STUDENTS’ COMPETENCE IN PREDICTING INFORMATION THROUGH PICTURES ON READING TEXT AT GRADE VIII STUDENTS OF JUNIOR HIGH SCHOOL.
STUDENTS’ COMPETENCE IN PREDICTING INFORMATION
THROUGH PICTURES ON READING TEXT AT GRADE VIII
STUDENTS OF JUNIOR HIGH SCHOOL
A THESIS
Submitted in partial fulfilment of the Requirements
for the Degree of Sarjana Pendidikan
By:
PUTRI WIDYA NINGSIH
REG. NUMBER 2123121040
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Ningsih, Putri Widya. 2123121040. Students’ Competence in Predicting Information
through Picture on Reading Text at Grade VIII Students of Junior High School. A
Thesis. English Department. Faculty of Languages and Arts. State University of Medan.
2016.
This study is aimed to find out whether students pay more attention to picture, get
information from picture and understanding the content of the text. It was conducted by using
descriptive quantitative research. The source of the data was taken from the textbook entitled
English in Focus published by Nur Ilmu, Yudhistira and students’ grade VIII of SMPN 3
Percut Sei Tuan. There are 9 classes of grade VIII which consists of 325 students, and VIII-1
was taken as the sample of this research. The data of this study were obtained from the
students’ score of reading test. Based on the result of data analysis, it was found that the
competence in predicting information through picture is very good. From 38 sample students,
there were 21 students (55,3%) got very good score or can predict more than 5 details of
information from the text, 15 students (39.5%) got good score or can predict less than 5
details of information from the text and only 2 students (5.2%) got bad score or predict less
than 2 information. As well as their reading comprehension of the text with mean score 82.37
which is higher than the Minimal Completeness Criteria (KKM) of reading applied by SMPN
3 Percut Sei Tuan. It can be concluded that The result of this research is appropriate to the
theory which claim that pictures are useful for getting students to predict what is coming next
in a lesson and help the students comprehend the text easily.
Keywords: Predicting Information, Picture, Reading Text.
i
ABSTRAK
Ningsih, Putri Widya. 2123121040. Kompetensi Siswa Dalam Memprediksi Informasi
dari Teks Bergambar pada Siswa Kelas VIII SMP. Skripsi. Jurusan Bahasa dan Sastra
Inggris. Fakultas Bahasa dan Seni. Universitas Negeri Medan. 2016.
Penelitian ini bertujuan untuk mengetahui apakah siswa lebih memperhatikan gambar,
mendapat informasi dari gambar dan memahami isi teks. Penelitian ini dilakukan
menggunakan metode deskriptif kuantitatif. Sumber data diambil dari buku teks berjudul
English in Focus yang diterbitkan oleh Nur Ilmu, Yudhistira serta siswa kelas VIII SMPN 3
Percut Sei Tuan. Terdapat 9 paralel kelas VIII yang terdiri dari 325 siswa, kelas VIII-1
digunakan sebagai sampel penelitian. Data penelitian diambil dari nilai tes membaca siswa.
Berdasarkan hasil analisis data,telah ditemukan bahwa hasil kompetensi siswa dalam
memprediksi informasi dari teks bergambar sangat baik. Dari 38 sampel siswa, terdapat 21
siswa (55,3%) mendapat predikat sangat baik atau mampu memprediksi lebih dari 5
informasi pada teks, 15 siswa (39,5%) mendapat predikat baik karena mampu memprediksi
sekurangnya 5 informasi pada teks dan hanya 2 siswa (5.2%) yang mendapat predikat buruk
atau hanya mampu memprediksi dua informasi. Begitu pula dengan kemampuan siswa
membaca teks dengan nilai rata-rata 82.37 yang lebih tinggi dari KKM membaca yang telah
ditetapkan oleh SMPN 3 Percut Sei Tuan. Dapat disimpulkan bahwa hasil penelitian ini
sesuai dengan teori yang mengklaim bahwasanya penggunaan gambar sangat berguna dalam
membiasakan siswa memprediksi kelanjutan pembelajaran serta membantu siswa lebih
mudah dalam memahami isi teks.
