THE ABILITY OF READING RECOUNT TEXT OF THE EIGHTH GRADE STUDENTS OF MTs NURUL HUDA KALIWUNGU KUDUS IN ACADEMIC YEAR 20132014 TAUGHT BY USING TWO STAY TWO STRAY
THE ABILITY OF READING RECOUNT TEXT OF THE
EIGHTH GRADE STUDENTS OF MTs NURUL HUDA
KALIWUNGU KUDUS IN ACADEMIC YEAR 2013/2014
TAUGHT BY USING TWO STAY TWO STRAY
By:
MARIA ULFAH
2009-32-124
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2013
i
ii
THE ABILITY OF READING RECOUNT TEXT OF THE
EIGHTH GRADE STUDENTS OF MTs NURUL HUDA
KALIWUNGU KUDUS IN ACADEMIC YEAR 2013/2014
TAUGHT BY USING TWO STAY TWO STRAY
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in English Education
By:
Maria Ulfah
NIM 2009-32-124
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2013
iii
MOTTO AND DEDICATION
MOTTO:
“There is a will, there is a way.”
“Don’t wait until tomorrow what you can do today, because tomorrow may be
too late”
“Do not assume any constraint as an obstacle, but look as the challenging
opportunities.”
DEDICATION:
I dedicate this research to:
My beloved Parents
My beloved Brothers and Sisters
Allah SWT
My Nephew
My close Friend, especially in Course E class
iv
ADVISORS’ APPROVAL
This is to certify that the Sarjana Skripsi of Maria Ulfah has been approved by the
Skripsi advisors for further approval by the Examining Committee.
Kudus, September 2013
Advisor I
Drs. Suprihadi, M.Pd
NIP. 19570616 198403 1 015
Advisor II
Nuraeningsih, S.Pd, M.Pd
NIS. 0610701000001201
Acknowledged by:
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd
NIP. 19621219 198703 1 001
v
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Maria Ulfah (2009-32-124) has been approved by
the Examining Committee as a requirement for the Sarjana Degree of English
Education
Kudus,
September 2013
Skripsi Examining Committee:
Drs. Suprihadi, M.Pd
NIP. 19570616 198403 1 015
Chairperson
Nuraeningsih, S.Pd, M.Pd
NIS. 0610701000001201
Member
Drs. Muh Syafei, M.Pd
NIP. 19620413 198803 1 002
Member
Atik Rokhayani, S.Pd, M.Pd
NIS. 0610701000001207
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd
NIP. 19621219 198703 1 001
vi
ACKNOWLEDGEMENT
Thanks God for the blessing, mercy and compassionate given to the writer, so
that the writer can accomplish this final project entitled “The Ability of Reading
Recount Text of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in
the Academic Year 2013/2014 Taught by Using Two Stay Two Stray.”
The writer realizes that she is not able to complete herfinal project without
support, advice, and encouragement for many people. Therefore, the writer would
like to express her sincerest gratitude, to those who are directly or indirectly involved
in the completion of this final project.
1. Dr. Slamet Utomo, M.Pd as the Dean of Teacher Training and education Faculty
of Muria Kudus University.
2. Diah Kurniati, M.Pd as the Head of English education Department of Teacher
Training and education Faculty of Muria Kudus University.
3. Drs. Suprihadi, M.Pd as the first advisor who has given guidance, correction, and
suggestion wisely in accomplishing this research.
4. Nuraeningsih, S.Pd, M.Pd as the second advisor who has given guidance,
correction, and suggestion wisely in accomplishing this research.
5. Zaenuri, S.Pd.I as the principle of MTs Nurul Huda Kaliwungu Kudus who has
given the writer a permission and support to do the research.
vii
6. Anida Dina Alaiya, S.Pd as the English teacher of MTs Nurul Huda Kaliwungu
Kudus who has given the writer advice and help in accomplishing this final
project.
7. The eighth grade students of MTs Nurul Huda Kaliwungu Kudus.
8. Her beloved mother, father, sisters, brothers and nephew for their love, support
and patience.
9. Her friends, especially for Heny, Fila, Ian, Arik, Zulfan, Astikha, Candra, Erni and
Vios.
10. All her friends that the writer can’t be mentioned one by one.
Kudus,
September 2013
Maria Ulfah
viii
ABSTRACT
Ulfah, Maria. 2013. The Ability of Reading Recount Text of the Eighth Grade
Students of MTs Nurul Huda Kaliwungu Kudus in Academic Year 2013/2014
Taught by Using Two Stay Two Stray.Skripsi: English Education Department,
Teacher Training and Education Faculty, Muria Kudus University. Advisor:
(i) Drs. Suprihadi, M.Pd (ii) Nuraeningsih, S.Pd, M.Pd
Key words: Reading Ability, Two Stay Two Stray
Reading is one of four skills in English. Reading is taught more often than the
other language skills Most English test such as in the summative test, mid test or
formative test is in the form of readings. Even though reading is `dominant in English
classroom, the result of students’ reading text is still unsatisfactory and many students
fail. In this case the teacher should use appropriate method or strategy to make the
students more interest and active in the classroom. Two stay Two Stray is one of
strategy that can be used by the teacher in teaching English. It hopefully can improve
the students’ reading ability.
