SILABUS MATA PELAJARAN

SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH/SEKOLAH MENENGAH

KEJURUAN/MADRASAH ALIYAH KEJURUAN
(SMA/MA/SMK/MAK)

MATA PELAJARAN
BAHASA INGGRIS

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN

JAKARTA, 2016
APPENDIX I
SILABUS
KOMPETENSI DASAR, MATERI, DAN KEGIATAN PEMBELAJARAN

A. Kelass X
Kompetensi Sikap Spiritual dan Sikap Sosial dicapai melalui pembelajaran tidak langsung
(indirect teaching) pada pembelajaran Kompetensi Pengetahuan dan Kompetensi Keterampilan
melalui keteladanan, pembiasaan, dan budaya sekolah dengan memperhatikan karaktersitik mata
pelajaran serta kebutuhan dan kondisi peserta didik.

Penumbuhan dan pengembangan Kompetensi Sikap dilakukan sepanjang proses pembelajaran

berlangsung dan dapat digunakan sebagai pertimbangan guru dalam mengembangkan karakter
peserta didik lebih lanjut.

Pembelajaran untuk kompetensi pengetahuan dan kompetensi keterampilan sebagai berikut ini.

Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran

3.8 Membedakan  Fungsi Sosial - Menyimak guru membacakan legenda,

fungsi sosial, Mendapat hiburan, sambil dilibatkan dalam tanya jawab
struktur teks, dan menghibur, tentang isinya
unsur kebahasaan mengajarkan nilai-nilai - Didiktekan guru menuliskan legenda
beberapa teks luhur, mengambil tersebut dalam buku catatan masing-
naratif lisan dan teladan masing, sambil bertanya jawab terkait
tulis dengan fungsi sosial, struktur teks, dan unsur
memberi dan  Struktur Teks
kebahasaan yang ada
meminta informasi Dapat mencakup: - Dalam kelompok masing-masing
terkait legenda berlatih membacakan legenda tsb
- Orientasi
rakyat, sederhana, dengan intonasi, ucapan dan tekanan
- Komplikasi
sesuai dengan kata yang benar, dengan saling
- Resolusi
konteks mengoreksi
- Orientasi ulang
penggunaannya - Membaca satu legenda lain, bertanya
4.8 Menangkap makna  Unsur Kebahasaan jawab tentang isinya, dan kemudian
secara kontekstual - Kalimat-kalimat mengidentifikasi kalimat-kalimat yang
terkait fungsi dalamsimple past memuat bagian-bagian legenda yang
sosial, struktur tense, past ditanyakan
teks, dan unsur continuous, dan - Melakukan refleksi tentang proses dan
kebahasaan teks lainnya yang relevan hasil belajar.
naratif, lisan dan - Kosa kata: terkait
tulis sederhana karakter, watak, dan
terkait legenda setting dalam legenda
rakyat - Adverbia
penghubung dan
penujuk waktu
- Ucapan, tekanan kata,
intonasi, ejaan, tanda
baca, dan tulisan
tangan
 Topik
Cerita legenda yang
dapat menumbuhkan
perilaku yang termuat
di KI
APPENDIX II
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Cycle :1
Sekolah : Pondok Pesantren Darul Faizin Pontianak
Mata Pelajaran : Bahasa Inggris
Komp. Keahlian : Semua Kompetensi Keahlian
Kelas/Semester : X/ Genap
Materi Pokok : Narrative Text
Tahun Ajaran : 2021/2022
Pertemuan ke : 1-2
Alokasi Waktu : 6x 45 Menit

A. Kompetensi Inti
 Kompetensi Inti 3 (Pengetahuan) :
- Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan
factual, konseptual, operasional dasar, dan metakognitif sesuai dengan bidang dan
lingkup kajian/kerja Pendidikan Bahasa Inggris pada tingkat teknis, spesifik, detil, dan
kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia
kerja, warga masyarakat nasional, regional, dan internasional.
 Kompetensi Inti 4 (Keterampilan) :
- Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja
yang lazim dilakukakan serta memecahkan masalah sesuai dengan bidang kajian/kerja
Pendidikan Bahasa Inggris.
- Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur
sesuai dengan standar kompetensi kerja.
- Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif,
produktif, kritis, mandiri, kolaboratif, komunikatif dan soltif dalam ranah abstrak terkait
 dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan
tugas spesifik dibawah pengawasan langsung.
- Menunjukkan keterampilan mempersepsi, kesiapan, meniru , membiasakan, gerak
mahir, menjadikan gerak alami dengan ranah konkret terkait dengan pengembangan dari
yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik dibawah
pengawasan langsung.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.8 Membedakan fungsi social, struktur  Mengidentifikasi main idea teks

teks, dan unsur kebahasaan beberapa narratif
teks naratif lisan dan tulis dengan  Mengidentifikasi factual information
memberi dan meminta informasi teks narratif
terkait legenda rakyat, sederhana,  Mengidentifikasi makna atau arti dari
sesuai dengan konteks vocabulary tertentu dalam teks
penggunaannya narrative
 Mengidentifikasi inference dari teks
narrative
 Mengidentifikasi reference dari teks
narrative

