Using Local Folktales in Academic Year
2013/2014

No. Score %
1 75-80 1 3.23 %
2 68-74 4 12.90 %
3 61-67 3 9.68 %
4 54-60 7 22.58 %
5 47-53 11 35.48 %
6 40-46 5 16.13 %
 31 100 %

Based on Table 4.2, it can be seen that the number of interval is 6 and

interval width is 7. The writer found the mean of pre-test is 55.40 and standard

deviation is 9.52 (Appendix 11).

The bar diagram of reading ability of narrative text of the eighth grade

students of SMP N 2 Pulokulon Grobogan before being taught by using local

folktales in academic year 2013/2014 can be seen in the following figure:

Bar Diagram
12
10
Frequency

8
6
4 Frequency
2
0
40-46 47-53 54-60 61-67 68-74 75-80
x (score)

Figure 4.1. Bar Diagram of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan before Being
Taught by Using Local Folktales in Academic Year 2013/2014

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39

From the diagram above, it can be seen that the highest frequency of reading

ability of narrative text before being taught by using local folktales is x (score) =

47-53 at level 11 and the lowest one is x (score) = 75-80 at level 1.

After knowing the result of reading ability of narrative text of the eighth

grade students of SMP N 2 Pulokulon Grobogan before being taught by using

local folktales in academic year 2013/2014, the writer continued it by teaching the

students by using local folktales, then ended to find out the data result of the

students those after being taught by using local folktales.

After being taught by using local folktales, the writer got the highest score is

90, while the lowest score is 60 as described on the Table 4.3.

Table 4.3. The Score of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan After Being
Taught by Using Local Folktales in Academic Year 2013/2014

Students’ Post-test Students’ Post-test


Number Score Number Score
1 76.67 17 90

2 63.33 18 80

3 73.33 19 73.33

4 70 20 73.33

5 66.67 21 80

6 63.33 22 73.33

7 70 23 80

8 76.67 24 73.33

9 83.33 25 76.67

58
40

10 80 26 80

11 86.67 27 76.67

12 80 28 80

13 76.67 29 70

14 86.67 30 66.67

15 63.33 31 60

16 73.33  2323.33

From the data on the Table 4.3, the post-test result can be computed to the

table distribution frequency as follows:

Table 4.4. Distribution Frequency of Reading Ability of Narrative Text of the


Eighth Grade Students of SMP N 2 Pulokulon Grobogan After
Being Taught by Using Local Folktales in Academic Year
2013/2014

No. Score %
1 85-90 3 9.68 %
2 80-84 8 25.81 %
3 75-79 5 16.13 %
4 70-74 9 29.03 %
5 65-69 2 6.45 %
6 60-64 4 12.90 %
 31 100 %

Based on the Table 4.4, it can be seen that the number of interval is 6 and

interval width is 5. The writer found the mean is 75.27 and standard deviation is

7.45 (Appendix 13).

The bar diagram of reading ability of narrative text of the eighth grade

students of SMP N 2 Pulokulon Grobogan after being taught by using local

folktales in academic year 2013/2014 can be seen in the following figure:

59
41

Bar Diagram
10
8
Frequency

6
4 Frequency
2
0
60-64 65-69 70-74 75-79 80-84 85-90
x (score)

Figure 4.2. Bar Diagram of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan after Being
Taught by Using Local Folktales in Academic Year 2013/2014
From the diagram above, it can be seen that the highest frequency of reading

ability of narrative text after being taught by using local folktales is x (score) =

70-74 at level 9 and the lowest one is x (score) = 65-69 at level 2.

4.2 Hypothesis Testing

After the writer got the data about reading ability of narrative text taught by

using local folktales, to determine whether there is a significant difference

between reading ability of narrative text of the eighth grade students of SMP N 2

Pulokulon Grobogan before and after being taught by using local folktales in

academic year 2013/2014, the hypothesis testing is done by the following five

step models:

1. Making assumptions and meeting test requirements

Model: Random sampling

60
42

Level of measurement is interval – ratio

Sampling distribution is normal

2. Stating the null hypothesis

3. Selecting the sampling distribution and establishing the critical region

Sampling distribution = distribution

α = 0.05, two-tailed test

(degree of freedom) = = 31 - 1 = 30

(critical) = ± 2.042

4. Computing the test statistic

Source: Appendix 14

5. Making a decision and interpreting test result by compare the (obtained) or

with the (critical) or -table in the level of significance () = 0.05

and = 30.

a) Accept and reject , if does not fall in the critical region.

b) Reject and accept , if fall in the critical region.

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43

Figure 4.3. Curve of Sampling Distribution Showing (obtained) versus


(critical) (α = 0.05, two-tailed test, = 30)

Based on the statistical calculation is 11.59 (Appendix 14). In the

level of significance 5%, and the degree of freedom 30, is  2.042. It

means that is higher than ). The null hypothesis is rejected

and the alternative hypothesis is accepted. It can be concluded that there

is a significant difference between reading ability of narrative text of the

eighth grade students of SMP N 2 Pulokulon Grobogan before and after being

taught by using local folktales in academic year 2013/2014.

62
CHAPTER V

DISCUSSION

In this chapter, the writer would like to discuss the result of data analysis,

and the significant difference between reading ability of narrative text of the

eighth grade students of SMP N 2 Pulokulon Grobogan before and after being

taught by using local folktales in academic year 2013/2014.

5.1 The Significant Difference Between Reading Ability of Narrative Text of


the Eighth Grade Students of SMP N 2 Pulokulon Grobogan Before and
After Being Taught by Using Local Folktales in Academic Year
2013/2014
In this research, the writer found that the condition in the eighth grade

students of SMP N 2 Pulokulon Grobogan before being taught by using local

folktales in academic year 2013/2014, when they had to read a text, especially

long topic text, most of them often felt bored. They are not really interested and

make them difficult to understand the meaning of the content words used in the

text. So, it gave impact to students’ score in reading. The average score of the

students is 68.

After the writer conducted the pre-test, calculated and analyzed the data

from the pre-test score to know the result of the students before being taught by

using local folktales, the writer found that the highest score is 80 and the lowest

score is 40. While the score of mean and standard deviation before being taught

by using local folktales are 55.40 and 9.52. On the other hand, it can be said that

reading ability of narrative text of the eighth grade students of SMP N 2

63
44
45

Pulokulon Grobogan before being taught by using local folktales in academic year

2013/2014 is poor.

After analyzing the data of pre-test to measure the reading ability of

narrative text of the eighth grade students, then the writer gave treatment to the

students in five meetings by using local folktales, the time allotment of every

treatment and the test is 2 x 40 minutes. In conducting the treatment, the writer

followed some steps in teaching reading by using local folktales.

In the first, the writer gave information about narrative text. Here, the writer

described and explained about narrative text. The writer asked the students about

some examples of stories in the past that they had known which related to

narrative text and asked them about the social function, generic structure, and

language features of narrative text. Most of the students still open their English

note book to answer the writer’s question. Then, the writer discussed that one

example of narrative text is folktale.

Then, the writer asked to the students whether they know the examples of

folktales that existing in their own regency (Grobogan). And most of them did not

know about the local folktales in their own regency, because they have never been

told by their parents about it. Then, the writer showed to the students that

Grobogan regency has many folktales. After that, the writer gave a local folktale

text to the students and asked them to read the text first slowly and also gave them

time to discuss together about the text.

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46

Some of the students felt curious and eager to read the text. They were

active to ask and open the dictionary, when they did not know and understand

with the difficult words in the text. After that, the writer read the text aloud twice

to the students and asked them to listen it carefully. Most of students were kept

silence and pay attention to the writer’s said. Then, the writer chose the students

randomly to read the text, one student per 2-3 sentences to know their

pronunciation. Then, the writer gave correction to their pronunciation if there

were some mistakes or errors.

After doing the treatment for the students, the writer conducted the post-test

to the eighth grade students of SMP N 2 Pulokulon Grobogan to know the reading

ability of narrative text after being taught by using local folktales. The students of

SMP N 2 Pulokulon Grobogan in academic year 2013/2014 receive the material

based on educational unit level curriculum. They were more motivated and

enjoyed to learn English. It can be seen from the result of post-test.