The objective of the research is to know whether there is a significant
difference between the ability of reading recount text of the eighth grade students of
MTs Nurul Huda Kaliwungu Kudus in the academic year 2013/2014 before and after
being taught by using Two Stay Two Stray.
This research was an experimental research. The writer used one group with
pretest and posttest. The population of the research was the eighth grade students of
MtsNurul Huda Kaliwungu Kudus in academic year 2013/2014 in first semester. The
writer took class VIII E as the sample. The writer used recount text as the materials.
The data were collected through written test (multiple choices).
The result of the this research shows that the ability of reading recount text of
the eighth grade students of MTs Nurul Huda Kaliwungu Kudus in academic year
2013/2014 before taught by using Two Stay Two stray is categorized “sufficient” by
the average score is 57.19 and the standard deviation is 7.12. Meanwhile,the ability of
reading recount text of the eighth grade students of MTs Nurul Huda Kaliwungu
Kudus in academic year 2013/2014 after taught by using Two Stay Two stray is
categorized “good” by the average score is 76.80 and the standard deviation is 3.64.
The hypothesis of the research that states that there is a significant difference between
the ability of reading recount text of the eighth grade students of MTs Nurul Huda
Kaliwungu Kudus in the academic year 2013/2014 before and after being taught by
using Two Stay Two Stray is confirmed, it can be seen from the calculation of t-test,
with the level significance 0.05 and degree of freedom (df) 35 showed that the data of
t table (tt) is 2.04 and t observation (t0) is 13.40. The result is to > tt (t observation is
greater than t table), so to falls into critical region.
ix
The conclusion of the research shows that there is a significant difference
between the ability of reading recount text of the eighth grade students of MTs Nurul
Huda Kaliwungu Kudus in the academic year 2013/2014 before and after being
taught by using Two Stay Two Stray. Because the use of Two Stay Two Stray in
teaching reading recount text shows good result, so the writer suggests to the English
teacher of junior high school to use Two Stay Two Stray as one of strategy to teach
reading skill.
x
ABSTRAK
Ulfah, Maria. 2013. Kemampuan Membaca Teks Recount Siswa Kelas Delapan MTs
Nurul Huda Kaliwungu Kudus Tahun Pelajaran 2013/2014 Diajarkan dengan
Menggunakan Two Stay Two Stray. Skripsi. Pendidikan Bahasa Inggris,
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus.
Pembimbing: (i) Drs. Suprihadi, M.Pd (ii) Nuraeningsih, S.Pd, M.Pd
Kata Kunci: Kemampuan membaca, Two Stay Two Stray.
Membaca merupakan salah satu dari empat kemampuan yang diajarkan dalam
bahasa Inggris. Kemampuan membaca merupakan kemampuan yang lebih banyak
diajarkan dibandingkan dengan kemampuan berbahasa yang lainnya.. Kebanyakan
dari tes bahasa Inggris seperti tes sumatif, tes mid ataupun tes formatif adalah
berbentuk bacaan. Meskipun kegiatan membaca sering diajarkan di ruang kelas
bahasa Inggris, hasil penilaian terhadap kemampuan siswa dalam membaca teks
masih kurang dan mereka dinyatakan gagal. Oleh sebab itu, guru seharusnya
menggunakan metode atau strategi yang sesuai untuk membuat siswa lebih tertarik
dan aktif dikelas. Two stay Two Stray merupakan salah satu strategi yang dapat
digunakan guru dalam mengajarkan bahasa Inggris. Strategi tersebut diharapkan
mampu meningkatkan kemampuan membaca siswa.
Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang
signifikan dalam kemampuan membaca teks recount siswa kelas VIII MTs Nurul
Huda Kaliwungu Kudus pada tahun akademik 2013/2014 yang diajar dengan tanpa
menggunakan Two Stay Two Stray dan mereka yang diajar dengan menggunakan
Two Stay Two Stray.
Rancangan penelitian ini adalah penelitian eksperimen. Penulis
menggunakan satu grup dengan memberikan pre-tes dan post-tes. Populasi yang
digunakan dalam penelitian ini adalah seluruh siswa kelas VIII MTs Nurul Huda
Kaliwungu Kudus pada tahun ajaran 2013/2014 pada semester pertama. Penulis
mengambil kelas VIII E sebagai sampel. Penulis menggunakan teks recount sebagai
materi penelitian. Data dikumpulkan melalui tes tertulis (pilihan ganda).
