IMPROVING STUDENTS’ READING COMPREHENSION ABILITY THROUGH WH QUESTION TECHNIQUE FOR THE SECOND YEAR OF SMA KOSGORO SEKAMPUNG EAST LAMPUNG
ABSTRACT
IMPROVING STUDENTS’ READING COMPREHENSION ABILITY
THROUGH WH QUESTION TECHNIQUE FOR THE SECOND YEAR OF
SMA KOSGORO SEKAMPUNG EAST LAMPUNG
By
Ririn Sugiarti
Referring to the preliminary test that was held at the second year of social
program in SMA Kosgoro Sekampung East Lampung, the researcher found that
many students did not understand the text, although they had been given the topic
to read. It seems that they had difficulties to express their ideas and expand their
story even though they knew what would be reading comprehension. In addition,
the English teacher still taught reading in conventional way and seldom used
appropriate media and technique in teaching reading. The fact proves that reading
is still difficult for the students besides other language skills.
The objectives of this research were to find out whether wh - question technique
can be used to develop reading comprehension ability and teacher’s performance
and also students’ activities in teaching reading at the second year of SMA
Kosgoro Sekampung East Lampung. The subjects of the research were the
students of class XI IPS 1 in the academic year 2011/2012. This classroom action
research was done in two cycles. Each cycle consisted of 1) planning, 2) action, 3)
observation and interpretation, 4) analysis and reflection. In this research, the
researcher used indicator dealing with learning process and learning product.
The result shows that in cycle I, the teacher could achieve the target (the teacher
obtained score 17 (73.91%)) that was minimally 70% for every aspect of the
observation format adapted from Alat Pengukur Kemampuan Guru (APKG) FKIP
UNILA 2006, and for the students’ activities, there were only 23 students (57.5%)
who did 70% of the activities in cycle 1. And also the students’ score could not
achieve the target (there were only 17 students (42.5%) who scored 70 or higher)
that was 70% should gain seventy (70) from the students’ reading result. It was
found that the students had many problems in finding out the 5 aspect of reading.
In cycle II, the teacher had known the students weaknesses and automatically he
could give solution in teaching learning process. Consequently, the result of
learning process and learning product could achieve the target in cycle II. It was
proved that learning process, there were 21 students score (91.30%) obtained the
criteria very satisfactory, satisfactory and sufficient, and students’ activities there
were 36 students (90%) who did 70% of the activities; It means that the indicator
had been achieved. Meanwhile in learning product, there were 30 students (75%)
scored 70 or higher.
Referring to the result of this research, it indicates that the use of wh - question
technique could increase students reading comprehension ability, and teacher’s
teaching performance, and also students’ activities in teaching reading
comprehension.
IMPROVING STUDENTS’ READING COMPREHENSION ABILITY
THROUGH WH QUESTION TECHNIQUE AT THE SECOND YEAR OF
SMA KOSGORO SEKAMPUNG-EAST LAMPUNG
(CLASSROOM ACTION RESEARCH)
By
Ririn Sugiarti
Submitted in a Partial Fulfillment of
The Requirment for S-1 Degree
in
The Language and Arts Department of
Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
2011
CURRICULUM VITAE
Ririn Sugiarti, the researcher, was born on November 20th, 1982, in Sidodadi (East
Lampung). She is the second daughter of Sumantri (Father) and Sri Musini
(Mother). She lives in Tanjung Harapan Marga Tiga East Lampung.
She attended elementary school at SDN 2 Sidodadi and graduated in1994; Junior
High School (SMPN 2 Sekampung) and graduated in1997; Senior High School
(SMK SATU NUSA 2 Bandar Lampung) graduated in 2000. She entered Foreign
Language Academy DCC Bandar Lampung in 2000, then in 2002 she has joined
with SMA KOSGORO SEKAMPUNG EAST LAMPUNG as an english teacher
before she finished her Academy. From her Academy she graduated in 2005.
In 2010 she continued her study at Lampung University. She has joined S-1
English Education Study Program, the Faculty of Teacher and Training
Education. In 2011, she carried on teaching practice program (PPL) at SMA
KOSGORO SEKAMPUNG EAST LAMPUNG,
CONTENTS
Page
TITTLE ............................................................................................................
