T H E D I F F I C U L T Y F A C E D DY T H E E I G H T G R A D E STUDENTS O F SMP N E G E R I 46 PALEMBANG IN ANSERING READING COMPREHENSION QUESmONS IN T H E T H E M E O F ANIMAL THESIS BY HENDRIUMARAK NIM 372009101

UlNl'Vyn;;;

MUr-IA^ H^'^ *TYAD

T H E D I F F I C U L T Y F A C E D DY T H E E I G H T G R A D E STUDENTS O F SMP
N E G E R I 46 PALEMBANG IN ANSERING READING COMPREHENSION
QUESmONS IN T H E T H E M E O F ANIMAL

THESIS

BY
HENDRIUMARAK
NIM 372009101

T H E D I F F I C U L T Y F A C E D B Y T H E E I G H T H G R A D E STUDENTS O F SMP
N E G E R I 46 PALEMBANG IN ANSWERING READING COMPREHENSION
QUESTIONS IN T H E T H E M E O F ANIMAL

THESIS

PrcfMtod to

MBEamnadiyah Ualvcnity Palembaiig
l a partial falfUaMat af rcqaireflMits
For tkt decree of Sarjaaa ia Eagliih Laagoacc Edacatioa

By
Headri U n a r A K
NIM 372003101

MUHAMMADIYAH UNIVERSITV PALEMBANG
F A C U L T Y O F T E A C H E R TRAINING AND EDUCATION
E N G L I S H EDUCATION STUDY PROGRAM
Febnuiry2008

T U i T W i b writtCB IQ Headri Cmar Ak I M beea certified to

Palembaag, Febrnary
AdviMrL

,2008

I>n,A«IUni Zakaria

Palembaag, Febraary
Advisor H ,

,2008

Vita Nirmala, &Pd.

iii

Thfo is to certify tfaat tbis thesis has bcca approved by the Board vedsisten"PrBnitaS(Nita)and

YemHartati(Ycnirai^

b r o t h e r ** Hendra**, T h a n k s f o r y o u r h e l p s a n d s u p p o r t s ,
e

M y b e t o v e d F a r a i f y , I > . l n n e t , H u s n i E m i l s o n , S H , a n d R a n t n a , t h a n k for
y o u r patience a n d support t o m e .

e

M y advisors, D r s . A . R o z i Z a k a r i a a n d V i t a N i r m a l a , S.Pd.,. thanks f o r y o u r
guidelines a n d valuable inputs f o r m e i n >vriting a n d f i n i s h i n g t h i s diesis,

o

M y closed fiends, ' ' A l i Mantap, Jali, A l f e , Redi, Elda, M a r i a , N o v a , Y a n i ,
U j o , W i n d a and D e k i " , thanks for y o u r attentions, supports, helps.and
wonderful

V

friendship.

M y s w e e t h e a r t ' S d c a r ' , flumk f o r y o u r l o v e , c a r e , p r a y s a n d e v e r y t h i n g m e
h a v e ever shared together.

V

M y friends i n c l a s s A , B , a n d C e s p e c i a l l y class C . T h a n k s f o r o u r
friendship.

V

M y friends i n P P l a n d K K N , n i c e t o h a v e a

friendship

with youand 1 will

m e m b e r o u r m o m e n t s **I l o v e y o u a l P .
V

M y Green campus (Muhammadiyah University Palembang), and
Aimamater.

iv

ABSTRACT

Umar A K , Hendri. 2008. The Difficulty Faced hy (he Eighth Grade Students of SMP
Negeri 46 Palembang in Answering Reading Comprehension Questions in The 'Theme
of Animal. Thesis, English Education Study Program Degree, Sarjana (SI), Faculty o f
Teacher Training and Education Muhammadiyah University Palembang. Advisor: I )
Drs. A Rozi Zakaria, I I ) Vita Nirmala, S.Pd.

K e y w o . ds: difficulties, understanding, reading comprehension

The problem in this study is what are the dilT'cultics faced by the eighth grade
students in answering reading comprehension questions in the theme o f animal. The
objective o f study is to find out the students' difficulties in answenng reading
comprehension questions in the theme o f animal o f SMP Negeri 46 Palembang.
A descriptive method was used in this study. The sample o f this study, were
80 students taken from class 8.2 and 8.4 o f population. The data collected through a
written test. The result o f the test was analyzed by average and percentage. They were
asked to circle the high score o f sample was 75 and lowest 40. Based on the result o f
the average score o f sample class, 52 was that result o f the eighth grade students o f
SMP Negeri 46 Palembang understanding reading coiiiprchcnsioii queslions. And

wasn't found that the students' in answenng reading comprehension in category easy
and it was found the students' in answering reading comprehension in category
mediocre 19%, and 5% in category ('ifficulty. So, As a result is mediocre.