Based on the result of the students after being taught by using local

folktales, the writer found that the highest score of the students is 90 and the

lowest score is 60. While the score of mean and standard deviation after being

taught by using local folktales are 75.27 and 7.45. So, it can be said that reading

ability of narrative text of the eighth grade students of SMP N 2 Pulokulon

Grobogan after being taught by using local folktales in academic year 2013/2014

is classification on good.

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47

The result of the experiment shows that the hypothesis of the research is

accepted. Based on the calculation of t-test, on the level of significance  = 0.05

two-tailed test, the degree of freedom = 30, -table  2.042, and the -

obtained is 11.59. In other words, -obtained is higher than -table ).

Therefore, the null hypothesis is rejected and the alternative hypothesis

is accepted. It can be conclude that there is a significant difference between

reading ability of narrative text of the eighth grade students of SMP N 2

Pulokulon Grobogan before and after being taught by using local folktales in

academic year 2013/2014.

In detail, after being taught by using local folktales, the mean is 75.27 or

categorized good. It is higher than the mean of reading ability of narrative text of

the eighth grade students of SMP N 2 Pulokulon Grobogan before being taught by

using local folktales in academic year 2013/2014 which 55.40 is poor.

There is a significant difference between reading ability of narrative text of

the eighth grade students of SMP N 2 Pulokulon Grobogan before and after being

taught by using local folktales. It happened because most of the students often felt

bored when they had to read a text, especially a long and uninteresting topic text.

When they read a long text, they were not so interested because of the lack of the

students’ ability in determining the main idea of a paragraph, and explanatory idea

in a reading text.

The writer used the local folktales as appropriate materials to teach reading

and the local folktales itself are originated from their own regency (Grobogan).

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48

So, it makes the students feel more interested to read it together with their friends.

The writer also develops some of the local folktales in the first meetings, so it

makes the story to be continued and continuation of the story passed back to the

next meeting. It makes the students felt curious and eager to know how the rest of

the story, thus make the students read the story of the text carefully to understand

it, because most of them did not know about the local folktales in their own

regency. They were active to ask some questions when they do not understand,

and open the dictionary when they did not know and understand with the difficult

words in the text.

From the condition before treatment, treatment, after treatment and the score

of pre-test and post-test, it can be seen that there is a significant difference

between reading ability of narrative text of the eighth grade students of SMP N 2

Pulokulon Grobogan before and after being taught by using local folktales in

academic year 2013/2014.

67
CHAPTER VI

CONCLUSION AND SUGGESTION

This chapter consists of conclusion and suggestion based on the result of

reading ability of narrative text of the eighth grade students of SMP N 2

Pulokulon Grobogan taught by using local folktales in academic year 2013/2014.

6.1 Conclusion

After knowing the findings in each process of this research, the writer

concluded that there is a significant difference between reading ability of narrative

text of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after

being taught by using local folktales in academic year 2013/2014. It is proved by

using local folktales during the teaching and learning activity, it can make the

students feel interested, relax and enjoyable because local folktales are originated

from their own regency (Grobogan). Although like that, there were easy to find

some of the students who were still hard in finding the difficult words in the text

and most of them did not know about the local folktales in their own regency

itself and they have never been told by their parents about it. But, the students

were still excited to get the information that is delivered by the text and feel

curious to know how the rest of the story and find the difficult words meaning in

their dictionary. In the other word, local folktale is an effective material to teach

reading. It also can be seen from the data that have been analyzed by the writer,

the mean of reading ability of narrative text before being taught by using local

folktales is 55.40. Meanwhile, the mean of reading ability of narrative text after

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49
50

being taught by using local folktales is 75.27. The mean of post-test score is

higher than pre-test score.

6.2 Suggestion

Realizing the significant difference between reading ability of narrative text

of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after

being taught by using local folktales in academic year 2013/2014, the writer offers

some suggestions that are hopefully useful for the English teacher and the further

writers who involve in teaching reading.

a. For the English teacher

Through local folktale, the writer suggests English teachers to implement

local folktale to teach reading because it has been proved be able to give

significant development to students’ reading score. English teacher should be

modifying the local folktale in finding and additional material, in order to

attract motivation to the students in learning English. But, if teacher used

local folktale in teaching and learning process, the teacher should find many

local folktales and change the words to be easy for the students to understand.

Besides that, the teacher should have a good choice in selecting materials

based on the students’ education level.

b. For the further writers

Finally, the writer hopes this research will be useful and can be the previous

research for the further writers who want to conduct the similar research. And

the further writers should be more creative to modify and create more

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51

interesting learning activity using local folktales for the students. The writer

also hopes that local folktales can improve the students’ reading ability in

English especially for young learners. Thus, teaching English in Indonesia

can develop rapidly in line with the globalization era.

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APPENDICES

73
Appendix 1
SILABUS
Sekolah : SMP N 2 PULOKULON GROBOGAN
Kelas : VIII ( Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Membaca
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk
berinteraksi dengan lingkungan sekitar

Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Indikator Teknik Bentuk Contoh
Dasar Pokok/Pembelajaran Pembelajaran Waktu Belajar
Instrumen Instrumen

11.1 Membaca nyaring  Teks Essai berbentuk 1. Tanya jawab  Membaca nyaring Tes lisan Membaca Read the story 6 x 40 menit 1. Buku Teks ‘
bermakna teks narrative / recount mengembangkan dan bermakna nyaring aloud. Mandiri Practice
fungsional dan kosakata teks essai your English
essai pendek berdasarkan berbentuk Competence
sederhana gambar cerita narrative SMP Kelas VIII
berbentuk recount popular  Membaca nyaring 2. Buku Let’s Talk
dan narrative 2. Tanya jawab dan bermakna Grade VIII
dengan ucapan, menggali teks essai 3. English Clipping
tekanan dan informasi dalam berbentuk
intonasi yang cerita berdasarkan recount
berterima yang gambar
berkaitan dengan 3. Mendengarkan
lingkungan sekitar teks narrative /
recount dengan

55
Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Indikator Teknik Bentuk Contoh
Dasar Pokok/Pembelajaran Pembelajaran Waktu Belajar
Instrumen Instrumen
ucapan dan
intonasi yang
benar
4. Membaca nyaring
teks narrative /
recount dengan
ucapan dan
intonasi yang
benar

11.2 Merespon makna  Ciri kebahasaan 5. Menjawab  Mengidentifikasi Tes tulis Pilihan ganda Choose the right 14 x 40 menit
dan langkah Teks Essai berbentuk berbagai berbagai makna answer based on
retorika dalam esei narrative / recount pertanyaan tentang teks narrative the text.
pendek sederhana informasi dalam  Mengidentifikasi
secara akurat,  Tujuan komunikatif teks teks yang di baca berbagai makna
lancar dan essai narrative / recount 6. Menentukan teks recount Isian singkat Complete the
berterima yang tujuan komunikatif  Mengidentifikasi following
berkaitan dengan  Langkah retorika teks narrative / tujuan sentences using
lingkungan sekitar narrative / recount recount yang di komunikatif teks the information
dalam teks baca narrative from the text.
berbentuk recount 7. Menentukan  Mengidentifikasi
dan narrative langkah retorika tujuan
dari teks narrative komunikatif teks Pertanyaan Answer the
/ recount yang di recount tertulis following
baca  Mengidentifikasi questions based
8. Menentukan ciri langkah retorika on the text
kebahasaan teks dan ciri
narrative / recount kebahasaan teks

56
75
Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Indikator Teknik Bentuk Contoh
Dasar Pokok/Pembelajaran Pembelajaran Waktu Belajar
Instrumen Instrumen
yang di baca narrative
9. Membaca teks  Mengidentifikasi
narrative / recount langkah retorika
lainnya dan ciri
kebahasaan teks
recount

