IMPROVING THE 8th YEAR STUDENTS’ READING COMPREHENSION ACHIEVEMENT BY USING INDONESIAN FOLKTALES AT SMP NEGERI 2 CANDIPURO LUMAJANG
IMPROVING THE 8th YEAR STUDENTS’ READING COMPREHENSION
ACHIEVEMENT BY USING INDONESIAN FOLKTALES
AT SMP NEGERI 2 CANDIPURO LUMAJANG
THESIS
Written by:
Dwi Cahyandari
NIM 070210491177
ENGLISH EDUCATION PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2010
IMPROVING THE 8th YEAR STUDENTS’ READING COMPREHENSION
ACHIEVEMENT BY USING INDONESIAN FOLKTALES
AT SMP NEGERI 2 CANDIPURO LUMAJANG
THESIS
Presented as One of the Requirements to Obtain the Degree of S1 at the English Education Program, Language and Arts
Education Department Faculty of Teacher Training and Education
Jember University
Written by:
Dwi Cahyandari
NIM 070210491177
ENGLISH EDUCATION PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2010
ii
ii
REFERENCES
Ali, M.1993. Penelitian pendidikan, Posedur dan Strategi. Bandung: PT Angkasa
Arikunto, S. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta : PT
Rineka Cipta.
Bogdan Robert C and S.K Biklen. 1992. Qualitative Research for Education. Boston:
Allyn and Bacon: p.223
Bos, C. S. and Vaughn, S. 1991. Strategies For teaching Students with Learning and
Behavior Problems. Massachussets : Allyn and Bacon a Division of Simon &
Schuster, Inc.
Bunanta, M. 1998. Problematika Penulisan Cerita Rakyat Untuk Anak Indonesia.
Jakarta.: PT Balai Pustaka
Carrel, P. L., J. Devine, and D. E . Eskey. 1995 .Interactive Approaches to Second
Language Reading. Cambridge : Cambridge University Press
David, J. 1987. The Folktales. Columbia University Press
Depdiknas. 2006. Standar Kompetensi :Mata pelajaran Bahasa Inggris untuk
Sekolah Menengah dan MTS. Jakarta : Pusat Kurikulum, Badan Penelitian dan
Pengembangan.
Dimyanti and Suranto.2000. Action Research in Educational and Teaching and
Learning Process. Jakarta: Karunika Jakarta
Elliot, J. 1991. Action Research for Educational Change. London: Open University
Press
Fisher. 2000. Narrative Text. Geelong Australia: Deakin University Press.
Goodman. 1967. Reading: A Psycholinguistic Guessing Game. Journal of The
Reading Specialist 4:126-35.
Gray, Ronald. 2005. The Advantages of Using Folktales on Reading Comprehension
Levels. Beijing, China: Beijing Language and Culture University.
Grellet, F.1996. Developing Reading Skills. Cambridge university : Cambridge
University Press.
Hanlon, Tina L. 1999. General Guidelines for Teaching with Folktales. Ferrum
College
Hughes, A. 2003. Testing for language Teachers. 2nd ed. Cambridge: Cambrigde
University Press.
Kooy, M. and Chiu, A. 1998. Language, Literature and Learning in the ESL
Classroom. English Journal November 1998/78-83.
Mansyur, M. 1997. Using Folktales in Developing Students’ Interest in Reading ( A
Developmental Research at MAN Blitar in the Academic Year
2002/2003).Universitas Jember: Unpublished thesis.
McNeils. 1992. Acquaring Information on Reading Comprehension. New York:
Contemporary Publishing Group.
McWhorter, K . T. 1989. Guide to College Reading. New York. Harper Collins
Publisher
Natsiopoulou. 2002. High Educational Level of Folktales. Greece: Contemporary
Publishing Group.
Otto.1979. Reading Comprehension. New York: Mc, Graw-Hill inc.
Papalia, A. 1987. Interactive Language Teaching : Interaction of reader and Text.
Cambridge : Cambridge University Press.
Pullum, T. 1998. Promoting Writing with Folktales. English Journal volume 87
number 2. National Council of Teachers of English.
