Improving students' motivation in reading at first grade of SMP Islam al-Fajar Kedaung

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A “Skripsi”

Presented the Faculty of Tarbiya and Teachers’ Training In a Partial Fulfillment of the Requirements

For the Degree of S.Pd. (Bachelor of Arts) in English Education

SAWITRI MAYA KUNTARI NIM : 206014000171

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA 1432 H/ 2011 M

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Sawitri Maya Kuntari .2011. Improving Students’ Motivation in Reading at First Grade of SMP Islam Al-Fajar Kedaung, Thesis. Degree of Strata 1 of English Education Department of Tarbiya and Teachers’ Training Faculty “Syarif Hidayatullah” State Islamic University, Advisor: Drs. Nasrun Mahmud, M.Pd.

Keywords: Improve Motivation and Reading Comprehension.

Based on the research conducted at first grade, VII-A SMP Islam Al- Fajar Kedaung in academic 2010/2011, it can be concluded that the students can improve their motivation in English reading by using short story. Then, they can read the text well and they also have a high motivation to read it. Therefore, the students were showed that they can gain high score especially in English reading.

The result of the showed there was improvement on students’ motivation in reading comprehension. It can be seen by the mean of pre-test was 49,14. Then the mean of post-test of cycle 1 is 61.14. Then the mean score post-test of cycle 2 is 58.75. It was also supported by the result of students’ observation in the classroom. There was improvement of students’ activity between pre-test and post-test of cycle 1 it is improved 12 %. Next, the mean score in post-test of cycle 2 is 78.57. It shows the best achievement, because they had score improvement. They proved the good improvement for the each cycle. The percentage of mean score between pre-test and post-test 2 is 85,71%. So, it can be concluded that the improving students’ motivation in reading by using short story is improved.

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In the name of Allah, the Beneficent, the Merciful

All praise be to Allah Lord of The World, who bestowed upon the writer in completing this skripsi. Peace and blessing be upon to our Prophet Muhammad SAW, her household, his companions, and his faithful followers.

The writer would like to say her great honor and deepest gratitude to his beloved parents: Raskim and Lestari, her sister Savitri Kurnia Sari, S.Th.I who always gives their love, suppor, motivation, and advise to finish her study.

The writer also wants to say million thanks to Drs. Nasrun Mahmud, M.Pd. as the writers’ advisor for her time, support, advise, guidance, kindness, contribution, and patience in correting and helping her to finish this paper.

The writer also realizes that she would never finish writing this paper without the help and support of some people around her. Therefore, she would like to give special gratitude to:

1. Prof. Dr. Dede Rosyada, the Dean of Faculty of Tarbiya and Teachers Training.

2. Drs. Syauki Muchsin, M.Pd., the Head of English Departement. 3. Neneng Sunengsih, S.Pd., the secretary of English Departement.

4. All lecturers who give their knowlegde, support, advice, motivation, kindness. 5. Drs. Ali Nurdin, M.Pd., the head of Administration of Faculty of Tarbiya and

teachers Training, who helped the writer to manage the administration for research requairements.

6. Drs. Kosasih the Headmastre of SMP Islam Al-Fajar Kedaung, who helped the writer to do the research.

7. Erna Fatmawati S.Pd, the English teacher of SMP Islam Al-Fajar Kedaung, who helped the writer to conduct the research.

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Khoerunnisa, Yusnita Sari, etc., thanks for the kindness, support, knowledge, advices, and everything.

9. All friends in LPIA Pamulang, especially Lala Komalasari, Nia Sumiati, S.S, Faisal Andriansyah, S.Com, Octroy Karisma Raga, S.S, John Cornelis S.S, who helped and supported the writer.

May Allah, the Almighty bless them, Ameen. Finally, the writer realizes taht this skripsi is far from perfectness. Therefore, the writer would like to accept any constarctive suggestion to make this skripsi better.

Jakarta, April 2011

The Writer

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TABLE OF CONTENT

TITLE

APPROVAL ... i

ABSTRACT ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENT ... v

LIST OF APPENDICES ... vii

CHAPTER I INTRODUCTION A. Background of Study ... 1

B. Limitation of the Problem ... 3

C. Objective of the Study ... 3

D. Aim of the Research ... 3

E. Sigificant of the Study ... 4

F. Method of the Study……… 4

G. The Organization of Study ... 4

CHAPTER II THEORITICHAL FRAMEWORK A. Motivation ... 6

1. Definitions of Motivation ... 6

2. Kinds of Motivation ... 7

3. Purpose of Motivation ... 8

B. Reading Comprehension ... 9

1. Definitions of Reading ... 9

2. Purpose of Reading ... 10

3. Kinds of Reading ... 11

C. Media for Teaching ... 13

1. Short Story ... 13

a. Definitions of Short Story ... 13

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d. The Advantages and Disadvantgaes of

Short Story ... 15

e. Teaching Reading by Using Short Story ... 16

CHAPTER III THE PROFILE OF SCHOOL A. Brief History of SMP Islam Al- Fajar Kedaung... 17

B. Curriculum of The School... 18

C. English Textbook... 18

D. English Teaching and Learning Process... 18

E. The Profile of The Teacher... 19

CHAPTER IV RESEARCH METHODOLOGY AND FINDING A. Research Method ... 20

1. The Purpose of The Study ... 20

2. The Place and Time of Study ... 20

3. The Population and Sample ... 20

4. The Method of the Study ... 20

5. The Technique of Collecting Data... 21

6. The Technique of Analysis Data……… 22

B. Research Finding 1. The Description of Data……….. 24

2. The Interpretation of Data…………... 29

CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 31

B. Suggestion ... 31

DAFTAR PUSTAKA ... 32

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vii

LIST OF APPENDICES

1. Pre-test Score ... 35

2. Observational Note For Analisys... 36

3. Interview Guidelines for the Need Analysis (Before CAR) ... 40

4. Interview Guidelines for the Need Analysis (After CAR)... 42

5. The Questionnaire for Students (Before CAR) ... 45

6. The Questionnaire for Students (After CAR) ... 46

7. The Blueprint Test of Pre-test ... 47

8. The Blueprint Test of Post-test 1 ... 48

9. The Blueprint Test of Post-test 2 ... 49

10.The Instrument of Pre-test ... 50

11.The Instrument of Post-test 1 ... 55

12.The Instrument of Post-test 2 ... 58

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CHAPTER I

INTRODUCTION

This chapter presents the general account of the present study. It covers background of study, limitation and formulation of the problem, objective of the study, the use of research, and contribution of the research.

A. Background of Study

Language cannot be separated from our life. We use language as an intrument of communication in our daily life. Language is a means of communication to express a massage of the speaker’s idea to listener; there are many languages in the world but English remains the important language. In Indonesia the government has considered English as the important foreign language and the compulsory foreign language subject must be learnt by students at school in Indonesia. English is given to the students from elementary school up to university level or the other educational places of informal institutions.

In learning English, there are four major language skills. Those are listening, speaking, reading, and writing skills. Listening and reading skills are regarded as receptive skills while speaking and writing skills are considered to be productive skills.1 As one of the basic skills, reading is very useful and important for our life. With this skill, people are able to broaden their knowledge by reading kinds of English text. Reading is also essential for the students, they can develop their knowledge and get more information that is related to their studies through reading book; newspaper; magazine; advertisement although many kinds of written language from article or internet.

Reading is one of the diffficult activity for some students, because it involves combination of abilities, such as a linguistic and cognitive abilities. Besides, the students’ motivation is also a mean factor for reading. In second language learning as in every other field it human learning, motivation is the

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p. 16.

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crucial force which determines wether a learner embakrs on a task at all, how much energy he/she devotes to it, and how long he/she perseveres.

