DESCRIPTIVE STUDY ON THE IMPLEMENTATION OF TEACHING READING TO THE TENTH GRADE STUDENTS OF SENIOR Descriptive study on the implementation of teaching Reading to the tenth grade students of senior High school of assalaam Surakarta In 2012/2013 academic ye
DESCRIPTIVE STUDY ON THE IMPLEMENTATION OF TEACHING
READING TO THE TENTH GRADE STUDENTS OF SENIOR
HIGH SCHOOL OF ASSALAAM SURAKARTA
IN 2012/2013 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
AKBAR HARI YUDHA PRAGOTO
A 320 050 254
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
i
MOTTO
Segala sesuatu yang kita enggan untuk mengerjakan harus dipaksakan
karena jika tidak sesuatu yang kita harapkan tak pernah akan terjadi maka
berusahalah sekuat tenaga tuk meraih impianmu, yakin dan berdoalah
Allah SWT disisimu
(Ust. Yusuf Mansur)
Syukuri apa yang ada, hidup adalah anugerah, tetap jalani hidup dan
melakukan yang terbaik
(Ryan D’masiv)
iv
DEDICATION
This research paper is gratly dedicated to:
1. Allah SWT,
2. His beloved parents,
3. His lovely sister,
4. His dearest big family,
5. His almpmeter
v
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.
Alhamdulillahirrobbil’alamiin, praise is to Allah SWT who has given her
divine direction and guidance so that the researcher can accomplish her research
paper entitled “DESCRIPTIVE STUDY ON THE IMPLEMENTATION OF
TEACHING READING TO THE TENTH GRADE STUDENTS OF SENIOR
HIGH SCHOOL OF ASSALAAM SURAKARTA IN 2012/2013 ACADEMIC
YEAR”. This research paper is presented as a partial fulfillment of the requirements
for getting bachelor degree of education in English Department of Muhammadiyah
University of Surakarta.
However, this success would not be achieved without the help, guidance, and
support from others. Therefore, the researcher would like to express her great
gratitude to:
1. Prof. Dr. Harun Joko Prayitno, as the Dean of Teacher Training and Education
Faculty of Muhammadiyah University of Surakarta,
2. Mauly Halwat, Ph. D, the Head of English department, for his patience in giving
guidance, advice, suggestion and valuable criticism during the writing process of
this research paper to make it better,
3. Nur Hidayah, Spd. as my academic consultant,
4. Drs. Djoko Srijono, M.Hum as the first consultant who has guided and advised
patiently during the arrangement of this research paper,
vi
5. Anam Sutopo, M. Hum, as the second consultant who has improved the writer’s
writing in order to make this research paper more interesting to read in fully
correct sentences,
6. My beloved parents (Bp. Suparmo & Ibu Romzah) for their pray, advice, support
and affection, and teach me to get the best in my life,
7. My beloved sister (Mei Arma Supratiwi) for their support, Bulik Muzenah thanks
for gives me support.
8. All My friends in English Department’ 05. Thanks for the togetherness,
9. Those who cannot be mentioned one by one,
I really realize that this research paper is far from being perfect. In order to
make this research paper better, I welcome any comment, criticism, and suggestion. I
hope that this research paper is useful for the readers who want to develop the English
literary study.
Wassalamu’alaikum Wr. Wb.
Surakarta, July 2014
Akbar Hari Yudha Pragoto
vii
ABSTRACT
Akbar Hari Yudha Pragoto. A 320 050 254. DESCRIPTIVE STUDY ON THE
IMPLEMENTATION OF TEACHING READING TO THE TENTH GRADE
STUDENTS OF SENIOR HIGH SCHOOL OF ASSALAAM SURAKARTA IN
2012/2013 ACADEMIC YEAR. Research Paper. Teacher Traning and Education
Faculty of Muhammadiyah University of Surakarta. Research Paper. 2013 .
The objective of this study is to descriptive study on the implementation of the
teaching reading to the tenth grade students of Senior High School of Assalaam Surakarta in 2012 /
2013 Academic Year. The writer focuses the study on some dimensions, they are: 1)
Curriculum, including about Competence-Standard of English Lesson for SMA,
Basic Competence, syllabus, and material, 2) Method of teaching, that consists of
student’s role and teacher’s role, 3) Learning media, 4) Evaluation system, and 5)
Environment. The last is the strengths and the weaknesses of the teaching reading
skills implementation.