Kata Kunci: Memprediksi Informasi, Gambar, Teks Bacaan
ii
ACKNOWLEDGEMENT
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis cannot be accomplished
without their guidance, suggestions, and comments for which the writer would
like to express her sincere appreciation which directed to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M. Pd., the Head of English Department as well
as her Thesis Examiner, Dra. Meisuri, M.A., the Secretary of English
Department and Nora Ronita Dewi, S.S, S.Pd, M.Hum., Head of English
Education Study Program.
Dr. Anni Holila Pulungan, M.Hum and Rita Suswati, S.Pd, M.Hum,
her Thesis Consultants.
Syamsul Bahri, S.S., M.Hum., . her Thesis Examiner.
All lecturers of English Department who have taught and giving her
knowledge, advices and amazing study experiences.
Eis Sri Wahyuningsih, M.Pd., and Pak Pantes, as the Administration
Staff of English Department, for her attention, assistance, and information
in completing this thesis
Drs. Rusman, the Principal of SMP Negeri 3 Percut Sei Tuan and the
English Teacher for giving permission and helping the writer to do this
research.
Nani Walati, S.S., the English Teacher of SMP Negeri 3 Percut Sei Tuan,
for the supports, guidance, suggestion, and motivations in the process of
completing this thesis. And all the teachers and students at the school for
the good cooperation.
Wiratno and Mariana Damanik, her beloved parents for their endless
love, prayer, moral and financial support in completing her study. Yuni
khairina S.Pd, Desy Dwi Jayanti, and Boby Surya Bimantoro, her
lovable siblings, and all her relatives for their support.
Her beloved friends, the students of English Department, Shely Theo
Claudia Hutajulu, Mariani Simanjuntak S.Pd, Nurul Hidayanti S.pd,
Adi Sutrisno, Dwi Handayani, Junianto Manulang, Shinta Sasmita,
Ryan Arif, Fajar Pratama Ginting, Tri Utari Arwilana S.Pd, and for
students in Regular, Extension and Literature A,B,C 2012 who cannot be
iii
mentioned one by one, who had inspired, encouraged and gave her
support, helping, and laughs during her study years and process of writing
this thesis.
Last but not least, the researcher resizes that her thesis still has some weakness
and mistakes. Thus she would be grateful to accept any suggestion and
correction from anyone for the better writing.
Medan, September2016
The Researcher
Putri Widya Ningsih
Reg. No. 2123121040
iv
TABLE OF CONTENTS
Pages
CHAPTER I. INTRODUCTION ...............................................................
A. The Background of the Study ......................................................
B. The Problem of the Study .............................................................
C. The Objectives of the Study ..........................................................
D. The Scope of the Study .................................................................
E. The Significance of the Study .......................................................
CHAPTER II. REVIEW OF LITERATURE ..........................................
A. Theoretical Framework .................................................................
1. Competence ..............................................................................
2. Reading ..................................................................................
3. Reading Comprehension ...........................................................
4. Stages of Reader .......................................................................
5. Genres
..................................................................................
a. Descriptive Text ...................................................................
b. Grammatical Features and Generic Structures ......................
c. Example of Descriptive Text ...............................................
6. Activating or Buiding Background Knowledge ........................
a. Predicting .............................................................................
b. Predicting through Pictures ..................................................
c. Procedure of Predicting through Pictures .............................
7. Assessing Reading Comprehension .........................................
B. Relevant Studies ...........................................................................
C. Conceptual Framework ................................................................
CHAPTER III. RESEARCH METHOD ..................................................
A. Research Design ............................................................................
B. Data and the Source of Data ..........................................................
C. The Instrument of Collecting Data ................................................
D. Procedure of Collecting Data ........................................................
E. Scoring the Test .............................................................................
F. Validity and Reliability .................................................................
G. Technique of Analyzing Data........................................................
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS.......
A. Data
..................................................................................
B. Data Analysis ...............................................................................
C. Research Findings .........................................................................
D. Discussion ..................................................................................
v
1
1
4
4
5
5
6
6
6
7
8
10
12
13
15
16
16
17
20
21
21
22
24
26
26
26
26
27
27
28
30
32
32
39
41
42
CHAPTER V. CONCLUSIONS AND SUGGESTIONS .........................
A. Conslusions ..................................................................................
B. Suggestions ..................................................................................
44
44
45
REFERENCES
APPENDIX
46
48
..................................................................................
..................................................................................
vi
LIST OF TABLES
Pages
Table 2.1 The Example of Descriptive Text .................................................
Table 3.1 Making Prediction Rubric .............................................................
