DOWNLOAD PTK BAHASA INGGRIS SMP KELAS VIII TERBARU-This research is intended to find empirical evidence of students reading ability development by using Student Team Achievement Division (STAD) technique in the second year of SMP Negeri ...............
The method used in this research was Classroom Action Research (CAR) method in which to identify and to solve the problem on students’ reading ability. This research is initiated through the observation in the VIII class at SMP Negeri .................; considered as the class whose reading test score are very low. The amount of students in that class is 51. In addition, it is also initiated by interview the English teacher.contoh ptk bahasa inggris smp baru download
In this Classroom Action Research, the writer implements the Kemmis and McTaggart design which consists of four phases. Those are planning, acting, observing, and reflecting. Meanwhile, the data is derived among from the test (pre-test and post-test), observation and interview. Therefore, this study is included into quantitative descriptive research.contoh ptk bahasa inggris smp doc.
The findings of this research are: (1) related to the test result, there was 12.15 % improvement of students’ average score of reading after using STAD; it gained from the pre-test result, there were two students who passed the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM). Then in the result of post-test in cycle 1, there were 15 or 28.57% students in the class who passed the KKM considering their mean score of the test is 66.62. Next in the result of post-test in the cycle 2, there are 36 or 71.43% students who passed the KKM in which their mean score of reading test derived 72.80. (2) Related to the observation result showed that the students were more active and interested in learning reading activity in the classroom. Indeed, they could cooperate with their team. (3) Related to the interview result, it could be known that the students’ reading abil has improved and also assisted the teacher in finding the appropriate technique in teaching reading skill and engage students actively in teaching learning process..contoh ptk bahasa inggris smp baru download
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A.CONTOH LENGKAP PTK BAHASA INGGRIS SMP DOC
CHAPTER I
INTRODUCTION
This chapter outlines a general portrait of what this research deals with. It describes the background of the research, the limitation and formulation of problem, the objective of the research, and the significance of the research.
A. The Background of the Research
English is considered as the most prominent international .contoh ptk bahasa inggris smp baru downloadlanguage and has wide influence in the various fields of activities, such as: communication, economics, education, technology, politics, etc. No one will be able to understand those without understanding English since most of the scientific books are written in English. Hence, learning English is crucial importance.
English becomes the first foreign language and the compulsory subject in Secondary Schools. It covers four basic language skills consisting of listening, speaking, reading and writing which have to be mastered by students. As one of the language skills, reading is considered as the most important skill in learning a foreign language. It is in line with McDonough and Shaw’s statement,
As a skill, reading is clearly one of the most important; in fact in many instances around the world we may argue that reading is the most important foreign language skill, particularly in cases where students have to read English material for their own specialist subject but may never have to speak the language; such cases are often referred to as „English as a library language
Regarding the importance of reading, the ability to read text in English will contribute a great deal of advantages either for careers, for study purposes or simply for information or pleasure, so the need for mastering reading skill cannot be denied.
According to Competency Standard- Standar Kompetensi (SK) and Basic Competency- Kompetensi Dasar (KD) in the current School-Based Curriculum- Kurikulum Tingkat Satuan Pendidikan (KTSP), the second year students of Junior High School are expected to be able to comprehend both the functional text and a simple essay such us descriptive, recount and narrative text in their nearest environment in mastering reading skill. Besides, the policy of the school in determining the Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) for English subject is students are required to achieve score 70 (seventy).
It is realized that the accomplishment of the instructional objectives of the teaching reading skill is not easy and simple, either for the teacher or for the students. Based on the writer’s experience and observation in classroom activities during Praktek Profesi Keguruan Terpadu (PPKT) in SMP Negeri 2..............., there were some problems which students faced in the learning reading skill. For example: First, most of students just had the ability to recognize the word but they could not draw a conclusion of what the author extends. Second, they tended to be lazy to answer the question individually, so they decided to cheat to their friend. Third, the writer found that the teaching learning process was less interesting, so the students were noisy in class. Fourth, the teaching learning process tended to be teacher-centered; the students were passive in teaching learning process. Fifth, the classes in SMP Negeri 2 .............. are big class because it consisted of more than 50 students; hence it was difficult to make teaching learning activity more effective.