Smith. (1985). Teaching Reading Skill in a Foreign Language. London: Heinemann
Spencer & Hay. Developing Word Recognition. 1998.Boston: Houghton Mifflin
Company
Sulle, Iskandar. 2006. Some Advantages of Using Indonesian Folktales. Jakarta:
Karunika Jakarta.
Timisela, L. Mayang, H. Ratna, S. 1986. Buku materi pokok Reading I. Jakarta :
Karunika Jakarta.
Universitas Jember. 1998. Pedoman Penulisan Karya Ilmiah. Jember: Badan Penerbit
Universitas Jember.
Wingersky, J. B & Horguin. B. 1999. Writing Paragraph and Essay: Integrating
reading, writing & grammar skills (third edition). Belmont: Wadsworth
Publishing Company.
Wood, N. V. 1991. Strategies for College Reading & Thinking. New York : Mc,
Graw-Hill inc.
SUMMARY
Improving the VIII A Year Students Reading Comprehension Achievement by
Using Indonesian Folktale at SMP Negeri 2 Candipuro Lumajang; Dwi
Cahyandari; 2007;45 pages; English Education the Faculty of Teacher Training
and Education, Jember University.
This Clasroom Action Research is intended to improve the VIII A year
students’ reading comprehension achievement at SMP Negeri 2 Candipuro by
using Indonesian folktales. The subjects of this research were the students of
class VIII A in the 2009/2010 Academic Year that were determined
purposively. That class was chosen because its reading comprehension
achievement score was the lowest among the four existing classes (the mean
score was 53,8). This research was done in two cycles, in which each cycle
covered four activities namely the preparation of the action, the implementation
of the action, evaluation and reflection of the action. Each cycle was conducted
in two meetings.
The main data about the students’ reading comprehension achievement
were collected by using reading test through Indonesian folktale. The
supporting data were collected by interview and documentation. The results of
the reading comprehension test of the first cycle were 51,61% of the students
gained the score at least 65. This mean score had not achieved the standard
mean score requirement in this research that was at least 75% of the students
gained 65. Further, there were only 21 students or 67,74% of the students
fulfilled less than three indicators being observed or passive. Therefore the
actions were continued in cycle two by revising the teaching techniques, (the
students did the exercises individually was changed into the students did the
exercises in pairs, which consist of two person. The result of the students’
reading comprehension test by using folktale in cycle two was better, because
there were 90,32% or 28 students who gained the score at least 65 that was
xi
categorized as good. Further, the result of classroom observation in cycle two
was 77,42 % of 31 of the students were active because they fulfilled at least
three indicators being observed. It means that the students’ reading
comprehension achievement by using Indonesian folktale improved in two
cycles. Based on the results, it could be concluded that teaching reading by
using folktale could improve the students’ reading comprehension achievement
in two cycles. Then, it is suggested to the English teachers to use Indonesian
folktale as an alternative materials since they could motivate the students to
enjoy reading and improved their reading comprehension achievement.
Besides, it is also suggested to the students that should be more active in joining
the reading comprehension class. Further, for the future researchers who have
the similar problem in teaching reading are encourage to use this research result
as an input to conduct further research dealing with the use of folktales to
develop the students reading comprehension by using a difference research
design.
Keywords: Reading comprehension achievement, folktales.
