A CASE STUDY ONCHARACTER BASED TEACHING AND LEARNING READING OF THE EIGHTH YEAR STUDENTS OF SMPN 2 TRUCUK KLATEN IN ACADEMIC YEAR OF 2017/2018 - UNWIDHA Repository
A CASE STUDY ONCHARACTER BASED TEACHING AND LEARNING
READING OF THE EIGHTH YEAR STUDENTS OF SMPN 2 TRUCUK
KLATEN IN ACADEMIC YEAR OF 2017/2018 S-1 THESIS
Submitted as a Partial Fulfillment of the Requirements for Undergraduate Degree in English Education Study Program
By: NAME : SUGENG RIYADI STUDENT NUMBER : 1411202892 TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF WIDYA DHARMA KLATEN KLATEN
RATIFICATION
A CASE STUDY ONCHARACTER BASED TEACHING AND LEARNING
READING OF THE EIGHTH YEAR STUDENTS OF SMPN 2 TRUCUK
KLATEN IN ACADEMIC YEAR OF 2017/2018
By NAME : SUGENG RIYADI STUDENT NUMBER : 1411202892 This thesis has been approved by the Board of Examiners of the Faculty of Teacher Training and Education of Widya Dharma University on: Day :Friday
th
Date :August 31 , 2018 The Board of Examiners
Chairman, Secretary, Dr. Ronggo Warsito, M.Pd. Ana Setyandari, S.Pd., M.Pd.
NIDN. 0607106501 NIDN. 0617068003 First Examiner, Second Examiner, Drs. Suhud Eko Y., M.Hum. Sukasih Ratna W., S.S., M.Hum.
NIDN. 0630046301 NIDN. 0624118604 Faculty of Teacher Training and Education Dean, Dr. Ronggo Warsito, M.Pd.
NIDN. 0607106501
PRONOUNCEMENT
This is to certify that I write the thesis enti tled “A CASE STUDY
ONCHARACTER BASED TEACHING AND LEARNING READING OF
THE EIGHTH YEAR STUDENTS OF SMPN 2 TRUCUK KLATEN IN
ACADEMIC YEAR OF 2017/2018”.This thesis is not plagiarism or made by
others. The whole of this thesis is definitely my own work, except certain parts that the sources are referenced. If this pronouncement proves incorrect,I am ready to accept academic punishment, including the withdrawal or cancellation of academic degree of Widya Dharma University.
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Klaten, August 23 2018 The Researcher Sugeng Riyadi 1411202892 MOTTO So which of the favors of your Lord would you deny?
(Q.S AR-Rahman, 55: 13) If we cannot help our family, who are going to help? It is good to desire success. But it is equally important to care for your family.
Without them, you will not here today.
(Cristiano Ronaldo) Taking care of your mental and physical health is just as important as any career move or responsibility.
(Mireille Guiliano)
PRESENTATION
This thesis is presented to: 1.
My God (Allah SWT) and my prophet (Muhammad Saw).
2. My beloved parents (Mr. Samino and Mrs. Katiyem) who give me the motivation, pray, spirit, love, material, moral, and everything that the reseacher cannot be mentioned.
3. My old brothers (Triyono and Sularno) who give me the spirit, moral and material.
4. My uncle, aunt, and cousins (Mr. Basuki, Mrs. Suwarni, Dony Wardana and Retno Triananda) thank you for your support and always make me happy.
5. My best partners (Ovan Ramadhan, Guntur Agung Sasongko, and Ersa Lusiana Dewi), thanks for everything.
6. My friend in English class especially last semester who always supporting each others.
ACKNOWLEDGEMENT
First of all, the researcher would like to present all the praise to Allah SWT for blessing to finish this thesis as a partial fulfillment of requirements for undergraduatedegree in English Education study program. The thesis cannot be separated without other people’s help. In this occasion, the researcher expreses his gratitude and appreciation to the following parties.
1. Prof. Dr. H. Triyono, M.Pd., the Rector of Widya Dharma University.
2. Dr. H. Ronggo Warsito, M.Pd., the Dean of the Faculty of Teacher Training and Education.
3. Ana Setyandari, S.Pd., M.Pd., the Head of English Education Study Program in Widya Dharma University.
4. Drs. H. Suhud Eko Yuwono, M.Hum., first consultant, for the guidance, advice, valuable contributions, and patiently reads and corrects the manuscript in detail as well as helps the researcher overcome the diffulties in writing the thesis.