Based on the writer’s observation concerning students’ activities in teaching learning process of reading skill, the writer assumed that the teaching learning process seemed to be monotonous because teaching reading was focused on reading aloud, translating the entire words in the passage and finding the difficult words then translating whole passage into Bahasa Indonesia. Furthermore, the theacher liked to dominated in teaching learning process because the students did not give the apportunity to be active in the class. It made the students bored and loses interest in the subjects which affect their reading ability.contoh ptk bahasa inggris smp baru download
In addition, based on interview result with the English teacher, she told that: First, most of second year students of VIII class of SMP Negeri ............. were still difficult to achieve Minimum Mastery Criterion-Kriteria Ketuntasan Minimal (KKM) targets because their knowledge of English still minimum. Second, in reading skill students are unable to comprehend the reading materials in the text; they only guess the meaning on the text. Third, the teacher did not arrange the students into group, because she had been ever tried to arrange them into group but did not work well because they relied on the cleverest in their group to answer the question. Fourth, the classes in SMP N............ are big class because it consisted of more than 50 students; hence it was difficult to make teaching learning activity more effective.
Referring to the problems above, it is necessary for language teacher to foster reading on their students. To improve the student’s ability, the teacher should use appropriate method. The method should be interesting to interest students in teaching learning process. One of the methods is cooperative learning method. It is seen as an active learning process, because students will learn more through a process of constructing and creating working in a group and sharing knowledge. Nevertheless, individual responsibility is still the key of success of learning English. A cooperative learning method is believed as being able to give chance for students to be involved in teaching learning process and take responsibility of his/her own learning.
Students Team Achievement Divisions (STAD) is then taken as the technique to be implemented. It is a type of cooperative learning. It is the way to give stimulus to the students and motivate them to learn, then the students will be active. Using this technique, the students are the center. They will be in the team consists of various students. Every team consist of 4-5 students. They will study together to get better achievement in the form of individual improvement score after taking the individual quiz or individual test. Every member in team need to be responsible for their team progress. So, they will get predicate as “SUPER TEAM”. That means they will get high achievement. STAD consists of five major components; class presentation, teamwork, quizzes, individual improvement scores, and team recognition.
The writer chooses Student Team Achievement Division (STAD) in teaching reading because it is considered that teaching reading should be emphasized in raising student’s motivation so that teaching learning process of reading results will get better achievement. By applying this technique, students’ problem is hopefully solved.
Based on the phenomenon mentioned above, the writer intends to conduct a classroom action research dealing with: ”Developing students’ reading ability by using Student Team Achievement Division (STAD) Technique. (A Classroom Action Research in the second grade of VIII class of SMP N.........................)”.
B. The Limitation and Form ulation of the Problem
The problem that will be discussed is limited only on the using of Student Team Achievement Division (STAD) technique in developing students’ reading ability in the second year of VIII class of SMP ...........
To make research easy to understand, the writer formulates the problem as follow: “Can Student Team Achievement Division (STAD) technique develop students’ reading ability in the second year of VIII class of SMP Negeri ...............?”
C. The Objective of the Research
In line with the problem of the research above, this research is intended to find empirical evidence of students reading ability development by using Student Team Achievement Division (STAD) technique.
D . The Significance of the Research
The significance of this research is conveyed to: First, for the English teacher, the finding of this research can give the alternative way or technique in English teaching to develop the reading ability of the students and enhance their motivation. Second, for the institution of SMP.......... It can be beneficial regarding to improve the education quality. Third, for the further researcher, it will provide them basic information about teaching reading by using Student Team Achievement Division (STAD) technique.
B.PENELITIAN TINDAKAN KELAS SMP KURLITAS LENGKAP
CHAPTER II
THEORETICAL FRAMEWORK
This chapter discussed relevant theories of the teaching reading skill by using Student Team Achievement Division (STAD). It covers the understanding of reading, the purpose of reading, the problems of reading, the understanding of Cooperative Learning, the objective of Cooperative Learning, the understanding of STAD, the advantages and disadvantages of STAD, and teaching reading by Using STAD. In addition, it also covers the general concept of Classroom Action Research (CAR), the objective of CAR and Classroom Action Reasearch Design.