xii
TABLE OF CONTENTS
Page
COVER .......................................................................................................... i
CONSULTANTS’ APPROVAL .................................................................. iii
APPROVAL OF EXAMINER TEAM ........................................................ iv
DEDICATION ................................................................................................ v
ACKNOWLEDGEMENT ............................................................................. vi
TABLE OF CONTENT………………………………………………… ..... vii
LIST OF APPENDICES ............................................................................... ix
LIST OF TABLES ........................................................................................ x
SUMMARY ................................................................................................... xi
I. INTRODUCTION
1.1 Background of the Research……………………………………………1
1.2 The Problem of the Research…………………………………………...4
1.3 The objectives of the Research………………………………………….4
1.4 Operational Definition of the Term……………………………………..5
1.5 Significance of the Research…………………………………………....6
II. RELATED LITERATURE REVIEW
2.1 Reading Comprehension……………………………………………..8
2.2 Some Factors Influencing Reading Comprehension Achievement….9
2.2.1 Linguistic Factors…………………………………………….10
2.2.2 Non Linguistics Factors………………………………………13
2.3 Reading Comprehension Achievement……………………………..15
2.4 Narrative Text……………………………………………………....15
2.5 Folktale……………………………………………………………..16
2.6 The Procedures of Teaching Reading by Using Folktales………….17
2.7 Action Hypothesis……………………………………………….…18
viii
III. RESEACRH METHODS
3.1Research Design……………………………………………………..19
3.2 Area Determination Method……………………………………..…21
3.3 Respondent Determination Method………………………………...22
3.4 Data Collection Method…………………………………………….22
3.4.1 Test…………………………………………………………….22
3.4.2 Observation……………………………………………...…….23
3.4.3 Interview…………………………………………………….. 23
3.4.4 Documentation………………………………………………. .24
3.5 Research Procedures……………………………...………………...24
3.5.1 The Planning of the Action…………………………………... 24
3.5.2 Implementation of the Action………………………………... 24
3.5.3 Observation and Evaluation…………………………………...25
3.5.4 Reflection……………………………………………………...25
IV. RESULTS, DATA ANALYSIS AND DISCUSSION
4.1 The Results of the Action Cycle 1………………………………….28
4.1.1 The Results of Reading Comprehension Test in Cycle 1…….29
4.1.2 The Results of Observation in Cycle 1……………………… 32
4.1.3 The Results of the Reflection in Cycle 1……………………. 33
4.2 The Results of the Action in Cycle II …………………………….. 34
4.2.1 The Results of Reading Comprehension Test in Cycle II …... 35
4.2.2 The Results of Observation in Cycle II……………………… 38
4.2.3 The Results of Reflection in Cycle II………………………... 39
4.3 Discussion ………………………………………………………… 41
V. CONCLUSSION AND SUGGESTIONS
5.1 Conclusion………………………………………………………… 47
5.2 Suggestions………………………………………………………... 48
REFERENCES
APPENDICES
ix
ACHIEVEMENT BY USING INDONESIAN FOLKTALES
AT SMP NEGERI 2 CANDIPURO LUMAJANG
THESIS
Written by:
Dwi Cahyandari
NIM 070210491177
ENGLISH EDUCATION PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2010
IMPROVING THE 8th YEAR STUDENTS’ READING COMPREHENSION
ACHIEVEMENT BY USING INDONESIAN FOLKTALES
AT SMP NEGERI 2 CANDIPURO LUMAJANG
THESIS
Presented as One of the Requirements to Obtain the Degree of S1 at the English Education Program, Language and Arts
Education Department Faculty of Teacher Training and Education
Jember University
Written by:
Dwi Cahyandari
NIM 070210491177
ENGLISH EDUCATION PROGRAM
LANGUAGE AND ARTS EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
JEMBER UNIVERSITY
2010
ii
ii
REFERENCES
Ali, M.1993. Penelitian pendidikan, Posedur dan Strategi. Bandung: PT Angkasa
Arikunto, S. 1998. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta : PT
Rineka Cipta.
Bogdan Robert C and S.K Biklen. 1992. Qualitative Research for Education. Boston:
Allyn and Bacon: p.223
Bos, C. S. and Vaughn, S. 1991. Strategies For teaching Students with Learning and
Behavior Problems. Massachussets : Allyn and Bacon a Division of Simon &
Schuster, Inc.
Bunanta, M. 1998. Problematika Penulisan Cerita Rakyat Untuk Anak Indonesia.
Jakarta.: PT Balai Pustaka
Carrel, P. L., J. Devine, and D. E . Eskey. 1995 .Interactive Approaches to Second
Language Reading. Cambridge : Cambridge University Press
David, J. 1987. The Folktales. Columbia University Press
Depdiknas. 2006. Standar Kompetensi :Mata pelajaran Bahasa Inggris untuk
Sekolah Menengah dan MTS. Jakarta : Pusat Kurikulum, Badan Penelitian dan
Pengembangan.