Hasil penelitian menunjukkan bahwa kemampuan membaca teks recount
siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus pada tahun ajaran 2013/2014
sebelum diajar menggunakan Two Stay Two Stray di kategorikan cukup dengan nilai
rata-rata 57.19 dan standar deviasi 7.12. Sedangkan kemampuan membaca teks
recount siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus pada tahun ajaran
2013/2014 setelah diajar menggunakan Two Stay Two Stray di kategorikan bagus
dengan nilai rata-rata 76.80 dan standar deviasi 3.64. hipotesis penelitian yang
menyatakan bahwa ada perbedaan yang signifikan antara kemampuan membaca teks
recount siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus tahun ajaran
2013/2014 sebelum dan sesudah diajar dengan menggunakan Two Stay Two Stray
xi
diterima, ini dapat dilihat dari perhitungan t-tes pada tingkat signifikansi 0.05 dan
derajat kebebasan 35 yang menunjukkan bahwa t tabel 2.04 dan t observasi 13.04.
hasilnya adalah to > tt ( t observasi lebih besar dari pada t tabel), sehingga t observasi
jatuh pada daerah kritis.
Kesimpulan dari penelitian ini menunjukkan bahwa ada perbedaan yang
signifikan antara kemampuan membaca teks recount siswa kelas delapan MTs Nurul
Huda Kaliwungu Kudus tahun ajaran 2013/2014 sebelum dan sesudah diajar dengan
menggunakan Two Stay Two Stray Dikarenakan penggunaan strategi Two Stay Two
Stray dalam pengajaran membaca teks recount menunjukkan hasil yang bagus,
penulis menyarankan kepada guru-guru Bahasa Inggris SMP untuk menggunakan
strategi ini dalam melatih kemampuan membaca.
xii
TABLE OF CONTENTS
COVER ........................................................................................................... i
LOGO .............................................................................................................. ii
TITLE ............................................................................................................. iii
MOTTO AND DEDICATION ...................................................................... iv
ADVISORS’ APPROVAL ............................................................................ v
EXAMINERS’ APPROVAL ......................................................................... vi
ACKNOWLEDGEMENT ............................................................................. vii
ABSTRACT .................................................................................................... ix
ABSTRAK ...................................................................................................... xi
TABLE OF CONTENTS ............................................................................... xiii
LIST OF TABLES ......................................................................................... xvi
LIST OF FIGURES ....................................................................................... xvii
LIST OF APPENDICES ............................................................................... xviii
CHAPTER I INTRODUCTION
1.1 Background of the Research ................................................................... 1
1.2
Statement of the Problems ...................................................................... 5
1.3
Objective of the Research ....................................................................... 5
1.4
Significance of the Research .................................................................. 5
1.5
Scope of the Research ............................................................................. 6
1.6
Operational Definition ............................................................................ 6
CHAPTER IIREVIEW TO RELATED LITERATURE AND
HYPOTHESIS
2.1
Teaching English in Junior High School ................................................ 8
2.1.1 Teaching English in MTs Nurul Huda Kaliwungu Kudus ..................... 9
2.1.2 The Curriculum of Teaching English in MTs Nurul Huda
Kaliwungu Kudus ................................................................................... 9
2.1.3 The Purpose of Teaching English in MTs Nurul Huda Kaliwungu
Kudus. ..................................................................................................... 11
2.1.4 The Material of Teaching English in MTs Nurul Huda Kaliwungu
Kudus ...................................................................................................... 12
xiii
2.2
Reading ................................................................................................... 13
2.2.1 Definition of Reading ............................................................................. 13
2.2.2 The Purpose of Reading.......................................................................... 14
2.2.3 The Importance of Reading. ................................................................... 16
2.3
Recount Text........................................................................................... 16
2.3.1 Social Function of Recount Text ............................................................ 16
2.3.2 Generic Structure of Recount Text ......................................................... 17
2.3.3 Language Feature of Recount Text......................................................... 17
2.3.4 Type of Recount Text ............................................................................. 18
2.4
Two Stay Two Stay Strategy .................................................................. 18
2.4.1 Definition of Two Stay Two Stray ......................................................... 19
2.4.2 The Advantages and Disadvantages of Two Stay Two Stray................. 20
2.5
Teaching Recount Text Using Two Stay Two Stray .............................. 21
2.6
Review of Previous Research ................................................................. 24
2.7
Theoretical Framework. .......................................................................... 25
2.8
Hypothesis .............................................................................................. 26
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research ........................................................................... 27
3.2
Population and Sample ........................................................................... 28
3.3
Instrument of the Research ..................................................................... 29
3.4
Data Collecting ....................................................................................... 32
3.5
Data Analysis .......................................................................................... 33
CHAPTER IV FINDING OF THE RESEARCH
4.1 The Ability of Reading Recount Text of The Eighth Grade Students
of MTs Nurul Huda Kaliwungu Kudus in the Academic Year
