DESCRIPTIVE STUDY ON TEACHING READING AT THE EIGHTH GRADE OF SMP MUHAMMADIYAH 4 SURAKARTA Descriptive Study on Teaching Reading at The Eighth Grade of SMP Muhammadiyah 4 Surakarta in 2015/ 2016 Academic Year.

DESCRIPTIVE STUDY ON TEACHING READING AT THE EIGHTH
GRADE OF SMP MUHAMMADIYAH 4 SURAKARTA
IN 2015/ 2016 ACADEMIC YEAR

RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department

by
OKTAVIA DWI MUNIKA
A320120105

DEPARTMENT OF ENGLISH AND EDUCATION
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
MAY, 2016

DESCRIPTI\ E S'I'IJDY ON TEACH INC RDADING AT ]'}IE ETGHTH
CRADE O[ SMP MUHAMMADIYAH 4 SURAKARTA
IN 2OI5/20T6 ACADEIIIIC YEAR

OKTA!1A DWI MI]NIKA
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AfCEPTANCE

DESCRIPTIVE SIUDY ON IEACE1NG READING AT TIIE EIGETH
(iR-{DE OF SMP MUIIAMMADTYAU 4 SURAKARTA
IN 2015/ 2016 ACADEMTC YEAR

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TESTIMONY

lesNh ?ap6, fiee is no plagkns of lhe
degte of a
Faious litdary wort whict has tem hisd to oblaln a b&helor
HtreNith, I ldtiry that

h

rhis

nor lhde re opinions or nast€gicces whicn have bM rYritto d
is referEd ed mstioned
F$lished by ot[6, dcelt thosc in wnich Ue writing
n lileary r@iev and hibliosophy.

nir'6ity,

lf thm is m unirue sla&mcnl in lhe tulm, I wiil bc responsible

OI'TA'!'IA DWI Mt]NIKA

MOTTO
 Always do your best, and let God do next

 Work hard and stay humble then reach your goal

v

DEDICATION

Thanks to Alloh SWT
This research paper is dedicated to:
My dearest father and mother,
My beloved brother,
my boyfriend, and
my best friends.

vi

ACKNOWLEDGMENT

Assalamu’alaikum Warohmatullahi Wabarokatuh
First of all, the writer would like to thank Alloh SWT, who has given
opportunity and bless for the researcher to finish the research paper entitled “
DESCRIPTIVESTUDY ON TEACHING READING AT THE EIGHTH GRADE
OF SMPMUHAMMADIYAH 4 SURAKARTAIN 2015/ 2016 ACADEMIC
YEAR”. Praise to our greatest Prophet Muhammad SAW, who has guided
mankind to the right path blessed by the Lord.
In addition, the writer would like to express her gratitude to everyone who
has given their advice, help, and support in accomplishing this research paper.
Thus, the writer would like to express her great gratitude and appreciation to:
1.

Prof.Dr.Harun Joko Prayitno, M. Hum.,Dean of School of Teacher Training
and Education of Muhammadiyah University of Surakartya,

2.

Mauly Halwat Hikmat, Ph.D., Head of English Department of School of
Teacher Training and Education,

3.

Drs. Djoko Srijono, M. Hum., the first consultant, who has given great help,
advice, correction, and guidance in accomplishing this research paper,

4.

Aryati Prasetyarini, S.Pd, M.Pd., the second consultant, who has given great
help, advice, correction, and guidance in accomplishing this research paper,

5.

Drs. Sukendar, M. Pd., the headmaster of SMP Muhammadiyah 4 Surakarta,
who has been kind and has permitted the writer to conduct an action research
in his institution,

6.

Mrs. Heni Septinawati, S. Pd., the English teacher of SMP Muhammadiyah 4
Surakarta, who has given time, advice, and help the writer in conducting the

research in the class,

7.

All lecturers of English Department, for knowledges and lectures,

vii

8.

Her beloved father and mother (Bp/Ibu Yustanto), who always give enomous
pray, biggest support, care, and great attention,

9.