A. READING
1. The Understanding of Reading
Reading is one of the basic skills in learning a language. One of the major problems in reading instruction skill is the definition of reading itself. T he term of “reading” cannot easily be defined because it has many interpretations. It is apparent that one simple definition will not be sufficient, for that reasons; different people would be described and defined this term in different ways. That’s because of different purposes, different basic knowledge, and different importance of reading itself. Nunan stated that “ reading involves processing idea generated by others that are transmitted through language and it involves highly complex cognitive processing operations”. It means, generally reading is a complex process of human’s activity. In this sense, Harmer said that reading is an activity that uses the eyes and the brain in which the eyes has a function to get the message or information and to send the message to the brain, and then the brain gets the message from the eyes and manage the message.
In addition, Harmer stated that reading is not a passive skill. Reading is an active occupation. It involves many skills as guessing, predicting, checking, and asking oneself questions. To do it successfully, we have to understand the words mean, see the pictures the words are painting, understand the arguments and work out if we agree with them. If readers do not do these things, then reader just scratch the surface of the text and quickly forget it. Therefore, it can be said that reading include many aspects of skills and it is a complex process in getting meaning or in understanding the message. It is commonly what we call as reading comprehension.
Farris quoted from Zemelman, Daniels & Hyde that, “Reading means getting meaning from print. The essence of reading is a transaction between the words of an author and the mind of the reader, during which meaning is constructed. This means that the main goal of reading instruction must be comprehension.”
According to Lewin who defined “Reading comprehension is a very complex activity. So much occurs inside mind of reader as the eyes glide over the printed words.” It means, to understand the meaning of a text in reading activity, the reader makes interaction among eyes and mind to gain what the author extand.
Meanwhile, Gebhard said that “Reading includes discovering meaning in print and script, within social context, through bottom-up (to comprehend written language, we rely on our ability to recognize words, phrases and sentences) and top-down processing (as well as on our background knowledge related to the content of what we are reading), and use of strategies and skill.”
Ur stated that some assumptions about the nature of reading are: we need to perceive and decode letters in order to read words, we need to understand all the words in order to understand the meaning of a text, the more symbols (letter or words) there are in text, the longer it will take to read it, we gather meaning from what we read, our understanding of a text comes from understanding the words of which it is composed.
Based on the opinions given by the experts, the writer sums up that the reading is a complex process of human’s activity. As they are reading, they use their eyes and brain to get the meaning of the author’s message. In addition, reading is a kind of activities to understand a written language. It is not only how to get meaning of each words or sentences but the important one is how the reader can get and understand what the author tries to convey through his words. It is a complex process because the readers obviously needed a great number of skills and integrated their skills in getting meaning or in understanding the message.
2. The Objective of Reading
The are many objectives in reading activities. The objective for reading is closely connected to a person’s motivation for reading. Some of them read for pleasure and some read for getting informations.
Here some objectives of reading which are stated by some experts. According to Williams in McDonough and Shaw, the objectives of reading are classified into:
(a) Getting general information from text
(b) Getting specific information from a text; and
(c) For pleasure or for interest.
Therefore, the essential purpose of reading generally to get new information or for pleasure.
Meanwhile Nunan suggest that there are seven main purpose of reading:
a. To obtain information for some purpose or because we are curious about some topic;
b. To obtain instructions on how to perform some task for our work or daily life (e.g., knowing how an appliance works);
c. To act in a play, play a game, do a puzzle;
d. To keep in touch with friends by correspondence or to understand business letters;
e. To know when or where something will take place or what is available;
f. To know what is happening or has happened (as reported in newspapers, magazine, reports);
g. For enjoyment or excitement.