Table 4.1 The Analysis of Students’ Prediction through Picture .................
Table 4.2 The Analysis of Students’ Prediction through Picture .................
Table 4.3 The Analysis of Students’ Prediction through Picture .................
Table 4.4 The Analysis of Students’ Prediction through Picture .................
Table 4.5 The Analysis of Students’ Prediction through Picture .................
Table 4.6 The Analysis of Students’ Prediction through Picture .................
vii
16
28
33
34
35
36
37
38
LIST OF APPENDIXES
Pages
Appendix A.Students’ Work Sheets ......................................................................49
Appendix B. The Result of the Test .......................................................................50
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading as one of the four language skills is an essential skill for students
and taught formally from elementary school up to the university level. It also
has a great position in Learning English in the class, shown by the quantity of
test that faced by the students in the National Examination in Indonesia which
has included 15 listening and 35 reading questions based on Association of
National Education Standard (BSNP).
Reading is a foundation skill for learning, personal growth, and
enjoyment. Student must be able to read and understand text in all formats
(e.g. picture, video, print). Nowadays there are many ways to get the
information that students need by reading, such as from newspaper, magazine,
novel, articles, journal and also other kind of reading book.
Though reading is supposed to be the most important skill, students often
find difficulty to understand the new text without having prior knowledge
because they are lack of vocabulary knowledge and they lack of a direct tool
to help them in comprehending the text. Therefore, teacher should stimulate
them to predict and infer what the text is about. The students need to know
many words to get the information on the text. The teacher needs a strategy to
make the students comprehend and catch the idea of the text easily. In this
1
2
case, pictures can be used as a media to help the students awake their prior
knowledge.
Picture is one of visual aids. It is one of the media that can help the
students develop their knowledge about the topic of the text. Harmer
(2007:179) affirms that pictures are useful for getting students to predict what
is coming next in a lesson. When the students read certain text, they will easily
get information when they understand the pictures. As a result, teacher should
provide some pictures to facilitate the students in understanding the content of
a text. Furthermore, proper pictures have to be considered because familiar
and simple pictures are needed by the student.
For example, if the teacher teaches the students who live or stay in the
village environment, it is better to show the text with the picture is set with
animals or plants. It will help them in activating their prior knowledge.
Meanwhile, if the students are from upside belong, at least the teacher shows
the picture about building, market, station, or other kind of things, places or
anything that they have seen and been before.
Predicting by using picture is a strategy which has a high possibility in
helping students’ reading achievement. Through this strategy, students find
clues or connecting points. All of our prior knowledge of places and situations
enable us to predict when we read and thus to comprehend and enjoy what we
read. Predicting brings potential meaning to text and reducing ambiguity
(Moreillon, 2007:76). The predicting strategy activates students’ prior
knowledge and starts engagement with key concepts. It activates prior
3
knowledge and shows students that they were smart enough to figure things
out in reading.
But, the problem is how students could be able to recognize the
information from the picture that is showed in reading text. Every student has
their opinion to judge it, but they have to get the right point of information that
would they find from the picture in reading text. Because usually, if they find
some pictures in reading text, they just see at first glance, without realizing
and recognizing what is the picture conveying. The students see the pictures in
reading text as an entertainment for them. Actually they could get the
information if they pay their attention toward the pictures in reading text.
Therefore, they did not give full attention and enthusiasm in the process of
reading.
According to English syllabus of curriculum, one of the genres learned in
Junior High School is descriptive text. Its purpose is to describe person, things
and place by using vivid details. Descriptive text appeals to the senses, so it
tells how something looks, feels, smells, tastes and/or sounds. A good
description is like a “word picture” so the reader can imagine the object, place
or person clearly in their mind.
Based on the researchers’ observation and interviewing the teacher in SMP
Negeri 3 Percut Sei Tuan on grade VIII. The teacher told that her students
have difficulty in understanding the content of a new text, as recently they
learned descriptive. This situation is proven by the students’ scores of reading.
Most of students get the score below the Minimal Completeness Criteria
4
(KKM) of SMPN 3 Percut Sei Tuan. The KKM of reading applied for grade
VIII by school is 70.
But when teacher used pictures as the tools in teaching reading descriptive
texts, the students paid more attention to the pictures and when the teacher
asked them to predict what will happen in the text, they have various answers.
This situation motivates them to read and figure out the content of the text.