11.3 Merespon makna  Teks fungsional : 1. Mencermati teks  Mengidentifikasi Tes tulis Test esei/PG Answer the 7 x 40 menit 1. Buku Teks ‘
dalam teks tulis - undangan fungsional pendek berbagai following Mandiri Practice
fungsional pendek - pengumuman terkait materi informasi dalam questions based your English
sederhana secara - pesan 2. Menyebutkan jenis teks fungsional on the text above Competence
akurat, lancar dan - advertisement teks fungsional SMP Kelas VIII
berterima yang yang dicermati 2. Buku Let’s Talk
berkaitan dengan 3. Membaca nyaring  Mengidentifikasi Choose the best Grade VIII
lingkungan sekitar  Tujuan komunikatif teks fungsional tujuan option, a, b, c or 3. English Clipping
terkait materi komunikatif teks d
4. Menjawab fungsional 4. Benda sekitar
 Ciri kebahasaan pertanyaan tentang
informasi yang
terdapat dalam  Mengidentifikasi
teks ciri kebahasaan
5. Menyebutkan ciri- teks fungsional
ciri teks fungsional
yang dibaca
6. Membaca teks
fungsional pendek
lainnya dari
berbagai sumber

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Appendix 2

THE SPECIFICATION TABLE OF TEST IN NARRATIVE TEXT OF THE EIGHTH GRADE STUDENTS OF SMP N 2
PULOKULON GROBOGAN IN ACADEMIC YEAR 2013/2014

Competency Standard Material Indicators Item Numbers Total Items


Reading: Narrative Text: Determine the type of the text 1 1
11. Understanding the Local Determine the title of the text 2 1
Folktales Identifying the purpose of the text 12 1
purpose in short
Identifying the generic structure of the text 20 1
functional text and Identifying the language features of the text 21 1
short monologues or Identifying the main idea each paragraph 7 1
essays of narrative in Identifying the character of the story 13, 17, 27 3
Find the referred words 10, 15, 28 3
daily life context and
Find the word meaning in the text 9, 16, 29 3
get access to popular
Deduce the moral value of the text 11, 19, 30 3
science accurately and Determine the explicit information in the text 5, 25 2
fluently. Determine the implicit information in the text 3, 4, 6, 8, 14, 18, 22, 10
23, 24, 26
Total 30

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59

Appendix 3

TRYOUT, PRE-TEST, AND POST-TEST OF READING IN NARRATIVE


TEXT OF THE EIGHTH GRADE JUNIOR HIGH SCHOOL 2014

INSTRUCTIONS:
Choose the correct answer in the following questions by crossing (X) a, b, c,
or d on the answer sheet!
Text 1
This text is for questions number 1 to 11
Jaka Tarub was a villager who liked to study reading Al Qur’an. He also
liked to help his parents cultivating their rice fields. When he grew up, he was
very handsome. Everybody admired him.
One day, he got very serious ill. All of the villagers were very sorry about it
especially Jaka Tarub’s parents who was very anxious with his illness. Only a few
days Jaka Tarub’s whole skin itched and got abscess and this made his face ugly.
All of the efforts had been done to cure him from his illness but they
couldn’t help him until there was a priest who told him to bath in the lake during
the full moon for several times. Jaka Tarub did what the priest ordered, and finally
he recovered from his illness.
One day, when he was still in the lake, he met a beautiful Goddess, Dewi
Nawangwulan, they fell in love each other. Finally they got married.
1. What is the type of the text above?
a. Recount c. Report
b. Narrative d. News item
2. The story mainly tells us about …
a. Jaka Tarub c. Dewi Nawangwulan
b. The villagers d. Goddess
3. How many days Jaka Tarub got whole skin itched and got abscess?
a. Only a few days c. One week
b. Ten days d. Two weeks
4. What did Jaka Tarub do to cure his illness?
a. He read Al Qur’an c. He bathed in the lake
b. He helped his parents d. He got married with Goddess
60

5. What was Jaka Tarub’s occupation?


a. Fisherman c. Priest
b. Farmer d. Medicine man
6. Who was Dewi Nawangwulan?
a. Villager c. Goddess
b. Priest d. The Queen
7. The last paragraph tell us about how Jaka Tarub …
a. Found a wife c. Worked in the field
b. Got sick d. Met the priest
8. Jaka Tarub became ugly because of …
a. The Goddess c. His carelessness
b. His adolescence d. His illness
9. “…and finally he recovered from his illness…” (3rd paragraph)
The underlined word means got …
a. Worse c. Upset
b. Angry d. Well
10. “He also liked to help his parents cultivating their rice fields.” (Paragraph 1)
The underlined word refers to …
a. Jaka Tarub and his parents
b. Jaka Tarub and Dewi Nawangwulan
c. Jaka Tarub’s parents
d. All of the villagers
11. What can we learn from the text above?
a. Arguing makes you distressed
b. We must be smart to solve a problem
c. A good deed deserves a reward
d. Having no heart makes you isolated

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Text 2
This text is for question number 12 to 19
Aji Saka
A long time ago there was a kingdom. Its name was Medang Kamulan. The
people in the kingdom were very scared. They wanted to leave the kingdom. It all
happened because the king was a beast. His name was Prabu Dewata Cengkar and
he ate humans! Every day Patih Jugul Muda always provided some humans to be
eaten by the king!
Not far from the kingdom, there was Medang Kawit village. A young man
with a great supernatural power lived there. His name was Aji Saka. Everybody
liked him because Aji Saka was nice, diligent, and kind hearted. One day, Aji
Saka saw an old man was wounded. Some thieves just hit him and stole his
money. The old man was the villager in Medang Kamulan kingdom. He told what
happened in his kingdom to Aji Saka. Aji Saka was very angry. He decided to go
to Medang Kamulan to give Prabu Dewata Cengkar a lesson. The king had to stop
his bad behaviour, eating humans. Aji Saka then went to the kingdom. He was
wearing his magic turban.
When he arrived in the kingdom, the king was angry to Patih Jugul Muda.
He was not able to give the king some humans. All the villagers already saved
themselves by leaving the kingdom. “Who are you, young man? Ha…ha…ha….
I’m glad you are here. I’m starving,” said the king. He was so happy to see Aji
Saka. He thought Aji Saka was there to be eaten by him. “I would gladly let you
eat me. But I have one request. You give me your land with the size of my
turban,” said Aji Saka.
12. What is the purpose of the text?
a. to inform about Aji Saka
b. to describe how Aji Saka could fight with Prabu Dewata Cengkar
c. to give information that Prabu Dewata Cengkar looked for some humans
to be eaten by him
d. to amuse the readers with the story of Aji Saka
13. How was Aji Saka according to the writer? He was …
a. Mean c. Kind
b. Generous d. Humorous
14. How often did Patih Jugul Muda provide some humans for Prabu Dewata
Cengkar?
a. every morning c. twice a day
b. everyday d. once a week

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15. “Some thieves just hit him and stole his money”. The underlined word refers
to …
a. Aji Saka c. an old man
b. the thieve d. a young man
16. “I’m starving,” said the king.” The word “starving” can be best replaced by…
a. Hungry c. Thirsty
b. Sleepy d. Angry
17. Prabu Dewata Cengkar liked to eat humans. It indicated that he was a … man
a. Selfish c. Weak
b. Cruel d. Stubborn
18. Who told to Aji Saka about the condition of Medang Kamulan Kingdom?
a. Prabu Dewata Cengkar c. an old man
b. a young man d. the thieve
19. What did we learn from the story?
a. Being honest is not always wise
b. Kindness will always be the winner
c. We must respect our parents
d. Being a miser is sometimes important

Text 3
This text is for questions number 20 to 30
Kesongo
In the Kingdom of Medang Kamulan, in Java, came a young wise man, by
the name of Aji Saka to fight Dewata Cengkar, the cruel king of the country who
had a habit to eat human flesh of his own people. Aji Saka came from Bumi
Majeti.
One day, he told his two servants, by the name of Dara and Sembodo, that
he was going to Java. He told them that while he was away, both of them have to
guards his heirloom. No one except Aji Saka himself allowed taking the heirloom.
In the big battle, Aji Saka could successfully push Dewata Cengkar to fall to the
south sea. Dewata Cengkar did not die; he became a white crocodile (Bajul Putih).
Aji Saka became a ruler of Medang Kamulan.
Meanwhile, a widow of the village of Dadapan, found an egg. She put the
egg in her rice barn (lumbung). After a certain period the egg vanished, instead a
huge snake found in the rice barn. The villagers would like to kill the snake, but
the snake said, “I’m the son of Aji Saka, bring me to him”.