The different objective of reading is also stated by Harmer. He devided it into some areas:
a. Predictive skills
The readers predict what they are going to read. The process of understanding the text is the process of seeing how the content of the text matches up to those prediction.
b. Extracting specific information
Very often we read something because we.contoh ptk bahasa inggris smp baru download want to extract specifict bits of information to find out a fact.
c. Getting the general picture
We often read to things bacause we want to „get general picture’. We want to have an idea of the main points of the text –an overview- wiithout being too concerned with the details.
d. Extracting detailes information
A reader often has to be able to access texts for detailed information.
e. Recognizing fuction and discourse patterns
Rocognising such discourse markers is an important part of understanding how atext is constucted. We understand paragraph structure and paragraph organisation and we recognise device for cohesion
f. Deducing meaning from context
Deduce the meaning of unfamiliar words from the context in which they appear.
In addition, Nuttal divided reading into three objectives. They are:
a. Practicing speaking ability by reading aloud makes reader more confident in pronunciation, even though the normal reading is silent that focused their eye movement to the reading text, it fel so internal and private, because reading is an interaction between the reader and the text written. But this purpose is useful for a teacher who teach in the classroom,because reading aloud is not common outside the classroom.
b. Reading that was direcltly concerned with language learning, i is unlikely you were interested in the pronunciation of what you read except in a tiny minority of cases, and it is even less likely that you were interested in the grammatical stuctured used.
c. „Learn to read’ by giving material that reflect the authentic purposes for wich people do read.
In general, reading objectives mentioned above is to understand or to comprehend the reading passage from the printed text.A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. Read with a specific in mind enables us to focus on the relevant parts of a text and use appropiate reading techniquse. Obviously, purposes for reading must be established before a selection is read.contoh ptk bahasa inggris smp kelas 8
The techniques of reading classified by Grellet are: skimming scanning, extensive reading and intensive reading.
a. Skimming
Skimming is used to get general idea or in formation of a passage. According to Maxwell viewed skimming as “the ability to process large quantities of materials very rapidly in order to read for a specific purpose, the location of main idea.” Skimming would be helpful when we want to find out quickly about the writer’s point of view. We may want to find out what the writer thinks about something. Reders skim to gain a general impression of a book, story, essay, or article and to determine whether to read it more carefully.for example, good readers can read a newspaper headline and the first paragraph or two to determine what the story is about and whether they want to read the article.
b. Scanning
Scanning refers to the ability to locate specific information.For instance, to locate a number in the phone book or file from a list on a computer screen. In addition, according to Maxwell, “scanning is an exelent technique for reviewing to make sure that you have mastered and understood the relevant supporting details.”
c. Extensive Reading
The goal of extensive reading is to improve reading skills by processing a quantity of materials that can be comprehended and pleasurable.
According to Carrell and Carson (1997,pp 49-50) in Methodology in Language Teaching, edited by Richard and Renandya stated,” extensive reading generally involves rapid reading of large quantities of material or longer readings (e.g.. .whole books) for general understanding, with the focus generally on the meaning of what is being read than on the language.”contoh ptk bahasa inggris smp kelas 8
d. Intensive Reading
Nuttal stated, “Intensive reading involves approaching the text under guidance of a teacher or a task which forces the student to focus on the text. The aim is to arrive at an understanding, not only of what the text means, but of how the meaning is produced.”
3. The Problems of Reading
There are many problems faced by a reader as reading. Nuttal classifies the problem in reading as follows:
a. It is because not familiar with the code in which it has been expressed. So one of the prequisites for satisfactory communication is that writer and reader shouls share the same code.
b. The difficulty depends on the amount of previous knowledge that the reader brings to the text.
c. The difficulties lies not in the language, and not in the amount of knowledge the reader requires, but in the complexity of the concepts expressed.
d. The vocabulary is the source of difficulty.
The problems of reading based on Jeremy Harmer, he classified the problems of reading into some ideas:
a. Language
Students will be more difficult to understand in reading a text with longer sentences and longer words rather than with the shorter one And they will have great difficulty in understanding the whole tex when they face many unfamiliar words which text contains. Then, they will have success in reading if they recognize many vocabularies without consciously thinking about it. It is clear that sentence length and the percentage of unknown words are problems in comprehending the text.
b. Topic and genre
The readers feel the topic is not appropriate or they are not familiar with the genre of the text. It caused they may be reluctant to engage fully with the activity. The lack of schematic knowledge may be a major problem to successful in reading.
c. Comprehension tasks
Comprehension is the major purpose in teaching receptive skills. Sometimes in teaching reading, the teacher gives tasks to be testing for students rather than helping them to understand the text. Just testing them is not appropriate way to build their comprehension and sometimes tasks or text that given for students are far too easy or far too difficult.contoh ptk bahasa inggris smp kelas 8
d. Negative expectations
The students predict that they will not understand with the passage because they think that so difficult for them and make them frustration and de-motivating. They have no interest and bored in reading activity.