The pictures also help the students in understanding new vocabulary in the
text.
Hence, based on the explanation above, the researcher is interested in
conducting this research related to reading text which has pictures inside. The
researcher will find out whether the students pay more attention to the
pictures, whether they get the information easily from the pictures and
understanding the content of the text.
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated as the following: How is students’ competence in predicting
information through pictures on reading text at junior high school?
C. The Objective of the Study
The objective of the study is to analyze the students’ competence in
predicting information through pictures in reading text at junior high school.
5
D. The Scope of the Study
Based on the background above, this study will be limited to the analysis
of students’ competence in predicting information through pictures in reading
descriptive text particularly in describing object. The level of students being
studied is Grade VIII of Junior High School.
E. The Significance of the Study
The findings of the study are expected to be useful for:
1. Theoretically, for English teachers to know how far the abilities of the
students in predicting information through picture in reading text and the
way to solve their problem; for the researchers to use this study as
reference for next research.
2. Practically, for the students to help their problem and their weakness in
their studying of predicting information through pictures in reading text.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
In reference with analysing students’ competence in predicting
information through picture on reading text at junior high school, it could be
concluded that students’ competence in predicting information through picture
on reading text at SMPN 3 Percut Sei Tuan is very good. From 38 sample
students, there were 21 students (55,3%) got very good score or can predict
more than 5 details of information from the text, 15 students (39.5%) got good
score or can predict less than 5 details of information from the text and only 2
students (5.2%) got bad score or predict less than 2 information.
Students’ comprehension in reading descriptive text is good. The total
score was 3130 with mean score 82.37 which is higher than the Minimal
Completeness Criteria (KKM) of reading applied by SMPN 3 Percut Sei Tuan.
With the highest score is 100 and the lowest score is 60.
The result of this research is appropriate to the theory which claim that
pictures are useful for getting students to predict what is coming next in a
lesson (Harmer, 2007:179) it is also help the students comprehend the text
easily.
44
45
B. Suggestions
Since the result of students’ competence in predicting information through
picture on reading text at SMPN 3 Percut Sei Tuan is very good as well as
their reading comprehension of the text, it is suggested that:
1. English teachers to use picture as their media in teaching reading to
help the students develop their knowledge about the topic of the text.
2. The students to help their problem and their weakness in reading
especially in comprehending a new text.
3. Other researchers to use this study as reference for further research.
REFERENCES
Arikunto, S. 2009. Manajemen Penelitian. Jakarta: Rineka Cipta
Ariyani, R. 2013. Kemampuan Siswa Dalam Memprediksi Informasi dari Teks Bergambar
pada Siswa Kelas Dua di SMPN 3 Kencong Jember pada Tahun Akademik 2012/2013.
Jember: University of Muhammadiyah Jember
Ary, D. et al. 2002. Introduction to Research in Education. Wadsworth: Cengage Learning.
Bailey, E. 2014. Reading Comprehension Skills: Making Prediction.[Online].
http://specialed.about.com/od/readingliteracy/a/Reading-Comprehension-Skills-MakingPredictions.htm (accessed on May 12th 2016)
Caldwell, J. S. 2008. Reading Assessment: A Primer for Teachers and Coaches. 2nd Edition.
New York: The Gailfard Press.
Campbell, E. and Cuba, M. 2015. Analyzing the Role of Visual Cues in Developing
Prediction-Making Skills of Third and Ninth Grade English Language Learners. The
CATESOL Journal. Vol. 27, No. 1
Dirgayasa, I. W. 2012. Maritime English. Medan: Unimed Press
Duffy, G. 2003. Explaining Reading: A Resource for Teaching Concepts, Skills, and
Strategies. New York: Guilford Press.
Grabe, W. and Stoller, F.L. 2002. Teaching and Researching Reading. London: Pearson
Education.
Guisinger,
P.
2016.
Predicting.
[Online]. http://www.ohiorc.org/adlit/strategy/
strategy_each.aspx?id=000009#what. (accessed on December 12th 2015)
Harmer, J. 2007. The Practice of English Language Teaching. 4th Edition. Essex: Pearson
Education Ltd.
Hindle, D. 2008. Teaching Reading in the Early Grades: A Teacher’s Handbook. Pretoria:
Department of Education
Knapp, P and Watkins, M. 2005. Genre, Text and Grammar. Sydney: UNSW Press Ltd.