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Aji Saka told the snake, that he would be recognized as his son, if he could
kill the Bajul Putih in the south sea. After a long stormy battle which both sides
demonstrating physical strength and showing skillful ability of fighting, the snake
could kill Bajul Putih.
As had been promised the snake was recognized as Aji Saka’s son and he
was given a name Jaka Linglung (a forgetful boy).
In the palace, Jaka Linglung greedily ate domestic pets of the palace. He
was punished by the King, expelling him to live in the jungle. He was tightly
roped until he could not move his head. He was instructed only to eat things
which fall to his mouth.
One day, a group of nine village boys were playing around in that jungle.
Suddenly it was raining heavily. They had to find a shelter, luckily there was a
cave. Only eight boys went inside the cave, the other one who was suffering from
very bad skin disease, sting and dirty, he had to stay out of the cave. All of a
sudden, the cave was falling apart. The eight boys vanished; only the one who
stayed outside was safe. The cave in fact was the mouth of Jaka Linglung.
20. The generic structure of the text is …
a. Orientation > Complication > Resolution > Re-orientation
b. Orientation > Events > Re-orientation
c. General classification > Description
d. Newsworthy events > Background events > Sources
21. What is the dominant structure used in the text?
a. Simple present tense
b. Simple past tense
c. Present continuous tense
d. Passive voice
22. Where did Aji Saka come from?
a. Medang Kamulan c. Bumi Majeti
b. South sea d. Dadapan Village
23. Who is Dewata Cengkar?
a. A young wise man c. White crocodile
b. The cruel king d. Jaka Linglung
24. Where did the woman put the egg?
a. In a rice barn c. In the palace
b. In the south sea d. In the jungle

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25. Who was Jaka Linglung?


a. A greedy pet belong to Aji Saka
b. The cruel king
c. The snake was recognized as Dewata Cengkar’s son
d. The snake was recognized as Aji Saka’s son
26. Why did the King punish Jaka Linglung to live in the jungle? Because …
a. Jaka Linglung greedily ate human flesh of the village
b. Jaka Linglung greedily ate domestic pets of the palace
c. Jaka Linglung put the egg in the rice barn
d. Jaka Linglung pushed Dewata Cengkar to fall to the south sea
27. Who are the main characters in this story?
a. Bumi Majeti, Dara, and Sembodo
b. Widow, the villagers, and Medang Kamulan
c. Dewata Cengkar, Aji Saka, and Jaka Linglung
d. Nine village boys, Dadapan, and Kesongo
28. “…human flesh of his own people.” (Paragraph 1)
What does “his” here refer to?
a. Aji Saka c. Sembodo
b. Dewata Cengkar d. Jaka Linglung
29. The word “huge” (3rd paragraph) means very…
a. Old c. Tall
b. Large d. Giant
30. What is the moral lesson from the text?
a. Don’t look at someone because of his clothes
b. It is best to prepare for the days of necessity
c. Common people may prove great ones
d. Honesty begins at home

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Appendix 4 Name : ..........................................


ANSWER SHEET
Number : ..........................................
Grade : ..........................................
Lesson: Narrative Text

1. a b c d 11. a b c d 21. a b c d

2. a b c d 12. a b c d 22. a b c d

3. a b c d 13. a b c d 23. a b c d

4. a b c d 14. a b c d 24. a b c d

5. a b c d 15. a b c d 25. a b c d

6. a b c d 16. a b c d 26. a b c d

7. a b c d 17. a b c d 27. a b c d

8. a b c d 18. a b c d 28. a b c d

9. a b c d 19. a b c d 29. a b c d

10. a b c d 20. a b c d 30. a b c d

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Appendix 5

KEY ANSWER

1) B 11) C 21) B
2) A 12) D 22) C
3) A 13) C 23) B
4) C 14) B 24) A
5) B 15) C 25) D
6) C 16) A 26) B
7) A 17) B 27) C
8) D 18) B 28) B
9) D 19) B 29) D
10) A 20) A 30) A

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Appendix 6 LESSON PLAN

School : SMP N 2 Pulokulon Grobogan


Subject : English
Grade / Semester : VIII / 2 (Even)
Competency Standard : 11. Reading:
To understand the meaning of simple short
essay in the form of recount and narrative to
interact with surroundings area
Basic Competence : 11.2 To respond the meaning and rhetorical steps in
simple short essay accurately, fluently and
acceptably relating to the surroundings area in
the text form of recount and narrative
Indicators : 1. to get information from the narrative text.
2. to identify the meaning of words in the narrative
text.
3. to identify the generic structure and the language
features of narrative text.
Topic / Theme : Narrative Text
Aspect / Skill : Reading
Time Allotment : 2 x 40 minutes

I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Aji Saka”

1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.

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3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
 Greeting (religious)
 Introduction

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69

 Checking the attendance list of students


 Apperception
Giving situation in order the students to answer the teacher’s
questions about narrative text.

2. Whilst Activity

Exploration
 Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
 Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
 The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
 Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)

Elaboration
25 minutes
 Explain that we are going to read them a text that is local
folktale “Aji Saka”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
 The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
 Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)

Confirmation 20 minutes
 Give evaluation of students' understanding in learning to read
local folktale “Aji Saka” by providing task. (independent,
creative)
 Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)

3. Post-Activity 10 minutes
 The teacher gives feedback and review about local folktale
“Aji Saka”. (concern, discipline, democratic)
 Closing (religious)

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V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Aji Saka”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment

Final Score =

Grobogan, May 2014


Approved by:
Headmaster of SMP N 2 Pulokulon Practitioner

Sri Suryati, S.Pd Edy Santoso


NIP. 19680127 199103 2 008 NIM. 2010 32 043

English Teacher

Pujiati, S.Pd
NIP. 19730628 200701 2 007

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71

Once upon a time there was a young man named Aji


Saka. He had two servants, Dora and Sembada. One day,
they arrived to the island in Jawa Dwipa. “What is the
name of the island, master?” asked Dora. “Well, I don’t
know,” replied Aji Saka. “Why don’t we give name of this
island, master?” Sembada gave advice. “Yes, I will give
name for this island, the name is Majeti,” said Aji Saka.
They started their journey again. But, unfortunately
Sembada was sick, so he was left in the island. Aji Saka
gave him magic dagger. “Sembada, please bring this
dagger to protect you and don’t give this dagger to
anybody, except me,” said Aji Saka. “Yes, master. I will
remember that,” replied Sembada.

After they left Sembada, Aji Saka and Dora arrived


in the kingdom of Medang Kamulan. There was the cruel
king; his name was Prabu Dewata Cengkar who had habit
to eat human flesh of his own people. When Aji Saka
arrived in the palace, Prabu Dewata Cengkar asked Aji
Saka to be his meal, but Aji Saka proposed a requirement.
“Before you eat me, you have to give me your land with
the size of my turban” asked Aji Saka. Dewata Cengkar
agreed with Aji Saka’s requirement. Aji Saka pulled out
his turban until Dewata Cengkar fell into the south sea.
Dewata Cengkar did not die; he became a white crocodile.

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Aji Saka even was crowned as the new king of


Medang Kamulan. Unfortunately, as a king he had no
weapon. He remembered about his dagger in Majeti. Aji
Saka instructed Dora to take the dagger. And then Dora
went to Majeti, he asked for the dagger. But Sembada
refused it, because Aji Saka told him not to give the
dagger to anyone except Aji Saka himself. Finally, they
fought to defend their opinion. They killed each other and
then both of them were dead.

Meanwhile, Aji Saka felt that there was something


bad happened. He was so shocked when he saw both of his
servants were dead. To give an honour to Dora and
Sembada, he regretted and carved Javanese letter in a
stone. The letters are:

Ha Na Ca Ra Ka : there were two messengers

Da Ta Sa Wa La : they fought

Pa Dha Ja Ya Nya : both of them were strong

Ma Ga Ba Tha Nga : they were dead

Answer these questions based on text above!

1. What is the best title of the story above?


2. What is the generic structure of the text above?
3. Who are the characters in this story?
4. Who is the main character?
5. Where is the setting of the story?
6. What do you think about Prabu Dewata Cengkar?
7. Which sentence in the text is shows problem?
8. Which sentence(s) in the text shows how the problem was resolved?
9. Does it have a sad ending or happy ending?
10. What did we learn from the story?