ACKNOWLEDGEMENT

This thesis was written l o fuifil one o f the requirement for Sarjnna Degree
Examination at the Englisii education study program, at the language and art
education department, faculty o f teachers training and education, University o f
Muhammadiyah Palembang, the title :s The DilTicuiti i accd by Tac j'iigmh

aae

Students o f SMP Negen 46 Palembang in Answering Reading Comprehension
Questions In The Theme o f Animal.
Firstly would like to express my thanks to Allah SWT that always to guide
and gives me power to stand, keep effort and the most important is health. Because
that, this thesis could finished.
Secondly, would liked to express my sincere and cardinal gratitude to Drs. A.
Rozi Zakaria as the first advisor and Vita Nirmala S.Pd as the second advisor who has

guided and much helped me in compose and finished pixicess this thesis.
Thirdly, would like to express gratitude to the dean o f ['KIP and staff o f I 'KIP
for their valuable help, the head o f language and art education department, the head
o f English education study programme, and would like to express sincere gratitude to
all lectures who taught at the faculty.
Finally, would like to express dearest thankfulness lo my beloved parents, my
sisters, my family and my relatives who have supported, prayers and believed to me.
By y . ur love every thing felt easy.
This thesis is s;ti!l far from

being perfect. Tlierefoie, any

suggestions,

comments and criticism azc welcome.

Palembang,

i'cbruary 2008

The Writer

HI)

vi

T A B L E O F CONTENTS

Page
TITLE

*

AGREEMENT

H

APPROVAL

iii

M O T T O AND D E D I C A T I O N

iv

ABSTRACT

v

ACKNOWLEGEMENT

vi

T A B L E O F COIVTENT

vii

LIST O F TABLE

ix

LIST O F APPENDICES

x

CHAPTER 1 INTRODUCTION
L I Background

1

1.2 Problem of the Study
1.3 Objective of Study
1.4 Significance of Study

I
3
3

CHAPTER 2 LITERATURE REVIEW
2.1

2.2
2.3
2.4
2.5
2.6
2.7

The Concept of Reading
The Concept of Comprehension
The Concept of Reading Comprehension
The Question in the Reading Comprehension
The Concept of Difficulties
Factors that Affect Reading Comprehension
Related Previous Study

vii

4
5
5
6
7
7
H

CHAPTERS RESEARCH PROCEDURES
3.1 Method of Study
3.2 Operational Definition
3.3 Population and Sample
3.3.1 Population
3.3.2 Sample
3.4 Technique for Collecting the Data
3.4.1 Validity
3.4.2 Reliability
3.4.3 The Questionnaire
3.5 Technique for Analyzing the Data
3.5.1 Analyzing the Data from the Test
3.5.2 Analyzing the Data from the Questionnaire

10
11
12
12
12
13
14
14
18
19
19
21

C H A P T E R 4 FINDIMG AND I N T E R P R E T A T I O N
4.1 Findings
4.1.1 T h e Result of Test
4.1.1.1 The Index of Difficulty Analysis
4.1.1.2 T h e Index of Difficulty Percentage Analysis
4.1.2 The Result of the Questionnaire
4.1.3 Interpretations

22
22
26
29
30
31

C H A P T E R 5 C O N C L U S I O N S A N D S G G E S i JONS
5.1 Conclusions
5.2 Suggestions

32
32

REFFENCES

34

APPENDICES

36

viii

LIST O F T A B L E

Page

Table 1 The Population of Investigation

12

Table 2 The Distribution of Sample

13

Table 3 The Students' Score in the Try-out Test

16

Table 4 The Questionnaire about Reading Comprehension

18

Table 5 Test Score and Probable Class Performance

20

Table 6 T h e Average Score of Students

22

Table 7The Score and Probable Class Performance of Students' percentage
analysis in the Test Items

25

Table 8 T h e Range of Categorization

27

Table 9 The Index of Difficuity of the Questionnaire
Table 10 The Index of Difficulty of Analysis

J*

27
29

LIST O F APPENDIXES

Page
Appendix A The Questionnaire about Reading Comprehension

36

Appendix B Test Material

38

Appendix C The Answer Key of Test Material

42

Appendix D Usui Judul Skripsi

43

Appendix £ Surat Izin Penelitian dari Diknas Pendidikan Nasional

44

Appendix F Sural Keputusan Dekan F K I P Muhammadiyah Palembang . . . .

49

Appendix G Surat Keputusan dari S M P Negeri 46 Palembang

50

Appendix H Kartu Bimbingan Skripsi

51

X

CHAPTER 1
INIRODUCTION

In this chapter, ( I ) background, (2) problems, (3) objectives, and (4)
significance o f the study are presented.
lA Background
People from different countries communicate a lot o f infonnation, science,
technology and education by using English.

English is a foreign language in

Indonesian and English has been chosen as the first foreign language lo be taught as a
compulsory subject from the first year students o f junior high school, the senior high
school up to the first year students o f university (Saleh 1997:2), even the fourth year
students o f elementary school.
It is stated in the curriculum 2004 that the goal o f teaching English is that the
Junior High School graduates are listening, reading, speaking, and writing in English
with suitable grammar (Departemen Pendidikan dan Kebudayaan .2001.2). I f the
students could not master the pattern o f English given in junior high school, they
would get some difficulties in mastering. Moreover, the consideration is wrong
actually, learning English course in order to be able to master English well. Saleh
(1985:27) states:

1

2

At the secondary school level, all the tour basic language skills
are catered for. The learner is expected to be able to speak
English after her or she been given the opportunity lo listen
to others, better the negative speakers using the language orally.
Reading skill usually comes before writing skills. Listening and
speaking are related to oral language while reading and writing
are concerned with >vritten language.
Peading is very important for students to be able to read. By reading, the
students are able to acquire valuable information than can be improved their thinking
to generate ideas and solve problem (Wood, 1991:5). For instance, by having the
reading ability, the students can increase their knowledge, do the assignment, make
notes, and write letters, and many others thing.
It is obvious that reading is not only the ability to know intonation,
punctuation, spelling and stress, but also tiie ability to comprehend the content o f the
text, to select the topic, to follow the sequence o f events, to select the main idea and
the

relevant

details. According

.0 Smith

and

Robinson (1985:205), reading

comprehension means understanding, evaluating, utilizing information and idea
gained through an interaction between readers and the autlior.
There are several important reading comprehension skills that the students
should have in order to comprehend a text, such as recognizing topics, determining
main idea, finding the synonyms, understanding vocabulary, etc. Based on her short
experience in her field leaching 'practice, it was found out that many students got
difficulties in answering reading comprehension questions, especially in the theme o f
animal. For example, the students got difficulties in getting main ideas o f paragraphs
and finding specific information in the text.

3

Based on the description above, a study entitled "The Difficulties l-aced by
the Eighth Grade Students o f SMP Negeri 46 Palembang in Answering Reading
Comprehension Questions in the Animal fheme is interesting to write.

1.2 Problem of the Study
The problem o f the study is formulated into the following questions. What are
the students difficulties in answering reading comprehension questions in the theme
o f Animal ?

1.3 Objective of the Study
The objective o f the study is lo find out the students' difficulties in answering
reading comprehension questions in the theme o f animal.

1.4 Significance of the Study
The results o f the study arc hopefully useful for teachers o f i jiglish ut
understand the students' difficulties in answering reading comprehension questions.
By conducting this research, it can have experience in doing a scientific educational
research and improve knowledge o f reading comprehension.

CHAPTER 2
LITERATURE REVIEW

In this chapter, (1) the concept o f reading, (2) the concept o f comprehension,
(3)

the concept o f reading c^jmprehension, (4) the questions on the reading

comprehension, (5) the concept o f difficulties, (6) factors that affect reading
comprehension, (7) others previous related studied are explained.
2.1 The Concept of Reading
Reading is one o f the language skills which is learned intensively by the
English education study program students. Brunner (1978:150) stated that "Reading
comprehension means understanding, evaluating, and utilizing the information and
ideas gained through an interaction between readers and author " I nrthcrmorc, il can
be said that reading comprehension means reading with power o f understanding o f
the printed symbols.
ueneratiy the main purpose o f reading is to understand the contents o f the text
that someone reads. In summary, reading is process., which requires comprehension
and interpretation o f the ideas represented by graphic symbols.

4

5

2.2 The Concept of Comprehension
According to Procter (1993:54), that "comprehension is the process by which
a

person

understands

the

meaning

of

the

writlen

or

spoken

language."

Comprehension is often defined as understanding new information in light o f what is
already known (Temple, 1998:24). Moreover, comprehension is even that take place
in mind (Finn, 1985:2).

2.3 The Concept of Reading Comprehension
Reading comprehension means understanding what has been read. It is an
active thinking process that depends not only on comprehension skill.

Reading

comprehension involves understanding the vocabuiary seeing relationship among
words and

concept,

organizing the

author's

purpose,

making judgmenl and

evaluating.
According to Herber (1970:61-65), "Reading comprehension is a product o f
level o f cognitive, the process o f application by the reader when requires information
from printed media which involves into another one level build on the preceding.
Brunner (1987:150) that "Reading comprehension means understanding,
evaluating, and utilizing the information and ideas gained through an interaction
between

reader and

author."

Furthermore, homby

(1995:173) that

'Reading

comprehension means reading with power o f understanding o f the [irinled symbols."

6

2.4 The Questions in the Reading Comprehension
Questions in reading comprehension are very helpful for the students to know
their text. Muth and Alverman (1992:322) state "Questions also play an important
role in comprehension instruction."
In the reading activity, question before reading is to related

students'

background knowledge presented in the text (Muth and Alverman, 1992:325).
Bums (Hastuti, 2001:7) states that there are six major types o f questions that
we have found to be useful in guiding reading namely:
a) Main idea queslions which may give children some direction toward the nature ol'
the answer.
b) Detailed questions which ask for such information.
a) Vocabulary questions which check children's understanding ol" word meaning.
b) Sequence questions which check the children's knowledge o f the order in whicli
event occurred in the story.
c) Evaluation questions which require children to make judgment.
d) Creative response question which require creative response are also good for lass
discussion.

7

2.5 The Concept of Difficulties
According Procter (1993:304), "Difficulties is not easy, hard to do. make or
carry out." "Difficult

is requiring effort or to skill solve, understand, etc; not

easy."(Homby: 1995:322).
In this study, difficulties mean problems faced by the eighth grade students o f
SMP

Negeri 46 Palembang in answering reading comprehension questions in the

theme o f animal.

2.6 Factors that Affect Reading Comprehension
According to Choldun (2002:8) that there are som.e factors that affect reading
comprehension, as follow:

1) G r a m m a r
It can be said that grammar is the rule in a langnagu foe changing the foiiii o f
words and combining them into sentence. Urammar describes liow w d i Js lugeil.ci in
a sentence, that is, various ways in which they are related to each other, and the part
o f which play roles in expressing meaning. So, it w i l l be difficult for the students to
comprehend the reading text, i f they do not know the grammar o f the text.