 Menjelaskan isi dari teks narrative

4.8 Menangkap makna secara secara lisan dan tulis.
kontekstual terkait fungsi sosial,  Menjawab pertanyaan yang diajukan
struktur teks, dan unsur kebahasaan padanya
teks naratif, lisan dan tulis,
sederhana terkait legenda rakyat

C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
  Mengidentifikasi main idea teks narratif
 Mengidentifikasi factual information teks narratif
 Mengidentifikasi makna atau arti dari vocabulary tertentu dalam teks narrative
 Mengidentifikasi inference dari teks narratif
 Mengidentifikasi reference dari teks narratif
 Menjelaskan isi dari teks narrative secara lisan dan tulis.
 Menjawab pertanyaan yang diajukan padanya

D. Materi Pembelajaran
Teks Narrative
a. Definition and purpose of narrative text
Narrative text is a text that tells us about something interesting that has purpose to amuse,
entertain for the readers and has chronological events which organized well from
beginning until the ending of story.
b. Social Function of Narrative Text
The social function the social function of narrative text is to entertain reader or listener
with the fictive or non-fictive experience. Beside the purpose, it is also deal with
problematic or unusual events, and sometimes teaches a moral lesson.
c. Generic Structure of Narrative Text
The generic structure of narrative text is consists of some parts:
a. Orientation, consist where introduce the characters in story;
b. Complication, explore the problems in the story;
c. Evaluation, this part is optional which contains assessment or evaluation the
plight or story;
d. Revolution, this part where the problems in the story is solved. Does it solve as
happy ending or bad ending;
e. Coda, coda as optional part in this part about lesson from the story.

d. Example of Narrative Text

The Legend of Surabaya
A long time ago, there were two animals, Sura and Baya. Sura was the name of a
shark and Baya was a crocodile. They lived in a sea.
 Once Sura and Baya were looking for some food. Suddenly, Baya saw a goat
“Yummy, this is my lunch,” said Baya. “No way! This is my lunch. You are greedy” said
Sura. Then they fought for the goat. After several hours, they were very tired.

Feeling tired of fighting, they lived in the different places. Sura lived in the water
and Baya lived in the land. The border was the beach, so they would never fight again.

One day, Sura went to the land and looked for some food in the river. He was
very hungry and there was not much food in the sea. Baya was very angry when he knew
that Sura broke the promise. They fought again.

They both hit each other. Sura bit Baya’s tail. Baya did the same thing to Sura. He
bit very hard until Sura finally gave up and went back to the sea. Baya was happy.

E. Metode Pembelajaran
Extensive Reading

F. Media Pembelajaran
1. Media
• Lembar penilaian
2. Alat/Bahan
• Penggaris, spidol, papan tulis
3. Sumber
• Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X,
Kemendikbud, Revisi Tahun 2016
• Teks narrative material dari sumber internet
• Kamus Bahasa Inggris
• Pengalaman peserta didik dan guru

G. Kegiatan Pembelajaran
Pertemuan ke 1-2
ALOKASI
KEGIATAN SKENARIO PEMBELAJARAN
WAKTU
 Apersepsi
Pendahuluan  Peserta didik menyapa guru, berdoa dan 10 Menit
menyanyikan lagu nasional
 Guru mengecek kehadiran Peserta didik.
 Guru memberi informasi kompetensi, materi,
tujuan, dan langkah pembelajaran yang akan
dilaksanakan.

Inti Langkah-langkah: 110 menit

Mengamati
 Guru menjelaskan materi tentang narrative
text
 Guru menjelaskan fungsi dari narrative text
 Guru menampilkan contoh dari narrarive text,
juga guru menjelaskan generic structure dari
narrative text.
 Menjelaskan dan menentukan main idea,
factual information, vocabulary, reference dan
inference dari narrative text bersama-sama
 Guru menjelaskan tekhnik extensive reading
untuk mempelajari narrative teks
Mempertanyakan
 Guru mempersilakan siswa untuk
mempertanyakan tentang narrative teks dan
tekhnik extensive reading
 Guru membagi siswa dalam beberapa
kelompok
 Guru memberikan beberapa judul narrative
teks berbeda yang sudah disiapkan untuk
dipilih para siswa berkelompok untuk dibaca
 Mengumpulkan informasi
 Peserta didik menentukan main idea, factual
information, vocabulary yang mereka tidak
mengerti dan menterjemahkannya dan
mendiskusikan bersama teman kelompok,
Mengkomunikasikan
 Peserta didik menyampaikan jawaban atas
tugas yang diberikan oleh guru secara tertulis
dan lisan (berkelompok), membuat review dari
cerita yang dipilih.
 Guru dan siswa mendiskusikan bersama
Penutup  Menyimpulkan hasil pembelajaran 15menit
 Mengevaluasi hasil belajar yang telah
dilakukan
 Guru memberikan feedback kepada peserta
didik sebagai refleksi terhadap kegiatan belajar
yang telah mereka lakukan berupa pujian dan
motivasi
 Guru memberikan tugas terstruktur kepada
siswa dirumah (mencari teks narrative secara
individu)
 Guru dan siswa menutup pelajaran dengan
berdoa bersama

H. Penilaian Hasil Belajar

a. Indikator, Teknik, Bentuk Instrument.
No Indikator Teknik Bentuk Instrument
 1. Menentukan main ide dari narrative Tes tertulis Pilihan ganda
text
2. Tes tertulis Pilihan ganda
Menentukan factual information
3. Tes tertulis Pilihan ganda
Menetukan reference dari narrative
4. text Tes tertulis Pilihan ganda

