IM PROVING STUDENTS’ READING COMPREHENSION USING SEMANTIC MAPPING (A Classroom Action Research at the Second Grade Students Of MTS Asy -Syafi’iyah Karangasem Margasari Tegal 2014/2015) - repository perpustakaan

  IMPROVING STUDENTS’ READING COMPREHENSION USING SEMANTIC MAPPING (A Classroom Action Research at the Second Grade Students OfMTS Asy-Syafi’iyah Karangasem Margasari Tegal 2014/2015) A THESIS submittedas a partial fulfillment of the requirements of Bachelor Degree of Education in English Department By: Umar Yahya 0801050194 ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2015

DEDICATION From the deepest and purest of my heart, I would like to present this creation to:

My beloved Father and Mother. Thanks for everything that you give to me. I’m very proud of being your son. My beloved sister and brother mbakYul and Mas Habib, Yu

  

Indun and mas Diky, mas Jaka and mbaHikmah. Thanks for

your support and prayers.

My beloved nephew Fikri, Farah, de’ Nisa. The big family of BaniSolikhin. My friends in boarding house “Juventus Victory”, Endi AS, Kuple, Udin, Eki, Luki, Isa,Dian. Thanks for your help. All of lecturers of English Department of Teacher Training

  and Education faculty of Muhammadiyah University of Purwokerto.

  All of my friends in Muhammadiyah University of Purwokerto.

MOTTO “Keep Smiling” Don’t sweat the small stuff

  “Bekerjalahuntuk duniamu seakan-akankamuakanhidupselamanya, danberibadahlahuntukakhiratmuseakan-akankamuakanmatibesok”

  Al Hadist

  ACKNOWLEDGMENT Assalamu’alaikum wr. wb,,,

  First of all, praise to Allah SWT, the most merciful and graceful who has given the writer guidance, so that the thesis is accomplished as partial for S.Pd.

  Degree at English Department of Teacher Training and Education Faculty.

  The writer would like to take opportunity to give special thanks to: 1. Hj. Endang Kusrini S.Pd, M.Pd as the first consultant who gave guidance, encouragement, advise, support, suggestion and helpful correction.

  2. Dr. Furqanul Aziz S. Pd, M. Pd, as the second consultant for his advice guidance, correction, suggestion and information from the beginning to the completion of this research with his patiently and wisely.

  3. Drs. Ahmad, M. Pd, The Dean of the Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto, who has given permission to do the research.

  4. Drs. Pudiyono, M. Hum, the Head of English Department of Teacher Training and Education Faculty for giving the facility and permission to do this research.

  Karangasem Margasari Tegal, who gave permission in accomplishing the research. As if, nothing words that are able to replace my thanks giving for all of your helping. I just want to get back close again to you at the heaven.

  6. Samrohatul Jannah, S. Pd, Kusdiawati, S. Pd, Ariani Roosilawati Dewi, S. Pd, as the English teacher of MTS Asy-Syafi’iyah Karangasem Margasari Tegal who helped in conducting the research.

  7. All of the students of MTS Asy-Syafi’iyah Karangasem Margasari Tegal who have given good participation during the research.

  8. Family and friends who support to finish the thesis.

  Although, this thesis is still far from being perfect, constructive, critism and suggestion are welcome to make this work. This thesis hoped will give positive contributions and be useful to this field study.

  Purwokerto, January 2015 The writer

  

ABSTRACT

  IMPROVING STUDENTS’ READING COMPREHENSION USING

SEMANTIC MAPPING

(A Classroom Action Research at the VIII B Students of MTS Asy-Syafi’iyah

  

Karangasem Margasari Tegal Academic Year 2014/2015)

UMAR YAHYA

0801050194

  The research was aimed to improve students’ reading comprehension using semantic mapping. It used Classroom Action Research (CAR), which was conducted at VIII B students of MTS Asy-Syafi’iyah Karangasem Margasari Tegal Academic Year 2014/2015 consisted of 27 students. It was done for one month.

  The researcher worked together with the English teacher as a Collaborator. The CAR was carried out based on Kemmis and Mc. Taggart design. The researcher took two cycles with two actions in each cycle: in which, each cycle consisted of Planning, Acting, Observing, and Reflecting. The result of action were evaluated and reflected in the next step.

  There were two kinds of Data collection; Qualitative data and Quantitative data ones. The qualitative data was taken from test, observation, questionnaire, interview, field note, and documentation. Whereas, the quantitative data was taken to measure the students’ result in pre and post-test also in observation by calculating the percentage of indicators to measure whether there was an improvement or not.

  After analyzing the data, it can be concluded that Semantic mapping could improve students’ reading comprehension. It is proved by the result of students’ reading comprehension improvements’ at the end of cycle 2. The improvement was 30.16 % and it reached the indicator of success that was 30 %.