Regarding those explaination above, reading comprehension is one of the important skills that should be taught firts for students here especially for first grade of SMP Islam Al-Fajar Kedaung. Based on the interview of the teacher, she got difficulties in teaching reading in the classroom. There were some difficulties faced by students in reading activity such as: first, most of students had difficulty of reading a text. Second, they are lowest motivation in learning English actually reading text. In this oppurtunity the writer will observe how the teacher teaches reading text, how the ways she is strategy in teaching reading to improve students’ motivation and how to solve it, because it can be influence their score. Therefore, they cannot pass the examination if their reading comprehension is under-average and not improve. Besides, motivation is important to increase reading comprehension. Motivation is the process whereby goal-directed activity is instigated and sustained.2 Each people are different and requiree a different motivation. Tasks for students may be able to do or not at them to rest time in the class. Finding what motivates each student will help increase student achievement. Sometimes the students does not has motivate or bore to read some text in English language, they assumption that reading a text is too much and difficult to understand. Besides that, they do not reading motivation to read it. Reading motivation is the motivational drive to read, an area of interest in the field of education. Studying and implementing the conditions under which students are motivated to read is important in the process of teaching and fostering learning.

To improve their reading motivation, the writer try to make the life situation, the using of tool, colorfull, funny, could increase the students motivation and short story is one of the media to increase thier motivation.

Dale H. Schunk, Paul R. Pintrich, and Judith L. Meece, Motivation in Education: Theory, Research, and Applications, (Columbus, Ohio: Merril Prentice Hall), p.4.

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According the explanation above, in this opportunity the writer using a short story as a manner to improve the students’ motivation in reading, so the writer would do research by the title: “IMPROVING STUDENTS’ MOTIVATION IN READING AT FIRST GRADE OF SMP ISLAM AL-FAJAR KEDAUNG”.

B. Limitation and Formulation of the Problem 1. Limitation of the Problem

In this “Skripsi” the witer focused her study on improving students’ motivation in reading by using short story. Reason why she focused on these aspects on students’ motivation in reading, because she saw that most students in SMP Islam Al-Fajar Kedaung have less motivation in reading text and the score is still under-average. In here, the writer try to understand the circumstances happend in the field than the writer gather the hope problem and situation into the research problem.

2. Formulation of the Problem

The problem of this study is started by question(s):

1. What is the causes of the students does not have motivation in reading text?

2. How to improve students’ motivation in reading by using short story?

C. Objective of the Study

Based on the statement above the general objective of this research is to find out some difficulties under the students’ motivation in reading comprehension by faced first grade students of SMP Islam Al-Fajar Kedaung and how to solve or overcome those problem.

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D. Aim of the Research

The aim of the research is to know whether using short story can improve students’ motivation in reading.

E. Significant of the Study

This research is hopefully used to:

1. The teacher, this research helps the teacher to teach reading intensively and easyly by introduce them many stories of reading text to the students. Therefore, the students can enjoy their reading.

2. The student, this research helps them to practice more and accustom to read an English book.

3. The school, this research helps the school to provide the qualified students because they will be more competence in using their foreign language, especially English. At least, by improving the students’ motivation in reading skill, they will also get a good score and then will be affecting the school’s purpose in producing the qualified student.

F. Method of the Study

This study uses descriptive qualitative data. At first, the writer focuses on the problem then she collected the data by observation and interview. She observed the teaching and learning process at the first grade of SMP Islam Al-Fajar Kedaung about what is the caused the students didn’t have motivation in reading and what is the strategies she is countered to solve the problem and she also uses pre-test and post test to know the last score.

G. The Organization of Study

To make his paper has more brief explaination; the writer would like to devide this paper into five chapters. The following is a brief description about what every chapter contains.

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Chapter I Introduction, this chapter is containing of background of study, limitation and formulation of the study, objective of the study, significant of the study, research of study, and the organization of study.

Chapter II Theoretical Framework, this chapter consist of three parts. Part A explains about motivation, kinds of motivation, and purpose of motivation. Part B explains about definition of reading, purpose of reading, and kinds of reading. Part C explains about media for teaching, consist of definition of short story, kinds of short story, characteristic and advantages of teaching by using short story.

Chapter III This chapter tells about the profile of SMP Islam Al-Fajar Kedaung. It is consist of brief history of SMP Islam A-Fajar Kedaung, curriculum of the school, English textbook, English teaching and learning process, and profile of the English teacher.

Chapter IV This chapter presents the research methodology and research finding, consist of method of research, subject and object of the study, place and time of the study, technique collecting and analysis data, discussion of the data, and the interpretation of test result.

Chapter V The last chapter is about conclusions and suggestions. It is a core review of previous discussion in this paper and some suggestions that might be useful for the teachers, students, and readers in general.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Motivation

1. Definitions of Motivation

According Harmer, motivation is some kind of internal drive, which pushes someone to do or think in order to achievement.1 This definition shows that motivation comes from inside of the person who functions to encourage him or her to conduct an activity to achieve her or his purpose.

David define motivation is from the base word motive, and motive is the force that impels a person to move toward a certain goal.2 According to David’s definition of motivation as described above that motivation is a power that urges human on a moving his self toward what becomes his object. We can also interpret the word “motive” that David mentioned as something within a person such as as need, ides, organic state, or emotion incities him to actio in orther to realize his imagination. A need, idea organic state, and emotion in certain time can be power of human to move his self to a course of action.

The word “motivation” is familiar for us that are commonly used in our society. But definitely what the word actually refers to is not as simple as its utterance. The abstract term motivation on its own rather difficult to define is easier and more useful to think in terms of “motivated” learner: one who willing or even eager to invest effort in learning activities and the progress. Learner motivation makes teaching and learning immeasurably easier and

Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 1991), p. 3.

Coleman Engan Davids, Introductory Psychology, (New York: Random House, Inc.1982), p. 215.

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more pleasant, as well as more productive: hence the importance or the topic for the teacher.3 Motivation is essential of learning to achieve something.

Based on the definition illustrated above we can take conclusion that motivation is a power coming from inside and outside of the individual to do an action.

2. Kinds of Motivation

Motivation can divided into two kinds, intrinsic motivation (the urgue to engage in the earning activity for its own sake) and extrinsic (motivation that is derived from external incentives). Both or these have an important part to play in classroom motivation, and both at least partially accessible to teacher influence.4

a. Intrinsic Motivation

Intrinsic motivation, on the other hand, comes from within, and is generally considered more durable and self-enhancing (Kohn 1996:274). Still, although intrinsic motivation gets much better press, it, too, has its weakness. As Kohn argues, because intrinsic motivation “is a concept that exists only in the context of the individual,” the prescriptions its proponents offer teachers, are often too radically individualized, or too bland and abstract, to be applied in classroom settings. Perhaps it is the tradition of separating extrinsic and intrinsic motivation that flawed. Robert Stemberg and Todd Lubart recently addressed this possibility in Defying the Crowd (1996). The assert that any in-depth examination of the work of high creative people reveals a blend of both types of motivation.

Penny Ur, A course in Language Teaching-Practice & Theory, (Cambridge: Cambridge University Press. 1996), p. 274.

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b. Extrinsic Motivation

Extrinsic motivation is caused by any number or outside factors, for example, the need to pass exam, the hope or financial reward, or the possibility of future travel.5

Penny Ur stated that: extrinsic motivation is that which derives from the influence of some kind of external incentive, as distinct from the wish to learn for it is own case or interest in task.6 Extrinsic motivated behaviors, are carried out in anticipation or a reward from outside and beyond the self.

Extrinsic motivation is important in teaching learning process, to improve or to support their student in learning English, especially reading competence. Intrinsic motivation, however, is more important for the student rather extrinsic.

3. Purpose of Motivation

Motivation begins with an understanding of human physiology and emotions including the need for safety, respect, thirst, movement, stimulation, etc. To be sure, teachers cannot satisfy all student needs; they cannot provide a snack for every class.

Students generally feel safe from major physical harm in class, but small issues can be distracting. There may be students in class who others find threatening due to some past conflict. Teachers should monitor the class or use surveys to identify special issues like fear.

Jeremy Harmer, The Practice of English Language Teaching, (London: Longman, 1991), p. 51.

Penny Ur, A course in Language Teaching- Practice & Theory, (Cambridge: Cambridge University Press. 1996), p. 277.