2) Vocabulary
It can be said that vocabulary' is total number o f words which make up a
language. Vocabulary is all the words o f language. I l is one o f the language aspects

8

that are important in language skill, such as reading. Knowing the moaning o f the
words can make the students easy to understand the content o f the reading text. One
of the vveaknesses o f the students is that they do not have a lot o f vocabulary stocks in
English. It is difficult for them to comprehend reading texts because they do not
know the meaning o f words and the words are not familiar for them.

3) Materials
Materials o f reading texts which students read and try to comprehend. I f the
students are not interested in reading the texts or the texts are unfamiliar, it was
difficult for then to comprehend the reading texts.

2.7 Related Previous Study
There is a previous study, which is closely related to this at FKIP, University
o f PGR! Palembang. The thesis entitled "Some Difficullies in Answering Reading
comprehension

Question

Faced

by the

Second

Year Students o f S L f i *

39

Palembang", written by Elinawati in 1999. 7 he objectives arc to find out the students'
difficulties and reading comprehension o f the mass media theme and lo know the
students' vocabulary mastery in (he mass media theme. This thesis proved that it was
hard for most o f the students lo answer the reading comprehension questions directly
when the words in the questions were totally different from those in the reading
passage. The similarity o f her research to the writer's present study is that botli
studied used descriptive method and both investigated the JitTicnllios in reading

9

comprehension, but this thesis focused on the students' vocabulary mastery in reading
comprehension

in

the

theme

of

mass

media;

in

this

tiiesis

focused on the comprehension in the theme transportation The result o f this thesis
was the students got problem in recognizing topics in reading comprehension.

CHAPTER3
RESEARCH PROCEDUER

In this chapter, (1) method of research, (2) operationai definition, (3)
population and sample, (4) techniques for collecting the data, and (5) techniques for
analyzing the data are presented.
3.1 Method of the Study
In this research, the method used is a descriptive method, it is a method of
research used to describe the phenomenon, situation or event that may happen.
According to Arikunto (1998:310), descriptive method is not meant to test certain
hypothesis, but just describe about variable, phenomenon or situation. In this study,
the following steps are used.
a)

Reading some relevant books,

b) Formulatingresearchproblem;
c)

Reviewing the literature on the topic completely;

d)

Determining how to data would be selected;

e) Determining represent population;
f)

Collecting the data;

g) Analyzing the data;
h) Drawing the conclusion;
i)

Writing the research report;

10

11

3.2 O p c a t i o n a l Definition
For the purpose o f this research, it is necessary to define the term used, so that
they

will

not be

misunderstood.

The

main terms

are:

difficulties,

reading

comprehension, and the theme o f animal.

A.

Difificultses
Difficulties comes from the adjective "difficulty". The word "difficulty" is

noun "difficulty" means something hard to do, understand, a fact or being difficult. In
this investigation what is meant by Difficulties" are the state or being hard to leam
English, especially reading texts to the eighth grade students o f SMP Negeri 46
Palembang.

B . Reading Comprehension
Reading comprehension means the understanding, evaluating, and utilizing o f
information ideas gained through on interaction between reader and author. In this
study, it means that students can answer the reading comprehension questions m the
theme of animal.

C . Theme of the Animal
In this study, the writer chose tlie material from the text book "Bahasa Inggris
imtuk SMP an integrated course o f English" for the eleventh grade students w i i l i
theme o f a n i m a l

12

3.3 Population and Sample
3.3.1 Population
The population o f this study was all o f the eighth grade students o f SMP
Negeri 46 Palembang in the academic year o f 2007/2008. The total number o f the
students was 153. These were 4 classes i n the population as follows:

TABLE 1
T H E POPULATION O F T H E INVESTiGATIOix

No.
1
2
3
4

Class
Male
8.1
16
8.2
20
8.3
19
8.4
18
73
Total
Source: SMP Negen 46 Palembang,

Female
21
20
19
22
82
2007/2008

Total
37
40
38
40
155

3.3.2 Sample
According to Morris (1975:1148), "Sample is a set o f elements drawn from
and analyzed to estimate the characteristic o f population." The sample is a part o f a
whole, used for showing that the rest is like. Sugiyono (1999:11-12) in Krejie and
Morgan Table have given us guidance in determining the number o f sample from
certain population at 95% significance level. I f the number o f the population N =^ 100,
the number o f sample that is needed 80. I f the number o f the population N

1000.

the number o f the sample that is needed 285. Then i f the number o f the population N

13

= 100.000, the number of sample is needed 383. In this study, the number o f the
population N = 155, so the number o f sample is needed 80.
It is used the simple random sampling. The technique o f sampling is lottery. It
is wrote each, students o f all the eight classes on papers, rolling the papers and
putting them in a glass and then, taking the rolled paper randomly. 1 he total numbers
o f the sample were 80 students taken from two class 8.2 and 8.4 o f the population.

