THE IMPLEMENTATION OF TEAM ACCELERATED

INSTRUCTION (TAI) METHOD TO IMPROVE THE

STUDENTS’ READING COMPREHENSION
IN NARRATIVE TEXT AT THE FIRST
YEAR OF SMAN 16 MAKASSAR

A thesis

Submitted in Partial Fulfilment of The Requirements for

The Degree of Sarjana Pendidikan (S.Pd) in English Education of
The faculty of Tarbiyah and Teaching Science of UinAlauddin Makassar

By

ROHAINI INDRAWATI SUDIRMAN

Reg. Number T.20400113178

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR
2017
 ACKNOWLEDGEMENTS

Praise and great gratitude submitted to Almighty God, Allah SWT who always

gives gracious mercy and tremendous blessing that has helped the researcher

finishing this thesis: The Implementation of Team Accelerated Instruction

Method to Improve The Students’ Reading Comprehension in Narrative Text at

The First Year of SMAN 16 Makassar. This thesis is as a requirement in

accomplishing the S1 Degree of Sarjana Pendidikan in English Education of The

Faculty of Tarbiyah and Teaching Science of UIN Alauddin Makassar.

The researcher would like to thank to all of those who have given the

contribution so that this script can be finished, especially to her Beloved Parents,

Dad Sudirman and Mom Sija who have given their endless love, always give

support and all of their praying for the researcher. The researcher would like to

deliver this thanks to:

1. Prof. Dr. H. Musafir Pababbari, M,Si., the Rector of Alauddin State

Islamic University of Makassar .

2. Dr. H. Muhammad Amri, Lc., M.Ag., the Dean of Tarbiyah and

Teaching Science Faculty of UIN Makassar.

3. Dr. Kamsinah, M.Pd.I. and St. Nurpahmi, S.Pd., M.Pd. as Head of

English Education Department and Secretary of English Education

Department of Tarbiyah and Teaching Science Faculty of UIN Makassar.

v
4. Dra. Hj. Mardiana, M.Hum., as the first consultant, and Dr. H. Muh.

Rusdi T., S.Ag. , as the second consultant who had guided and assisted

the researcher in writing and finishing the script. Thanks for your good

advice and valuable input.

5. All lecturers in UIN Alauddin Makassar that the researcher cannot

mention all the names. Thanks for your time, knowledge, advice and

motivation that you have given to the researcher since study in this great

campus.

6. Thank you very much for researcher’s big family, from my beloved sisters

and brother, grandparents, uncles, aunts, cousins, who has giving

researcher support and motivation and always pray for me.

7. My beloved big family of English Education Department 2013, especially

for my best friends in group 9 and 10 whose names could not be

mentioned one by one, for their friendship, togetherness, support, and their

participate. Thanks for being such a great companion and history during

study at Alauddin State Islamic University of Makassar.

Makassar, 2017

The Researcher

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 TABLE OF CONTENTS

Pages

COVER PAGE .................................................................................................... i

PERNYATAAN KEASLIAN SKRIPSI ............................................................ ii
PERSETUJUAN PEMBIMBING ..................................................................... iii
PENGESAHAN SKRIPSI .................................................................................. iv
ACKNOWLEDGEMENT .................................................................................. v
TABLE OF CONTENTS.................................................................................... vii
LIST OF FIGURES ............................................................................................ ix
LIST OF TABLES .............................................................................................. x
LIST OF APPENDICES ................................................................................... xi
ABSTRACT ......................................................................................................... xii
CHAPTER I INTRODUCTION........................................................................ 1-6
A. Background .................................................................................. 1
B. Research Problem .......................................................................... 4
C. Research Objective ........................................................................ 4
D. Research Significance ................................................................... 4
E. Research Scope .............................................................................. 5
F. Operational Definition of Terms .................................................. 5
CHAPTER II REVIEW OF RELATED LITERATURES ............................. 7-18
A. Some Previous Related Research Findings .................................. 7
B. Some Pertinent Ideas ..................................................................... 9
1. Reading Comprehension ......................................................... 9
a. Definition of Reading Comprehension ............................. 9
b. Components of Reading Comprehension.......................... 10
c. Levels of Comprehension ................................................ 10
d. Factors Affecting Students on Reading Comprehension .. 12

vii
 e. Indicators of Students’ Reading Comprehension ............. 13
2. Team Accelerated Instruction Method .................................... 14
a. Definition of TAI Method ................................................ 14
b. How to Use TAI Method ................................................... 15
c. The Procedure of TAI of English ...................................... 16
3. Narrative Text .......................................................................... 16
a. Definition of Narrative Text……………………………. ... 16
b. Generic Structure of Narrative Text…………………… .. 17
CHAPTER III RESEARCH METHOD .......................................................... 19-26
A. Research Design ............................................................................ 19
B. Research Variable.......................................................................... 22
C. Research Setting………………………………………………… 22
D. Research Participant ...................................................................... 23
E. Research Target ............................................................................. 23
F. Research Instrument ...................................................................... 24
G. Data Collection Procedure ............................................................ 24
H. Data Analysis Technique ............................................................... 25
CHAPTER IV FINDINGS AND DISCUSSION .............................................. 27-41
A. Findings ........................................................................................ 27
B. Discussion ..................................................................................... 40
CHAPTER V CONCLUSIONS AND SUGGESTIONS.................................. 42-43
A. Conclusions ................................................................................... 42
B. Suggestions ................................................................................... 43
BIBLIOGRAPHY ............................................................................................... 44-46
APPENDICES ..................................................................................................... 47
CURRICULUM VITAE ............................................................... ……..... 91

viii
 LIST OF TABLES

Table 3.1 The Score Qualification of The Text ………………………………… 26

Table 4.1 Students’ Reading Score in the First Cycle Test…………………….. .29

Table 4.2 The Frequency and Percentage Student’s in Reading Comprehension ……. 31

Table 4.3 The Result of Observation in the first cycle ………………………….32

Table 4.4 Students’ Reading Score in the Second cycle test …………………….35

Table 4.5 The Frequency and Percentage Students’ in Reading Comprehension………38

Table 4.6 The Result of Observation in the second cycle ………………………. 39

Table 4.7 Comparison of Cycle 1 and Cycle 2 …………………………………..57

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 LIST OF APPENDINCES

Page

Appendix 1. The Instrument text …………………………. …………………....47

Appendix 2. Table Comparison Cycle 1 and Cycle……………………………..57

Appendix 3. Lesson Plan………………………………………………………. 60

Appendix 4. Documentation…………………………………………………… 90

Appendix 5. Curriculum Vitae………………………………………………… 92

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xi
 LIST OF FIGURES

Figure 1.1 Freitag Triangle ………………………………………………………………… 17

Figure 1.2 Kemmis and McTaggart ………………………………………………………… 20

ix
 CHAPTER I
INTRODUCTION

This chapter consists of background, research problem, research

objectives, research significance, research scope, and operational definition of the

terms.

A. Background

Language is one of the tools of communication. Language is used to take

and give the information from one people to another people. Now, in the world

using English language as an international language. It can be used in every single

country in this world. All the people in this world must learn English well, so that

to avoid from miscommunication and misunderstanding between one people with

another people.

English language has an important role in the educational world, especially

in Indonesia. It could be seen that English has been taught in all levels of
Indonesian educational units, recently from kindergarten school, elementary

school, junior high school, senior high school up to university.

However, every language has its own rules and uniqueness, English does

too. English has four basic language skills. They are listening, speaking, writing,

and reading. Speaking and writing related to the language production, so they are

regarded as productive skills. On the other hand, listening and reading relate to

receiving messages, so they are regarded as receptive skills. In this research , the

researcher will focus on reading skill

Reading is important for the students because the success of their study

depend on their ability to read. Reading is an active process which consists of

recognition and comprehension skill. It means that reading is the most useful for

skill of people. When people talk about reading, it might be automatically related

to comprehension or understanding. Reading comprehension is the process of

1
 2

making meaning from text. The aim , is to gain an overall understanding of what

is described in the text rather than to obtain meaning from isolated words or

sentences.

However, reading is not an eassy matter, but it is a complex process. It

does not involve the readers’ ability to read the text but also, the readers’experince

to comprehend it. Other than that, reading comprehension is difficult to master

since it needs many competencies including the mastery of content, vocabulary,

language, and grammar. By nature reading comprehension difficulties are

complex and reader diffiulties may be related to a combination of factors such as:

biological, cognitive, or behavioural issues. These factors lie within the reader but

other factors may also be found outside of the reader. The most people are very

less interest in reading for instance, learning English at Senior High School. Based

on the observation that a observation has conducted in the SMAN 16 Makassar

specially at first grade, it showed that most students felt bored and lazy in reading
English with some reasons such as they did not know how to pronounce the words

and did not understand the meaning, other reasons, they felt difficult to connect

between one paragraph and another paragraph. During the reader activity, because

the topic was not interesting, students were often lose their focus and

consequently, so that they looking for another activity such as talking with

friends, making jokes, etc.

Ironically there are some teachers who teach English using traditional

method like Grammar Translation Method, the teacher is more active than the

students. The teacher always explains the lesson, while the students are passive in

the class, so the students felt bored and lazy to learn English.The teacher is not

creative, the teacher seldom make the situation in classroom are interesting. The

teachers have the important role to encourage students’ awareness in reading.

 3

They should be able to apply an appropriate technique in the teaching learning to

make the students interested in their learning and finally they easily master the

reading.

There are many methods to teach English in senior high school. The

researcher chooses one of methods in Cooperative learning; it is Team

Accelerated Instruction method. Team Accelerated Instruction method is used to

comprehend a narrative story. Team Accelerated Instruction method is a group

work that the students are divided into groups of four that are mixed in

performance level, gender, and ethnicity. Team members work on different units.

Teammates check each other’s work against answer sheets and help one another

with any problem. Then without help, they take final units tests that are scored by

student monitors (Slavin, 1987: 15).

Based on the description above, researcher was interested in doing a

research on learning method in improving students’ reading comprehension.

Method is meant here is team accelerated instruction want to apply in learning

narrative text. Researcher want to find out whether the team accelerated

instruction able to improve students’ reading comprehension or not. Therefore,

researcher complied the research title, “The Implementation of Team Accelerated

Instruction (TAI) Method to Improve The Students’ Reading Comprehension in

Narrative Text at The First Year of SMAN 16 Makassar.”

B. Research Problem

Based on the background that has been explained above, the researcher

formulates the problems as follow: How is the improvement reading

comprehension in narrative text using Team Accelerated Instruction (TAI)

 4

method at tenth grade students of SMAN 16 Makassar in the academic year of

2017/2018?

C. Research Objective
Related to the research problems above, the research objectives are : To

find out the improvement students’ reading comprehension in narrative text using

Team Accelerated Instruction method at the eleventh grade students of SMAN 16

Makassar in the academic year of 2017/2018 or not.

D. Research Significance

The yield of this research is intensely expected to carry out some

significances of teaching and learning vocabulary as follow:

1. Theoretical Significance

The result of this research is expected to the theory of teaching reading

through Team Accelerated Instructions. This research can be used as the

references for those who want to conduct a research in improving English reading
comprehension.

2. Practical Significance
a. Significance for the teacher

The result of this research is expected to give the teacher information

about how to teach the students about reading comprehension by using Team

Accelerated Instructions and how to use the method during the learning process.

The teacher gets information how to improve their students’ average in reading

comprehension.

b. Significance for the students

The result of this research is expected to make it the students interesting to

read anything especially in reading text. To achieve this, the researcher would
 5

proposes Team Accelerated Instructions method in students’ learning process

which can improve students’ reading comprehension.

c. Significance for the researcher

This research is expected to be meaningful information and to give

motivation for the text researcher to create another research for teaching reading

especially for narrative text.

E. Research Scope

This research is restricted to the application of Team Accelerated

Instructions method in classroom specially in improving student’s reading

comprehension in narrative text. The students have taught about narrative text. In

here, the researcher taught the students of the first grade at SMAN 16 Makassar

Regency.

F. Operational Definition of Term

1. Team Accelerated Instruction

Team Accelerated Instruction method is a group work that the students are

divided into groups of four that are mixed in performance level, gender, and

ethnicity. Team members work on different units. Teammates check each other’s

work against answer sheets and help one another with any problem. Then without

help, they take final units tests that are scored by students monitors (Slavin, 2013).

2. Reading comprehension

Reading comprehension is the process of making meaning from text. The

goal, therefore, is to gain an overall understanding of what is described in the text

 6

rather than to obtain meaning from isolated words or sentences (Wolley,

2011:15).

3. Narrative text

Narrative text is a kind of text that tells the true story or fiction in the past

and to entertain readers. According to Cobley (2001), Narrative text is the

showing or the telling of these events and the mode selected for that to take place.
 ABSTRACT
Name : Rohaini Indrawati Sudirman
Reg. Number : 20400113178
Department/Faculty : English Education/Tarbiyah and Teaching Science
Faculty
Title : The Implementation of Team Accelerated Instruction
(TAI) Method to Improve the Students’ Reading
Comprehension in Narrative Text at the First Year of
SMAN 16 Makassar
Consultant I : Dr. Hj. Mardiana, M.Hum.
Consultant II : Dr. M. Rusdi T., S.Ag.