2013/2014 Before Being Taught by Using Two Stay Two Stray........... 36
4.2
The Ability of Reading Recount Text of The Eighth Grade Students
of MTs Nurul Huda Kaliwungu Kudus in the Academic Year
xiv
2013/2014 After Being Taught by Using Two Stay Two Stray ............. 39
4.3
Hypothesis Testing ................................................................................. 41
CHAPTER V DISCUSSION
5.1 The Ability of Reading Recount Text of The Eighth Grade Students
of MTs Nurul Huda Kaliwungu Kudus in the Academic Year
2013/2014 Before Being Taught by Using Two Stay Two Stray........... 45
5.2
The Ability of Reading Recount Text of The Eighth Grade Students
of MTs Nurul Huda Kaliwungu Kudus in the Academic Year
2013/2014 After Being Taught by Using Two Stay Two Stray ............. 46
5.3
The Significant Difference of The Ability of Reading Recount Text
of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus
in Academic Year 2013/2014 Before and After Being Taught
by Using Two Stay Two Stray................................................................ 47
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion .............................................................................................. 50
6.2
Suggestion .............................................................................................. 50
REFERENCES ............................................................................................... 52
APPENDICES ................................................................................................ 53
STATEMENT................................................................................................. 93
CURRICULUM VITAE ................................................................................ 94
`
xv
LIST OF TABLES
Tables
Page
3.1 The criteria of measuring the test score ..................................................... 30
3.2 The Criteria of Reliability Test .................................................................. 32
4.1 The Ability of Reading Recount Text of the Eighth Grade Students of
MTs Nurul Huda Kaliwungu Kudus in the Academic Year 2013/2014
Before Being Taught by Using Two Stay Two Stray ............................... 37
4.2 Frequency Distribution of the Ability of Reading Recount Text of the
Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in the
Academic Year 2013/2014 Before Being Taught by Using Two Stay
Two Stray .................................................................................................. 38
4.4 The Ability of Reading Recount Text of the Eighth Grade Students of
MTs Nurul Huda Kaliwungu Kudus in the Academic Year 2013/2014
After Being Taught by Using Two Stay Two Stray.................................. 40
4.5 Frequency Distribution of the Ability of Reading Recount Text of the
Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in the
Academic Year 2013/2014 After Being Taught by Using Two Stay
Two Stray .................................................................................................. 40
4.5 The Summary of t-test Result of the Ability of Reading Recount Text
of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus
in the Academic Year 2013/2014 Before and After Being Taught by
Using Two Stay Two Stray ....................................................................... 43
xvi
LIST OF FIGURES
Figure
Page
4.1 The Bar Chart of The Ability of Reading Recount Text of The Eighth
Grade Students of MTs Nurul Huda Kaliwungu Kudus in Academic
Year 2013/2014 Before Being Taught by Using Two Stay Two Stray .... 38
4.2 The Bar Chart of The Ability of Reading Recount Text of The Eighth
Grade Students of MTs Nurul Huda Kaliwungu Kudus in Academic
Year 2013/2014 After Being Taught by Using Two Stay Two Stray....... 41
4.3 The Curve of t-test result of eighth grade students of MTs Nurul Huda
Kaliwungu Kudus in academic year 2013/2014 ....................................... 43
.
xvii
LIST OF APPENDICES
Appendices
Page
1.
The Syllabus of First Semester of Eighth Students of MTs Nurul Huda
Kaliwungu Kudus in Academic Year 2013/2014 ..................................... 54
2. The Lesson Plan of Teaching English Reading Recount Text Using
Two Stay Two Stray ................................................................................. 57
3. The Table Specification of the Ability of Reading Recount Text of the
Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in
Academic Year 2013/2014........................................................................ 71
4. The Item Test of Try-out, Pretest and Posttest of the Ability of
Reading Recount Text of the Eighth Grade Students of MTs Nurul
Huda Kaliwungu Kudus in Academic Year 2013/2014............................ 72
5. The Key Answer of the Ability of Reading Recount Text of the Eighth
Grade Students of MTs Nurul Huda Kaliwungu Kudus in Academic
Year 2013/2014. ....................................................................................... 78
6. The Tabulation of Reliability of Try Out .................................................. 79
7. The Calculation of Reliability of the Pre Test and Post Test For
Measuring the Ability of Reading Recount Text of the Eighth Grade
Students of MTs Nurul Huda Kaliwungu Kudus In Academic Year
2013/2014 ................................................................................................. 80
8. Calculation of Mean and Standard Deviation of Pre-Test Score of the
Students’ Reading Ability in Recount Text ................................................ 82
9. Calculation of Mean and Standard Deviation of Pre-Test Score of the
Students’ Reading Ability in Recount Text ................................................ 85
10. The T-test of the Means of Pretest and Posttest Score of the Ability of
Reading Recount Text of the Eighth Grade Students of MTs Nurul
Huda Kaliwungu Kudus in the Academic Year 2013/2014 After
Taught by Using Two Stay Two Stray ..................................................... 88
11. The Table Significance at 0.05 ................................................................. 91
xviii
EIGHTH GRADE STUDENTS OF MTs NURUL HUDA
KALIWUNGU KUDUS IN ACADEMIC YEAR 2013/2014
TAUGHT BY USING TWO STAY TWO STRAY
By:
MARIA ULFAH
2009-32-124
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2013
i
ii
THE ABILITY OF READING RECOUNT TEXT OF THE
EIGHTH GRADE STUDENTS OF MTs NURUL HUDA
KALIWUNGU KUDUS IN ACADEMIC YEAR 2013/2014
TAUGHT BY USING TWO STAY TWO STRAY
SKRIPSI
Presented to the University of Muria Kudus
in Partial Fulfillment of the Requirements for Completing the Sarjana Program
in English Education
By:
Maria Ulfah
NIM 2009-32-124
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2013
iii
MOTTO AND DEDICATION
MOTTO:
“There is a will, there is a way.”
