IMPROVING STUDENTS’ READING SKILL THROUGH THEME-BASED INSTRUCTION (A Classroom Action Research at the Second Year of Science Class of SMA Muhammadiyah Wonosobo in the Academic Year of 2011/2012).

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IMPROVING STUDENTS’ READING SKILL THROUGH
THEME-BASED INSTRUCTION
(A Classroom Action Research at the Second Year of Science Class
of SMA Muhammadiyah Wonosobo in the Academic Year of 2011/2012)

A Thesis

By.
PRATIKA AYUNINGTYAS
S891102034

Submitted to Fulfill One of the Requirements for the completion of Graduate
Degree in English Education

ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY

SURAKARTA
2013

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APPROVAL
IMPROVING STUDENTS’ READING SKILL
THROUGH THEME-BASED INSTRUCTION
(A Classroom Action Research at the Second Year of Science Class of SMA
Muhammadiyah Wonosobo in the Academic Year of 2011/2012)

Pratika Ayuningtyas
S891102034

This thesis entitled has been approved by the Board of Consultants of the English

Education Department, Graduate School of Sebelas Maret University, Surakarta
On January 2013.

First Consultant

Second Consultant

Prof. Dr. Joko Nurkamto, M.Pd.

Drs. Gunarso Susilohadi M.Ed

NIP: 196101241987021001

NIP: 195403151985031002

The Head of English Education Department
Graduate School
Sebelas Maret University

Dr. Abdul Asib, M.Pd.

NIP. 195203071980031005
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LEGITIMATION FROM THE BOARD OF EXAMINERS
IMPROVING STUDENTS’ READING SKILL
THROUGH THEME-BASED INSTRUCTION
A Classroom Action Research at SMA Muhammadiyah Wonosobo in the
Academic Year of 2011/2012
By
Pratika Ayuningtyas
S891102034
This thesis has been examined by the Board of Thesis Examiners of the English
Education Department, Graduate School of Sebelas Maret University, Surakarta on
February 13, 2013
Board of Examiners:

Signatures

Chairperson:

Dr. Abdul Asib, M.Pd
NIP. 195203071980031005

(………………..)

Secretary:

Dra. Dewi Rochsantiningsih, M.Ed, Ph.D
NIP. 19621231 198803 1 009

(………………..)

Members:

1. Prof. Dr. Joko Nurkamto, M.Pd.

NIP: 196101241987021001

(………………..)

2. Drs. Gunarso Susilohadi, M.Ed
NIP: 195403151985031002

(………………..)

The Director of Graduate School
of Sebelas Maret University

The Head of English Education
Department of Graduate School of
Sebelas Maret University

Prof. Dr. Ir. Ahmad Yunus, M.S
NIP. 19610717 198601 1 001

Dr. Abdul Asib, M.Pd

NIP. 19520307 198003 1 005

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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled ―Improving Students‘
Reading Skill Through Theme-Based Instruction‖ (A Classroom Action Research at
SMA Muhammadiyah Wonosobo in the Academic Year of 2001/2012). It is not
plagiarism or made by others. Anything related to others‘ works is written in
quotation, in the sources of which are listed on the list references. If the
pronouncement proves wrong, I am ready to accept any academic punishment,
including the withdrawal of cancellation of my academic degree.

Surakarta, January 2013

Pratika Ayuningtyas
S891102034

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ABSTRACT
Pratika Ayuningtyas. S891102034. “Improving Students’ Reading Skill through
Theme Based Instruction” (A Classroom Action Research in the Eleventh Grade of
SMA Muhammadiyah Wonosobo in the Academic Year of 2011/2012). Thesis.
Surakarta. English Education Department of Graduate School, Sebelas Maret
University. 2013. The first consultant: Prof. Dr. Joko Nurkamto, M.Pd. and the
second consultant: Drs. Gunarso Susilohadi M, Ed
This research is aimed to: 1) analyze whether the Theme-Based Instruction
can improve students‘ reading skill, and 2) describe the teaching and learning process

when Theme-Based Instruction is implemented.
This research was conducted in SMA Muhammadiyah Wonosobo. The
subject of this research is the Science 1 of Eleventh Grade Students of SMA
Muhammadiyah Wonosobo in the academic year of 2011/2012. The research was
done in five months from January 2012 to May 2012. This Classroom Action
Research (CAR) was done in three cycles. Each cycles consisted of four steps:
planning, acting, observing and reflecting. There were two data which were collected.
The qualitative data were collected by doing the observation and interview. The
quantitative data were collected using the pretest.
The research findings show that the implementation of Theme-Based
Instruction can: (1) improve students‘ reading skill. It could be seen through: a)
explaining the purpose of the text, b) finding the main idea, c) finding the words
meaning, d) finding the detail information, e) explaining the reference in the text, f)
explaining the implicit meaning of the text and (2) build the effective teaching and
learning which can be seen through: a) automaticity, b) meaningful learning, c) the
anticipation of reward, d) intrinsic motivation, e) strategic investment, f) language
ego, g) self-confidence, h) risk-taking, i) the language culture connection, j) the
native language effect, k) interlanguage and l) communicative competence.
In addition, it also could be seen from the increasing score per cycle: cycle I is
65.14, cycle II is 68.67, and cycle III is 72.43. Since the passing grade is 65,

therefore, the increasing score have passed it well.
Derived from the research findings, it can be concluded that the
implementation of Theme-Based Instruction not only improved students‘ reading
skill but also made the teaching and learning process effective. Therefore, it is
recommended for the English teachers to employ Theme-Based Instruction as it can
improve students‘ reading as well as the effectiveness of the teaching and learning.
Keywords: reading, Theme-Based Instruction, effective teaching and learning,
classroom action research
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MOTTO