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B. Reading Comprehension 1. Definitions of Reading

Reading is one of the basic skills in learning a language. In this sense, John J. De Boer assumed that reading is viewed as an active process where the reader employs visual symbols of printed written language to search for and to reach out meaning.7 Its mean that reading is not only get the information from the text passively but also to process it on mind to understand the meaning. That assumption is in line with a linguist expect, Arthur W. Heilam assumpt that reading is a process of getting meaning from printed word symbols; it is no merely a process of making conventionalize noise associated with these symbols.8 Regarding those definition above, when a reader to get the meaning of the printed written selection, it is obviously needed agreat number of mechanical skills and comprehension skills as process. During that process, many things are happening, like the reader is looking at print material, deciphering the marks on the page in some sense, deciding what they mean and how they related to each other. The reader also is thinking about what he/she is reading. The reading process related to the language form, while comprehension relates to the language content as the end product.

Most of readers reading as a simple, as speak passive process that involves reading words in a linear fashion and internalizing their meaning one at a time. Nevertheless, reading is not only translating each word but also involves a cognitive process of understanding a printed message.

Based on the definition above, reading is not only getting meaning from word to word or line to line to understand what we read. But also reading is a process of thinking. So for each definition has its own activity, it depends on the reading purpose of the reader.

John J. De Boer, and Martha Dallman, The Teaching of Reading: Revised Edition, (New York: Holt, Rinehart and Winston Inc,.1964), p. 17.

Arthur W. Heilman, Princilpes and Practices of Teaching Reading, Second Edition, (Columbus: Charles E. Merill Publishing Co., 1981), p .8.

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2. Purpose of Reading

There are many purposes in reading activity. The purpose for reading will help the readers focus on information, consequently such purpose are most effective when establish by the reader. Obviously, the purpose for reading should be established before a selection is read. Afterward, the stated purpose can be used as a basic for discussion to determine whether the reader has achieved his goal. As McDonough and Shaw quoted from William that usefully classified reading into:

a.“Getting general information from the text b.Getting specific information from a text, and c.For pleasure or interest”9

From the statement above it can be concluded there are two kinds purpose of reading activity. Reading for information usually used in reading task, it is probably seen an as a type of reading ability. Readers read because they have to read. It included the materials which are classified as nonfiction, sciences, social studies, articles, newspaper, etc. Weather reading for pleasure, the reader may read either quickly or slowly based on the way he/she likes, associated largely with novel, short stories, and poems.

In addition, Rivers and Temperedly (1993:38) list the following examples of some the reason that L2 student may need or want to read:10 a. To obtain information for some purpose or because we are curious about

some topic

b. To obtain instruction how to perform some task for our work or daily life (e.g knowing how appliance works)

c. To keep in touch with friends by correspondence or to understand business letters

d. To know when or where something will take place or what is available e. To know what happening or has happened (as reported in newspapers to

magazines, reporters)

Jo McDonough and Christopher Shaw, Material and Method in ELT: Teachers’ Guide, (Massachusetts: Blackwell Publishing Ltd, 1993), p. 102.

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f. For enjoyment or excitement

From the explanation above stated by the expert about some purposes in reading, the writer conclude that every reader has different own purposes based on their goal to achieve something.

3. Kinds of Reading

When people read, they read for a different purpose, and it determines how people read a text. There are two types of reading related to the purpose. Those are extensive and intensive reading.11

a. Intensive Reading

Intensive reading involves approaching the text under the guidance. It is often refers to the careful reading (or translation). The aim is to arrive at an understanding, not only of what the text means, but also of how the meaning is produce. The how is as important as the what.12

In other words, intensive reading is reading shorter text is extract specific information. This activity is likely more to emphasize the accuracy activity in evolving reading for detail. It is used to gaining a deep understanding of a text, which important for the reader. The process of scanning takes a more prominent role here than skimming. Reader is trying to absorb all the information given. For example, reading dosage, instruction for medicine.

b. Extensive Reading

Extensive reading means to read widely and in quantity. It is generally associated with reading large amounts with the aim of getting an overall understanding of the material. Readers are more concerned with the meaning of the text than the meaning of individual words or sentences.13

Jeremy Harmer, The Practices of English Language Teaching, (New York: Longman, 1983), p. 16.

Christine Nuttal, Teaching Reading Skill: New Edition, (Wales: Heineman, 1996), p. 38.

Julian, Bamford and Richard R. Day, Extensive Reading, What is it? Why bother?, http://www.jalt-publications.org/tlt/files/97/may/extensive. hmtl.

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Reader deals with a longer text as a whole, which requires the ability to understand the component part and their contribution the overall meaning usually for one’s own pleasure. This is fluency activity mainly involving global understanding. For example, reading a newspaper, article, short story or novel.

Besides that, there are two kinds of reading strategies to get out a certain idea from the text according to the reader’s need. Those are skimming and scanning. Skimming is used to get a general idea or information. According to Haris and Sipay, they state skimming involves very superficial, rapid reading to get a general overall impression.14 Skimming permits people to gain a general idea about material when that is their purpose, rather than to read all material in detail. One of useful skimming technique is to read only the first sentence of each paragraph and read the introduction or summary more carefully. So, when skimming the reader goes through the reading material quickly in order to get the gist of it, and to know how it is recognized, or to get an idea. Scanning is used to find specific information that the reader need. According to Harris and Sipay, the state that scanning involves rapid reading to finds the answer to a very specific question, such as a name, a date, a telephone number and so on.15 In scanning, a reader should have purpose in order to find specific information needed because when scanning the reader only tries to locate specific information and he simply let his eyes over the text until he find what he s looking for.

The each kind of the reading has been explained above requiring different approaches and techniques in achieving the goal. Therefore a reader using different kinds of reading depends on their purpose.

Albert J. Harris and Edward R. Sipay, How to Increase Reading Ability ,6th ed, (New York: David Mckey Company, Inc, 1975), p. 447.

Albert J. Harris and Edward R. Sipay. How to Increase Reading Ability, 6th ed, ... p. 480.

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C. Media for Teaching 1. Short Story

a. Definitions of Short Story

In Mochtar Lubis book “Teknik Mengarang” B. Mathews said: “It is not short story if there was not a thing to telling,…..short stories has something to deliver, although……”.16

The writer also found in Henry Guntur Tarigan book, also found that Ellery. S said: “Short story is a presentation of a single circumstances or groups which especially impressing a first sight of readers”.17 Based on the statement above the writer can say that short story is a story that happens in short duration, it hasn’t many characters and conflict in it is not so complicated. Therefore, the writer can serve this story in one of information in the story briefly, and the important thing is the students can understand it easily because the words are simple.

Beside for the success of language focus purpose, especially in teaching reading, short story also engages students to improve their motivation in reading because of short story has many stories that are made the students interested in read it.

b. Kinds of Short Story

1) Based on the quality

Henry Guntur Tarigan said that, “Partitioning of classifying of short stories could be worked in any point of view”; which the general are: a. Based on words

b. Based on value.18

Muchtar Lubis, Teknik Mengarang, (Jakarta: Kurnia Esa, 1981), p. 13. 17

Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra: Cet. Ke-10, (Bandung: Angkasa, 1985), p. 176.

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In his book, Guntur .T also said that based on amount the words which is contain in short story, they have two differences kinds of short story, there are:

1) Short short story 2) Long short story19

Furthermore, he said that short story is a story that consists of fewer than 5,000 words or approximately 16 pages of quarto with double spaces. It can read perhaps in a quarter. And long short story is a story that consists of between 5,000 words or approximately 33 pages of quarto with double spaces. Perhaps it can be read a half hour.

c. Based on the value of literature

Henry Guntur said, “When reading short story become a lot, so we know that there are some literaturely important among them, that meets the norms of the literature art itself and beside that there some not, but as entertainment as further”.

That clasification means are: 1) Literature short story. 2) Entertainment short story.20

C. The Characteristics of Short Story

According to Henry Guntur Tarigan, the writer can conclude that the characteristics of short story as follows: 21

a) The characteristic of short story is brevity, unity, and intensity. b) The main element of short story is scene, character, and action.

c) Language that is used in short story must be incisive, suggestive, and alert.

Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra: Cet. Ke-10, (Bandung: Angkasa, 1985), p. 178.

Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra, ... p. 178.

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d) Short story must consist of a writer interpretation about his concept about life, either direct or indirect.

e) Short story must cause one effect reader opinion.

f) Short story must cause a feeling in reading that train of story implicates feeling first, than opinion.

g) Short story consist details and incident, which can cause questions in reader opinion.

h) Short story consists of an incident that leads to understand the train story.

i) Short story must have a main agent of short story. j) Short story must have a main actor.

k) Short story must have an interested effect or impression. l) Short story depends on the situation.

m) Short story gives a whole effect. n) Short story provides an emotion.

D. The Advantages and Disadvantages of Using Short Story in Teaching of Reading

 Advantages

There are some advantages if a teacher uses short story in teaching reading. The advantages are as follows:

1) The students can develop their vocabulary.

2) The students are interested in studying the reading subject. 3) The class is more interesting.

4) The student can interest with the stories.

5) The student can motivate and improve their reading ability in reading with read the short story.

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Besides that, there are at least three good reasons for teaching a short story.22

 Disadvantages

1. The students still have a difficult to reading text too much. 2. The students still have a difficult to analysis the story. 3. Have consuming time to teach read.

E. Teaching Reading by Using Short Story

Teaching reading by using short story is very interesting to students, because there are at least three good reasons for teaching a short story. It has unity, independent existence, and an embryonic character. When the teacher explained about the material, especially short story the students can give more attention to learn about it. Moreover, short story should not be considered a lower- quality production of an author. In fact, the student can work harder than he would with a novel, as he dedicates more of his time to thinking than to reading new material and thus spends more analyzing. Another advantage lies in the fact that the short stories have an independent existence. Unlike excerpts or chapters in novels, they constitute complete units of meaning. Also, they can be studied as parts of collections and thus provide another dimension.

Henry Guntur Tarigan, Prinsip- prinsip Dasar Sastra: Cet. Ke-10, (Bandung: Angkasa, 1985), p. 178.

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This chapter presents about the profile of school. Consist of brief history, vision and mission, curriculum of the school, English textbook, teaching and learning English process, profile of the teachers, and data of the students.

A.

Brief History of SMP Islam Al-Fajar Kedaung

SMP Islam Al-Fajar Kedaung is an institution under “Yayasan Perguruan Islam Al-Fajar”. The located on Jl. Aria Putra No.102, Kedaung. The school was established on November 1996. It was built on land which is about 11.035 m2. There are 25 teachers which teach 349 students. The school consist of 23 rooms, there are 3 rest rooms, 1 library, 1 labolatory room, 1 teacher room, 1 headmaster room, 1 “UKS” room, and 15 classrooms.

B. Vision and Mission

The vision of SMP Islam Al-Fajar Kedaung is „construct an education on islamic values’. Beside that, this school has mission „urgue the students to become scholarly and islamic students’.

C. Curriculum of the School

Curriculum is an educational plan instructional plan which may significantly support requirement of teaching learning process at the school. As Beauchamp said: “A curriculum is a written document which may contain many ingredients, but basiccally it is plan for the education of pupils during their enrollment in given school. Curriculum can be viewed as aprograme arranged by and educational institution to provide sequentially organized knowlegde, understanding, skills, and concept for the learners”.1

Sukmadinata, Prof.Dr. Nana Syaodih, Pengembangan Kurikulum Teori dan Praktek, (Bandung: PT Remaja Rosdakarya, 2005), p. 5.

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The curriculum of “SMP Islam Al-Fajar Kedaung” is based on the school- level curriculum “KTSP”. The “KTSP” is operated in SMP Islam Al-Fajar Kedaung. It has been developed and implemented by the school based on the educational standards.

D. English Textbook

The English textbook which used by the English teacher at First Year of SMP Islam Al- Fajar is English on Sky for Junior High School Students Year VII. This book is written by Dr. Mukarto,M.Sc and published by Erlangga.

E.Teaching and Learning English Process

In teaching learning process, the English teacher used traditional technique. The teaching learning began with introduction and greeting the students, after that the teacher opened the lesson. The preparation began with the teacher’s explanation the topic of the reading passage and then presentation of the reading material, and the explanation took about twenty minutes. In skill practice, students activites covered reading text like answering the questions or making conclusion about the text by their own words. In the end of the lesson, the teacher suggested the students to study harder and give some assignment to the students which is majority of question are taken from “LKS”. It provides as a self – assignment for the students to learn in at home. And finally, before the teacher closed the lesson, she always read the attandance list the students’ name one by one.

F. The Data of Staff

Jumlah Guru/Staf Bagi SMP Negeri Bagi SMP Swasta Keterangan

Guru Tetap (PNS/Yayasan) 17

Guru Tidak Tetap/guru Bantu 6

Guru PNS Dipekerjakan (DPK) -

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G.

The Profile of English Teachers

SMP Islam Al-Fajar Kedaung has two English teachers. The description the English teachers shown in the following table.

Table 1

The English Teachers Profile

H. The Data of the Students.

Data Siswa dalam 7 (Tujuh) Tahun Terakhir : No Teacher’s name Age Honorary or

public servant civil

Teaching experience

Class Latest education

1 Erna Fatmawati S.Pd

26 Honorary Since 2009 1 S1 UIN

2 Siti Nurhayati S.Pd 29 Honorary Since 2005 2 and 3 S1 UNJ

Tahun Ajaran

Jumlah Kelas I Kelas II Kelas III Jumlah Kelas I+II+III Pendaftar Calon Siswa Baru Jml Siswa Jml Rom bel Jml Siswa Jml Rom bel Jml Siswa Jml Rom bel Jml Siswa Jml Rom bel 2004/2005 2005/2006 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011 104 83 105 103 101 122 150 3 2 3 3 3 3 4 98 95 78 74 94 95 95 2 3 2 2 3 3 3 59 92 94 94 74 91 104 2 2 3 2 2 3 3 261 270 277 271 269 308 349 7 7 8 8 8 9 10

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CHAPTER IV

RESEARCH METHODOLOGY AND FINDING

This chapter presents the research methodology and research finding, consist of method of research, subject and object of the study, place and time of the study, technique collecting and analysis data, discussion of the data, and the interpretation of test result.

A. Research Methodology 1. The Purpose of Research

The purpose of the the research is to prove some theories wether it is true that short story can give significant improvement on students’ motivation in reading and to get empirical data about the formulated problem.

2. The Place and Time of Study

The writer was carried out the research at SMP Islam Al-Fajar Kedaung on Jl. Aria Putra No. 102, Kedaung. It was done at grade VII- A in academic year 2010/2011. She conducted the research on November 2010-February 2011.

3. The Population and Sample

The writer did research to the seven grade of SMP Islam Al-Fajar Kedaung that involved in teaching learning process using short story, the population of the VII-A is 35 students. The write took them all as sample.

4. The Method of Study

In this research, the writer used the description evaluative method. This study based on field research. Field research, the writer conducted on observation, interview with the English teacher of the school the research was done at SMP Islam Al-Fajar Kedaung.

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5. The Technique of Collecting Data

Technique of collecting data has goal to support the success of the research. It helps the research to get the data and the information about the process of improving students’ motivation in reading by using short story. On the other side, the qualitative data uses pre-test and post test.1

1) Observation

In general, the class condition in learning process was better than the previous. The students is very exicted in this activities. It could be seen from students who were ready to follow the lesson and they have a high motivation to reading a story when the teacher was given. When the teacher gave the short story, there was some students rise their hand and offer them to reading a short story in front of the class. After that, the students are interesting in teaching and learning process, because the teacher always brought the differences stories and has pictures when teaching reading in the classroom.

In here, teacher also played as facilitator. She gave attention to the students and she was fair with them. Almost the students looked very active and confident to do their tasks. When the teacher asked them, they very excited.

2) Interview

The result of this interview of the teacher after the research, the writer carried out the unstructured interview with the teacher. Here, the teacher agreed that the short sory text can improving students’ motivation in reading ability. She believe that the students could practice their reading outside. And the teacher would be plesed to used short story technique when she teaches reading in the classroom.

Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 127-132.

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3) Test

Kinds of the test is multiple choice. The test is used to know the students’ motivation before conducting the research and after conducting the result. There are two kinds of test in this research, namely post-test and pre-test. Pre-test is a test was give before the implementation of this research. It is to measure students’ motivation in reading. Post-test is a test which given after the implementation of this research.

The result the mean score in post-test of cycle 2 is 78.57. It shows the best achievement, because they had score improvement. They proved the good improvement for the each cycle. The percentage of mean score between pre-test and post-test 2 is 85.71% or 30 students who got the high score. So, it can be concluded that the research is success because the perscentage of students’ mean score of post-test 2 could pass the criterion of research success.

6. Technique of the Data Analysis

In this research, the writer uses qualitative data, because the observation during interview and teaching learning process do before and after action research. In analyzing qualitative data, the writer got the average of student’s motivation score per action in one cycle. It used measure how well the student motivation in reading by using short story used this formula:2

X= Mean

X = individual score

N = number of students

Sudjana, Metodata Statistika, (Bandung: PT Tarsito, 2002), p. 67.

n X X



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To know the class percentage, the writer used formula as follow:3

P = the class percentage

F = total percentage score

N = number of students

After getting the score of students per section, the writer identified whether or not there was improvement of students’ reading skill from pretest to the average of students writing score in cycle 1 and cycle 2. Meanwhile, in

analyzing it the writer used the following formula:4

P =

P : percentage of students’ improvement y : pre-test result

y1 : post-test 1

Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2008), p. 43.

David E. Meltzer, The Relationship Between Mathematics Preparation and Conceptual Learning Gains in physis: A possible Hidden Variable in Diagnostic Pretest Score, (Iowa: Departement of Physis And Astronomy, 2008), p. 3.

100% y

y y P 1 

100% N

F P 

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P : percentage of students’ improvement y : pre-test result

y2 : post-test 2

B. Research Finding

1. The Description of the Data

As mentioned in chapter one, the writer conducted the research field. She got the data from observation, interview, and test; the test is consisting of pre-test and post-test. The pre-test was given before the action research and the post-test was given after action research.

Table 4.1

The Students’ Reading Score of Pre-test, Post-test 1, and Post-test 2

Students' Number Pre- test Post-test Post-test

Cycle 1 Cycle 2

1 40 60 80*

2 35 55 65

3 55 70* 85*

4 30 55 60

5 55 60 80*

6 45 60 80*

7 45 55 75*

8 60 70* 80*

9 40 60 70*

10 30 50 60

11 55 65 80*

12 65 75* 90*

100% y

y y P 2  

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To compare the result between pre-test and post test of each cycle, the writer uses some steps, first she calculated the students mean score of the test and then calculating the students improvement score from pre-test in cycle 1 and cycle 2.

In analyzing the data of pre-test, the first is to get the mean score of the class. It is calculated as following:

n X X



13 40 55 75*

14 55 55 80*

15 30 50 80*

16 40 60 75*

17 50 60 80*

18 35 60 65

19 50 60 80*

20 40 55 75*

21 50 65 80*

22 40 60 80*

23 70* 70* 90*

24 60 65 90*

25 55 65 75*

26 55 60 85*

27 50 70* 90*

28 35 55 60

29 50 60 80*

30 40 55 75*

31 40 65 80*

32 40 60 80*

33 70* 70* 90*

34 50 70* 90*

35 50 60 90*

Total 1720 2140 2750

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35 1720 

14 . 49 

From that calculation, the mean score of the class in pre-test is 49.14. It means that the students’ motivation in reading score before implementing of research is 49.14.

The second step is to know the persentage of students’ score who passed the KKM (70). It is calculated by using as follows:

100% N

F P 

100% 35

P 

P = 5. 71 %

From that computation, the students’ score percentage in the pre-test is 5.71%. it means that there are 2 students who passed the KKM and there are 33 students are still below the KKM.

And then, the writer calculates the result of the post test 1 to know the students’ score improvement from the pre-test to post test 1. There are three steps to get this improvement. Those are calculating the students’ mean score of the class, calculating the students’ improvement score into percentage and calculating the class percentage.

The first step is to calculate the mean score of post-test 1. The calculated as follow:

n X X



35 2140 

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14 . 61 

From the calculation, the students’ mean score in post-test cycle 1 is 61.14. It means that the students’ motivation in reading mean score after using short story or after implementation of research showed the improvement, it is 61.14. If we compare with the previous test (pre-test) score 49.14, the differences is 12.00 points by calculation as follows 61.14 – 49.14 = 12.00. So, the writer could say that the improvement students’ reading score is 12.00.

The second is to get the percentage of students’ improvement score from pre-test to post-test 1. The writer computers by using as follows:

100% y

y y P 1 

100% 49.14 14 . 49 14 . 61    100% 49.14 00 . 12 _  % 42 . 24 

Based on that computation, the percentage of the students’ improvement score from pre-test to post-test 1 is 24.42 %. It shows that the score in the cycle 1 has improved 24.42 % from the pre-test score.

The thrid step is to know the percentage of students who passed the KKM. The calculation by using as follow:

100% N

F P 

100% 35

P 

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From the calculation, the class persentage which passed the KKM is 20.00%. it means that in cycle 1 of research, there are 7 students who passed the KKM and there are 28 students’ whose score are below the KKM. Even though it is still needed more improvement because it could not achieve yet 70% as the target of succes research.

Furthermore, in the cycle 2 of this study the writer also calculates the result of post-test 2 to know further the score improvement either from the resultof pre-test or post-test 1. There are three steps to know this improvement. Those are to calculate the mean score of the class, to calculate the persentage of the students’ improvement score, and to calculate the class persentage which passed teh KKM (seventy).

Firstly is to calculate the mean score of the class in the post-test 2. The calculating as follows:

n X X



35 2750  57 . 78 

From the calculation, the mean score of the class in post-test 2 showed the valuaby improvement, it is 78.75. It means that some students’ improvement score.

Second, to calculate the percentage of students’ improvement score, the writer computers as follows:

100% y

y y2 P  

% 100 14 . 61 14 . 61 57 . 78    % 100 14 . 61 43 . 17 _  50 . 28 

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Based on that computation, it could be seen taht the post-test 2 improves 28.50% from the pre-test or 4.08% (28.50-24.42).

The last step is the writer tries to get the class persentage whose pass the KKM. It uses the calculation as following:

100% N

F P 

100% 35

P 

P = 85.71 %

From that calculation, the class percentage is 85.71%. It means that in the cycle 2 there are 30 students who passed the KKM and there are only 5 studennts are below the KKM. The class percentage of post-test 2 obviously shows some improvements from the previous test.

2. The Interpretation of Test Result

The interpretation of the data results among the pre-test, the post-test of cycle1 and the post-test cycle 2 are as following:

In the pre-test, the mean score of students on reading text before research is 49.14. It is the students’ motivation in reading score before they use short story technique. Meanwhile, the class percentage which pass the KKM is 5.71%. it means that there are only two students who are able to passe the KKM 70 (seventy).

Afterwards, the mean score in the post-test of cycle 1 is 61.14. It means that as good achievement-mean score that the students got because they could pass the minimal standard score that the teacher declared. This is assumed that the mean score from pre-test to post-test 1 improved. And the improvement score is 61.14 – 49.14 = 12.00 or the improvement is 24.42 %. Meanwhile, the class percentage which pass KKM in post-test 1 is 20.00%. it shows there are 7 students who passe the KKM and there are 28 students whose score still under KKM.

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However, it is still needed more improvement because it could not achieve the targetyet of success research , that is 70% from the class percentage. That is why the writer and the teacher continue to the second cycle.

Next, the mean score in post-test of cycle 2 is 78.57. It shows the best achievement, because they had score improvement. They proved the good improvement for the each cycle. The percentage of mean score between pre-test and post-test 2 is 85.71%. So, it can be concluded that the research is success because the perscentage of students’ mean score of post-test 2 could pass the criterion of research success, 70 %.

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter is about conclusions and suggestions. It is a core review of previous discussion in this paper and some suggestions that might be useful for the teachers, students, and readers in general.