ABSTRACT .....................................................................................................
APPROVAL.....................................................................................................
ADMISSION ...................................................................................................
CURRICULUM VITAE .................................................................................
DEDICATION .................................................................................................
MOTTO ...........................................................................................................
ACKNOWLEDMENT.....................................................................................
CONTENTS .....................................................................................................
List of Table .....................................................................................................
List of Appendices ...........................................................................................
i
ii
iv
v
vi
vii
viii
ix
xi
xiii
xiv
I. INTRODUCTION
A.
B.
C.
D.
E.
F.
Background of the Problem .......................................................................
Identification of Problem ...........................................................................
Research Problem.......................................................................................
Objective of the Research ..........................................................................
Use of the Research....................................................................................
Scope of the Research ................................................................................
1
4
4
5
5
5
II. FRAME OF THEORIES
A. Concept of Reading ....................................................................................
B. Concept of Reading Comprehension ..........................................................
C. Concept of Reading in English as a Foreign Language in SMA ................
D. Concept of Reading Comprehension Materials .........................................
E. Concept of Question Types ........................................................................
F. Concept of Type WH Question...................................................................
G. Procedure of teaching Reading Through WH Question .............................
7
10
11
12
15
17
19
III. METHOD OF CLASSROOM ACTION RESEARCH
A.
B.
C.
D.
E.
Classroom Action Research Design ...........................................................
Procedure of Action Research ....................................................................
Research Indicator ......................................................................................
Instrument of the Research .........................................................................
Data Analysis ..............................................................................................
22
24
26
29
30
IV. RESULT OF THE RESEARCH
A. Cycle I
1. Planning ..................................................................................................
2. Action ......................................................................................................
3. Result of Observation, Interpretation and Analysis ................................
4. Reflection ................................................................................................
B. Cycle II
1. Planning ..................................................................................................
2. Action ......................................................................................................
3. Result of Observation, Interpretation and Analysis ................................
4. Reflection ................................................................................................
C. Discussion of the Findings ..........................................................................
34
34
36
48
52
52
55
68
69
V. CONCLUSION AND SUGGESTION
A. Conclusio .............................................................................................
B. Suggestion ............................................................................................
78
79
\REFERENCES ...............................................................................................
APPENDICES .................................................................................................
81
83
LIST OF TABLES
Table
1. Students’ Reading Score at Cycle 1 .............................................................
2. Students’ Score in Each Component of Reading at Cycle I.........................
3. Students’ Reading Score at Cycle I and Cycle II .........................................
4. Students’ Score in Each Component of Reading at Cycle I and Cycle
II ...................................................................................................................
5. Students’ Reading Component Achievement by WH Question
Technique at Cycle I and Cycle II ...............................................................
6. The Aspect of Teachers’ Performance Developed by WH Question
Technique at Cycle I and Cycle II ...............................................................
7. The Students’ Activity Score at Cycle I and Cycle II .................................
8. Figure The Cycle of Classroom Action Research ......................................
43
44
63
64
70
71
76
24
MOTO
Education is an ornament in prosperity and a refuge in adversity
( Abdullah Muhammad Rosyid )
ADMITTED BY
1. The Examiner Committee
The Chief
: Ujang Suparman, S. Pd., M.A., Ph.D.
The Examiner
: Budi Kadaryanto, S.Pd., M.A.
…………………….
The Secretary
: Drs. Sudirman, M.Pd.
……………………
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
Graduated on:
……………
DEDICATED TO:
My beloved father and mother, who always give me support.
My husband (Hairul) and my daughter (R Aysya Rehad), who are always
patient and give pray and encouragement.
My beloved brother (Nanang) and sisters (Resty,Dita).
All My almamater.
APPROVAL
Title
:IMPROVING STUDENTS READING
COMPREHENSION ABILITY THROUGH
WH QUESTION TECHNIQUE AT THE SECOND
YEAR OF SMA KOSGORO SEKAMPUNG EAST
LAMPUNG
Name
: Ririn Sugiarti
Student’s Number
: 1013135006
Department
: Language and Arts Education
Program
: English Education
Faculty
: Teachers Training and Education
APPROVED BY
Advisor Committee
Advisor I
Advisor II
Ujang Suparman, S. Pd., M.A., Ph.D.