Kountur, R. 2007. Metode Penelitian untuk Penulisan Skripsi dan Tesis. Jakarta: Buana
Printing.
Mendenhall, R. 2015. What is Competency?. Huffington: Huffpost College
Mikuleckey, B.S. 1990. A Short Course in Teaching Reading Skills. Moscow: AddisonWesley Publishing Company
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47
Moreillon, J. 2007. Collaborative Strategies for Teaching Reading Comprehension:
Maximizing Your Impact. Chicago: American Library Association.
Meutia, F. 2013. An Analysis of the Students’ Competence in Predicting Information from
Pictures on Reading Text: Research at the 2nd Grade Students of MTsN Langsa. Langsa:
IAIN Langsa
Nordquist, R. 2015. 5 Model Descriptive Paragraph. [Online]. http://grammar.
about.com/od/developingparagraphs/a/samdescpars.htm (accessed on May 23rd 2016)
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw-Hill.
Nurgiyantoro, B. 1997. Tes dalam Pengajaran Bahasa dan Sastra. Yogyakarta: BPFE
Yogyakarta
Orr, J.K. 2006. Growing Up with English. Washington: Office of English Language Program
US Department of State
Pardiyono. 2007. Pasti Bisa: Teaching Genre-Based Writing. Yogyakarta: Andi
Patel, M.F., and Jain, P.M. 2008. English Language Teaching: Methods, Tools & Techniques.
Jaipur: Sunrise Publishers and Distributors.
Samuels, E. 2002. The Method of Repeated Readings. New York: IRA
Schoch,
K.
2011.
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Thomas, U. 2005. The Power of Prediction: Using Prediction Journals to Increase
Comprehension in Kindergarten. [Online]. http://files.eric.ed.gov /fulltext/ED490766.pdf
(accessed on May 18th 2016)
Trehearne, M. P. 2004. Comprehensive Literacy Resources for Grade 1-2 Teachers. New
York: ETA Cuisenaire
Yu, F. 2015. An Analysis of Picture for Improving Reading Comprehension: A Case Study of
New Hanyu Shuiping Kaoshi. The Nebraska Educator: The Student-Led Journal. Vol.
27, No.1
THROUGH PICTURES ON READING TEXT AT GRADE VIII
STUDENTS OF JUNIOR HIGH SCHOOL
A THESIS
Submitted in partial fulfilment of the Requirements
for the Degree of Sarjana Pendidikan
By:
PUTRI WIDYA NINGSIH
REG. NUMBER 2123121040
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2016
ABSTRACT
Ningsih, Putri Widya. 2123121040. Students’ Competence in Predicting Information
through Picture on Reading Text at Grade VIII Students of Junior High School. A
Thesis. English Department. Faculty of Languages and Arts. State University of Medan.
2016.
This study is aimed to find out whether students pay more attention to picture, get
information from picture and understanding the content of the text. It was conducted by using
descriptive quantitative research. The source of the data was taken from the textbook entitled
English in Focus published by Nur Ilmu, Yudhistira and students’ grade VIII of SMPN 3
Percut Sei Tuan. There are 9 classes of grade VIII which consists of 325 students, and VIII-1
was taken as the sample of this research. The data of this study were obtained from the
students’ score of reading test. Based on the result of data analysis, it was found that the
competence in predicting information through picture is very good. From 38 sample students,
there were 21 students (55,3%) got very good score or can predict more than 5 details of
information from the text, 15 students (39.5%) got good score or can predict less than 5
details of information from the text and only 2 students (5.2%) got bad score or predict less
than 2 information. As well as their reading comprehension of the text with mean score 82.37
which is higher than the Minimal Completeness Criteria (KKM) of reading applied by SMPN
3 Percut Sei Tuan. It can be concluded that The result of this research is appropriate to the
theory which claim that pictures are useful for getting students to predict what is coming next
in a lesson and help the students comprehend the text easily.
Keywords: Predicting Information, Picture, Reading Text.
i
ABSTRAK
Ningsih, Putri Widya. 2123121040. Kompetensi Siswa Dalam Memprediksi Informasi
dari Teks Bergambar pada Siswa Kelas VIII SMP. Skripsi. Jurusan Bahasa dan Sastra
Inggris. Fakultas Bahasa dan Seni. Universitas Negeri Medan. 2016.