Menentukan makna atau arti

5. Tes tertulis Pilihan ganda
vocabulary dari narrative text

Menentukan Inference dari

narrative text

b. Pedoman penilaian

No Uraian Skor

1. Jawaban benar 1
2. Jawaban salah 0

Skor benar
Nilai = X 100
Jumlah soal

Pontianak, Agustus 2021

Mengetahui,
Guru Mata Pelajaran Mahasiswa

Lingga Memoranda, S. Pd Dwi Agustina

NIP: NIM: 321510089

APPENDIX III
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Cycle :2
Sekolah : Pondok Pesantren Darul Faizin Pontianak
Mata Pelajaran : Bahasa Inggris
Komp. Keahlian : Semua Kompetensi Keahlian
Kelas/Semester : X/ Genap
Materi Pokok : Narrative Text
Tahun Ajaran : 2019/2020
Pertemuan ke : 3-4
Alokasi Waktu : 6x 45 Menit

A. Kompetensi Inti
 Kompetensi Inti 3 (Pengetahuan) :
- Memahami, menerapkan, menganalisis, dan mengevaluasi tentang pengetahuan
factual, konseptual, operasional dasar, dan metakognitif sesuai dengan bidang dan
lingkup kajian/kerja Pendidikan Bahasa Inggris pada tingkat teknis, spesifik, detil, dan
kompleks, berkenaan dengan ilmu pengetahuan, teknologi, seni, budaya, dan humaniora
dalam konteks pengembangan potensi diri sebagai bagian dari keluarga, sekolah, dunia
kerja, warga masyarakat nasional, regional, dan internasional.
 Kompetensi Inti 4 (Keterampilan) :
- Melaksanakan tugas spesifik dengan menggunakan alat, informasi, dan prosedur kerja
yang lazim dilakukakan serta memecahkan masalah sesuai dengan bidang kajian/kerja
Pendidikan Bahasa Inggris.
- Menampilkan kinerja di bawah bimbingan dengan mutu dan kuantitas yang terukur
sesuai dengan standar kompetensi kerja.
- Menunjukkan keterampilan menalar, mengolah, dan menyaji secara efektif, kreatif,
produktif, kritis, mandiri, kolaboratif, komunikatif dan soltif dalam ranah abstrak terkait
 dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu melaksanakan
tugas spesifik dibawah pengawasan langsung.
- Menunjukkan keterampilan mempersepsi, kesiapan, meniru , membiasakan, gerak
mahir, menjadikan gerak alami dengan ranah konkret terkait dengan pengembangan dari
yang dipelajarinya di sekolah, serta mampu melaksanakan tugas spesifik dibawah
pengawasan langsung.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.8 Membedakan fungsi social, struktur  Mengidentifikasi main idea teks

teks, dan unsur kebahasaan beberapa narratif
teks naratif lisan dan tulis dengan  Mengidentifikasi factual information
memberi dan meminta informasi teks narratif
terkait legenda rakyat, sederhana,  Mengidentifikasi makna atau arti dari
sesuai dengan konteks vocabulary tertentu dalam teks
penggunaannya narrative
 Mengidentifikasi inference dari teks
narrative
 Mengidentifikasi reference dari teks
narrative

4.8 Menangkap makna secara kontekstual
terkait fungsi sosial, struktur teks, dan
unsur kebahasaan teks naratif, lisan
dan tulis, sederhana terkait legenda
rakyat
 Menjelaskan isi dari teks narrative
secara lisan dan tulis.
 Menjawab pertanyaan yang diajukan
padanya

C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat :
  Mengidentifikasi main idea teks narratif
 Mengidentifikasi factual information teks narratif
 Mengidentifikasi makna atau arti dari vocabulary tertentu dalam teks narrative
 Mengidentifikasi inference dari teks narrative
 Mengidentifikasi reference dari teks narrative
 Menjelaskan isi dari teks narrative secara lisan dan tulis.
 Menjawab pertanyaan yang diajukan padanya

D. Materi Pembelajaran
Teks Narrative
a. Definition and purpose of narrative text
Narrative text is a text that tells us about something interesting that has purpose to amuse,
entertain for the readers and has chronological events which organized well from
beginning until the ending of story.
b. Social Function of Narrative Text
The social function the social function of narrative text is to entertain reader or listener
with the fictive or non-fictive experience. Beside the purpose, it is also deal with
problematic or unusual events, and sometimes teaches a moral lesson.
c. Generic Structure of Narrative Text
The generic structure of narrative text is consists of some parts:
a. Orientation, consist where introduce the characters in story;
b. Complication, explore the problems in the story;
c. Evaluation, this part is optional which contains assessment or evaluation the plight or
story;
d. Revolution, this part where the problems in the story is solved. Does it solve as happy
ending or bad ending;
e. Coda, coda as optional part in this part about lesson from the story.
d. Example of Narrative Text
The Ant and the Dove
 One hot day, an ant was seeking for some water. After walking around for a
moment, she came to a spring. To reach the spring, she had to climb up a blade of grass.
While making her way up, she slipped and fell unintentionally into the water.
She could have sunk if a dove up a nearby tree had not seen her. Seeing that the
ant was in trouble, the dove quickly put off a leaf from a tree and dropped it immediately
into the water near the struggling ant. Then the ant moved towards the leaf and climbed
up there. Soon it carried her safely to dry ground.
Not long after at that, there was a hunter nearby who was throwing out his net
towards the dove, hoping to trap it in this way.
Guessing what he should do, the ant quickly bit him on the heel. Feeling the pain, the
hunter dropped his net and the dove flew away quickly from this net.

