By:
EDY SANTOSO
NIM. 201032043
i
ii
READING ABILITY OF NARRATIVE TEXT
OF THE EIGHTH GRADE STUDENTS
OF SMP N 2 PULOKULON GROBOGAN
TAUGHT BY USING LOCAL FOLKTALES
IN ACADEMIC YEAR 2013/2014
SKRIPSI
By:
EDY SANTOSO
NIM. 201032043
iii
MOTTO AND DEDICATION
Motto:
Know yourself, control yourself, and be yourself.
Interesting with your own style.
Rela terhadap yang telah terjadi, ikhlas terhadap yang sedang terjadi, dan
berserah terhadap yang akan terjadi.
Dedication:
This skripsi is dedicated to:
1. Culture University of Muria Kudus
2. SMP N 2 Pulokulon Grobogan
3. His beloved mother (Prapti Widayati)
4. His beloved grandparents (Soekamto Triyatmi)
5. All of his beloved friends in English Education
Department 2010
6. All of his beloved best friends in his life
iv
ADVISORS’ APPROVAL
This is to certify that the Skripsi of Edy Santoso (NIM 2010-32-043) has been
Committee.
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
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EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Edy Santoso (NIM 2010-32-043) has been
English Education.
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
vi
ACKNOWLEDGEMENT
gracious and merciful, for giving strengths, health, and blessing to the writer
during conduct this research entitled “Reading Ability of Narrative Text of the
successfully.
The realization of this research would never be possible for the writer to
accomplish this research without the dedicated helping, support, and assistance of
others. In this opportunity, the writer would like to express and acknowledge his
1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of Faculty of Teacher Training
3. Dr. H. Ahmad Hilal Madjdi, M.Pd, as the first advisor, who give a big
4. Titis Sulistyowati, S.S., M.Pd, as the second advisor, who always willing
make time for giving guidance, assistance, and advice to the writer patiently.
has been pleased to give permission and accept the writer in doing
vii
6. Pujiati, S.Pd, as the English Teacher of SMP N 2 Pulokulon Grobogan, who
has gave support, guidance, advice and help to the writer during doing this
8. His beloved mother and grandparents, who always give love, pray and
9. All of his beloved friends in University of Muria Kudus. Thanks for your
10. The other people who are involved in conducting this research, what he can
In conducting this research, the writer realizes that this research is still far
from being perfect. Finally, the writer hopes that this research will be useful
significances for the readers, especially to improve his own knowledge in the field
Edy Santoso
NIM. 2010 32 043
viii
ABSTRACT
Santoso, Edy. 2014. Reading Ability of Narrative Text of the Eighth Grade
Students of SMP N 2 Pulokulon Grobogan Taught by Using Local
Folktales in Academic Year 2013/2014. Skripsi. Department of English
Education, Faculty of Teacher Training and Education, University of
Muria Kudus. Advisors: (1) Dr. H. Ahmad Hilal Madjdi, M.Pd, (2) Titis
Sulistyowati, S.S., M.Pd
Key words: Reading Ability, Narrative Text, Local Folktales
The design of this research is an experimental research used one group with
pre-test and post-test. The population of this research is the eighth grade students
of SMP N 2 Pulokulon Grobogan in academic year 2013/2014. The writer used
cluster random sampling technique to take the sample of this research. The writer
got VIII D class as the sample with total number of students is 31 students. The
instrument used by the writer was multiple choices test to know the data before
and after being taught by using local folktales.
The result of this research shows that the mean of pre-test is 55.40 by
standard deviation is 9.52 and the mean of post-test is 75.27 by standard deviation
is 7.45. it was found the hypothesis testing in the level of significance = 0.05
two-tailed test from the degree of freedom = 30, -table 2.042, and the
-obtained is 11.59. In other words, -obtained is higher than -table
). Therefore, the null hypothesis is rejected and the alternative hypothesis
is accepted, because the -obtained falls in the critical region. It can be
conclude that there is a significant difference between reading ability of narrative
text of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after
being taught by using local folktales in academic year 2013/2014.
ix
Based on the result above, the writer suggests that local folktale is effective
in reading activity. It can be the solution for English teachers as an alternative
material in teaching reading, make the students easier to learn English and attract
the students’ attention and motivation.
x
ABSTRAK
Santoso, Edy. 2014. Kemampuan Membaca Teks Narasi untuk Siswa Kelas
Delapan SMP N 2 Pulokulon Grobogan yang Diajar dengan
Menggunakan Cerita Rakyat Setempat pada Tahun Pelajaran
2013/2014. Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas
Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing:
(i) Dr. H. Ahmad Hilal Madjdi, M.Pd, (ii) Titis Sulistyowati, S.S., M.Pd
Kata-kata kunci: Kemampuan Membaca, Teks Narasi, Cerita Rakyat Setempat
Hasil penelitian ini menunjukkan bahwa rata-rata dari pre-test adalah 55,40
dengan standar deviasi 9,52 dan rata-rata dari post-test adalah 75,27 dengan
standar deviasi 7,45. ditemukan pengujian hipotesis pada tingkat signifikansi =
0,05 uji dua-ekor dari derajat kebebasan = 30, -table 2,042, dan -
obtained adalah 11,59. Dengan kata lain, -obtained lebih tinggi dari -table
). Oleh karena itu, hipotesis nol ditolak dan hipotesis alternatif
diterima, karena -obtained jatuh di daerah kritis. Hal ini dapat
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disimpulkan bahwa ada perbedaan yang signifikan antara kemampuan membaca
teks narasi untuk siswa kelas delapan SMP N 2 Pulokulon Grobogan sebelum dan
setelah diajar dengan menggunakan cerita rakyat setempat pada tahun pelajaran
2013/2014.
xii
TABLE OF CONTENTS
Page
COVER ..................................................................................................... i
LOGO ........................................................................................................ ii
TITLE ....................................................................................................... iii
MOTTO AND DEDICATION ................................................................. iv
ADVISORS’ APPROVAL ........................................................................ v
EXAMINERS’ APPROVAL .................................................................... vi
ACKNOWLEDGEMENT ........................................................................ vii
ABSTRACT .............................................................................................. ix
ABSTRAK................................................................................................. xi
TABLE OF CONTENTS .......................................................................... xiii
LIST OF TABLES .................................................................................... xvi
LIST OF FIGURES .................................................................................. xvii
LIST OF APPENDICES ........................................................................... xviii
LIST OF FORMULAS ............................................................................. xix
CHAPTER I: INTRODUCTION
1.1 Background of the Research .............................................................. 1
1.2 Statement of the Problem ................................................................... 3
1.3 Objective of the Research .................................................................. 3
1.4 Significance of the Research .............................................................. 4
1.5 Scope of the Research ........................................................................ 5
1.6 Operational Definition ....................................................................... 5
xiii
2.3.1 Function of Narrative Text ................................................................. 12
2.3.2 Generic Structure of Narrative Text ................................................... 13
2.3.3 Language Features of Narrative Text ................................................. 13
CHAPTER V: DISCUSSION
5.1 The Significant Difference Between Reading Ability of Narrative
Text of the Eighth Grade Students of SMP N 2 Pulokulon Grobogan
xiv
Before and After Being Taught by Using Local Folktales in
Academic Year 2013/2014 ................................................................. 44
BIBLIOGRAPHY ..................................................................................... 52
APPENDICES ........................................................................................... 54
STATEMENT ........................................................................................... 112
CURRICULUM VITAE ........................................................................... 113
xv
LIST OF TABLES
Table Page
3.1 The Validity of the Correction Coefficient of the Test Uses
Interpretation of Correlation Coefficient ............................................ 31
3.2 The Criteria from the Score to Know the Reading Ability .................. 33
4.1 The Score of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan Before Being
Taught by Using Local Folktales in Academic Year 2013/2014 ......... 37
4.2 Distribution Frequency of Reading Ability of Narrative Text of
the Eighth Grade Students of SMP N 2 Pulokulon Grobogan
before Being Taught by Using Local Folktales in Academic
Year 2013/2014 ................................................................................. 38
4.3 The Score of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan After Being
Taught by Using Local Folktales in Academic Year 2013/2014 ......... 39
4.4 Distribution Frequency of Reading Ability of Narrative Text of
the Eighth Grade Students of SMP N 2 Pulokulon Grobogan
After Being Taught by Using Local Folktales in Academic Year
2013/2014 .......................................................................................... 40
xvi
LIST OF FIGURES
Figure Page
3.1 The Design of Experimental Method One Group with Pre-test
and Post-test ...................................................................................... 28
3.2 The Null Hypothesis .................................................................. 34
4.1 Bar Diagram of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan before Being
Taught by Using Local Folktales in Academic Year 2013/2014 ......... 38
4.2 Bar Diagram of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan after Being
Taught by Using Local Folktales in Academic Year 2013/2014 ......... 41
4.3 Curve of Sampling Distribution Showing (obtained) versus
(critical) (α = 0.05, two-tailed test, = 30) ....................................... 43
xvii
LIST OF APPENDICES
Appendix Page
1. Syllabus ............................................................................................. 55
2. The Specification Table of Test in Narrative Text .............................. 58
3. Tryout, Pre-Test, and Post-Test of Reading in Narrative Text ............ 59
4. Answer Sheet ..................................................................................... 65
5. Key Answer ....................................................................................... 66
6. Lesson Plan ....................................................................................... 67
7. Students’ List of VIII F ...................................................................... 97
8. The Calculation of Tryout Reliability ................................................. 98
9. Students’ List of VIII D ..................................................................... 100
10. The Score of Reading Ability of Narrative Text of the Eighth Grade
Students of SMP N 2 Pulokulon Grobogan Before Being Taught by
Using Local Folktales in Academic Year 2013/2014 .......................... 101
11. The Calculation of Mean and Standard Deviation of Reading Ability
of Narrative Text of the Eighth Grade Students of SMP N 2
Pulokulon Grobogan Before Being Taught by Using Local Folktales
in Academic Year 2013/2014 ............................................................. 102
12. The Score of Reading Ability of Narrative Text of the Eighth Grade
Students of SMP N 2 Pulokulon Grobogan After Being Taught by
Using Local Folktales in Academic Year 2013/2014 .......................... 104
13. The Calculation of Mean and Standard Deviation of Reading Ability
of Narrative Text of the Eighth Grade Students of SMP N 2
Pulokulon Grobogan After Being Taught by Using Local Folktales
in Academic Year 2013/2014 ............................................................. 105
14. The Calculation of -obtained of Reading Ability of Narrative Text
of the Eighth Grade Students of SMP N 2 Pulokulon Grobogan
Before and After Being Taught by Using Local Folktales in
Academic Year 2013/2014 ................................................................. 107
15. Value of -table for Any Number Degree of Freedom ........................ 111
xviii
LIST OF FORMULAS
Formula Page
3.1 The Formula to Calculate Reliability.................................................. 30
3.2 The Spearman-Brown Formula to Estimate the Reliability of the
Whole Test ........................................................................................ 31
3.3 The Formula to Calculate the Mean ................................................... 32
3.4 The Formula to Calculate the Standard Deviation .............................. 33
3.5 The t-test Formula.............................................................................. 34
xix
CHAPTER I
INTRODUCTION
of the problem, objective, significance, and scope of the research, and operational
definition.