Penelitian ini bertujuan untuk mengetahui apakah siswa lebih memperhatikan gambar,
mendapat informasi dari gambar dan memahami isi teks. Penelitian ini dilakukan
menggunakan metode deskriptif kuantitatif. Sumber data diambil dari buku teks berjudul
English in Focus yang diterbitkan oleh Nur Ilmu, Yudhistira serta siswa kelas VIII SMPN 3
Percut Sei Tuan. Terdapat 9 paralel kelas VIII yang terdiri dari 325 siswa, kelas VIII-1
digunakan sebagai sampel penelitian. Data penelitian diambil dari nilai tes membaca siswa.
Berdasarkan hasil analisis data,telah ditemukan bahwa hasil kompetensi siswa dalam
memprediksi informasi dari teks bergambar sangat baik. Dari 38 sampel siswa, terdapat 21
siswa (55,3%) mendapat predikat sangat baik atau mampu memprediksi lebih dari 5
informasi pada teks, 15 siswa (39,5%) mendapat predikat baik karena mampu memprediksi
sekurangnya 5 informasi pada teks dan hanya 2 siswa (5.2%) yang mendapat predikat buruk
atau hanya mampu memprediksi dua informasi. Begitu pula dengan kemampuan siswa
membaca teks dengan nilai rata-rata 82.37 yang lebih tinggi dari KKM membaca yang telah
ditetapkan oleh SMPN 3 Percut Sei Tuan. Dapat disimpulkan bahwa hasil penelitian ini
sesuai dengan teori yang mengklaim bahwasanya penggunaan gambar sangat berguna dalam
membiasakan siswa memprediksi kelanjutan pembelajaran serta membantu siswa lebih
mudah dalam memahami isi teks.
Kata Kunci: Memprediksi Informasi, Gambar, Teks Bacaan
ii
ACKNOWLEDGEMENT
This thesis is submitted to the English Department, Faculty of Languages
and Arts, State University of Medan as a partial fulfillment of the requirements for
taking the degree of Sarjana Pendidikan.
During the process of writing and conducting the research, the writer was
assisted and supported by many people. This thesis cannot be accomplished
without their guidance, suggestions, and comments for which the writer would
like to express her sincere appreciation which directed to:
Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of
Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Language and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M. Pd., the Head of English Department as well
as her Thesis Examiner, Dra. Meisuri, M.A., the Secretary of English
Department and Nora Ronita Dewi, S.S, S.Pd, M.Hum., Head of English
Education Study Program.
Dr. Anni Holila Pulungan, M.Hum and Rita Suswati, S.Pd, M.Hum,
her Thesis Consultants.
Syamsul Bahri, S.S., M.Hum., . her Thesis Examiner.
All lecturers of English Department who have taught and giving her
knowledge, advices and amazing study experiences.
Eis Sri Wahyuningsih, M.Pd., and Pak Pantes, as the Administration
Staff of English Department, for her attention, assistance, and information
in completing this thesis
Drs. Rusman, the Principal of SMP Negeri 3 Percut Sei Tuan and the
English Teacher for giving permission and helping the writer to do this
research.
Nani Walati, S.S., the English Teacher of SMP Negeri 3 Percut Sei Tuan,
for the supports, guidance, suggestion, and motivations in the process of
completing this thesis. And all the teachers and students at the school for
the good cooperation.
Wiratno and Mariana Damanik, her beloved parents for their endless
love, prayer, moral and financial support in completing her study. Yuni
khairina S.Pd, Desy Dwi Jayanti, and Boby Surya Bimantoro, her
lovable siblings, and all her relatives for their support.
Her beloved friends, the students of English Department, Shely Theo
Claudia Hutajulu, Mariani Simanjuntak S.Pd, Nurul Hidayanti S.pd,
Adi Sutrisno, Dwi Handayani, Junianto Manulang, Shinta Sasmita,
Ryan Arif, Fajar Pratama Ginting, Tri Utari Arwilana S.Pd, and for
students in Regular, Extension and Literature A,B,C 2012 who cannot be
iii
mentioned one by one, who had inspired, encouraged and gave her
support, helping, and laughs during her study years and process of writing
this thesis.
Last but not least, the researcher resizes that her thesis still has some weakness
and mistakes. Thus she would be grateful to accept any suggestion and
correction from anyone for the better writing.
Medan, September2016
The Researcher
Putri Widya Ningsih
Reg. No. 2123121040
iv
TABLE OF CONTENTS
Pages
CHAPTER I. INTRODUCTION ...............................................................