NIP 19570608 1986031 001
Drs. Sudirman, M.Pd.
NIP 19550712 198603 1 003
The Head of Language and Arts Department
Drs. Imam Rejana, M.Si.
NIP 19480421 197803 1 004
ACKNOWLEDGMENT
Alkhamdulillah, the researcher praises to Alloh the almighty who has blessed her
in finishing this classroom action research. She has entitled it “Improving
Students Reading Comprehension through wh - question Technique at The
Second Year of SMA Kosgoro Sekampung East Lampung”. It is written to fulfill
the requirement for S-1 degree of the Faculty of Teachers Training and Education
at Lampung University Bandar Lampung.
The researcher realizes that without certain people’s help she cannot finish this
classroom action research. So the researcher wants to express her deepest
gratitude to Prof. Dr. Cucu Sutarsyah, M.A. and Drs. Sudirman, M.Pd., Ujang
Suparman, S.Pd., M.A., Ph.D. and also Budi Kadaryanto, S.Pd., M.A. who have
guided and helped her in finishing this classroom action research.
The researcher also wishes to express her appreciation to H.M. Taufik Hidayat,
S.Pd; the head master of SMA Kosgoro Sekampung East Lampung who has
permitted her to countinou her study to S-1 Degree at Lampung University. Her
thankfulness is also due to her discussion group, Mr. Kuswoyo who has given
many contributions in finishing this classroom action research.
Last but not least, the researcher also would like to express her indebtedness to her
husband and family who have supported her during her study.
Bandar Lampung, January 2012
Ririn Sugiarti
81
REFFERENCES
.
Arts. 1972. Communication Approach for Language Teaching. New York: Oxford
University Press.
Baldwin, T. 1985. Learners Dictionary of Current English: New York.
Burn, R .R. 1987. Scheme and ESL Reading Pedagogy in Methodology in TESOL.
Los Angeles : Newbury House Publisher.
Chirstian, R and Mary, J. 1976. Language Literature, and The Learner.
New York: Longman.
Clark, M. A. and Silberstein, S. 1987. Language Teaching Technique.
New York: Prolingua Associate.
Dallman, R. 1983. Jakarta:
Linguistics.
Research Design and Statistics for Applied
Emerald, D.1982.Improvimg Discussion or How to Get the Students to Ask the
Question. New York: The Reading Teacher.
Eskey, D.1986. Improving reading skill. Los Angeles: Random House.
Mackay, R. 1979. Teaching the Information Gathering Skills in Reading in
Second Language. Los Angeles: Newbury House Publisher.
Lukito, W. 1993. Build Up Your Reading Skill. Yogyakarta: Kanisius.
Nuttal, C. 1984. Improving Reading Skill. New York: Random House.
Nelson, M. 1989. Activate Comprehension. Teaching a Process of Reading
Comprehension and Its Effect on Reading Achievement: New York.
Sally, J. 1980. Teaching the Information Gathering Skills in Reading in a second
Language. Los Angeles: Newbury House Publisher.
Setiyadi, B. 2001. Penelitian dalam Pengajaran Bahasa Asing. Universitas
Lampung: Bandar Lampung.
82
Simanjuntak, E. G. 1980. Developig Reading Skills for EFL Students. Fakultas
Keguruan dan Ilmu Pendidikan, Univeritas Lampung: Bandar Lampung.
Stevens In Baldwin, 1982. New York : Comunication Approach for Language
Teaching.
Suharsimi, A. 1997. Dasar-dasar Evaluasi Pendididkan. Jakarta: Bina Aksara.
------------- 2006. The Cycle of Classroom Action Research. Jakarta: Bina Aksara
Universitas Lampung. 2011. Pedoman Penulisan Karya Ilmiah. Bandar Lampung:
Universitas Lampung.