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LESSON PLAN

School : SMP N 2 Pulokulon Grobogan


Subject : English
Grade / Semester : VIII / 2 (Even)
Competency Standard : 11. Reading:
To understand the meaning of simple short
essay in the form of recount and narrative to
interact with surroundings area
Basic Competence : 11.2 To respond the meaning and rhetorical steps in
simple short essay accurately, fluently and
acceptably relating to the surroundings area in
the text form of recount and narrative
Indicators : 1. to get information from the narrative text.
2. to identify the meaning of words in the narrative
text.
3. to identify the generic structure and the language
features of narrative text.
Topic / Theme : Narrative Text
Aspect / Skill : Reading
Time Allotment : 2 x 40 minutes

I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Jaka Linglung”

1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.

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74

3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
 Greeting (religious)
 Introduction

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75

 Checking the attendance list of students


 Apperception
Giving situation in order the students to answer the teacher’s
questions about narrative text.

2. Whilst Activity

Exploration
 Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
 Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
 The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
 Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)

Elaboration
25 minutes
 Explain that we are going to read them a text that is local
folktale “Jaka Linglung”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
 The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
 Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)

Confirmation 20 minutes
 Give evaluation of students' understanding in learning to read
local folktale “Jaka Linglung” by providing task.
(independent, creative)
 Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)

3. Post-Activity 10 minutes
 The teacher gives feedback and review about local folktale
“Jaka Linglung”. (concern, discipline, democratic)
 Closing (religious)

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76

V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Jaka Linglung”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment

Final Score =

Grobogan, May 2014


Approved by:
Headmaster of SMP N 2 Pulokulon Practitioner

Sri Suryati, S.Pd Edy Santoso


NIP. 19680127 199103 2 008 NIM. 2010 32 043

English Teacher

Pujiati, S.Pd
NIP. 19730628 200701 2 007

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77

Jaka Linglung

One day when Prabu Aji Saka reviewed his people’s live; he saw a swarm
of girls that pounded rice using a mortar and pestle. Some of them, there was a
very pretty girl who had charming smile. It made Aji Saka’s heart quiver.
Suddenly the girl’s jarik fabric disclosed, so that appeared her beautiful calf.
When viewed that scenery, Aji Saka became very passionate, so his sperm
dripped on the ground and pecked by a rooster until lay eggs.

To maintain the prestige, immediately Aji Saka right back to Medang


Kamulan kingdom. Meanwhile, a widow of the village of Dadapan, found the
rooster’s egg. She put the egg in her rice barn. After a certain period the egg
vanished, instead a huge snake found in the rice barn. The villagers would like to
kill the snake, but the snake said, “I’m the son of Aji Saka, bring me to him”.

Aji Saka told the snake that he would be recognized as his son, if he could
kill the white crocodile manifestation of Dewata Cengkar in the south sea. But, to
avoid the people’s furor, so the snake required through the underground during
departed and returned from the south sea. The snake agreed and immediately set
off to the south sea. After a long stormy battle which both sides showing physical
strength and skilful ability of fighting, finally the snake could kill white crocodile.

The snake tried to appear to the surface several times because of the suspect
that he had been in his destinations. The first time he appeared was in the
Ngembak (Purwodadi City District), in Jono (Tawangharjo District), in Grabagan,
Crewek, and the last was in Kuwu (Kradenan District). In Kuwu, he was releasing
his tiredness. Because of his emergence created some mud explosions. And this is,
where the emergence was appeared, now believed to be Bledhug Kuwu. As had
been promised the snake was recognized as Aji Saka’s son and he was given name
Jaka Linglung (a forgetful boy).

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Answer these questions based on text above!

1. Who are the characters in this story?


2. Who is the main character?
3. Where is the setting of the story?
4. What do you think about Jaka Linglung?
5. Which sentence in the text is shows problem?
6. Which sentence(s) in the text shows how the problem was resolved?
7. “…so that appeared her beautiful calf.” (Paragraph 1)
What does “her” here refer to?
8. “…instead a huge snake found in the rice barn.” (2nd paragraph)
The word “huge” means?
9. Does it have a sad ending or happy ending?
10. What did we learn from the story?

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79

LESSON PLAN

School : SMP N 2 Pulokulon Grobogan


Subject : English
Grade / Semester : VIII / 2 (Even)
Competency Standard : 11. Reading:
To understand the meaning of simple short
essay in the form of recount and narrative to
interact with surroundings area
Basic Competence : 11.2 To respond the meaning and rhetorical steps in
simple short essay accurately, fluently and
acceptably relating to the surroundings area in
the text form of recount and narrative
Indicators : 1. to get information from the narrative text.
2. to identify the meaning of words in the narrative
text.
3. to identify the generic structure and the language
features of narrative text.
Topic / Theme : Narrative Text
Aspect / Skill : Reading
Time Allotment : 2 x 40 minutes

I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Kesongo”

1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.

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3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
 Greeting (religious)
 Introduction

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81

 Checking the attendance list of students


 Apperception
Giving situation in order the students to answer the teacher’s
questions about narrative text.

2. Whilst Activity

Exploration
 Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
 Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
 The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
 Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)

Elaboration
25 minutes
 Explain that we are going to read them a text that is local
folktale “Kesongo”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
 The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
 Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)

Confirmation 20 minutes
 Give evaluation of students' understanding in learning to read
local folktale “Kesongo” by providing task. (independent,
creative)
 Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)

3. Post-Activity 10 minutes
 The teacher gives feedback and review about local folktale
“Kesongo”. (concern, discipline, democratic)
 Closing (religious)

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V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Kesongo”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment

Final Score =

Grobogan, May 2014


Approved by:
Headmaster of SMP N 2 Pulokulon Practitioner

Sri Suryati, S.Pd Edy Santoso


NIP. 19680127 199103 2 008 NIM. 2010 32 043

English Teacher

Pujiati, S.Pd
NIP. 19730628 200701 2 007

101
83

Kesongo

In the Kingdom of Medang Kamulan, after the huge snake showed skilful
ability of fighting and also could kill the white crocodile in the south sea. As had
been promised by Prabu Aji Saka that the snake was recognized as his son and the
snake was given a name Jaka Linglung (a forgetful boy).

In the palace, Jaka Linglung greedily ate domestic pets of the palace. He
was punished by Aji Saka, expelling him to live in the jungle. He was tightly
roped until he could not move his head. He was instructed only to eat things
which fall to his mouth.

One day, a group of tenth villager boys were playing around in that jungle
and pastured their livestock. Among of the boys, there was a boy who was
ostracized by his friends. Not only the words of their mouths, but also their hands
nosy hurt him, they pelted pebbles, even hitting his head, because his body is full
of scabs, dirty and pull out the odour.

Suddenly, it was raining heavily. They had to find a shelter, luckily there
was a cave. Only ninth boys went inside the cave, the other one had to stay out of
the cave because expelled by the ninth boys from the cave. He was rain and cold
outside the cave, while they laugh merrily full of happiness inside the cave.
Suddenly, the cave was falling apart. The ninth boys (kesongo) vanished; only the
one who stayed outside was safe. The cave in fact was the mouth of Jaka
Linglung.

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84

Answer these questions based on text above!

1. Who are the characters in this story?


2. Who is the main character?
3. Where is the setting of the story?
4. What do you think about ninth villager boys?
5. Which sentence in the text is shows problem?
6. Which sentence(s) in the text shows how the problem was resolved?
7. Why did Aji Saka punish Jaka Linglung to live in the jungle?
8. “…Jaka Linglung greedily ate domestic pets of the palace.” (2nd paragraph)
The word “greedily” means?
9. “Not only the words of their mouths…” (Paragraph 3)
What does “her” here refer to?
10. What did we learn from the story?

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85

LESSON PLAN

School : SMP N 2 Pulokulon Grobogan


Subject : English
Grade / Semester : VIII / 2 (Even)
Competency Standard : 11. Reading:
To understand the meaning of simple short
essay in the form of recount and narrative to
interact with surroundings area
Basic Competence : 11.2 To respond the meaning and rhetorical steps in
simple short essay accurately, fluently and
acceptably relating to the surroundings area in
the text form of recount and narrative
Indicators : 1. to get information from the narrative text.
2. to identify the meaning of words in the narrative
text.
3. to identify the generic structure and the language
features of narrative text.
Topic / Theme : Narrative Text
Aspect / Skill : Reading
Time Allotment : 2 x 40 minutes

I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Jaka Tarub”

1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.