A. The Background of the Study ......................................................
B. The Problem of the Study .............................................................
C. The Objectives of the Study ..........................................................
D. The Scope of the Study .................................................................
E. The Significance of the Study .......................................................
CHAPTER II. REVIEW OF LITERATURE ..........................................
A. Theoretical Framework .................................................................
1. Competence ..............................................................................
2. Reading ..................................................................................
3. Reading Comprehension ...........................................................
4. Stages of Reader .......................................................................
5. Genres
..................................................................................
a. Descriptive Text ...................................................................
b. Grammatical Features and Generic Structures ......................
c. Example of Descriptive Text ...............................................
6. Activating or Buiding Background Knowledge ........................
a. Predicting .............................................................................
b. Predicting through Pictures ..................................................
c. Procedure of Predicting through Pictures .............................
7. Assessing Reading Comprehension .........................................
B. Relevant Studies ...........................................................................
C. Conceptual Framework ................................................................
CHAPTER III. RESEARCH METHOD ..................................................
A. Research Design ............................................................................
B. Data and the Source of Data ..........................................................
C. The Instrument of Collecting Data ................................................
D. Procedure of Collecting Data ........................................................
E. Scoring the Test .............................................................................
F. Validity and Reliability .................................................................
G. Technique of Analyzing Data........................................................
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDINGS.......
A. Data
..................................................................................
B. Data Analysis ...............................................................................
C. Research Findings .........................................................................
D. Discussion ..................................................................................
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CHAPTER V. CONCLUSIONS AND SUGGESTIONS .........................
A. Conslusions ..................................................................................
B. Suggestions ..................................................................................
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REFERENCES
APPENDIX
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LIST OF TABLES
Pages
Table 2.1 The Example of Descriptive Text .................................................
Table 3.1 Making Prediction Rubric .............................................................
Table 4.1 The Analysis of Students’ Prediction through Picture .................
Table 4.2 The Analysis of Students’ Prediction through Picture .................
Table 4.3 The Analysis of Students’ Prediction through Picture .................
Table 4.4 The Analysis of Students’ Prediction through Picture .................
Table 4.5 The Analysis of Students’ Prediction through Picture .................
Table 4.6 The Analysis of Students’ Prediction through Picture .................
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LIST OF APPENDIXES
Pages
Appendix A.Students’ Work Sheets ......................................................................49
Appendix B. The Result of the Test .......................................................................50
viii
CHAPTER I
INTRODUCTION
A. The Background of the Study
Reading as one of the four language skills is an essential skill for students
and taught formally from elementary school up to the university level. It also
has a great position in Learning English in the class, shown by the quantity of
test that faced by the students in the National Examination in Indonesia which
has included 15 listening and 35 reading questions based on Association of
National Education Standard (BSNP).
Reading is a foundation skill for learning, personal growth, and
enjoyment. Student must be able to read and understand text in all formats
(e.g. picture, video, print). Nowadays there are many ways to get the
information that students need by reading, such as from newspaper, magazine,
novel, articles, journal and also other kind of reading book.
Though reading is supposed to be the most important skill, students often
find difficulty to understand the new text without having prior knowledge
because they are lack of vocabulary knowledge and they lack of a direct tool
to help them in comprehending the text. Therefore, teacher should stimulate
them to predict and infer what the text is about. The students need to know
many words to get the information on the text. The teacher needs a strategy to
make the students comprehend and catch the idea of the text easily. In this
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case, pictures can be used as a media to help the students awake their prior
knowledge.
Picture is one of visual aids. It is one of the media that can help the
students develop their knowledge about the topic of the text. Harmer
(2007:179) affirms that pictures are useful for getting students to predict what
is coming next in a lesson. When the students read certain text, they will easily
get information when they understand the pictures. As a result, teacher should
provide some pictures to facilitate the students in understanding the content of
a text. Furthermore, proper pictures have to be considered because familiar
and simple pictures are needed by the student.
For example, if the teacher teaches the students who live or stay in the
village environment, it is better to show the text with the picture is set with
animals or plants. It will help them in activating their prior knowledge.
Meanwhile, if the students are from upside belong, at least the teacher shows
the picture about building, market, station, or other kind of things, places or
anything that they have seen and been before.