E. Metode Pembelajaran
Extensive Reading

A. Media Pembelajaran
4. Media
• Lembar penilaian
5. Alat/Bahan
• Penggaris, spidol, papan tulis
6. Sumber
• Buku Penunjang Kurikulum 2013 Mata Pelajaran Bahasa Inggris Kelas X,
Kemendikbud, Revisi Tahun 2016 (Chapter 3. Which One is Your Best
Getaway?)
• Teks narrative material dari berbagai banyak sumber
• Kamus Bahasa Inggris
• Pengalaman peserta didik dan guru

B. Kegiatan Pembelajaran
Pertemuan ke 3-4
KEGIATAN SKENARIO PEMBELAJARAN ALO
 KASI
WAK
TU
P Apersepsi
e
 Peserta didik menyapa guru, berdoa dan menyanyikan 10
n
d lagu nasional Menit
a
h  Guru mengecek kehadiran Peserta didik.
u  Guru memberi informasi kompetensi, materi, tujuan, dan
l
u langkah pembelajaran yang akan dilaksanakan.
a
n
Inti Langkah-langkah: 110
Mengamati menit
 Guru mengulas kembali materi tentang teks narrative
(Contoh teks narrative menentukan main idea, factual
information, vocabulary, reference dan inference )
 Meminta kelompok siswa untuk menceritakan kembali
secara singkat teks narrative yang mereka sudah pilih
perkelompok secara bebas
Mempertanyakan
 Guru mempersilakan siswa untuk tanya jawab
mempertanyakan tentang narrative teks
Mengumpulkan informasi
 Guru membagikan teks narrative yang sudah dikerjakan
sebelumnya dan membahas jawaban murid
 Guru menanyakan kembali apa yang dipahami oleh siswa
tentang teks tersebut
Mengkomunikasikan
 Peserta didik menyampaikan jawaban dan pendapat
mereka menurut teks tersebut
 Guru dan siswa mendiskusikan jawaban dari pertanyaan
 yang diberikan
Penutup  Menyimpulkan hasil pembelajaran 5menit
 Mengevaluasi hasil belajar yang telah dilakukan
 Guru memberikan feedback kepada peserta didik sebagai
refleksi terhadap kegiatan belajar yang telah mereka
lakukan berupa pujian dan motivasi
 Guru dan siswa menutup pelajaran dengan berdoa
bersama

C. Penilaian Hasil Belajar

a. Indikator, Teknik, Bentuk Instrument.
No Indikator Teknik Bentuk Instrument

1. Menentukan main ide dari narrative Tes tertulis Pilihan ganda

text
2. Tes tertulis Pilihan ganda
Menentukan factual information
3. Tes tertulis Pilihan ganda
Menetukan reference dari narrative
4. text Tes tertulis Pilihan ganda

Menentukan makna atau arti

5. Tes tertulis Pilihan ganda
vocabulary dari narrative text

Menentukan Inference dari narrative

text

b. Pedoman penilaian

No Uraian Skor

1. Jawaban benar 1
2. Jawaban salah 0
 Skor benar
Nilai = X 100
Jumlah soal
Pontianak, September 2021

Mengetahui,
Guru Mata Pelajaran Mahasiswa

Lingga Memoranda, S. Pd Dwi Agustina

NIP: NIM: 321510089
APPENDIX IV

INSTRUMENT OF READING TEST CYCLE 1

Direction: Read the text carefully and answer the questions by choosing a, b, c, d or e.

Read the following text to answer questions number 1 to 4.

Cinderella

Once upon a time there was a girl name Cinderella. She lived with her bad step- mother
and two step-sisters. She had to do all the household chores.

One day the king invited all the ladies in the kingdom to go to a ball (pesta dansa) in the
palace. He wanted to find the Crown Prince a wife.

The step sisters went to the ball that night with their mother. Cinderella was left alone.
She cried because she actually wanted to go to the ball, too. Just then a fairy godmother came.
With her magic wand, she gave Cinderella a coach (kereta), two horses and footmen. She also
gave Cinderella a lovely dress to wear the ball and a pair of glass slippers. She told Cinderella to
come home before midnight.

At the ball, Cinderella danced all night with the Prince. The Prince fell in love with her.
At midnight, Cinderella ran home. Unfortunately, one of her slippers slipped off at the door. She
did not have time to put it back on. The Prince was sad as he could not find Cinderella again that
night.

The next day, the Prince and his men brought along the glass slipper. They went all over
the Kingdom to search for the owner. After searching for long time, finally, they came to
Cinderella‟s house. The slipper fit her. The prince was very happy to find Cinderella again. They
got married and lived ever after.

