Salatiga in the Academic Year of 20162017) 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 Facul

  THE USE OF PEER LEARNING STRATEGY IN PROCEDURE TEXT TO IMPROVE STUDENTS ’ READING SKILL (An Experimental Research of the 11 th Grade of SMK N 2 Salatiga in the Academic Year of 2016/2017) 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: AHMAD ZAMRONI 113-12-014 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

  2017

  DECLARATION

  “In the name of Allah the Most Gracious and the Most Merciful” In the name of Allah,

  Hereby, the researcher declares that this graduating paper is written by the researcher himself. This paper does not contain any materials which have been published by other people; and it does not cite any other people’s ideas except the information from the references.

  The researcher is capable to account his graduating paper if in the future it can be proved of containing other ’s ideas or in fact that the researcher imitates other ’s graduating papers. Likewise, this declaration is written by the researcher, and he hopes that this declaration can be understood.

  th

  Salatiga, August 11 2017 The researcher,

  Ahmad Zamroni

  113-12-014 th

  Salatiga, August 11 2017 Mashlihatul Umami, S. PdI., MA. The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga

  ATTENTIVE COUNSELOR’S NOTE

  Case: Ahmad Zamroni

  ’s Graduating Paper

  Dear, Dean of Teacher Training and Education Faculty Assalamu’alaikum Wr. Wb.

  After reading and correcting Ahmad Zamroni’s graduating paper entitled “THE

  

USE OF PEER LEARNING STRATEGY IN PROCEDURE TEXT TO

  

IMPROVE STUDENTS’ READING SKILL (An Experimental Research of

the Grade of SMK N 2 SALATIGA in the Academic Year 2016/2017) ”, I

  had decided and would like to propose that this paper could be accepted by the Teacher Training and Education Faculty. I hope this paper will be examined as soon as possible.

  Wassala mu’alaikum Wr. Wb.

  Counselor, Mashlihatul Umami, S. PdI., MA.

  NIP. 19800513 200312 2003

  

THE USE OF PEER LEARNING STRATEGY IN PROCEDURE

TEXT TO IMPROVE STUDENTS ’ READING SKILL th

  

(An Experimental Research of the 11 Grade of SMK N 2

Salatiga in the Academic Year of 2016/2017)

WRITTEN BY:

Ahmad Zamroni

NIM: 113-12-014

  has been brought to the board of examiners of English and Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga on ……….., and hereby considered to complete the requirements for the degree of Sarjana Pendidikan (S.Pd) in English and Education.

  Board of examiners Head : Secretary : First examiner : Second examiner :

  Salatiga,………………………… Dean of Teacher Training and Education Faculty Suwardi, M.Pd.

  NIP. 19670121 199903 1 002

  

MOTTO

  “Alone we can do so little, together we can do so much.”

  

(Helen Keller)

  DEDICATION

  This graduating paper is dedicated to: 1. My beloved mother (Suwanti) and father (Saekur), thanks for all of the prayers, struggle, and sacrifice.

  2. My beloved sister (Titik Lestari) and sister (Inda Mulyani), thanks for your motivation and support.

  3. My big brothers of Unbreakable (Faisal Abi Yusuf, Surya Agung Wijaya, Ahmad Chudhori, and Anas Sofyan), thanks for your help, motivation, and support.

  4. My friends from A class of TBI 2012, thanks for your help, motivation, and support.

  5. My friends from Communicative English Club (CEC), thanks for your help, motivation, and support.

  6. All of the students from Engineering of Industrial Electronic B class (TEI

  B) and Engineering of Audio and Video B class (TAV B) in SMK N 2 Salatiga who are patiently become the subject of this study.

  

ACKNOWLEDGEMENT

  In the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the researcher could finish this graduating paper as one of the requirement for Sarjana Pendidikan in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga.

  Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness. However, this success would not be achieved without supports, guidances, advices, helps, and encouragements from individual and institution, and the researcher somehow realize that an appropriate moment for me to deepest gratitude for:

1. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies

  (IAIN) Salatiga 2. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty 3. Noor Malihah, Ph. D. as the Head of English Education Department 4.

