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THE READING COMPREHENSION
OF THE SEVENTH GRADE STUDENTS
OF MTS NU MATHOLI’UL HUDA KUDUS
IN ACADEMIC YEAR 2011/2012
TAUGHT BY USING DIRECTED READING ACTIVITY (DRA)
By
JAMILATUL FAJRIYAH
NIM 200832265
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
i
ii
THE READING COMPREHENSION
OF THE SEVENTH GRADE STUDENTS
OF MTS NU MATHOLI’UL HUDA KUDUS
IN ACADEMIC YEAR 2011/2012
TAUGHT BY USING DIRECTED READING ACTIVITY (DRA)
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana
Program in English Education Department
By:
JAMILATUL FAJRIYAH
NIM 200832265
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
iii
MOTTO AND DEDICATION
MOTTO:
Positive thinking is right, but negative thinking is not wrong.
Keep Smiling
Keep Trying
Don’t give up
I can do my best
DEDICATIONS:
This skripsi is dedicated to:
1.
Her beloved parents who always take care and
support her
2.
Her brother and her sister
3.
Her beloved “Onong”
4.
Her best friends
5.
All of her friends in UMK FM
6.
All of her friends in English Education department
in academic year 2012.
iv
v
vi
ACKNOWLEDGEMENT
The writer special thanks must first and for most go to Allah SWT the
almighty and the merciful for the blessing, health, miracle and inspiration given to
me leading to completing of this final project and fishing my research.
Praise and innovation are also given to our prophet, Muhammad SAW,
who is always hoped her intercession in the end of the world. Therefore, the writer
would express her appreciation to those who have helped her, namely:
1. Drs. Susilo Raharjo M.Pd as a Dean of Teacher Training and Education
Faculty of Muria Kudus University
2. Fitri Budi Suryani,S.S, M.Pd as the head of English Education Department
3. Atik Rokhayani,S.Pd, M.Pd as the first advisor for her best suggestions,
guidance, and motivation in finishing this final project
4. Dra. Sri Endang Kusmaryati, M.Pd as the second advisor for valuable
help, guidance, and motivation in finishing this final project
5. Zaenuri,S.Ag as the headmaster of MTs. NU Matholi’ul Huda Kudus for
giving her permission to conduct research
6. The English teacher of
MTs. NU Matholi’ul Huda Kudus, Hj Nira
Barawati,S.Pd, the writer thanks for her helps, and all of the students of
seventh grade students of MTs. NU Matholi’ul Huda Kudus in academic
year 2011/2012
7. Her beloved parents who always give support, motivation and moral
encouragement to finish her research
8. Her brother and sister thanks for support and affection
vii
9. Her beloved “Onong” who always give support, care, and love.
10. Her best friends, thanks for your helps and support Nida, Inu, Mamah,
Bude, Tante, Iis, Shelly, Caca, Husna
11. Her beloved friends in UMK FM, Sqapiun, Tata, Viana, Echa, Alam
Perdana, Izunun, Aam
Those cannot be mentioned one by one for the support. Therefore, she
hopes any constructive criticism from the readers to make it better.
Kudus, July 2012
The writer
viii
ABSTRACT
Fajriyah, Jamilatul. 2012. The Reading Comprehension of the Seventh Grade
Students of MTs NU Matholi’ul Huda Kudus in Academic Year 2011/2012
Taught by Using Directed Reading Activity (DRA). Skripsi. English
Education Department, Teacher Traning and Education Faculty, Muria
Kudus University. Advisor: (1) Atik Rokhayani,S.Pd, M.Pd , (2) Dra. Sri
Endang Kusmaryati, M.Pd.
Key Words: Reading Comprehension, Directed Reading Activity
The success of teaching English as a foreign language is determined by
many factors such as, the teacher, material, and the attitudes of the students
towards studying English. Therefore, English teacher have to be aware that their
students must study English more effectively, especially for reading because
everyone needs information to know the world development. The information is
very important for us to develop our knowledge, skills, or just entertain. In
accessing information, we should have a good reading skill because we need to
understand the meaning of the text. So reading is very important for us.
The purpose of the writer is to find out: whether or not there is any
significant difference the ability of reading comprehension of the seventh grade
students of MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012 taught
by and without using Directed Reading Activity.
In this research the writer uses experimental research design control group.