This research aimed to see the improvement of reading comprehension by

using Team Accelerated Instruction method in narrative text at the first year
students of SMAN 16 Makassar 2017/2018 academic year. The research design
applied Classroom Action Research (CAR) which consisted of two cycles, each of
the first cycle and second cycle consisted of plan, action, observation, and
reflection. The two cycles consisted of 6 meetings. The subject of the research
was students of class X MIA 4 which consisted of 35 students, 16 boys and 19
girls. The instrument of this research was narrative test and observation checklist.
This research focused on improving students’ reading comprehension on
narrative text. After exceeding the several processes in cycle 1 and cycle II which
consisted of six meetings, the result of data analysis through reading
comprehension in terms of multiple choice and essay test improved significantly.
The result of this research showed that improvement of the students’ reading
comprehension from the first cycle to the second cycle has improved. In SMAN
16 Makassar, the KKM standard score was 75 point, and the success indicator was
75% students got KKM standard score. The mean score of students’ reading
comprehension test in first cycle was 71.14, with the percentage was 37.14%
students got KKM while in the second cycle was 78.91, with percentage was
77.14% students got KKM.
Based on the data above, the researcher concludes that using Team
Accelerated Instruction method could increased the students’ reading
comprehension in narrative text at the first year of SMAN 16 Makassar especially
class X MIA 4. The advantages of TAI Method are to improve the students’
motivation to learn, keep students active in learning, and train the students to
solve the problems together in group.

xii
 7

CHAPTER II
REVIEW OF RELATED LITERATURE

This chapter presents some previous related research finding and some

pertinent ideas.

A. Some Previous Related Research Findings

Many studies have been performed by the researcher related to the use of

strategies, approaches, methods, techniques, or media, in motivating the learner to

learn English vocabulary. Some of them are mentioned as follows:

1. Alberti (2014) conducted a research entitled, ”Improving Reading

Comprehension on Narrative Texts by Using Story Grammar Strategy at

Grade VIII of SMPN 1 Pondok Kelapa Bengkulu Tengah”, that the use of

stoy grammar strategy was effective to improve the students’ reading

comprehension on narrative text. Story Grammar strategy can be used at

all levels. This strategy is not only able to improve reading

comprehension, but also enhance students’ vocabulary, writing, and

imagination. Then, it can motivate students to be proud with their work. It

is appropriate to be used for students who work individually, pair, group or

the whole class discussion. Furthermore, the information in framework

based on the assignment. So, Story Grammar is very helpful.

2. Komalasari (2014) conducted a research entitled, “Improving Students’

Reading Comprehension Using Mind Mapping at The Third Year Students

of SMPN 1 KURIPAN CLASS IX E ACADEMIC YEAR 2013-2014”

pointed out that the use of Mind Mapping can significantly improve

student’s ability in reading comprehension for the third year students of

SMPN 1 Kuripan class IX E, Academic year 2013/2014. Mind maps may

be enhanced and enrich with color, pictures, code and dimension to add

7
 8

interest, beauty and individuality. These in turn aid creativity, memory and

specifically the recall of information.

3. Istikhayatun (2015) entitled, “ The Use of Team Accelerated Instruction

Method to Improve The Students’ Reading Comprehension of Eleventh

Grade Students of SMA Muhammadiyah Plus Salatiga in The Academic

Year of 2014/2015”. In his research he analyzed the use of Team

Accelerated Instruction Method toward students’ reading comprehension

in English teaching learning process. He concluded that Team Accelerated

Instruction Method is able to improve the students’ Reading

comprehension.

4. Habibullah (2011) entitled, “Using Team Accelerated Instruction Method

To Improve The Vocabulary Mastery of the Fourth Graders of SD

NegeriSumberarum 2 Tempuran in The School Year 2011-2012)”. In his

research he analyzed the implementation of Team Accelerated Instruction

toward students’ vocabulary mastery in English teaching learning process.

He concluded that using Team Accelerated Instruction is able to help the

students to improve the students’ vocabulary mastery. The implementation

is being popular and reasonable because it can give the students a great

motivation and challenge to read more in English learning. There was a

changing of students’ behavior after they followed English class using

Team Accelerated Instruction. The students become more active and

confident because they are working in groups (Habibullah, 2011). So, it

can be concluded that Team Accelerated Instruction can be implemented

in teaching reading.
 9

B. Some Pertinent Ideas

1. Reading Comprehension

a. Definition of Reading Comprehension

Reading cannot be separated from comprehension, because reader has to

comprehend what he or she reads to get information from a text or a book. A

common description of reading comprehension states that comprehension is the

process of making connections between the new information in the text and the

known information in the reader’s head. Reading comprehension is the

construction of the meaning of a written or spoken communication through a

reciprocal, holistic interchange of ideas between the interpreter and the message.

The persumption here is that meaning resides in the intentional problem solving,

thinking process of the interpreter, that the content of the meaning is influenced

by that person’s prior knowledge and experience (Harris & Hodges, 1995:39).

According to Grabe and Stoller (2002) Reading Comprehension is an

extraordinary feat of balancing and coordinating many abilities in a very complex

and rapid set of routines that makes comprehension seemingly effortless and

enjoyable activity for fluent readers. Reading comprehension is a very complex

cognitive activity. Comprehenders are not viewed as merely passive recipients of

information but as active constructors of meaning. Skilled comprehenders use a

wide repertoire of language skills to gain meaning from text by constructing a

text-based model while at the same time they draw upon and use their own

background knowledge to construct a situation model of the understandings

related to the text passage. To be effective, readers need to be actively engaged in

the reading process by using their met cognitive skills to monitor and regulate

their own meaning making process.

 10

Based on the above explanation, the writer concludes that reading

comprehension is a process of understanding written text, integrating new ideas

and generalizing from what is read.

b. Components of Reading Comprehension

A study by Davis (in Heilmen, Blair, & Rupley, 1961:241) in Istikhayatun

(2016) is generally regarded as the significant attempt to delineate separate

comprehension skills. His analysis showed the following five comprehension

skills:

1) Recalling word meaning (vocabulary knowledge)

2) Drawing inferences from the content

3) Following the structure of a passage.

4) Recognizing a writer’s purpose, attitude, tone and mood.

5) Finding the answers to questions answered explicitly or in paraphrasing.

c. Levels of Comprehension
In constructing the meaning of a text, readers may engage in different

types or levels of thinking. According to Heilman, Blair, & Rupley (1961: 246) in

Istikhayatun (2016) there are three levels of comprehension are typically

identified: literal, inferential, and critical.

1) Literal comprehension or Factual comprehension

Literal comprehension is an understanding the ideas and information

explicitly state in the passage. The abilities are:

a) Knowledge of word meaning

b) Recall of details directly stated and paraphrased in own words.

c) Understanding of grammar clues-subject, verb, pronouns, conjunctions,

and so forth.

d) Recall of main idea explicitly stated.

 11

e) Knowledge of sequence of information presented in passage.

2) Inferential comprehension

Inferential comprehension is an understanding of ideas and information

not explicitly stated in passage. The abilities are:

a) Reason with information presented to understand the author’s tone,

purpose, and attitude.

b) Infer factual information, main ideas, comparisons, cause-effect

relationship not explicitly stated in the passage.

c) Summarization of story content.

3) Critical comprehension or Evaluate comprehension

Critical comprehension includes analyzing, evaluating, and personally

reacting to information presented in the passage. The abilities are:

a) Personal reacting to information in a passage indicating its meaning to

the reader.
b) Analysing and evaluating the quality of written information in terms of

some standards.

In other hand, Dechant in Istikhayatun (2016) explains that learning to

comprehend involves a complex of skill. Various writers have attempted to

categorize these into three or four levels. Lanier and Davis in Istikhayatun (2016)

summarizing comprehension skills, categorize them as:

a) Literal skills (recognizing and recalling facts, details, sequence, main

idea, directions, organization, and the like)

b) Interpretative skills (inferring, drawing conclusions, generalizing,

deriving meaning from figurative language, predicting, anticipating and

summarizing)
 12

c) Critical skills (judging, detecting propaganda, analyzing, checking,

validity, checking the author’s biases and purpose)

d) Creative skills (applying information, responding emotionally).

d. Factors Affecting Students on Reading Comprehension

To help students handle their shortcomings in comprehending the text

what they read, the teachers must understand the factors that affect comprehension

(Dallman et al, 1982: 25) in Istikhayatun (2016). Here as follows:

1) Difficulty of material

One of the major factor causes of lack of comprehension is that the

teachers expect them to read materials beyond their level.

2) Intelligence

A child’s ability to comprehend in reading as sometimes limited by the

conceptual “load” that his mental ability enables him to carry. All the mechanical

reading skills in the world will not able to read materials involving abstractions
beyond the level of his mental development

3) Environment

Noisy surrounding, inadequate lighting, high or low temperature,

stimulating or distracting surrounding may interfere with maximum

comprehension. The extent to which the environment affects comprehension

varies with individuals. The same person may at one time not to be bothered by

factors that other times decidedly decrease his comprehension.

4) Emphasize on word recognition

Method of teaching that concentrate on the recognition of individual words

but neglect attention to meanings that can be derived from connected discourse

may account for deficiencies in comprehension.

5) Emphasize on reading
 13

Oral reading can have either a desirable or a detrimental effect on

comprehension. At time oral reading of a selection that is particular difficult for

the reader may increase his understanding of it, since them then not only sees but

also hears what he reads.

6) Background for reading selection

A frequent cause of poor comprehension is lack of an experience

background essential to the understanding of what is being read. Lack of

knowledge of the words used and of understanding of the concepts involved are

limitations to comprehension.

7) Adjustment of reading techniques to purpose and type of material

Effective reading requires a flexible approach to the printed page. There

should be versatility in adapting the reading method to the reading purpose and to

the nature of the material being read.

e. Indicators/ the nature of students’ reading comprehension

There are some indicators of students’ reading comprehension, they are:

1) The students are able to understand the function of analytical exposition

text.

2) The students are able to find the difficult words from the analytical

exposition text.

3) The students are able to answer the questions about analytical exposition

text.

4) The students are able to identify the important information on the text.

5) The students are able to give opinions about the text that they have been

read.
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2. Team Accelerated Instruction (TAI) Method

a. Definition of Team Accelerated Instruction (TAI) Method

TAI is one of the type of Cooperative Learning. According to Slavin

(2013) Cooperative Learning is learning done in groups, students in one class are

made into small groups of 4 to 5 people to understand the concept facilitated by

the teacher. Cooperative Learning model is a model of learning with the setting of

small groups by considering the diversity of group members as a forum for

students to work together and solve a problem through social interaction with

peers, providing opportunities for learners to learn something well at the same

time and he became resource person for another friend. According to Suprijono

(2010) the Cooperative Learning method is a broader concept covering all types

of group work including teacher-led or teacher-directed forms. There are several

kinds of methods in Cooperative Learning. One of which is Team Accelerated

Instruction (TAI) method. This method combines the benefits of cooperative

learning and individual learning. This method is designed to overcome individual

student learning difficulties.Therefore, the more learning activities are used for

problem solving. Typical characteristic of this TAI is that each student

individually learns learning materials that have been prepared by the teacher.

Individual learning outcomes are brought to the group to be discussed and

discussed together by group members, and all group members are responsible for

overall responsibility as collective responsibility. At TAI the teaching materials

given to each individual and group are differentiated according to ability, students

with good ability to obtain teaching materials with higher difficulty level than

students have less ability. In TAI, students encourage and help one another to

succeed. Individual accountability is assured because the only score that counts is

the final test score, and students take final tests without teammate’s help. Students
 15

have equal opportunities for success because all have been prior knowledge, it is

as easy for difficult for allow achiever to complete three subtraction units in a

week, as it is for a higher achieving classmate to complete three long division

units (Slavin, 2013).

b. How To Use Team Accelerated Instruction (TAI).

In the TAI method, students have to check their works each other and they

have to work each other based on the series of specific questions, the teacher can

give cursory explanation about the questions which were mostly considered

complicated by the student. In this TAI method, individual accountability, equal

opportunities for success, and motivational dynamics become the main elements

to be emphasized by the teacher (Huda, 2011: 125).

The learning activity with this method begins with the teacher distributing

the class into how many groups. Usually, four to five students in each group. Each

student is allowed to teach different materials tailored to the student's abilities.

High student ability to get different teaching materials with low student ability.

Furthermore, students are asked to do some problems. Of course with different

qualities also in accordance with the ability of students. After completing the

question, the students' work in the group is combined into one and cross-corrected

with another group. One thing to note is that high-ability students must be

corrected by high-ability students as well. As well as problems for moderate and

low-ability students. If the results obtained meet the specified criteria of

completeness, then the student is entitled to take the final test. For students who

have not met the standard will be given some more questions which of course

must be equivalent to the previous problem until finally get the value desired by

the teacher.
 16

c. The procedure of TAI of English.

1) Teachers give individual quizzes to students to get a basic score or an

initial score.

2) Teacher divides the students into groups based on their different abilities.

The teacher divides it by giving numbers to all students, and the groups

consists of four student and they are assigned to complete specific learning

material or homework.

3) Each group is given the series of specific tasks to be done together. Points

in the task are sequentially distributed to each member (eg, for material

that consists of 15 questions, it means four members in each group must

take turns to answer the question about it).

4) All members have to check the answers each other in the group and give

assistance each other if needed.

5) After that, each member is given individual tests without assistance from
other members. During individuals tests, teachers should give more

attention to each student.