  Mashlihatul Umami, S. PdI., MA. as a counselor who has educated, supported, directed and given the researcher advices, suggestions, and recommendations for this thesis from beginning until the end 5.

  English Education Department. Thanks for your

  All of the lecturers in

  education 6.

  All of the staffs who have helped the researcher in processing of graduating paper administration

  Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. Moreover, the researcher is pleased to accept more suggestions and contributions from the readers for the improvement of the graduating paper.

  th

  Salatiga, August 11 2017 The researcher,

  Ahmad Zamroni

  113-12-014

  

ABSTRACT

  Zamroni, Ahmad. 2017. THE USE OF PEER LEARNING STRATEGY IN PROCEDURE TEXT TO IMPROVE STUDENTS

  ’ READING SKILL

  th

  (An Experimental Research of the 11 Grade of SMK N 2 Salatiga in the Academic Year of 2016/2017). Counselor: Mashlihatul Umami, S. PdI., MA.

  Keywords: Peer Learning Strategy, Procedure Text, Reading

  The researcher conducted the research to increase the students’ reading skill through peer learing strategy in teaching procedure text. To make sure that peer learning as one of the strategies that can help the students, the research investigated about (1) How is the profile of the students’ reading skill on procedure text before using peer learning strategy in SMK N 2 Salatiga?, (2) How is the profile of the students’ reading skill on procedure text after using peer learning strategy in SMK N 2 Salatiga?, and (3) To what extent is the effectiveness of peer learning strategy in procedure text to improve the students

  ’ reading skill in SMK N 2 Salatiga? The sample of this research is 54 students, 27 students came from Engineering of Industrial Electronic B class (TEI B) and 27 students came from Engineering of Audio and Video B class (TAV B). The passing grade is 75. Before treatment, none of the students from experimental and controlling classes passed the passing grade. After treatment, 59.25% students from experimental class passed the passing grade. 77.78% students from controlling class passed the passing grade. To analyze the data, the researcher used t-test. T-test (

  ) was -1.83. It uses the significant level of 5% and t-table ( ) - 2 = (27+27)

• – 2 = 52 is 2.007. The ) with df = (N + N

  1

  

2

  result is - 1.83 < 2.007. From the data, the researcher can conclude that the score of t-test is lower than t-table. The null hypothesis

  ( ) is accepted while the alternate hypothesis ( ) is rejected. Therefore, there is no significant difference of the students’ reading skill on procedure text before and after having peer learning strategy.

  TABLE OF CONTENTS TITLE .......................................................................................................... i DECLARATION ......................................................................................... ii

ATTENTIVE COUNSELOR NOTE ........................................................ iii

STATEMENT OF CERTIFICATION ..................................................... iv

MOTTO ....................................................................................................... v

DEDICATION ............................................................................................. vi

ACKNOWLEDGMENT ........................................................................... vii

ABSTRACT ................................................................................................. ix

TABLE OF CONTENTS ............................................................................ x

LIST OF IMAGE ........................................................................................ xv

LIST OF FIGURE ...................................................................................... xvi

LIST OF TABLES ...................................................................................... xvii

  CHAPTER I INTRODUCTION A. Background of the Research ................................................................ 1 B. Statement of the Problems ................................................................... 3 C. Objectives of the Research .................................................................. 3 D. Limitations of the Research ................................................................ 4

  E.

  Benefits of the Research ...................................................................... 4 F. Definition of the Key Terms ................................................................ 5 G.