There are two variables; Directed Reading Activity as independent variable and
the ability of reading comprehension of seventh grade students of MTs Matholi’ul
Huda Kudus in academic year 2011/2012 as dependent variable. The writer
determines seventh grade students of MTs Matholi’ul Huda Kudus in academic
year 2011/2012 as the population. The writer takes samples in VIIA as
experimental group and VIIB as control group uses tests to get the accurate data.
After conducting the tretment of reading comprehension of the seventh
grade students of MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012
taught by using Three Phase Technique, the writer found the highest score is 84
and the lowest is 56. And reading comprehension of the seventh grade students of
MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012 taught by using
Directed Reading Activity, the writer found the highest score is 88 and the lowest
is 60. The result of the data can be seen in appendix 11. The writer gets t0= 4.375,
It is bigger than t-table (on the level of significance of 5% (df) N1+N2-2=58 ttable is 1.671), in other word t0> t-table = 4.375>1.671. It means that the Null
Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is confirmed.
Based on the explanation above, the hypothesis of this research that there
is a significant difference between the ability of reading comprehension of the
seventh grade students of MTs NU Matholi’ul Huda Kudus in academic year 2011
/2012 is confirmed. The last this research can be useful as the reference for further
research especially in reading comprehension.
ix
ABSTRAKSI
Fajriyah, Jamilatul. 2012. Pemahaman Membaca pada Siswa-Siswa Kelas Tujuh
MTs NU Matholi’ul Huda Kudus Tahun Ajaran 2011/2012 Diajar dengan
Menggunakan Directed Reading Acivity (DRA). Skripsi. Program Studi
Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan
Universitas Muria Kudus. Pembimbing: (1) Atik Rokhayani,S.Pd, M.Pd ,
(2) Dra. Sri Endang Kusmaryati, M.Pd.
Key Words: Reading Comprehension, Directed Reading Activity
Keberhasilan mengajar bahasa inggris sebagai bahasa asing ditentukan
oleh banyak faktor seperti guru, materi, dan sikap kepada siswa yang sedang
belajar bahasa inggris. Oleh karena itu, Guru bahasa inggris harus sadar bahwa
siswa mereka harus belajar bahasa inggris lebih efektif, terutama untuk
mengetahui perkembangan dunia. Informasi adalah sangat penting untuk
mengembangkan pengetahuan, ketrampilan, atau hanya hiburan. Dalam
mendapatkan informasi,kita seharusnya mempunyai ketrampilan membaca yang
bagus karena kita perlu untuk memahami arti dalam sebuah teks. Jadi, membaca
sangat penting untuk kita.
Tujuan penulis dalam penelitian ini adalah untuk mengetahui: Apakah ada
perbedaan yang signifikan dari kemampuan pemahaman membaca pada siswa
kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar
dengan menggunakan Directed Reading Activity.
Dalam penelitian ini penulis menggunakan desain eksperimen kelompok
kontrol. Ada dua variabel, pertama yaitu Directed Reading Activity sebagai
independent variable dan kemampuan pemahaman membaca pada siswa kelas
tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 sebagai dependent
variable. Penulis menentukan siswa kelas tujuh MTs NU Matholi’ul Huda Kudus
tahun ajaran 2011/2012 sebagai populasi. Penulis mengambil contoh dalam kelas
VIIA sebagai kelompok experiment dan VIIB sebagai kelompok kontrol
menggunakan tes untuk mendapat data yang akurat.
Setelah melakukan tretment kemampuan pemahaman membaca pada
siswa kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar
menggunakan Three Phase Technique, penulis mendapat nilai tertinggi adalah 84
dan nilai terendah 56. Dan kemampuan pemahaman membaca pada siswa kelas
tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar
menggunakan Directed Reading Activity, penulis mendapat nilai tertinggi adalah
88 dan nilai terendah 60. Hasil dari data dapat dilihat di appendix 11. Penulis
mendapat t0= 4.375, tersebut lebih besar daripada t-table (dalam level of
significance of 5% (df) N1+N2-2=58 t-table is 1.671), dalam kata lain t0> t-table
= 4.375>1.671. Tersebut berarti bahwa Null Hypothesis (H0) adalah tidak diterima
dan Alternative Hypothesis (Ha) adalah diterima.
x
Berdasarkan penjelasan di atas, hypothesa dalam penelitian ini adalah ada
perbedaan yang significan diantara kemampuan pemahaman membaca pada siswa
kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 adalah
diterima. Terakhir dalam penelitian ini dapat digunakan sebagai referensi untuk
peneliti lainnya terutama dalam pemahaman membaca.
xi
TABLE OF CONTENTS
COVER ......................................................................................................