6) Each week, teacher sums how many questions can be answered by each

group. Reward is given to groups that are able to answer most questions

correctly and able to finish homework well. Teacher provide extra points

to individuals that are able to obtain an average score on the final exam.

3. Narrative text

a. Definition of Narrative Text

Narrative is one of English types. According to Anderson cited in Shofiyah

(2015) defines narrative as a piece of texts which tells a story and, in doing so,

entertains or informs the reader or listener. Narratives can be presented or told in

the first person if the narrator is one of the characters in the story, and in the third
 17

person if the narrator is one of the characters in the story, and in the person if the

narrator is outside the story. Pardiyono (2007) defined that narrative is a text

which tell activity or event in the past time which show problematic experience

and resolution to amuse and give moral value to the reader. Based on the above

explanation, the researcher concludes that narrative text is an imaginative story to

entertain people.

b. Generic Structure of Narrative Text

According Neo cited in Alberti (2014) states that a narrative has a

structure, a shape or a pattern. It can be represented graphically in this way.

Climax

Rising Action Falling Action

Exposition Resolution

Figure 1.1 : Freitag Triangle

That picture is known as the Freitag triangle. The idea of the Freitag

triangle is to serve as a kind of blueprint or map which can be used to guide us

systematically in our writing. The Freitag triangle consists of: (a) The exposition,

setting the scene. The writer introducer the chracters and setting, providing

description and background. (b) Rising action, it refers to the story builds and gets

more exciting. (c) The climax is the moment of greatest tension in a story. This is

often the most exciting event. It is the event that the rising action builds up to and

that the falling action follows.(d) Falling action is the events happen as a result of

the climax and we know that the story will soon end. (e) The resolution consists of

the character solves the main problem or conflict or someone solves it.
 18

Meanwhile, Siahaan and Shinoda cited in Shofiyah (2015) explained that

the structure of narrative text are orientation (setting the scene and introducing the

participants), evaluation (a steeping back evaluate the plight), complication (a

crisis arises), resolution (the crises are resolved, for better or for worse), and

reorientation (optional).

From the explanation above, it can be stated that the main structures in

narrative text are:

1) Orientation

It is about opening paragraph that tells or introduces about ‘who’

(characters or participants), ‘when’ (time), and ‘where’ (place) of the story.

2) Complication

Complication explores the conflict in the story. This part shows and

describes the problems or the rising crises which the participants or characters of

the story have to do with.

3) Resolution

In this part, the crises or the problems in the story are resolved and ended

for better or worse, happily or unhappily.

 CHAPTER III
METHOD OF THE RESEARCH

This chapter describes the research method, research design, research

participant, research target, research instrument, data collection procedure, and

data analysis techniques.

A. Research Design

The researcher conducted Classroom Action Research (CAR). According

to Arikunto (2013), Calssroom Action Research for English Learning aims at

developing a certain instructional strategy to solve practical instructional

problems in the English Classroom. It means that an Action Research which

conducted in a classroom to increase the quality of learning teaching practices.

Classroom Action Research can develop the innovative instructional strategy that

can help to enhance the students’ success in learning English.

According to Hopkins (2011), Classroom Action Research is a form self

reflective inquiry undertaken by participants in a social (including educational)

situation in order to improve the rationality and justice of : (a) their own social or

educational practices, (b) their undesrstanding of these practices nd the situations

in which practices are carried out. There are many models of Classroom Action

Research (CAR), they are Kurt Lewin model, Kemmis and Taggart model,

Hopkins model, etc. The researcher will use the spiral model by Kemmis and

Taggart.

Kemmis and Taggart describe that, the model or the procedures of CAR

into four steps. They are; (1) plan, (2) action, (3) observation and evaluation (4)

reflection. The relations among them is called a cycle. It means that, a cycle

consists of plan, action, observation, evaluation, and reflection. Cyclical action

research can be drwan as follows:

19
 20

Figure 1.2. (Kemmis and McTaggart in Denzin & Lincoln, 2005):

Based on the model above, there are four stages in Kemmis and Taggart

model. They are plan, action, observation and reflection. The relation among them

is called cycle. The activities can be stated as follows:

1. Plan

This step, the researcher prepared materials about narrative text, made

lesson plan, prepared English workbook, and media to support the teaching-

learning process. The lesson plan was designed for the first, second and third

meeting. While designing a lesson plan, the researcher selected narrative text that

use in teaching. The researcher prepared students’ worksheets and students’

answer sheet. The researcher also designed the observation checklist for

classroom observation to know the situation of teaching-learning process when

the Team Accelerated Instruction method was applied and a reading

comprehension test to know whether students’ reading comprehension improved

or not.

2. Action

In action, the researcher did the action for teaching and learning process

especially in reading activity based on the lesson plan with Team Accelerated
 21

Instruction method. Before that, the researcher introduced the narrative text for the

students explain about what was narrative text, the purpose, generic structures,

and language features. Then, the researcher introduced the Team Accelerated

Instructions method and how it work. After that, the researcher would gave pre

test for the students to know the students’ ability in English especially in reading

comprehension on narrative text. Then, in the second meeting the researcher

applied the Team Accelerated Instruction method. The researcher started by

dividing the students into a group. There are seven groups with five members in

each group. The researcher divided the group based on the result of students last

meeting. In each group consisted of student’s ability in English was good,

medium, and low. Each member must answer the question in the test. There are

fifteen questions in test, and every group consisted of five students with the result

that each member answered the three questions. Therefore, every student must be

active, they should do by themselves, and none students that did not answer the
question. In group, if there was a student who did not understand the question or

got difficulties, another member must be helped. So, togetherness would be

achieved. After each group had finished the assignment, they presented the

answer. Another group must be protest if the answer was different with their

answer or gave the addition if the answer was complete. After finished the

presented, the researcher would give the resume.

3. Observation

In this step, the collaborator observed the implementation of action stage

by using the observation checklist. There were some activities, which observed

they ware: students’ interest when do action, students’ sincerity, students’

seriousness, students’ activeness, students’ collaboration in group, students’

warmness, students’ orderliness when learning went on, student’s clamorous and,
 22

smoothness of learning step, students’ respond to teacher explanation, student’s

focus when follow teacher’s direction, student’s seriousness when teacher

resuming, Lesson finish on time, students’ activeness in the class and students

seriousness when did reflection.

4. Reflection

In this step, the researcher asseseed the students’ reading comprehension

result after the whole activity had finished. After analyzing the weakness, the

researcher looked for the problems which caused the weakness. However, if there

was a problem it should move to the next cycle regarding re-planning, re-acting,

and re-observing. Furthermore, in this step, the researcher had to think what she

has to do in the next step.

B. Research Variable

This research had two variables which namely as dependent variable and

independent variable . Dependent variable is student’s reading comprehension in

narrative text and independent variable is Team Accelerated Instructions method.

C. Research Setting

There are three discussions in the research setting.

1. Research Location

This research is located in SMAN 16 Makassar, at Amana Gappa street,

No. 8 Makassar, Phone (0411) 3618550, Postal code 90223, Email.

Sman16_mks@yahoo.co.id.

2. Research Time

This research has conducted on Thursday 24 January 2017 until Friday

21 September 2017.
 23

3. School Profile

SMAN 16 Makassar is a Dutch heritage building in the 60’s. The school

accredited is A. The School located at Amana Gappa street, No. 8 Makassar. The

headmaster of the school is Mr. Dr. Muhammad Yusuf. There are about 53

teachers in SMAN 16 Makassar, and the buildings consists 0f 27 classrooms,

library, mosque, three labs, three school office, students activity units, OSIS

room, sport field, canteen, and four toilets. There are two classes of majors

namely IPA and IPS class. The curriculum for class X uses K13 and for class XI

and XII uses KTSP.

The vision in SMAN 16 Makassar is the realization of a superior school,

competitive, character, environmentally friendly in accordance with the values of

imtaq and nation culture. And the mision are: improving the competence of

educators and education personnel, improvement of academic and non academic

achievement of students, the availability of learning tools that can support the
learning process optimally, and maintaining a conducive environment.

D. Research Participants

The subject of this research was the students of X Mia 4. They were the

students of SMAN 16 Makassar Regency. The total of the students in the first

grade of Mia 4 were 35 students, covering 16 boys and 19 girls.

E. Research Target

To achieve the success indicator of students’ score which there was at least

75% of the students got the KKM standard score of SMAN 16 Makassar. In

SMAN 16 Makassar, point 75 as a KKM standard score.

 24

F. Research Instrument
The instrument of the research used as follows:

1. Observation

The observation check consists of a list of the students’ activities that had

to observe during the learning process. It was used to identify team accelerated

instructions method to overcome the students’ problem and improve the students’

ability to develop reading comprehension. On other hand, observation was also

used to appraise the students’ motivation during teaching and learning process, to

see their difficulties, problems, and their understanding of the material which was

given to them.

2. Test

This researcher used test to collect the intended data. The test was used to

know whether or not there was students’ improvement in learning reading

comprehension on narrative text by using team accelerated instructions method.

G. Data Collecting Procedure

The technique of collecting data used by researcher as follow:

1. Observation

Observation used to observe the teaching learning process and the

students’ activities during the lesson from opening until closing. Directly, the

researcher observed the students in the classroom and got the decription about

students’ activity and participation in learning process.

2. Test

In the research, the researcher got the data by giving multiple choices and

essay test, and second test as an evaluating test. The first test was given before

implemented the team accelerated instruction method. It is used to determine the

basic ability of students’ reading comprehension on narrative text. The Second

test as an evaluation test hold for the action of during the each cycle to measure
 25

the student’s understanding and to get learning outcomes data. This data was the

achievement of students after being taught.

H. Data Analysis Technique

1. Descriptive Qualitative Technique

Description qualitative technique was used to know students participation

and their activitied in classroom. In this case the writer used checklist in which

record all of activities in classroom. It described the process and the result of

students’ improvement in reading comprehension using team accelerated

instruction method.

2. Statistical Technique

The quantitative data would be analyzed as follows:

a. The formula will be used in scoring the students’ correct answers is

Students correct answer:

Score = Students correct answer X 100

Total Number of Items

(Arikunto, 2008)

b. The mean score of the students’ achievement:

X = ΣX
N

Notation: X = Mean Score

ΣX = the sum of all score

N = the total respondent

(Gay, 2006)

c. Calculating the rate percentage of the students’ score:

Percentage (%) = F x 100 %

N
 26

Notation: % : Percentage

F : Frequency

N : the total respondent

(Sudjiono, 2014)

d. The score is classified based on the following classification:

Table 3.1

The score qualification of the text.

NO. SCORE CRITERIA

1. 90 – 100 Excellent

2. 80 – 89 Very good

3. 70 – 79 Good

4. 60 – 69 Fairly good

5. 50 – 59 Fairly

6. 40 – 49 Poor

7. < 40 Very poor

(Depdikbud, 2012)
 CHAPTER IV
FINDINGS AND DISCUSSION

This chapter describes the findings and the discussion of this research. In

the findings section, the researches show all the data which she collected during

the research. In the discussion section the researcher analyzes and discussed all

the data in the finding section. She compares the data collected during the two

different cycles. The problem statement of this study is also answered in this

section.

A. Findings

1. First cycle

a. Plan

In this step, the researcher prepared the teaching, learning design, such as:

arranged lesson plan based on the narrative material, gave two texts about

narrative legend, test, observation checklist and camera.

b. Action

In action consisted of three meetings; in the first meeting and second

meeting studied of narrative text using team accelerated instruction method. In the

third meeting the students were given achievement test about multiple choices of

narrative texts.

1) The first meeting

The first meeting focused on improving students’ reading comprehension

and introduced narrative text. In this meeting was conducted on August, 24

2017 from 09.30- 10.15, 10.30- 11.15 a.m. (based on the schedule). The

researcher entered in the class and the teacher welcomed by students and sat down

on the chair and several students played around the class.

The situation was noisy; some students were still talking with their friends.

After the students were ready, the teacher started the meeting by praying. The

27
 28

teacher opened the lesson by introducing and checked the student’s attendance.

Next, the teacher asked the researcher to continue the lesson. The procedures

were:

a) The researcher introduced and explained about the narrative text and

the team accelerated instruction method.

b) The researcher gave test to know students’ ability in reading

comprehension.

c) The researcher explained how to know narrative text by using team

accelerated instruction method.

d) The researcher gave the test about narrative legends

e) Students collected their results

2) The second meeting

The second meeting was conducted on August, 31 2017 from 09.30-

10.15, 10.30- 11.15 a.m. (based on the schedule). The researcher divided the
students into some groups. There are 7 groups and each groups consisted 5

members. Then, the researcher gave test to each group. Every member must be

active and got the question that has given. If, there was a member in group got

difficulties to answer the question, another member must be helped.

3) The third meeting

This meeting was conducted in September, 07 2017 from 09.30- 10.15,

10.30- 11.15. At the meeting, the researcher gave little explanation about the

generic structure of narrative text. Then, the researcher gave the test to students.

The students answered the question by themselves, individually, not in group

form.

This is following result of students’ cycle test in the first cycle:

 29

Table 4.1.

