Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan (S.Pd.) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
THE USE OF NUMBERED HEAD TOGETHER METHOD TO IMPROVE STUDENTS’ READING SKILL FOR TEN GRADE STUDENTS OF SMA MUHAMMADIYAH (PLUS) IN THE ACADEMIC YEAR 2015/2016
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of
the requirements for the degree of Sarjana Pendidikan (S.Pd.)
English Education Department of Teacher Training and
Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
By:
MENTARI MEGA WARDHANI
113 11 044
ENGLISH DEPARTMENT OF EDUCATIONAL FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES
(IAIN) SALATIGA
MOTTO
“You can never quit, Winners never quit and quitters
never win”
~ Ted Turner (1938) ~
DEDICATION
This graduating paper is sincerely dedicated for: 1. My Lord, Allah SWT. Thanks to Allah for giving me spirit and healthy in my life, especially to finish this graduating paper.
2. My beloved parents Mr. Agung Wardono and Mrs. Enny Suharti. They are my hero, thank all support, guidance, finance, encouragement and also thanks for your love and everlasting prayer. Allah always bless you mom and dad.
3. My beloved sister Meylita Nur Anggraeni. Thanks for your kindness, support, guidance and support.
4. My beloved Friends and Partner Filla Fatmawati, Aslih, Soni, always teaches me to be patient and wise person. They also always give me support.
5. All of friends in Boarding House (Layli, Isna and Ninik) 6.
All of my beloved people who cannot be mentioned one by one.
ACKNOWLEDGEMENT
All praise due to Allah, the Most Gracious and the Most Merciful. First and foremost, I would like to express gratitude Allah because of great blessing the writer could finish this graduating paper successfully. Our blessing and praises to our prophet Muhammad SAW was great revolutionary and true educator who has brought from the darkness to the lightness.
However, the success would not be achieved without the support, guidance, advice, help and encouragement from institutions and individuals.
Therefore, the writer would thanks to: 1.
Dr. Rahmat Hariyadi, M. Pd., as the Rector of State Institute for Islamic Studies of Salatiga.
2. Suwardi, M. Pd, as the Dean Teacher Training and Education Faculty 3.
Noor Malihah, M. Hum, Ph. D., as the Head of English Education Departement 4. Maslihatul Umami S. Pd. I, M. A , as consultant of this graduating paper.
Thanks for your suggestion, recommendation, guidance and support for this graduating paper from beginning until the end.
5. All of the lecturers in English Education Department of Tarbiyah Faculty who had given valuable knowledge.
6. All of official staff, who have helped the writer in processing of graduating paper.
7. My beloved parents Mr. Agung Wardono and Mrs. Enny Suharti. They are my hero, thank all support, guidance, finance, encouragement and also thanks for your love and everlasting prayer. Allah always bless you mom
ABSTRACT
Wardhani, Mentari Mega. 2016. The Use of Numbered Head Together
(NHT) to Improve Stude nts’ Reading Skill (A classroom action research of ten
grade students of SMA Muhammadiyah Plus Salatiga in the academic year of
2015/2016) . A Graduating Paper. Teacher Training and Education Faculty.
English Education Departement. State Institute of Islamic Studies (IAIN). Counselor: Maslihatul Umami S. Pd. I, M. A Keywords: Reading Skill Numbered Head Together Method.
This study is aimed to improve the students’ reading skill through Numbered Head Together. The research answers these main questions (1) How is the implementation of Numbered Head Together (NHT) in improving students’ reading skill of the ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016?, (2) Is Numbered Head Together (NHT) able to improve students’ reading skill of ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016?, (3) How far is the improvement of Numbered Head Together (NHT) in improving students’ reading skill of the ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016? The methodology of this research used Classroom Action Research (CAR). There were two cycles. Each cycle consist of planning, action, observation and reflecting. The techniques of collecting the data are observation, test and documentation. T he results show that the students’ reading skill improves significantly. It can be seen the average of score students in post-test II is higher than standardized score 59.80. The NHT method is able to improve students’ reading skill in each cycle which the T-calculation result show that T-calculation of cycle I is 2.51 and cycle II is 3.43, the mean of pre-test I is 53.07 and post-test I is 60.38. In cycle II, the mean of pre-test II, the mean of pre-test II is 54.42 and posy-test II is 59.80. So, it can be concluded that there is significant improvement of students’ reading skill by applying Numbered Head Together in X B Class of SMA Muhammadiyah Plus Salatiga in the academic year of 2015/2016.