5. Sukasih Ratna Widayanti, S.S., M.Hum., second consultant who guides and gives advice patiently and friendly.
6. Wasana, S.Pd., M.Pd., the Headmaster of Vocational High School of SMPN 2 Trucuk Klaten Utara who has premitted the researcher to conduct this research.
7. A. M. Yanti Rianingsih, S.Pd., the English teacher who helps the researcher in finishing the research.
The reasearcher realizes that this thesis is far from being perfect. The researcher hopes this thesis give be advantages to the readers. vii
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Klaten, August 23 2018 The Researcher Sugeng Riyadi 1411202892
TABLE OF CONTENT
TITTLE ....................................................................................................... i
APPROVAL ................................................................................................ ii
RATIFICATION ........................................................................................ iii
PRONOUNCEMENT ................................................................................ iv
MOTTO ...................................................................................................... v
PRESENTATION ...................................................................................... vi
ACKNOWLEDGEMENT ......................................................................... vii
TABLE OF CONTENT ............................................................................. ix
LIST OF APPENDICES ............................................................................ xi
ABSTRACT ................................................................................................. xii
CHAPTER I INTRODUCTION A. The Background of the Study ..........................................................
1 B. The Reason for Choosing the Topic..................................................
5 C. The Limitation of the Study ..............................................................
6 D. The Statement of the Problem ...........................................................
6 E. The Aim of the Study ........................................................................
7 F. The Use of the Study .........................................................................
8 G. The Clarification of the Key Terms ..................................................
8 H. The Organization of the Study ..........................................................
10 CHAPTER II REVIEW OF RELATED LITERATURE A.
Case Study .........................................................................................
11 B. Theory of Reading.............................................................................
15 C. Teaching Reading..............................................................................
24 D. Character Education ..........................................................................
28
CHAPTER III RESEARCH METHOD A. The Meaning of Research Method ....................................................
39 B. The Strategy of the Research ............................................................
40 C. The Data and the Source of the Data ................................................
40 D. The Technique of Collecting the Data ..............................................
43 E. The Validity of the Data ..................................................... ..............
47 F. The Technique of Analyzing the Data ..............................................
49 G. Character Based Education Profile....................................................
51 CHAPTER IV THE RESULT OF THE STUDY A. Data Analysis .................................................................................... 48 B. Discussion of the Findings ................................................................
88 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion.........................................................................................
95 B. Suggestion ........................................................................................
97 BIBLIOGRAPHY .......................................................................................
99 APPENDICES
LIST OF APPENDICES
Appendix 1. Field note 1 of Observation ................................................ 103 Appendix 1. Field note 2 of Observation ................................................ 109 Appendix 3. Transcript of First Interview............................................... 113 Appendix 3. Transcript of Second Interview .......................................... 119 Appendix 5. Perangkat Pembelajaran RPP ........................................... 123 Appendix 6. Silabus ................................................................................ 129 Appendix 7. The Material and Media ..................................................... 134 Appendix 8. The Photos .......................................................................... 140 Appendix 9. The Research Letter ............................................................ 142
ABSTRACT
SUGENG RIYADI. 1411202892, English Education Study Program, Teacher
Training and Education Faculty, Widya Dharma University, Klaten, 2018. Thesis:
A Case Study on Character Based Teaching and Learning Reading of the Eighth
Year Students of SMPN 2 Trucuk Klatenin Academic Year of2017/2018.This thesis aims at describing the process of teaching and learning reading, the obstacles found in teaching and learning reading, the English teacher’ssolution to solve obstacles in teaching and learning reading, and the character based achievement through teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
Thisis qualitative research. The data are activities on the process of teaching and learning reading, the atmosphere of teaching and learning reading, and the teacher’s technique to teach reading. The data arefield note of observation, record, and documents. The source of the data areevents, informant, and documents related with teaching and learning reading. The technique of collecting the data are observation, interview, and documentation.
After analyzing the data, the researcher finds that (1) the process of teaching and learning reading consists of the teacher’s preparation, material, time allotment, activities, media, methodology, and evaluation. (2) The obstacles found in teaching and learning reading are the students had the difficulties in the spelling pronunciation; students made a noisy when the teacher explained the material in front of the class and they felt bored when the teacher explained the material; some of the students did not bring the dictionary; and the students were so difficult to translate the text because they are lack of vocabulary. (3) The English teacher’s solution of some obstacles in teaching and learning reading are the teacher reads the text for the students first and the teacher also asks some students to read the text one by one correctly; the teacher guides the students to translate the text; the teacher uses the pictures as the teaching media that related to recount text; the teacher gives homework for the students to make recount text of their experiences; the teacher asks the students to write vocabulary more less one hundred on the smart book;and the teacher asked the students to always bring the dictionary. (4) The character based achievement through teaching and learning reading are the students
’ character become more active and attractive. They also have good team work, curiosity, and responsibility.