TABLE 2
THE DISTRIBUTION O F SAMPLE
No.
1
2

Class
Male
8.2
20
8.4
18
Total
28
Source: SMP Negen 46 Palembang 2007

3.4

Female
20
22
_J2

Total
40
40
80

2008""

Technique for Colleting the Data
In the collecting the data, one technique i.e. test w i l l be used. According to

Anderson ( i n Hastuti 2001 13), " A test is a set o f questions which is used to measure
students' ability." Test is any series o f questions or exercise or other means o f
measuring the skill, knowledge, intelligence capacities or aptitudes o f an individual or
group. The test was given to find out the students' difficulties in answering reading
comprehension questions. This reading test was given in form of multiple-choice

14

questions about the topic "Animal". There are twenty questions o f multiple-choice
each item and 10 questionnaire.
3.4.1

Validity
Validity is the most important quality to consider on the preparation and

means that the test must be appropriate in term o f the objective (Gronlund 1993: 19).
According to Richard, et al, (1985:61) "Validity o f the test materials is checked
through the content validity, it is a form o f validity which is based on the degree to
which a test adequately and sufficient measures that a particular skills or behaviors it
sets out to measure."
To take the test have a high degree o f content validity is conforms the test
items in accordance with the specification table o f the lest.

3.4.2

Reliability
Richard, el al, (1985:243) state "Reliability is a measure o f degree to which a

test given consistent result. A test is said to be reliable i f it is gives the same result
when it is given on different occasions or when different people use it. "Reliability
means the stability o f the test score. A test cannot measure anything well unless it
measures consistently." (Gronlund, 1993:19). In reaching the reliability o f the test,
the writer used the K R - 2 I . According to Fracnkel and Wallen (1983:149), the test is
considered reliable i f the reliability coefficient is more than 0.70, and unreliable i f it
is less than 0.70.

15

The writer estimates the reliability o f the test by using the Kurder Richardson
21 ( K R 21). The formula is follows:

K

KR21-

K-\

M{K-M)
~K{SDf

In which:
KR

= Kurder Richardson Reliability Coefficient

K

^ Number o f Items in the test

M

= Means o f the Test Score

SD

= Standard Deviation o f the Set o f the Test Score
To find the Standard Deviation (SD), i l used the following formula:

so =

T Z L j J C I l
N

N

In which:
SD = Standard Deviation o f the Set o f Test Score
= Deviation Squared
N

= Number o f Students

y

= The Sum o f

TABLE 3
T H E S T U D E N T S ' S C O R E S IN 1 H E E R Y - O l T T E S T
Subject Number

Correct Answers

1

16

2
3
4

13
19
17
17
13
7
18
17

5
6
7
8
9

[x-xj

(x-xj

0.96
-2.04

4.1616

3.96
1.96
1,96
-2.04

15.6816
3.8416
3.8416
4.1616

-8.04
2.96
1.96

0.9216

u
12
13

12
17
17
16

-3.04
1,%
1.96
I) 9/.

64.6416
8.7616
3 8416
9..MI6
3.8416
.3 8416
0 9216

14
15

14
17

-1.04
1 96

1.0816
3 X4I6

16
17
18

13
14
13
10
17
15
17
19

-2 04
-1.04

to

19
20
2i
22
23
24
25
26
27

9
Ul
19
18
18
13
8
17

28
29
30

XI
32
33
34

18
19
17
14
10
13

35
36
37
38
39

18
18
18
16
8
K

40
41
42
43

-2.04
-5.04
!,9{>
-0.04
1.96
3.96
-6()4
-.5.04
3.96
2.96
2.96
-2,04
-7,04
1.96
2.96
3.96
1.96
-1.04
-5,04
-2.04
2.96
2.96
2.96
0.96
-2.96
-2 'X.

1.1616
1 0816
4,1616
25.4016
3.8416
0.0016
3.8416
i.S.6XI6
36 4X16
25.4015
15.6X16
8.7616
8,7816
4,1616
49.5616
3.8416
8 7616
15.6816
3,8416
1.0816
25.4016
4,7616
8.7616
8.7616
8.7616
0.9216
-8 7616
-8 7616

y Y ^ 6 4 7
X

= 15.04

4X7.9088

17

N
647
'43

= 15.04
SD
N
^

487.9088

43
= V l 1.346716
-3.34
K
K R 2 1

-

m{k-m)
1 -

K{SDf

15.04(20-15,04)"

20
2 0 - 1

20

20(3,347

15.04(4.96)

19

= 1.05

20(3.347

1-

.

74.5964
223

= 1.05

[1-0.33

- 1.05 (0.67)
= 0.70
Based on the result o f the try-out arc reliable because it is 0.70

1/

is

3.4.3

Questionnaire
According lo Irawan (lOOyid) qiicstionnairo is a group ofqucslions or written

statement to coilect the research information that is wanted.
The tiuestionnaiiv is gi\cn to the 'Students is order to know the cause ol the
students' difficulties in learning reading comprehension questions. The questionnaire
consists o f the questions related to the writer's thesis to make stiidoiils understand the
question easily, all the questions arc gi\en in Indonesian. The questionnaire is
presented in the tahlc 4 below.
TABLE 4
T H E Q l ' E S T I O N N A I R E A B O U T REAI)IN 27"u.