Students’ Reading Score in the First Cycle Test

No. Name of Students Final Score

1. A.Muh.Jaelani Angga Gunawan M. 60

2. A.Sri Sulistina Sari S 80

3. Afifah Putri Abdi 82

4. Agung Wardana Kusuma 60

5. Ainun Jariah Djalauddin 60

6. Ainun Riskawati 82

7. Aldy Firansya Salama 60

8. Allaam Rosyad Akbar 70

9. Amelia Rezki Ramadhani 75

10. Ananda Nur Amalia Arfan 94

11. Andi Rezki Utami Febriani 90

12. Arindi Nurul Amalia Asman 80

13. Arlan Maulana 50

14. Aska Qul Nur Aisyah 60

15. Astrinindyah 92

16. Fadhel Muhammad 60

17. Fitria Annisa Riantika 94

18. Hana Pertiwi 70

19. Irpan 70

20. Muh. Faisal Halim 84

21. Muh. Harun 60

22. Muh. Nurhidayat 70

23. Muhammad Fahmi Dahlan 60

 30

24. Muhammad Rafli Faisal 60

25. Muhammad Reviansyah Irwan 60

26. Nur Fina 90

27. Nur Rahmat Erlangga 60

28. Nurul Syafa’at Muchsin 70

29. Refindy Septian 60

30. Renaldy 60

31. Rezki Fauzia 80

32. Saenal 50

33. Salsabila Kuntum Maharani 94

34. Tri Nadila Ramlan 72

35. Wanda Febrianti Hamzah 72

Sum / ∑x 2491

Mean Score = ∑x 71.17

Based on the table above, it proven that there were some improvement

toward students’ reading comprehension after implementing team accelerated

instruction. The improvement showed that there were three students got 94 value,

one student got 92 value, two students got 90 value, one student got 84 value, two

students got 82 value, three students got 80 value and one student got 75 value. It

meant that, there were thirteen students or 37.14 % students who could passed the

criteria of minimum successful (KKM) and there were two students got 72, five

students got 70 value, thirteen students got 60 value, and two students got 50

value. It meant that, there were eleven students still below the KKM. While the

mean score of first cycle test was 71.17 with categorized good.
 31

Table 4.2
The Frequency and Percentage Students’ in Reading Comprehension

No. Criteria Score Frequency Percentage (%)

1. Excellent 90- 100 6 17.14%

2. Very Good 80- 89 6 17.14%

3. Good 70- 79 8 22.85%

4. Fairly good 60- 69 13 37.14%

5. Fairly 50- 59 2 5.71%

6. Poor 40- 49 - -

7. Very poor <40 - -

TOTAL 35 100

Based on the table above, it showed that the successful indicator of this

research which had to fulfill by the students were not achieved yet in the first

cycle. There were 6 students got 17.14 % percentage were classified Excellent, 6

students got 17.14% percentage were classified Very Good, 8 students got

22.85% percentage were classified Good, 13 students got 37.14 % percentage

were classified Fairly Good, two students got 5.71% percentage were classified

Fairly.. There were thirteen students could passed the first cycle got percentage

was 37.14% . It means that there were 37.14% students of the class could passed

the criteria of minimum successful (KKM). The students’ reading comprehension

score had improved but the improvement was not achieved the target of research

which was 75% of students could pass the criteria of minimum successful

(KKM). It meant that the students’ reading comprehension was low and the

students had difficulties in answer the multiple choices questions narrative text.
 32

c. Observation

In observation step, the teacher was helped by the collaborator to observe

the learning process. This is to know what happen in the lass during the lesson

from opening until closing. The collaborator observed the activities during the

teaching learning process in team accelerated instruction method. To observe

them, the researcher used observation checklist which was made before

conducting this research. The result of the observation was analyzed to found the

strengths and the weakness of the action. There were fourteen indicators in

teaching and learning process and in observation checklist, there was an option

with “yes or no” of every indicator who was selected by the collaborator and

description form as the note from the collaborator to give suggestion to

researcher, they were:

Table 4.3
The Result of Observation in the first cycle

No. ASPECT OF OBSERVATION YES NO

1. Students’ interest when did action

2. Students’ sincerity

3. Students’ seriousness

4. Students’ activeness

5. Students’ collaboration in group

6. Students’ orderliness when learning went on

7. Students’ clamorous and

8. Students’ respond to teacher explanation

9. Students’ focus when follow teacher’s

direction

10. Lesson finish on time

 33

According to the result of observation above, there were ten criteria which

were involved activity in the classroom. There were five students choose criteria

in column “yes” and there were five students choose criteria in column “no”.

Based on the table above, there were five indicators which got stated from the

students. Then, the total was converted into the table classification of observation

and the result showed that the classroom activity was good, but it was not satisfy

the researcher because there were still criteria which were lacks such as: students’

sincerity, students’ seriousness, students’ orderliness when learning went on,

students’ collaboration in group, and students’ clamorous. Also there were no

criteria which categorized very good. For the next cycle, the researcher should try

make different condition in the classroom which better than the first cycle. So,

that the students’ reading comprehension was reach the target of criteria of

minimum successful (KKM).

d. Reflection
After finishing the three meeting, it was the time to reflect the all activities

whether the implementation of team accelerated instruction method in narrative

text improved the students’ reading comprehension or it did not. Based on result

of test and observation above, it was not satisfying or had not achieved the target

yet. There were so many narrative texts to be well-prepared again to gain the

target. Students’ reading comprehension achievement was the primary concern for

this research. Dealing with this case, the researcher found that some students were

lacking in several aspects that they could not achieve the lesson as fast as another

students could do. Therefore, a next cycle was needed to improve the students’

reading comprehension based on the target of the research.

 34

2. Second cycle

a. Plan

The planning in the second cycle was included prepared the teaching,

learning design, such as : arranged lesson plan based on the narrative material,

gave three texts about narrative legend, test, attendance list, observation checklist

and camera.

b. Action

Actions consisted of three meetings in the first and the second meeting

studied of narrative text using story grammar strategy. In the third meeting the

students were given achievement test.

1) The First Meeting

The first meeting was conducted on September, 14 2017 from 09.30-

10.15, 10.30- 11.15 (based on schedule). In this meeting, the researcher asked the

students to sit based on their each group that has divided in last meeting. There are
seven groups and each group consisted five students or members. After that, the

researcher gave the test to each group. The test consisted fifteen questions and

each member must answer three questions. They answered based on their ability,

the students that have low ability will answered the easy question, the students

that have middle ability, will answered the middle question, and the students that

have good ability, will answered the difficult question. If in the group, there are

members who get difficult to answer the question, then another member must be

helped. After the groups have answered all of the questions, then the group must

be presentation their answer, and the another group must gave the protest and

addition if their answer was false or their answer was not complete. So, the

situational in class will be more active.

 35

2) The Second Meeting

The second meeting was conducted on September, 14 2017, from 11.15-

12.00 a.m. All the activities of the class were not different with the activities in

the first meeting. In the second meeting, researcher more emphasizes the students

to gave questions about the material, asked the students to more active in the class

and absolutely to improved the students’ ability in English especially in narrative

text.

3) The Third Meeting

This meeting was conducted on September 22 2017 from 08.30- 09.40

a.m. In this meeting, firstly the researcher gave test to students. The students were

gave a competence test to measure the students’ improvements and achievement

of the study in narrative texts by team accelerated instruction method. And the

second activity was gave the reward to the best group in classroom, who has got

the high score and the togetherness in their group. This is following result of
students’ cycle test in the second cycle.
Table 4.4.
Students’ Reading Score in the Second cycle test

No. Name of Students Final Score

1. A.Muh.Jaelani Angga Gunawan M. 70

2. A.Sri Sulistina Sari S 89

3. Afifah Putri Abdi 93

4. Agung Wardana Kusuma 73

5. Ainun Jariah Djalauddin 87

6. Ainun Riskawati 84

7. Aldy Firansya Salama 70

8. Allaam Rosyad Akbar 73

 36

9. Amelia Rezki Ramadhani 76

10. Ananda Nur Amalia Arfan 84

11. Andi Rezki Utami Febriani 85

12. Arindi Nurul Amalia Asman 85

13. Arlan Maulana 75

14. Aska Qul Nur Aisyah 75

15. Astrinindyah 87

16. Fadhel Muhammad 75

17. Fitria Annisa Riantika 83

18. Hana Pertiwi 83

19. Irpan 75

20. Muh. Faisal Halim 70

21. Muh. Harun 75

22. Muh. Nurhidayat 78

23. Muhammad Fahmi Dahlan 80

24. Muhammad Rafli Faisal 75

25. Muhammad Reviansyah Irwan 75

26. Nur Fina 90

27. Nur Rahmat Erlangga 70

28. Nurul Syafa’at Muchsin 83

29. Refindy Septian 76

30. Renaldy 70

31. Rezki Fauzia 89

32. Saenal 65

33. Salsabila Kuntum Maharani 81

34. Tri Nadila Ramlan 80

 37

35. Wanda Febrianti Hamzah 83

Sum / ∑x 2762

Mean Score = ∑x 78.91

According to the table above, the student’s reading comprehension on

narrative text score well improved, it could be seen that in the second cycle, there

were one student got 93 value, one student got 90 value, two students got 89

value, two students got 87 value, two students got 85 value, two students got 84

value, four students got 83 value, one students got 81 value, two students got 80
value, one student got 78 value, two students got 76 value, seven students got 75

value, two students got 73 value, five students got 70 value, and one student got

65 value,. It means that, twenty-seven students or 77.14% could passed the

criteria of minimum successful (KKM) while there were still eight students below

the criteria of minimum successful (KKM). The students’ improvement ’ on

reading comprehension after implementing narrative text by using Team

Accelerated Instruction method.

The improvement could be seen by comparing between the mean score of

the first cycle test and the second cycle test, the mean score of first cycle test was

71.17 and the mean score of second cycle was 78.91. As a result, there were

77.14% students could passed the criteria of minimum successful (KKM). It

meant that the improvement had achieved the target of research which was 75%

of students could pass the criteria of minimum successful (KKM).

 38

Table 4.5

The Frequency and Percentage Students’ in Reading Comprehension

No. Criteria Score Frequency Percentage (%)

1. Excellent 90- 100 2 5.71%

2. Very Good 80- 89 15 42.85%

3. Good 70- 79 17 48.57%

4. Fairly good 60- 69 1 2.85 %

5. Fairly 50- 59 - -

6. Poor 40- 49 - -

7. Very poor <40 - -

TOTAL 35 100

The table above showed that the score of the students increased. From 35

students who followed the test, there were 2 students got 5.71% percentage were

classified Excellent, 15 students got 42.85% percentage were classified very

good, 17 students got 48.57% percentage were classified good, and 1 student got

2.85% percentage were classified fairly good. It meant that considered a good

improvement of the students’ achievement due to 27 (77.14%) students.

On the other side, there was in indicator of successful students that has

been determined by the researcher namely: if 75% of students had been success.

In their reading comprehension on narrative text achievement, it can be said using

team accelerated instruction method can improve the students’ reading

comprehension.

c. Observation

The aspects which were observed during the teaching and learning process

were just same in the first cycle. They were:

 39

Table 4.6
The Result of Observation in the second cycle

No. ASPECT OF OBSERVATION YES NO

1. Students’ interest when did action

2. Students’ sincerity

3. Students’ seriousness

4. Students’ activeness

5. Students’ collaboration in group

6. Students’ orderliness when learning went on

7. Students’ clamorous and

8. Students’ respond to teacher explanation

9. Students’ focus when follow teacher’s

direction

10. Lesson finish on time

According to the result of observation above, the result of observation that

scored by teacher, had been improved, it showed that there were nine students

choose criteria in column “yes”, and there was one student choose criteria in

column “no”. Based on the table above, there were nine criteria which got stated

from students.

Then, the score was converted into the table classification of observation

and the result showed that the classroom activity was categorized very good. It

meant that the role of teacher and researcher were success in doing the action

within the second cycle observation. It was also synchronize with the result of

students reading comprehension score that showed significance improvement.

 40

d. Reflection

Acting phase within the second cycle was completely accomplished. Data

that were obtained from the test and observations also have been collected. It was

the time to reflect the all activities, and proved the students’ progress in learning

English especially teaching learning reading comprehension in narrative text by

using Team Accelerated Instruction (TAI) method.

Based on the test and observation checklist result of the second cycle, the

researcher and the teacher felt satisfied to the action research result, because the

implementation of Team Accelerated Instruction (TAI) method in teaching

English especially teaching reading in narrative text showed significant

improvement and had achieved the target of this research. So, this research was

stopped because the target from the researcher had been achieved.

B. Discussion

The research was focused on improving students’ reading comprehension

using Team Accelerated Instruction (TAI) method. This method was

implemented both in the first cycle and the second cycle. In the first cycle showed

that was not yet achieved the target with the mean was 71.17, while the

percentage of first cycle was 37.14%,. While, the result of the data analysis of the

students’ scores obtained in the second cycle pointed out the increasing with mean

score was 78.91. It meant that the mean score of second cycle was higher than did

first cycle. The improving of second cycle could be concluded that teaching

reading comprehension on narrative text by using Team Accelerated Instruction

(TAI) method could be improved and more effective. Besides that, it also seen

from the percentage of second cycle was 77.14%. So, the result of second cycle

could showed that the students’ reading comprehension on narrative text

 41

improved significantly after they had been taught narrative text by using Team

Accelerated Instruction method.