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86

3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
 Greeting (religious)
 Introduction

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87

 Checking the attendance list of students


 Apperception
Giving situation in order the students to answer the teacher’s
questions about narrative text.

2. Whilst Activity

Exploration
 Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
 Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
 The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
 Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)

Elaboration
25 minutes
 Explain that we are going to read them a text that is local
folktale “Jaka Tarub”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
 The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
 Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)

Confirmation 20 minutes
 Give evaluation of students' understanding in learning to read
local folktale “Jaka Tarub” by providing task. (independent,
creative)
 Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)

3. Post-Activity 10 minutes
 The teacher gives feedback and review about local folktale
“Jaka Tarub”. (concern, discipline, democratic)
 Closing (religious)

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88

V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Jaka Tarub”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment

Final Score =

Grobogan, May 2014


Approved by:
Headmaster of SMP N 2 Pulokulon Practitioner

Sri Suryati, S.Pd Edy Santoso


NIP. 19680127 199103 2 008 NIM. 2010 32 043

English Teacher

Pujiati, S.Pd
NIP. 19730628 200701 2 007

107
89

Jaka Tarub

Once upon a time, in the Tarub village, lived a widow named Nyi Ageng
and his son named Jaka Tarub. When Jaka Tarub was 14 years old, he was a
villager who liked to study reading Al Qur’an. He also liked to help his parents
cultivating their rice fields. When he grew up, he was very handsome. Everybody
admired him.

One day, he got very serious ill. All of the villagers were very sorry about it
especially Jaka Tarub’s parents who was very anxious with his illness. Only a few
days Jaka Tarub’s whole skin itched and got abscess and this made his face ugly.
All of the efforts had been done to cure him from his illness but they couldn’t help
him until there was a priest who told him to bath in the lake during the full moon
for several times. Jaka Tarub did what the priest ordered, and finally he recovered
from his illness.

One day, Jaka Tarub heard the sound came from a group of women who
were bathing on the river under the waterfall in deep jungle. “Seven women?
Where are they coming from?” he whispered. Quietly, Jaka Tarub took one of
those women’s’ clothes. After bathing, the women soon put on their clothes, but
one of them could not find her clothes. In the end, the six women left her alone.
Jaka Tarub walked into the angel and gave her the clothes, but he kept the wings
so that the angel could not fly back to the heaven. Her name was Dewi
Nawangwulan, they fell in love each other. Finally they got married.

One year later, they had a beautiful baby girl. One day when Dewi
Nawangwulan intended took the rice from the barn, coincidently she find her wing
which had lost years ago. Apparently, her husband had hid it in the barn for all
this time. After put on her dress, she came to her husband, “Dear husband, I have
to go back to the heaven, it’s our destiny. I will leave you and our child here.”

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90

Soon after that, Dewi Nawangwulan flight away back to where she came from.
Jaka Tarub felt so much guilt and started to cry.

Answer these questions based on text above!

1. Who are the characters in this story?


2. Who is the main character?
3. Where is the setting of the story?
4. What do you think about Jaka Tarub?
5. Which sentence in the text is shows the problem?
6. Which sentence(s) in the text shows how the problem was resolved?
7. “…this made his face ugly.” (2nd Paragraph)
The antonym of the word “ugly” is…
8. “…they had a beautiful baby girl.” (4th paragraph)
What does “they” here refer to?
9. Does it have a sad ending or happy ending?
10. What did we learn from the story?

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91

LESSON PLAN

School : SMP N 2 Pulokulon Grobogan


Subject : English
Grade / Semester : VIII / 2 (Even)
Competency Standard : 11. Reading:
To understand the meaning of simple short
essay in the form of recount and narrative to
interact with surroundings area
Basic Competence : 11.2 To respond the meaning and rhetorical steps in
simple short essay accurately, fluently and
acceptably relating to the surroundings area in
the text form of recount and narrative
Indicators : 1. to get information from the narrative text.
2. to identify the meaning of words in the narrative
text.
3. to identify the generic structure and the language
features of narrative text.
Topic / Theme : Narrative Text
Aspect / Skill : Reading
Time Allotment : 2 x 40 minutes

I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Ki Ageng Selo”

1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.

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92

3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
 Greeting (religious)
 Introduction

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93

 Checking the attendance list of students


 Apperception
Giving situation in order the students to answer the teacher’s
questions about narrative text.

2. Whilst Activity

Exploration
 Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
 Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
 The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
 Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)

Elaboration
25 minutes
 Explain that we are going to read them a text that is local
folktale “Ki Ageng Selo”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
 The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
 Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)

Confirmation 20 minutes
 Give evaluation of students' understanding in learning to read
local folktale “Ki Ageng Selo” by providing task.
(independent, creative)
 Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)

3. Post-Activity 10 minutes
 The teacher gives feedback and review about local folktale
“Ki Ageng Selo”. (concern, discipline, democratic)
 Closing (religious)

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94

V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Ki Ageng Selo”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment

Final Score =

Grobogan, May 2014


Approved by:
Headmaster of SMP N 2 Pulokulon Practitioner

Sri Suryati, S.Pd Edy Santoso


NIP. 19680127 199103 2 008 NIM. 2010 32 043

English Teacher

Pujiati, S.Pd
NIP. 19730628 200701 2 007

113
95

Ki Ageng Selo

Once upon a time, in the Selo village, there lived a prominent figure named
Kyai Getas Pendowo who had a son named Bagus Songgom, grandchild from
Jaka Tarub. When he was youth age, Bagus Songgom was impressed to one of
gamelan named “kempul”. And the same time, Sunan Kalijaga came to visit to
Selo. “Boy, this “kempul” in the several days later can be a sign for your
generation if they come to war area,” said Sunan Kalijaga. At that time, “kempul”
could be one of heirloom that was saved in Keraton Kasunanan Surakarta
Hadiningrat.
One day, when Bagus Songgom was enjoy of hoeing in his field, suddenly
the sky became cloudy with drizzle and thunder that swoop down but it was not
noticed by him. Then came a thunder with the horrifying sound through himself
and it was caught easily by him. Then the thunder was given to Sultan Bintoro
Demak, but suddenly an old mysterious grandma came and pours the water over
the thunder. The horrifying explosion burst out and disappears without leaving
any sign.

Because of his capability, Bagus Songgom tried to register to be a corporal


army in Palace of Kesultanan Bintoro. The requirement that should be fulfilled
was be able to kill a bull that was competed with him. But, when he beat the bull’s
head, he avoided his face because he did not want to see the bull’s blood. And
finally, Bagus Songgom was not accepted as an army, because reputed as a fear
person.
This rejection was reputed as humiliation for him. He felt so ashamed and
so sad because of this failure, so he came back to Selo village to continue his life
and meditate over there. Then, Bagus Songgom was as well as known Ki Ageng
Selo, because he stayed in Selo village.

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96

Answer these questions based on text above!


1. How many characters in this story? Who are they?
2. Who is the main character?
3. Where is the setting of the story?
4. What do you think about Bagus Songgom?
5. Which sentence in the text shows the problem?
6. Which sentence(s) in the text shows how the problem was resolved?
7. Why was Bagus Songgom rejected in registering to be corporal army?
8. “Suddenly the sky became cloudy with drizzle and thunder that swoop
down…” (2nd paragraph)
The synonim of the word “cloudy” …
9. “…if they come to war area” (Paragraph 1)
What does “they” here refer to?
10. What did we learn from the story?