  Paper Outline ........................................................................................ 6

  CHAPTER II LITERATURE REVIEW A. Previous Researches ............................................................................. 8 B. Concept of Reading .............................................................................. 12 1. Definition of Reading ..................................................................... 12 2. Element of Reading ........................................................................ 12 3. Rubrics of Evaluation of the Students’ Reading Skill ................... 13 4. Indicator of the Successful of the Students’ Reading Skill ............ 15 5. Intensive Reading ........................................................................... 17 6. Roles of the Teacher....................................................................... 17 7. Reading Aloud ............................................................................... 18 C. Concept of Procedure Text................................................................... 18 1. Purpose of Procedure Text ............................................................. 18 2. Types of Procedure Text ................................................................ 18 3. Structure of Procedure Text ........................................................... 19 4. Language Features of Procedure Text............................................ 19 5. Example of Procedure Text ............................................................ 21 D. Concept of Peer Learning..................................................................... 22 1. Definition of Peer Learning ........................................................... 22 2. Importance of Peer Learning .......................................................... 23 3. Implementation of Peer Learning................................................... 25

  CHAPTER III RESEARCH METHODOLOGY A. Location of the Research ...................................................................... 27 1. General Situation of SMK Negeri 2 Salatiga ................................. 27 2. Time Schedule of the Research ...................................................... 27 B. Research Approach .............................................................................. 28 C. Research Design ................................................................................... 29 D. Population and Sample ......................................................................... 31 E. Method of Data Collection ................................................................... 32 1. Test .......... ...................................................................................... 32 2. Documentation ............................................................................... 33 F. Research Instrument ............................................................................. 33 G. Method of Data Analyses ..................................................................... 33 H. Hypothesis ............................................................................................ 36 CHAPTER IV ANALYSIS AND DISCUSSION A. Analysis ............................................................................................. 37 1. Profile of the Students’ Reading Skill on Procedure Text Before Using Peer Learning Strategy in SMK N 2 Salatiga ................... 37 a. Pre-test of Experimental Class .............................................. 37 b. Mean of Pre-test of Experimental Class................................ 39 c. Pre-test of Controlling Class ................................................. 39 d. Mean of Pre-test of Controlling Class ................................... 41 e. Treatment .............................................................................. 42

  2. Profile of the Students’ Reading Skill on Procedure Text After Using Peer Learning Strategy in SMK N 2 Salatiga ................... 43 a.

  Post-test of Experimental Class ............................................ 43 b. Mean of Post-test of Experimental Class .............................. 45 c. Post-test of Controlling Class ............................................... 45 d. Mean of Post-test of Controlling Class ................................. 47 3. Effectiveness of Peer Learning Strategy in Procedure Text to

  Improve the Students ’ Reading Skill in SMK N 2 Salatiga ........ 48 a.

  Differences Between Pre-test and Post-test of Experimental Class ...................................................................................... 48 b. Differences Between Pre-test and Post-test of Controlling

  Class ...................................................................................... 51 c. T-test ( ) ............................................................................. 54 B.

  Discussions ....................................................................................... 56 1.

  Profile of the Students’ Reading Skill on Procedure Text Before Using Peer Learning Strategy in SMK N 2 Salatiga ................... 56 2. Profile of the Students’ Reading Skill on Procedure Text After

  Using Peer Learning Strategy in SMK N 2 Salatiga ................... 57 3. Effectiveness of Peer Learning Strategy in Procedure Text to

  Improve the Students ’ Reading Skill in SMK N 2 Salatiga ........ 58

  CHAPTER V CONCLUSION AND SUGGESTION A. Conclusions ……… ............................................................................. 62 B. Suggestions ……… ............................................................................. 64 REFERENCES CURRICULUM VITAE APPENDICES

LIST OF IMAGE

  Image 2.1 Procedure Text ............................................................................. 21

  LIST OF FIGURE

Figure 3.1 Pre-test – Post-test Control Group Design .................................. 30

  LIST OF TABLES

Table 2.1 Rubrics of Oral Reading ............................................................... 14Table 3.2 Time Schedule of the Research ..................................................... 28Table 3.3 True-Experimental Design of the Research .................................. 30Table 4.4 Pre-test of Experimental Class ...................................................... 38Table 4.5 Pre-test of Controlling Class ......................................................... 40Table 4.6 Post-test of Experimental Class .................................................... 43Table 4.7 Post-test of Controlling Class ....................................................... 46Table 4.8 Difference Square of Pre-test and Post-test of Experimental Class

  ....................................................................................................................... 48

Table 4.9 Difference Square of Pre-test and Post-test of Controlling Class

  ....................................................................................................................... 51

CHAPTER I INTRODUCTION A. Background of the Research Language is a tool of communication and information. By means of

  language, people have chance to communicate with the others, share experiences, learn each other, and improve intellectual and literature skills.