LOGO ........................................................................................................
TITLE ........................................................................................................
MOTTO AND DEDICATION ..................................................................
ADVISOR’S APPROVAL ........................................................................
EXAMINER’S APPROVAL .....................................................................
ACKNOWLEDGMENT ............................................................................
ABSTRACT ...............................................................................................
TABLE OF CONTENTS ...........................................................................
LIST OF TABLES .....................................................................................
LIST OF FIGURES ...................................................................................
LIST OF APPENDICES ............................................................................
Page
i
ii
iii
iv
v
vi
vii
ix
xii
xiv
xv
xvi
CHAPTER 1: INTRODUCTION
1.1
Background of the Research .............................................................
1
1.2
Statement of the Problem ..................................................................
4
1.3
Objective of the Research .................................................................
4
1.4
Significance of the Research .............................................................
4
1.5
Limitation of the Research ................................................................
5
1.6
Operational Definition .....................................................................
5
CHAPTER II: REVIEW TO RELATED LITERATURE
AND HYPOTHESIS
2.1 Teaching English in MTs NU Matholi’ul Huda ...............................
7
2.1.1 The Curriculum of Teaching English in MTs NU Matholi’ul Huda.
8
2.1.2 The Purpose of Teaching English in MTs NU Matholi’ul Huda ......
9
2.1.3 The Material of Teaching English in MTs NU Matholi’ul Huda .....
10
2.1.4 The Technique of Teaching English in MTs NU Matholi’ul Huda..
11
2.2
Reading as a Language Skill ...........................................................
13
2.3
Descriptive Text ................................................................................
15
2.3.1 The Social Function of Descriptive Text ..........................................
15
2.3.2 The Generic Structure of Descriptive text ........................................
16
2.3.3 The language Features of Descriptive Text ......................................
16
2.4
17
Directed Reading Activity as Strategy of Teaching .........................
xii
2.5
Teaching Reading Descriptive Text by Using Directed Reading
Activity .............................................................................................
19
2.6
Review of the Previous Research......................................................
21
2.7
Theoretical Framework .....................................................................
22
2.8
Hypothesis of the Research ...............................................................
23
CHAPTER III: METHODOLOGY OF THE RESEARCH
3.1
Design of the Research .....................................................................
25
3.2
Population and Sample .....................................................................
27
3.3
Instrument of the Research ...............................................................
28
3.4
Data Collection .................................................................................
29
3.5
Data Analysis ....................................................................................
30
CHAPTER IV: RESEARCH FINDING
4.1
Data Description.................................................................................
34
4.1.1 The Ability of Reading Comprehension of Seventh Grade Students
of MTs NU Matholi’ul Huda in Academic Year 2011/2012 Taught
by Using Directed Reading Activity..................................................
34
4.1.2 The Ability of Reading Comprehension of Seventh Grade Students
of MTs NU Matholi’ul Huda in Academic Year 2011/2012 Taught
by Using Three Phase Technique.......................................................
37
4.2
Hypothesis Testing............................................................................
39
CHAPTER V: DISCUSSION
5.1 Discussion.........................................................................................
40
CHAPTER VI: CONCLUSION AND SUGGESTION
6.1
Conclusion ........................................................................................
44
6.2
Suggestion .........................................................................................
44
BIBLIOGRAPHY ....................................................................................
46
APPENDICES ..........................................................................................
47
CURRICULUM VITAE ..........................................................................
121
xiii
LIST OF TABLES
Table
Page
3.1
The Criteria of the Students’Score of Reading Comprehension…...
31
4.1
The Data of the Score of the Reading Comprehension of Seventh
Grade Students of MTs NU Matholi’ul Huda in Academic Year
2011/2012 Taught by Using Directed Reading Activity……………
35
Frequency and Percentage Distribution of the Score of Reading
Comprehension of Seventh Grade Students of MTs NU Matholi’ul
Huda in Academic Year 2011/2012 Taught by Using Directed
Reading Activity................................................................................