In this study, the writer uses descriptive qualitative researchas the proper
method to describe the implementation of the current curriculum in English teaching
since the descriptive research aims at providing as accurately as possible of what
current practice is; how learners do learn; how teachers do teach; what classroom
looks like; at particular moment in particular place. This research called qualitative
reseacrh because it was relying on the collection of qualitative data.
The result of the observation in teaching learning process of English the writer
finds that the process of teaching and learning is task-based instructions. The teacher
gives more explanation, so the teacher becomes the counselor. There are three steps
of teaching and learning activities, namely; opening, study session (the explanation),
and closing, 2) To support this curriculum in the teaching learning process, the
teacher uses some learning media, they are; flash card, internet, tape recorder, and
television. Therefore, the writer concludes that the implementation of the material is
still less, many examples of the material does not transfer maximally, 3) The writer
finds that the students tend to be active in the class, when the teacher starts the
teaching learning process, the students are just listening to the teacher’s explanation
about the material. Based on the research finding, there are strengths on the teaching
reading. The first it had good procedural steps on teaching learning process. The
second, the teacher applies an interesting system in order to attract the student’s
attention. And the weaknesses are the first, the teacher is more focus on the written
form, then the teacher holds the remedial test for all of the students without any
exception. So that the students get bored and not interested, that makes the students
lazy to learn and participate. Hence, it is necessary that the teachers always rehearse
how to manage themselves prior to teaching in the class.
viii
TABLE OF CONTENT
page
COVER .........................................................................................................
i
APPROVAL ....................................................................................................
ii
ACCEPTANCE ..............................................................................................
iii
MOTTO .........................................................................................................
iv
DEDICATION .................................................................................................
v
ACKNOWLEDGMENT .................................................................................
vi
ABSTRACT……. ...........................................................................................
viii
TABLE OF CONTENT ..................................................................................
ix
LIST OF FIGURE ...........................................................................................
xii
LIST OF APPENDIX ......................................................................................
xiii
CHAPTER I: INTRODUCTION…………………………………………….
1
A. Background of the Study .......................................................
1
B. Limitation of the Study…………………………………… ..
4
C. Problems Statement ...............................................................
4
D. Objective of the Study ...........................................................
4
E. Benefit of the Study ..............................................................
5
F. Research Paper Organization .................................................
6
CHAPTER II: UNDERLYING THEORY ......................................................
7
A. Previous Study.…………….…………………..……........ 7
ix
B. Literary Review........................................................
8
1. Notion of Language Learning………………………….. 8
2. Nature of Language Teaching…………………………
11
3. Components in the Teaching Learning Process……….
13
C. Notion of Teaching Reading...………………….………… 19
1. Goals of Teaching Reading……………………………. 20
2. Approaches of Teaching Reading……………………… 22
D. Notion of Reading Competence………………………...… 25
1. Assessment in Comprehension in reading Aloud……… 26
2.Assessment in comprehension Question......................... 26
3. Authentic Assessment…………………………………. 27
E. Teaching Reading………………………………………… 28
1.Building Knowledge of Field……………………………. 28
2. Modelling of Text……………………………………..
29
3. Joints Construction of Text…………………………….. 30
4. Independent Construction of Text……………………… 31
F. Micro Skill of Reading Comprehension………………… 32
CHAPTER III: RESEARCH METHODOLOGY.. ........................................ .
33
A. Type of the Research……………………………………. 33
B. Subject of the Study.......................…………………… 33
C. Object of the Study…….……………………………… 33
D. Data and Data Source…………………………………….34
x
E. Method of Collecting Data…………….………………….34
F. Technique for Analyzing Data……………………………35
CHAPTER IV : RESEARCH FINDING AND DISCUSSION...................35
A. Research Finding………………………………………….35
1. Curriculum………………………………………….. 35
2. Teaching and Learning Activities……………………40
3. Learning Media…………………………………….
56
4. Evaluation System………………………………….
56
5. Environment………………………………………..
58
B. Discussion .................................................................
60
CHAPTER V : CONCLUSION AND SUGGESTION .............................
