APPENDIX 1

SILABUS
Sekolah : SMPN 3 Mejayan
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/2
Standar Kompetensi : Menulis
12. Mengungkapkan makna dalam teks tulis fungsional dan esai pendek sederhana berbentuk recount dan
narrative untuk berinteraksi dengan lingkungan sekitar
Penilaian
Kegiatan Alokasi
Kompetensi Dasar Materi Pokok Indikator Bentuk Contoh Sumber
Pembelajaran Teknik Waktu
Instrumen Instrumen
12.2. Mengungkapkan Narrative text a. Siswa mengamati 1. Memahami isi Tes 1. Menulis Terlampir 4 x 40 •Buku
makna dan gambar tentang dari teks fabel tulis narrative menit materi
langkah retorika potongan cerita 2. Memahami text •Teks
dalam esai naratif fabel ciri mengguna otentik
pendek sederhana kan model
Indonesia kebahasaan
dengan Task-
(Observasi) dan struktur
menggunakan Based
ragam bahasa b. Siswa merespon dari teks fabel Teaching
tulis secara pertanyaan yang 3. Memahami
akurat, lancar dan bersangkutan Simple Past
berterima untuk dengan naratif dan Past
berinteraksi fabel yang Continuous.
dengan terkenal di 4. Menyusun
lingkungan Indonesia yang paragraph
sekitar berbentuk pernah didengar acak menjadi
recount dan dan dilihat teks fabel
narrative sebelumnya yang utuh.
 Penilaian
Kegiatan Alokasi
Kompetensi Dasar Materi Pokok Indikator Bentuk Contoh Sumber
Pembelajaran Teknik Waktu
Instrumen Instrumen
mengenai alur 5. Menulis teks
fabel
cerita cerita
menggunakan
tersebut,
Task-Based
mengenai unsur-
Teaching
unsur yang
terkandung dalam
cerita tersebut,
dan sebagainya
(Inquiry)
c. Siswa
memproduksi
kalimat simple
past dan past
continuous
(Inquiry)
d. Siswa
menyebutkan
generic structure
dari teks narrative
(Eksplorasi)
e. Siswa menyusun
teks yang telah
disediakan
menjadi good
paragraf
(Asosiasi)
 Penilaian
Kegiatan Alokasi
Kompetensi Dasar Materi Pokok Indikator Bentuk Contoh Sumber
Pembelajaran Teknik Waktu
Instrumen Instrumen
f. Siswa membuat
teks narrative
mengenai fabel
sesuai bahasa
mereka sendiri
lalu menampilkan
cerita hasil
kreatifitas mereka
di depan kelas
(Komunikatif)

Mejayan, April 2016

Guru Praktikan

Ani Nurfadilah
NPM. 12.321.009
APPENDIX 2

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMPN 3 Mejayan

Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/2
Aspek/Skill : Writing
Materi : Teks lisan dan tulis naratif berbentuk fabel
Alokasi Waktu : 4 x 40 menit

A. Standar Kompetensi : 12. Menulis

Mengungkapkan makna dalam teks tulis
fungsional dan esai pendek sederhana berbentuk
recount dan narrative untuk berinteraksi dengan
lingkungan sekitar

B. Kompetensi Dasar : 12.2. Mengungkapkan makna dan langkah retorika

dalam esei pendek sederhana dengan
menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dengan
lingkungan sekitar berbentuk recount dan
narrative
C. Indikator
1. Memahami isi dari teks fabel
2. Memahami ciri kebahasaan dan struktur dari teks fabel
3. Memahami Simple Past dan Past Continuous.
4. Menyusun paragraph acak menjadi teks fabel yang utuh.
5. Menulis teks fabel menggunakan Task-Based Teaching

D. Tujuan Pembelajaran:
1. Siswa mampu memahami isi dari teks fabel.
2. Siswa mampu memahami ciri kebahasaan dan struktur dari teks fabel.
3. Siswa mengerti tentang Simple Past dan Past Continuous serta mampu
mengerjakan soal tentang Simple Past dan Past Continuous.
4. Siswa mampu menyusun paragraph acak menjadi teks fabel yang utuh
5. Siswa mampu teks fabel menggunakan Task-Based Teaching.