According to Fisher & Frey (2013), “Reading is important for students to know
that learning does not end when one is finished reading a piece of text”. Reading
skill in Junior High School level students’ needs more attention, because reading
text is the most important part and always be tested in National Examination. In
reading skill, students need to understand the kinds of text; one of them is
narrative text.
complication and resolution. Commonly, narrative text tells about the past event
and the reader can take the moral values conveyed through the story. Schumm
(2006: 231) said, “While reading narratives for aesthetic purposes, readers focus
the study which is called curriculum. Since 2006, the government has applied a
curriculum as education unit level curriculum in junior high school and senior
1
2
high school. One of the schools which have applied this curriculum is SMP N 2
Pulokulon Grobogan.
that the difficulties of the students were the students' interest in learning English is
still low, they do not want to make a note taking of words that are difficult and
then look for the meaning in their dictionary. Thus, when they had to read a text,
especially a long text, most of them often felt bored. They are not really interested
and still have difficulty in understanding the content of the text, because their
vocabulary is limited. So, it makes them difficult to understand the meaning of the
This condition influences the result of the students’ daily assessment which
is unsatisfying yet. Based on the last students’ achievement, the average score of
the daily assessment is 68. Mostly, the reading ability of the eighth grade students
Based on that condition, the writer thinks how to arouse students' interest in
reading. So, the writer tries to use local folktales material that are in the region of
teaching reading of narrative text, because it contains about interesting things with
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3
(http://www.teachingenglish.org.uk/blogs/admin/folktales-good-language-
students by letting them analyse, draw inferences, synthesize events. With the
moral they have include, they help educating people”. So, by using folktales,
students can make connection between local folktale and their life. It will bring a
sense of curiosity for those who do not know more about the local folktales that
originated from their own regency. So, it makes them feel more interested to read
it, besides they will get fun, they also will get meaningful learning, because local
folktales have full of moral values and the values of life in society.
research entitled “Reading Ability of Narrative Text of the Eighth Grade Students
Year 2013/2014.”
writer would like to formulate the problem of the research question as in the
following: “Is there any significant difference between reading ability of narrative
text of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after
Related to the statement of the problem above, the writer maintains the
objective of the research that is to find out whether there is a significant difference
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4
between reading ability of narrative text of the eighth grade students of SMP N 2
Pulokulon Grobogan before and after being taught by using local folktales in
a. The teachers
The writer hopes that this research would help English teachers can develop
the way of teaching to the better way and increase their quality of English
students.
b. The students
The writer hopes that this research can improve the students’ English reading
achievement and makes them to be more interested and enjoy during teaching
c. The readers
The writer hopes that this research can enrich the theory of teaching reading
and also can be used as the reference for those who want to conduct a
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5
ability. The writer tries to use local folktales material as a treatment of the
Grobogan and the subject of the research is the eighth grade students in academic
year 2013/2014.
In this research there are several terms that need to be clearly defined in
order to avoid misunderstanding of the concept that used in this research, the
knowledge and to find out information of the content in the text include the
2. Narrative text is a kind of text which is taught based on the curriculum in the
even semester for the eighth grade students of SMP N 2 Pulokulon Grobogan
material that originated from Grobogan regency Central Java, whose author is
24
6
unknown and handed down from generation to the next generation by word of
25
CHAPTER II
In this chapter, the writer elaborates the following points: teaching English
National Examination. That is why all of the component that is engaged in the
skills; they are listening, speaking, reading, and writing. These fourth skills were
used to respond or to create discourse in social life, in order to graduates are able
The curriculum in Junior High School is arranged taking into account the
26
7
8
written form to achieve the level of functional literacy, they have an awareness of
given including four skills (listening, speaking, reading, and writing). Moreover,
The English materials for the eighth grade students in the odd and even
semesters are various short functional texts, monologue texts and essay in the
goods and services, recognize and disown the facts, asking and giving opinion,
2. Mandiri: Practise Your English Competence for SMP Class VIII (Jilid 2)
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9
Besides that, the teacher sometimes gives some notes for the students from
internet or the book which the teacher had read. And also, the English teacher
usually looks for additional materials, especially for reading material from
In teaching and learning, the teacher needs a method besides media. There
are many methods that can use by the teacher to suppose their teaching.
grade students usually use lecturing and discussion method. In the lecturing
method, the teacher gives explanation and some notes about the material, give the
meaning of difficult words to the students and allows the students to understand
the text, then the teacher asks the students to do the exercises. After that, they
have correction together. And usually the students are passive; they just listen and
The teacher chooses these methods because she adapts with the real
condition. The teacher chooses the appropriate method. Because not all of the
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on their own, without interruptions and at their own speed if possible, looking up
Grabe and Stoller (2002: 19) said, “Reading is always purposeful not only in
the sense that readers read in different ways based on differing reading purposes,
but also in the sense that any motivation to read a given text is triggered by some
Grabe and Stoller (2002: 13) give the purpose of reading as follows:
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11
Brown (2004: 189), there are several types of reading performance are typically
identified:
1. Perceptive
symbols.
2. Selective
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12
typical tasks are used: picture cued tasks, matching, true/false, multiple
choice, etc.
3. Interactive
4. Extensive
books.
Narrative text is one of many kinds of text that tells an imaginative story or
explains a course of events is taught in Junior High School, Senior High School,
and college. Narrative text often find in story of legend, myth, fable, etc.