A. Conclusions

Based on the result of this research, it can be concluded that: short story can improve the students’ motivation in reading comprehension, because short story is very interesting to read and they can read the text well and they also have a high motivation to read it. Therefore, the students were showed that they can gain high score especially in English reading.

Meanwhile, the data is derived among from the interview, observation, and test. It is could be summed up as: After the writer did this research, the result of students’ reading test, it can be measured that the students could improve their motivation in reading. First, mean score more than 70%, that is was criterion for this research success. Second, the improvement of students’ mean score from pre-test to post-pre-test 2 is 78.57, it means the class percentage of students is 85.71% or almost students can improving their motivation in reading by using short story, especially VII-A SMP Islam Al-Fajar Kedaung.

B. Suggestions

In this part, the writer would like to give some suggestions to:

1. Teacher should give feedback to students after teaching reading text. 2. Teacher should using short story technique in teaching reading to improve

students’ motivation in reading comprehension.

3. The students should improve their motivation in reading. Besides reading a short story, they can read another books, for example textbook, novel, magazine, etc.

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Aebersold, Jo Ann and Field. From Reader to Teaching Reading: Issues and Strategies for Second Language Classroom. Cambridge: Cambridge University press,1997.

Allington, Richard, and Michael Strange. Learning Through Reading in the Content Area. Boston: D.C. Heath Company. 1980.

Ann Aebersold, Jo and Field. From Reader to Teaching Reading: Issues and strategies for Second Language Classrooms. New York: Cambridge University Press. 1997.

Arikunto, Suharsimi. Penelitian Tindakan kelas. Jakarta: Bumi Aksara, 2009. Bamford, Julian and Richard R. Day, Extensive Reading, What is it? Why bother?,

http://www.jalt-publications.org/tlt/files/97/may/extensive.hmtl

Celce-Murcia, Mariane. Teaching English as a Second or Foreign Language. Boston: Heinle & Heinle Publishers, 1991.

Collie, Joanne and Stephen Slater, Short Stories for Creative Language Classrooms. Sydney: Cambridge University Press. 1998.

Davids, Goleman Engan, Introductory Psychology. New York: Random House, Inc,.1982.

Djamarah, Syaiful Bahri. Strategi Belajar Mengajar. Jakarta: PT Rineka Cipta. 2006.

Djiwandono, P. Istiardo. Strategi Membaca Bahasa Inggris. Jakarta: Penerbit PT Gramedia Pustaka Utama. 2002.

Farris, Pamela J. And Carol J. Fuhler. Teaching Reading: a Balanced Approach for Today’s Classroom. New York: McGraw-Hill. 2004.

Fink, Lila, Phyllis Levy, Charlotte Miller, Gwen brewer, and Andrea White. Choices a Text for Writing and Reading. Oxford: Brown and Company Limited. 1983.

Grabe, William and Fredrick L. Stoller. Teaching and Researching Reading. Oxford: Pearson Educational Limited. 2002.

Hamer, Jeremy. English Language Teaching. Sydney: Pearson Education Limited.2001.

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Harmer, Jeremy. How to Teach English. London: Pearson Educational Limited. 2007.

Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman, 1989.

Harris, Albert J. and Edward R. Sipay. How to Increase Reading Ability, 6th ed. New York: David Mickey Company, Inc,. 1975.

Hernowo. Quantum Reading. Bandung: MLC. 2003.

http://en.wikipedia.org/wiki/Reading_motivation. Categories: Motivation | Educational psychology

http:/www.web.net/~robrien/papers/arfinal.html)

Kusumah, Wijaya and Dedi Dwitagama. Mengenal Penelitian Tindakan Kelas. Jakarta: PT Malta Printindo. 2009.

Lubis, Muchtar. Teknik Mengarang: Cet ke v. Jakarta: Kurnia Esa, 1981. Madox, Harry. How to Study. Greenwich: Fawcet Prmier.1963.

McDonough, Jo and Christopher Shaw. Material and Method in ELT: Teachers’ Guide. Massachusetts: Blackwell Publishing Ltd, 2003

Meltzer, David E. The Relationship between Mathematics Preparation and Conceptual Learning Gains in physis: A possible Hidden Variable in Diagnostic Pretest Score. Iowa: Departement of Physis And Astronomy, 2008.

Nuttall, Christine. Teaching Reading Skills for Foreign Language. Ohio: The Neman Educational. 1982.

Schunk, Dale H., Paul R. Pintrich, and Judith L. Meece. Motivation in Education: Theory, Research, and Applications, Columbus, Ohio: Merril Prentice Hall. 2002.

Silberstein, Sandra. Technique and Recourses in Teaching Reading. London: Oxford University Press. 1994.

Sudjana. Metodata Statistika. Bandung: PT Tarsito, 2002.

Sudjiono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada. 2008.

Tarigan, Dr. Hendry Guntur. Prinsip- prinsip Dasar Sastra. Cet. Ke-10, Bandung: Angkasa. 1985.

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Underwood, Geoffrey and Vivie Batt. Reading and Understanding: An Introduction to the Psychology of Reading. Massachusetts: Blackwell. 1996.

Ur, Penny. A course in Language Teaching- Practice & Theory. Cambridge: Cambridge University Press. 1996.

Wallace, Michael J., Action Research for Language Teachers. Cambrigde: Cambridge University Press. 2006.

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The Students, reading Score of Pre-test, Post-test 1, and Post-test 2

Students' name Pre- test Post-test Post-test

Cycle 1 Cycle 2

Ade Syerawani Aziz 40 60 80*

Ahmad Faizal 35 55 65

Dadang Suganda 55 70* 85*

Denny Kurniawan 30 55 60

Dian Jayanti 55 60 80*

Dwi Rahayu 45 60 80*

Fadi Alfikri Nur 45 55 75*

Fajrianti 60 70* 80*

Fitri Ambar. T 40 60 70*

Irfan Rahmatullah 30 50 60

Jamaluddin 55 65 80*

Kevin Pradika 65 75* 90*

Lorenza R.H 40 55 75*

M. Akbar .A 55 55 80*

M. Renaldi 30 50 80*

M. Rizal 40 60 75*

Mega Pratiwi 50 60 80*

Melati Dwi. S 35 60 65

Miftahul .K 50 60 80*

Mila Roslianti 40 55 75*

Murni Lestari 50 65 80*

Noviyanti 40 60 80*

Nursifa Fadilah 70* 70* 90*

Nurul Handayani 60 65 90*

Paris Wahyu 55 65 75*

Raka. A 55 60 85*

Rendi Ahmad 50 70* 90*

Ridwan. Z 35 55 60

Sahrul 50 60 80*

Sri Wahyuni 40 55 75*

Sukisno 40 65 80*

Surya 40 60 80*

Syarifudin 70* 70* 90*

Via Afrili 50 70* 90*

Wiwik Indriyati 50 60 90*

Total 1510 1645 2750

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Lembar Observasi Guru

Dalam Pelaksanaan Metode Cerita Pendek

Sekolah : SMP Islam Al-Fajar Hari/Tanggal : Selasa, 12 Januari 2011 Pertemuan : 2

Siklus : 2

No Aspek Yang Diamati

Penilaian keterangan 1 2 3 4

I Pendahuluan 1. Kurang

Baik 1. Greeting (memberi salam dan tegur sapa) 2. Cukup

baik

2. Tanya Jawab berbagai hal terkait dengan kondisi

siswa

3. Baik 3. Penjelasan topik yang akan dibahas 4. Baik Sekali

II Kegiatan Inti

1. Menjelaskan materi secara sistematis 2. Membimbing siswa dalam individu/

Kelompok

3. Menjelaskan short story dengan jelas 4. Menanggapi pertanyaan dan respon

Siswa

5. Menjelaskan maksud teks bacaan dengan

jelas.