TABLE OF CONTENTS
TITLE.................................................................................................... ......... .i DECLARATION.................................................................................... ........ ii ATTENTIVE COUNSELOR NOTES................................................... ........ iii CERTIFICATION PAGE...................................................................... ........ iv MOTTO................................................................................................. ......... v DEDICATION....................................................................................... ........ vi ACKNOWLEDGEMENT..................................................................... ......... vii ABSTARCT.......................................................................................... ......... ix TABLE OF CONTENTS...................................................................... ......... xi LIST OF TABLE................................................................................. ........... xi
CHAPTER 1 INTRODUCTION A. Background of the Study........................................................ .......... 1 B. Statements of the Study.......................................................... .......... 4 C. Objectives of the Study........................................................... ......... 5 D. Benefits of the Study.............................................................. .......... 5 E. Limitation of the Study.......................................................... .......... 7 F. Definition of Key Terms........................................................ .......... 7 G. Review of Previous Researches............................................. .......... 8
CHAPTER II THEORITICAL REVIEW A. Numbered Head Together Method........................................ ........... 12 1. Purpose of NHT Method ................................................. ...... .... 14 2. Step of NHT Method........................................................ ...... .. 14 3. Strengths and Weaknesses of NHT Method.................... ...... .. 16 4. Procedure of NHT Method............................................... ...... .. 16 B. Reading............................................................................................. 17 1. Definition of Reading ..................................................... .......... 17 2. Technique of Reading...................................................... ......... 18 3. Purpose of Reading.......................................................... ......... 19 4. Principles of Reading....................................................... ......... 21 C. Reading Skill 1. Definition of Reading Skill…………………………..…. ......... 22 2. Factors Influence Students on Reading Skill………….... ......... 22 3. Indicators of Students’ Reading Skill………………........ ........ 23 4. Assessment Rubric of Reading Skill…………………..... ......... 24
CHAPTER III RESEARCH METHODOLOGY………………….. ....... 27
A. Setting of Research…………………………………………........... 27 B. Subject of the Research……………………………………... ......... 33D.
Procedure of the Research………………………………….... ........ 37 E. Technique of Collecting Data……………………………....... ....... 39 F. Technique of Data Analysis………………………………...... ....... 40
CHAPTER IV DATA ANALYSIS………………………………….... ..... 43
A. Research Findings…………………………………………….. ...... 43 B. Analysis and Discussion………………………………………....... 57CHAPTER V CLOSURE…………………………………………….. ...... 60
A. Conclusion…………………………………………………….. ...... 60 B. Suggestions……………………………………………………....... 61 REFERENCES APPENDICESLIST OF TABLES
Table 2.1: Sc oring Rubric of Reading…................................................24 Table 2.2: Criteria of Students’ Score……………………....................26 Table 3.1: Subject for Ten Grade Students….........................................29 Table 3.2:
Number of the Teachers….....................................................30 Table 3.3: Number of the Staffs..............................................................30 Table 3.4: Number of the Students..........................................................31 Table 3.5:
List of Facilities……………………………………….........32 Table 3.6:
List of XB class students……………………………...........34 Table 4.1: Result of Pre-Test and Post-
Test Cycle I……………..........48 Table 4.2: Result of Pre-test and Post-Test Cycl e II……………..........54 Table 4.3:
Mean of Students’ Score……………………………….......57 Figure 3.1:
Procedures of Classroom Action Research…………….......39
CHAPTER I INTRODUCTION A. Background of the Study Language is a tool to communicate between one people to other person. Every culture and country has a different language each other. English is an important language that should be understood by everybody in the world. Therefore, students should to learn English as an international language. However, English lesson make them are worry and not ready to learn and
understand the material in the class. Thus, English teacher should create appropriate method to attract students’ attention. They will learn English more enjoyable and fun in the teaching and learning process.
English language has four skills namely listening, speaking, reading, and writing. Reading is one of the important skills to be mastered. Students can increase our knowledge and experience by reading. If readers get a lot of knowledge, we will give our ideas and information with others. In addition, they can explore and do more practice to learn reading. Deborah and Nancy (2004: 5) say that reading is an active process that depends on both author’s ability to convey meaning using words and your ability to create meaning of them. To read successfully, the reader need to constantly connect what the reader already knows about the information to the words the author has written. In reading, the teacher has to have minimized reading difficulties and maximize comprehension. The Problem often occurs to the students. They feel difficult to understand the meaning of the text and lack of vocabulary. It can impact in students’ reading skill. Thus, they get bad score in reading skill.