The social function of the narrative text is to amuse or entertain the readers
with the story given. Based on Gerot & Wignell (1995: 204), “Narrative is a kind
of the text which has the social function to amuse, entertain and to deal with
problematic events which lead to a crisis or turning point of some kind, which in
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In narrative text, generic structure is the part to analyse. Gerot & Wignell
5. Re-orientation : optional
By describing the typical stage, to help the students to identify why weak
readers or listeners are easy to distinguish each generic structure and meaning of
2. Use of material process or action verb (behavioural and verbal processes) e.g.
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3. Use of verbs which revert to what the human participants said, felt, of thought
(mental and relational processes) e.g. Aji Saka was a strong man, Prabu
4. Use temporal conjunctions and temporal circumstances, e.g. a few years ago,
2.4 Folktales
Folktale is a story that has been retold and distributed orally among the
society within several generations. Kiefer (2010: 227) “Folktales have been
defined as all forms of narrative, written or oral, which have come to be handed
down through the years”. These are including the epic, ballads, legends, myth and
fable. Content of folktale is usually flat according to the speakers. Folktales are
anonymous. That is, in the author's folktales are not known exactly. “One effect of
the anonymous feature of folktale will allow to be changed along with the
folktales that can be distinguished with the other stories, namely structure of plot,
characters, themes, and types.” The structure of plot in folktales are simple and
leads, consists of repetition both response, songs and poetry, time and place in the
story is not specific but it tells something beautiful, usually opening story
featuring conflict, characters and places, the conclusion of story following the
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15
climax very fast and detail. Structure in folktale introduced very quickly. The
characters of story for the students more explicit show the kindness or even
otherwise behave in cruel and evil. Kiefer (2010: 239) said, “The themes are often
Musfiroh (2008: 33) describes that, “There are seven characteristics of story
for the students. These characteristics are theme, message, plot, character and
characterization, point of view, setting, and means of linguistic.” The theme for
between good and bad, virtue and meanness). Message can be interpreted as moral
value, for the students there should be both explicit and implicit. This affects the
student's interest into the story. “But it is suggested to choose a story that contains
a message that is not too close to the problems of the students, because students
Plot in the story for the students should be simple, not too complicated to be
understood, sequential, repetitive and easy to guess, story time duration is not too
long, considering the students only have a fairly short attention span. Character
and characterization for the students is fiction, it has similarities with the
individual in real life, clear and simple, limited quantity, easy to remember, and
known by the students. Point of view selection facilitates the students to identify,
interpret, and understand the story with the help of the narrator who convey about
the characters, events, actions, and motivations from the story. Setting of story is
free for the students in any setting, according to the cognitive and moral
development of students.
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according to the rate of students”, Musfiroh (2008: 42). Vocabularies for students
contain easy words; it contains some basic numerical concepts, some adjectives,
45).
2. Developing language skills through the vocabulary that are often heard. The
more vocabulary they know, so the more concept of something that they
know too. Besides through the vocabulary, these language skills can also be
environment.
3. Developing social aspects, story is not possible be built by only one character.
social life. In the story of students, the characters communicate and socialize
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17
4. Developing moral aspects, the story has a big opportunity to instil morality in
apologize and forgive sensitivity to respect the elderly and loving the young,
5. Developing spiritual aspects through the story can be done with the stories
6. Developing emotional aspects, the dominant story contains resentment and ill
will continuously told the students can establish negative emotions, excessive
prejudice.
students are accustomed to hear, they are observed the expression and the
reader to gain insight into the values and customs of the society that produced the
particular oral tale. Children and adults all over the world continue to enjoy
reading and listening to folktales because such stories spark the imagination and
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18
a whole class, discuss them during a class period, and compare a variety
2. They are fun! Many types of folktale are entertaining and most of us
childhood.
3. They are memorable. Most tales and rhymes from oral traditions use
patterns of language and plot that make them easy to retell and dear to
4. They are found in infinite variety everywhere. Every culture has long
from their own families and communities, and write or dramatize their
specific details in folktale from different times and places, one of the
stories with universal themes from all over the world. For example,
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19
6. They are infinitely meaningful. Because folk and fairy tales represent
symbolism in literature.
7. They link oral and written literatures of the world. We often forget that
all literature developed from oral traditions, and most people in human
stories.
8. They link popular culture with many academic subjects and skills.
Almost every type of literary and cultural analysis has been applied to
9. They enhance transitions from childhood to adult life. Short works from
10. They unite children and adults. Many types of folktale have been
while older children and adults who don't read or hear folktale or
picture books often lose touch with exciting parts of their own culture.
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20
The writer uses local folktales that are originated from Grobogan regency in
Grobogan also have a rich oral storytelling tradition. There are many examples of
local folktales in Grobogan like, Aji Saka, Jaka Linglung, Kesongo, Jaka Tarub,
Ki Ageng Selo, etc. But below the writer shows one example of local folktales
Aji Saka
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Da Ta Sa Wa La : they fought
In preparing the learning steps of narrative text using local folktale material
follows:
1. The teacher gives apperception to the students, so that they get a good
2. The teacher asks the students about how many stories that have been
3. The teacher tells the students that they will get to hear a story from their
own regency.
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4. The teacher begins to present the story. Before that, the teacher does
5. The teacher asks the students about some examples of stories in the past
that they had known. Some might include: Aji Saka, Ki Ageng Selo,
etc.
6. The teacher explains the students that these stories are called folktales.
7. The teacher explains that we are going to read them a text that is local
folktales. Before reading the text explain that Grobogan have a rich oral
8. The teacher read the text and asks the students to listen and repeat it
together.
9. The teacher asks the students to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this story was told
10. After finished reading the story, the teacher gives evaluation of
task.
11. The students are given the task to identify about the contents of the
the story, messages of what are contained in the story and the responses
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23
There are some other researches which are done by other writers who did
analysed from the result test, the lowest score is 70 and the highest score is
100. Then, the mean is 92.31 and the standard deviation is 6.09. (b) The
is good. It can be analysed from the result test, the lowest score is 55 and the
highest score is 95. Then, the mean is 72.5 and the standard deviation is
of the tenth year students of MA Miftahul Falah Kudus in the academic year
2008/2009 is sufficient. It can be analysed from the result test, the lowest
score is 45 and the highest score is 85. Then, the mean is 67.31 and the
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using folktale is good. The highest score is 92 and lowest score is 60. The
Both of them and the writer are identifying the same independent variable
that is folktales in teaching narrative. But, they have different of school degrees in
Vocational High School and the writer wants to try it in Junior High School.
interest in reading because of the lack of students' vocabulary mastery, lack of the
students’ ability in determining the main idea of a paragraph, and explanatory idea
atmosphere.
Falah Kudus and Widyarini in SMK Muhammadiyah 01 Pati, they showed that
using folktales could increasingly motivate, help the students learn and have good
ability to understanding the story in teaching narrative text. For the previous
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25
researches which conduct in Madrasah Aliyah and Vocational High School had
been success. So, the writer wants to try use folktales, hopefully this research will
The writer used local folktales as the material originated from that school
regency as the procedure to test the reading ability of narrative text of the eighth
that it expected to be able to increase the students’ reading ability and to identify
important words in reading narrative text, make the students are interested, easy to
study, and make them enjoy with their own regency story.
of the local folktale the students are able to know the origin of the historic famous
places in their region and stimulate them to know more insights into the characters
in the story. One of the benefits which can be obtained of local folktale material in
the teaching and learning activities, the students can be more eager to read
because the material of story is based on the region where the school stands.
The writer assumes that there is a significant difference between reading ability of
before and after being taught by using local folktales in academic year 2013/2014.
44
26
2.7 Hypothesis
the eighth grade students of SMP N 2 Pulokulon Grobogan before and after being
45
CHAPTER III
In this chapter, the writer elaborates the method of the research, which was
design of the research, population and sample, instrument of the research, data
an effect of something that is treated to the subject of research. The writer decided
the kind of design of this experimental research is single group design with pre-
test and post-test which is done by conducting research towards one group.
teaching reading.
mean is reading ability of narrative text of the eighth grade students of SMP
46
27
28
T1 X T2
Based on the design above, the writer focused on one group pre-test and
the treatments (X) and the next is post-test (T2)”, (Ali, 1993: 141). The aim is to
text of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after
The population of this research was the eighth grade students of SMP N 2
Pulokulon Grobogan in academic year 2013/2014. There are six classes of the
47
29
eighth grade students of SMP N 2 Pulokulon Grobogan. The class consists of 30-
35 students.
Arikunto (2010: 174). In this research, the writer used cluster random sampling
technique, because the population of this research are homogeneous, so from six
classes randomly the writer took sample one class by provide six lotteries and
choose one of them and the writer got VIII D as the sample of this research.
research. It is used to get the data that was needed in a research. There are two
types of instrument, test and non-test”, Arikunto (2010: 193). The instrument used
exercises and other tools that used to measure skill, knowledge intelligence,
this research, the writer used multiple choice tests to measure the reading ability
academic year 2013/2014. The test uses to fulfil the validity and reliability.
A test is said validity to have high content validity if each items uses to
representative materials. To get the validity of the test and to measure the content
of each item, the writer made the specification table of the test related to the
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30
Beside the validity, the writer also calculated the reliability of the test.