6. Penguasaan materi

7. Penggunaan waktu secara tepat

III Penutup

1. Menyimpulkan materi

2. Menanyakan kesulitan siswa 3. Memberikan tugas kepada siswa

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Lembar Observasi Siswa

Dalam Pelaksanaan Metode Cerita Pendek

Sekolah : SMP Islam Al-Fajar Hari/Tanggal : Selasa, 19 Januari 2011 Pertemuan : 2

Siklus : 2

Keterangan:

1 : Tidak Melakukan

2 : Kurang Baik

3 : Cukup Baik

4 : Baik

5 : Sangat Baik

No Aspek yang diamati

Penilaian 1 2 3 4 5 1. Mendengarkan/ memperhatikan penjelasan guru

2. Merespon guru

3. Mengajukan pertanyaan

4. Termotivasi untuk Membaca teks cerita 5. Memahami materi yang disampaikan guru 6. Dapat mengulang kembali cerita yang diberikan 7. Antusias dalam mengerjakan tugas yang diberikan. 8. Menggunakan bahasa inggris dalam proses KBM

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Observational Notes For Need Analysis

Action : 1st cycle

Date : January, 12 2010 Time : 10.00 a.m – 11.00 a.m

What learners do What this Involves

Teachers’ purpose

Comment

 Listening to the teacher’s explanation about text

 Doing exersice in group (group of five); to arrange jumble paragraph into a good passage

 Doing exercise in individual work (answer some questions based on the text)

 Students’ are involved:

 Group work

 Individual work

 Students read any kinds of short story with the title

 The clever farmer

 Lodging for the night

The teacher explained the text, what is the story talking about,and make the students improve their motivation to reading a text

 Most of students didnt pay attention

 Most of students didnt work together

 Most students cheated each other and the other ignore them

 Most of students seemed not understand, and lazy to reading a text

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Observational Notes For Need Analysis

Action : 2nd cycle

Date : January, 19 2010 Time : 10.00 a.m – 11.00 a.m

What learners do What this Involves

Teachers’ purpose

Comment

 Reviewing the text and main idea.

 Doing exersice in group (group of five); to arrange jumble paragraph into a good passage

 Doing exercise in individual work (answer some questions based on the text)

 Doing the evaluation

 Students’ are involved:

 Group work

 Individual work

 Students read any kinds of short story with the title

 The hungry mouse

The teacher explained the text, what is the story talking about,and make the students improve their motivation to reading a text

 Some students could answer the question

 Most of students have motivation to reading a short story

 Some students seem enjoy with the study

 Most of students can improve their score

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Interview Guidelines for the Need Analysis

A. Kategori Umum

1. Bagaimanakah kondisi siswa Bapak/Ibu dalam proses pembelajaran Bahasa Inggris?

Sangat bervariasi. Kondisi siswa saya pada waktu saya mengajar di kelas itu terkadang ribut. Mereka lebih asik sibuk sendri dan kurang memperhatikan penjelasan materi yang sedang diberikan. Kemampuan siswa dalam pelajaran Bahasa Inggris masih kurang, hal ini dapat dilihat dari hasil ulangan harian mereka. Tetapi ada beberapa siswa yang bisa Bahasa Inggris.

2. Skill Bahasa Inggris apa yang paling sulit oleh siswa?

Dalam pembelajaran Bahasa Inggris, skill yang paling sulit adalah membaca, mereka sulit sekali jika disuruh membaca sebuah teks.terkadang mereka bermalas-malasan dalam membaca.

3. Bagaimana kemampuan siswa Bapak/Ibu dalam Bahasa Inggris terutama membaca (reading)?

Motivasi mereka kurang jika disuruh membaca sehingga kemampuan mereka cukup rendah.

4. Kelas manakah yang motivasi membacanya paling rendah?

Di sekolah ini saya mengajar kelas VII dan terdirir dari 3 kelas, mulai kelas A sampai dengan kelas C. tetapi dari ketiga elas yang saya ajar, kemampuan membaca yang paling rending adalah kelas VII- A.

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B. Kategori Jenis Bacaan

5. Jenis teks bacaan apa saja yang diajarkan di kelas?

Untuk jenis teks yang saya gunakan alam pengajaran Bahasa Inggris ada yang menggunakan naratif atau deskriptif.

6. Dari mana Bapak/Ibu mendapatkan sumber teks bacaan?

Biasanya untuk sumber teks, saya menggunakan buku paket stepping more atau juga terkadang menggunakan LKS dan buku- buku klain yang mendukung dalam materi pembelajaran.

7. Jenis bacaan apa yang Bapak/Ibu sarankan untuk digunakan dalam penelitian ini?

Menurut saya, untuk penelitian yang mbak gunakan, disesuaikan saja dengan materi yang akan diajarkan nanti di dalam kelas, bisa deskriptf atau juga naratif.

C. Kategori kesulitan yang dialami

8. Ketika membaca teks Bahasa Inggris kesulitan apa yang sering dialami siswa?

Banyak sekali kesulitan yang ditemui dalam pembelajaran di dalam kelas. Salah satunya adalah mereka malas untuk praktis membaca nyaring dan juga masih bermalasan jika disuruh membaca. Selain itu juga mereka masih kurang paham apa yang di jelaskan dalam teks.

9. Apa penyebab kesulitan tersebut?

Penyebab dari munculnya kesulitan itu, karena kurangnya motivasi mereka dalam membaca dan kurang praktis juga. Dan saya belum memenukan teknik yang cocok dalam pembelajaran reading ini.

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D. Kategori strategi untuk mengatasi kesulitan

10.Lalu bagaimanakah cara Bapak/Ibu mengatasi masalah siswa dalam membaca (reading)?

Selama ini saya hanya menggunakan buku paket, setelah itu mereka mengerjakan soal- soal latihan yang ada di LKS. Karena dengan mengerjakan soal-soal latihan, mereka mau belajar. Dan hingga saat ini saya belum mendapatkan strategi untuk mengatasi masalah ini.

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Interview Guidelines for the Need Analysis

A. Kategori Umum

1. Bagaimanakah kondisi siswa Bapak/Ibu dalam proses pembelajaran reading setelah menggunakan short story?

Tentunya setelah menggunakan short stori daam pembelajaran reading, kondisi siswa saya semakin membaik. Dengan cerita- cerita yang menarik mereka mau memperhatikan penjelasan saya di depan kelas. Selain itu, mereka mau bekerja sama dalam mengerjakan tugas kelompok atau pun individu.

2. Apakah Ibu/Bapak merasa termotivasi setelah menggunakan short story dalam pembelajaran di kelas?

Ya, pastinya saya lebih bersemangat untuk menggunakan short story dalam pembelajaran reading. Ini merupakan pengalaman baru saya dala menggunakan strategi ini.

3. Bagaimana kemampuan siswa Bapak/Ibu dalam membaca setelah menggunakan teks short story (cerita pendek) ?

Kemampuan siswa saya meningkat setelah menggunakan media cerita pendek. Hal ini bisa dilihat dari hasil tes yang saya telah saya berikan. Mereka dapat mengerti apa maksud teks tersebut dan dapat memceritakan kembali dengan kata-kata mereka sendiri.

A. Kategori Jenis Bacaan

4. Apakah Ibu/Bapak memberikan Jenis teks bacaan yang diajarkan di kelas?

Saya selalu memberikan contoh teks sesuai dengan materi yang akan diajarkan.

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5. Apakah siswa mengerti tentang apa yang mereka baca?

Iya, mereka mnengerti apa yang mereka baca bahkan tekadang saya menyuruh mereka me- review teks tersebut.

B. Kategori kesulitan yang dialami

6. Apakah Ibu/ Bapak mengalami kesulitan dalam menerapkan metode ini?

Ternyata strategi cukup mudah digunakan di dalam proses pebelajaran Bahasa Inggri karena mereka lebih termotivasi untuk membaca.

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The Questionnaire for Students Name :

Kelas :

Cara pengisian :

1. Tulislah nama dan kelas ditempat yang telah tersedia ! 2. Berilah tanda silang (X) pada salah satu jawaban A atau B ! 3. Jawablah dengan jujur sesuai dengan keadaan!

4. Jawaban tidak mempengauhi nilai mata pelajaran Bahasa Inggris dan tidak dipekenankan bekerja sama dengan siswa lain dalam menjawab

pertanyaan !