E. Materi Pembelajaran
Teks lisan dan tulis naratif berbentuk fabel

F. Strategi Pembelajaran
Teknik : diskusi dan tugas individu
Model : Task-Based Teaching
G. Langkah-langkah
Pertemuan I
1. Kegiatan Awal (20 menit)
a. Opening
- Salam pembuka dan doa bersama
- Cek kehadiran siswa
- Cek kesiapan siswa
b. Building the Context or Knowledge of the Field
1) Guru menampilkan berbagai potongan gambar tentang cerita fabel
menggunakan LCD projector
2) Guru memberikan contoh teks narrative.
3) Siswa mendiskusikan dan menjawab pertanyaan-pertanyaan terkait
dengan gambar yang ditampilkan di LCD projector
4) Guru dan siswa melakukan diskusi tentang jawaban dari
pertanyaan-pertanyaan terkait dengan gambar yang ditampilkan
guru dengan LCD projector
c. Motivasi :
1) Guru menjelaskan pentingnya materi yang akan dipelajari dan
kompetensi yang harus dikuasai
2) Guru memberikan beberapa contoh fabel dan diikuti dengan
pertanyaan-pertanyaan. Secara berpasangan, siswa membaca fabel
dan menjawab pertanyaan
3) Guru menjelaskan teknik pembelajaran teks naratif menggunakan
model Task-Based Teaching
2. Kegiatan Inti (50 menit)
g. Siswa mengamati gambar tentang potongan cerita naratif fabel
Indonesia (Observasi)
h. Siswa merespon pertanyaan yang bersangkutan dengan naratif fabel
yang terkenal di Indonesia yang pernah didengar dan dilihat
sebelumnya mengenai alur cerita cerita tersebut, mengenai unsur-
unsur yang terkandung dalam cerita tersebut, dan sebagainya (Inquiry)
i. Siswa memproduksi kalimat simple past dan past continuous (Inquiry)
j. Siswa menyebutkan generic structure dari teks narrative (Eksplorasi)
k. Siswa menyusun teks yang telah disediakan menjadi good paragraf
(Asosiasi)
l. Siswa membuat teks narrative mengenai fabel sesuai bahasa mereka
sendiri lalu menampilkan cerita hasil kreatifitas mereka di depan kelas
(Komunikatif)
3. Kegiatan Penutup (10 menit)
a. Guru memberikan kesempatan kepada siswa untuk bertanya
b. Guru menginformasikan materi selanjutnya.
c. Doa penutup dan salam.
Pertemuan II
1. Kegiatan Awal (20 menit)
a. Opening
- Salam pembuka dan doa bersama
- Cek kehadiran siswa
- Cek kesiapan siswa
b. Building the Context or Knowledge of the Field
1) Guru menampilkan berbagai potongan gambar tentang cerita fabel
menggunakan LCD projector
2) Guru memberikan contoh teks narrative.
3) Siswa mendiskusikan dan menjawab pertanyaan-pertanyaan terkait
dengan gambar yang ditampilkan di LCD projector
4) Guru dan siswa melakukan diskusi tentang jawaban dari
pertanyaan-pertanyaan terkait dengan gambar yang ditampilkan
guru dengan LCD projector
c. Motivasi:
1) Guru menjelaskan pentingnya materi yang akan dipelajari dan
kompetensi yang harus dikuasai
2) Guru memberikan beberapa contoh fabel dan diikuti dengan
pertanyaan-pertanyaan. Secara berpasangan, siswa membaca fabel
dan menjawab pertanyaan
3) Guru menjelaskan teknik pembelajaran teks naratif menggunakan
model Task-Based Teaching
2. Kegiatan Inti (50 menit)
a. Guru memberikan contoh cerita fabel yang diikuti dengan pertanyaa-
pertanyaan (Eksplorasi)
b. Secara berpasangan, siswa membaca cerita fabel dan menjawab
pertanyaan (Inquiry)
c. Guru bersama siswa membahasa/mendiskusikan jawaban siswa
(Inquiry).
d. Secara kelompok, siswa mempelajari penjelasan yang berkaitan dengan
naratif teks (Inquiry).
e. Siswa mengerjakan latihan tentang simple past (Asosiasi).
f. Siswa mengidentifikan bagian-bagian dari narrative text tentang fabel
(Observasi).
g. Guru memberi kesempatan kepada siswa untuk menanyakan kesulitan yang
dialami (Inquiry).
h. Siswa menyusun paragraf narrative text dengan menulis kalimat Simple Past
yang diperoleh dari cerita fabel dan mengidentifikasi verb (Inquiry).
i. Guru dan siswa membahas hasil kerja siswa (Asosiasi)
j. Guru memberikan tugas untuk menulis fabel secara individual
(Inquiry).
3. Kegiatan Penutup (10 menit)
a. Guru memberikan pengayaan dan melakukan refleksi
b. Doa penutup dan salam.
H. Sumber dan Media Belajar
1. Sumber : Buku Paket Bahasa Inggris dan work sheet
2. Media : a. Examples of narrative text
b. Gambar
c. LCD projector
I. Penilaian
1. Partisipasi dalam mengerjakan setiap task.
2. Worksheet dikumpulkan.
3. Assesment