Dimyanti and Suranto.2000. Action Research in Educational and Teaching and
Learning Process. Jakarta: Karunika Jakarta
Elliot, J. 1991. Action Research for Educational Change. London: Open University
Press
Fisher. 2000. Narrative Text. Geelong Australia: Deakin University Press.
Goodman. 1967. Reading: A Psycholinguistic Guessing Game. Journal of The
Reading Specialist 4:126-35.
Gray, Ronald. 2005. The Advantages of Using Folktales on Reading Comprehension
Levels. Beijing, China: Beijing Language and Culture University.
Grellet, F.1996. Developing Reading Skills. Cambridge university : Cambridge
University Press.
Hanlon, Tina L. 1999. General Guidelines for Teaching with Folktales. Ferrum
College
Hughes, A. 2003. Testing for language Teachers. 2nd ed. Cambridge: Cambrigde
University Press.
Kooy, M. and Chiu, A. 1998. Language, Literature and Learning in the ESL
Classroom. English Journal November 1998/78-83.
Mansyur, M. 1997. Using Folktales in Developing Students’ Interest in Reading ( A
Developmental Research at MAN Blitar in the Academic Year
2002/2003).Universitas Jember: Unpublished thesis.
McNeils. 1992. Acquaring Information on Reading Comprehension. New York:
Contemporary Publishing Group.
McWhorter, K . T. 1989. Guide to College Reading. New York. Harper Collins
Publisher
Natsiopoulou. 2002. High Educational Level of Folktales. Greece: Contemporary
Publishing Group.
Otto.1979. Reading Comprehension. New York: Mc, Graw-Hill inc.
Papalia, A. 1987. Interactive Language Teaching : Interaction of reader and Text.
Cambridge : Cambridge University Press.
Pullum, T. 1998. Promoting Writing with Folktales. English Journal volume 87
number 2. National Council of Teachers of English.
Smith. (1985). Teaching Reading Skill in a Foreign Language. London: Heinemann
Spencer & Hay. Developing Word Recognition. 1998.Boston: Houghton Mifflin
Company
Sulle, Iskandar. 2006. Some Advantages of Using Indonesian Folktales. Jakarta:
Karunika Jakarta.
Timisela, L. Mayang, H. Ratna, S. 1986. Buku materi pokok Reading I. Jakarta :
Karunika Jakarta.
Universitas Jember. 1998. Pedoman Penulisan Karya Ilmiah. Jember: Badan Penerbit
Universitas Jember.
Wingersky, J. B & Horguin. B. 1999. Writing Paragraph and Essay: Integrating
reading, writing & grammar skills (third edition). Belmont: Wadsworth
Publishing Company.
Wood, N. V. 1991. Strategies for College Reading & Thinking. New York : Mc,
Graw-Hill inc.
SUMMARY
Improving the VIII A Year Students Reading Comprehension Achievement by
Using Indonesian Folktale at SMP Negeri 2 Candipuro Lumajang; Dwi
Cahyandari; 2007;45 pages; English Education the Faculty of Teacher Training
and Education, Jember University.
This Clasroom Action Research is intended to improve the VIII A year
students’ reading comprehension achievement at SMP Negeri 2 Candipuro by
using Indonesian folktales. The subjects of this research were the students of
class VIII A in the 2009/2010 Academic Year that were determined
purposively. That class was chosen because its reading comprehension
achievement score was the lowest among the four existing classes (the mean
score was 53,8). This research was done in two cycles, in which each cycle
covered four activities namely the preparation of the action, the implementation
of the action, evaluation and reflection of the action. Each cycle was conducted
in two meetings.