'>n iivin.

iheie \^eiv '0

students said niwaes. it's about .39"3 tell thai tlicii (eaeher abNa^s ga\e eas_\- the
homework. 23"/ said seldom and 38"o said s.omc times, ( h i iteni^^ 6 the ivsul! was
62%, there wore 50 students said always. I5"o students said seldom and 23" o said
some times.

On items 7 there were 60 sludcnls said always

stiidenls said

seldom 6% and some times was 19%. On items 8 there were "^5 -students said thai
their teacher good cxplaiialio.n. it's aboal 9-1"''^ and said .M'liie

times 6"u.

(hi

items 9

there were 35 students said ahva\s 44"o an.l stuJeiits said n e \ e r 50"'u. .\nd the last
there were 20 students said alwaj's, it's about 25"/ the

sludeiil

request

their teacher course, students said ne\ei 62"3 and ,«ome times was I V',,,

t,>

answer lo

31

4.1.3 Interpretation
The result o f the test and the questionnaire show the problems, in reading
comprehension questions. During investigation o f SMP Negeri 46 Palembang, there
were littie kinds o f problems found. Theses problems concert with the usage o f
reading comprehension, in teaching reading comprehension questions, a teacher has
to think that his or her students result understanding his explanation and performance,
and reach the general and specific and objective.
As described earlier, the percentage score in cturect answer was 52 and the
average percentage in incorrect answer about 48 The percentage o f the degree o f
difficulty o f question was 5% o f the questions in dilficulty category (the frequency o f
difficulty queslions was 1). 95°/b o f the questions in mediocre category (the frequency
o f mediocre students was 19), and 0% o f the question m easy category (the frequency
o f easy students was 0).
In this case, the proportions o f the questions itself more well distributed: 0%
easy, 95%mediocrc, 5% difficulty. As a rcsuit is mediocre

CHAPTER 5
C O N C L U S I O N S AND S U G G E S T I O N S
In this chapter, (1) findings in the previous chapter, (2) suggestions to the
teacher and students are presented.
5.1 Conclusions
Based on the data analysis which had been carried out same conclusions can
be drawn. The average percentage scores in correct answer was 52 and the average
percentage in incorrect answer about 48, it wasn't found that the students' in
answering reading comprehension in category and it was found the students' in
answering reading comprehension in category mediocre 19%, and 5% in categorv
difficulty,

it's can be concluded that most o f students still got difficuity in answering

reading comprehension questions test and their ability to study and answenng reading
comprehension questions is sufficiently good. It is lo say that the eighth grade
students o f SMP Negeri 46 Palembang are capable to study and must study better and
practice English more. A n d as a result is mediocre.

5.2 Suggestions
In order to improve the students' skill in reading comprehension, some
suggestions are dedicated to the teacher, students and government.
5.2.1

English Teachers
English teachers are suggested to;

32

33

1) Apply many kinds o f method in teaching English, in order to make the students
interested in learning English, especially in teaching reading comprehension,
2) Motivate the students to have more understanding about reading comprehension.
3) Give exercises frequently for the students, especially in reading comprehension.
5.2.2

Students
The students are suggested to:

1) Explain the lesson o f English especially about reading comprehension, the
students should pay attention and listen to what the teacher is explaining.
2) Practice in answering reading comprehension questions in order tt> be more
successful in learning English.
3) Review the material o f reading comprehension before and after as often as
possible.

5.23

Government
The government is suggested to:

1) Complete the school library
2) Have language laboratory
3) Complete teaching media.

REFERENCES

Arikunto, Suharsimi, 1997. Frosedur
Jakarta: Rineka Cipta.

Penelitian Sualu Pcndekatan

Praktek.

Arikunto, Suharsimi. 1998. Frosedur
Jakarta: Rineka Cipta.

Penelitian Sualu Pendekatan

Praktek.

Bums, Paul C and Betty D. Roe. 1988. Peaching Reading in Today's
P.!ementary School. Boston: Houghton Miffim Company, v
Brt; ner, F. Joseph and John J. Campbell. 1978 Participating in Secondary
Reading: A Practical Approach. I'.nglewood ClilVs, Now Jcisey;
Prentice-Hall, Inc.
Departemen
Pendidikan dan Kebudayaan.
2001, Kurikuluiu
Menengah Umum Fertama 2004: KHK Haluno Inggns
Departemen pendidikan dan Kebudayaan,

Sekolah
Jakarta

Finn. J. Patrick. !985 Helping Children Team lo Read. New York: Random
Mouse Incorporation.
Fracnkel, Jack R. and Norman E. Wallen. 1983. How lo Design and Tivaluaie
Research in F.ducafion. New York: MeOraw. Hill. Inc
Gronlund, E. Norman, 1993, How to make Achievement
Boston: Allyn an Bacon.
Hastuti,

Tesi and As.sessmeiu

Eka. 200 F An analysis of difficulties in Text o f Reading
Comprehension Questions in the Siimmativc Test for the Second
Year Students of M A N Prabumulih. Unpiihhshed I •ndergradiiaie
Thesis. Palembang: Faculty o f Teacher Training and b'ducalion
University o f PGRI

Herber, Harold L. 1970. 'Teaching Reading in content Areas. Englewood
New Jersey: Prentice Hall, Inc

ClifJ.