No. Categories Score Criteria Description

1. Content 4 Excellent to Knowledgeable, thorough development
very good of thesis, relevant to the topic
3 Good to Some knowledge of subject, limited
average development of thesis, mostly relevant
to topic, but lacks detail
2 Fair to poor Limited knowledge of subject,
inadequate development of topic
1 Very poor Does not show knowledge of subject,
not enough to evaluate
2. Organiza- 4 Excellent to Fluent expression, ideas clearly stated,
tion very good well-organized, logical sequencing,
cohesive
3 Good to Loosely organized but main ideas stand
average out, limited support, logical but
incomplete sequencing
2 Fair to poor Non-fluent, ideas confused or
disconnected, lacks logical sequencing
and development
1 Very poor Does not communicate, no organization,
not enough to evaluate
3. Vocabulary 4 Excellent to Sophisticated range, effective word
very good choice, word form mastery
3 Good to Adequate range, sometimes errors of
average word choice, usage but meaning not
obscured
2 Fair to poor Limited range, frequent errors of word
choice, usage but meaning confused or
obscured
1 Very poor Essentially translation, little knowledge
of English vocabulary, not enough to
evaluate
4. Language 4 Excellent to Effective complex constructions, few
use very good errors of agreement, tense, number,
word order, articles, pronouns and
preposition
 No. Categories Score Criteria Description
3 Good to Effective but simple constructions,
average minor problems in complex
constructions, several errors of
agreement, tense, number, word order,
articles, pronouns and preposition
2 Fair to poor Major problems in simple/complex
constructions, frequent errors of
negation, agreement, tense, number,
word order, articles, pronouns and
preposition, meaning confused or
obscured
1 Very poor Almost no mastery of sentence
construction rules, dominated by errors,
does not communicative, not enough to
evaluate
5. Mechanics 4 Excellent to Few errors of spelling, punctuation,
very good capitalization, and paragraphing
3 Good to Occasional errors of spelling,
average punctuation, capitalization, and
paragraphing
2 Fair to poor Frequent errors of spelling, punctuation,
capitalization, and paragraphing
1 Very poor Dominated by errors

Mejayan, ..... April 2016

Mengetahui,
Guru Bahasa Inggris Praktikkan

Murti Andrini, S.Pd. Ani Nurfadilah

NIP. 19640423 199003 2 001 NPM. 12.321.009
Mengetahui,
Kepala SMPN 3 Mejayan

Pane Sugiharto, S.Pd., M.Pd.

NIP. 149680322 199703 1 005
APPENDIX 3

LEARNING MATERIAL

TASK 1
Loot at the picture and then answer the questions.

Questions:
1. How many animals are there in the picture?
2. What animals are they?
3. What are they doing?
4. Have you ever heard a story about animals?
5. What is the name of a story tells about animals?
6. Can you mention an example of story about animals?
TASK 2
Work in pairs, read the story and then answer the questions!

The Ant and the Grasshopper

In a field one summer's day a Grasshopper was hopping about, chirping and
singing to its heart's content. An Ant passed by, bearing along with great toil an
ear of corn he was taking to the nest.
“Why not come and chat with me,” said the Grasshopper, “instead of toiling
in that way?”
“I am helping to lay up food for the winter,” said the Ant, “and recommend
you to do the same.”
“Why bother about winter?” said the Grasshopper; “We have got plenty of
food at present.” But the Ant went on its way and continued its toil.
When the winter came the Grasshopper had no food and found itself dying of
hunger - while it saw the ants distributing every day from the stores they had
collected in the summer. Then the Grasshopper knew: It is best to prepare for days
of need.