1. What paragraph 3 tell us about?

a. A fairy Godmother help Cinderella going to a ball
b. Cinderella and Prince dance together
c. The King invited ladies come to kingdom
d. The Prince searching for wife
e. The Prince found Cinderella

2. How was the end of the story?

a. Cinderella was killed by her step mother
b. The prince turned into a horse forever
c. the king gave the kingdom Cinderella
d. The prince lived happily with Cinderella
e. Cinderella was betrayed by the king

3. “She also gave Cinderella a lovely dress...” (Paragraph 4). The underlined word has the same
meaning with ...

a. Boring
b. Pretty
c. Loyal
d. Honest
e. Polite

4. “She told Cinderella to come home before midnight.“ (Paragraph 3)

The underlined word refers to…
a. The king
b. Cinderella’s stepmother
c. The fairy Godmother
d. The prince
e. Cinderella’s stepsisters

Read the following text to answer questions number 5 to 7.

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 and they didn’t have
enough money to take Snow White.

Snow White didn’t want her uncle and aunt to do that so she decided that it would be best
if she ran away. The next morning she ran away into the woods. She was very tired and hungry.
Then she saw a little cottage. She knocked but no one answered so she went inside and fell
asleep.

Meanwhile, the seven dwarfs were coming home from work. There they found Snow White
sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, “What is your
name?” Snow White said, “My name is Snow White.” Then, Snow White told the dwarfs the
whole story. The dwarfs said, “If you want, you may live here with us.” Snow White answered,
“Oh, could I? Thank you.” Finally, Snow White and the seven dwarfs lived happily ever after.

5. What does the story about?

a. It tells about snow white and her parents
b. It tells about snow white and the seven dwarfs
c. It tells about a rich little girl
d. It tells about the fighting of a little girl to see her parents
e. It tells about a naughty girl

6. Why Snow White ran away to the woods?

a. Her parents passed away
b. Her uncle was angry with her
c. Her uncle and aunt would go to America
d. Snow White was happy to run away
e. Snow White liked playing in the woods.

7. How many dwarfs that lived with snow white?

a. Ten dwarfs
b. Seven dwarfs
c. Eight dwarfs
d. Five dwarfs
e. Twelve dwarfs

Read the following text to answer questions number 8 to 11 .

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? Sat 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. Soon I will eat them, and I will eat you, too.” 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!

8. Where does the story take place?

a. London
b. Jakarta
c. Puerto Rico
d. Buens Ires
e. Hanoi

9. Which statement is 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 never got angry at the parrot
e. Every second the owner teach the bird

10. “It was very, very smart” The underlined word refers to . .
a. The man
b. Puerto rico
c. The bird
d. Catano
e. The chicken

11. “The parrot was very, very smart” The word “ smart” means . . .
a. Stupid
b. Stubborn
c. Clever
d. Beautiful
e. Lovely

Read the following text to answer questions number 12 to 15.

Bear and The Two Friends

Once, two friends were walking through the forest. They knew that anything dangerous can
happen to them at any time in the forest. So they promised each other that they would remain
united in case of danger.
Suddenly, they saw a large bear approaching them. One of the friends at once climbed a nearby
tree. But the other one did not know how to climb. So being led by his common sense, he lay
down on the ground breathless, pretending to be dead man.
The bear came near the man lying on the ground. It smelts his ears and slowly left the place.
Because the bear did not touch him, the friend on the tree came down and asked his friend on the
ground, “Friend, what did the bear tell you into your ears?” The other friend replied, “He advised
me not to believe a false friend”.

12. What can we get from the story?

a. We have to save ourselves
b. We have to learn how to climb
c. Bear will not harm a dead man
d. True friend always stand by us in ups and downs
e. Do not climb the tree

13. “He advised me not to believe a false friend.” (Paragraph 3). The underlined word refers to…
a. The bear
b. The dead man
c. The friend who cannot climb
d. The friend who climb the tree
e. The forest

14. Where do you think the story happened?

a. In the river
b. In the park
c. In the woods
d. In the zoo
e. In the sea

15. “ Suddenly, they saw a large bear approaching them.” (Paragraph 2)

The word “approaching” has similar meaning with…
a. Come up
b. Leaving
c. Laying
d. Climbing
e. Sitting
Read the following text to answer questions number 16 to 20.

The Rabbit and Crocodile

Once upon time, a rabbit wanted to cross a river but he could not swim. He had an idea. He saw a
boss of crocodile swimming in the river. The rabbit asked the boss of crocodile, “How many
crocodile are there in river?” the boss of crocodile answered, “we are twenty here.” “Where are
they?” the rabbit asked for the second time. What is it for the boss of crocodile asked? “All you
are good, nice and gentle and kind, so I want to make a line in order. Later I will know how kind
you are,” said the rabbit.
Then, the boss of crocodile called all his friends and asked them to make a line in order from one
side to the other side of the river. Just then, the rabbit started to count while jumping from one
crocodile to another, one . . . two . . . three . . . four . . . until twenty, he thanks all crocodiles
because he had crossed the river.