Windari, 1998. Increasing Students Reading Comprehension Achievement
through WH Question at the Second Year of SLTP Karya Bakti Gading
Rejo. FKIP. Unila: Unpublished Script.
IMPROVING STUDENTS’ READING COMPREHENSION ABILITY
THROUGH WH QUESTION TECHNIQUE FOR THE SECOND YEAR OF
SMA KOSGORO SEKAMPUNG EAST LAMPUNG
By
Ririn Sugiarti
Referring to the preliminary test that was held at the second year of social
program in SMA Kosgoro Sekampung East Lampung, the researcher found that
many students did not understand the text, although they had been given the topic
to read. It seems that they had difficulties to express their ideas and expand their
story even though they knew what would be reading comprehension. In addition,
the English teacher still taught reading in conventional way and seldom used
appropriate media and technique in teaching reading. The fact proves that reading
is still difficult for the students besides other language skills.
The objectives of this research were to find out whether wh - question technique
can be used to develop reading comprehension ability and teacher’s performance
and also students’ activities in teaching reading at the second year of SMA
Kosgoro Sekampung East Lampung. The subjects of the research were the
students of class XI IPS 1 in the academic year 2011/2012. This classroom action
research was done in two cycles. Each cycle consisted of 1) planning, 2) action, 3)
observation and interpretation, 4) analysis and reflection. In this research, the
researcher used indicator dealing with learning process and learning product.
The result shows that in cycle I, the teacher could achieve the target (the teacher
obtained score 17 (73.91%)) that was minimally 70% for every aspect of the
observation format adapted from Alat Pengukur Kemampuan Guru (APKG) FKIP
UNILA 2006, and for the students’ activities, there were only 23 students (57.5%)
who did 70% of the activities in cycle 1. And also the students’ score could not
achieve the target (there were only 17 students (42.5%) who scored 70 or higher)
that was 70% should gain seventy (70) from the students’ reading result. It was
found that the students had many problems in finding out the 5 aspect of reading.
In cycle II, the teacher had known the students weaknesses and automatically he
could give solution in teaching learning process. Consequently, the result of
learning process and learning product could achieve the target in cycle II. It was
proved that learning process, there were 21 students score (91.30%) obtained the
criteria very satisfactory, satisfactory and sufficient, and students’ activities there
were 36 students (90%) who did 70% of the activities; It means that the indicator
had been achieved. Meanwhile in learning product, there were 30 students (75%)
scored 70 or higher.
Referring to the result of this research, it indicates that the use of wh - question
technique could increase students reading comprehension ability, and teacher’s
teaching performance, and also students’ activities in teaching reading
comprehension.
IMPROVING STUDENTS’ READING COMPREHENSION ABILITY
THROUGH WH QUESTION TECHNIQUE AT THE SECOND YEAR OF
SMA KOSGORO SEKAMPUNG-EAST LAMPUNG
(CLASSROOM ACTION RESEARCH)
By
Ririn Sugiarti
Submitted in a Partial Fulfillment of
The Requirment for S-1 Degree
in
The Language and Arts Department of
Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
2011
CURRICULUM VITAE
Ririn Sugiarti, the researcher, was born on November 20th, 1982, in Sidodadi (East
Lampung). She is the second daughter of Sumantri (Father) and Sri Musini
(Mother). She lives in Tanjung Harapan Marga Tiga East Lampung.
She attended elementary school at SDN 2 Sidodadi and graduated in1994; Junior
High School (SMPN 2 Sekampung) and graduated in1997; Senior High School
(SMK SATU NUSA 2 Bandar Lampung) graduated in 2000. She entered Foreign
Language Academy DCC Bandar Lampung in 2000, then in 2002 she has joined
with SMA KOSGORO SEKAMPUNG EAST LAMPUNG as an english teacher
before she finished her Academy. From her Academy she graduated in 2005.
In 2010 she continued her study at Lampung University. She has joined S-1
English Education Study Program, the Faculty of Teacher and Training
Education. In 2011, she carried on teaching practice program (PPL) at SMA
KOSGORO SEKAMPUNG EAST LAMPUNG,
CONTENTS
Page
TITTLE ............................................................................................................