Team Accelerated Instruction method is one of methods which the

students have to work in group. They can discuss with their member in group

when they cannot understand a question. By discussion, teaching and learning

process is more fun. In addition, giving reward can motivate the students to

increase their achievement in studying English. In TAI, the teacher has to give

reward for the group who gets the highest score, and it proved that the students do

the best for their group.

This research had gone the similar to the research was done by

Istikhayatun (2015) has conducted a research under the title, “ The Use of Team

Accelerated Instruction Method to Improve The Students’ Reading

Comprehension of Eleventh Grade Students of SMA Muhammadiyah Plus

Salatiga in The Academic Year of 2014/2015”. After doing the research, the
researcher found the students’ reading comprehension improved. It was supported

by the result of the test, the standard score was 75 point, and percentage the

indicator success if there were minimum 75% students got the standard score.

The students who passed the indicator success was in the first cycle 16.66 %, the

second cycle 61.11%, and the third cycle 94.44 % with the mean of first cycle

was 62.78, second cycle was 73.71, and third cycle was 85. It meant that the Team

Accelerated Instruction method improved students’ reading comprehension in

narrative text that was influenced by students’ factors (attention, interest, and

participation) and the teachers’ factors (choosing the material and classroom

management).
 CHAPTER V
CONCLUSION AND SUGGESTION

This chapter presents the conclusions and the suggestions of this research.

Conclusion describes how about the improvement of students’ reading

comprehension after being taught by team accelerated instruction method.

Suggestions are taken based on findings and conclusions obtained in this research.

A. Conclusion

Based on the result of this study that has been analyzed in previous

chapter, it can be concluded that team accelerated instruction is effective to be

used to improve students’ reading comprehension because there is a significant

difference between the progress in reading comprehension of the students after

applying Team Accelerated Instruction method and before applying team

accelerated instruction method. It was proved that there was significant difference

between the result of students’ first cycle and second cycle. The result of the mean
score of students’ first cycle 71.17 and second cycle 78.91. It means that second

cycle is higher than first cycle. So the result of second cycle could show that the

reading comprehension of the students under study improved significantly after

they had been taught narrative text by using Team Accelerated Instruction

method.

The advantages of team accelerated instruction method are to improve the

students’ motivation to learn, keep students active in learning, train the students to

solve the problems together, train the students to participate especially in their

group, and train the students to help each other. Weakness team accelerated

instruction method is some of students felt bored to read the text, some of students

did not understand the mean of the story especially students who have weak

ability in English, teachers cannot control whether the answers are based on their

own answers or not.

42
 43

B. Suggestion

Based on the conclusion above, the researcher proposes the following

suggestions:

1. The students should pay attention what the teacher explains for making the

learning process running well. If they do not understand the material or

teacher explanation, they should ask to their teacher.

2. The teacher should give or prepare good material to make the students

more interested in learning, because the teaching material give influence to

the students understanding. The teacher also have to know students’

difficulties in reading is, and helped to solve their problem.

3. The application of Team Accelerated Instruction method is suggested to

the teacher in teaching English especially in reading because provides

many interesting activities that can be make students more understand

about reading comprehension on narrative text so that it can make them

more active in the classroom.
 BIBLIOGRAPHY

Alberti, Y. Improving students’ reading comprehension on narative texts by using

story grammar strategy at the grade VIII of SMP N 1 PondokKelapa
Bengkulu Tengah. Thesis : English Education Study Program Language
and Arts Department Teachers’ Training and Education Faculty Bengkulu
University, 2014.

Arikunto, S. ProsedurPenelitian: SuatuPendekatanPraktek. Cetakan 15.Jakarta: PT

Rineka Cipta, 2013.

Arikunto, S., Suhardjono & Supardi. Penelitian Tindakan Kelas Edisi Revisi.
Cetakan Pertama. Jakarta: PT Bumi Aksara, 2015

Arikunto, S. Dasar-Dasar Evaluasi Pendidikan. Edisi Revisi Jakarta: Bumi

Aksara, 2008

Bacon, A. Cooperative Learning: Theory, Research and Practice. London, 2005

Cobley, P. Narrative. America: Psychology Press, 2001

Denzin N.K. and Lincoln Y.S.(Eds): The SAGE Handbook of Qualitative

Research. Sage Publication, 2005

Depdikbud. Kebijakan Pengembangan Profesi Guru. Jakarta: Pusbangprodi, 2012

Gay, LR,. Educational Research: Competencies for Analysis and Application,

New Jersey: Pearsonprentice hall, 2006.

Grabe, William and Stoller, Fedricka L. Teaching and Researching Reading.

Great Britain: Pearson Education, 2002

https://ferakomalasari.wordpress.com/2014/04/22/improving-students-reading-
comprehension-using-mind-mapping-at-the-third-year-students-of-smpn-
1-kuripan-class-ix-e-academic-year-2013-2014/

http://jurnal.untad.ac.id/jurnal/index.php/ELTS/article/view/3020

http://saifulwhn.lecture.ub.ac.id>files>2012/03

http://www.springer.com/978-94-007-1173-0

Habibullah, Rizky. 2011. Using Team Accelerated Instruction Technique To

Improve The Vocabulary Mastery of the Fourth Graders of SD
NegeriSumberarum 2 Tempuran in The School Year 2011-201.
UniversitasTidarMagelang: Unpublished

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Hopkins, D. Panduan Guru: PTK. Yogyakarta: Pustaka Pelajar Edisi Ke-4, 2011

Huda, M. Cooperative Learning. Yogyakarta : Pustaka Pelajar, 2015

Jones, D. Painless Reading Comprehension.Barron’s Educational Series, 2004,

Reading Comprehension, Definitions, Research, and Consideartion, 2007.

Istikhayatun. The Use of Team Accelerated Instruction Method to Improve The

Students’ Reading Comprehension of Eleventh Grade Students of SMA
Muhammadiyah Plus Salatiga in The Academic Year of 2014/2015.
Thesis: English Education Department of Teacher Training and Education
Faculty State Institute for Islamic Studies (IAIN ) Salatiga. 2015, dilihat
20 November 2016, http://perpus.iainsalatiga.ac.id/docfiles-fulltext-
6450854325.pdf

Mc.Taggart, R. Kemmis. The Action Research Planner.Melboure.Dakin

University, 1990

Pardiyono. Pasti Bisa! Teaching Genre- Based Writing. Yogyakarta: Andi, 2007

Pratiwi, Marniati. Improving second grade students’ reading comprehension on

Narrative Text by Using Story Grammar Strategy at Junior High School
Kartika XX-1 Makassar. Draft of thesis FacultyofTarbiyah and Teaching
Science UIN Alauddin Makassar

Rahmawati, Husnun. The effectiveness of using team assisted Individualization

(TAI) method to improve reading comprehension ability in narrative text
for eight gade students of SMP N 25 PURWOREJO in the academic year
2012/2013

Sipay, Harris.. How to Increase Reading Comprehension. New York: Harper

Collins Publisher, 1980

Shiotsu, T. Components of L2 Reading Linguistics and Processing Factors in The

Reading Test Performances of Japanese EFLLearners: Cambridge
University Press, 2010

Shofiyah, E. The Effectiveness of Dictogloss Technique in Teaching Writing of

Narrative Text. Thesis: Department of English Education Faculty of
Tarbiyah and teacher’s Training Syarif Hidayatullah State Islamic
University Jakarta. 2015

Slavin, Robert E. Cooperative Learning. Bandung: Nusa Media, 2013

 46

Spiro, Rand J. Scheme Theory and Reading Comprehension. University of Illinois

at Urbana-Champaign, 1980.

Sudjiono, Prof. Drs. Anas. Pengantar Statistik Pendidikan. Cet. 25, Jakarta: PT
Raja Grafindo Persada, 2014
Wardiman, A.,and Jahur,M. English in Focus. Jakarta: PT.Macanan Jaya
Cemerlang, 2008

Woolley, G. Reading Comprehension Assisting Children with Learning

Difficulties : Hardcover, 2011

www.caramudahbelajarbahasainggris.net/2015/04/contoh-dan-soal-narrative-text-
beserta-jawaban.html

www.ivandanu.blogspot.co.id/2013/02/pengertian-dan-contoh-narrative-
text.html?m=1

www.Ohio.edu/people/hartleyg/ref/fiction/freytag.html
A
P
P
E
N
D
I
N
C
E
S
 66

66 RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 16 Makassar

Mata Pelajaran : Bahasa Inggris /Wajib
Kelas/Semester :X/1
Materi Pokok : Teks naratif sederhana tentang legenda rakyat
Waktu : 3 x 40 Menit (Pertemuan Pertama)

A. Kompetensi Inti :
 KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
 KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),
santun, responsif dan pro-aktif dan menunjukkan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
 KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
 KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai
kaidah keilmuan
B. Kompetensi Dasar:
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
2.1 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri dalam melakukan
komunikasi dengan lingkungan sosialnya dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
Teks naratif sederhana berbentuk legenda rakyat sesuai dengan
konteksnya.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda
sederhana
C. Indikator :
3.3.1. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan
kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta
informasi terkait legenda rakyat sederhana sesuai dengan konteks
penggunaannya
 67

3.3.2. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan

teks naratif lisan dan tulis sederhana terkait legenda rakyat.

D. Tujuan Pembelajaran
3.3.1. Siswa dapat memahami fungsi social, struktur teks, dan unsur
kebahasaan kebahasaan teks naratif lisan dan tulis dengan memberi
dan meminta informasi terkait legenda rakyat sederhana sesuai dengan
konteks penggunaannya
3.3.2. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif lisan dan tulis sederhana terkait legenda rakyat.

E. Materi :
 Teks naratif berbentuk legenda rakyat
 Fungsi sosial: Meneladani nilai-nilai moral, cinta tanah air,
menghargai budaya lain.
 Struktur text:
1. Pengenalan tokoh dan setting
2. Komplikasi terhadap tokoh utama
3. Solusi dan akhir cerita.
 Unsur kebahasaan:
1. Kata-kata terkait karakter, watak, dan setting dalam legenda
2. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
3. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
4. Rujukan kata
 Topik: Keteladanan tentang perilaku dan nilai-nilai luhur dan
budaya

The Legend of Toba Lake

Once upon a time, there was a man who was living in north Sumatera. He
lived in a simple hut in a farming field. He did some gardening and fishing for his
daily life. One day, while the man was do fishing, he caught a big golden fish in
his trap. It was the biggest catch which he ever had in his life. Surprisingly, this
fish turned into a beautiful princess. He felt in love with her and proposed her to
be his wife. said; “ Yes, but you have to promis not to tell anyone about the secret
that i was once a fish, otherwise She there will be a huge disaster”. The man made
the deal and they got married, lived happily and had a daughter.
Few years later, his daughter would help bringing lunch to her father out in
the fields. One day, his daughter was so hungry and she ate his father’s lunch.
Unfortunately, he found out and got furious, and shouted; “ You damned daughter
of a fish”. The daughter ran home and asked her mother. The mother started
crying, felt sad that her husband had broken his promise.
Then she told her daughter to run up the hills because a huge disaster was
about to come. When her daughter left, she prayed. Soon there was a big
earthquake followed by non-stop pouring rain. The whole area got flooded and
 68

became Toba Lake. She turned into a fish again and the man became the island of
Samosir.

Princess Teja Nirmala

Long, long ago, when the gods and goddesses used to mingle in the affairs of
mortals, there was a small kingdom on the slope of Mount Wayang in West Java.
The King, named Sang Prabu, was a wise man. He had an only daughter, called
Princess Teja Nirmala, who was famous for her beauty but she was not married.
One day Sang Prabu made up his mind to settle the matter by a show of strenghth.
After that, Prince of Blambangan, named Raden Begawan had won the
competition. Unfortunately, the wicked fairy, Princess soon fell in love with
Raden Begawan and used magic power to render him unconscious and he forgot
his wedding. When Sang Prabu was searching, Raden Begawan saw him and soon
realized that he had been enchanted by the wicked fairy. The fairy could not
accept this, so she killed Raden Begawan. When princess Teja Nirmala heard this,
she was very sad. So a nice fairy took her to the Heaven.