Questions:
1. What did the Grasshopper do in a field one summer’s day?
2. What did the Ant bring to the nest?
3. What did the Ant suggest to the Grasshopper?
4. Did the Grasshopper do what the Ant suggested to him?
5. What happened to the Grasshopper when the winter came?
Vocabularies
grasshopper [‘græs,hɑ;pɚ] : belalang
chirp [tʃɝ.p ] : berkicau, mencicit
bearing [‘ber.ɪŋ ] : bantalan
toil [tɔɪl ] : jala
nest [nest] : sarang
lay up [leɪʌp ] : menyimpan
winter [‘wɪn.tə ] : musim dingin
bother [‘bɑ:.ðɚ ] : bersusah-susah, bersusah payah
plenty [‘plen.ti ] : banyak
TASK 3
Work in pairs, study the explanation below!

From the text in TASK 2 you find some sentences such as:
 An Ant passed by, bearing along with great toil an ear of corn he was taking to
the nest.
 When the winter came the Grasshopper had no food and found itself dying of
hunger.
 While it saw the ants distributing every day from the stores.
 Then the Grasshopper knew.
Those sentences are called Simple Past Tenses sentences.

Very often the Simple Past Tense ends in –ed (regular verbs):
V1 V2 Sentence
work worked I worked in a shop last year
invite invited We invited them to come to our party
study studied I studied very hard last night.

But many verbs are irregular. The Simple Past Tense does not end in –ed. For
example:

V1 V2 Sentence
write wrote Mozart wrote more than 600 pieces of music
see saw We saw Rose in town a few days ago
go went I went to the cinema last week

In questions and negatives we use did/didn’t + infinitive (V1):

I enjoyed
She saw
They went

you enjoy?
Did she see?
they go?

I enjoy
She didn't see
They go

A : Did you go out last night?

B : Yes, I went to the cinema but I didn’t enjoy the film much.
The past of be (am/is/are) is (was/were):

I/he/she/it was/wasn’t was I/he/she/it?

We/you/they were/weren’t were we/you/they?

Note that we do not use did in negatives and questions with was/were:
 I was angry because they were late.
 Was the weather good when you were on holiday?
 They weren’t able to come because they were so busy.

TASK 4
A. Put one of these verbs in each sentences in the correct form!
sell teach win drink catch throw write
1. Mozart ….wrote….. more than 600 pieces of music.
2. “How did you learn to drive?” “ My father ……………….. me”
3. We couldn’t afford to keep our car, so we ………………………….. it.
4. I was very thirsty. I …………………. the water very quickly.
5. Paul and I played tennis yesterday. He’s much better than me, so he
……………. easily.
6. Jim …………….. the ball to Sue, who ………………… it.

B. Complete the sentences. Put the verb into the correct form, positive or
negative!
1. It was warm, so I ….took… off my coat. (take)
2. The film wasn’t very good. I ….didn’t enjoy… it very much. (enjoy)
3. I knew Sarah was very busy, so I ………………….. her. (disturb)
4. I was very tired, so I ……………….. to bed early. (go)
5. The bed was very uncomfortable. I ……………………. very well. (sleep)
6. Sue wasn’t hungry, so she …………………….. anything. (eat)
7. We went to Kate’s house but she ……………………… at home. (be)
8. It was a funny situation but nobody …………….. (laugh)
9. The window was open and a bird ……………….. into the room. (fly)
10. The hotel wasn’t very expensive. It ………………… very much. (cost)
11. I was in a hurry, so I ……………………… time to phone you (have).
12. It was a hard work carrying the bags. They …………………….. very
heavy. (be)
TASK 5
Work in pairs, study the explanation below!

From the text in TASK 2 you find such sentence:

 In a field one summer's day a Grasshopper was hopping about, chirping and
singing to its heart's content

That sentence is called Past Continuous Tense sentence.

Was/were –ing is the past continuous:

playing
I/he/she/it was cooking
we/you/they were reading
working etc

We use past continuous to say that somebody was in the middle of doing
something in the certain time in the past.
For example:
Ann was watching television when the phone rang.
I was walking home when I met Dave.