In addition, Rubin and thompson stated that reading problems for foreign language learners often encounter are:
a. There are too many unfamiliar words
b. Read too slowly
c. The sentences are too long or don’t make sense
The writer sumps up that reading have some problems. The problems are: the readers feel difficult to recognize vocabulary, the readers are unfamiliar with the text, the readers do not have background knowledge to relate with the text, the readers feel unconfident because they judged that reading is difficult.
C.DOWNLOAD LENGKAP JUDUL PTK BAHASA INGGRIS SMP DOC
CHAPTER III
RESEARCH METHODOLOGY
This chapter describes methodological activities to examine the teaching of reading by using Student Team Achievement Division (STAD) technique. It concerns with the method of the research, the setting and subject of the research, the research design, research procedures, technique of collecting data, technique of the data analysis, and data validity.
A. The Method of the Research
The method used in this study is Classroom Action Research (CAR). According to Michael J. Wallace, Classroom Action Research (CAR) is a type of classroom research carried out by the teacher in order to solve problems or to find answers toward context-specific issues. It means that Classroom Action Research attempts to overcome students’ problem in their teaching-learning activities. Besides, this research is conducted based on the preliminary study to describe students’ problem in English learning process.
CAR was applied in this research since it is regarded important for the researcher to develop reading ability of 8th grade at SMP ............by applying a suitable technique. By applying this technique, it was expected to solve students’ problems in teaching-learning process
B. The Setting and Subject of the Research
This study was conducted at SMP ............ The school is at Kabupaten .... This school is chosen as the field of the research based on some reasons: First, the writer has teaching learning experience during Praktek Profesi Keguruaan Terpadu (PPKT) for 4 moths, so the writer knows the real condition of this school, and the writer can identify the problems in teaching reading easily. Second, the writer suggests that innovation is needed in developing students’ reading ability for the better quality of school.
The writer selects the second year of VIII Class of SMP ............., which consists of 51 students in the 2016/2017 academic years as the subjects of the research. This class is chosen based on the interview result with the English teacher and the observation that this class had the lowest achievement on reading test compared with other second grade classes. Therefore, their reading ability needs to be developed by using effective technique.ptk bahasa inggris smp doc
C. The Design of the Research
The research design of CAR in this research is collaborative action research. In conducting the research, the writer collaborated with the one of English teachers of SMP Negeri 2 Cibitung. The teacher acted as an observer while the writer acted as practitioner who taught reading by using the determined technique. The teacher is as an active participant who is not only as an observer but she also took actions by making lesson plan and giving assessment. Moreover, she also collected and analyzed data together with the writer. The CAR design used in this research is Kemmis and McTaggart design. The writer described the cycles through the scheme of action research designed by Kemmis and McTaggart as follows
Figure 3.1
Action Research Cycle
This research consisted of two cycles and each cycle consisted of four elements, namely: Planning, Acting, Observing and Reflecting.
D. The Procedures of the Research
This research was preceded by a priliminary study, which is followed by cycles. Those are planning, acting, observing, and reflecting which are adapted from a design proposed by Kemis McTaggart. After accomplishing the first cycle, it will be probably found a new problem or the previous unfinished problems yet. Therefore, it is necessary to continue to the second cycle in line with the same concept of the first cycle. The procedures of this present research is illustrated in figure 3.2.
Figure 3.2
The phase of Classroom action research modified by the writer
To make clear what happens in every phase. Here are the explanations:
This classroom action research is carried out by following several phases. Before entering the cycle of classroom action research, the writer conducted the preliminary study in order to obtain data about the real condition of the teacher’s and the student’s problem in the teaching-learning activities of English, especially in the teaching-learning of reading.