“Don’t wait until tomorrow what you can do today, because tomorrow may be
too late”
“Do not assume any constraint as an obstacle, but look as the challenging
opportunities.”
DEDICATION:
I dedicate this research to:
My beloved Parents
My beloved Brothers and Sisters
Allah SWT
My Nephew
My close Friend, especially in Course E class
iv
ADVISORS’ APPROVAL
This is to certify that the Sarjana Skripsi of Maria Ulfah has been approved by the
Skripsi advisors for further approval by the Examining Committee.
Kudus, September 2013
Advisor I
Drs. Suprihadi, M.Pd
NIP. 19570616 198403 1 015
Advisor II
Nuraeningsih, S.Pd, M.Pd
NIS. 0610701000001201
Acknowledged by:
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd
NIP. 19621219 198703 1 001
v
EXAMINERS’ APPROVAL
This is to certify that the Skripsi of Maria Ulfah (2009-32-124) has been approved by
the Examining Committee as a requirement for the Sarjana Degree of English
Education
Kudus,
September 2013
Skripsi Examining Committee:
Drs. Suprihadi, M.Pd
NIP. 19570616 198403 1 015
Chairperson
Nuraeningsih, S.Pd, M.Pd
NIS. 0610701000001201
Member
Drs. Muh Syafei, M.Pd
NIP. 19620413 198803 1 002
Member
Atik Rokhayani, S.Pd, M.Pd
NIS. 0610701000001207
Member
Acknowledged by
The Faculty of Teacher Training and Education
Dean,
Dr. Slamet Utomo, M.Pd
NIP. 19621219 198703 1 001
vi
ACKNOWLEDGEMENT
Thanks God for the blessing, mercy and compassionate given to the writer, so
that the writer can accomplish this final project entitled “The Ability of Reading
Recount Text of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in
the Academic Year 2013/2014 Taught by Using Two Stay Two Stray.”
The writer realizes that she is not able to complete herfinal project without
support, advice, and encouragement for many people. Therefore, the writer would
like to express her sincerest gratitude, to those who are directly or indirectly involved
in the completion of this final project.
1. Dr. Slamet Utomo, M.Pd as the Dean of Teacher Training and education Faculty
of Muria Kudus University.
2. Diah Kurniati, M.Pd as the Head of English education Department of Teacher
Training and education Faculty of Muria Kudus University.
3. Drs. Suprihadi, M.Pd as the first advisor who has given guidance, correction, and
suggestion wisely in accomplishing this research.
4. Nuraeningsih, S.Pd, M.Pd as the second advisor who has given guidance,
correction, and suggestion wisely in accomplishing this research.
5. Zaenuri, S.Pd.I as the principle of MTs Nurul Huda Kaliwungu Kudus who has
given the writer a permission and support to do the research.
vii
6. Anida Dina Alaiya, S.Pd as the English teacher of MTs Nurul Huda Kaliwungu
Kudus who has given the writer advice and help in accomplishing this final
project.
7. The eighth grade students of MTs Nurul Huda Kaliwungu Kudus.
8. Her beloved mother, father, sisters, brothers and nephew for their love, support
and patience.
9. Her friends, especially for Heny, Fila, Ian, Arik, Zulfan, Astikha, Candra, Erni and
Vios.
10. All her friends that the writer can’t be mentioned one by one.
Kudus,
September 2013
Maria Ulfah
viii
ABSTRACT
Ulfah, Maria. 2013. The Ability of Reading Recount Text of the Eighth Grade
Students of MTs Nurul Huda Kaliwungu Kudus in Academic Year 2013/2014
Taught by Using Two Stay Two Stray.Skripsi: English Education Department,
Teacher Training and Education Faculty, Muria Kudus University. Advisor:
(i) Drs. Suprihadi, M.Pd (ii) Nuraeningsih, S.Pd, M.Pd
Key words: Reading Ability, Two Stay Two Stray
Reading is one of four skills in English. Reading is taught more often than the
other language skills Most English test such as in the summative test, mid test or
formative test is in the form of readings. Even though reading is `dominant in English
classroom, the result of students’ reading text is still unsatisfactory and many students
fail. In this case the teacher should use appropriate method or strategy to make the
students more interest and active in the classroom. Two stay Two Stray is one of
strategy that can be used by the teacher in teaching English. It hopefully can improve
the students’ reading ability.