TASK 6
Complete the sentences. Put the verb into the correct form.
1. I ……… TV when she called. (watch)
2. When the phone rang, she …………….. a letter. (write)
3. While we ……………….. the picnic, it started to rain. (have)
4. I ………………… to my iPod, so I didn't hear the fire alarm. (listen)
5. While John ………………. last night, someone stole his car. (sleep)
6. Sammy ………………… for us when we got off the plane. (wait)
7. While I ………………. the email, the computer suddenly went off. (write)
TASK 7
Study the explanation about fable below!

The Fox and The Crow

A Fox once saw a Crow fly off with a piece

of cheese in its beak and settle on a branch of a Orientation
tree.
“That's for me, as I am a Fox,” said Master
Reynard, and he walked up to the foot of the tree.
“Good day, Mistress Crow,” he cried. “How
well you are looking today: how glossy your
feathers; how bright your eye. I feel sure your
voice must surpass that of other birds, just as your
Complication
figure does; let me hear but one song from you
that I may greet you as the Queen of Birds.”
The Crow lifted up her head and began to
caw her best, but the moment she opened her
mouth the piece of cheese fell to the ground, only
to be snapped up by Master Fox.
“That will do,” said he. “That was all I
wanted. In exchange for your cheese I will give
Resolution / Coda
you a piece of advice for the future: “Do not trust
flatterers.”

Definition of Narrative Text:

 A narrative text is an imaginative story to entertain people.
 A narrative is a story that is created in a constructive format (as a work of
speech, writing, song, film, television, video games, in photography or theatre)
that describes a sequence of fictional or non-fictional human events.

Definition of Fable:
A short story that usually is about animals, especially one in which animals speak
and act like human beings, and that is intended to teach a lesson.
Generic Structure of Narrative Text:

Orientation Complication Resolution Coda

It is about the Where the Where the The moral
opening paragraph problems in the problems in the value from the
where the story developed. story is solved. story.
characters of the
story are
introduced. It
usually consist of
Who, When,
Where.

Language Feature of Narrative Text:

 Past tense (killed, drunk, etc)
 Adverb of time (Once upon a time, one day, etc)
 Time conjunction (when, then, suddenly, etc)
 Specific character. The character of the story is specific, not general. Action
verbs. A verb that shows an action. (killed, dug, walked, etc)
 Direct speech. It is to make the story lively. “That's for me, as I am a Fox,” said
Master Reynard). The direct speech uses present tense.

TASK 8
In pairs, arrange the jumbled paragraphs into a good narrative text. Then,
write down the moral value that you get from the story!
1 The Wolf in Sheep's Clothing
The Lamb that belonged to the sheep whose skin the Wolf was wearing
began to follow the Wolf in the Sheep's clothing. So, leading the Lamb a
little apart, he soon made a meal off her.
A Wolf found great difficulty in getting at the sheep owing to the
vigilance of the shepherd and his dogs.
For some time he succeeded in deceiving the sheep, and enjoying hearty
meals. Appearances are deceptive.
But one day it found the skin of a sheep that had been flayed and thrown
aside, so it put it on over its own pelt and strolled down among the sheep.
 2 The Lion and the Mouse
Swat! went his huge paw upon one the little creatures. The mouse pleaded
for mercy from the stately beast. The lion took compassion upon the tiny
mouse and released him.
A few days later, the lion became trapped in a hunter's net. His roars made
the whole forest tremble.
One day a lion was woken from his afternoon nap by a group of mice
scurrying all about him.
The little mouse whose life was spared approached the lion in the snare
and used his sharp little teeth to gnaw the strong ropes until the lion was
free.

3 The Dog and His Reflection

He snapped at the dog to grab his meat which caused him to drop his
dinner in the river.
A dog was walking home with his dinner, a large slab of meat, in his
mouth.
On his way home, he walked by a river. Looking in the river, he saw
another dog with a handsome chunk of meat in his mouth. “I want that
meat, too,” thought the dog.

4 The Fox and The Mask

“What a handsome face this person has. It's a pity he has no brains.” he
said.
One day a fox went rummaging in the house of an actor.
He came across a pile of the actor's stage accessories and noticed a mask
in the midst of the pile. He swatted and played with the mask for a few
moments.