F. Metode :
Team Accelerated Instruction Method

G. Media :
White board, spidol, penghapus, LKS, dan Buku

H. Sumber :
Suara guru dan internet.

I. Langkah-langkah Pembelajaran :

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan 1. Guru masuk kelas dan mengucapkan 10 Menit
salam dan berdoa
2. Guru mengecek kehadiran siswa
3. Brainstorming
Kegiatan Inti 1. Mengamati 70 Menit
 Siswa menyimak berbagai
contoh teks legenda yang
diberikan/ diperdengarkan guru
 Siswa mengamati fungsi sosial,
struktur dan unsur
kebahasaannya
2.Mempertanyakan
 Siswa mempertanyakan gagasan
utama, informasi rinci dan
informasi tertentu
3.Mengeksplorasi
 Siswa membaca beberapa text
 69

legenda dari berbagai sumber

 Meminta siswa mengidentifikasi
kata-kata yang digunakan dalam
teks naratif
 Siswa mengidentifikasi generic
structure dari teks naratif
4.Mengasosiasi
 Siswa dibagi dalam beberapa
kelompok dan diberikan latihan
soal teks naratif tentang legenda
5.Mengkomunikasikan
 Guru dan siswa sama-sama
menjawab dan membahas soal
latihan yang diberikan.
Penutupan 1.Menyimpulkan hasil pembelajaran 10 menit
2.Memberikan penugasan terkait materi
yang telah diajarkan
3.Mengajak siswa berdoa
J. Penilaian :
Indicator Penilaian
Teknik : Teks
Bentuk : Multiple Choice and Essay

Soal instrument yang pertama

Indikator Pencapaian Contoh Instrument Kunci Skor
Kompetensi Jawaban
Menemukan: Read the text and answer the question
Gambaran umum cerita Once upon a time, there was a man
who was living in north Sumatera. He lived in
(soal no.1) a simple hut in a farming field. He did some
1.Latar gardening and fishing for his daily life. One
day, while the man was do fishing, he caught a
(soal no.2 ) big golden fish in his trap. It was the biggest
2. Tokoh catch which he ever had in his life.
Surprisingly, this fish turned into a beautiful
(soal no.3) princess. He felt in love with her and proposed
3.Rujukan Kata her to be his wife. said; “ Yes, but you have to
promis not to tell anyone about the secret that i
(soal no.4) was once a fish, otherwise She there will be a
4.Menyimpulkan huge disaster”. The man made the deal and
they got married, lived happily and had a
(soal no.5) daughter.
5.Pesan Moral Few years later, his daughter would
help bringing lunch to her father1. out in the
fields. One day, his daughter was so hungry
and she ate his father’s lunch. Unfortunately,
 70

he found out and got furious, and shouted; “

You damned daughter of a fish”. The daughter
ran home and asked her mother. The mother
started crying, felt sad that her husband had
broken his promise.
Then she told her daughter to run up the
hills because a huge disaster was about to
come. When her daughter left, she prayed.
Soon there was a big earthquake followed by
non-stop pouring rain. The whole area got
flooded and became Toba Lake. She turned
into a fish again and the man became the island
of Samosir.

1. Where did the story come from? C 1

a. North Sulawesi c. North Sumatera
b. North Kalimantan d. East Java

2. What is the man did to live his daily life? B 1

a. Gardening and Farming
b. Gardening and Fishing
c. Fishing and Farming
d. Hunting and Fishing

3. “It was the biggest catch which he ever had C 1

in his life” (line 3). The underlined word refers
to….?
a. Father c. A big golden fish
b. Daughter d. A big golden snail

4. Finally, what did happen to the man? D 1

a. He sunk
b. He turned into a lake
c. He turned into a fish
d. He turned into an island

5. What is the moral value of the story above? Don’t 5

ever
break the
promise
 71

Soal instrument yang kedua

Indikator Pencapaian Contoh instrument Kunci Skor

Kompetensi jawaban
Menemukan: Long, long ago, when the gods and goddesses
used to mingle in the affairs of mortals, there
1.Ciri kebahasaan was a small kingdom on the slope of Mount
Wayang in West Java. The King, named Sang
(soal no.6 dan 9) Prabu, was a wise man. He had an only
1.Rujukan kata daughter, called Princess Teja Nirmala, who
was famous for her beauty but she was not
(soal no. 7 dan 8) married. One day Sang Prabu made up his
2. Informasi rinci mind to settle the matter by a show of
strenghth. After that, Prince of Blambangan,
(soal no.10) named Raden Begawan had won the
3. Menyimpulkan competition. Unfortunately, the wicked fairy,
Princess soon fell in love with Raden Begawan 1.
and used magic power to render him
unconscious and he forgot his wedding. When
Sang Prabu was searching, Raden Begawan
saw him and soon realized that he had been
enchanted by the wicked fairy. The fairy could
not accept this, so she killed Raden Begawan.
When princess Teja Nirmala heard this, she
was very sad. So a nice fairy took her to the
Heaven

6. Who is Princess Teja? C 1

a. Raden Begawan’ daughter
b. Prince Blambangan’s daughter
c. Sang Prabu’s daughter
d. Nice Fairy

7. Which one of the following statements is C 1

false about Sang Prabu?
a. Sang Prabu was a father of his only daughter
b. Sang prabu was a king of kingdom in West
Java
c. Sang Prabu was taken to Heaven by wicked
fairy
d. Sang Prabu was a wise man

8. Why the wicked fairy did used her magic to B 1

make Raden Begawan unconscious?
a. She didn’t like Raden Begawan
b. She didn.t want Raden Begawan marry the
 72

Princess
c. She wanted Teja Nirmala to forgot about her
wedding

9. “so nice a fairy took her to the Heaven”(last B 1

paragraph). The word “her” in the sentence
refers to..?
a. The wicked fairy
b. Princess Nirmala
c. The nice fairy
d. Prince Teja

10. What is the end of story above?

a. Princess Teja Nirmala was happy D 1
b. Raden Begawan killed by fairy
c. Princess Teja Nirmala fall in love with
Raden Begawan
d. A nice fairy took her to the Heaven

Pedoman Penilaian
Tiap jawaban benar : Multiple choice (1), Essay (5)
Nilai maksimal : 100
Nilai siswa : (Skor perolehan : skor maksimal ) x 100

Makassar, Agustus 2017

Guru Mata Pelajaran, Mahasiswa Peneliti,

Nirwana Rohaini Indrawati Sudirman

(NIP: ) (NIM: 20400113178)

Mengetahui,
Kepala SMA 16 Makassar

Drs. Yusuf, M.Pd.

(NIP:19690407 199802 1 003)
73
74
75
 73

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 16 Makassar

Mata Pelajaran : Bahasa Inggris /Wajib
Kelas/ Semester :X/1
Materi Pokok : Teks naratif sederhana tentang legenda rakyat
Alokasi Waktu : 3 x 40 Menit (Pertemuan Kedua)

A. Kompetensi Inti :
 KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
 KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
 KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
 KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar:
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar
2.1 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri dalam melakukan
komunikasi dengan lingkungan sosialnya dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
Teks naratif sederhana berbentuk legenda rakyat sesuai dengan konteksnya.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda sederhana
C. Indikator :
3.3.1. Memahami fungsi sosial, struktur teks, dan unsur kebahasaan kebahasaan teks
naratif lisan dan tulis dengan memberi dan meminta informasi terkait legenda
rakyat sederhana sesuai dengan konteks penggunaannya
3.3.2. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif
lisan dan tulis sederhana terkait legenda rakyat.
D. Tujuan Pembelajaran
3.3.1. Siswa dapat memahami fungsi social, struktur teks, dan unsur kebahasaan
kebahasaan teks naratif lisan dan tulis dengan memberi dan meminta informasi
terkait legenda rakyat sederhana sesuai dengan konteks penggunaannya
3.3.2. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
teks naratif lisan dan tulis sederhana terkait legenda rakyat.
E. Materi :
 Teks naratif berbentuk legenda rakyat
 74

 Fungsi sosial: Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya
lain.
 Struktur text:
1. Pengenalan tokoh dan setting
2. Komplikasi terhadap tokoh utama
3. Solusi dan akhir cerita.
 Unsur kebahasaan:
1. Kata-kata terkait karakter, watak, dan setting dalam legenda
2. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
3. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
4. Rujukan kata
 Topik: Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya

The Legend of Toba Lake

Once upon a time, there was a man who was living in north Sumatera. He lived in a
simple hut in a farming field. He did some gardening and fishing for his daily life. One day,
while the man was do fishing, he caught a big golden fish in his trap. It was the biggest catch
which he ever had in his life. Surprisingly, this fish turned into a beautiful princess. He felt in
love with her and proposed her to be his wife. said; “ Yes, but you have to promis not to tell
anyone about the secret that i was once a fish, otherwise She there will be a huge disaster”.
The man made the deal and they got married, lived happily and had a daughter.
Few years later, his daughter would help bringing lunch to her father out in the fields.
One day, his daughter was so hungry and she ate his father’s lunch. Unfortunately, he found
out and got furious, and shouted; “ You damned daughter of a fish”. The daughter ran home
and asked her mother. The mother started crying, felt sad that her husband had broken his
promise.
Then she told her daughter to run up the hills because a huge disaster was about to come.
When her daughter left, she prayed. Soon there was a big earthquake followed by non-stop
pouring rain. The whole area got flooded and became Toba Lake. She turned into a fish again
and the man became the island of Samosir.

Long, long ago, when the gods and goddesses used to mingle in the affairs of
mortals, there was a small kingdom on the slope of Mount Wayang in West
Java. The King, named Sang Prabu, was a wise man. He had an only
daughter, called Princess Teja Nirmala, who was famous for her beauty but
she was not married. One day Sang Prabu made up his mind to settle the
matter by a show of strenghth. After that, Prince of Blambangan, named
Raden Begawan had won the competition. Unfortunately, the wicked fairy,
Princess soon fell in love with Raden Begawan and used magic power to
render him unconscious and he forgot his wedding. When Sang Prabu was
searching, Raden Begawan saw him and soon realized that he had been
enchanted by the wicked fairy. The fairy could not accept this, so she killed
Raden Begawan. When princess Teja Nirmala heard this, she was very sad.
So a nice fairy took her to the Heaven
 75

A long time ago, there lived on the island of Bali a giant-like

creature named Kbo Iwo. The people of bali used to say that kbo iwo was
everything, a destroyer as well as a creator. He was satisfied with the meal,
but this meant for the balinese people enough food for a thousand men.
Difficulties arose when for the first time the barns were almost empty and
the new harvest was still a long way off. This made kbo iwo wild with great
anger. In his hunger, he destroyed all the houses and even all the temples. It
made the balinese turn to rage. So, they came together to plan steps to
oppose this powerful giant by using his stupidity. They asked kbo iwo to
build them a very deep well and rebuild all the houses and temples he had
destroyed. After they fed kbo iwo, he began to dig a deep hole.
One day he had eaten too much, he felt asleep in the hole. The
oldest man in the village gave a sign, and the villagers began to throw the
limestone they had collected before into the hole. The limestone made the
water inside the hole boiling. Kbo iwo was buried alive. Then the water in
the well rose higher and higher until at last it overflowed and formed Lake
batur. The mound of earth dug from the well by kbo iwo is known as mount
batur.

F. Metode :
Team Accelerated Instruction Method

G. Media :
White board, spidol, penghapus, LKS, dan Buku

H. Sumber :
Suara guru dan internet.

I. Langkah-langkah Pembelajaran :

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan 1. Guru masuk kelas dan mengucapkan 10 Menit
salam dan berdoa
2. Guru mengecek kehadiran siswa
3. Prior Knowledge
1. Mengamati 90 Menit
 Siswa menyimak berbagai
contoh teks legenda yang
Kegiatan Inti diberikan/ diperdengarkan guru
 Siswa mengamati fungsi sosial,
struktur dan unsur
kebahasaannya
2.Mempertanyakan
 Siswa mempertanyakan gagasan
utama, informasi rinci dan
 76

informasi tertentu
3.Mengeksplorasi
 Siswa membaca beberapa text
legenda dari berbagai sumber
 Meminta siswa mengidentifikasi
kata-kata yang digunakan dalam
teks naratif
 Siswa mengidentifikasi generic
structure dari teks naratif
4.Mengasosiasi
 Siswa duduk berdasarkan
kelompok masing-masing dan
diberikan latihan soal teks
naratif tentang legenda
5.Mengkomunikasikan
 Siswa mempresentasikan hasil
jawaban per kelompok di depan
kelas
Penutupan 1. Menyimpulkan hasil pembelajaran 20 Menit
2 .Melakukan gerakan refleksi
3. Mengajak siswa berdoa

J. Penilaian :
Indicator penilaian
Teknik : Teks
Bentuk : Multiple choice and essay
 77

Soal Instrument :
Indicator Contoh instrument Kunci Skor.
pencapaian jawaban
kompetensi
Once upon a time, there was a man
Menemukan: who was living in north Sumatera. He lived in
a simple hut in a farming field. He did some
1.Tokoh gardening and fishing for his daily life. One
(soal no.1) day, while the man was do fishing, he caught a
big golden fish in his trap. It was the biggest
2. informasi catch which he ever had in his life.
rinci Surprisingly, this fish turned into a beautiful
(soal no.2) princess. He felt in love with her and proposed
her to be his wife. said; “ Yes, but you have to
3.Rujukan kata promis not to tell anyone about the secret that i
(soal no.3) was once a fish, otherwise She there will be a
huge disaster”. The man made the deal and
4.Menyimpulkan they got married, lived happily and had a
(soal no.4) daughter.
Few years later, his daughter would
5.Pesan moral help bringing lunch to her father out in the
(soal no.5) fields. One day, his daughter was so hungry
and she ate his father’s lunch. Unfortunately,
he found out and got furious, and shouted; “
You damned daughter of a fish”. The daughter
ran home and asked her mother. The mother
started crying, felt sad that her husband had
broken his promise.
Then she told her daughter to run up the
hills because a huge disaster was about to
come. When her daughter left, she prayed.
Soon there was a big earthquake followed by
non-stop pouring rain. The whole area got
flooded and became Toba Lake. She turned
into a fish again and the man became the D 1
island of Samosir.