Reading is important for the students because the success of their study depend on their ability to read. They have difficulty in making progress if their reading competence is low. On the other hand, if they have a good ability in reading, they have a better chance to succeed in their study. Reading is one of the ways to know how well the students master the written form. Being active readers, the students are able to receive information and processing of information as well as they can.
In addition, many students have low motivation in reading. Most of students are uninterested in reading a lot of the text, whereas they also lack of vocabulary and grammar and these are one of obstacles which have been faced by the English teacher. Based on the interview with English teacher of second graders in SMA Muhammadiyah Plus Salatiga, it is found that the students’ reading skill is not satisfactory yet. The difficulty of comprehending the text is one of the factors that influence the students’ failure in the mastery of reading.
There are many factors that influence students to studyreading. The First factor is teaching method, most of teachers usually just give an ordinary method in reading text. They have difficulties to find the best method in reading. There is no variation method that use teacher to teach reading. Students just try to understand the text by themselves. It will make students more difficult to understand the reading text. Sometime, they need a friend or partner to ask and share about the text. Jack (2001: 99) in any institution, teachers may vary according to the following dimension: language proficiency, teaching experience, skill and expertise, training and qualifications, morale and motivation, teaching style, beliefs and principles.
So, the teacher should master the dimension to get good communication with the students and get result in teaching. Whereas children who are good readers and have more positive attitudes toward reading often are found to have parents who highly value education and the ability to read well (Samuels and Farstrup, 1996: 24) Second factor is lack of vocabulary, when the students read a lot of text.
It can make the students to be lazy to look up the meaning of difficult words in the dictionary. This situation caused them bored and they will not want to continue studying.
Based on the explanation above, the writer tries to use number head together method to improve reading skill for Senior High School students.
Numbered head together is a cooperative learning strategy that holds each student accountable for learning the material. While, cooperative learning itself is part of learning that include kind of team work chosen or directed by teacher, where the teacher define task, member question, provide materials and information that are design to help student solve the problem. Students are place in group and each person is given a number by the teacher. Then, teacher gives the assignment contains some question and student put their head to together to figure out the answer. After students have finished answering that question, teacher will call the some number of each group to show their answer. It is done until all of students get a chance. By giving this method, student will be active in teaching learning process.
This cooperative learning promotes discussion and both individual and group accountability. It is very beneficial for students because it can make them more bravely to express them and it is also can increase their self confidence to explore their discussion together. In this method, they have prepared and provided the result of discussion together in every group and they are ready to share with other.
From the explanation above, the writer would like to make research entitled “THE USE OF NUMBERED HEAD TOGETHER METHOD TO
IMPROVE STUDENTS’ READING SKILL FOR FIRST GRADE STUDENTS OF SMA MUHAMMADIYAH (PLUS) IN THE ACADEMIC YEAR OF 2015/2016.
B. Statement of The Problems
Based on the background of the study, there are many problems above, the writer formulates the following:
1. How is the implementation of Numbered Head Together (NHT) method in improving students’ reading skill of the ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016? 2. Is Numbered Head Together (NHT) method able to improve students’ reading skill of ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016?
3. How far is the improvement of Numbered Head Together (NHT) method in improving students’ reading skill of the ten grade students of SMA Muhammadiyah Plus in the academic year of 2015/2016? C.
Objective of The Study
Based on the problem statements above the objectives of the study are: 1. To describe the implementation of Numbered Head Together (NHT) method in improving students’ reading skill of first grade students of
SMA Muhammadiyah Plus in the academic year 2015/2016.
2. To find out whether Numbered Head Together (NHT) method is able to improve students’ reading skill of first grade students of SMA Muhammadiyah Plus in the academic year 2015/2016.
3. To find out how far the improvement of the students’ reading skill after using Numbered Head Together (NHT) method of the students of first grade students of SMA Muhammadiyah Plus Salatiga in the academic year of 2015/2016.
D. Benefits of The Study 1.
Theoretical benefit: a.
This research can help the students to increase and develop their reading skill.
b.
The result of this research can contribute to apply what is read by students.