Keywords :case study, reading, character
CHAPTER I INTRODUCTION A. The Backgroundofthe Study In this era of globalization, English has become the most dominant
language used for international communication, in a variety of fields and purposes. It is also used in education, commerce, tourism, and international debates since it is the language of modern sciences and technology. Indeed, a considerable amount of the worlds scientific literature is written in English.
In the field education, English is potentially required. Because of the importance of English, moreover nowadays many international schools deliver the material in English. By mastering English well, students will get a lot of advantages in developing their study. Accordingly, the success of the students is partly determined by their English proficiency.
Learning language, especially English is one way getting the goal of National Education. There are some skill in English to be learned such as listening, speaking, reading, and writing. They have integrated each other. In teaching and learning English, teachers have to teach four language skills in English to the students. Students cannot learn the skills in isolation. It means the four skills have to be taught or learned integratedly. The integration of four skills is only plausible approach within a communicative, interactive, and framework (Brown, 2001: 234).
According to Kaya et, al (2015: 37) reading is one of language skill that people always use to communicate each other. Reading is a part of our daily lives which is performed both for pleasure and information. Reading skills are important for the individuals since they foster comprehension in reading. Reading is a process in which the people make meaning of the texts based on their own knowledge to get the information from the text. In the subject school context, reading has to get attention from the teacher and the students in teaching and learning process in the class. It caused that reading considered as monotonous activity.
Nunan (2003: 68) claims that reading comprehension is a fluent process of combining information extracted from the text with the existing schemata to understand the meaning. In this case, comprehension stands as the primary purpose of reading. However, students may sometimes fail to attain comprehension. This happens when the student does not possess suitable strategies for reading comprehension or when he/she does not know when or how to use a strategy possessed.
As one of the aspects in learning English, reading is one of the language skills which needed be taught in language classroom. Students need to be able to read texts in English either for some purposes. There are many ways to stimulate for pleasure reading, one of them is applying an important role for language acquisition. Reading texts are very interesting and engaging. So, the language acquisition process will be more successful.
The goal of teaching reading is to provide the students with knowledge of the way language is constructed so that when they intonation and pronunciation, they have no problem in applying the language that they are learning (Fauziati, 2010: 87). In order to give balance between reading and communication, reading should be delivered by the teacher in intergrated way. It means that reading has to be included in the process of teaching and learning the four skills. When the teacher teaches speaking and writing, the teacher includes the reading to give knowledge to the students in building sentences and understanding question of the text.
Nowadays, the teaching and learning in school must involve about character based. The aim of this agenda is to become the learners have a good character. One of the characters and the way to change student character inlearning is learning by group.The Indonesian government policy sets the teaching and learning process onPeraturan Menteri Pendidikan dan
Kebudayaan Nomor 22 Tahun 2016 tentang Standar Proses Pendidikan
Dasar dan Menengah. It is about planning process until anassessment of
teaching and learning. Character- based learning in teaching process is focused on attitude. The aim of the character based learning to teach students to understand and do well about the habit. According to UUNo 19 Tahun 2005
Pasal 19 about the standard process of the national education state that,
“Proses pembelajaran pada satuan pendidikan diselenggarakan
secara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta
didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi
prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan
perkembangan fisik serta psikologis peserta didik” Based on the statement above, teaching and learning reading have relationship with student characters, because character based learning in teaching process is focused on behaviors. Where behaviors such as hard work, and self-control are creative, independency and psychological development.
The aim of the character based learning to teach students to understand about the habit.According to Kementerian Pendidikan Nasional Badan Penelitian
dan Pengembangan Pusat Kurikulum (2010: 9-10) students have eighteen (18)
characters values as follows:
“Religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri,
demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air,
menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca,
peduli lingkungan, peduli sosial, dan bertangg ung jawab”.Based on the statement above, inteaching and learning process student can think creative and develop more ideas. The teacher wishes that their students can apply character based reading in teaching and learning process. The researcher found that the students are poor in English reading skill. When the students read English, they take so much time on thinking what they are understanding, some of them did not read anything. Many factors can cause the problem of the students’ reading skill, among others the students’ interest, the material, the media, and technique in teaching English.