16. What is the main idea of the second paragraph?

a. Twenty crocodiles
b. The boss of crocodile is smart
c. The rabbit loves the river
d. The water is cold
e. The rabbit succeed crossed the river

17. What problem was faced by the rabbit? He actually wanted . . .

a. To cross the river
b. To swim across the river
c. To meet the boss of crocodiles
d. To know where the crocodiles are
e. To know the number of crocodiles there

18. How many crocodiles in the river from the story above?
a. 1
b. 25
c. 2
d. 20
e. 12

19. How was the problem resolved?

a. He swam across the river
b. He jumped on the backs of the crocodiles
c. He rode on a boat to cross the river
d. He counted the crocodiles in the river
e. He walked on the bridge nearby

20. “he thanks all crocodiles.” (paragraph 2)

The word “he” in paragraph refers to…
a. The crocodiles
b. The dinosaurus
c. The boss
d. The rabbit
e. The aligator
APPENDIX V
KEY ANSWER OF TEST CYCLE 1

1. A

2. D

3. B

4. C

5. B

6. C

7. B

8. C

9. B

10. C

11. C

12. D

13. A

14. C

15. A

16. E

17. A
 18. D

19. B

20. D

APPENDIX VI
BLUE PRINT CYCLE 1
MATERIAL TEST TYPE ITEM ITEM TOTAL
INDICATORS NUMBER
Narrative Text Multiple Main Idea 1, 5, 8,16 4
Choice

Factual 6, 7, 8, 14, 18 5
Information

Vocabulary 3, 11, 15 3

Reference 4, 10, 13, 20 4

Inference 2, 9, 12, 17 4

Total 20
APPENDIX VII

INSTRUMENT OF READING TEST CYCLE 2

Direction: Read the text carefully and answer the questions by choosing a, b, c, d or e.

Read the following text to answer questions number 1 to 8.

A long time ago, very few people lived in the New Territories. There were only a few
villages. If the people wanted to go from one village to another, they often had to pass through
wild and unsafe forest.

One day, a farmer’s young wife went to the next village to visit her own mother and
brother. She brought along her baby son. When it was time for her to leave, her brother said “it is
getting dark. Let my son, Ah Tim go with you though the forest.” So Ah Tim led the way and the
young woman followed behind, carrying her baby. When they were in the forest, suddenly they
saw a group of wolves. They began to run to avoid the danger, but Ah Tim kicked against a stone
and fell down. At once the wolves caught him. The young woman cried to the wolves, “please
eat my own son instead.” Then, she put her baby son on the ground in front of the wolves and
took her nephew away. Everyone understood that this was because the woman was very good
and kind. She had offered her own son’s life to save her nephew.

They ran back to the house and called for help. All men in the village fetched thick sticks
and went back with her into the forest. When they got there, they saw something very strange.
Instead of eating the woman’s baby the wolves were playing with him.

1.What separated between one village to another a long time ago in the New Territories ?
A. Mountains
B. Towers and logs
C. Another village
D. Hills
E. Forest

2.Who walked in front when they were in the forest ?

A. Her brother’s nephew

B. The woman’s nephew
C. Ah Tim
D. The baby and his mother
E. The woman

3. “all men in the village fetched thick stick … “ the word “ fetched” has a similar meaning to..

A. Got
B. Lifted
C. Received
D. Hit
E. Caught

4.From the passage we learn that the villages were ….

A. Dark and very dangerous

B. Wild and unsafe
C. Situated in a large district
D. Located in one huge area
E. Separated by untamed jungles

5. The brother let her son go with his aunt as she left home because ….

A. His aunt wanted him to come long

B. Ah Tim ould be a guardian for them

C. Ah Tim was bored to live with his parents

D. The baby was too cute to be alone

E. Ah Tim wanted to see the wolves

6. What is the purpose of the writer by writing the story above ?

A. To explain how important a relative is

B. To describe the danger of the villages

C. To narrate how the wolves were playing with the baby

D. To entertain the readers story

E. To tell the villagers’ relationship

7. How could the wolves catch Ah Tim ?

A. He was stumbled by a stone

B. He ran slowly

C. The wolves were good runners

D. The woman cried

E. He was afraid

8.”..the wolves were playing with him” (paragraph 3). The underlined word refers to…

A. Ah Tim

B. The woman

C. The wolves

D. The woman’s baby

E. The woman’s brother

Read the following text to answer questions number 9 to 12.

Sang Prabu

Long, long ago, when the gods and goddesses used to mingle in the affairs of mortals, there
was a small kingdom on the slope of Mount Wayang in West Java.  The King, named Sang
Prabu, was a wise man.  He had an only daughter, called Princess Teja Nirmala, who was famous
for her beauty but she was not married.  One day Sang Prabu made up his mind to settle the
matter by a show of strength.

After that, Price of Blambangan, named Raden Begawan had won the competition.
Unfortunately, the wicked fairy, Princess Segara fell in love with Raden Begawan and used
magic power to render him unconscious and he forgot his wedding.  When Sang Prabu was
searching, Raden Begawan saw him and soon realized that he had been enchanted by the wicked
fairy.  The fairy could not accept this, so she killed Raden Begawan.  When Princess Teja
Nirmala heard this, she was very sad.  So a nice fairy took her to the Kahyangan.