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97

Appendix 7

STUDENTS’ LIST OF VIII F

(Tryout Class)

No. NIS Name L/P


1. 4365 Agus Aji Pamungkas L
2. 4366 Ahmad Saefuzi L
3. 4367 Amelia Rahayuningtias P
4. 4368 Aprilia Yustika Sari P
5. 4369 Beta Dwi Wulandari P
6. 4370 Deny Rizky Ramadhan L
7. 4371 Dewi Susanti P
8. 4372 Dian Edi Irawanto L
9. 4373 Dofa Waluyo L
10. 4374 Dwiki Ari Saputro L
11. 4375 Elsa Tri Windarti P
12. 4376 Eva Nur Wulandari P
13. 4377 Fifi Herlina P
14. 4378 Ida Nirmalasari P
15. 4380 Joni Ragil Santoso L
16. 4381 Kabul Efendi L
17. 4382 Laila Khusnul Khotimah P
18. 4383 Lusiana Putri Myllenia P
19. 4384 Melita Indah Fibrianti P
20. 4386 Mohamad Bibis L
21. 4385 Muhamad Imam Khoeroni L
22. 4387 Prangga Aji Wibowo L
23. 4388 Putri Wida Saranti P
24. 4389 Ridwan Lukman Pratama L
25. 4391 Riski Intan Nurcahya P
26. 4392 Rizki Ariyanto L
27. 4393 Robby Riyanto L
28. 4394 Sri Sulistyowati P
29. 4395 Tia Intan Ika Rulita P
30. 4396 Windy Yuliyani P

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Appendix 8
The Calculation of Tryout Reliability
ITEM NUMBER O DD EVEN
NO .  x2 y2 xy
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 (x) (y)
1 1 1 1 0 0 1 0 1 0 1 1 0 1 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 5 6 11 25 36 30
2 1 1 1 0 1 1 1 1 1 1 0 0 0 1 1 0 0 0 1 1 0 1 0 0 1 1 1 1 0 0 9 9 18 81 81 81
3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 15 13 28 225 169 195
4 1 1 1 1 0 1 1 1 0 0 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 12 11 23 144 121 132
5 1 1 1 1 0 1 1 1 1 1 1 0 0 0 0 0 0 0 1 1 0 1 1 1 1 1 1 1 0 0 9 10 19 81 100 90
6 1 1 1 0 0 1 1 1 0 1 0 0 1 1 1 1 0 0 1 1 0 1 0 0 0 1 0 1 0 0 6 10 16 36 100 60
7 1 1 1 0 0 1 0 0 0 0 0 0 1 0 0 1 1 1 0 1 1 0 0 0 1 0 1 0 1 0 8 5 13 64 25 40
8 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 1 1 0 1 1 1 1 0 1 0 0 0 9 8 17 81 64 72
9 1 1 1 0 1 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 0 1 1 1 1 1 0 0 0 6 7 13 36 49 42
10 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 1 0 0 0 0 1 1 1 1 0 0 10 8 18 100 64 80
11 1 1 1 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 1 1 1 1 0 1 1 1 1 1 1 0 9 8 17 81 64 72
12 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 1 0 0 1 1 0 0 0 0 1 1 1 0 1 0 6 5 11 36 25 30
13 1 1 1 0 0 1 1 1 0 0 0 1 1 0 0 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 10 9 19 100 81 90
14 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 13 11 24 169 121 143
15 1 1 1 0 0 1 1 1 0 1 0 0 1 1 1 1 0 0 1 1 0 1 0 0 0 1 0 1 0 0 6 10 16 36 100 60
16 1 1 1 0 0 1 0 0 0 0 1 0 0 1 0 1 1 0 1 1 0 0 1 1 1 0 0 0 0 0 7 6 13 49 36 42
17 1 1 1 0 1 0 1 1 1 1 1 1 0 0 0 0 0 0 1 1 0 1 0 0 1 1 0 0 0 0 8 7 15 64 49 56
18 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 0 0 1 1 1 1 1 0 1 1 1 1 1 0 0 9 11 20 81 121 99
19 1 1 1 0 0 1 1 1 1 0 0 1 0 1 0 0 1 0 1 1 0 1 1 1 1 1 1 1 0 0 9 10 19 81 100 90
20 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 1 1 0 1 1 1 1 0 1 0 0 0 9 8 17 81 64 72
21 1 1 1 0 0 1 1 1 0 1 0 0 1 1 0 1 0 0 0 1 0 1 1 1 1 0 1 0 0 0 7 9 16 49 81 63
22 1 1 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 0 0 1 0 0 0 0 0 1 0 1 1 0 5 8 13 25 64 40
23 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 2 5 7 4 25 10
24 1 1 0 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 1 0 0 0 0 0 5 3 8 25 9 15
25 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 0 0 0 1 1 0 1 0 1 1 1 1 1 0 0 8 10 18 64 100 80
26 1 1 0 0 0 1 0 1 0 0 0 1 1 0 0 0 1 1 1 0 0 0 0 0 1 1 0 0 0 0 5 6 11 25 36 30
27 1 1 1 0 1 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 0 1 1 1 1 1 0 0 0 6 7 13 36 49 42
28 1 1 0 0 0 1 0 1 1 1 0 1 1 1 0 0 1 0 1 1 0 1 1 1 1 0 1 1 0 1 8 11 19 64 121 88
29 1 1 1 0 0 1 1 1 1 1 1 0 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 1 0 0 9 9 18 81 81 81
30 1 1 1 0 0 1 1 1 1 1 1 0 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 1 0 0 9 9 18 81 81 81

98
 28 29 27 4 6 26 19 25 12 17 13 13 15 18 9 9 12 3 21 27 9 18 13 19 26 22 21 17 8 2 239 249 488 2105 2217 2106

117
99

The Calculation of Reliability of Tryout Test

(Perfect reliability)

118
100

Appendix 9

STUDENTS’ LIST OF VIII D

(Experiment Class)

No. NIS Name L/P


1. 4300 Afridhatul Maulida Sari P
2. 4301 Agus Setiawan L
3. 4302 Ahmad Riki Andriyan L
4. 4304 Andrian Adi Setiawan L
5. 4305 Anis Magfiroh P
6. 4306 Ayuk Wahyuningtyas P
7. 4307 Della Lestari P
8. 4308 Desi Millasari P
9. 4309 Dian Fitriani P
10. 4310 Dika Wahyu Bintoro L
11. 4311 Efa Aning Lestari P
12. 4312 Eric Wisnu Pambudi L
13. 4313 Evita Ayu Sisi Asriyanti P
14. 4314 Farihatul Michayah P
15. 4316 Galuh Oktavianto L
16. 4317 Isa Indah Idayanti P
17. 4318 Isti Wulandari P
18. 4319 Jaisika Ade Saputra L
19. 4320 Joko Ririf Arif Tanto L
20. 4321 Mar'atus Shofiyah P
21. 4322 Muhammad Rizky Ferdiansah L
22. 4323 Nurul Fitriana P
23. 4324 Nurwanto L
24. 4325 Rita Novitasari P
25. 4326 Riyan Indah Santika P
26. 4327 Teguh Setiawan L
27. 4328 Vava Arya Adytia L
28. 4329 Wahyu Agung Prastyo L
29. 4330 Wahyu Pertiwi P
30. 4331 Winda Risviani P
31. 4332 Yuda L
101

Appendix 10

The Score of Reading Ability of Narrative Text of the Eighth Grade Students
of SMP N 2 Pulokulon Grobogan Before Being Taught by Using Local
Folktales in Academic Year 2013/2014

Students’ Pre-test Students’ Pre-test


Number Score Number Score
1 60 17 66.67

2 53.33 18 46.67

3 60 19 53.33

4 66.67 20 73.33

5 56.67 21 56.67

6 50 22 50

7 50 23 53.33

8 63.33 24 53.33

9 70 25 60

10 53.33 26 53.33

11 80 27 56.67

12 60 28 43.33

13 53.33 29 46.67

14 73.33 30 46.67

15 40 31 50

16 70  1770
102

Appendix 11

The Calculation of Mean and Standard Deviation of Reading Ability of


Narrative Text of the Eighth Grade Students of SMP N 2 Pulokulon
Grobogan Before Being Taught by Using Local Folktales in Academic Year
2013/2014

 Pre-test
a. The highest score : 80
b. The lowest score : 40
c. The number of interval : 1 + (3.3) log N

: 1 + (3.3) log 31

: 1 + (3.3) 1.49

: 1 + 4.917

: 5.917 ≈ 6

d. Interval width :

: 6.67 ≈ 7

e. Frequency Distribution

Score
75-80 1 77.5 77.5 4 4 16 16
68-74 4 71 284 3 12 9 36
61-67 3 64 192 2 6 4 12
54-60 7 57 399 1 7 1 7
47-53 11 50 550 0 0 0 0
40-46 5 43 215 -1 -5 1 5
 31 362.5 1717.5 9 24 31 76