The objective of the research is to know whether there is a significant
difference between the ability of reading recount text of the eighth grade students of
MTs Nurul Huda Kaliwungu Kudus in the academic year 2013/2014 before and after
being taught by using Two Stay Two Stray.
This research was an experimental research. The writer used one group with
pretest and posttest. The population of the research was the eighth grade students of
MtsNurul Huda Kaliwungu Kudus in academic year 2013/2014 in first semester. The
writer took class VIII E as the sample. The writer used recount text as the materials.
The data were collected through written test (multiple choices).
The result of the this research shows that the ability of reading recount text of
the eighth grade students of MTs Nurul Huda Kaliwungu Kudus in academic year
2013/2014 before taught by using Two Stay Two stray is categorized “sufficient” by
the average score is 57.19 and the standard deviation is 7.12. Meanwhile,the ability of
reading recount text of the eighth grade students of MTs Nurul Huda Kaliwungu
Kudus in academic year 2013/2014 after taught by using Two Stay Two stray is
categorized “good” by the average score is 76.80 and the standard deviation is 3.64.
The hypothesis of the research that states that there is a significant difference between
the ability of reading recount text of the eighth grade students of MTs Nurul Huda
Kaliwungu Kudus in the academic year 2013/2014 before and after being taught by
using Two Stay Two Stray is confirmed, it can be seen from the calculation of t-test,
with the level significance 0.05 and degree of freedom (df) 35 showed that the data of
t table (tt) is 2.04 and t observation (t0) is 13.40. The result is to > tt (t observation is
greater than t table), so to falls into critical region.
ix
The conclusion of the research shows that there is a significant difference
between the ability of reading recount text of the eighth grade students of MTs Nurul
Huda Kaliwungu Kudus in the academic year 2013/2014 before and after being
taught by using Two Stay Two Stray. Because the use of Two Stay Two Stray in
teaching reading recount text shows good result, so the writer suggests to the English
teacher of junior high school to use Two Stay Two Stray as one of strategy to teach
reading skill.
x
ABSTRAK
Ulfah, Maria. 2013. Kemampuan Membaca Teks Recount Siswa Kelas Delapan MTs
Nurul Huda Kaliwungu Kudus Tahun Pelajaran 2013/2014 Diajarkan dengan
Menggunakan Two Stay Two Stray. Skripsi. Pendidikan Bahasa Inggris,
Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus.
Pembimbing: (i) Drs. Suprihadi, M.Pd (ii) Nuraeningsih, S.Pd, M.Pd
Kata Kunci: Kemampuan membaca, Two Stay Two Stray.
Membaca merupakan salah satu dari empat kemampuan yang diajarkan dalam
bahasa Inggris. Kemampuan membaca merupakan kemampuan yang lebih banyak
diajarkan dibandingkan dengan kemampuan berbahasa yang lainnya.. Kebanyakan
dari tes bahasa Inggris seperti tes sumatif, tes mid ataupun tes formatif adalah
berbentuk bacaan. Meskipun kegiatan membaca sering diajarkan di ruang kelas
bahasa Inggris, hasil penilaian terhadap kemampuan siswa dalam membaca teks
masih kurang dan mereka dinyatakan gagal. Oleh sebab itu, guru seharusnya
menggunakan metode atau strategi yang sesuai untuk membuat siswa lebih tertarik
dan aktif dikelas. Two stay Two Stray merupakan salah satu strategi yang dapat
digunakan guru dalam mengajarkan bahasa Inggris. Strategi tersebut diharapkan
mampu meningkatkan kemampuan membaca siswa.
Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang
signifikan dalam kemampuan membaca teks recount siswa kelas VIII MTs Nurul
Huda Kaliwungu Kudus pada tahun akademik 2013/2014 yang diajar dengan tanpa
menggunakan Two Stay Two Stray dan mereka yang diajar dengan menggunakan
Two Stay Two Stray.
Rancangan penelitian ini adalah penelitian eksperimen. Penulis
menggunakan satu grup dengan memberikan pre-tes dan post-tes. Populasi yang
digunakan dalam penelitian ini adalah seluruh siswa kelas VIII MTs Nurul Huda
Kaliwungu Kudus pada tahun ajaran 2013/2014 pada semester pertama. Penulis
mengambil kelas VIII E sebagai sampel. Penulis menggunakan teks recount sebagai
materi penelitian. Data dikumpulkan melalui tes tertulis (pilihan ganda).