According to Arikunto (2010: 211), “Good instrument must fulfil two important
requirements are valid and reliable.” Reliability of the test shows the stability of
the test scores when the test is used. The formula to calculate reliability as stated
Note:
= the sum of x2
= the sum of y2
formula, to estimate the reliability of the whole test. The formula is:
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Note:
According to Ali (1984: 105), “to determine the validity of the correction
Table 3.1. The Validity of the Correction Coefficient of the Test Uses
Interpretation of Correlation Coefficient
drawing the data. Collecting data means a way of obtaining some data by seeing
the document related the problem. In this research, the writer has conducted a test
The writer needs several steps to collect the data for this research as follows:
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b. The writer asks permission to the English teacher of the eighth grade
c. The writer gives the pre-test to the students to obtain the data of reading
d. The writer gives the treatment to the students by using local folktales.
e. The writer gives the post-test to the students to measure the result of the
Data analysis was the process of analysing data acquired from the result of
the research based on the problem statements, the data needed in this research is
there any significant difference between reading ability of narrative text of the
eighth grade students of SMP N 2 Pulokulon Grobogan before and after being
taught by using local folktales, it was analysed for getting good result accurately.
present the descriptive data for pre-test and post-test. The writer applied the
formula on Ali (1984: 179) to count the mean and Ali (1984: 182) to count the
a. Mean:
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= frequency
b. Standard Deviation:
= internal width
After calculating mean and standard deviation, the writer would like to
makes the criteria from the score to know the reading ability, as follows:
Table 3.2. The Criteria from the Score to Know the Reading Ability
Score Note
87 – 100 Excellent
74 – 86 Good
(Score 74 is the KKM)
61 – 73 Sufficient
< 60 Poor
before and after being taught by using local folktales, the writer used the t-test
formula, as follows:
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before and after being taught by using local folktales in academic year 2013/2014,
or not. The hypothesis of this research can be formulated by using the statistic
before and after being taught by using local folktales in academic year 2013/2014.
Note:
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54
CHAPTER IV
This chapter contains the description and data analysis, and the hypothesis
testing that have been obtained to find out whether there is a significant difference
between reading ability of narrative text of the eighth grade students of SMP N 2
Pulokulon Grobogan before and after being taught by using local folktales in
who were given pre-test, treatment, and post-test. The quantitative data is derived
from pre-test and post-test. The pre-test is administered to describe the reading
2013/2014, while the post-test describe the reading ability of narrative text of the
Before the students were taught by using local folktales, the writer gave pre-
test to measure the level in reading ability of narrative text of the eighth grade
folktales in academic year 2013/2014. Based on the result of the experiment, the
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36
37
writer found that the highest score is 80 and the lowest score is 40. The table of
Table 4.1. The Score of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan Before Being
Taught by Using Local Folktales in Academic Year 2013/2014
2 53.33 18 46.67
3 60 19 53.33
4 66.67 20 73.33
5 56.67 21 56.67
6 50 22 50
7 50 23 53.33
8 63.33 24 53.33
9 70 25 60
10 53.33 26 53.33
11 80 27 56.67
12 60 28 43.33
13 53.33 29 46.67
14 73.33 30 46.67
15 40 31 50
16 70 1770
From the data in Table 4.1, the pre-test result can be computed to the table
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No. Score %
1 75-80 1 3.23 %
2 68-74 4 12.90 %
3 61-67 3 9.68 %
4 54-60 7 22.58 %
5 47-53 11 35.48 %
6 40-46 5 16.13 %
31 100 %
Based on Table 4.2, it can be seen that the number of interval is 6 and
interval width is 7. The writer found the mean of pre-test is 55.40 and standard
The bar diagram of reading ability of narrative text of the eighth grade
Bar Diagram
12
10
Frequency
8
6
4 Frequency
2
0
40-46 47-53 54-60 61-67 68-74 75-80
x (score)
Figure 4.1. Bar Diagram of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan before Being
Taught by Using Local Folktales in Academic Year 2013/2014
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From the diagram above, it can be seen that the highest frequency of reading
ability of narrative text before being taught by using local folktales is x (score) =
After knowing the result of reading ability of narrative text of the eighth
local folktales in academic year 2013/2014, the writer continued it by teaching the
students by using local folktales, then ended to find out the data result of the
After being taught by using local folktales, the writer got the highest score is
Table 4.3. The Score of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan After Being
Taught by Using Local Folktales in Academic Year 2013/2014
2 63.33 18 80
3 73.33 19 73.33
4 70 20 73.33
5 66.67 21 80
6 63.33 22 73.33
7 70 23 80
8 76.67 24 73.33
9 83.33 25 76.67
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10 80 26 80
11 86.67 27 76.67
12 80 28 80
13 76.67 29 70
14 86.67 30 66.67
15 63.33 31 60
16 73.33 2323.33
From the data on the Table 4.3, the post-test result can be computed to the
No. Score %
1 85-90 3 9.68 %
2 80-84 8 25.81 %
3 75-79 5 16.13 %
4 70-74 9 29.03 %
5 65-69 2 6.45 %
6 60-64 4 12.90 %
31 100 %
Based on the Table 4.4, it can be seen that the number of interval is 6 and
interval width is 5. The writer found the mean is 75.27 and standard deviation is
The bar diagram of reading ability of narrative text of the eighth grade
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Bar Diagram
10
8
Frequency
6
4 Frequency
2
0
60-64 65-69 70-74 75-79 80-84 85-90
x (score)
Figure 4.2. Bar Diagram of Reading Ability of Narrative Text of the Eighth
Grade Students of SMP N 2 Pulokulon Grobogan after Being
Taught by Using Local Folktales in Academic Year 2013/2014
From the diagram above, it can be seen that the highest frequency of reading
ability of narrative text after being taught by using local folktales is x (score) =
After the writer got the data about reading ability of narrative text taught by
between reading ability of narrative text of the eighth grade students of SMP N 2
Pulokulon Grobogan before and after being taught by using local folktales in
academic year 2013/2014, the hypothesis testing is done by the following five
step models:
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(degree of freedom) = = 31 - 1 = 30
(critical) = ± 2.042
Source: Appendix 14
and = 30.
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eighth grade students of SMP N 2 Pulokulon Grobogan before and after being
62
CHAPTER V
DISCUSSION
In this chapter, the writer would like to discuss the result of data analysis,
and the significant difference between reading ability of narrative text of the
eighth grade students of SMP N 2 Pulokulon Grobogan before and after being
folktales in academic year 2013/2014, when they had to read a text, especially
long topic text, most of them often felt bored. They are not really interested and
make them difficult to understand the meaning of the content words used in the
text. So, it gave impact to students’ score in reading. The average score of the
students is 68.
After the writer conducted the pre-test, calculated and analyzed the data
from the pre-test score to know the result of the students before being taught by
using local folktales, the writer found that the highest score is 80 and the lowest
score is 40. While the score of mean and standard deviation before being taught
by using local folktales are 55.40 and 9.52. On the other hand, it can be said that
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45
Pulokulon Grobogan before being taught by using local folktales in academic year
2013/2014 is poor.
narrative text of the eighth grade students, then the writer gave treatment to the
students in five meetings by using local folktales, the time allotment of every
treatment and the test is 2 x 40 minutes. In conducting the treatment, the writer
In the first, the writer gave information about narrative text. Here, the writer
described and explained about narrative text. The writer asked the students about
some examples of stories in the past that they had known which related to
narrative text and asked them about the social function, generic structure, and
language features of narrative text. Most of the students still open their English
note book to answer the writer’s question. Then, the writer discussed that one
Then, the writer asked to the students whether they know the examples of
folktales that existing in their own regency (Grobogan). And most of them did not
know about the local folktales in their own regency, because they have never been
told by their parents about it. Then, the writer showed to the students that
Grobogan regency has many folktales. After that, the writer gave a local folktale
text to the students and asked them to read the text first slowly and also gave them
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Some of the students felt curious and eager to read the text. They were
active to ask and open the dictionary, when they did not know and understand
with the difficult words in the text. After that, the writer read the text aloud twice
to the students and asked them to listen it carefully. Most of students were kept
silence and pay attention to the writer’s said. Then, the writer chose the students
randomly to read the text, one student per 2-3 sentences to know their
After doing the treatment for the students, the writer conducted the post-test
to the eighth grade students of SMP N 2 Pulokulon Grobogan to know the reading
ability of narrative text after being taught by using local folktales. The students of
based on educational unit level curriculum. They were more motivated and
Based on the result of the students after being taught by using local
folktales, the writer found that the highest score of the students is 90 and the
lowest score is 60. While the score of mean and standard deviation after being
taught by using local folktales are 75.27 and 7.45. So, it can be said that reading
Grobogan after being taught by using local folktales in academic year 2013/2014
is classification on good.
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The result of the experiment shows that the hypothesis of the research is
two-tailed test, the degree of freedom = 30, -table 2.042, and the -
Pulokulon Grobogan before and after being taught by using local folktales in
In detail, after being taught by using local folktales, the mean is 75.27 or
categorized good. It is higher than the mean of reading ability of narrative text of
the eighth grade students of SMP N 2 Pulokulon Grobogan before being taught by
the eighth grade students of SMP N 2 Pulokulon Grobogan before and after being
taught by using local folktales. It happened because most of the students often felt
bored when they had to read a text, especially a long and uninteresting topic text.
When they read a long text, they were not so interested because of the lack of the
students’ ability in determining the main idea of a paragraph, and explanatory idea
in a reading text.
The writer used the local folktales as appropriate materials to teach reading
and the local folktales itself are originated from their own regency (Grobogan).
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So, it makes the students feel more interested to read it together with their friends.