2. Practical benefit: a.
For the writer The finding of the interesting method that can use as a starting point to improve and to increase the writer’s teaching ability so she can make the best situation for the teaching learning process.
b.
For the students The students can know and understand about the new method that given. They can add their knowledge by used this method, so the English lesson to be interesting material.
c.
For the teacher This research can give contribution for English teacher to develop their language teaching method theoretically and practically. This study also can help the teacher to choose or use the appropriate method for students. So, the learning teaching process can be fun and enjoyable.
d.
To the readers or other researchers This research can support the institutions to increase and improve their quality in the English teaching learning process and give information to improve creativity in learning process especially in reading skills.
E. Limitation of The Study
In this research, the researcher limits her research on teaching reading through Numbered Head Together method to the first grade students of SMA Muhammadiyah Plus Salatiga in the academic year 2015/2016. This research is focused on understanding the important information from the text and picture; drawing inferences from the content; following the structure of a passage; recognizing the writer’s purpose; and vocabulary knowledge, and to improve the students’ reading skill.
F. Definition of Key Terms 1.
Numbered Head Together Numbered head together method is a cooperative learning that can help students to review and integrate the subject matter. It produced by Spencer
Kagan in 2009: this method can be training the students to share information with others so the students can more productive in learning process.
2. Reading
Reading is one of skills in English. It is not just read, but the reader should know or comprehend about the meaning in reading text. To read successfully you need to know the information in reading text. According to Dallmann (1982: 22) reading is a verbal process interrelated with thinking and with all other communication abilities- listening, speaking, and writing. Reading is the complement of writing.
3. Student
Student is a person who is studying at college or university or any person interested in particular subject (Oxford University Press 2003: 429).
G. Review of previous researches
In this study, the writer takes three of previous research to emphasize and support her research. The first graduating paper is written by Ririn
Susilowati entitled “The Effectiveness of Numbered
Heads Together Method in Cooperative Learning to Improve the
Students’ Vocabulary Mastery on the Seventh Grade of SMPN 2
Tengaran in the Academic Year 2013/2014”. In her research, she
analyzed the effectiveness of Numbered Heads Together method toward students’ vocabulary mastery in English teaching learning process. She concluded that the using Numbered Head Together (NHT) Method in teaching vocabulary to the students SMPN 2 Tengaran is able to improve students’ vocabulary mastery. It can be seen from analysis data between experiment and control group, the score of experiment group is higher than control group in vocabulary learning (Susilowati: 2014).
The second review is written by Leni Nurhayati entitle “ A Study
of the Effectiveness of Using Picture Media to the Students Reading
Skill of the First Year Students of SLTP Pondok Modern Selamat Kendal
in the Academic Year of 2003/2004”. She analyzed the effectiveness of writer found out that there is significant improvement in reading skill toward experimental group is taught using picture media in reading activity (Nurhayati: 2004).
The third research is “The Use of Group Investigation Strategy
to Improve Students’ Reading Skill (A Classroom Action Research at the ten grade of MAN Tengaran, Semarang in the Academic Year 2013/2014)”. It is done by Astri Rahmawati in 2014, students of Islamic
Studies Institute (STAIN) Salatiga. She analyzed that the using group investigation strategy the students more increases in reading skill, they became brave to give opinion, and they more active in the class (Rahmawati: 2014).
And then, the research is “The Use of Numbered Heads Together
Method to Improve Students’ Speaking Skill (A Classroom Action Research at second grade of MAN Tengaran, Semarang in the Academic Year 2012/2013)”. It is done by Nur Ifka Elfiani in 2013,
student of Islamic Studies Institute (STAIN) Salatiga. She analyzed that the using numbered heads together method students can improve their speaking English actively thought they still produce ungrammatical utterances (Elfiani: 2013).
The last, review related to this research, the title is
“Improving Students Reading Comprehension Using Numbered Heads Together (A Classroom Action Research Conducted in the Eleventh Grade of SMA Negeri Colomadu Karanganyar in the Academi done by Paji Irawan in 2011, the students of Teacher Training and Education Faculty Sebelas Maret University. He analyzed if Numbered Head Together can improve the students reading comprehension and the classroom situation in teaching and learning narrative text. The improvement of students’ comprehension includes, students can understanding word meaning, students can recognize sentence meaning, students can infer communicative purpose of the text (Irawan: 2011).