In conducting the preliminary study, the writer carries out several activities as follows (a) Observing the class condition (b) interviewing the English teachers in terms of the techniques and activities employed in teaching reading (c) giving pre-test to the students in terms of recount text.
After carrying out the preliminary study, then the writer goes on to the next phase. The first cycle of action is done involving planning, acting, observing and reflecting.
1. Planning Phase
In this phase, the writer and the collaborator make some planning based on the finding of preliminary study. The following activities in this action planning are designing lesson plan, determining technique, preparing materials and media, and determining criteria of success.
Designing lesson plan aims to provide the teacher with the guideline of teaching and learning activities. The lesson plan is included the following items: specific instructional objectives, the instructional materials and media, procedure of presentation, and procedure of assessment. The detail lesson plan can be seen in appendix.
Next step is determining the technique; the writer saw the benefit of it. In this case, the STAD technique is used in developing students’ reading ability is applied. The writer design the group based on students’ score in pre-test, the detail group can be seen in appendix.
The following step is preparing materials and media. The materials for implementing the action relate the text including main idea, supporting details, and schematic structures of the text. Taken from English text books for the eighth grade students of junior high school:
a. Buku teks (kristono, Ismukoco, Esti Tri Andayani, Albert Tupan. (“The Bridge English Competence”) for SMP Grade VIII, Yudhistira, Jakarta
b. Buku teks (Mukarto, Sujatmiko, Josephine, Widya Kiswara. (“English on Sky 2”) for junior high school students year VIII, Erlangga, Jakarta.
c. Buku teks (Wardiman, artono dkk “English in Focus”) for grade VIII Junior High School, Pusat Perbukuan Depdiknas, Jakarta
Meanwhile, the media that are used in the action are: Hand out, Paragraph strips, Empty papers. In addition in focus and laptop for showing the explanation through slide show.
The last step is determining the criteria of success. Classroom Action Research (CAR) is able to be called successful if it can exceed the criterion which has been determined, and fail if it is cannot exceed the criterion which has been determined. In line with the research, the criteria of success are decided based on the agreement between the writer and the collaborator (English teacher) are:
a. The student average scrore at least the same as or above 70.0
b. The students’ reading score improves at the same as the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) for English subject is students are required to achieve score 70 (seventy) which is adapted from the school agreement (SMP ..........).
c. It is considered successful if 70% (36 out of 51) of the students could achieve some improvement scores from the pre-test until the second post-test in cycle two at least the same as or above 70.0.
If the criterion of the action success achieved, it means that the next action of the Classroom Action Research (CAR) would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.ptk bahasa inggris smp pdf
2. Acting Phase
In this phase, both the writer and the teacher collaborate to carry out the planned action. In implementing the action, the writer acts as the English teacher who uses the determined technique as he is teaching. Meanwhile the collaborator acts as the observer who observes class condition and all the activities that happen in the teaching learning process. Here, it begins the process of going more deeply into the issue being researched. According to Arikunto, the acting phase should be implemented at least two cycles continously; and the time period for each cycle depends on the material needs that existed in the semester or annual program design by the teacher. Related to the condition of limited teaching learning period, that is why the writer and the teacher take the action phase during two weeks within two cycles in which each cycle consists of two meetings in action.
3. Observing phase
In this phase, the writer carries out observation toward implementation of the action using unstructured observation sheet based on the lesson plan. The writer observed the outcomes of the intervention and reflecting on its effectiveness. When observing, the observer should notice and note all of activities in the physical classroom. It may be about the teacher’s performance, class situation, students’ response, etc. In this phase, it also collects the data derived from evaluation or post-test.
4. Reflecting Phase
This phase is aimed to reflect the completely done action based upon data that have been collected, and then it is necessary to hold evaluation for completing the next cycle. This phase is carried out collaboratively, that is to discuss further some problems occurred in the class. Thus, the reflection is able to be determined after implementing the action and observation outcomes. If there still might have found some problems, so it needs to move to the next cycle concerning re-planning, re-acting, and re-observing. Therefore, the unfinished problems yet could be solved.
D.PROPOSAL PTK KENAIKAN PANGKAT GURU SMP TERBARU
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