36
The Data of the Score of the Reading Comprehension of Seventh
Grade Students of MTs NU Matholi’ul Huda in Academic Year
2011/2012
Taught
by
Using
Three
Phase
Technique...........................................................................................
37
Frequency and Percentage Distribution of the Score of Reading
Comprehension of Seventh Grade Students of MTs NU Matholi’ul
Huda in Academic Year 2011/2012 Taught by Using Three Phase
Technique...........................................................................................
38
4.2
4.3
4.4
xiv
LIST OF FIGURES
Figure
Page
3.1
Experimental Design with a Control Group ..................................... 26
4.1
The Bar Diagram of Score of the Reading Comprehension of
Seventh Grade Students of MTs NU Matholi’ul Huda in Academic
Year 2011/2012 Taught by Using Directed Reading
Activity.............................................................................................. 36
4.2
The Bar Diagram of Score of the Reading Comprehension of
Seventh Grade Students of MTs NU Matholi’ul Huda in Academic
Year
2011/2012
Taught
by
Using
Three
Phase
Technique........................................................................................... 38
xv
LIST OF APPENDICES
Appendix
Page
1. Syllabus of MTs NU Matholi’ul Huda in Academic Year 2011/2012
47
2. Lesson Plan ..........................................................................................
51
3. The table of Specification of Reading Comprehension .......................
97
4. The Reading Ability Test .....................................................................
98
5. Index of Reability ................................................................................
105
6. The Calculation of Reability ................................................................
106
7. The Score of the Reading Comprehension by Using Directed
Reading Activity....... ...........................................................................
107
8. The Calculation of Mean and Standart Deviation in Experimental
Group..................................................................................................... 108
9. The Score of the Reading Comprehension by Using Three Phase
Tehnique...... ........................................................................................
111
10. The Calculation of Mean and Standart Deviation in Control Group ...
112
11. The T-obeservation of Mean of Experimental Group and Control
Group........ ...........................................................................................
115
12. The List of Seventh Grade Students VII C
of MTs NU Matholi’ul Huda................................................................
117
13. The List of Seventh Grade Students VII A
of MTs NU Matholi’ul Huda................................................................
118
14. The List of Seventh Grade Students VII B
of MTs NU Matholi’ul Huda................................................................
xvi
119
OF THE SEVENTH GRADE STUDENTS
OF MTS NU MATHOLI’UL HUDA KUDUS
IN ACADEMIC YEAR 2011/2012
TAUGHT BY USING DIRECTED READING ACTIVITY (DRA)
By
JAMILATUL FAJRIYAH
NIM 200832265
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
i
ii
THE READING COMPREHENSION
OF THE SEVENTH GRADE STUDENTS
OF MTS NU MATHOLI’UL HUDA KUDUS
IN ACADEMIC YEAR 2011/2012
TAUGHT BY USING DIRECTED READING ACTIVITY (DRA)
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana
Program in English Education Department
By:
JAMILATUL FAJRIYAH
NIM 200832265
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MURIA KUDUS
2012
iii
MOTTO AND DEDICATION
MOTTO:
Positive thinking is right, but negative thinking is not wrong.
Keep Smiling
Keep Trying
Don’t give up
I can do my best
DEDICATIONS:
This skripsi is dedicated to:
1.
Her beloved parents who always take care and
support her
2.
Her brother and her sister
3.
Her beloved “Onong”
4.
Her best friends
5.
All of her friends in UMK FM
6.
All of her friends in English Education department
in academic year 2012.
iv
v
vi
ACKNOWLEDGEMENT
The writer special thanks must first and for most go to Allah SWT the
almighty and the merciful for the blessing, health, miracle and inspiration given to
me leading to completing of this final project and fishing my research.
Praise and innovation are also given to our prophet, Muhammad SAW,
who is always hoped her intercession in the end of the world. Therefore, the writer
would express her appreciation to those who have helped her, namely:
1. Drs. Susilo Raharjo M.Pd as a Dean of Teacher Training and Education
Faculty of Muria Kudus University
2. Fitri Budi Suryani,S.S, M.Pd as the head of English Education Department
3. Atik Rokhayani,S.Pd, M.Pd as the first advisor for her best suggestions,
guidance, and motivation in finishing this final project
4. Dra. Sri Endang Kusmaryati, M.Pd as the second advisor for valuable
help, guidance, and motivation in finishing this final project
5. Zaenuri,S.Ag as the headmaster of MTs. NU Matholi’ul Huda Kudus for
giving her permission to conduct research
6. The English teacher of
MTs. NU Matholi’ul Huda Kudus, Hj Nira
Barawati,S.Pd, the writer thanks for her helps, and all of the students of
seventh grade students of MTs. NU Matholi’ul Huda Kudus in academic
year 2011/2012
7. Her beloved parents who always give support, motivation and moral
encouragement to finish her research
8. Her brother and sister thanks for support and affection
vii
9. Her beloved “Onong” who always give support, care, and love.
10. Her best friends, thanks for your helps and support Nida, Inu, Mamah,
Bude, Tante, Iis, Shelly, Caca, Husna
11. Her beloved friends in UMK FM, Sqapiun, Tata, Viana, Echa, Alam
Perdana, Izunun, Aam
Those cannot be mentioned one by one for the support. Therefore, she
hopes any constructive criticism from the readers to make it better.
Kudus, July 2012
The writer
viii
ABSTRACT
Fajriyah, Jamilatul. 2012. The Reading Comprehension of the Seventh Grade
Students of MTs NU Matholi’ul Huda Kudus in Academic Year 2011/2012
Taught by Using Directed Reading Activity (DRA). Skripsi. English
Education Department, Teacher Traning and Education Faculty, Muria
Kudus University. Advisor: (1) Atik Rokhayani,S.Pd, M.Pd , (2) Dra. Sri
Endang Kusmaryati, M.Pd.
Key Words: Reading Comprehension, Directed Reading Activity
The success of teaching English as a foreign language is determined by
many factors such as, the teacher, material, and the attitudes of the students
towards studying English. Therefore, English teacher have to be aware that their
students must study English more effectively, especially for reading because
everyone needs information to know the world development. The information is
very important for us to develop our knowledge, skills, or just entertain. In
accessing information, we should have a good reading skill because we need to
understand the meaning of the text. So reading is very important for us.
The purpose of the writer is to find out: whether or not there is any
significant difference the ability of reading comprehension of the seventh grade
students of MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012 taught
by and without using Directed Reading Activity.
In this research the writer uses experimental research design control group.
There are two variables; Directed Reading Activity as independent variable and
the ability of reading comprehension of seventh grade students of MTs Matholi’ul
Huda Kudus in academic year 2011/2012 as dependent variable. The writer
determines seventh grade students of MTs Matholi’ul Huda Kudus in academic
year 2011/2012 as the population. The writer takes samples in VIIA as
experimental group and VIIB as control group uses tests to get the accurate data.
After conducting the tretment of reading comprehension of the seventh
grade students of MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012
taught by using Three Phase Technique, the writer found the highest score is 84
and the lowest is 56. And reading comprehension of the seventh grade students of
MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012 taught by using
Directed Reading Activity, the writer found the highest score is 88 and the lowest
is 60. The result of the data can be seen in appendix 11. The writer gets t0= 4.375,
It is bigger than t-table (on the level of significance of 5% (df) N1+N2-2=58 ttable is 1.671), in other word t0> t-table = 4.375>1.671. It means that the Null
Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is confirmed.
Based on the explanation above, the hypothesis of this research that there
is a significant difference between the ability of reading comprehension of the
seventh grade students of MTs NU Matholi’ul Huda Kudus in academic year 2011
/2012 is confirmed. The last this research can be useful as the reference for further
research especially in reading comprehension.
ix
ABSTRAKSI
Fajriyah, Jamilatul. 2012. Pemahaman Membaca pada Siswa-Siswa Kelas Tujuh
MTs NU Matholi’ul Huda Kudus Tahun Ajaran 2011/2012 Diajar dengan
Menggunakan Directed Reading Acivity (DRA). Skripsi. Program Studi
Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan
Universitas Muria Kudus. Pembimbing: (1) Atik Rokhayani,S.Pd, M.Pd ,
(2) Dra. Sri Endang Kusmaryati, M.Pd.
Key Words: Reading Comprehension, Directed Reading Activity
Keberhasilan mengajar bahasa inggris sebagai bahasa asing ditentukan
oleh banyak faktor seperti guru, materi, dan sikap kepada siswa yang sedang
belajar bahasa inggris. Oleh karena itu, Guru bahasa inggris harus sadar bahwa
siswa mereka harus belajar bahasa inggris lebih efektif, terutama untuk
mengetahui perkembangan dunia. Informasi adalah sangat penting untuk
mengembangkan pengetahuan, ketrampilan, atau hanya hiburan. Dalam
mendapatkan informasi,kita seharusnya mempunyai ketrampilan membaca yang
bagus karena kita perlu untuk memahami arti dalam sebuah teks. Jadi, membaca
sangat penting untuk kita.