The writer also develops some of the local folktales in the first meetings, so it
makes the story to be continued and continuation of the story passed back to the
next meeting. It makes the students felt curious and eager to know how the rest of
the story, thus make the students read the story of the text carefully to understand
it, because most of them did not know about the local folktales in their own
regency. They were active to ask some questions when they do not understand,
and open the dictionary when they did not know and understand with the difficult
From the condition before treatment, treatment, after treatment and the score
between reading ability of narrative text of the eighth grade students of SMP N 2
Pulokulon Grobogan before and after being taught by using local folktales in
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CHAPTER VI
6.1 Conclusion
After knowing the findings in each process of this research, the writer
text of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after
using local folktales during the teaching and learning activity, it can make the
students feel interested, relax and enjoyable because local folktales are originated
from their own regency (Grobogan). Although like that, there were easy to find
some of the students who were still hard in finding the difficult words in the text
and most of them did not know about the local folktales in their own regency
itself and they have never been told by their parents about it. But, the students
were still excited to get the information that is delivered by the text and feel
curious to know how the rest of the story and find the difficult words meaning in
their dictionary. In the other word, local folktale is an effective material to teach
reading. It also can be seen from the data that have been analyzed by the writer,
the mean of reading ability of narrative text before being taught by using local
folktales is 55.40. Meanwhile, the mean of reading ability of narrative text after
68
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being taught by using local folktales is 75.27. The mean of post-test score is
6.2 Suggestion
of the eighth grade students of SMP N 2 Pulokulon Grobogan before and after
being taught by using local folktales in academic year 2013/2014, the writer offers
some suggestions that are hopefully useful for the English teacher and the further
local folktale to teach reading because it has been proved be able to give
local folktale in teaching and learning process, the teacher should find many
local folktales and change the words to be easy for the students to understand.
Besides that, the teacher should have a good choice in selecting materials
Finally, the writer hopes this research will be useful and can be the previous
research for the further writers who want to conduct the similar research. And
the further writers should be more creative to modify and create more
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interesting learning activity using local folktales for the students. The writer
also hopes that local folktales can improve the students’ reading ability in
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BIBLIOGRAPHY
Fisher, Douglas & Frey, Nancy. (2013). International Reading Association: What
Happens After the Reading? [online].
(http://www.reading.org/general/Publications/e-ssentials/e8021, retrieved
on March, 5th 2014).
Gerot, Linda & Wignell, Peter. (1995). Making Sense of Functional Grammar.
Australia: Gerd Stabler.
Hanlon, Tina L. (1999). Study Guides: General Guidelines for Teaching with Folk
Tales, Fairy Tales, Fables, Ballads, and Other Short Works of Folklore.
[online]. (http://www2.ferrum.edu/applit/studyg/studygfolk.htm, retrieved
on March, 5th 2014).
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Schumm, Jeanne Shay. (2006). Reading Assessment and Instruction for All
Learners. New York London: The Guilford Press.
Sulistyowati, Sri. (1996). Putri Limaran Cerita Rakyat dari Jawa Tengah. Jakarta:
PT. Gramedia Widiasarana Indonesia.
Tim Dosen FKIP UMK. (2012). Pedoman Skripsi. Kudus: Fakultas Keguruan dan
Ilmu Pendidikan, Universitas Muria Kudus.
Widyarini, Nur. (2011). The Ability of Retelling Story of the Eleventh Grade
Students of SMK Muhammadiyah 01 Pati in Academic Year 2008/2009 by
Using Folktale. Kudus: Muria Kudus University.
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APPENDICES
73
Appendix 1
SILABUS
Sekolah : SMP N 2 PULOKULON GROBOGAN
Kelas : VIII ( Delapan )
Mata Pelajaran : Bahasa Inggris
Semester : 2 (Dua)
Standar Kompetensi : Membaca
11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk
berinteraksi dengan lingkungan sekitar
Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Indikator Teknik Bentuk Contoh
Dasar Pokok/Pembelajaran Pembelajaran Waktu Belajar
Instrumen Instrumen
11.1 Membaca nyaring Teks Essai berbentuk 1. Tanya jawab Membaca nyaring Tes lisan Membaca Read the story 6 x 40 menit 1. Buku Teks ‘
bermakna teks narrative / recount mengembangkan dan bermakna nyaring aloud. Mandiri Practice
fungsional dan kosakata teks essai your English
essai pendek berdasarkan berbentuk Competence
sederhana gambar cerita narrative SMP Kelas VIII
berbentuk recount popular Membaca nyaring 2. Buku Let’s Talk
dan narrative 2. Tanya jawab dan bermakna Grade VIII
dengan ucapan, menggali teks essai 3. English Clipping
tekanan dan informasi dalam berbentuk
intonasi yang cerita berdasarkan recount
berterima yang gambar
berkaitan dengan 3. Mendengarkan
lingkungan sekitar teks narrative /
recount dengan
55
Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Indikator Teknik Bentuk Contoh
Dasar Pokok/Pembelajaran Pembelajaran Waktu Belajar
Instrumen Instrumen
ucapan dan
intonasi yang
benar
4. Membaca nyaring
teks narrative /
recount dengan
ucapan dan
intonasi yang
benar
11.2 Merespon makna Ciri kebahasaan 5. Menjawab Mengidentifikasi Tes tulis Pilihan ganda Choose the right 14 x 40 menit
dan langkah Teks Essai berbentuk berbagai berbagai makna answer based on
retorika dalam esei narrative / recount pertanyaan tentang teks narrative the text.
pendek sederhana informasi dalam Mengidentifikasi
secara akurat, Tujuan komunikatif teks teks yang di baca berbagai makna
lancar dan essai narrative / recount 6. Menentukan teks recount Isian singkat Complete the
berterima yang tujuan komunikatif Mengidentifikasi following
berkaitan dengan Langkah retorika teks narrative / tujuan sentences using
lingkungan sekitar narrative / recount recount yang di komunikatif teks the information
dalam teks baca narrative from the text.
berbentuk recount 7. Menentukan Mengidentifikasi
dan narrative langkah retorika tujuan
dari teks narrative komunikatif teks Pertanyaan Answer the
/ recount yang di recount tertulis following
baca Mengidentifikasi questions based
8. Menentukan ciri langkah retorika on the text
kebahasaan teks dan ciri
narrative / recount kebahasaan teks
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75
Penilaian
Kompetensi Materi Kegiatan Alokasi Sumber
Indikator Teknik Bentuk Contoh
Dasar Pokok/Pembelajaran Pembelajaran Waktu Belajar
Instrumen Instrumen
yang di baca narrative
9. Membaca teks Mengidentifikasi
narrative / recount langkah retorika
lainnya dan ciri
kebahasaan teks
recount
11.3 Merespon makna Teks fungsional : 1. Mencermati teks Mengidentifikasi Tes tulis Test esei/PG Answer the 7 x 40 menit 1. Buku Teks ‘
dalam teks tulis - undangan fungsional pendek berbagai following Mandiri Practice
fungsional pendek - pengumuman terkait materi informasi dalam questions based your English
sederhana secara - pesan 2. Menyebutkan jenis teks fungsional on the text above Competence
akurat, lancar dan - advertisement teks fungsional SMP Kelas VIII
berterima yang yang dicermati 2. Buku Let’s Talk
berkaitan dengan 3. Membaca nyaring Mengidentifikasi Choose the best Grade VIII
lingkungan sekitar Tujuan komunikatif teks fungsional tujuan option, a, b, c or 3. English Clipping
terkait materi komunikatif teks d
4. Menjawab fungsional 4. Benda sekitar
Ciri kebahasaan pertanyaan tentang
informasi yang
terdapat dalam Mengidentifikasi
teks ciri kebahasaan
5. Menyebutkan ciri- teks fungsional
ciri teks fungsional
yang dibaca
6. Membaca teks
fungsional pendek
lainnya dari
berbagai sumber
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Appendix 2
THE SPECIFICATION TABLE OF TEST IN NARRATIVE TEXT OF THE EIGHTH GRADE STUDENTS OF SMP N 2
PULOKULON GROBOGAN IN ACADEMIC YEAR 2013/2014
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Appendix 3
INSTRUCTIONS:
Choose the correct answer in the following questions by crossing (X) a, b, c,
or d on the answer sheet!
Text 1
This text is for questions number 1 to 11
Jaka Tarub was a villager who liked to study reading Al Qur’an. He also
liked to help his parents cultivating their rice fields. When he grew up, he was
very handsome. Everybody admired him.
One day, he got very serious ill. All of the villagers were very sorry about it
especially Jaka Tarub’s parents who was very anxious with his illness. Only a few
days Jaka Tarub’s whole skin itched and got abscess and this made his face ugly.
All of the efforts had been done to cure him from his illness but they
couldn’t help him until there was a priest who told him to bath in the lake during
the full moon for several times. Jaka Tarub did what the priest ordered, and finally
he recovered from his illness.