Based on the explanation above, the researcher conducts the case study. Case study means a research study for investigating a phenomenon. In this study the phenomenon is the process of teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year of on teaching and learning reading of the eight year students of SMPN 2 Trucuk Klaten. In this school, the students did not read well. The researcher chooses the eighth class, because the student
’s ability in reading was still lower than other classes and they need to be motivated to read some texts. All of students could not read well in the class, because the time to teach was less. The researcher did not choose the seventh class because the students was still adapting in the school, meanwhile the ninth class must prepare to the final examination. So, the researcher hopes that the teaching and learning reading in the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018 can be successful and help students to solve the problem, especially the problem in the learning reading in the future. Therefore, the researcher is interested in conducting a research of case study on teaching and learning reading in SMPN 2 Trucuk Klaten. Therefore, this research is entitled “A Case Study Character Based Teaching and Learning Reading of the Eighth Year Students of S MPN 2 Trucuk Klaten in Academic Year 2017/2018”.
B. The Reasonfor Choosingthe Topic
The reasons that encourage the researcher to choose the topic are as follows.
1. Character based is important aspect in teaching and learning English, especially in reading.
2. Reading skill is also prominent in learning English in Junior High School besides listening, speaking, and writing.
3. Reading is the crucial skill in teaching and learning a language for the learners.
C. The Limitation of the Study
In order to focus the topic of discussion, this study is limited to some points below.
1. The process of character based teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
2. The obstacles of character based teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
3. The English teacher’ssolution of some obstacles on character based teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
4. The character based achievement through teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 20172018.
D. The Statement of the Problem
Based on the limitation of the study, the researcher proposes some problems statement as follows.
1. How is the process of character based teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018?
2. What are the obstacles found in the character based teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018? 3. How does the English teacher solve the obstacles in the character based teaching and learning reading of the eighth year students of SMPN 2
Trucuk Klaten in academic year 2017/2018? 4. What are the result can be achieved by the students in the character based teaching and learning reading of the eighth year students of SMPN 2
Trucuk Klaten in academic year 2017/2018? E.
The Aim of the Study
Based on the statement of the problem, the aims of the study are as follow.
1. To describe the process of character based teaching and learning reading to the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
2. To describe the obstacles found in the character based teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
3. To describe the English teacher’s solutions to solve the obstacle in the teaching and learning character based reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
4. To describe the character based achievement through teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
F. The Use of the Study The uses of this study are classified theoretically and practically.
1. The Theoretical Use For the researcher, this study can be useful for learning how to be a good teacher through what should do in the future. It can enrich knowledge in teaching English, especially in teaching reading. For the school, this study can give a clear description of the strength and the weakness of the method, which used by the English teacher in teaching English, especially reading.
2. The Practical Use In broader field, hopefully this study can give a contribution for the
English teacher on changing the way teaching reading. It also can be used to overcome problems on teaching reading to the eighth year students for the English teacher in SMP N 2 Trucuk Klaten.
G. The Clarificationofthe Key Terms
To make the topic easy to understand, the researcher clarifies the terms used in this study. They are as follow. A.
Case Study According to Yin (2009: 1), case study is one of the research methods related with the social sciences. Commonly, case study is a proper strategy in a research related to the question of how or why, when the researcher had a little chance to control the researched events, and when the research lied in the contemporary phenomenon in the real life. In this study, case study means a proper strategy in a research of the process of teaching and learning reading in the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018 within its real life context.
B.
Character Education According to Pedoman Pelaksanaan Pendidikan Karakter (2011:
1) about character education state that, “Pendidikan karakter mempunyai makna lebih dari pendidikan
moral bukan sekedar mengajarkan mana yang benar dan mana yang salah, lebih dari itu, pendidikan karakter menanamkan kebiasaan (habituation) tentang hal mana yang baik sehingga peserta didik menjadi paham (kognitif) tentang mana yang benar dan salah, mampu merasakan (afektif) nilai yang baik dan biasa melakukannya (psikomotor). Dengan kata lain, pendidikan karakter yang baik harus melibatkan bukan saja aspek pengetahuan yang baik (moral knowing), akan tetapi juga merasakan dengan baik atau loving good (moral feeling), dan perilaku yang baik (moral action). Pendidikan karakter menekankan pada habit atau kebiasaan yang terus-menerus dipraktikkan dan dilakukan
”. In this study, character education means process of developing in students an understanding of, commitment to, and tendency to behave in accordance with core ethical values of teaching and learning reading in the eighth year students of SMPN 2 Trucuk Klaten in academic year C.