Tujuan penulis dalam penelitian ini adalah untuk mengetahui: Apakah ada
perbedaan yang signifikan dari kemampuan pemahaman membaca pada siswa
kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar
dengan menggunakan Directed Reading Activity.
Dalam penelitian ini penulis menggunakan desain eksperimen kelompok
kontrol. Ada dua variabel, pertama yaitu Directed Reading Activity sebagai
independent variable dan kemampuan pemahaman membaca pada siswa kelas
tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 sebagai dependent
variable. Penulis menentukan siswa kelas tujuh MTs NU Matholi’ul Huda Kudus
tahun ajaran 2011/2012 sebagai populasi. Penulis mengambil contoh dalam kelas
VIIA sebagai kelompok experiment dan VIIB sebagai kelompok kontrol
menggunakan tes untuk mendapat data yang akurat.
Setelah melakukan tretment kemampuan pemahaman membaca pada
siswa kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar
menggunakan Three Phase Technique, penulis mendapat nilai tertinggi adalah 84
dan nilai terendah 56. Dan kemampuan pemahaman membaca pada siswa kelas
tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar
menggunakan Directed Reading Activity, penulis mendapat nilai tertinggi adalah
88 dan nilai terendah 60. Hasil dari data dapat dilihat di appendix 11. Penulis
mendapat t0= 4.375, tersebut lebih besar daripada t-table (dalam level of
significance of 5% (df) N1+N2-2=58 t-table is 1.671), dalam kata lain t0> t-table
= 4.375>1.671. Tersebut berarti bahwa Null Hypothesis (H0) adalah tidak diterima
dan Alternative Hypothesis (Ha) adalah diterima.
x
Berdasarkan penjelasan di atas, hypothesa dalam penelitian ini adalah ada
perbedaan yang significan diantara kemampuan pemahaman membaca pada siswa
kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 adalah
diterima. Terakhir dalam penelitian ini dapat digunakan sebagai referensi untuk
peneliti lainnya terutama dalam pemahaman membaca.
xi
TABLE OF CONTENTS
COVER ......................................................................................................
LOGO ........................................................................................................
TITLE ........................................................................................................
MOTTO AND DEDICATION ..................................................................
ADVISOR’S APPROVAL ........................................................................
EXAMINER’S APPROVAL .....................................................................
ACKNOWLEDGMENT ............................................................................
ABSTRACT ...............................................................................................
TABLE OF CONTENTS ...........................................................................
LIST OF TABLES .....................................................................................
LIST OF FIGURES ...................................................................................
LIST OF APPENDICES ............................................................................
Page
i
ii
iii
iv
v
vi
vii
ix
xii
xiv
xv
xvi
CHAPTER 1: INTRODUCTION
1.1
Background of the Research .............................................................
1
1.2
Statement of the Problem ..................................................................
4
1.3
Objective of the Research .................................................................
4
1.4
Significance of the Research .............................................................
4
1.5
Limitation of the Research ................................................................
5
1.6
Operational Definition .....................................................................
5
CHAPTER II: REVIEW TO RELATED LITERATURE
AND HYPOTHESIS
2.1 Teaching English in MTs NU Matholi’ul Huda ...............................
7
2.1.1 The Curriculum of Teaching English in MTs NU Matholi’ul Huda.
8
2.1.2 The Purpose of Teaching English in MTs NU Matholi’ul Huda ......
9
2.1.3 The Material of Teaching English in MTs NU Matholi’ul Huda .....
10
2.1.4 The Technique of Teaching English in MTs NU Matholi’ul Huda..
11
2.2
Reading as a Language Skill ...........................................................
13
2.3
Descriptive Text ................................................................................
15
2.3.1 The Social Function of Descriptive Text ..........................................
15
2.3.2 The Generic Structure of Descriptive text ........................................
16
2.3.3 The language Features of Descriptive Text ......................................
16
2.4
17
Directed Reading Activity as Strategy of Teaching .........................
xii
2.5
Teaching Reading Descriptive Text by Using Directed Reading
Activity .............................................................................................