  Consequently, Indonesian people are required to have good skills in language, so they can communicate well. The communication is a process how the teacher teaches concept, idea, opinion, agreement, attitude and information using language to communicate to the students. Furthermore, the functions of language includelease.

  English language as one of international language is familiar in the era of globalization. Everybody knows English language. However, some people learn and practice to use English language, and there still feel difficult to learn English. Hence, English language starts to apply in Indonesia. Indonesian goverment applies English in all schools in Indonesia. At the first time, the students start to learn English in fourth grade in elementary school. Even now, English language is taught in pre-school. The students have many problems when they learn English. One of the problems is how to be a good reader. The problem is underlined by the language itself that English is not the mother tongue. There are also many difficulties on vocabularies that the students have not recognized yet. Those become the barrier for the students in reading.

  In addition, many people in Indonesia have difficulties to read English texts because they do not have habit on it. It seems that they lack of passion on it. Even university students still cannot read English Language well. The researcher thinks that the students of vocational high school students have more problems than university students. Eventually, the students’ reading skill is low.

  Reflecting to the facts in SMK N 2 Salatiga, the students learn four main skills in English such as listening, writing, speaking and reading. Unfortunately, they face difficulties on reading especially on reading text. Their reading skills are still low. It is caused by some factors. First, they did not pay attention on reading because they lack of habit on reading. Second, they have less interest in reading because they face unfamiliar words and phrases. Third, the teacher applies the method in the class but it does not match with the students’ interest. Hence, the researcher tries to improve the students

  ’ reading skill on procedure text using peer learning strategy.

  According to Goldschmid and Goldschmid as cited by Falchikov (2001: 1), a peer is broadly defined as mate in the same situation, while a peer group consists of two mates in the same situation and interact each other. However, the term

  ‘peer’ can also be used in teaching and learning context. It can be assumed that there are a variety of relationship between the students to cooperate or work together to do the task from the teacher. The researcher is also inspired by Theodore Newcomb (Newcomb and Wilson, 1966 as cited by Falchikov, 2001: 1) to apply peer learning strategy. He identified that peer learning strategy gives powerful influence for the students. Based on the explanation above, the researcher would like to make research entitled

  “THE USE OF PEER LEARNING STRATEGY IN PROCEDURE TEXT TO IMPROVE STUDENTS’ READING SKILL (An Experimental Research of the Grade of SMK N 2 SALATIGA in the Academic Year 2016/2017) ”. The researcher attempts to expose the use

  of peer learning strategy on improving the students’ reading skill.

B. Statement of the Problems

  To clarify the problems that are going to be analyzed, the statements of the problems are formulated as follows:

  1. How is the profile of the students’ reading skill on procedure text before using peer learning strategy in SMK N 2 Salatiga?

  2. How is the profile of the students’ reading skill on procedure text after using peer learning strategy in SMK N 2 Salatiga?

  3. To what extent is the effectiveness of peer learning strategy in procedure text to improve the students ’ reading skill in SMK N 2 Salatiga? C.

   Objectives of the Research

  Based on the statement of the problems above, the objectives of the research are as follows:

  1. To find out the profile of the students’ reading skill on procedure text before using peer learning strategy in SMK N 2 Salatiga.

  2. To find out the profile of the students’ reading skill on procedure text after using peer learning strategy in SMK N 2 Salatiga.

  3. To measure how far is the effectiveness of peer learning strategy in procedure text to improve students ’ reading skill in SMK N 2 Salatiga.

D. Limitations of the Research

  In order to come into focus on this research, the researcher limits the research to be concerned as follows:

  1. The research focuses on the implementation of peer learning.

  2. The research focuses on procedure text.

  3. The research is carried out at the eleventh grade students of SMK N 2 Salatiga in the academic year of 2016/2017.

E. Benefits of the Research

  The researcher hopes that this research could provide information and benefits for the readers. The significant of the research can be seen as follow:

  1. Theoretical

  This research helps the students to learn reading skill especially on the procedure text. Therefore, the researcher hopes that this method helps the varieties of teaching and learning for the teacher.