5. Periksa kembali jawaban sebelum diserahkan kepada guru !

Pertanyaan :

1. Apakah kamu merasa senang dengan pelajaran membaca (reading) sekarang?

a. Ya b. Tidak

2. Apakah kamu merasa pengajaran reading oleh guru sekarang lebih baik?

a. Ya b. Tidak

3. Apakah kamu merasa lebih bersemangat jika mengikuti pelajaran Bahasa Inggris dalam materi membaca?

a. Ya b. Tidak

4. Apakah strategi pengajaran guru sekarang sesuai untuk pembelajaran membaca?

a. Ya b. Tidak

5. Apakah strategi yang digunakan guru sekarang membantu anda mengungkapkan ide-ide dalam membaca?

a. Ya b. Tidak

6. Apakah strategi pengajaran yang diberikan guru sekarang lebih mudah ?

a. Ya b. Tidak

7. Apakah sekarang kamu mengerjakan tugas-tugas membaca yang diberikan guru dengan lebih mudah?

a. Ya b. Tidak

8. Apakah guru memberikan kesempatan untuk bertanya ?

a. Ya b. Tidak

9. Apakah kamu memanfaatkan sesi bertanya yang diberikan guru?

a. Ya b. Tidak

10.Apakah kemampuan membacamu menjadi lebih baik sekarang?

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The Questionnaire for Students Name :

Kelas :

Cara pengisian :

1. Tulislah nama dan kelas ditempat yang telah tersedia ! 2. Berilah tanda silang (X) pada salah satu jawaban A atau B ! 3. Jawablah dengan jujur sesuai dengan keadaan!

4. Jawaban tidak mempengauhi nilai mata pelajaran Bahasa Inggris dan tidak dipekenankan bekerja sama dengan siswa lain dalam menjawab pertanyaan !

5. Periksa kembali jawaban sebelum diserahkan kepada guru !

Pertanyaan :

1. Apakah kamu merasa senang dengan pelajaran membaca (reading) sekarang?

b. Ya b. Tidak

2. Apakah kamu merasa pengajaran reading oleh guru sekarang lebih baik?

b. Ya b. Tidak

3. Apakah kamu merasa lebih bersemangat jika mengikuti pelajaran Bahasa Inggris dalam materi membaca?

b. Ya b. Tidak

4. Apakah strategi pengajaran guru sekarang sesuai untuk pembelajaran membaca?

a. Ya b. Tidak

5. Apakah strategi yang digunakan guru sekarang membantu anda mengungkapkan ide-ide dalam membaca?

b. Ya b. Tidak

6. Apakah strategi pengajaran yang diberikan guru sekarang lebih mudah ?

b. Ya b. Tidak

7. Apakah sekarang kamu mengerjakan tugas-tugas membaca yang diberikan guru dengan lebih mudah?

b. Ya b. Tidak

8. Apakah guru memberikan kesempatan untuk bertanya ?

b. Ya b. Tidak

9. Apakah kamu memanfaatkan sesi bertanya yang diberikan guru?

b. Ya b. Tidak

10.Apakah kemampuan membacamu menjadi lebih baik sekarang?

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Soal pre-test Text 1

One day the wolf was slaking his thirst at stream when he chanced to see a lamb, also drinking, at same distance down the stream. Outraged, he growled, you are muddying my drinking water, now I shall eat you. The lamb protested, but, Sir, how can I be muddying your drinking water? I am father down stream than you are. The water is flowing from your part of the stream to where I am. Upstream or down stream, your drinking is muddying my water, and I shall eat you. So saying, the wolf leaped upon the lamb and deuced him.

1. Where did the story happen? a. On the river

b. In the forest c. In the jungle d. At the zoo

2. 0The following facts made the wolf get angry with the lamb, expect….. a. The lamb muddied the water

b. The wolf wanted to eat the lamb c. The lamb drank at the same stream d. The lamb protested him

3. We can learn from the story that…… a. Never drink the river water

b. Never clean our body on the stream c. The bad will always beat the good d. The strong will always rule the weak 4. How many animals in this story?

a. Two b. Three c. Four d. five

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a. Wolf b. Rabbit c. Lamb d. tiger

Text 2

Once upon the time, a rabbit wanted to cross a river but he could not swim. He had an idea. He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile, how many crocodiles are there in the river? The boss of crocodile answered, we are twenty here. Where are they? The rabbit asked for the second time. What is it for? The boss of crocodile asked.

All of you are good, nice, gentle and kind, so I want to make a line in order. Later I will know how kind you are? Said the rabbit. Then the boss of the crocodile called all this friends and asked them to make in order from one side to the other side of the river. Just then, the rabbit started to count while jumping from one crocodile to another: one…two…three…four… until twenty, and finally, he thanked all crocodiles because he had crossed the river.

6. The story mainly tells us about….. a. Twenty crocodiles

b. The boss of the crocodile c. A rabbit and twenty crocodile d. A rabbit and the twenty crocodile

7. We know from the first paragraph that the rabbit actually wanted…… a. To cross the river

b. To swim across the river c. To meet the boss of crocodile d. To know where the crocodile 8. How many crocodiles in the river?

a. There are twenty crocodiles b. There are ten crocodiles

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c. There are fifteen crocodiles d. There are eleven crocodiles 9. Who wants to cross the river?

a. Crocodile b. Rabbit c. Bird d. Fish

10. As we know that the rabbit can….. a. Swim

b. Not swim c. Run d. Not run

Text 2

The Clever Farmer

There was once a farmer who lived in poverty. He was always trying to think of ways to get rich. One day he had an aide. He look a rooster to the palace and gave it to the king as a gift.

Upon receiving the gift, the king laughed and said,” Poor man, a rooster is

really a very small present for my family. You see, there are six of US; my wife, the queen, my two sons, my two daughters, and me. How can we all share one

rooster?”

The farmer replied boldly,” You majesty. I can solve this problem. Give

me a knife and I will cut up the rooster so that you can all share it”. The king was

surprised by the farmer’s reply and ordered a servant to give the farmer a knife. First, the farmer cut of the rooster and offered it to the king, saying, “Your

Majesty is the head of the state, so please accept the rooster’s head as your

share.”Then, he cut off the meat from the back of the rooster and said, “This is for the queen, who bears the burden of the house hold duties on her back”.

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Next, he cut off the rooster’s two legs and offered them to the two princes,

saying, “These legs are for your Majesty’s sons, who will follow in you steps as rulers”. After cutting the rooster’s two wings, he said, “Let your Majesty’s two

daughters each take wing since the will marry one day and fly away with their

husbands. The rest of the rooster is my share, for me you Majesty’s guest, and it is

the host’ duty to give his guest whatever extra food he has”.

Hearing the farmer’s clever reply, the king was very pleased. He rewarded

the men with gold, silver, and precious stones. A rich man now, the farmer went home.

11. Who lived in poverty?

a. a servant c. the king

b. a farmer d. the queen

12. What did he always try to think every day?

a. W0ays to cut the bird

b. Ways to the palace

c. Ways to get rich

d. Ways to meet the king

13. What did he give to the king as a gift?

a. A bird c. a peacock

b. A rooster d. a duck

14.There are…persons in the king’s family.

a. Six c. five

b. Seven d. eight

15.What did the farmer need to cut the rooster?

a. A blade c. a knife

b. a jigsaw d. a sword

16.Which part of the rooster was cut off first?

a. The wings c. the back

b. The legs d. the head

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a. The king c. the princes

b. The queen d. the princess

18.Why did the queen get the meat from the back of the rooster?

a. She bears the burden of the house hold duties.

b. She will follow the king’s foot steps as rules.

c. She will marry and fly away with her husband.

d. She is the head of the state.

19.Who get the legs of the rooster?

a. The king c. the princes

b. The princess d. the queen

20.Why did the princess get the wing?

a. They are the head of the state.

b. They will marry and fly away with their husband.

c. The bear the burden of the household duty.

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Soal Post Test Reading section

In this part of the test, you have to choose the best answer to each question from the alternative given.

Text 1

Reading the following text to answer questions 1-10 ! The Clever Farmer