TASK 9
Work in pairs. Listen to your teacher and write down the narrative text in
your answer sheet. Write down the moral value you get from the story!

TASK 10
Listen to your teacher. Write your own narrative text in your answer sheet!
APPENDIX 3

INSTRUMENT TEST

Choose the correct answer from a, b, c, or d

Read the following text to answer the questions number 1 – 6

Snow White
Once upon a time there lived a little girl named Snow White. She lived
with her aunt and uncle, because her parents were dead.
One day she heard her uncle and aunt talking about leaving Snow White in
the castle, because they both wanted to go to America. They didn’t want to
take her, as they had only small amount of money.
Snow White decided to run away from home. The next morning, she ran
away from home when her aunt and uncle were having breakfast. She ran away
to the wood. When she reached the wood she felt very tired and hungry. Then
she saw a little cottage. She knocked the door several times, but no one
answered. She went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went
inside. There they found Snow White sleeping. Then Snow White woke up and
introduced herself.
Doc, the leader of the dwarfs said,” Well, Snow White...if you wish, you
may live here with us.” Then they live together there happily ever after.

1. Why did Snow white live with her aunt and uncle?
a. Because they like her
b. Because she like them
c. Because her parents were died
d. Because their father and mother wanted to go to America
2. Where did Snow white run away?
a. To her parents house c. To her aunt’s house
b. To her uncle’s house d. To the forest
3. “Well, Snow White...if you wish, you may live here with us.” (Paragraph 5).
The word ‘us’ refers to....
a. the dwarf c. seven dwarfs
b. her parents d. her aunt and uncle
4. From the text we can conclude that the door of the cottage was ....
a. locked c. crowded
b. opened d. unlocked
5. “Meanwhile, the seven dwarfs were coming home from work” (Paragraph 4)
The synonym of ‘dwarf’ is....
a. big c. stunt
b. large d. giant
6. Where did Snow White live after she runs away?
a. In the hut c. In the castle
b. In the house d. In the cottage

Read the following text to answer the questions number 7 – 10

The Fox and The Crow

One day a crow stole a big piece of meal. Then she

flew on a branch of a tree to enjoy it. A fox knew this.
He wanted the meat for himself. He came near the tree.
The fox said politely to her. “Oh, Miss Crow, how
beautiful you are, what a lovely feathers you have!”
The crow was very glad to hear, but she kept quiet.
“But, .... eghr ... could you be the most beautiful
princess in this forest. Eghr, .... oh, very sorry,” the fox
continued. Miss crow was surprise to see him in doubt.
“Oh, Sorry you cannot, because you cannot sing a
song” the fox said slowly and looked disappointed.
When she heard the fox’s last word, the crow was angry. She shouted
loudly, “I can!”. Just then, the meat missed from the crow’s break and fell
down. The fox got it and went away.

7. What is the writer’s main purpose in writing the text?

a. To persuade the readers to do something
b. To describe the way fox and crow get along
c. To entertain the readers with funny story
d. To explain the way fox and crow communicate
8. Which statement is true according to the text?
a. Crow buy the meat
b. Crow fly to house to enjoy the meat
c. The fox get meat from the crow and run away
d. Fox want to eat the meat together with the crow
9. “The fox said politely to her” (Paragraph 1)
The underline word means....
a. Respectfully c. Angrily
b. Fast d. Loudly
10. At the end of story, the fox....
a. Fall in love with the crow c. Hitting by the crow
b. Got the meat and run away d. Disappointed
Read the following text to answer the questions number 11 – 16

The Story of the Smart Parrot

A man in Puerto Rico had a wonderful parrot.

There was no another parrot like it.
It was very, very smart. This parrot would say
any word-except one. He would not say the name of
the town where he was born. The name of the town
was Catano.
The man tried to teach the parrot to say Catano.
But the bird would not say the word. At first the man
was very nice, but then he got angry. “You are a
stupid bird! Why can’t you say the word? Say Catano,
or I will kill you!” but the parrot would not say it.
Then the man got to so angry that the shouted over and over, “Say Catano,
or I’ll kill you!” but the bird wouldn’t talk.
One day after trying for many hours to make the bird say Catano, the man
got very angry. He picked up the bird and threw him into the chicken house.
“You are more stupid than the chickens”.
In the chicken house there are four old chickens. They were for Sunday’s
dinner. The man put the parrot in the chicken house and left.
The next day the man came back to the chicken house. He opened the door
and stopped. He was very surprised at what he saw!
He saw three dead chickens on the floor. The parrot was screaming at the
fourth chicken, “Say Catano, or I’ll kill you!”