Hasil penelitian menunjukkan bahwa kemampuan membaca teks recount
siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus pada tahun ajaran 2013/2014
sebelum diajar menggunakan Two Stay Two Stray di kategorikan cukup dengan nilai
rata-rata 57.19 dan standar deviasi 7.12. Sedangkan kemampuan membaca teks
recount siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus pada tahun ajaran
2013/2014 setelah diajar menggunakan Two Stay Two Stray di kategorikan bagus
dengan nilai rata-rata 76.80 dan standar deviasi 3.64. hipotesis penelitian yang
menyatakan bahwa ada perbedaan yang signifikan antara kemampuan membaca teks
recount siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus tahun ajaran
2013/2014 sebelum dan sesudah diajar dengan menggunakan Two Stay Two Stray
xi
diterima, ini dapat dilihat dari perhitungan t-tes pada tingkat signifikansi 0.05 dan
derajat kebebasan 35 yang menunjukkan bahwa t tabel 2.04 dan t observasi 13.04.
hasilnya adalah to > tt ( t observasi lebih besar dari pada t tabel), sehingga t observasi
jatuh pada daerah kritis.
Kesimpulan dari penelitian ini menunjukkan bahwa ada perbedaan yang
signifikan antara kemampuan membaca teks recount siswa kelas delapan MTs Nurul
Huda Kaliwungu Kudus tahun ajaran 2013/2014 sebelum dan sesudah diajar dengan
menggunakan Two Stay Two Stray Dikarenakan penggunaan strategi Two Stay Two
Stray dalam pengajaran membaca teks recount menunjukkan hasil yang bagus,
penulis menyarankan kepada guru-guru Bahasa Inggris SMP untuk menggunakan
strategi ini dalam melatih kemampuan membaca.
xii
TABLE OF CONTENTS
COVER ........................................................................................................... i
LOGO .............................................................................................................. ii
TITLE ............................................................................................................. iii
MOTTO AND DEDICATION ...................................................................... iv
ADVISORS’ APPROVAL ............................................................................ v
EXAMINERS’ APPROVAL ......................................................................... vi
ACKNOWLEDGEMENT ............................................................................. vii
ABSTRACT .................................................................................................... ix
ABSTRAK ...................................................................................................... xi
TABLE OF CONTENTS ............................................................................... xiii
LIST OF TABLES ......................................................................................... xvi
LIST OF FIGURES ....................................................................................... xvii
LIST OF APPENDICES ............................................................................... xviii
CHAPTER I INTRODUCTION
1.1 Background of the Research ................................................................... 1
1.2
Statement of the Problems ...................................................................... 5
1.3
Objective of the Research ....................................................................... 5
1.4
Significance of the Research .................................................................. 5
1.5
Scope of the Research ............................................................................. 6
1.6
Operational Definition ............................................................................ 6
CHAPTER IIREVIEW TO RELATED LITERATURE AND
HYPOTHESIS
2.1
Teaching English in Junior High School ................................................ 8
2.1.1 Teaching English in MTs Nurul Huda Kaliwungu Kudus ..................... 9
2.1.2 The Curriculum of Teaching English in MTs Nurul Huda
Kaliwungu Kudus ................................................................................... 9
2.1.3 The Purpose of Teaching English in MTs Nurul Huda Kaliwungu
Kudus. ..................................................................................................... 11
2.1.4 The Material of Teaching English in MTs Nurul Huda Kaliwungu
Kudus ...................................................................................................... 12
xiii
2.2
Reading ................................................................................................... 13
2.2.1 Definition of Reading ............................................................................. 13
2.2.2 The Purpose of Reading.......................................................................... 14
2.2.3 The Importance of Reading. ................................................................... 16
2.3
Recount Text........................................................................................... 16
2.3.1 Social Function of Recount Text ............................................................ 16
2.3.2 Generic Structure of Recount Text ......................................................... 17
2.3.3 Language Feature of Recount Text......................................................... 17
2.3.4 Type of Recount Text ............................................................................. 18
2.4
Two Stay Two Stay Strategy .................................................................. 18
2.4.1 Definition of Two Stay Two Stray ......................................................... 19
2.4.2 The Advantages and Disadvantages of Two Stay Two Stray................. 20
2.5
Teaching Recount Text Using Two Stay Two Stray .............................. 21
2.6
Review of Previous Research ................................................................. 24
2.7
Theoretical Framework. .......................................................................... 25
2.8
Hypothesis .............................................................................................. 26
CHAPTER III METHOD OF THE RESEARCH
3.1 Design of the Research ........................................................................... 27
3.2
Population and Sample ........................................................................... 28
3.3
Instrument of the Research ..................................................................... 29
3.4
Data Collecting ....................................................................................... 32