You can never cross the ocean unless you have the courage to lose sight of the shore.
(Christopher Columbus)

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DEDICATION

To:
My super mom
My great dad
My wonderful sister
My adorable fiancé
My lovely friends

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ACKNOWLEDGEMENT
I would like to praise Allah SWT, The Most Gracious – The Most Merciful
that I can finish the thesis as one of the requirement for achieving the Graduate
Degree of the English Education Department. In addition, I am aware that it would be
impossible to complete the thesis without help and encouragement from other people.
Therefore, I would like to express my appreciation and gratitude to the Rector
of Sebelas Maret University for giving me the authorization to write this thesis. I
present my great appreciation to The Director of Graduate School Sebelas Maret
University for the permission in writing this thesis. Also, to The Head of the English
Education Department for arranging me the examination schedule and guiding me
during the examination and Drs. Dewi Rochsantiningsih, M.Ed., Ph. D. as

the

secretary of English Education Department Graduate School, for giving me great
suggestions and valuable guidance.
My greatest gratitude goes to my first consultant, Prof. Dr. Joko Nurkamto,
M.Pd, who has given me the best suggestions, criticism, and remarkable guidance in
accomplishing this thesis and Drs. Gunarso Susilohadi, M.Ed. TESOL, the second
consultant for the valuable guidance, advice, and feedback in writing this thesis.
My gratitude goes also to the principal of SMA Muhammadiyah Wonosobo,
for his permission to conduct the research at the school and to my collaborator,
Hening Andriastuti, S.Pd for the great cooperative team work and support. I also want
to thank the teachers of SMA Muhammadiyah Wonosobo for the supportive attitude
and the students of Science 1 of Eleventh Grade Students of SMA Muhammadiyah
Wonosobo for the hard word and the unforgettable experience.
I hereby gladly invite any kind of suggestions and constructive criticism to
improve my personal and academic development.
Surakarta, February 2013

PA
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TABLE OF CONTENTS
TITLE .........................................................................................................
APPROVAL ..............................................................................................
LEGITIMATION FROM THE BOARD OF EXAMINERS ....................
PRONOUNCEMENT ................................................................................
ABSTRACT ...............................................................................................
MOTTO .....................................................................................................
DEDICATION ...........................................................................................
ACKNOWLEDGEMENT .........................................................................
TABLE OF CONTENTS ...........................................................................
LIST OF FIGURE ......................................................................................
LIST OF TABLES .....................................................................................
LIST OF APPENDICES ............................................................................

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CHAPTER I : INTRODUCTION
A. Background of the Study.........................................................
B. Problem Statement ..................................................................
C. The Objectives of the Study ....................................................
D. The Benefits of the Study........................................................

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CHAPTER II : REVIEW OF RELATED LITERATURE
A. Theoretical Description ..........................................................
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1. Reading ...............................................................................
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a. Definitions of Reading ...............................................
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b. Reading and Language Teaching...............................
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c. Reading Models ........................................................
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d. Reading Strategy ........................................................
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e. The Activities for Teaching Reading .........................
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2. Theme-Based Instruction ...................................................
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a. Definition of Theme-Based Instruction .....................
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b. Characteristics of Theme-Based Instruction ..............
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c. Theoretical Foundation ..............................................
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d. Activities for Theme-Based Instruction .....................
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e. Advantages of Theme-Based Instruction ...................
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3. Effective Teaching and Learning ........................................
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a. Definition of Effective Teaching and Learning… .....
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b. Models of Thinking of Effective Teaching................
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c. Characteristics of Teaching and Learning .................
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1) 12 Teaching Principles by Brown.........................
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2) Characteristics of Effective Teacher by
Walker…………… ..............................................
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3) 12 Characteristics of Effective Teacher by Thompson and
Greers………… ...................................................
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4) 10 Effective commit
Teaching
Principles by Ellis et.al. ....
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d. Managing Change for Effective Learning ................
B. Review of Relevant Studies............................................ .......
C. Rationale..................................................................................
D. Action Hypothesis ...................................................................

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CHAPTER III : RESEARCH METHODOLOGY
A. Context of the Research ..........................................................
B. The Method of the Research……… .......................................
C. Procedures of the Study...........................................................
D. Techniques of Collecting the Data ..........................................
E. Techniques of Analyzing the Data …………………. ............