One day, when he was still in the lake, he met a beautiful Goddess, Dewi
Nawangwulan, they fell in love each other. Finally they got married.
1. What is the type of the text above?
a. Recount c. Report
b. Narrative d. News item
2. The story mainly tells us about …
a. Jaka Tarub c. Dewi Nawangwulan
b. The villagers d. Goddess
3. How many days Jaka Tarub got whole skin itched and got abscess?
a. Only a few days c. One week
b. Ten days d. Two weeks
4. What did Jaka Tarub do to cure his illness?
a. He read Al Qur’an c. He bathed in the lake
b. He helped his parents d. He got married with Goddess
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Text 2
This text is for question number 12 to 19
Aji Saka
A long time ago there was a kingdom. Its name was Medang Kamulan. The
people in the kingdom were very scared. They wanted to leave the kingdom. It all
happened because the king was a beast. His name was Prabu Dewata Cengkar and
he ate humans! Every day Patih Jugul Muda always provided some humans to be
eaten by the king!
Not far from the kingdom, there was Medang Kawit village. A young man
with a great supernatural power lived there. His name was Aji Saka. Everybody
liked him because Aji Saka was nice, diligent, and kind hearted. One day, Aji
Saka saw an old man was wounded. Some thieves just hit him and stole his
money. The old man was the villager in Medang Kamulan kingdom. He told what
happened in his kingdom to Aji Saka. Aji Saka was very angry. He decided to go
to Medang Kamulan to give Prabu Dewata Cengkar a lesson. The king had to stop
his bad behaviour, eating humans. Aji Saka then went to the kingdom. He was
wearing his magic turban.
When he arrived in the kingdom, the king was angry to Patih Jugul Muda.
He was not able to give the king some humans. All the villagers already saved
themselves by leaving the kingdom. “Who are you, young man? Ha…ha…ha….
I’m glad you are here. I’m starving,” said the king. He was so happy to see Aji
Saka. He thought Aji Saka was there to be eaten by him. “I would gladly let you
eat me. But I have one request. You give me your land with the size of my
turban,” said Aji Saka.
12. What is the purpose of the text?
a. to inform about Aji Saka
b. to describe how Aji Saka could fight with Prabu Dewata Cengkar
c. to give information that Prabu Dewata Cengkar looked for some humans
to be eaten by him
d. to amuse the readers with the story of Aji Saka
13. How was Aji Saka according to the writer? He was …
a. Mean c. Kind
b. Generous d. Humorous
14. How often did Patih Jugul Muda provide some humans for Prabu Dewata
Cengkar?
a. every morning c. twice a day
b. everyday d. once a week
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15. “Some thieves just hit him and stole his money”. The underlined word refers
to …
a. Aji Saka c. an old man
b. the thieve d. a young man
16. “I’m starving,” said the king.” The word “starving” can be best replaced by…
a. Hungry c. Thirsty
b. Sleepy d. Angry
17. Prabu Dewata Cengkar liked to eat humans. It indicated that he was a … man
a. Selfish c. Weak
b. Cruel d. Stubborn
18. Who told to Aji Saka about the condition of Medang Kamulan Kingdom?
a. Prabu Dewata Cengkar c. an old man
b. a young man d. the thieve
19. What did we learn from the story?
a. Being honest is not always wise
b. Kindness will always be the winner
c. We must respect our parents
d. Being a miser is sometimes important
Text 3
This text is for questions number 20 to 30
Kesongo
In the Kingdom of Medang Kamulan, in Java, came a young wise man, by
the name of Aji Saka to fight Dewata Cengkar, the cruel king of the country who
had a habit to eat human flesh of his own people. Aji Saka came from Bumi
Majeti.
One day, he told his two servants, by the name of Dara and Sembodo, that
he was going to Java. He told them that while he was away, both of them have to
guards his heirloom. No one except Aji Saka himself allowed taking the heirloom.
In the big battle, Aji Saka could successfully push Dewata Cengkar to fall to the
south sea. Dewata Cengkar did not die; he became a white crocodile (Bajul Putih).
Aji Saka became a ruler of Medang Kamulan.
Meanwhile, a widow of the village of Dadapan, found an egg. She put the
egg in her rice barn (lumbung). After a certain period the egg vanished, instead a
huge snake found in the rice barn. The villagers would like to kill the snake, but
the snake said, “I’m the son of Aji Saka, bring me to him”.
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Aji Saka told the snake, that he would be recognized as his son, if he could
kill the Bajul Putih in the south sea. After a long stormy battle which both sides
demonstrating physical strength and showing skillful ability of fighting, the snake
could kill Bajul Putih.
As had been promised the snake was recognized as Aji Saka’s son and he
was given a name Jaka Linglung (a forgetful boy).
In the palace, Jaka Linglung greedily ate domestic pets of the palace. He
was punished by the King, expelling him to live in the jungle. He was tightly
roped until he could not move his head. He was instructed only to eat things
which fall to his mouth.
One day, a group of nine village boys were playing around in that jungle.
Suddenly it was raining heavily. They had to find a shelter, luckily there was a
cave. Only eight boys went inside the cave, the other one who was suffering from
very bad skin disease, sting and dirty, he had to stay out of the cave. All of a
sudden, the cave was falling apart. The eight boys vanished; only the one who
stayed outside was safe. The cave in fact was the mouth of Jaka Linglung.
20. The generic structure of the text is …
a. Orientation > Complication > Resolution > Re-orientation
b. Orientation > Events > Re-orientation
c. General classification > Description
d. Newsworthy events > Background events > Sources
21. What is the dominant structure used in the text?
a. Simple present tense
b. Simple past tense
c. Present continuous tense
d. Passive voice
22. Where did Aji Saka come from?
a. Medang Kamulan c. Bumi Majeti
b. South sea d. Dadapan Village
23. Who is Dewata Cengkar?
a. A young wise man c. White crocodile
b. The cruel king d. Jaka Linglung
24. Where did the woman put the egg?
a. In a rice barn c. In the palace
b. In the south sea d. In the jungle
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1. a b c d 11. a b c d 21. a b c d
2. a b c d 12. a b c d 22. a b c d
3. a b c d 13. a b c d 23. a b c d
4. a b c d 14. a b c d 24. a b c d
5. a b c d 15. a b c d 25. a b c d
6. a b c d 16. a b c d 26. a b c d
7. a b c d 17. a b c d 27. a b c d
8. a b c d 18. a b c d 28. a b c d
9. a b c d 19. a b c d 29. a b c d
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Appendix 5
KEY ANSWER
1) B 11) C 21) B
2) A 12) D 22) C
3) A 13) C 23) B
4) C 14) B 24) A
5) B 15) C 25) D
6) C 16) A 26) B
7) A 17) B 27) C
8) D 18) B 28) B
9) D 19) B 29) D
10) A 20) A 30) A
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I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Aji Saka”
1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.
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68
3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
Greeting (religious)
Introduction
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69
2. Whilst Activity
Exploration
Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)
Elaboration
25 minutes
Explain that we are going to read them a text that is local
folktale “Aji Saka”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)
Confirmation 20 minutes
Give evaluation of students' understanding in learning to read
local folktale “Aji Saka” by providing task. (independent,
creative)
Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)
3. Post-Activity 10 minutes
The teacher gives feedback and review about local folktale
“Aji Saka”. (concern, discipline, democratic)
Closing (religious)
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70
V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Aji Saka”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment
Final Score =
English Teacher
Pujiati, S.Pd
NIP. 19730628 200701 2 007
89
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90
72
Da Ta Sa Wa La : they fought
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73
LESSON PLAN
I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Jaka Linglung”
1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.
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74
3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
Greeting (religious)
Introduction
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75
2. Whilst Activity
Exploration
Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)
Elaboration
25 minutes
Explain that we are going to read them a text that is local
folktale “Jaka Linglung”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)
Confirmation 20 minutes
Give evaluation of students' understanding in learning to read
local folktale “Jaka Linglung” by providing task.
(independent, creative)
Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)
3. Post-Activity 10 minutes
The teacher gives feedback and review about local folktale
“Jaka Linglung”. (concern, discipline, democratic)
Closing (religious)
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76
V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Jaka Linglung”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment
Final Score =
English Teacher
Pujiati, S.Pd
NIP. 19730628 200701 2 007
95
77
Jaka Linglung
One day when Prabu Aji Saka reviewed his people’s live; he saw a swarm
of girls that pounded rice using a mortar and pestle. Some of them, there was a
very pretty girl who had charming smile. It made Aji Saka’s heart quiver.
Suddenly the girl’s jarik fabric disclosed, so that appeared her beautiful calf.
When viewed that scenery, Aji Saka became very passionate, so his sperm
dripped on the ground and pecked by a rooster until lay eggs.
Aji Saka told the snake that he would be recognized as his son, if he could
kill the white crocodile manifestation of Dewata Cengkar in the south sea. But, to
avoid the people’s furor, so the snake required through the underground during
departed and returned from the south sea. The snake agreed and immediately set
off to the south sea. After a long stormy battle which both sides showing physical
strength and skilful ability of fighting, finally the snake could kill white crocodile.