1. Who is the fish ?

a. A man c, Her father B 1

b. Daughter d. His wife

2. What will happen if the man broke his

promise?

a. Will be a huge slide

b. Will be a huge disaster

c. Will be a huge erupt

 78

d. Will be a huge shake A 1

3. “ Yes, but you have to promis not to tell

anyone about the secret that i was once a fish”.
The underlined word refers to....?.

a. A Man c. A women
1
b. Daughter d. His wife

4. Finally, what did happen to the man?

a. He sunk

b. He turned into a lake

c. He turned into a fish

5
d. He turned into an island

5. What is the moral value of the story above ?

The moral value of the story above is: don’t

ever break promise if you have promise with
someone

Menemukan: Long, long ago, when the gods and

goddesses used to mingle in the affairs of
1.Tokoh mortals, there was a small kingdom on the
(soal no.6 dan slope of Mount Wayang in West Java. The
10) King, named Sang Prabu, was a wise man. He
had an only daughter, called Princess Teja
2. Informasi Nirmala, who was famous for her beauty but
rinci she was not married. One day Sang Prabu
(soal no.7) made up his mind to settle the matter by a
show of strenghth. After that, Prince of
3. Sinonim Blambangan, named Raden Begawan had won
(soal no.8) the competition. Unfortunately, the wicked
fairy, Princess soon fell in love with Raden
4. Rujukan kata Begawan and used magic power to render him
(soal no.9) unconscious and he forgot his wedding. When
Sang Prabu was searching, Raden Begawan D 1
5.Sinonim saw him and soon realized that he had been
(soal no.10) enchanted by the wicked fairy. The fairy could
not accept this, so she killed Raden Begawan.
When princess Teja Nirmala heard this, she
was very sad. So a nice fairy took her to the
Heaven.
 79

6. Who is the King’s name in Mount Wayang?

a. Raden Begawan C 1

b. Prince Blambangan

c. Princess Teja Nirmala

d. Sang Prabu

7. Which one of the following statements is

false about Sang Prabu?

a. Sang prabu was a father of his only

A 1
daughter

b. Sang prabu was a king of a kingdom in

West Java

c. Sang prabu forgot his wedding

d. Sang prabu was a wise man

A 1
8. ”and soon realized that he had been
enchanted by the wicked fairy”. The
underlined word has a simillar meaning with..
?

a. Bewitch c. Disappear

b. Damage d. Hamper

9. The fairy could not accept this, so she killed

Raden Begawan.” (line 10). The word “she” in A 1
the sentence refers to..

a. The wicked fairy

b. Princess nirmala

c. The nice fairy

d. Prince Teja

10. Who did want to kill Raden Begawan?

a. The wicked fairy c. The nice fairy

b. Princess nirmala d. Princes Teja

 80

Menemukan:
1.Tokoh A long time ago, there lived on the island
(soal no.11) of Bali a giant-like creature named Kbo Iwo.
The people of bali used to say that kbo iwo
2. Informasi was everything, a destroyer as well as a
rinci creator. He was satisfied with the meal, but
(soal no.12 dan this meant for the balinese people enough food
13) for a thousand men. Difficulties arose when
for the first time the barns were almost empty
3.Rujukan kata and the new harvest was still a long way off.
(soal no.14) This made kbo iwo wild with great anger. In
his hunger, he destroyed all the houses and
4.Sinomim even all the temples. It made the balinese turn
(soal no.15) to rage. So, they came together to plan steps to
oppose this powerful giant by using his
stupidity. They asked kbo iwo to build 1. them a
very deep well and rebuild all the houses and
temples he had destroyed. After they fed kbo
iwo, he began to dig a deep hole.
One day he had eaten too much, he felt A 1
asleep in the hole. The oldest man in the
village gave a sign, and the villagers began to
throw the limestone they had collected before
into the hole. The limestone made the water
inside the hole boiling. Kbo iwo was buried
alive. Then the water in the well rose higher
and higher until at last it overflowed and
formed Lake batur. The mound of earth dug
from the well by kbo iwo is known as mount B 1
batur.

11. What is mount batur?

a. mound of earth dug from the well by kbo

iwo

b. a lake buid by kbo iwo

C 1
c. a well dug by kbo iwo

d. a home buid by balinese people to kbo iwo

12. Why did the Kbo Iwo feel asleep in the

hole ?

a. Because he had work hardly D 1

b. Because he had eaten too much

c. Because he felt tired

 81

d. Because he had drunk too much

13. Who did give a sign in the village ?

a. Kbo Iwo c. . Oldest man

b. Villagers d. Balinese C 1
14. “ It made the balinese turn to rage ”. The
word ‘it’, refers to .. ?

a. he felt asleep in the hole

b. he began to dig a deep hole

c. kbo iwo wild with great anger

d. he destroyed all the houses and even all

the temples

15. ” he destroyed all the houses and even all

the temples”. The underlined word has a
closest meaning with word…?

a. Repair c. Damage

b. Revise d. . Straighten

K. Pedoman Penilaian
Tiap jawaban benar : Multiple choice (1), Essay (5)
Nilai maksimal : 100
Nilai siswa : (Skor perolehan : skor maksimal ) x 100

Makassar, Agustus 2017

Guru Mata Pelajaran, Mahasiswa PPL,

Nirwana, S.S Rohaini Indrawati Sudirman

Mengetahui,
Kepala SMA 16 Makassar

Drs. Yusuf, M.Pd.

82
83
84
 82

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 16 Makassar

Mata Pelajaran : Bahasa Inggris /Wajib
Kelas/Semester : X / 1
Materi Pokok : Teks naratif sederhana tentang legenda rakyat
Alokasi Waktu : 2 x 40 Menit (Pertemuan Keempat)
A. Kompetensi Inti :
 KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
 KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin,
tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai),
santun, responsif dan pro-aktif dan menunjukkan sikap sebagai
bagian dari solusi atas berbagai permasalahan dalam berinteraksi
secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
 KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya, dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
 KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya di
sekolah secara mandiri, dan mampu menggunakan metoda sesuai
kaidah keilmuan
B. Kompetensi Dasar:
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar
2.1 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri dalam melakukan
komunikasi dengan lingkungan sosialnya dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
Teks naratif sederhana berbentuk legenda rakyat sesuai dengan
konteksnya.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda
sederhana
C. Indikator :
3.3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan terkait
legenda rakyat sederhana sesuai dengan konteks penggunaannya
3.3.2. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
teks naratif lisan dan tulis sederhana terkait legenda rakyat.

D. Tujuan Pembelajaran
 83

3.3.1. Siswa dapat menganalisis fungsi social, struktur teks, dan unsur
kebahasaan kebahasaan teks naratif lisan dan tulis terkait legenda
rakyat sederhana sesuai dengan konteks penggunaannya
3.3.2. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur
kebahasaan teks naratif lisan dan tulis sederhana terkait legenda rakyat.

E. Materi :
 Teks naratif berbentuk legenda rakyat
 Fungsi sosial: Meneladani nilai-nilai moral, cinta tanah air,
menghargai budaya lain.
 Struktur text:
1. Pengenalan tokoh dan setting
2. Komplikasi terhadap tokoh utama
3. Solusi dan akhir cerita.
 Unsur kebahasaan:
1. Kata-kata terkait karakter, watak, dan setting dalam legenda
2. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
3. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
4. Rujukan kata
5. Sinonim/persamaan kata
 Topik: Keteladanan tentang perilaku dan nilai-nilai luhur dan
budaya

The Legend of Tangkuban Perahu

Once, there was a kingdom in Priangan Land. Lived a happy family. They
were a father in form of dog,his name is Tumang, a mother which was called is
Dayang Sumbi, and a child which was called Sangkuriang.
One day, Dayang Sumbi asked her son to go hunting with his lovely dog,
Tumang. After hunting all day, Sangkuriang began desperate and worried because
he hunted no deer. Then he thought to shot his own dog. Then he took the dog
liver and carried home.
Soon Dayang Sumbi found out that it was not deer lever but Tumang's,
his own dog. So, She was very angry and hit Sangkuriang's head. In that incident,
Sangkuriang got wounded and scar then cast away from their home.
Years go bye, Sangkuriang had travel many places and finally arrived at a
village. He met a beautiful woman and felt in love with her. When they were
discussing their wedding plans, The woman looked at the wound in Sangkuriang's
head. It matched to her son's wound who had left severall years earlier. Soon she
realized that she felt in love with her own son.
She couldn't marry him but how to say it. Then, she found the way. She
needed a lake and a boat for celebrating their wedding day. Sangkuriang had to
make them in one night. He built a lake. With a dawn just moment away and the
boat was almost complete. Dayang Sumbi had to stop it. Then, she lit up the
 84

eastern horizon with flashes of light. It made the cock crowed for a new day.
Sangkuriang failed to marry her. He was very angry and kicked the boat.
It felt over and became the mountain of Tangkuban Perahu Bandung.

The Legend Of Banyuwangi

Once upon a time, there was a local ruler named King Sulahkromo. The king
had a Prime Minister named Raden Sidopekso. The Prime Minister had a wife
named Sri Tanjung. She was so beautiful that the king wanted her to be his wife.
One day, the King sent his Prime Minister to a long mission. While the Prime
Minister was away, the King tried to get Sri Tanjung. However he failed. He was
very angry. Thus, when Sidopekso went back, the King told him that his wife was
unfaithful to him. The Prime Minister was very angry with his wife. Sri Tanjung
said that it was not true. However, Sidopekso said that he would kill her.
He brought her to the river bank. Before he kill her and threw her into the river,
she said that her innocence would be proven After Sidopekso killed her, he threw
her dead body into the dirty river.
The river immediately became clean and began to spread a wonderful
fragrance. Sidopekso said, "Banyu...Wangi... Banyuwangi". This means "fragrant
water". Banyuwangi was born from the proof of noble and sacred love.

F. Metode :
Team Accelerated Instruction method

G. Media :
White board, spidol, penghapus, LKS, dan Buku

H. Sumber :
Suara guru dan internet.

I. Langkah-langkah Pembelajaran :

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan 1. Guru masuk kelas dan 10 Menit
mengucapkan salam dan berdoa
2. Guru mengecek kehadiran siswa
3. Prior Knowledge
Kegiatan Inti 1. Mengamati 60 Menit
 Siswa menyimak wacana
tentang legenda
 Siswa mengamati fungsi
sosial, struktur dan unsur
kebahasaannya
2. Mempertanyakan
 Siswa mempertanyakan
gagasan utama, informasi
 85

rinci dan informasi tertentu

3.Mengeksplorasi
 Siswa membaca teks naratif
berbentuk legenda yang
sudah dibagikan
 Meminta siswa
mengidentifikasi tokoh, latar,
setting, dan pesan moral
 Siswa mengidentifikasi
generic structure dari teks
naratif
4.Mengasosiasi
 Siswa duduk dalam bentuk
kelompok dan menjawab soal
yang telah dibagikan
5.Mengkomunikasikan
 Masing-masing kelompok
mempresentasekan hasil
jawabannya
Penutupan 1.Menyimpulkan hasil pembelajaran 10 menit
2.Memberikan penugasan terkait
materi yang telah diajarkan
3.Mengajak siswa berdoa

J. Penilaian :
Indicator Penilaian
Teknik : Teks
Bentuk : Multiple Choice and Essay

Soal Instrument yang pertama:

Indikator pencapaian Contoh instrument Kunci Skor
kompetensi jawaban
The Legend of Tangkuban Perahu
Menemukan:
1.Informasi rinci Once, there was a kingdom in Priangan
(soal no.1 dan 3) Land. Lived a happy family. They were a father
in form of dog,his name is Tumang, a mother
2. Tokoh which was called is Dayang Sumbi, and a child
(soal no.2) which was called Sangkuriang.
One day, Dayang Sumbi asked her son to go
3.Rujukan kata hunting with his lovely dog, Tumang. After
(soal no.4) hunting all day, Sangkuriang began desperate and
worried because he hunted no deer. Then he
4.Pesan moral thought to shot his own dog. Then he took the
(soal no.5) dog liver and carried home.
 86

Soon Dayang Sumbi found 1. out that it was

not deer lever but Tumang's, his own dog. So,
She was very angry and hit Sangkuriang's head.
In that incident, Sangkuriang got wounded and
scar then cast away from their home.
Years go bye, Sangkuriang had travel
many places and finally arrived at a village. He
met a beautiful woman and felt in love with her.
When they were discussing their wedding plans,
The woman looked at the wound in
Sangkuriang's head. It matched to her son's
wound who had left severall years earlier. Soon
she realized that she felt in love with her own
son.
She couldn't marry him but how to say it.
Then, she found the way. She needed a lake and a
boat for celebrating their wedding day.
Sangkuriang had to make them in one night. He
built a lake. With a dawn just moment away and
the boat was almost complete. Dayang Sumbi had
to stop it. Then, she lit up the eastern horizon
with flashes of light. It made the cock crowed for
a new day.
Sangkuriang failed to marry her. He was
very angry and kicked the boat. It felt over and
became the mountain of Tangkuban Perahu
Bandung.

1. What is the false statement about Dayang

Sumbi?
C 1
a. She asked her son to go hunting

b.She hit sangkuriang’s head

c. She took the dog liver

d. She needed a lake

2. What form of sangkuriang’s father?

A 1
a. A dog c. A lion

b. A deer d. A mouse

3. Why did sangkuriang kick the boat?

B 1
 87

a. Because his money is not enough

b. Because he failed to marry Dayang

c. Because he like another women

d. Because he cannot make the temple

4. “ when they were discussing their wedding

plans “. The word they (paragraph 4) refers to...
C 1
a. Tumang and dayang sumbi

b. Sangkuriang and tumang

c. Sangkuriang and Dayang Sumbi

d. Sangkuriang and a dog

5. a. What is the moral value of the story above?