19
2.6
Review of the Previous Research......................................................
21
2.7
Theoretical Framework .....................................................................
22
2.8
Hypothesis of the Research ...............................................................
23
CHAPTER III: METHODOLOGY OF THE RESEARCH
3.1
Design of the Research .....................................................................
25
3.2
Population and Sample .....................................................................
27
3.3
Instrument of the Research ...............................................................
28
3.4
Data Collection .................................................................................
29
3.5
Data Analysis ....................................................................................
30
CHAPTER IV: RESEARCH FINDING
4.1
Data Description.................................................................................
34
4.1.1 The Ability of Reading Comprehension of Seventh Grade Students
of MTs NU Matholi’ul Huda in Academic Year 2011/2012 Taught
by Using Directed Reading Activity..................................................
34
4.1.2 The Ability of Reading Comprehension of Seventh Grade Students
of MTs NU Matholi’ul Huda in Academic Year 2011/2012 Taught
by Using Three Phase Technique.......................................................
37
4.2
Hypothesis Testing............................................................................
39
CHAPTER V: DISCUSSION
5.1 Discussion.........................................................................................
40
CHAPTER VI: CONCLUSION AND SUGGESTION
6.1
Conclusion ........................................................................................
44
6.2
Suggestion .........................................................................................
44
BIBLIOGRAPHY ....................................................................................
46
APPENDICES ..........................................................................................
47
CURRICULUM VITAE ..........................................................................
121
xiii
LIST OF TABLES
Table
Page
3.1
The Criteria of the Students’Score of Reading Comprehension…...
31
4.1
The Data of the Score of the Reading Comprehension of Seventh
Grade Students of MTs NU Matholi’ul Huda in Academic Year
2011/2012 Taught by Using Directed Reading Activity……………
35
Frequency and Percentage Distribution of the Score of Reading
Comprehension of Seventh Grade Students of MTs NU Matholi’ul
Huda in Academic Year 2011/2012 Taught by Using Directed
Reading Activity................................................................................
36
The Data of the Score of the Reading Comprehension of Seventh
Grade Students of MTs NU Matholi’ul Huda in Academic Year
2011/2012
Taught
by
Using
Three
Phase
Technique...........................................................................................
37
Frequency and Percentage Distribution of the Score of Reading
Comprehension of Seventh Grade Students of MTs NU Matholi’ul
Huda in Academic Year 2011/2012 Taught by Using Three Phase
Technique...........................................................................................
38
4.2
4.3
4.4
xiv
LIST OF FIGURES
Figure
Page
3.1
Experimental Design with a Control Group ..................................... 26
4.1
The Bar Diagram of Score of the Reading Comprehension of
Seventh Grade Students of MTs NU Matholi’ul Huda in Academic
Year 2011/2012 Taught by Using Directed Reading
Activity.............................................................................................. 36
4.2
The Bar Diagram of Score of the Reading Comprehension of
Seventh Grade Students of MTs NU Matholi’ul Huda in Academic
Year
2011/2012
Taught
by
Using
Three
Phase
Technique........................................................................................... 38
xv
LIST OF APPENDICES
Appendix
Page
1. Syllabus of MTs NU Matholi’ul Huda in Academic Year 2011/2012
47
2. Lesson Plan ..........................................................................................
51
3. The table of Specification of Reading Comprehension .......................
97
4. The Reading Ability Test .....................................................................
98
5. Index of Reability ................................................................................
105
6. The Calculation of Reability ................................................................
106
7. The Score of the Reading Comprehension by Using Directed
Reading Activity....... ...........................................................................
107
8. The Calculation of Mean and Standart Deviation in Experimental
Group..................................................................................................... 108
9. The Score of the Reading Comprehension by Using Three Phase
Tehnique...... ........................................................................................
111
10. The Calculation of Mean and Standart Deviation in Control Group ...
112
11. The T-obeservation of Mean of Experimental Group and Control
Group........ ...........................................................................................
115
12. The List of Seventh Grade Students VII C
of MTs NU Matholi’ul Huda................................................................
117
13. The List of Seventh Grade Students VII A
of MTs NU Matholi’ul Huda................................................................
118
14. The List of Seventh Grade Students VII B
of MTs NU Matholi’ul Huda................................................................
xvi
119