The snake tried to appear to the surface several times because of the suspect
that he had been in his destinations. The first time he appeared was in the
Ngembak (Purwodadi City District), in Jono (Tawangharjo District), in Grabagan,
Crewek, and the last was in Kuwu (Kradenan District). In Kuwu, he was releasing
his tiredness. Because of his emergence created some mud explosions. And this is,
where the emergence was appeared, now believed to be Bledhug Kuwu. As had
been promised the snake was recognized as Aji Saka’s son and he was given name
Jaka Linglung (a forgetful boy).
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79
LESSON PLAN
I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Kesongo”
1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.
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80
3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
Greeting (religious)
Introduction
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81
2. Whilst Activity
Exploration
Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)
Elaboration
25 minutes
Explain that we are going to read them a text that is local
folktale “Kesongo”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)
Confirmation 20 minutes
Give evaluation of students' understanding in learning to read
local folktale “Kesongo” by providing task. (independent,
creative)
Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)
3. Post-Activity 10 minutes
The teacher gives feedback and review about local folktale
“Kesongo”. (concern, discipline, democratic)
Closing (religious)
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82
V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Kesongo”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment
Final Score =
English Teacher
Pujiati, S.Pd
NIP. 19730628 200701 2 007
101
83
Kesongo
In the Kingdom of Medang Kamulan, after the huge snake showed skilful
ability of fighting and also could kill the white crocodile in the south sea. As had
been promised by Prabu Aji Saka that the snake was recognized as his son and the
snake was given a name Jaka Linglung (a forgetful boy).
In the palace, Jaka Linglung greedily ate domestic pets of the palace. He
was punished by Aji Saka, expelling him to live in the jungle. He was tightly
roped until he could not move his head. He was instructed only to eat things
which fall to his mouth.
One day, a group of tenth villager boys were playing around in that jungle
and pastured their livestock. Among of the boys, there was a boy who was
ostracized by his friends. Not only the words of their mouths, but also their hands
nosy hurt him, they pelted pebbles, even hitting his head, because his body is full
of scabs, dirty and pull out the odour.
Suddenly, it was raining heavily. They had to find a shelter, luckily there
was a cave. Only ninth boys went inside the cave, the other one had to stay out of
the cave because expelled by the ninth boys from the cave. He was rain and cold
outside the cave, while they laugh merrily full of happiness inside the cave.
Suddenly, the cave was falling apart. The ninth boys (kesongo) vanished; only the
one who stayed outside was safe. The cave in fact was the mouth of Jaka
Linglung.
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LESSON PLAN
I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Jaka Tarub”
1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.
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86
3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
Greeting (religious)
Introduction
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87
2. Whilst Activity
Exploration
Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)
Elaboration
25 minutes
Explain that we are going to read them a text that is local
folktale “Jaka Tarub”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)
Confirmation 20 minutes
Give evaluation of students' understanding in learning to read
local folktale “Jaka Tarub” by providing task. (independent,
creative)
Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)
3. Post-Activity 10 minutes
The teacher gives feedback and review about local folktale
“Jaka Tarub”. (concern, discipline, democratic)
Closing (religious)
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88
V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Jaka Tarub”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment
Final Score =
English Teacher
Pujiati, S.Pd
NIP. 19730628 200701 2 007
107
89
Jaka Tarub
Once upon a time, in the Tarub village, lived a widow named Nyi Ageng
and his son named Jaka Tarub. When Jaka Tarub was 14 years old, he was a
villager who liked to study reading Al Qur’an. He also liked to help his parents
cultivating their rice fields. When he grew up, he was very handsome. Everybody
admired him.
One day, he got very serious ill. All of the villagers were very sorry about it
especially Jaka Tarub’s parents who was very anxious with his illness. Only a few
days Jaka Tarub’s whole skin itched and got abscess and this made his face ugly.
All of the efforts had been done to cure him from his illness but they couldn’t help
him until there was a priest who told him to bath in the lake during the full moon
for several times. Jaka Tarub did what the priest ordered, and finally he recovered
from his illness.
One day, Jaka Tarub heard the sound came from a group of women who
were bathing on the river under the waterfall in deep jungle. “Seven women?
Where are they coming from?” he whispered. Quietly, Jaka Tarub took one of
those women’s’ clothes. After bathing, the women soon put on their clothes, but
one of them could not find her clothes. In the end, the six women left her alone.
Jaka Tarub walked into the angel and gave her the clothes, but he kept the wings
so that the angel could not fly back to the heaven. Her name was Dewi
Nawangwulan, they fell in love each other. Finally they got married.
One year later, they had a beautiful baby girl. One day when Dewi
Nawangwulan intended took the rice from the barn, coincidently she find her wing
which had lost years ago. Apparently, her husband had hid it in the barn for all
this time. After put on her dress, she came to her husband, “Dear husband, I have
to go back to the heaven, it’s our destiny. I will leave you and our child here.”
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Soon after that, Dewi Nawangwulan flight away back to where she came from.
Jaka Tarub felt so much guilt and started to cry.
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LESSON PLAN
I. Objectives of learning:
After learning the material students will be able to:
1. To read the narrative text aloud and correct.
2. To mention the meaning of some words.
3. To identify the generic structure and the language features of narrative
text.
II. Materials of learning:
Narrative Text: Local Folktale “Ki Ageng Selo”
1. What is Narrative
Narrative is a text focusing specific participants. Narrative usually tells
about folktale, fictive story, fairy stories, mysteries, science fiction,
romances, horror stories, adventure stories, fables, myths and legends.
2. Social Function
To amuse, entertain and to deal the readers with actual or vicarious
experience in different ways.
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92
3. Generic Structures
Narrative text consists of the following structure:
a. Orientation: It is about the opening paragraph, introducing the
participants, informing where sets the scene and characters of the
story are introduced. (provides an introduction to the characters,
place and time of the story (who or what, when and where)
b. Complication: Describing where the problems or crisis points in
the story developed. (Problems arise / start going and growing)
c. Resolution: Showing where the problems or crisis points in the
story is solved. Problem finished, in good “happy ending” or worse
“bad ending”.
4. Language Features
- Using past tense
- Using action verbs in the Past Tense form. Example: climbed,
turned, brought, etc.
- Using specific nouns as pronouns, certain animals and objects in
the story. Example: the king, the queen, etc.
- Using adjectives that form a noun phrase, to create mental pictures
of characters, actions, and setting. Example: long black hair, two
red apples, etc.
- Using time connectives and conjunctions to sequence events.
Example: then, before, after, soon, etc.
- Using adverbs and adverbial phrases to indicate the location of the
incident or event. Example: here, in the mountain, happily ever
after, etc.
- Using direct speech, to show what the characters are saying or
thinking.
III. Method of learning:
GTM (Grammar Translation Method)
Question and Answer
IV. Steps of learning:
Learning Activities:
Time
Steps/Learning Scenario
2 x 40’
1. Pre-Activity 10 minutes
Greeting (religious)
Introduction
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93
2. Whilst Activity
Exploration
Ask the students about how many stories that they have been 15 minutes
heard from their parents or grandparents. (creative)
Tell the students that they will get to hear a story from their
own regency. (curious, communicative, discipline)
The teacher begins to present the story. Before that, the
teacher does brainstorming first to the students about stories.
(concern)
Ask the students about some examples of stories in the past
that they had known. And explain the students that these
stories are called folktales. (tolerant)
Elaboration
25 minutes
Explain that we are going to read them a text that is local
folktale “Ki Ageng Selo”. Before reading the text explain that
Grobogan have a rich oral storytelling tradition. Most of their
stories were told orally. (communicative, discipline)
The teacher read the text and asks the students to listen and
repeat it together. (cooperation)
Ask them to read the text randomly, one student per
paragraph; see if they can tell for what the purpose of this
story was told from ancestors to them. (courage, diligence)
Confirmation 20 minutes
Give evaluation of students' understanding in learning to read
local folktale “Ki Ageng Selo” by providing task.
(independent, creative)
Students are given the task to identify about the contents of
the story, who are participants, characteristics of the
participants, setting of the story, messages of what are
contained in the story and the responses of the students on the
content of the story. (honest, hard work, responsibility)
3. Post-Activity 10 minutes
The teacher gives feedback and review about local folktale
“Ki Ageng Selo”. (concern, discipline, democratic)
Closing (religious)
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V. Resources of learning:
a. Learning Material : - Script monolog local folktale
“Ki Ageng Selo”
- Student’s worksheet
b. Sources : - Internet
- English Book for Junior High School
- English Revolution
VI. Evaluation:
1. Technique : Exercise, Assessment
2. Form : Written test
VII. Assessment Instrument
Criteria of Assessment
Final Score =
English Teacher
Pujiati, S.Pd
NIP. 19730628 200701 2 007
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95
Ki Ageng Selo
Once upon a time, in the Selo village, there lived a prominent figure named
Kyai Getas Pendowo who had a son named Bagus Songgom, grandchild from
Jaka Tarub. When he was youth age, Bagus Songgom was impressed to one of
gamelan named “kempul”. And the same time, Sunan Kalijaga came to visit to
Selo. “Boy, this “kempul” in the several days later can be a sign for your
generation if they come to war area,” said Sunan Kalijaga. At that time, “kempul”
could be one of heirloom that was saved in Keraton Kasunanan Surakarta
Hadiningrat.