  2. Practical

  The result of the research is to give precious contribution to lectures, vocational high school students and other researchers. For the lectures, this research becomes a meaningful contribution in teaching reading skill. For vocational high school students, this research hopefully can be used to increase the stu dents’ reading skill especially procedure text. For the other researcher, the result of the research is expected to be a previous research for those who are interested in doing similar field of research.

F. Definition of the Key Terms

  Based on the title of the paper, the key terms are needed to explain: 1.

   Peer Learning Strategy

  According to Falchikov (2001: 3), peer learning is when the students learn from each other in the same class and lessons. They interact each other. By this interaction, the students can develop their skills and also can increase their knowledge and understanding. It is important for the students as Piaget (1971) as quoted by Falchikov (2001: 3) believes that cooperation between the students promotes the encouragement to think and discuss. Vigotsky (1962) as quoted by Falchikov (2001: 3) argues that by peer learning the students’ skills that can be developed is highly can be attained without teacher’s guidance.

  Meanwhile, according to Richards and Schmidt (2010: 559) strategy can be defined as a way which is used in teaching and learning to reach a goal. It can be assumed from those definitions that peer learning strategy means a way of learning where the students learn materials by interacting with each other to attain goals.

2. Procedure Text

  According to Knapp and Watkins (2005: 157) say that procedural instructions such as recipes and directions are concerned with telling someone how to do something. For this reason, procedural texts generally begin with the goal of the task, which is usually stated as a heading; for example, ‘How to Make a Sandwich’ or ‘Directions for Using the Class Computer’. It can be said that procedure text includes guidance to do something. The example of procedure text can be a direction, instruction, recipe, and itinerary.

3. Reading Skill Reading skill is formed from two words, they are reading and skill.

  According to Hunt (2004: 137) as cited by Hermida (2009: 23), reading is a process shaped partly by the text, partly by the reader's background, and partly by the situation, the reading occurs in. It can be assumed that reading is the way of how the readers read and understand a text in hope for gaining the purpose and information of the text.

  According to Richards and Schmidt (2010: 532), skill is an acquired ability to perform an activity in a good way. It can be concluded that reading skill is an acquired ability to understand a text and the ability to gain the information of the text in a good way.

G. Paper Outline

  This thesis consists of five chapters. Each chapter has different elements as follows: Chapter I tells about introduction. The researcher explains about background of the research, statement of the problems, objectives of the research, limitations of the research, benefits of the research, definition of the key terms and paper outline.

  Chapter II describes about literature review. The researcher takes some books written by many experts as references that explain more about previous researches, concept of reading, concept of procedure text, and concept of peer learning.

  Chapter III discusses about the research methodology. It covers location of the research, research approach, research design, population and sample, method of data collection, research instrument, method of data analyses, and hypothesis.

  Chapter IV presents research analysis and discussion. It presents the data analysis that have been collected. It includes pre- and post-test analyses, calculation, and discussions.

  Chapter V is conclusion and suggestion. It contains summary of all information in chapter IV, and it gives suggestions for teachers, students, and other researchers. The last part are references and appendices.

CHAPTER II LITERATURE REVIEW A. Previous Researches The researcher took relevant sources that related to this research. The

  researcher used four previous researches. The first previous research came from Thurston, et al. (2007), and the title was about “Peer Learning in Primary Science in Theoretical Perspective and Implementations for Class Practice ”. The result of the researches explained that peer learning has an important role to play in primary school science. However, in some educational contexts there is a current trend away from using this important classroom strategy. According to MacNab (2003) as quoted by Thurston, et al. (2007) reported that in a sample drawn from 170 Local Education Authority and school representatives, 46% of Scottish schools reported less peer learning since the introduction of curriculum initiatives. The drop in reported peer learning may be indicative of teachers losing the ability to apply an effective pedagogical tool in the classroom. This was emphasized by Hutchison, et al. (2003) as quoted by Thurston, et al. (2007) who reported there was a need to ensure that peer learning was effective in classroom contexts, and concluded that education was not just an activity that takes place in a group, but was a group activity. To have maximum impact, it is clear that peer learning needs to be embedded into the pedagogy and planning in individual curriculum areas. Therefore, there may be a case for effective continuing professional development programs to enhance the pedagogy of teachers in using peer learning strategies.