11. What is the story about?

a. A parrot and a cat c. A parrot and the owner
b. A parrot and a chicken d. Chickens and the owner
12. Where does the story take place?
a. London c. Jakarta
b. Puerto Rico d. Buenos Aires
13. What is the word that the parrot cannot say?
a. Catano c. Canato
b. Tacano d. Nacato
14. How often did the owner teach the bird how to say the word?
a. Always c. Many times
b. Seldom d. Every second
15. Which statement is not true according to the text?
a. The parrot could say Catano
b. At last the parrot could say Catano
c. Catano was the name at the parrot
d. The man got angry at the parrot
16. “He saw three dead chickens on the floor.” (Paragraph 7)
The word ‘He’ refers to....
a. the parrot c. the owner
b. the chicken d. the writer

Read the following text to answer the questions number 17 – 20

Once upon a time, there lived a group of mice under a tree in peace.
However, a group of elephants crossing the jungle unknowingly destroyed the
homes of all the rats. Many of them were crushed to death.
Then the king of rats decided to approach the elephant’s chief and request
him to guide his herd through another route. On hearing the sad story, the
elephant’s king apologized and agreed to take another route. And so the lives
the rats were saved.
One day elephant hunters came to the jungle and tripped a group of
elephants in huge nets. Then the elephant king suddenly remembered the king
of rats. He summoned one of the elephant of his herd which had not been
trapped, to go seek help from the king and told him about the trapped
elephants.
The rat’s king immediately took his entire group of rats and they cut the
nets which had trapped the elephant’s herd. The elephant’s herd was totally set
free. They danced with joy and thanked the rats.

17. What destroyed the homes of all rats?

a. Group of mice did.
b. The hunters did.
c. Elephant hunters did.
d. A group of elephants did
18. What helped the elephant’s herd free?
a. The elephant’s herd did.
b. The hunter did.
c. A trapped elephant did.
d. Entire group of rats did.
19. Where did the story occur?
a. In the jungle
b. In the black forest
c. In the home of mice group
d. In the nests which had trapped the elephant’s herd
20. At the end of the story, how was the elephants’ herd?
a. Angry c. Sad
b. Dead d. Happy
Kunci Jawaban:

1. c 6. d 11. c 16. c
2. d 7. a 12. b 17. d
3. c 8. c 13. a 18. d
4. a 9. a 14. b 19. a
5. c 10. b 15. b 20. d

Kriteria Penilaian
1. Jumlah soal : 20
2. Nilai per soal : 1
3. Jumlah : 20
Petunjuk Penilaian:
1. Menjawab benar : skor = 1
2. Tidak menjawab/salah : skor = 0
3. Skor maksimal = 20
Jumlah skor yang dicapai
x 100
4. Nilai = Jumlah skor maksimal
APPENDIX 4

CHECKLIST OBSERVATION

No Pertanyaan Ya Tidak
1 Memberi salam saat masuk kelas
2 Guru menyampaikan maksud dan tujuan
3 Guru memberi penjelasan tentang materi yang akan
disampaikan
4 Guru melakukan tanya jawab mengenai materi yang akan
dipelajari.
5 Guru memberikan kesempatan kepada siswa untuk bertanya.
6 Selama proses belajar mengajar berlangsung siswa aktif
dikelas.
7 Guru menerapkan pengunaan metode Task-Based Teaching
dalam proses pembelajaran materi narrative text.
8 Guru menyuruh siswa membuat kelompok belajar
9 Guru menugaskan siswa melaksanaan pembelajaran yang
telah dijelaskan dan memantau siswa dalam kegiatan
pembelajaran kemudian memberikan penilaian.
10 Siswa dengan cepat merespon apa yang dikatakan oleh guru
yang berkaitan dengan materi.
11 Guru bertanya kepada siswa tentang materi pembelajaran
apakah siswa sudah jelas dengan penjelasan guru.
12 Guru merespon pertanyaan siswa.
13 Guru memperbaiki kesalahan-kesalahan yang dilakukan
siswa saat membaca
14 Guru memberikan pertanyaan kepada seluruh siswa.
15 Guru memberikan waktu kepada siswa untuk berpikir.
16 Guru memotivasi siswa untuk bertanya.
17 Guru memberi kesempatan kepada siswa untuk
berpartisipasi
18 Guru memantau siswa yang sedang berdiskusi
19 Guru menanyakan kembali tentang materi yang sudah
dijelaskan.
20 Guru menjelaskan kembali tentang materi yang sudah
dijelaskan.
21 Guru mengucapkan salam penutup diakhiri pembelajaran
APPENDIX 5