121
103

f. Mean

= 55.40

g. Standard Deviation

122
104

Appendix 12

The Score of Reading Ability of Narrative Text of the Eighth Grade Students
of SMP N 2 Pulokulon Grobogan After Being Taught by Using Local
Folktales in Academic Year 2013/2014

Students’ Post-test Students’ Post-test


Number Score Number Score
1 76.67 17 90

2 63.33 18 80

3 73.33 19 73.33

4 70 20 73.33

5 66.67 21 80

6 63.33 22 73.33

7 70 23 80

8 76.67 24 73.33

9 83.33 25 76.67

10 80 26 80

11 86.67 27 76.67

12 80 28 80

13 76.67 29 70

14 86.67 30 66.67

15 63.33 31 60

16 73.33  2323.33

123
105

Appendix 13

The Calculation of Mean and Standard Deviation of Reading Ability of


Narrative Text of the Eighth Grade Students of SMP N 2 Pulokulon
Grobogan After Being Taught by Using Local Folktales in Academic Year
2013/2014

 Post-test
a. The highest score : 90
b. The lowest score : 60
c. The number of interval : 1 + (3.3) log N

: 1 + (3.3) log 31
: 1 + (3.3) 1.49

: 1 + 4.917
: 5.917 ≈ 6

d. Interval width :

:5

e. Frequency Distribution

Score
85-90 3 87.5 262.5 3 9 9 27
80-84 8 82 656 2 16 4 32
75-79 5 77 385 1 5 1 5
70-74 9 72 648 0 0 0 0
65-69 2 67 134 -1 -2 1 2
60-64 4 62 248 -2 -8 4 16
 31 447.5 2333.5 3 20 19 82

124
106

f. Mean

= 75.27

g. Standard Deviation

125
107

Appendix 14

The Calculation of -obtained of Reading Ability of Narrative Text of the


Eighth Grade Students of SMP N 2 Pulokulon Grobogan Before and After
Being Taught by Using Local Folktales in Academic Year 2013/2014
1. The differences of pre-test and post-test score

Number of Pre-test Post-test


Students Score Score

1 60 76.67 16.67 277.89

2 53.33 63.33 10 100

3 60 73.33 13.33 177.69

4 66.67 70 3.33 11.09

5 56.67 66.67 10 100

6 50 63.33 13.33 177.69

7 50 70 20 400

8 63.33 76.67 13.34 177.96

9 70 83.33 13.33 177.69

10 53.33 80 26.67 711.29

11 80 86.67 6.67 44.49

12 60 80 20 400

13 53.33 76.67 23.34 544.76

14 73.33 86.67 13.34 177.96

15 40 63.33 23.33 544.29

16 70 73.33 3.33 11.09

17 66.67 90 23.33 544.29

18 46.67 80 33.33 1110.89

126
Number of Pre-test Post-test
Students Score Score

19 53.33 73.33 20 400

20 73.33 73.33 0 0

21 56.67 80 23.33 544.29

22 50 73.33 23.33 544.29

23 53.33 80 26.67 711.29

24 53.33 73.33 20 400

25 60 76.67 16.67 277.89

26 53.33 80 26.67 711.29

27 56.67 76.67 20 400

28 43.33 80 36.67 1344.69

29 46.67 70 23.33 544.29

30 46.67 66.67 20 400

31 50 60 10 100

 1770 2323.33 553.33 12067.11

2. Five steps model


1. Making assumptions and meeting test requirements
Model: Random sampling

Level of measurement is interval – ratio

Sampling distribution is normal

2. Stating the null hypothesis

127
109

3. Selecting the sampling distribution and establishing the critical region


Sampling distribution = distribution
α = 0.05, two-tailed test
(degree of freedom) = = 31 - 1 = 30
(critical) = ± 2.042

4. Computing the test statistic

128
110

5. Making a decision and interpreting test result

With α set 0.05, two-tailed test and degree of freedom = 30,


(obtained) = 11.59 and (critical) = ± 2.042, the writer rejects the null
hypothesis and he accepts the research hypothesis .

The difference between reading ability of narrative text of the eighth


grade students of SMP N 2 Pulokulon Grobogan before and after being
taught by using local folktales in academic year 2013/2014 is statistically
significant.

129
111

Appendix 15

Value of -table for Any Number Degree of Freedom


112

YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS


UNIVERSITAS MURIA KUDUS
Kampus UMK Gondang Manis, Bae PO. BOX 53 Kudus Telp/Fax. 0291-438229

STATEMENT

name : Edy Santoso


NIM : 2010-32-043
study program : English Education Department
skripsi title : Reading Ability of Narrative Text of the Eighth Grade
Students of SMP N 2 Pulokulon Grobogan Taught by Using
Local Folktales in Academic Year 2013/2014

state that this skripsi is indeed the scientific work of mine, not that of others. I
only make some certain quotations from others’ as references I need to support
my skripsi.

I am fully responsible for this statement

Kudus, August 20th 2014


The writer

Edy Santoso
NIM. 2010 32 043
113

CURRICULUM VITAE

Edy Santoso was born on October 3rd 1991 in


Toroh district, Grobogan regency. He is the first son
of Mrs. Prapti Widayati. He is 22 years old. He lives
on Jl. Sawo Jajar No. 32 RT.02/I Ngrandah village,
Toroh Grobogan.

He graduated from SD N 3 Ngrandah


(Elementary School) in 2004, from SMP N 2
Pulokulon Grobogan (Junior High School) in 2007,
and from Science Program of SMA N 1 Pulokulon
Grobogan (Senior High School) in 2010.

After graduated from SMA N 1 Pulokulon Grobogan, then he decided to


continue his study at University of Muria Kudus majoring the study program of
English Education Department, because he loves English lesson.
Form B1

YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS


UNIVERSITAS MURIA KUDUS
Kampus UMK Gondang Manis, Bae PO. BOX 53 Kudus Telp/Fax. 0291-438229

KETERANGAN SELESAI BIMBINGAN

Yang bertanda tangan dibawah ini:

Nama : Dr. H. Ahmad Hilal Madjdi, M.Pd


NIS : 0610713020001020
Jabatan : Pembimbing I

Nama : Titis Sulistyowati, S.S., M.Pd


NIP : 19810402-200501-2-001
Jabatan : Pembimbing II

menerangkan bahwa

nama : Edy Santoso


NIM/Semester : 2010-32-043/VIII
Program studi : Pendidikan Bahasa Inggris

Telah menyelesaikan bimbingan skripsi dengan judul:

READING ABILITY OF NARRATIVE TEXT OF THE EIGHTH GRADE


STUDENTS OF SMP N 2 PULOKULON GROBOGAN TAUGHT BY USING
LOCAL FOLKTALES IN ACADEMIC YEAR 2013/2014

Demikian surat keterangan ini dibuat sebagai syarat untuk mengajukan


permohonan ujian terakhir.

Kudus, 20 Agustus 2014


Pembimbing II Pembimbing I

Titis Sulistyowati, S.S., M.Pd Dr. H. Ahmad Hilal Madjdi, M.Pd


NIP. 19810402-200501-2-001 NIS. 0610713020001020
Form B2

YAYASAN PEMBINA UNIVERSITAS MURIA KUDUS


UNIVERSITAS MURIA KUDUS
Kampus UMK Gondang Manis, Bae PO. BOX 53 Kudus Telp/Fax. 0291-438229

PERMOHONAN UJIAN SKRIPSI

Yang bertanda tangan dibawah ini:

nama : Edy Santoso


NIM/Semester : 2010-32-043/VIII
Program studi : Pendidikan Bahasa Inggris

mengajukan permohonan menempuh ujian skripsi.

Bersama ini saya lampirkan hal-hal sebagai berikut.


1. Surat pernyataan mahasiswa tentang orisinilitas skripsi
2. Surat keterangan selesai bimbingan
3. Naskah skripsi 4 eksemplar
4. Tanda bukti pembayaran biaya bimbingan dan ujian skripsi
5. Transkrip nilai yang telah lulus dengan IPK minimal 3.0

Kudus, 20 Agustus 2014


Mengetahui:
Ka. Prodi PBI Pemohon

Diah Kurniati, S.Pd., M.Pd. Edy Santoso


NIS. 0610701000001190 NIM. 2010 32 043

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