  The second previous research came from Kodabux and Hoolash (2015). The title was “Peer Learning Strategies: Acknowledging Lecturers’ Concerns of the Student Learning Assistant Scheme on a New Higher Education Campus”. The Student Learning Assistant (SLA) scheme was introduced in 2010 at Middlesex University Mauritius Branch Campus (MUMBC). The scheme is similar to traditional peer learning strategies, such as Peer Assisted Learning (PAL) and Peer Assisted Study Sessions (PASS), which are widely operated in higher education environments to motivate student engagement with their learning. That research used qualitative approaches data gathering have been employed to collect feedback from the teaching academic staff through different formats, namely questionnaires, interviews, and focus group meetings with each department at MUMBC. The result of the research said that the lecturers’ general conception of peer learning at MUMBC principally represents challenges to the development of a full-fledged SLA scheme on the campus. The SLA’s role is limited and inflexible. They are restricted in the tasks they can do during non-teaching classes only. Additional reasons explaining why SLAs have not been used are not necessarily based on negative notions of peer learning. Instead, some lecturers did not use the scheme because they were responsible for newly introduced modules or for modules that have undergone curriculum modifications and they wanted to familiarize themselves with the changes first.

  The third previous research was done by Umairoh (2015) entitled “The Effectiveness of Teams Game Tournament (TGT

  ) Method to Improve Students’ Reading Skill in Eleventh Grade of SMA N 3 Salatiga in the Academic Year 2014/2015”. Her objective was to improve the students’ reading skill using Teams Game Tournament (TGT). The research was conducted in SMA N 3 Salatiga. She used experimental method. She compared two classes. From her research, she founded improvement on students’ result that the score from pre- test to post-test significantly increased 32,15%. She claimed that Teams Game Tournament (TGT) was successful to i mprove the students’ reading skill.

  The last previous research came from Svida (2016). Her title of the research way about “Influence of E-library in Boosting High School Students’

  Reading Habits and Skills ”. As a whole the sample of this study consists of 306 users of libraries: 102 students of Senior High Schools (51 girls and 51 boys) came from each type of school (namely 36 schools which are accredited A, B, and C) in South Sumatra. Data collection was conducted by means of a questionnaire and a test. Based on the result and the a formentioned description, it can be concluded that: (1) the use of libraries was influenced by the existence of important features of libraries such as acquisition or procurement of library materials which are relevant and updated, sufficient length of service-time, and the provision of information and communication technology (ICT); (2) reading attitude, reading habit, and reading achievement of the students of Senior High Schools (SMA) in South Sumatra were still low; (3) there was a significant difference between males and females in regard to reading attitude and habit, although both have more or less the same achievement in reading; (4) the students from the schools accredited A, had far better achievement in reading compared to the students who came from the schools accredited B or C.

  By considering the previous researches, the researcher conducted research entitled “The Use of Peer Learning Strategy in Procedure Text to

  ℎ

  Improve Students’ Reading Skill (An Experimental Research of the 11 Grade of SMK N 2 Salatiga in the Academic Year 2016/2017) ”. First previous research focused on peer learning in theoretical perspectives and implementations. However, in this research, the researcher had deeper focus on the implementations how peer le arning improved students’ reading skill using procedure text. Second previous research was qualitative research using peer learning strategy, but the researcher used quantitative in this research to find the data. The researcher also focused in reading skill. The third previous research was TGT method to improve the students’ reading skill. TGT was using groups that consisted more than two students in groups, however, in this research, the researcher made a group that consisted by two students in the learning process. The last previous research was about the influence of e-library in boosting high school students’ reading habits and skills. The research focused on media, but this research focused on strategy that the teacher used in class. The teacher could pair the students between a smart student and an average student. As a result, the resear cher’s research is difference from the previous research.