One day, when Bagus Songgom was enjoy of hoeing in his field, suddenly
the sky became cloudy with drizzle and thunder that swoop down but it was not
noticed by him. Then came a thunder with the horrifying sound through himself
and it was caught easily by him. Then the thunder was given to Sultan Bintoro
Demak, but suddenly an old mysterious grandma came and pours the water over
the thunder. The horrifying explosion burst out and disappears without leaving
any sign.
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97
Appendix 7
(Tryout Class)
116
Appendix 8
The Calculation of Tryout Reliability
ITEM NUMBER O DD EVEN
NO . x2 y2 xy
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 (x) (y)
1 1 1 1 0 0 1 0 1 0 1 1 0 1 0 0 0 0 0 0 1 0 0 0 0 1 1 0 0 0 0 5 6 11 25 36 30
2 1 1 1 0 1 1 1 1 1 1 0 0 0 1 1 0 0 0 1 1 0 1 0 0 1 1 1 1 0 0 9 9 18 81 81 81
3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 15 13 28 225 169 195
4 1 1 1 1 0 1 1 1 0 0 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 12 11 23 144 121 132
5 1 1 1 1 0 1 1 1 1 1 1 0 0 0 0 0 0 0 1 1 0 1 1 1 1 1 1 1 0 0 9 10 19 81 100 90
6 1 1 1 0 0 1 1 1 0 1 0 0 1 1 1 1 0 0 1 1 0 1 0 0 0 1 0 1 0 0 6 10 16 36 100 60
7 1 1 1 0 0 1 0 0 0 0 0 0 1 0 0 1 1 1 0 1 1 0 0 0 1 0 1 0 1 0 8 5 13 64 25 40
8 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 1 1 0 1 1 1 1 0 1 0 0 0 9 8 17 81 64 72
9 1 1 1 0 1 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 0 1 1 1 1 1 0 0 0 6 7 13 36 49 42
10 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 0 0 0 1 1 0 0 0 0 1 1 1 1 0 0 10 8 18 100 64 80
11 1 1 1 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 1 1 1 1 0 1 1 1 1 1 1 0 9 8 17 81 64 72
12 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 1 0 0 1 1 0 0 0 0 1 1 1 0 1 0 6 5 11 36 25 30
13 1 1 1 0 0 1 1 1 0 0 0 1 1 0 0 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 10 9 19 100 81 90
14 1 1 1 1 0 1 1 1 0 0 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 0 13 11 24 169 121 143
15 1 1 1 0 0 1 1 1 0 1 0 0 1 1 1 1 0 0 1 1 0 1 0 0 0 1 0 1 0 0 6 10 16 36 100 60
16 1 1 1 0 0 1 0 0 0 0 1 0 0 1 0 1 1 0 1 1 0 0 1 1 1 0 0 0 0 0 7 6 13 49 36 42
17 1 1 1 0 1 0 1 1 1 1 1 1 0 0 0 0 0 0 1 1 0 1 0 0 1 1 0 0 0 0 8 7 15 64 49 56
18 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 0 0 1 1 1 1 1 0 1 1 1 1 1 0 0 9 11 20 81 121 99
19 1 1 1 0 0 1 1 1 1 0 0 1 0 1 0 0 1 0 1 1 0 1 1 1 1 1 1 1 0 0 9 10 19 81 100 90
20 1 1 1 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 1 1 0 1 1 1 1 0 1 0 0 0 9 8 17 81 64 72
21 1 1 1 0 0 1 1 1 0 1 0 0 1 1 0 1 0 0 0 1 0 1 1 1 1 0 1 0 0 0 7 9 16 49 81 63
22 1 1 1 0 0 1 0 1 0 1 1 0 1 0 0 1 0 0 0 1 0 0 0 0 0 1 0 1 1 0 5 8 13 25 64 40
23 0 1 1 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 0 1 2 5 7 4 25 10
24 1 1 0 0 0 1 0 0 1 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 1 0 0 0 0 0 5 3 8 25 9 15
25 1 1 1 0 0 1 1 1 1 1 1 1 0 0 0 0 0 0 1 1 0 1 0 1 1 1 1 1 0 0 8 10 18 64 100 80
26 1 1 0 0 0 1 0 1 0 0 0 1 1 0 0 0 1 1 1 0 0 0 0 0 1 1 0 0 0 0 5 6 11 25 36 30
27 1 1 1 0 1 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 0 1 1 1 1 1 0 0 0 6 7 13 36 49 42
28 1 1 0 0 0 1 0 1 1 1 0 1 1 1 0 0 1 0 1 1 0 1 1 1 1 0 1 1 0 1 8 11 19 64 121 88
29 1 1 1 0 0 1 1 1 1 1 1 0 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 1 0 0 9 9 18 81 81 81
30 1 1 1 0 0 1 1 1 1 1 1 0 0 1 0 0 1 0 0 1 1 0 0 1 1 1 1 1 0 0 9 9 18 81 81 81
98
28 29 27 4 6 26 19 25 12 17 13 13 15 18 9 9 12 3 21 27 9 18 13 19 26 22 21 17 8 2 239 249 488 2105 2217 2106
117
99
(Perfect reliability)
118
100
Appendix 9
(Experiment Class)
Appendix 10
The Score of Reading Ability of Narrative Text of the Eighth Grade Students
of SMP N 2 Pulokulon Grobogan Before Being Taught by Using Local
Folktales in Academic Year 2013/2014
2 53.33 18 46.67
3 60 19 53.33
4 66.67 20 73.33
5 56.67 21 56.67
6 50 22 50
7 50 23 53.33
8 63.33 24 53.33
9 70 25 60
10 53.33 26 53.33
11 80 27 56.67
12 60 28 43.33
13 53.33 29 46.67
14 73.33 30 46.67
15 40 31 50
16 70 1770
102
Appendix 11
Pre-test
a. The highest score : 80
b. The lowest score : 40
c. The number of interval : 1 + (3.3) log N
: 1 + (3.3) log 31
: 1 + (3.3) 1.49
: 1 + 4.917
: 5.917 ≈ 6
d. Interval width :
: 6.67 ≈ 7
e. Frequency Distribution
Score
75-80 1 77.5 77.5 4 4 16 16
68-74 4 71 284 3 12 9 36
61-67 3 64 192 2 6 4 12
54-60 7 57 399 1 7 1 7
47-53 11 50 550 0 0 0 0
40-46 5 43 215 -1 -5 1 5
31 362.5 1717.5 9 24 31 76
121
103
f. Mean
= 55.40
g. Standard Deviation
122
104
Appendix 12
The Score of Reading Ability of Narrative Text of the Eighth Grade Students
of SMP N 2 Pulokulon Grobogan After Being Taught by Using Local
Folktales in Academic Year 2013/2014
2 63.33 18 80
3 73.33 19 73.33
4 70 20 73.33
5 66.67 21 80
6 63.33 22 73.33
7 70 23 80
8 76.67 24 73.33
9 83.33 25 76.67
10 80 26 80
11 86.67 27 76.67
12 80 28 80
13 76.67 29 70
14 86.67 30 66.67
15 63.33 31 60
16 73.33 2323.33
123
105
Appendix 13
Post-test
a. The highest score : 90
b. The lowest score : 60
c. The number of interval : 1 + (3.3) log N
: 1 + (3.3) log 31
: 1 + (3.3) 1.49
: 1 + 4.917
: 5.917 ≈ 6
d. Interval width :
:5
e. Frequency Distribution
Score
85-90 3 87.5 262.5 3 9 9 27
80-84 8 82 656 2 16 4 32
75-79 5 77 385 1 5 1 5
70-74 9 72 648 0 0 0 0
65-69 2 67 134 -1 -2 1 2
60-64 4 62 248 -2 -8 4 16
31 447.5 2333.5 3 20 19 82
124
106
f. Mean
= 75.27
g. Standard Deviation
125
107
Appendix 14
7 50 70 20 400
12 60 80 20 400
126
Number of Pre-test Post-test
Students Score Score
20 73.33 73.33 0 0
31 50 60 10 100
127
109
128
110
129
111
Appendix 15
STATEMENT
state that this skripsi is indeed the scientific work of mine, not that of others. I
only make some certain quotations from others’ as references I need to support
my skripsi.
Edy Santoso
NIM. 2010 32 043
113
CURRICULUM VITAE
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