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CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Research Findings ...................................................................
1. Situation Before the Research ............................................
2. Research Implementation ....................................................
a. Cycle 1 .......................................................................
1) General Planning ..................................................
2) Acting ...................................................................
a) First Meeting ....................................................
b) Second Meeting ...............................................
c) Third Meeting...................................................
d) Fourth Meeting.................................................
3) Observing ..............................................................
4) Reflecting ..............................................................
b. Cycle 2 .......................................................................
1)Planning .................................................................
2)Acting ....................................................................
a) Fifth Meeting ....................................................
b) Sixth Meeting ...................................................
c) Seventh Meeting...............................................
d) Eighth Meeting.................................................
3) Observing ..............................................................
4) Reflecting ..............................................................
c. Cycle 3 .......................................................................
1) Planning ................................................................
2) Acting ...................................................................
a) Ninth Meeting ..................................................
b) Tenth Meeting ..................................................
c) Eleventh Meeting .............................................
d) Twelfth Meeting...............................................
3) Observing ..............................................................
4) Reflecting ..............................................................
3. Summary of the Findings ....................................................
B. Discussion ...............................................................................

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1. The Improvement of Students‘ Reading Skill .........................
2.The Effectiveness of Teaching and Learning ...........................
a. Automaticity ..............................................................
b. Meaningful Learning .................................................
c. The Anticipation of Rewards .....................................
d. Intrinsic Motivation ...................................................
e. Strategic Investment...................................................
f. Language Ego .............................................................
g. Self-Confidence .........................................................
h. Risk-Taking ...............................................................
i. The Language-Culture Connection ............................
j. The Native Language Effect .......................................
k. Interlanguage ............................................................
l. Communicative Competence ......................................
C. Weaknesses of the Research ...................................................

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CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION
A. Conclusion...............................................................................
B. Implication ..............................................................................
C. Suggestion ...............................................................................

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BIBLIOGRAPHY ......................................................................................
APPENDICES ...........................................................................................

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LIST OF FIGURES
Figure 1. Bottom Up Model ............................................................................
Figure 2. Top-Down Model ............................................................................
Figure 3. Interactive Model .............................................................................
Figure 4. Action Research Model by Elliot ....................................................

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LIST OF TABLES
Table 3.1. The Schedule of the Research ......................................................
Table 4.1. Students‘ Reading Skill Before the Treatment ............................
Table 4.2. Teacher‘s Answer from the Pre-Interview ...................................
Table 4.3. Students‘ Answer from the Interview ..........................................
Table 4.4. Situation Before the Research ......................................................
Table 4.5. The Average Score after Cycle 1 .................................................
Table 4.6. The Result of Cycle 1...................................................................
Table 4.7. The Average Score after Cycle 2 .................................................
Table 4.8. The Result of Cycle 2...................................................................
Table 4.9. The Average Score after Cycle 3 .................................................
Table 4.10. The Result of Cycle 3...................................................................
Table 4.11. The Result of all Post Test ...........................................................
Table 4.12. The Summary of Students‘ Reading Skill Improvement .............
Table 4.13. The Summary of the Effectiveness of Teaching and Learning ....

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LIST OF APPENDICES

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Surat Ijin Penelitian ..................................................................................
Teacher Pre- Interview Questions ............................................................
Interview Field Note ................................................................................
Students‘ Pre-Interview Questions ..........................................................
Students‘ Interview Field Note ................................................................
Pre-Observation Field Note .....................................................................
Pre-test Blueprint .....................................................................................
Result of Pre-Test ....................................................................................
Lesson plan 1 ...........................................................................................
Lesson plan 2 ...........................................................................................
Lesson plan 3 ...........................................................................................
Lesson plan 4 ...........................................................................................
Lesson plan 5 ...........................................................................................
Lesson plan 6 ...........................................................................................
Lesson plan 7 ...........................................................................................
Post Test I Blueprint ................................................................................
Post Test II Blueprint ...............................................................................
Post Test III Blueprint ..............................................................................
Pre-Test Item ............................................................................................
Post Test I Item ........................................................................................
Post Test II Item .......................................................................................
Post Test III Item .....................................................................................
Cycle 1 Post Test Result ..........................................................................
Cycle 2 Post Test Result ..........................................................................
Cycle 3 Post Test Result ..........................................................................
Interview Questions for Students from Cycle 1 .......................................
Interview Questions for Students from Cycle 2 .......................................
Interview Questions for Students from Cycle 3 .......................................
Students‘ Worksheet Example of Cycle 1 ...............................................
Students‘ Worksheet Example of Cycle 2 ...............................................
Students‘ Worksheet Example of Cycle 3 ...............................................
The Effectiveness of T&L Checklist .......................................................
Field Note from Cycle 1 ..........................................................................
Field Note from Cycle 2 ..........................................................................
Field Note from Cycle 3 ..........................................................................
Pictures of the Process of Research .........................................................
Surat Keterangan Selesai Penelitian ........................................................

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