B. Concept of Reading 1. Definition of Reading

  In this research, the skill is reading. There are some definition of reading from experts. According to Duffy (2009: 3) says that the main thing in reading is to develop students who do read. According to Spears (2013:

  XVI), the readings are accompanied by a variety of practice exercises to reinforce good reading skill and to help students develop a college-level vocabulary. According to Spears (2013: XVII), reading also provides students with a way for them to understand the world around them and to search for meaning in their own lives. In addition, according to Duffy (2009:

  13) “A skill is something you do automatically without thinking about it.

  You do it the same way every time. Tying your shoes is an example of a skill. An example of a reading skill is instantly recognizing and saying a word such as the. ” Therefore, the researcher can assume that reading skill is activities to read books, and the readers try to understand the content of the text. The readers also are easy to get the knowledge from text without confused to understand the texts.

2. Elements of Reading

  The researcher, to evaluate the score of the students, uses some elements of reading. There are fluency, pronunciation, stress and intonation.

  According to Nunan (2003: 55), fluency is the extent to which speakers use the language quickly and confidently, with few hesitations or unnatural pauses, false starts, word searches, etc.

  According to Harmer (2001: 183), pronunciation teaching not only makes students aware of different sounds and sound features (and what these mean), but can also improve their speaking immeasurably.

  According to Harmer (2001: 191), stress is important in individual words, in phrases, and in sentences. By shifting it around in a phrase or a sentence, we can change emphasis or meaning.

  According to Montgomery, Durant, Fabb, Furniss, and Mills (2007: 351

• – 352) “Intonation is melodic patterning of the voice, combining upward or downward pitch movements with contrasts achieved by placing the principal stress in different places in any given group of words. Intonation conveys information, feeling or attitude that go beyond the meanings of the actual words. Apart from occasional italics or capitals, written texts do not notate intonation; readers of words on a page assign different, imagined intonation patterns to what they read.

  ” 3.

   Rubrics of Evaluation of the Students’ Reading Skill

  According to McKay, Alderson, and Bachman (2008: 118), rubrics are the instructions that are used in an assessment task are a component of the characteristics of assessment task procedures. The way that instructions are given (for example, by the teacher, in writing, on a tape), the length and difficulty of the task are some variables that characterize the task.

  Table 2.1

  Rubrics of Oral Reading

  

No Competency Description Scores

  1 Pronunciation Many wrong pronunciation

  20

• – 34 Frequent incorrect pronunciation

  35

• – 54 Occasional errors in pronunciation

  55 – 69 Some errors in pronunciation 70 – 84 No errors or minor errors

  85

• – 100

  2 Stress No stress in the sentence or give wrong

  20

• – 34 stress, the listeners are confused to understand the meaning Frequent incorrect using stress

  35

• – 54 Occasional errors using stress in the

  55

• – 69 sentence, but can understand the meaning Some errors using stress in the

  70 – 84 sentence, the listeners are easy to understand the meaning No errors or minor errors using stress,

  85

• – 100 the listeners are very easy to understand the meaning

  3 Intonation Flat intonation makes the listener

  20

• – 34 almost impossible to understand

Inadequate use of intonation makes the

  35

• – 54 speaker very difficult to follow without compensation Adequate use of intonation, making the

  55

• – 69 intelligibility of the message fairly high, although there are occasional lapses Good use of intonation makes the

  70

• – 84 listener easy to follow Perfect use of intonation makes the

  85

• – 100 listener very easy to understand and interest

  4 Fluency Dominated by hesitation

  20

• – 34 Frequent hesitation

  35

• – 54 Occasional hesitation

  55 – 69 Minor hesitation 70 – 84 No hesitation

  85

• – 100 4.

   Indicators of the Successful of the Students’ Reading Skill

  The researcher combines from two experts to know the indicator of successful of the students’ reading skill.

  According to Duffy (2009: 21), successful readers pay attention to

  

what is happening and anticipate that there might be a need to change a

prediction.

  According to Duffy (2009: 21), successful readers stop and use fix – it strategies to problem – solve a blockage to meaning.