Indahwati 1998 Comparative study Between the second-Year Students Who
take a course and do not in Mastering Ijiglish Voeabul;u> oi SI.I P
PGR! 1. Cmpuhli.sned Undergraduate Thesis. Palcml)ang: 1-aculty
ot Teacher IVain.ng and luiucation IJniversilv tif PGRI

MLUi, K. Denise and donna E. Alvcnnan. 1992. Teaching and Teaming in flic
Middle Grades. Boston, M A : Allyn and Boston, v
Procter, Paul. (Ed). 1993. Longman Dictionary
Great Brit.ain: The Pitman Press, Bath.

of C onfemporary.

English

Richards, Jack, John Piatt and Heidi Weber. 1985. Longman Dictionary of
Applied Linguistics. Harlow, Essex: Longman Group U K Limited.
Saleli, Yuslizal. 1997. Methodology of TEFL in Indonesian Context. Book 1.
Palembang: Faculty of l eacher Training and lidiication, Sriwijaya
University.
Sugiyono, 1999. Stafistik
Alfabeta.

Nonparametris

Untuk Penelitian.

Handling: CV

Temple, Charles, Miriam Martinez, Junko Yokota and Alice Naylor. 1998
Children's Books in Children's Hands: An Inlrodiuiron to Their
Literature. Toronto: Allyn and Bacon A Viacom Company.
Tinambiman, Wilmar. 1988. Evaluation of Students
Deparleman pendidikan dan Kebudayaan.

Achievement

Jakarta:

Wiyono, Teguh. 1997. The Difficulties of the First-Year Students at MTS
Aisyiyali Muhammadiyah Palembang in Answering Reading
Comprehension Questions. (Inpuhlished (Indergraduate
Thesis.
Palembang: Faculty of Teacher Training and Lducalion University
of PGRI.
Wood, Nancy V, 1991. Strategies for College Reading and Thinking. New
York, NY: McGraw-Hill." Inc.

APPENDIX A

T H E QUESTIONNAIRE ABOUT READING COMPREHENSION

No

The Questionnaire
Always

Responses
Seldom
Some times

Never
13%

1

Apakah
saudara
memiliki
buku panduan seiain buku
paket
sekolah
yang
berhubungan dengan materi
bacaan?

»7%

2

Apakah
saudara
memiliki
kamus sebagai alat Bantu
anda dalam memahamx materi
bacaan?

62%

13%

25%

3

Anakah saudara menpmmakan
kamus
ketika
anda
mendapatkan kesulitan dalam
materi bacaan?

81%

9%

10%

4

Apakah
guru
saudara
menggunakan
media
alat
B..,itu
mengajar
seperti
gambar diagram dll?

50%

23%

27%

5

Apakah
menurut
saudara
pekerjaan rumah diberikan
guru
memudahkan,
memahami materi bacaan?

39%

23%

38%

6

Apakah
saudara
mampu
menggerjakan
pekerjaan
rumah
sendiri
mengenai
materi bacaan?

62%

15%

23%

7

dalam
Apakah cara guru
mengajar materi menarik tiagi

75%

6%

19%

G
uX
S iOxi U
U oorIaa' :?

8

Apakah
penjelasan
guru
saudara baik dalam memahai
materi bacaan?

94%

9

Apakah saudara mengikuti
kursus bahasa Inggris untuk
memahami materi bacaan?

44%

10

saudara
meminta
Apakah
buatkan pada guru kursus bila
saiuiara
mendapatkan
kesulitan
dalam
belajar
membaca di sekolah?

25%

6%

56%

13%

62%

APPENDIX B

JAVANESE THIN - TAILED
By: J . L . Mason

Javanese thin - tailed is the native sheep and common sheep o f West and
central Java. It is said to occur also in East Java but in fact the author saw only fat tailed sheep there.
In West Java it is estimated that 80 - 85% o f the sheep belong to the local
breed, the rest being Priangan. It is small sheep with an overages laughter weight of
only 19 kg, according to the official figure (angka) o f the Ministry Agriulture
(Buku Saku Petemakan, 1975), but a wither height o f 57 cm. Adi Sudono ( l % 5 )
gives weight o f 20 - 35 kg for adult females and 36 - 60 kg for adult males.
It is occasionally elsewhere. The tail show no sign o f fat and does not reach
the hocks (lutut kaki belalang). The ears are o f medium size and it's fleece (bulu) is
o f coarse (kasar) wool.
This breed is not mentioned by Fisher (1955) or by Robinson (1977) although
it IS the dominant breed o f Indonesian. The local sheep at Pusai Penelitian dan
Perkambangan. The Australian central for animal research and Development, Bogor.
which are called "Periangan" might be more appropriate to be called (discbut) "
Vanese thin - tailed".
Adapted From F A O Animal
Choose the right answers
1. Who is the author o f the text abox'e?
a. A d i Sudono
c. Robinson
b. J.L. Mason
d. Fisher
2. The first paragraph talks about?
a. Javanese thin - tailed
b. Javanese young - tailed
c. Javanese old - tailed
d. Javanese fat - tailed
3.

What animal are usually breed (ditemakan) by people?
a. Ant
c. Cow
d. Dog
b. Bird
4. The second paragraph talks about?

a. West Java
b. Local breed

c. A d i Sudono
d. Javanese thin - tailed

5. There people did not mention the Javanese thin - tailed. These people are ...
a. J.L. Mason and Adi Sudono
c. Fisher and J.L. Mason
b. Fisher and Robinson
d. Robinson and J.L. Mson
6.