5
. b. Find the generic structure of the story
(orientation, complication, and resolution)
5

Soal instrument kedua:

Indicator pencapaian Contoh instrument Kunci Skor

kompetensi jawaban
The Legend Of Banyuwangi
Menemukan: Once upon a time, there was a local ruler
named King Sulahkromo. The king had a Prime
1.Tokoh Minister named Raden Sidopekso. The Prime
(soal no.6) Minister had a wife named Sri Tanjung. She was
so beautiful that the king wanted her to be his
2.Latar wife.
(soal no.7 dan 8) One day, the King sent his Prime Minister to a
long mission. While the Prime Minister was
3.Informasi rinci away, the King tried to get Sri Tanjung. However
(soal no.9) he failed. He was very angry. Thus, when
Sidopekso went back, the King told him that his
4.Rujukan kata wife was unfaithful to him. The Prime Minister
(soal no.10) was very angry with his wife. Sri Tanjung said
that it was not true. However, Sidopekso said that 1.
he would kill her.
He brought her to the river bank. Before he kill
 88

her and threw her into the river, she said that her
innocence would be proven After Sidopekso
killed her, he threw her dead body into the dirty
river.
The river immediately became clean and began
to spread a wonderful fragrance. Sidopekso said,
"Banyu...Wangi... Banyuwangi". This means
"fragrant water". Banyuwangi was born from the
proof of noble and sacred love.

6.Who is the Raden Sidopekso?

C 1
a. The King’s friend c. The Prime Minister

b. The king d. The King’s cousine

7. Where from Banyuwangi was born?

D 1
a. From a wonderful fragrance

b. From the proof of noble

c. From fragrant water

d. From the proof of noble and sacred love

8. Where did Prime Minister bring Sri Tanjung?

B 1
a. To the lake bank

b. To the river bank

c. To the mountain bank

d. To the palace

9. What is the mean of Banyuwangi ?

a. The proof of noble C 1

b. Sacred love

c. Fragrant water

d. Sacred water

10. “ however he failed. He was angry “ (line 5). C 1

 89

The word he refers to...

a. The guard c. The king Sulahkromo

b. The Prime minister d. Raden Sidopekso

Pedoman Penilaian
Tiap jawaban benar : Multiple choice (1), Essay (5)
Nilai maksimal : 100
Nilai siswa : (Skor perolehan : skor maksimal ) x 100

Makassar, September 2017

Guru Mata Pelajaran, Mahasiswa PPL,

Nirwana, S.S Rohaini Indrawati Sudirman

(NIP: ) (NIM: 20400113178)

Mengetahui,
Kepala SMA 16 Makassar

Drs. Yusuf, M.Pd.

(NIP:19690407 199802 1 003)
90
91
92
 90

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMAN 16 Makassar

Mata Pelajaran : Bahasa Inggris /Wajib
Kelas/ Semester :X/1
Materi Pokok : Teks naratif sederhana tentang legenda rakyat
Alokasi Waktu : 2 x 40 Menit (Pertemuan Kelima)

A. Kompetensi Inti :
 KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya
 KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli
(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan
menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam
menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia.
 KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,
kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
 KI 4: Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait
dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan
mampu menggunakan metoda sesuai kaidah keilmuan
B. Kompetensi Dasar:
1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat
belajar
2.1 Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri dalam melakukan
komunikasi dengan lingkungan sosialnya dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada
Teks naratif sederhana berbentuk legenda rakyat sesuai dengan konteksnya.
4.15 Menangkap makna teks naratif lisan dan tulis berbentuk legenda sederhana
C. Indikator :
3.3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan kebahasaan teks
naratif lisan dan tulis legenda rakyat sederhana sesuai dengan konteks
penggunaannya
3.3.2. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif
lisan dan tulis sederhana terkait legenda rakyat.
D. Tujuan Pembelajaran
3.3.1. Siswa dapat menganalisi fungsi social, struktur teks, dan unsur kebahasaan
kebahasaan teks naratif lisan dan tulis legenda rakyat sederhana sesuai dengan konteks
penggunaannya
3.3.2. Siswa dapat mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan
teks naratif lisan dan tulis sederhana terkait legenda rakyat.
E. Materi :
 Teks naratif berbentuk legenda rakyat
 91

 Fungsi sosial: Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya
lain.
 Struktur text:
1. Pengenalan tokoh dan setting
2. Komplikasi terhadap tokoh utama
3. Solusi dan akhir cerita.
 Unsur kebahasaan:
1. Kata-kata terkait karakter, watak, dan setting dalam legenda
2. Ejaan dan tulisan tangan dan cetak yang jelas dan rapi
3. Ucapan, tekanan kata, intonasi, ketika mempresentasikan secara
lisan.
4. Rujukan kata
 Topik: Keteladanan tentang perilaku dan nilai-nilai luhur dan budaya

The Legend of Surabaya

A long time ago, there were two animals, Sura and Baya. Sura was the name of a shark
and Baya was a crocodile. They lived in a sea.
Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat.
“Yummy, this is my lunch,” said Baya.
“No way! This is my lunch. You are greedy” said Sura. Then they fought for the goat. After
several hours, they were very tired.
Feeling tired of fighting, they lived in the different places. Sura lived in the water and Baya
lived in the land. The border was the beach, so they would never fight again.
One day, Sura went to the land and looked for some food in the river. He was very hungry
and there was not much food in the sea. Baya was very angry when he knew that Sura broke
the promise.
They fought again. They both hit each other. Sura bit Baya's tail. Baya did the same thing
to Sura. He bit very hard until Sura finally gave up and Awent back to the sea. Baya was
happy

The Legend of Rawa Pening

Once upon a time, there was a little poor boy came into a little village. He was very hungry
and weak. He knocked at every door and asked for some food, but nobody cared about him.
Nobody wanted to help the little boy.
Finally, a generous woman helped him. She gave him shelter and a meal. When the boy
wanted to leave, this old woman gave him a “lesung”, a big wooden mortar for pounding rice.
She reminded him, “please remember, if there is a flood you must save yourself.
Use this “lesung” as a boat”. The “lesung” was happy and thanked the old woman.The little
boy continued his journey. While he was passing through the village, he saw many people
gathering on the field. The boy came closer and saw a stick stuck in the ground. People
challenged each other to pull out that stick. Everybody tried, but nobody succeeded. “Can I
try?” asked the little boy. The crowd laughed mockingly. The boy wanted to try his luck so
he stepped forward and pulled out the stick. He could do it very easily. Everybody was
dumbfounded.
Suddenly, from the hole left by stick, water spouted out. It did not stop until it flooded the
village. And no one was saved from the water except the little boy and the generous old
woman who gave him shelter and meal. As she told him, he used the “lesung” as a boat and
picked up the old woman. The whole village became a huge lake. It is now known as Rawa
Pening Lake in Salatiga, Central Java, Indonesia.
 92

F. Metode :
Team Accelerated Instruction Method

G. Media :
White board, spidol, penghapus, LKS, dan Buku

H. Sumber :
Suara guru dan internet.

I. Langkah-langkah Pembelajaran :

Kegiatan Deskripsi Kegiatan Waktu

Pendahuluan 1. Guru masuk kelas dan mengucapkan 10 Menit
salam dan berdoa
2. Guru mengecek kehadiran siswa
3. Prior Knowledge
Kegiatan Inti 1. Mengamati 60 Menit
 Siswa menyimak teks naratif
yang diberikan oleh guru
 Siswa mengamati fungsi sosial,
struktur dan unsur
kebahasaannya
2.Mempertanyakan
 Siswa mempertanyakan gagasan
utama, informasi rinci dan
informasi tertentu
3.Mengeksplorasi
 Siswa membaca teks naratif
berbentuk legenda yang sudah
dibagikan
 Meminta siswa mengidentifikasi
tokoh, latar, setting, dan pesan
moral
 Siswa mengidentifikasi generic
structure dari teks naratif
4.Mengasosiasi
 Siswa duduk dalam bentuk
kelompok dan menjawab soal
yang telah dibagikan
5.Mengkomunikasikan
 Masing-masing kelompok
mempresentasekan hasil
jawabannya
Penutupan 1. Menyimpulkan hasil pembelajaran 10 Menit
2 .Melakukan gerakan refleksi
3. Mengajak siswa berdoa
J. Penilaian :
Indicator Penilaian
 93

Teknik : Teks
Bentuk : Multiple Choice and Essay

Soal instrument yang pertama:

Indicator pencapaian Contoh instrument Kunci skor
kompetensi jawaban
The Legend of Surabaya
Menemukan:
A long time ago, there were two animals,
1.Tokoh Sura and Baya. Sura was the name of a shark
(soal no.1) and Baya was a crocodile. They lived in a sea.
Once Sura and Baya were looking for some
2.Latar food. Suddenly, Baya saw a goat.
(soal no.2) “Yummy, this is my lunch,” said Baya.
“No way! This is my lunch. You are greedy”
3.Informasi rinci said Sura. Then they fought for the goat. After
(soal no.3 dan 4) several hours, they were very tired.
Feeling tired of fighting, they lived in the
4.Menyimpulkan different places. Sura lived in the water and
(soal no. 6) Baya lived in the land. The border was the
beach, so they would never fight again.
5.Pesan moral One day, Sura went to the land and looked
(soal no.5) for some food in the river. He was very
hungry and there was not much1.food in the
sea. Baya was very angry when he knew that
Sura broke the promise.
They fought again. They both hit each other.
Sura bit Baya's tail. Baya did the same thing
to Sura. He bit very hard until Sura finally
gave up and Awent back to the sea. Baya was
happy.
1. Who is the main charaters of story?
C 1
a. Shark and goat
b. Crocodile and snake
c. Shark and crocodile
d. Crocodile and goat

2. Where did Baya live?

a. In a sea c. In a river B 1
b. In a land d. In a beach

3. Why did sura go to land?

a. Because he want to meet baya D 1
b. Because he look for some friend
c. Because he feel boring in the sea
d. Because he want to look for some food

4. What did Sura bit? A 1

a. Baya’s tail
 94

b. Baya’s foot
c. Baya’s hand
d. Baya’s leg

5. What is the moral value of the story above? 5

6. How is the characteristic of the both

characters of the story above? 5

Soal instrument yang kedua:

Indikator pencapaian Contoh instrument Kunci Skor

kompetensi jawaban
The Legend of Rawa Pening
Menemukan:
Once upon a time, there was a little poor boy
1.Informasi rinci came into a little village. He was very hungry and
(soal no.7 ) weak. He knocked at every door and asked for
some food, but nobody cared about him. Nobody
2. Tokoh wanted to help the little boy.
(soal no.8)
Finally, a generous woman helped him. She
3. Antonim kata gave him shelter and a meal. When the boy
(soal no.9) wanted to leave, this old woman gave him a
“lesung”, a big wooden mortar for pounding rice.
4. Pesan moral She reminded him, “please remember, if there is
(soal no.10) a flood you must save yourself.
Use this “lesung” as a boat”. The “lesung” was
happy and thanked the old woman.The little boy
continued his journey. While he was passing
through the village, he saw many people
gathering on the field. The boy came closer and
saw a stick stuck in the ground. People
challenged each other to pull out that stick.
Everybody tried, but nobody succeeded. “Can I
try?” asked the little boy. The crowd laughed
mockingly. The boy wanted to try his luck so he
stepped forward and pulled out the stick. He
could do it very easily. Everybody was
dumbfounded.
Suddenly, from the hole left by stick, water
spouted out. It did not stop until it flooded the
village. And no one was saved from the water
except the little boy and the generous old woman
who gave him shelter and meal. As she told him,
he used the “lesung” as a boat and picked up the
old woman. The whole village became a huge
lake. It is now known as Rawa Pening Lake in
Salatiga, Central Java, Indonesia.
 95

7. What did the women give to the little boy?

a. Shelter B 1
b. Shelter and meal
c. .Meal and cake
d. Bread and money

8. Who is the main character of story above?

a. Little boy and old men C 1
b. The old women and big boy
c. The old women and little boy
d. The old men and big boy

9. “, there was a little poor boy came into a little

village”. The bold word has antonym word with B 1
a. clever c. stupid
b. rich d. ugly

10. What is the moral value of the story above?

5

K. Pedoman Penilaian
Tiap jawaban benar : Multiple choice (1), Essay (5)
Nilai maksimal : 100
Nilai siswa : (Skor perolehan : skor maksimal ) x 100

Makassar, September 2017

Guru Mata Pelajaran, Mahasiswa PPL,

Nirwana, S.S. Rohaini Indrawati Sudirman

Mengetahui,
Kepala SMA 16 Makassar

Drs. Yusuf, M.Pd.

96
 91

CURRICULUM VITAE
The researcher, Rohaini Indrawati Sudirman was born on 16 th

December 1994, in Dalong. She has six siblings. She is a third child from

beloved parents Dad Sudirman and Mom Sija. She has begin her education

from elementary school at SDI Wae Nakeng in 2002 and graded in 2007. She continued her

study at SMPN 1 Komodo in 2008 and graduted in 2010. After that, she continued her study at

SMAN 1 Komodo in 2010 and graduated in 2013. In senior high school, she took language

major class. And finnally, in same year 2013, she continued her study in Alauddin State Islamic

University of Makassar in Tarbiyah and Teaching Science Faculty, took English Education

Department. And she has graduated on 28 th November 2017.