9. Which one of the following statements is false about Sang Prabu?

A.  Sang Prabu was  taken to Kahyangan by a wicked fairy
B.  Sang Prabu was a king of a kingdom in West Java
C.  Sang Prabu didn’t have a son
D.  Sang Prabu was a wise man
E.  Sang Prabu was a father of his only daughter

10.Why the wicked fairy did used her magic to make Raden Begawan unconscious?
A.  She didn’t like Raden Begawan
B.  She didn’t want Raden Prabu marry the princess
C.  She wanted Teja Nirmala to forget about her wedding
D.  She didn’t want the prince of Blambangan marry the princess
E.  She didn’t want the prince of Blambangan feel love with her

11. So a nice fairy took her to the Kahyangan.  (Paragraph 2) The word her in the sentence refers
to…
A.  The wicked fairy
B.  The nice fairy
C.  Princess Nirmala
D.  Prince Teja
E.  The prince of Blambangan

12. “..by show of strength”. The word “strength” means..

A. Power

B. Weak

C. Happy

D. Long

E. Short

Read the following text to answer questions number 13 to 15.

A poor boy sold goods from door to door to pay his school fee. One day he had only a little
money left and he was very hungry. He decided to ask for some food at the next house he visited.
However he was so nervous when a lovely young woman opened the door. He only asked for a
glass of water. The woman thought that the boy was hungry so she gave him a large glass of
milk. He drank it slowly, and then asked. “How much do owe you?”. “You don’t owe me
anything,” she replied, “Mother has taught us never to accept pay for a kindness.” He said, “Then
u thank you from my heart.” As the poor boy left that house, he felt stronger. His faith in God
was getting stronger too. He had been ready to stop his study but now he got a spirit to continue
it until he became a doctor.
       Some years later that young woman became critically ill. She was sent to the big city to cure
her disease. The poor boy was the doctor. When he knew the name of the town she came from.
he went to meet her. He recognized her at once. He tried hard to save the woman’s life. From
then on he gave special attention to the sick woman. After a long struggle, the woman could be
cured. The poor boy paid all the bill. He wrote “Paid in full with one glass of milk” under the
bill. When the woman opened the bill, tears of joy flooded her eyes as her happy heart prayed,
” thank you God, hat your love has spread abroad through human hearts and hands.

13. What did the main idea of paragraph two?

A.     The poor boy asked the woman for food
B.     The poor boy cured the woman and repaid her kindness
C.     The woman came to the town where the boy lived
D. The woman suddenly get sick after gave milk to poor
E.     The woman gave a large glass of milk to the poor boy

14. What can we learn after reading the story above?

A.     Kindness won’t be forgotten.
B.     Poverty is the source of misery.
C.     Help is needed to be successful.
D.     Health is important in life.
E. We should drink milk

15. What did the poor boy ask when he met the woman?
A.     A large of milk.
B.     Some food.
C.     A glass of water.
D.     Health is important in life.
E. Some Fruits

Read the following text to answer questions number 16 to 20.

The old witch locked Hansel in a cage and set Gretel to clean the house. She planned to
eat them both. Each night the children cried and begged the witch to let them go.
Meanwhile, at home, their stepmother was beginning to wish she had never tried to get rid of the
children. “I must find them,” she said and set off into the forest.
Many hours later, when her feet were tired from walking and her lips were dry from
thirst, she came to the cottage belonging to the witch. The stepmother peeped through the
window. Her heart cried out when she saw the two children.
She picked up the broom leaning against the door and crept inside. The witch was putting some
stew in the oven when the stepmother gave her an almighty push. The witch fell into the oven
and the stepmother shut the door.
‘Children, I have come to save you,’ she said hugging them tightly. I have done a
dreadful thing. I hope in time you will forgive me. Let me take you home and become a family
again. They returned to their home and the stepmother became the best mother anyone could
wish to have, and of course they lived happily ever after!

16. The story is about….

A. Two children went to school for the first time
B. A witch who is really kind
C. A father who begged a witch for money
D. A stepmother who saved her children from a witch
E. Two children saved their stepmother from a witch

17. Which statement is FALSE about the witch?

A. She locked Hansel in a cage
B. She planned to eat Hansel & Gretel
C. She fell into the ocean
D. She hated the children
E. She set Gretel to clean the house

18. “The witch fell into the oven and the stepmother shut the door.” (Paragraph 2)
The underlined word “shut” can be replaced by the word…
A. Marked
B. Painted
C. Opened
D. Polished
E. Closed

19. How did the stepmother find her children?

A. She walked into the forest
B. She got tired and met her children
C. She peeped through the window of the witch’s cottage
D. She fell into the cliff
E. She was pushed against the wall

20.”I hope in time you will forgive me”. The underlined refers to…
A. The witch
B. The stepmother
C. The Kids
D. The mother
E. Old witch
APPENDIX V

KEY ANSWER OF TEST CYCLE 2

1. E

2. C

3. A

4. E

5. B

6. D

7. A

8. D

9. A

10. E

11. C

12. A

13. B

14. A

15. C

16. D

17. C

18. E

19. C

20. B
APPENDIX VIII

BLUE PRINT CYCLE 2

ITEM ITEM
MATERIAL TEST TYPE TOTAL
INDICATORS NUMBER

Multiple
Narrative Text Main Idea 13,16 2
Choice

Factual
1,2,5,7,10,15,19 7
Information

Vocabulary 3, 12, 18 3

Reference 8,11,20 3

Inference 4,6,9,14,17 5

Total 20
APPENDIX IX
OBSERVATION CHECKLIST
Observer : Lingga Memoranda, S. Pd
Place : Pondok Pesantren Darul Faizin Pontianak
Cycle :1
Direction : Please fill the observation checklist by using (√) mark based on the activity in
the class.
No Activities Checklist List
Note
Teacher Performance 1 2 3 4
1. The teacher is able to prepare the √
learning well

2. The teacher explains the material √

according to the lesson plan.
3. The teacher implement extensive √
reading on teaching reading
comprehension in narrative text

4. The teacher monitoring when √

students during implement
extensive reading in class

5. The teacher does reflection √

activity

6. The teacher review about the √

material given before

Students Performance
1. Students pay attention with the √
teacher when the teacher give the
explanation about narrative text
 2. The students interest with √
extensive reading in learning
narrative text

The students are able to finding √

factual information
3.