  According to Duffy (2009: 23), successful readers seldom

  

implement each strategy separately but instead combine several strategies

together.

  According to Duke and Pearson (2002: 205) say that the students are active readers, and they have clear goals in mind for their reading.

  try

  According to Duke and Pearson (2002: 206) say that the students

  

to determine the meaning of unfamiliar words and concepts in the text, and they

deal with inconsistencies or gaps as needed.

  According to Duke and Pearson (2002: 205) say that the students read selectively - what to read carefully, what to read quickly, what not to read, what to reread, and so on-, continually making decisions about their reading.

  According to Duke and Pearson (2002: 206) say that the students

  

read different kinds of text differently . When reading narrative, The

  students attend closely to the setting and characters. When reading expository text, these readers frequently construct and revise summaries of what they have read.

  5. Intensive Reading

  According to Harmer (2001: 204), intensive reading tends to be more concentrated, less relaxed, and often dedicated not so much to pleasure as to the achievement of a study goal. It means that the students read some text from teacher related with curriculum. From the curriculum, the teacher applies in syllabus.

  6. Roles of the Teacher

  According to Harmer (2001: 213) says that there are further roles teachers need to adopt when asking students to read intensively such as organizer, observer, feedback organizer, and prompter.

  First, according to Harmer (2001: 213) says that organizer means that the teachers need to tell the students exactly what their reading purpose is, and give them clear instructions about how to achieve it, and how long they have to do this. For example: teacher said that “You have four minutes to read this text.”

  Second, according to Harmer (2001: 213), observer means that when the teacher ask students to read on their own, the teacher can observe their progress since this will give us valuable information about how well they are doing individually and collectively.

  Third, according to Harmer (2001: 213), feedback organizer means that when our students have completed the task, we can lead a feedback session to check that they have completed the task successfully.

  The last point is prompter. According to Harmer (2001: 213) says that prompter is when students have read a text we can prompt them to notice language features in the text.

7. Reading Aloud

  According to Brown (2003: 190), reading aloud is the test-taker that sees separate letters, words, and/or short sentences and reads them aloud, one by one, in the presence of an administrator. The researcher took test using reading aloud in this research. The students’ reading skill was shown by this test when the students read a text.

C. Concept of Procedure Text 1. Purpose of Procedure Text

  According to Barwick, et al. (1999: 44), the main purpose of a procedure is to direct, information or explanation. A procedure text explain how to do something.

2. Types of Procedure Text

  According to Barwick, et al. (1999: 44), there are different types of procedure texts. They serve different purposes. Procedure texts can instruct how to do a certain activity. It can be science experiments, stage directions, road safety rules, itineraries, and recipes. By reading a procedure text, the reader can be directed in appropriate step to do something. Procedure texts normally consist of directions and instructions.

  Procedure texts communicate the rules and stages for all activities. In addition, procedure text can be part of a mixed text type such as a report on an experiment and can be found in letters, games, pamphlets, newspaper, magazine, etc.

  3. Structure of Procedure Text

  According to Barwick, et al. (1999: 45) explain that a procedure text consists of three main parts. They are aim or goal, list of materials, and sequence of steps in correct order.

  a.

  An introductory statement (Title) According to Barwick, et al. (1999: 45)

  “It gives the heading, the goal or the aim of the activity and states what the procedure is aiming to achieve. Sometimes the goal is indicated in the main heading for example, ‘Building a Modal of a Dinosaur’. This may be aided by a diagram or map.” b.

  List of materials According to Barwick, et al. (1999: 45) say that It is needed for completing the procedure. This part usually provide list of things that will be used. Sometimes, it can be in form of paragraph. In certain procedure text, this part may be omitted.

  c.

  The method or sequence of steps According to Barwick, et al. (1999: 45) say that It written in the order in which they should be completed.

  4. Language Features of Procedure Text

  According to Barwick, et al. (1999: 45), a procedure text is usually characterized by some language features, they are: a.

  Using nouns or noun groups in listed material or equipment part, b.

  Using conjunction to show chronological order, for example: before, while, then, after, when, c.