What animal that living in water?
a. Cat
c. Fish
b. Dog
d. Bird

7.

What animal that produce a milk?
a. Fish
c. Cow
b. Bird
d. Dog

RAGUNAN Z O O
Ragunan zoo is not only entertaining place but also an educational place It is
located not too far away from the city center o f Jakarta. Il is als*) a good place Ibi
people to escape from the stress o f daily life, to breath fresh air.
The zoo's location Is lilled with shrubs, ornameiilal plants, and trees native lo
Indonesian. It is 135 hectares wide Papaya, mangoes, and bananas erown in the /oo
are the meals o f birds and primates. Grass cutting is fool for elephant hippos, and
bulls.
There are about 4.000 animals, reptiles and birds living here It need Rp 1
million per day to feed the animal. Seventy percent o f there animals are the native in
Indonesian. Some o f the protected animals are siamang, tapir, babi, rusa, and anoa
There are many African animals, too, such as the hippos, zebras, and giraffes and
there is a pair o f white tigers, which come from the United Staled.
Adapted from Ganda Indonesia Magazine
Choose the right answers
8. The first paragraph talks about?
a. Ragunan zoo
c. Jakarta
b. Fresh air
d. The stress

9. H o w many white tiger does the zoo have?

a. A pair
b. Two pair

c Three pair
d. Four pair

10. ^A^at animal o f animal are tiger?
a. W i l d animal
c. Soft animal
b Breed animal
d. Slow animal
11. What animal that can fty?
a. Mouse
c. Tiger
b. Lion
d. Eagle
12. Where is the Ragunan zoo?
a. Jakarta
c. Bandung
b. Palembang
d. Surabaya
13. The main idea o f the last paragraph is ... ?
a. The protected animal
c. The anima! frcin abroad
b. The animal living the zoo
d. A pair o f white tiger
14. Where is "Punti Kayu"?
a. Lahat
c. Palembang
b, Sekayu
d. Baturaja

A Stok-y about Little Mouse and A Lion
Once there was a little mouse that loved to look at the sky. He wished that lie
could fly. Once day, he was so busy looking at the sky that he bumped into a lion,
which was napping nearby. The lion caught hold o f the mouse. He was about to eat
him when the mouse spoke.
"Spoke me, M r . Lion for I maybe useful lo you want day? said the mouse.
"Ha, ha, ha, ha ! "laughed the lion, looking at the frightened littie mouse. The
lion let the mouse go.
The next day, as the mouse was walking through a big field, he heard the lion
noar. He ran and saw the lion trapped in a net
' D o n ' t panic', Mr. lion see my sharp teeth? I w i l l soon get you out o f there
"said the httle mouse. Then he bit at the net. Soon here was a big hole in it and the
lion, "how about a nde on my back"?, invented the lion.
"It's safe watching the sky on my back'7
"Ha, ha, ha, ha ! laughed the mouse and the lion.
Taken from English Enrichment Exercise

Choose .lie right answers
15. The lion ... when the litlie mouse bumped into it.
a. Was walking
c. Was looking at the sky
b. Was sleeping
d. Was crying

•

16. The story above talks about... ?
a.
anima!
c. Three animal
b. T w o animal
d. Four animal
17. The mouse's hobby was ...
a. Bumping into the napping lion
b. Biting the net

c. Looking at the sky
d. Riding lion

18. Which statement is NOT TRUE iccording to the next?
a The mouse was afraid o f the lion
b. The lion couldn't get out the net
c. The lion and the mouse become a good friends
d. The mouse napping the lion
19. Why does the lion noanng?
a. Because the lion caught hold o f the mouse
b. Because the lion couldn 't get out o f the net
c. Because the lion napping nearby the mouse
d. Because the lion looking at the frightened little mouse
20. Who is the enemy o f the mous** i n the real life?
a. Lion
c. Cat
b. Tiger
d. Dog

APPENDIX C

The Answer Key of Test Material

1) B

ll)D

2) A

12) A

3) C

13) C

4) B

14) C

5) B

15) B

6) C

16) B

?:

c

17) C

8) A

18) A

9) A

19) B

10) A

20) C

UNIVERSITAS M U H A M M A D I Y A H PALEMBANG
F A K U L T A S K E G U R U A N DAN I L M U PENDIDIKAN
STATUS D I S A M A K A N / T E R . \ K R E D I T A S I
A l a m a t : Jin. Ahmad Yani 13 Ulu Palembavig 30263 Telp. {07! I ) 510842
Fax (0711) 513078, Email fkip umpfgjyahoo.com

U S U L J U D U L DAN P E M B I M B I N G A N SKRIPSI
Nomor : 37.03.019/G.17.2/KPTS/FICIP UMP/IV/2007

Nama

Hendri Umar A d i Kusuma

NIM

372003101

Jurusan

Bahasa dan Seni

Program Studi

Pendidikan Bahasa Inggris

Judul Skripsi

1. The Difficulties Faced by the Eleventh Grade Students o f

'

SMP Negeri 46 Palembang in Answeri