In conclusion, the writer would conduct research entitle “The
Use of Number Head Together to Improve Reading’ Skill for to Second
Grade Students’ of Sma Muhammadiyah Plus Salatiga in the Academic
Year 0f 2016/2017”.Meanwhile, previous research above will be helpful
the writer about the implementation of Number Head Together and Picture to improve students’ reading skill.
H. Outline Graduating Paper
Chapter I is Introduction. It consists of background of the study, statement of the problem, objective of study, the benefits of study, limitation of the study, definition of key terms, literature review and the outline graduating paper.
Chapter II is Review of Related Literature. It consists of underlying theory about numbered head together, reading, and picture. Chapter III is Methodology of research. It consist of the general situation of SMA Muhammadiyah Plus Salatiga, subject of study, method of the research, procedure of research, technique of collecting data and technique of analysis data.
Chapter IV is Implementation and data analysis. It contains description of data analysis and result of the research. Chapter V is Closure. It consists of conclusion and suggestion. Bibliography Appendices
CHAPTER II LITERATURE REVIEW A. Numbered Head Together (NHT) 1. Definition of NHT Numbered Head Together is cooperative learning model which
emphasizes student activity in which students are expected to interact with other students in the group so that they can increase their learning. Students will be divided into small groups aimed to understand the material provided by the teacher. Students have the opportunity to be active in the process of thinking and learning activities, there is no separation between students who have a high level of intelligence and a low. Students will provide information about the material being studied, reviewed the material covered in the lesson, check or examine their understanding of the lesson content. This method was introduced by Spencer Kagan (1992).
The cooperative learning type of Numbered Head Together emphasizes on a structure is designed to influence the interaction patterns of students, and improving their academic mastery. It means that students share ideas or opinion and work in the group.
According to Suprijono (20011: 92), Numbered Head Together method begins with the numbering, then questioning, head together, and answering.
The numbering is the teacher formed small group and the number of each group should consider the number of concepts to be learned. For example if a class consist of 40 students and divided into 5 groups according to the concepts that will be studied then each group consist of 7 students. Teacher gives the students a number 1-7. After the teacher gave a number of questions to be answered by the students referred to the questioning. Students with their group think of the answers called the Numbered Head Together. After that the teacher called students who have same number from different groups to provide the answer. It is called the answering.
Numbering is the initial activities led by teachers. The teacher divides the class into small groups. If a class consists of 40 students, the teacher will divide it into five groups so that there are seven member of each group. Then the teacher gives the numbers 1-7 in every member of group. Questioning is asking the question by teachers to students. The teachers give opportunity for each group to find answers from questions that are given. This step is done after the group formed.
Head together is a process in which all members of the group think of the answer by uniting mind. They discuss several possibilities answer to find the right answers to these questions. Answering is a process where the students with the same number from each group answer questions in turn given by the teacher. This is done continuously from the number 1-7 so all students have equal opportunities in reading.
Based on the definitions above, it can be concluded that numbered head together method, students are expected to be able to gain thorough understanding of the material being taught. In addition students are also expected to use English to read in other to improve their reading skill.
2. Purposes and benefits of Numbered Head Together
According to Ibrahim (in Herdian, 2009: 1-2), the purposes of numbered head together method are follows: a.
The academic study structural It has purpose to increase students creativity and activity on academic assignment.
b.
Acknowledgment of the diversity so students can accept their friend who has different background c.
Development of social appearance The benefits of this method are able to grow the readiness of all students, allow students to discuss earnest and positive interaction on students through clever student can teach students who have less intelligent.
3. Step of Numbered Head Together
According to Herdian (2009: 2) there are six steps in numbered head together method they are: a.
Preparation In this stage teachers prepare lesson plans to create a scenario of learning and students worksheet. b.
Formation of groups The teacher divides students into groups of 3-5 students. The teachers give a number to every student in the group. Group formed by a combination of different social background, race, ethnicity, gender and learning ability.
c.
Students should have a book Each group should have books or guidance in order to facilitate students in completing worksheets or solving problems given by the teacher.
d.
Discussion of the problem In group work, teachers distribute worksheets to each student as material to be studied. Within each group work together to describe the students’ thinking and make sure that everyone knows the answer to that question is already in students’ worksheet or question that have been given by the teacher.
e.