65
A. Conclusion ...................................................................
65
B. Suggestion ...................................................................
68
BIBLIOGRAPHY
APPENDIX
xi
LIST OF FIGURE
The Model of Qualitative Analysis………………………………………………
xii
36
LIST OF APPENDIX
Appendix : Materi Pembelajaran………………………………………………..
xiii
69
READING TO THE TENTH GRADE STUDENTS OF SENIOR
HIGH SCHOOL OF ASSALAAM SURAKARTA
IN 2012/2013 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
AKBAR HARI YUDHA PRAGOTO
A 320 050 254
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2014
i
MOTTO
Segala sesuatu yang kita enggan untuk mengerjakan harus dipaksakan
karena jika tidak sesuatu yang kita harapkan tak pernah akan terjadi maka
berusahalah sekuat tenaga tuk meraih impianmu, yakin dan berdoalah
Allah SWT disisimu
(Ust. Yusuf Mansur)
Syukuri apa yang ada, hidup adalah anugerah, tetap jalani hidup dan
melakukan yang terbaik
(Ryan D’masiv)
iv
DEDICATION
This research paper is gratly dedicated to:
1. Allah SWT,
2. His beloved parents,
3. His lovely sister,
4. His dearest big family,
5. His almpmeter
v
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.
Alhamdulillahirrobbil’alamiin, praise is to Allah SWT who has given her
divine direction and guidance so that the researcher can accomplish her research
paper entitled “DESCRIPTIVE STUDY ON THE IMPLEMENTATION OF
TEACHING READING TO THE TENTH GRADE STUDENTS OF SENIOR
HIGH SCHOOL OF ASSALAAM SURAKARTA IN 2012/2013 ACADEMIC
YEAR”. This research paper is presented as a partial fulfillment of the requirements
for getting bachelor degree of education in English Department of Muhammadiyah
University of Surakarta.
However, this success would not be achieved without the help, guidance, and
support from others. Therefore, the researcher would like to express her great
gratitude to:
1. Prof. Dr. Harun Joko Prayitno, as the Dean of Teacher Training and Education
Faculty of Muhammadiyah University of Surakarta,
2. Mauly Halwat, Ph. D, the Head of English department, for his patience in giving
guidance, advice, suggestion and valuable criticism during the writing process of
this research paper to make it better,
3. Nur Hidayah, Spd. as my academic consultant,
4. Drs. Djoko Srijono, M.Hum as the first consultant who has guided and advised
patiently during the arrangement of this research paper,
vi
5. Anam Sutopo, M. Hum, as the second consultant who has improved the writer’s
writing in order to make this research paper more interesting to read in fully
correct sentences,
6. My beloved parents (Bp. Suparmo & Ibu Romzah) for their pray, advice, support
and affection, and teach me to get the best in my life,
7. My beloved sister (Mei Arma Supratiwi) for their support, Bulik Muzenah thanks
for gives me support.
8. All My friends in English Department’ 05. Thanks for the togetherness,
9. Those who cannot be mentioned one by one,
I really realize that this research paper is far from being perfect. In order to
make this research paper better, I welcome any comment, criticism, and suggestion. I
hope that this research paper is useful for the readers who want to develop the English
literary study.
Wassalamu’alaikum Wr. Wb.
Surakarta, July 2014
Akbar Hari Yudha Pragoto
vii
ABSTRACT
Akbar Hari Yudha Pragoto. A 320 050 254. DESCRIPTIVE STUDY ON THE
IMPLEMENTATION OF TEACHING READING TO THE TENTH GRADE
STUDENTS OF SENIOR HIGH SCHOOL OF ASSALAAM SURAKARTA IN
2012/2013 ACADEMIC YEAR. Research Paper. Teacher Traning and Education
Faculty of Muhammadiyah University of Surakarta. Research Paper. 2013 .
The objective of this study is to descriptive study on the implementation of the
teaching reading to the tenth grade students of Senior High School of Assalaam Surakarta in 2012 /
2013 Academic Year. The writer focuses the study on some dimensions, they are: 1)
Curriculum, including about Competence-Standard of English Lesson for SMA,
Basic Competence, syllabus, and material, 2) Method of teaching, that consists of
student’s role and teacher’s role, 3) Learning media, 4) Evaluation system, and 5)
Environment. The last is the strengths and the weaknesses of the teaching reading
skills implementation.