Reading According to Fauziati (2010: 32) reading is one four language skills which is very important to be taught in the classroom. In this study, reading is one of the language skills which is important to the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018.
H. The Organizationofthe Study
To give clear understanding of the study, the researcher appoints the organization of the study as follows.
Chapter I deals with introduction. This chapter consists of the background of the study, the reason for choosing the topic, the limitation of the study, the statement of the problem, the aim of the study, the use of the study, the clarification of the key terms, and the organization of the study.
Chapter II deals with the review of related literature. This chapter consists of case study, theory of reading, teaching reading, and character education.
Chapter III deals with the research method. This chapter consists of the meaning of research method, the strategy of the research, the data and the source of the data, the technique of collecting the data, the validity of the data, and the technique of analyzing the data, and character based education profile.
Chapter IV deals with the result of the study. This chapter consists of the data analysis and discussion of the findings.
Chapter V consists of conclusion and suggestion. Conclusion describes the summary of the study. Suggestion provides some suggestion to students and teacher.
CHAPTER V CONCLUSION AND SUGGESTION In this chapter, the researcher attempts to give a brief conclusion and
suggestion about teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018. They are as follow.
C. Conclusion
After the researcher analyzes the result of observation, interview with the informants, and documents of teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018, the researcher can get the information about teaching and learning reading. They are as follows.
1. The Process of Character Based Teaching and Learning Reading of the
Eighth Year Students of SMPN 2 Trucuk Klaten in Academic Year 2017/2018
The process of teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten was conducted from the preparation until the evaluation in teaching and learning reading. The English teacher of SMPN 2 Trucuk Klaten always prepares the lesson plan, syllabus and the material before she teaches in the classroom. The teacher arranges a sequence of activities, starting from pre-reading activities, while-reading activities, and post-reading activities. The teacher uses several of methodology n teaching and learning reading in the classroom by using CTL (Contextual Teaching and Learning). In the closing activities, the teacher uses the evaluation to measure the student’s understanding.
2. The Obstacles of Character Based Teaching and Learning Reading of the Eighth Year Students of SMPN 2 Trucuk Klaten in Academic Year 2017/2018
Based on the observation and interview, the researcher concluded that the obstacles of the teacher and the students in teaching and learning reading. The teacher faced some obstacles when she was teaching about reading of recount text to the students. The some obstacles that faced by the teacher such as students made a noisy when the teacher explained, the students did not bring the dictionary, the students had the difficulties in the spelling pronunciation, and some students are lack of vocabulary.
3. The English Teacher’s Solution of some Obstacles on Character Based Teaching and Learning Reading of the Eighth Year Students of SMPN 2 Trucuk Klaten in Academic Year 2017/2018
In this case, the role of the English teacher is very important. The teacher gave the solution by motivating the students in order that to be active, interesting and attractive. The teacher’s solution in teaching and learning reading such as the teacher read the text for the students first and the teacher also asked some students to read the text one by one correctly, the teacher guided the students to translate the text and asked the students to write the difficult word which was discussed. The teacher gave the time to the students to ask a question. Furthermore, the teachers also ask the students to write vocabulary more less one hundred on the smart book.
4. The Character Based Achievement through Teaching and Learning
Reading of the Eighth Year Students of SMPN 2 Trucuk Klaten in Academic Year 2017/2018
The researcher concluded that there was a significant changing character of the first observation and second observation in the teaching and learning reading. The students character achievement improved in the second observation. Here are some characters that the students achieve, such as active, attractive, good team work, curiosity, and responsibility.
D. Suggestion
Based on the result of research on teaching and learning reading of the eighth year students of SMPN 2 Trucuk Klaten in academic year 2017/2018, the researcher would like to present some suggestion. They are as follow.
1. For the students a.
The students should be more active, enrich vocabularies by listening music, watching the movie, and reading dictionary. The students should be read text repeatedly such as the magazine, storybook (fable, folklore, and myth) and novel.
b.
The students have to always practice their pronunciation to improve their reading skill and they have to use their time efficiently to achieve the maximal learning outcomes in every lesson.
2. For the teacher a.
The teachers have to always motivate the students to improve their ability in reading skill.
b.
The teachers have to apply the material not only from the students’ worksheet, but also from the other media. It can be useful to make the students interested in teaching and learning reading.
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