Call the number Call the number or members’ giving the answers in this stage, the teacher calls a number and students from each group with the same number raised their hands and prepare answers to the students in the class.
f.
Gives the conclusion Teachers and students conclude the final answer of all questions relating to the material presented.
4. Strengths and Weaknesses of Numbered Head Together
Herdian (2009: 2) says that there are strengths and weaknesses when applying Numbered Heads Together method to teaching learning process, there are: a.
There are strength of numbered head together involve: 1)
Train the students to improve communication skills through group discussions.
2) Give more time to think, to respond, and to help each other. 3) Improving student in thinking either individually or in groups.
b.
The weakness of numbered head together include: 1)
Students requiring more time to understand the material because there is discussion group and class discussions.
5. Procedures of NHT of English
There are five procedures of NHT of English based on Wright (2015): a.
Create teams. The teacher divides the class into 4 person teams.
Ideally, each team includes a mix of high, average, and low- achieving students. Students in each team assign themselves the number 1 through 4.
b.
State a question. The teacher poses separate queries to the class.
After each question, the instructor tells students to “put your heads together, think of the best answer you can, and make sure that everybody in your group knows that answer. c.
Allow think time. The teacher gives students 30 second to discuss an answer in their groups.
d.
Elicit student responses. The teacher randomly selects a number from 1- 4 and says, “All number (1, 2, 3, or 4) students who know the answer, raise your hand.” The teacher then calls on one student with hand raised and asks him or her to give the answer. The teacher next says, “how many (1, 2, 3, or 4) students think that the answer is correct? Raise your hand. (Optional: The teacher can call on additional students with hand raised to elaborate on previous students answer).
e.
Give teacher feedback. Finally, the instructor gives feedback about the answer (e.g. verifying that it is correct, elaborating on the answer, providing corrective feedback for an incorrect response). (https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blo g/cooperative_learning_numbered_heads_together.pdf)
B. Reading 1. Definition of Reading
Carrel (1988: 12) Reading is a receptive language process in hat it stars with linguistic surface representation encoded by a write and ends with meaning which the reader constructs. There is thus an essential interaction between language and thought in reading.
According to Daniel Hittlemen, (Dallmann, Rouch, Char,&Deboer, 1982:23) Reading is a verbal process interrelated with thinking and with all other communication abilities-listening, speaking, and writing.
Specifically, reading is the process of reconstructing from the printed patterns on the page the ideas and information intended by the author.
Dallman (1982:22) points out that reading are a verbal process interrelated with thinking and with all other communication abilities such as listening, speaking, and writing. Specifically, reading is the process of reconstructing from the printed patterns on the page of the ideas and information intended by the author.
From the definition above, it can be concluded that reading is interaction between the reader and the author’s ideas. Besides that, reading is an effort to understand the content of the texts. Reading is also use to get an idea, pleasure, or feeling that is expressed by the writer.
2. Techniques of Reading
According to Wright (1989: 159) there are some techniques of reading, such as: a.
Skimming Skimming is glancing rapidly through a text to determine its general context. Dechant (1982: 346) also state that skimming is selective reading. In skimming, readers choose what they want to read. They select those sentences, clauses, and phrases that best serve their purpose, get a general impression of the selection, and decide on the basis of the examination whether to read the selection more intensively.
b.
Scanning Scanning is reading to locate specific information. For example, locating a telephone number in a directory, being able to search through material rapidly with given purpose in mind in other to find a specific fact or an answer to particular question plays a large role in much of a youngster’s reading.
c.
Intensive Reading Intensive reading is reading shorter to extract specific information.
This is more an accuracy activity involving reading for detail. For example, reading dosage instruction of medicine.
d.
Extensive Reading Extensive reading is reading longer text, usually for one
’s own pleasure. This is a fluent activity, mainly involving global understanding. For example, reading novel, newspaper and short story.
3. Purpose of Reading
The purpose of reading described by Grabe (2009: 8-10) there are at least six main purposes for reading. These purposes include: a.
Reading to information The combination of scanning (identifying a specific graphic form) and skimming (building a simple quick understanding of the text) allows a reader to search information. b.
Reading for quick understanding (skimming) Reading for quick understanding used for variety of other reasons and so may be seen as a super ordinate purpose. The readers used skimming when they want to determine what a text is about and whether or not they want to spend more time reading it.
c.