4. The students able to finding main √

idea

5. The students are able to finding √

the meaning of vocabulary

6. The students are able to √

identifying references

7. The students are able making √

inferences

Class Environment
1. The class is not noisy √

2. The class look joyful and fun √

when the teacher and students
does extensive reading
3. There is good interaction between √
students and teacher during
teaching learning

Where :
1 : Less
2 : Enough
3 : Good
4 : Excellent

APPENDIX X
 OBSERVATION CHECKLIST
Observer : Lingga Memoranda, S. Pd
Place : Pondok Pesantren Darul Faizin Pontianak
Cycle :2
Direction : Please fill the observation checklist by using (√) mark based on the activity in
the class.
No Activities Checklist List
Note
Teacher Performance 1 2 3 4
1. The teacher is able to prepare the √
learning well

2. The teacher explains the material √

according to the lesson plan.
3. The teacher implement extensive √
reading on teaching reading
comprehension in narrative text

4. The teacher monitoring when √

students during implement
extensive reading in class

5. The teacher does reflection √

activity

6. The teacher review about the √

material given before

Students Performance
1. Students pay attention with the √
teacher when the teacher give the
explanation about narrative text

2. The students interest with √

extensive reading in learning
narrative text

The students are able to finding √

factual information
3.

4. The students able to finding main √

idea

5. The students are able to finding √

the meaning of vocabulary

6. The students are able to √

identifying references

7. The students are able making √

inferences

Class Environment
1. The class is not noisy √

2. The class look joyful and fun √

when the teacher and students
does extensive reading
3. There is good interaction between √
students and teacher during
teaching learning
Where :
1 : Less
2 : Enough
3 : Good
4 : Excellent

APPENDIX XII

FIELD NOTE
Observer : Lingga Memoranda, S.Pd

Place : Pondok Pesantren Darul Faizin Pontianak

Cycle : 1-2

The Contents of Field

Cycle 1 Cycle 2
Note

1.The class not condusive and 1. The class was very condusive
noisy.

The class situation

1. Students not yet enthusiastic 1. The students look

and not show their interesting enthusiastic and interesting
to extensive reading. with the teaching and
2. Most of students still confused learning process
and misunderstood with 2. The students more
Students attitude narrative text and extensive understood toward teacher
reading explanation. explanation.
3. Not all students bring their 3. Almost students bring their
dictionary, it was make dictionary for English class
students hard and confused to
understand.

1.Some of students did no pay 1. The students pay attention

attention with explanation of with learning process the class
teacher. and have a good interaction
Students interaction
when the teacher explanation
2.Some students are busy with
about narrative text
their own business and a bit
passive in the class.
 1. Teacher need to preparation 1. The teacher was good in
better when began teaching preparation when began
learning process. teaching in the class
2. Teacher need to explanation
2. The teacher was good
not only oral but also written
Teacher performance discussion with students and
language.
explanation clearly in the class
3.It is better for the teacher to
give every students handout of 3. The teacher was gave all of
the text, so students can read students handout of the text.
carefully
Modified from Lodico, Spaulding and Voegtle (2010:334)

APPENDIX XII
STUDENTS’ INDIVIDUAL SCORE IN CYCLE 1
Categorize
No List of Students Score Total
d
1. Adittya Setiawan 6 D 30
 2. Alia 12 C 60
3. Andini Adelia Putri 8 D 40
4. Dhea Sherly Naishila 13 C 65
5. Habibie Eka Andrianto 10 D 50
6. M. Adit Prayoga 7 D 35
7. Muthia Az Zahra 15 B 75
8. Nova Fitriana 9 D 45
9. Rasty Nazela 8 D 40
10. Riski Al Farizi 13 C 65
11. Rizki Isyandi 8 D 40
12. Suci Fajrianti 12 C 60
TOTAL SCORE 605
MEAN SCORE 50,41

APPENDIX XIII
STUDENTS’ INDIVIDUAL SCORE IN CYCLE 2
No List of Students Score Categorized Total
 1. Adittya Setiawan 11 D 55
2. Alia 15 B 75
3. Andini Adelia Putri 16 B 80
4. Dhea Sherly Naishila 18 A 90
5. Habibie Eka Andrianto 15 B 75
6. M. Adit Prayoga 13 C 65
7. Muthia Az Zahra 18 A 90
8. Nova Fitriana 17 B 85
9. Rasty Nazela 17 B 85
10. Riski Al Farizi 16 B 80
11. Rizki Isyandi 15 B 75
12. Suci Fajrianti 17 B 85
TOTAL SCORE 940
MEAN SCORE 78.33

APPENDIX XIV
Documentation