ABSTRACT .....................................................................................................
APPROVAL.....................................................................................................
ADMISSION ...................................................................................................
CURRICULUM VITAE .................................................................................
DEDICATION .................................................................................................
MOTTO ...........................................................................................................
ACKNOWLEDMENT.....................................................................................
CONTENTS .....................................................................................................
List of Table .....................................................................................................
List of Appendices ...........................................................................................
i
ii
iv
v
vi
vii
viii
ix
xi
xiii
xiv
I. INTRODUCTION
A.
B.
C.
D.
E.
F.
Background of the Problem .......................................................................
Identification of Problem ...........................................................................
Research Problem.......................................................................................
Objective of the Research ..........................................................................
Use of the Research....................................................................................
Scope of the Research ................................................................................
1
4
4
5
5
5
II. FRAME OF THEORIES
A. Concept of Reading ....................................................................................
B. Concept of Reading Comprehension ..........................................................
C. Concept of Reading in English as a Foreign Language in SMA ................
D. Concept of Reading Comprehension Materials .........................................
E. Concept of Question Types ........................................................................
F. Concept of Type WH Question...................................................................
G. Procedure of teaching Reading Through WH Question .............................
7
10
11
12
15
17
19
III. METHOD OF CLASSROOM ACTION RESEARCH
A.
B.
C.
D.
E.
Classroom Action Research Design ...........................................................
Procedure of Action Research ....................................................................
Research Indicator ......................................................................................
Instrument of the Research .........................................................................
Data Analysis ..............................................................................................
22
24
26
29
30
IV. RESULT OF THE RESEARCH
A. Cycle I
1. Planning ..................................................................................................
2. Action ......................................................................................................
3. Result of Observation, Interpretation and Analysis ................................
4. Reflection ................................................................................................
B. Cycle II
1. Planning ..................................................................................................
2. Action ......................................................................................................
3. Result of Observation, Interpretation and Analysis ................................
4. Reflection ................................................................................................
C. Discussion of the Findings ..........................................................................
34
34
36
48
52
52
55
68
69
V. CONCLUSION AND SUGGESTION
A. Conclusio .............................................................................................
B. Suggestion ............................................................................................
78
79
\REFERENCES ...............................................................................................
APPENDICES .................................................................................................
81
83
LIST OF TABLES
Table
1. Students’ Reading Score at Cycle 1 .............................................................
2. Students’ Score in Each Component of Reading at Cycle I.........................
3. Students’ Reading Score at Cycle I and Cycle II .........................................
4. Students’ Score in Each Component of Reading at Cycle I and Cycle
II ...................................................................................................................
5. Students’ Reading Component Achievement by WH Question
Technique at Cycle I and Cycle II ...............................................................
6. The Aspect of Teachers’ Performance Developed by WH Question
Technique at Cycle I and Cycle II ...............................................................
7. The Students’ Activity Score at Cycle I and Cycle II .................................
8. Figure The Cycle of Classroom Action Research ......................................
43
44
63
64
70
71
76
24
MOTO
Education is an ornament in prosperity and a refuge in adversity
( Abdullah Muhammad Rosyid )
ADMITTED BY
1. The Examiner Committee
The Chief
: Ujang Suparman, S. Pd., M.A., Ph.D.
The Examiner
: Budi Kadaryanto, S.Pd., M.A.
…………………….
The Secretary
: Drs. Sudirman, M.Pd.
……………………
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
Graduated on:
……………
DEDICATED TO:
My beloved father and mother, who always give me support.
My husband (Hairul) and my daughter (R Aysya Rehad), who are always
patient and give pray and encouragement.
My beloved brother (Nanang) and sisters (Resty,Dita).
All My almamater.
APPROVAL
Title
:IMPROVING STUDENTS READING
COMPREHENSION ABILITY THROUGH
WH QUESTION TECHNIQUE AT THE SECOND
YEAR OF SMA KOSGORO SEKAMPUNG EAST
LAMPUNG
Name
: Ririn Sugiarti
Student’s Number
: 1013135006
Department
: Language and Arts Education
Program
: English Education
Faculty
: Teachers Training and Education
APPROVED BY
Advisor Committee
Advisor I
Advisor II
Ujang Suparman, S. Pd., M.A., Ph.D.