LEARNING SCENARIO

Steps of Task-Based
Description Time
Teaching
Pre-task activities The teacher may hand out materials 20 minutes
on related topics, such as “leisure
time after work”, “means of
entertainment”, “family activities
after supper”, to reduce the
cognitive load on the part of the
students.
During-task activities 80 minutes
1) Pair Work At this stage, the students are
encouraged to engage as much as
possible in the tasks and to
complete them. The teacher may
write some questions on the
blackboard for the students to
discuss. Then the teacher can
divide the students into pairs to
discuss these questions. After this
preliminary discussion, the
students may be asked to report the
results of their pair work.
2) Group Discussion Compared with pair work, the 15 minutes
advantage of group discussion is
self-evident. The students may be
divided into small groups of more
than three people to re-discuss the
above questions and to determine
what they will write. Upon
deciding the topic to write about,
the students may embark on their
writing.
3) First Draft Students can think over what they 30 minutes
have discussed up till now, and
plunge directly into writing. As for
this kind of writing, students’ task
is to put the information onto paper
in a logical manner, not worrying
about grammar, spelling or
handwriting
 Steps of Task-Based
Description Time
Teaching
4) Discussion of the After the completion of the first 20 minutes
Product draft, the students are divided into
small groups, and a group leader is
nominated. Students are required to
exchange their first drafts of
writing and criticisms concerning
vocabulary, grammar, punctuation,
structure and logic are welcome. It
is then the group leader’s duty to
report the results of the group
discussion.
Post-task activities Before this stage, the emphasis is 20 minutes
on the meaningfulness and fluency
of the communication process, and
the expressiveness of ideas.
Therefore at this stage, the teacher
should direct the students’ attention
to the accuracy of language and the
way of restructuring their sentences
so as to better their writing. In
order to present in a more clear
way, the teacher can write down
the language points, chunks or
functionality patterns on the
blackboard. To make sure that the
students have grasped all that is
being taught, the teacher may offer
the students some exercises in
order to check on the students.
APPENDIX 6

THE LISTS OF INTERVIEW

A. Interview between The Researcher with English Teacher

Observer : Bagaimanakah pelaksanaan pembelajaran writing narrative

text selama ini?
Guru : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................

Observer : Apa saja kelemahan-kelemahan yang dialami siswa saat

menulis narrative text dalam bahasa Inggris?
Guru : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................

Observer : Menurut Anda, bagaimanakah kondisi kelas pada saat

pembelajaran writing narrative text dengan menggunakan
metode Task-Based Teaching?
Guru : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................

Observer : Apakah selama mengajar dengan metode Task-Based

Teaching, Anda mengalami kesulitan? Apa saja kesulitan
yang Anda alami?
Guru : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................

Observer : Pendapat Anda untuk pelaksanaan pembelajaran writing

narrative text dengan menggunakan metode Task-Based
Teaching yang lebih baik?
Guru : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
B. Interview between The Researcher with Students

Observer : Apa saja kesulitan-kesulitan yang kamu alami dalam belajar

bahasa Inggris pada materi writing narrative text?
Siswa : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................

Siswa : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
Siswa : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................

Observer : Bagaimana pendapat kalian tentang pembelajaran writing

narrative text dengan menggunakan metode Task-Based
Teaching?

Siswa : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
Siswa : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................

Observer : Secara keseluruhan, bagaimanakah pendapat kalian tentang

pembelajaran writing narrative text dengan menggunakan
metode Task-Based Teaching dibandingkan dengan
pembelajaran sebelum ini?

Siswa : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
Siswa : ...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................