Reading to learn Reading to learn is often carried out in academic and professional settings. Reading to learn places more processing demands on the reader because the reader is expected to remember the main ideas and many supporting ideas and be able to recall this information as needed.
d.
Reading to integrated information This type of reading requires that the reader synthesize and learn information from multiple texts or bring together information from different parts of a long text.
e.
Reading to evaluate, critique, and use information It often also represents an increased level of demand and a more complex interaction of reading processes.
f.
Reading for general comprehension Reading for general comprehension is the most common purpose for reading among fluent readers, and it is the default assumption for the term reading comprehension.
4. Principles of Reading
In accordance to Harmer (2001: 70), there are some principles behind the teaching of reading: a.
Reading is not a passive skill. Reading is an incredibly active occupation. To do it successfully, we have to understand what the words mean.
b.
Students need to be engaged with what they are reading. as with everything else in lessons, students who are not engaged with the reading text, actively, not interested in what they are doing, are less likely to benefit.
c.
Students should be encouraged to respond to the content of a reading text, not just the language. It is important to study reading texts for the way they use language, the number of paragraph they contain and how many times they use relative clause.
d.
Prediction is a major factor in reading. When we read text in our own language, we frequently have a good idea of the context before we actually read.
e.
Match the task to the topic. Once a decision has been taken about what reading text the students are going to read, we need to choose good reading tasks, the right kind of question, engaging and useful puzzle etc.
f.
Good teacher exploit reading text to the full. They integrate the reading text into interesting class sequences, using the topic for discuss and further tasks, using the language for study and later activation.
C. Reading Skills 1. Definition of Reading Skills
Reading skill is the ability to relate the textual material to one’s own knowledge by comprehending the text (Fauziati, 2008: 133). The purpose of reading activity is language ideas. In reading, the process of thinking is very urgent and vital, because the students read the text and do not merely move their eyes along the sentence they read. Instead the same time, their minds work to get the message.
Based on the above explanation, the writer concludes that reading skill is a process of understanding written text, integrate new ideas and generalize from what is read.
2. Factors Influence Students on Reading Skill
According to Rahmawati (2014), the students reading skill will be influenced by two kinds of factor. These factors come from students itself or named as internal factor and from out of the students itself of named ad external factor: a.
Internal Factors 1)
Physical factor are everything about students body, such as eyes, ears, mouth, hand etc.
2) Psychological factor consist of two element, there are:
a) Intellectual factors are factor which influence student’s ability in receiving material, understanding the information or crate the ideas, this factor consisting of talent, intelligent etc.
b) Non intelligence factors are factor which influence students personality, this factor consisting of attitude, interest, motivation, emotion, habit etc.
b.
External Factors 1)
Social factor consist of students family environment, school, society, where student life and student group such as students learning group, classmate and playmates. 2)
Cultural factor such as customs and traditions, knowledge, technology and art.
3) Equipment factor including student learning facilities in home and school.
3. Indicators/ nature of students’ reading skills
According to Istikhayatun (2014: 26), there are some indicators of students’ reading skill, they are: a.
The students are able to understand the vocabulary of analytical exposition text.
b.
The students are able to find the difficult words from the analytical exposition text. c.
The students are able to answer the question about analytical exposition text.
d.
The students are able to identify the important information on the text.
e.
The students are able to give opinions about the text that they have been read.
4. Assessment Rubric of Reading Skill
In this research, the researcher prefers test made by teachers because teacher can measure student’s difficulties in learning English, especially in reading. The researcher uses pre-test and post test in order to get the data and to find the differences of the students ability before and after the teacher use the method.
Table 2.1. The Scoring Rubric of ReadingFLUENCY
Score Criteria
50 If there hesitation
60 Fluent but there is still hesitation
70 Fluent
80 Very fluent
ACCURACY
70 Most of the pronunciation are right
70 Most of the intonation / rhythm are right
60 Some of the intonation / rhythm are right
50 All of the intonation / rhythm are wrong
Score Criteria
INTONATION
80 All of the pronunciation are right
60 Some of the pronunciation are right
Score Criteria
50 Most of the pronunciation is wrong
Score Criteria
80 All of the utterance can be understood PRONOUNCIATION
70 Most of the utterance can be understood
60 Some of the utterance can be understood
50 Every utterance cannot be understood
80 All of the words, phrase and sentence’s intonation / rhythm are right
COMPREHENSION
Score Criteria
50 Get score of the written test 3 until 4