Predicting by using picture is a strategy which has a high possibility in
helping students’ reading achievement. Through this strategy, students find
clues or connecting points. All of our prior knowledge of places and situations
enable us to predict when we read and thus to comprehend and enjoy what we
read. Predicting brings potential meaning to text and reducing ambiguity
(Moreillon, 2007:76). The predicting strategy activates students’ prior
knowledge and starts engagement with key concepts. It activates prior
3
knowledge and shows students that they were smart enough to figure things
out in reading.
But, the problem is how students could be able to recognize the
information from the picture that is showed in reading text. Every student has
their opinion to judge it, but they have to get the right point of information that
would they find from the picture in reading text. Because usually, if they find
some pictures in reading text, they just see at first glance, without realizing
and recognizing what is the picture conveying. The students see the pictures in
reading text as an entertainment for them. Actually they could get the
information if they pay their attention toward the pictures in reading text.
Therefore, they did not give full attention and enthusiasm in the process of
reading.
According to English syllabus of curriculum, one of the genres learned in
Junior High School is descriptive text. Its purpose is to describe person, things
and place by using vivid details. Descriptive text appeals to the senses, so it
tells how something looks, feels, smells, tastes and/or sounds. A good
description is like a “word picture” so the reader can imagine the object, place
or person clearly in their mind.
Based on the researchers’ observation and interviewing the teacher in SMP
Negeri 3 Percut Sei Tuan on grade VIII. The teacher told that her students
have difficulty in understanding the content of a new text, as recently they
learned descriptive. This situation is proven by the students’ scores of reading.
Most of students get the score below the Minimal Completeness Criteria
4
(KKM) of SMPN 3 Percut Sei Tuan. The KKM of reading applied for grade
VIII by school is 70.
But when teacher used pictures as the tools in teaching reading descriptive
texts, the students paid more attention to the pictures and when the teacher
asked them to predict what will happen in the text, they have various answers.
This situation motivates them to read and figure out the content of the text.
The pictures also help the students in understanding new vocabulary in the
text.
Hence, based on the explanation above, the researcher is interested in
conducting this research related to reading text which has pictures inside. The
researcher will find out whether the students pay more attention to the
pictures, whether they get the information easily from the pictures and
understanding the content of the text.
B. The Problem of the Study
Based on the background of the study, the problem of the study is
formulated as the following: How is students’ competence in predicting
information through pictures on reading text at junior high school?
C. The Objective of the Study
The objective of the study is to analyze the students’ competence in
predicting information through pictures in reading text at junior high school.
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D. The Scope of the Study
Based on the background above, this study will be limited to the analysis
of students’ competence in predicting information through pictures in reading
descriptive text particularly in describing object. The level of students being
studied is Grade VIII of Junior High School.
E. The Significance of the Study
The findings of the study are expected to be useful for:
1. Theoretically, for English teachers to know how far the abilities of the
students in predicting information through picture in reading text and the
way to solve their problem; for the researchers to use this study as
reference for next research.
2. Practically, for the students to help their problem and their weakness in
their studying of predicting information through pictures in reading text.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
In reference with analysing students’ competence in predicting
information through picture on reading text at junior high school, it could be
concluded that students’ competence in predicting information through picture
on reading text at SMPN 3 Percut Sei Tuan is very good. From 38 sample
students, there were 21 students (55,3%) got very good score or can predict
more than 5 details of information from the text, 15 students (39.5%) got good
score or can predict less than 5 details of information from the text and only 2
students (5.2%) got bad score or predict less than 2 information.
Students’ comprehension in reading descriptive text is good. The total
score was 3130 with mean score 82.37 which is higher than the Minimal
Completeness Criteria (KKM) of reading applied by SMPN 3 Percut Sei Tuan.
With the highest score is 100 and the lowest score is 60.
The result of this research is appropriate to the theory which claim that
pictures are useful for getting students to predict what is coming next in a
lesson (Harmer, 2007:179) it is also help the students comprehend the text
easily.
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B. Suggestions
Since the result of students’ competence in predicting information through
picture on reading text at SMPN 3 Percut Sei Tuan is very good as well as
their reading comprehension of the text, it is suggested that:
1. English teachers to use picture as their media in teaching reading to
help the students develop their knowledge about the topic of the text.
2. The students to help their problem and their weakness in reading
especially in comprehending a new text.
3. Other researchers to use this study as reference for further research.
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