  TABLE OF CONTENT TITLE ................................................................................................................ i APPROVAL ...................................................................................................... ii LEMBAR PENGESAHAN ..............................................................................iii SURAT PERNYATAAN .................................................................................. iv DEDICATION ................................................................................................... v MOTTO ............................................................................................................. vi ACKNOWLEDGMENT .................................................................................. vii ABSTRACT ....................................................................................................... ix TABLE OF CONTENT ....................................................................................x LIST OF TABLE ..............................................................................................xiii LIST OF FIGURE ............................................................................................xiv LIST OF APENDICES .....................................................................................xv

  CHAPTER IINTRODUCTION A. The Background of Study .......................................................................1 B. Statement of the Problem ........................................................................5 C. Limitation of the Problem .......................................................................5 D. The Aim of the Study ..............................................................................5 E. Clarification of Key Terms .....................................................................6 F. The Benefits of the Study ........................................................................7 CHAPTER II THEORITICAL REVIEW A. The Definition of Reading ......................................................................8 B. Reading Comprehension .........................................................................9

  1. Strategies on Reading Comprehension .............................................10 2.

  Factors Influencing Reading Comprehension ...................................11 3. Level of Reading Comprehension .....................................................13 C. Semantic Mapping 1.

  Definition and Techniques ................................................................15 2. Application of Semantic Mapping in Reading Comprehension .......21 3. Classroom Application of Semantic Mapping ..................................22 4. The advantages of Semantic Mapping .............................................24 5. The disadvantages of Semantic Mapping ........................................25 D. Rationale .................................................................................................25 E. Basic Assumption ...................................................................................27

  CHAPTER III RESEARCH METHOD A. Method of the Research ...........................................................................28 B. Place and Time of Research ...................................................................29 1. Place ..................................................................................................29 2. Time ..................................................................................................29 C. Subject of The Research ..........................................................................29 1. Population .........................................................................................29 2. Sample ...............................................................................................29 D. Research Design ......................................................................................30 1. Planning ............................................................................................31 2. Acting ................................................................................................32 3. Observing ..........................................................................................32 4. Reflecting ..........................................................................................32

  E.

  Technique for Collecting Data ................................................................33 1.

  Test ....................................................................................................33 2. Observation .......................................................................................34 3. Interview ...........................................................................................35 4. Documentation ..................................................................................37 5. Field notes .........................................................................................37 6. Questioning .......................................................................................37

  F. Technique of Data Analysis .....................................................................38 1.

  Qualitative Data ...............................................................................38 2. The Quantitative Data .......................................................................39

  a. Class Percentage ............................................................................39

  b. Questionnaire ................................................................................40

  G. Indicator of the Action Success...............................................................40

  CHAPTER IV RESEARCH RESULTS AND DISCUSSION A. The Implementation of Cycle 1 ..............................................................46 B. The Implementation of Cycle 2 ..............................................................57 C. Discussion of the Data after Implementing the Actions .........................70 CHAPTER VCONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ...............................................................................................74 B. Implication ..............................................................................................75 C. Suggestion ...............................................................................................75 BIBLIOGRAPHY APPENDIX

  LIST OF TABLES

  Table 1. The Schedule of Research .................................................................. 27 Table 2. The Students’ Observation List ......................................................... 33 Table 3. The Teachers’ Observation List ......................................................... 33 Table 4. The Students’ Observation at Pre-Condition ..................................... 40 Table 5. The Result of Pre-Questionnaire ........................................................ 41 Table 6. Individual Students’ Activity Action 1 Cycle 1 ................................. 48 Table 7. Individual Students’ Activity Action 2 Cycle 1 ................................. 49 Table 8. Students’ Group Activity in Action 2 Cycle 1 ................................... 50 Table 9. Individual Students’ Activity Action 1 Cycle 2 ................................. 56 Table 10. Individual Students’ Activity Action 2 Cycle 2 ............................... 57 Table 11. Students’ Group Activity in Action 2 Cycle 2 ................................. 58 Table 12. Improvement of Students’ Reading Comprehension ...................... 60 Table 13. The Result of Pre-Questionnaire ...................................................... 61 Table 14. The Result of Post-Questionnaire .................................................... 62

  LIST OF FIGURES

  Figure 1. Example of Sinatra’s Semantic mapping .......................................... 19 Figure 2. Example of Johnson et al. Semantic mapping .................................. 20 Figure 3. Kemmis and Mc. Taggart action research model ............................. 29 Figure 4. Process of analyzing the qualitative data .......................................... 36 Figure 5. Story map “The monkey and the crocodile” ..................................... 44 Figure 6. Story map “The legend of Toba Lake” ............................................. 47 Figure 7. Story map “Prambanan Temple” ...................................................... 53 Figure 8. Story map “The boys and the frogs”................................................. 55