NIP 19570608 1986031 001
Drs. Sudirman, M.Pd.
NIP 19550712 198603 1 003
The Head of Language and Arts Department
Drs. Imam Rejana, M.Si.
NIP 19480421 197803 1 004
ACKNOWLEDGMENT
Alkhamdulillah, the researcher praises to Alloh the almighty who has blessed her
in finishing this classroom action research. She has entitled it “Improving
Students Reading Comprehension through wh - question Technique at The
Second Year of SMA Kosgoro Sekampung East Lampung”. It is written to fulfill
the requirement for S-1 degree of the Faculty of Teachers Training and Education
at Lampung University Bandar Lampung.
The researcher realizes that without certain people’s help she cannot finish this
classroom action research. So the researcher wants to express her deepest
gratitude to Prof. Dr. Cucu Sutarsyah, M.A. and Drs. Sudirman, M.Pd., Ujang
Suparman, S.Pd., M.A., Ph.D. and also Budi Kadaryanto, S.Pd., M.A. who have
guided and helped her in finishing this classroom action research.
The researcher also wishes to express her appreciation to H.M. Taufik Hidayat,
S.Pd; the head master of SMA Kosgoro Sekampung East Lampung who has
permitted her to countinou her study to S-1 Degree at Lampung University. Her
thankfulness is also due to her discussion group, Mr. Kuswoyo who has given
many contributions in finishing this classroom action research.
Last but not least, the researcher also would like to express her indebtedness to her
husband and family who have supported her during her study.
Bandar Lampung, January 2012
Ririn Sugiarti
81
REFFERENCES
.
Arts. 1972. Communication Approach for Language Teaching. New York: Oxford
University Press.
Baldwin, T. 1985. Learners Dictionary of Current English: New York.
Burn, R .R. 1987. Scheme and ESL Reading Pedagogy in Methodology in TESOL.
Los Angeles : Newbury House Publisher.
Chirstian, R and Mary, J. 1976. Language Literature, and The Learner.
New York: Longman.
Clark, M. A. and Silberstein, S. 1987. Language Teaching Technique.
New York: Prolingua Associate.
Dallman, R. 1983. Jakarta:
Linguistics.
Research Design and Statistics for Applied
Emerald, D.1982.Improvimg Discussion or How to Get the Students to Ask the
Question. New York: The Reading Teacher.
Eskey, D.1986. Improving reading skill. Los Angeles: Random House.
Mackay, R. 1979. Teaching the Information Gathering Skills in Reading in
Second Language. Los Angeles: Newbury House Publisher.
Lukito, W. 1993. Build Up Your Reading Skill. Yogyakarta: Kanisius.
Nuttal, C. 1984. Improving Reading Skill. New York: Random House.
Nelson, M. 1989. Activate Comprehension. Teaching a Process of Reading
Comprehension and Its Effect on Reading Achievement: New York.
Sally, J. 1980. Teaching the Information Gathering Skills in Reading in a second
Language. Los Angeles: Newbury House Publisher.
Setiyadi, B. 2001. Penelitian dalam Pengajaran Bahasa Asing. Universitas
Lampung: Bandar Lampung.
82
Simanjuntak, E. G. 1980. Developig Reading Skills for EFL Students. Fakultas
Keguruan dan Ilmu Pendidikan, Univeritas Lampung: Bandar Lampung.
Stevens In Baldwin, 1982. New York : Comunication Approach for Language
Teaching.
Suharsimi, A. 1997. Dasar-dasar Evaluasi Pendididkan. Jakarta: Bina Aksara.
------------- 2006. The Cycle of Classroom Action Research. Jakarta: Bina Aksara
Universitas Lampung. 2011. Pedoman Penulisan Karya Ilmiah. Bandar Lampung:
Universitas Lampung.
Windari, 1998. Increasing Students Reading Comprehension Achievement
through WH Question at the Second Year of SLTP Karya Bakti Gading
Rejo. FKIP. Unila: Unpublished Script.