Her lovely brother (Yudha Eka), who has given care, support, and attention,

10. Her beloved, Angga Dita, thanks for your support, attention, smart idea for
her problem, smile, and love,
11. Her best friends “Amina, Pradika, Neti, Tina, Jessy, Karlina, Meisinta, and

MUPHIL.COM who have given support and laugh,
12. All of her friends in Drama Macbeth,
13. Her best friend in PPL,
14. All of students at SMP Muhammadiyah 4 Surakarta, and
15. All of her families, friends, and teachers that cannot be mention one by one,
who support her.
Finally, the writer realizes that this reserach paper is still far from being
perfect and still needs many improvements. However, the writer hopes this
research paper will be useful for the readers.
Wassalamu’alaikum Warohmatullahiwabarokatuh
Surakarta,

April 2016

The writer

viii

 
 

ABSTRACT

This research paper is intended to describe the teaching reading to the
eighth grade students of SMP Muhammadiyah 4 Surakarta in 2015/2016
Academic Year. The writer focuses on teaching reading at the first semester
conducted by the teacher. The purpose of this research are to know the methods
for teaching reading used by the teacher and to know the problems faced by the
teacher in teaching reading at the eighth grade of SMP Muhammadiyah 4
Surakarta in 2015/2016 Academic Year. The data are taken from all elements of
teaching reading committed by the teacher and the students and other sources
such as field note, syllabus, textbook, and lesson plan. The methods of collecting
data are observation, interview, and documentation. The result of the research
shows that the methods of teaching reading used by the teacher at the eighth grade
of SMP Muhammadiyah 4 Surakarta in 2015/2016 academic year are Grammar
Translation Method, Direct Method, and Cognitive Code Language. The problems
of teaching reading are limited students’ vocabulary, uncontrolled class situation,
and limited media used.
Keywords: descriptive study, teaching reading

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ABSTRAK

Skripsi ini bermaksud untuk menggambarkan hasil kegiatan belajar
mengajar siswa kelas 8 di SMP Muhammadiyah 4 Surakarta pada tahun ajaran
2015/2016. Penulis fokus pada pengajaran reading di semester 1 yang dilakukan
oleh guru. Tujuan dari penelitian ini adalah untuk mengetahui metode pengajaran
reading yang dilakukan oleh guru dan untuk mengetahui masalah yang ditemui
oleh guru dalam pengajaran reading kelas 8 di SMP Muhammadiyah 4 Surakarta.
Data diambil dari semua elemen dalam pengajaran reading yang dilakukan oleh
guru dan siswa dan data lain seperti catatan, silabus, buku pelajaran, dan RPP.
Metode pengumpulan data adalah observasi, wawancara, dan dokumentasi. Hasil
dari penelitian ini menunjukkan metode yang digunakan guru dalam pengajaran
reading kelas 8 di SMP Muhammadiyah 4 Surakarta adalah Grammar Translation
Method, Direct Method, and Cognitive Code Language. Masalah dalam
pengajaran reading adalah kurangnya kosakata siswa, situasi kelas yang tidak
terkendali, dan penggunaan media yang terbatas.
Kata Kunci: penelitian descriptive, pengajaran reading

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TABLE OF CONTENT
page
TITLE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACCEPTANCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
TESTIMONY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
MOTTO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
DEDICATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
ABSTRACT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
ABSTRAK ...................................................................................................... x
TABLE OF CONTENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
CHAPTER I : INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
A. Background of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . 1
B. Scope of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
C. Problem Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
D. Objective of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
E. Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . 3
F. Research Paper Organization. . . . . . . . . . . . . . . . . . . . . . . 4
CHAPTER II : REVIEW OF RELATED LITERATURE. . . . . . . . . . . . . . . . 5
A. Previous Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
B. Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
1. Notion of Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
2. Component of Reading. . . . . . . . . . . . . . . . . . . . . . . . .7
C. Teaching Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
1. Notion of Teaching Reading. . . . . . . . . . . . . . . . . . . . 7
2. Procedure in Teaching Reading. . . . . . . . . . . . . . . . . . 8
3. Method for Teaching Reading. . . . . . . . . . . . . . . . . . . .9
CHAPTER III : RESEARCH METHOD. . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
A. Type of the Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
B. Place and Time of the Study. . . . . . . . . . . . . . . . . . . . . . .16

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C. Object of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
D. Data and Data Source. . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
E. Method of Collecting Data. . . . . . . . . . . . . . . . . . . . . . . . 17
F. Technique for Analyzing Data. . . . . . . . . . . . . . . . . . . . . 17
CHAPTER IV : RESEARCH FINDING AND DISCUSSION. . . . . . . . . . . . 18
A. Research Finding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
1. Methods for Teaching Reading Used by the Teacher..18
2. The Problem Faced by the Teacher. . . . . . . . . . . . . . .39
B. Discussion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
CHAPTER V : CONCLUSION AND SUGGESTION. . . . . . . . . . . . . . . . . .47
A. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
B. Suggestion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
BIBLIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
APPENDIX

xii