The main data about the students’ reading comprehension achievement
were collected by using reading test through Indonesian folktale. The
supporting data were collected by interview and documentation. The results of
the reading comprehension test of the first cycle were 51,61% of the students
gained the score at least 65. This mean score had not achieved the standard
mean score requirement in this research that was at least 75% of the students
gained 65. Further, there were only 21 students or 67,74% of the students
fulfilled less than three indicators being observed or passive. Therefore the
actions were continued in cycle two by revising the teaching techniques, (the
students did the exercises individually was changed into the students did the
exercises in pairs, which consist of two person. The result of the students’
reading comprehension test by using folktale in cycle two was better, because
there were 90,32% or 28 students who gained the score at least 65 that was
xi
categorized as good. Further, the result of classroom observation in cycle two
was 77,42 % of 31 of the students were active because they fulfilled at least
three indicators being observed. It means that the students’ reading
comprehension achievement by using Indonesian folktale improved in two
cycles. Based on the results, it could be concluded that teaching reading by
using folktale could improve the students’ reading comprehension achievement
in two cycles. Then, it is suggested to the English teachers to use Indonesian
folktale as an alternative materials since they could motivate the students to
enjoy reading and improved their reading comprehension achievement.
Besides, it is also suggested to the students that should be more active in joining
the reading comprehension class. Further, for the future researchers who have
the similar problem in teaching reading are encourage to use this research result
as an input to conduct further research dealing with the use of folktales to
develop the students reading comprehension by using a difference research
design.
Keywords: Reading comprehension achievement, folktales.
xii
TABLE OF CONTENTS
Page
COVER .......................................................................................................... i
CONSULTANTS’ APPROVAL .................................................................. iii
APPROVAL OF EXAMINER TEAM ........................................................ iv
DEDICATION ................................................................................................ v
ACKNOWLEDGEMENT ............................................................................. vi
TABLE OF CONTENT………………………………………………… ..... vii
LIST OF APPENDICES ............................................................................... ix
LIST OF TABLES ........................................................................................ x
SUMMARY ................................................................................................... xi
I. INTRODUCTION
1.1 Background of the Research……………………………………………1
1.2 The Problem of the Research…………………………………………...4
1.3 The objectives of the Research………………………………………….4
1.4 Operational Definition of the Term……………………………………..5
1.5 Significance of the Research…………………………………………....6
II. RELATED LITERATURE REVIEW
2.1 Reading Comprehension……………………………………………..8
2.2 Some Factors Influencing Reading Comprehension Achievement….9
2.2.1 Linguistic Factors…………………………………………….10
2.2.2 Non Linguistics Factors………………………………………13
2.3 Reading Comprehension Achievement……………………………..15
2.4 Narrative Text……………………………………………………....15
2.5 Folktale……………………………………………………………..16
2.6 The Procedures of Teaching Reading by Using Folktales………….17
2.7 Action Hypothesis……………………………………………….…18
viii
III. RESEACRH METHODS
3.1Research Design……………………………………………………..19
3.2 Area Determination Method……………………………………..…21
3.3 Respondent Determination Method………………………………...22
3.4 Data Collection Method…………………………………………….22
3.4.1 Test…………………………………………………………….22
3.4.2 Observation……………………………………………...…….23
3.4.3 Interview…………………………………………………….. 23
3.4.4 Documentation………………………………………………. .24
3.5 Research Procedures……………………………...………………...24
3.5.1 The Planning of the Action…………………………………... 24
3.5.2 Implementation of the Action………………………………... 24
3.5.3 Observation and Evaluation…………………………………...25
3.5.4 Reflection……………………………………………………...25
IV. RESULTS, DATA ANALYSIS AND DISCUSSION
4.1 The Results of the Action Cycle 1………………………………….28
4.1.1 The Results of Reading Comprehension Test in Cycle 1…….29
4.1.2 The Results of Observation in Cycle 1……………………… 32
4.1.3 The Results of the Reflection in Cycle 1……………………. 33
4.2 The Results of the Action in Cycle II …………………………….. 34
4.2.1 The Results of Reading Comprehension Test in Cycle II …... 35
4.2.2 The Results of Observation in Cycle II……………………… 38
4.2.3 The Results of Reflection in Cycle II………………………... 39
4.3 Discussion ………………………………………………………… 41
V. CONCLUSSION AND SUGGESTIONS
5.1 Conclusion………………………………………………………… 47
5.2 Suggestions………………………………………………………... 48
REFERENCES
APPENDICES
ix