3.5
Data Analysis .......................................................................................... 33
CHAPTER IV FINDING OF THE RESEARCH
4.1 The Ability of Reading Recount Text of The Eighth Grade Students
of MTs Nurul Huda Kaliwungu Kudus in the Academic Year
2013/2014 Before Being Taught by Using Two Stay Two Stray........... 36
4.2
The Ability of Reading Recount Text of The Eighth Grade Students
of MTs Nurul Huda Kaliwungu Kudus in the Academic Year
xiv
2013/2014 After Being Taught by Using Two Stay Two Stray ............. 39
4.3
Hypothesis Testing ................................................................................. 41
CHAPTER V DISCUSSION
5.1 The Ability of Reading Recount Text of The Eighth Grade Students
of MTs Nurul Huda Kaliwungu Kudus in the Academic Year
2013/2014 Before Being Taught by Using Two Stay Two Stray........... 45
5.2
The Ability of Reading Recount Text of The Eighth Grade Students
of MTs Nurul Huda Kaliwungu Kudus in the Academic Year
2013/2014 After Being Taught by Using Two Stay Two Stray ............. 46
5.3
The Significant Difference of The Ability of Reading Recount Text
of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus
in Academic Year 2013/2014 Before and After Being Taught
by Using Two Stay Two Stray................................................................ 47
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion .............................................................................................. 50
6.2
Suggestion .............................................................................................. 50
REFERENCES ............................................................................................... 52
APPENDICES ................................................................................................ 53
STATEMENT................................................................................................. 93
CURRICULUM VITAE ................................................................................ 94
`
xv
LIST OF TABLES
Tables
Page
3.1 The criteria of measuring the test score ..................................................... 30
3.2 The Criteria of Reliability Test .................................................................. 32
4.1 The Ability of Reading Recount Text of the Eighth Grade Students of
MTs Nurul Huda Kaliwungu Kudus in the Academic Year 2013/2014
Before Being Taught by Using Two Stay Two Stray ............................... 37
4.2 Frequency Distribution of the Ability of Reading Recount Text of the
Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in the
Academic Year 2013/2014 Before Being Taught by Using Two Stay
Two Stray .................................................................................................. 38
4.4 The Ability of Reading Recount Text of the Eighth Grade Students of
MTs Nurul Huda Kaliwungu Kudus in the Academic Year 2013/2014
After Being Taught by Using Two Stay Two Stray.................................. 40
4.5 Frequency Distribution of the Ability of Reading Recount Text of the
Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in the
Academic Year 2013/2014 After Being Taught by Using Two Stay
Two Stray .................................................................................................. 40
4.5 The Summary of t-test Result of the Ability of Reading Recount Text
of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus
in the Academic Year 2013/2014 Before and After Being Taught by
Using Two Stay Two Stray ....................................................................... 43
xvi
LIST OF FIGURES
Figure
Page
4.1 The Bar Chart of The Ability of Reading Recount Text of The Eighth
Grade Students of MTs Nurul Huda Kaliwungu Kudus in Academic
Year 2013/2014 Before Being Taught by Using Two Stay Two Stray .... 38
4.2 The Bar Chart of The Ability of Reading Recount Text of The Eighth
Grade Students of MTs Nurul Huda Kaliwungu Kudus in Academic
Year 2013/2014 After Being Taught by Using Two Stay Two Stray....... 41
4.3 The Curve of t-test result of eighth grade students of MTs Nurul Huda
Kaliwungu Kudus in academic year 2013/2014 ....................................... 43
.
xvii
LIST OF APPENDICES
Appendices
Page
1.
The Syllabus of First Semester of Eighth Students of MTs Nurul Huda
Kaliwungu Kudus in Academic Year 2013/2014 ..................................... 54
2. The Lesson Plan of Teaching English Reading Recount Text Using
Two Stay Two Stray ................................................................................. 57
3. The Table Specification of the Ability of Reading Recount Text of the
Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in
Academic Year 2013/2014........................................................................ 71
4. The Item Test of Try-out, Pretest and Posttest of the Ability of
Reading Recount Text of the Eighth Grade Students of MTs Nurul
Huda Kaliwungu Kudus in Academic Year 2013/2014............................ 72
5. The Key Answer of the Ability of Reading Recount Text of the Eighth
Grade Students of MTs Nurul Huda Kaliwungu Kudus in Academic
Year 2013/2014. ....................................................................................... 78
6. The Tabulation of Reliability of Try Out .................................................. 79
7. The Calculation of Reliability of the Pre Test and Post Test For
Measuring the Ability of Reading Recount Text of the Eighth Grade
Students of MTs Nurul Huda Kaliwungu Kudus In Academic Year
2013/2014 ................................................................................................. 80
8. Calculation of Mean and Standard Deviation of Pre-Test Score of the
Students’ Reading Ability in Recount Text ................................................ 82
9. Calculation of Mean and Standard Deviation of Pre-Test Score of the
Students’ Reading Ability in Recount Text ................................................ 85
10. The T-test of the Means of Pretest and Posttest Score of the Ability of
Reading Recount Text of the Eighth Grade Students of MTs Nurul
Huda Kaliwungu Kudus in the Academic Year 2013/2014 After
Taught by Using Two Stay Two Stray ..................................................... 88
11. The Table Significance at 0.05 ................................................................. 91
xviii