In this study, the writer uses descriptive qualitative researchas the proper
method to describe the implementation of the current curriculum in English teaching
since the descriptive research aims at providing as accurately as possible of what
current practice is; how learners do learn; how teachers do teach; what classroom
looks like; at particular moment in particular place. This research called qualitative
reseacrh because it was relying on the collection of qualitative data.
The result of the observation in teaching learning process of English the writer
finds that the process of teaching and learning is task-based instructions. The teacher
gives more explanation, so the teacher becomes the counselor. There are three steps
of teaching and learning activities, namely; opening, study session (the explanation),
and closing, 2) To support this curriculum in the teaching learning process, the
teacher uses some learning media, they are; flash card, internet, tape recorder, and
television. Therefore, the writer concludes that the implementation of the material is
still less, many examples of the material does not transfer maximally, 3) The writer
finds that the students tend to be active in the class, when the teacher starts the
teaching learning process, the students are just listening to the teacher’s explanation
about the material. Based on the research finding, there are strengths on the teaching
reading. The first it had good procedural steps on teaching learning process. The
second, the teacher applies an interesting system in order to attract the student’s
attention. And the weaknesses are the first, the teacher is more focus on the written
form, then the teacher holds the remedial test for all of the students without any
exception. So that the students get bored and not interested, that makes the students
lazy to learn and participate. Hence, it is necessary that the teachers always rehearse
how to manage themselves prior to teaching in the class.
viii
TABLE OF CONTENT
page
COVER .........................................................................................................
i
APPROVAL ....................................................................................................
ii
ACCEPTANCE ..............................................................................................
iii
MOTTO .........................................................................................................
iv
DEDICATION .................................................................................................
v
ACKNOWLEDGMENT .................................................................................
vi
ABSTRACT……. ...........................................................................................
viii
TABLE OF CONTENT ..................................................................................
ix
LIST OF FIGURE ...........................................................................................
xii
LIST OF APPENDIX ......................................................................................
xiii
CHAPTER I: INTRODUCTION…………………………………………….
1
A. Background of the Study .......................................................
1
B. Limitation of the Study…………………………………… ..
4
C. Problems Statement ...............................................................
4
D. Objective of the Study ...........................................................
4
E. Benefit of the Study ..............................................................
5
F. Research Paper Organization .................................................
6
CHAPTER II: UNDERLYING THEORY ......................................................
7
A. Previous Study.…………….…………………..……........ 7
ix
B. Literary Review........................................................
8
1. Notion of Language Learning………………………….. 8
2. Nature of Language Teaching…………………………
11
3. Components in the Teaching Learning Process……….
13
C. Notion of Teaching Reading...………………….………… 19
1. Goals of Teaching Reading……………………………. 20
2. Approaches of Teaching Reading……………………… 22
D. Notion of Reading Competence………………………...… 25
1. Assessment in Comprehension in reading Aloud……… 26
2.Assessment in comprehension Question......................... 26
3. Authentic Assessment…………………………………. 27
E. Teaching Reading………………………………………… 28
1.Building Knowledge of Field……………………………. 28
2. Modelling of Text……………………………………..
29
3. Joints Construction of Text…………………………….. 30
4. Independent Construction of Text……………………… 31
F. Micro Skill of Reading Comprehension………………… 32
CHAPTER III: RESEARCH METHODOLOGY.. ........................................ .
33
A. Type of the Research……………………………………. 33
B. Subject of the Study.......................…………………… 33
C. Object of the Study…….……………………………… 33
D. Data and Data Source…………………………………….34
x
E. Method of Collecting Data…………….………………….34
F. Technique for Analyzing Data……………………………35
CHAPTER IV : RESEARCH FINDING AND DISCUSSION...................35
A. Research Finding………………………………………….35
1. Curriculum………………………………………….. 35
2. Teaching and Learning Activities……………………40
3. Learning Media…………………………………….
56
4. Evaluation System………………………………….
56
5. Environment………………………………………..
58
B. Discussion .................................................................
60
CHAPTER V : CONCLUSION AND SUGGESTION .............................
65
A. Conclusion ...................................................................
65
B. Suggestion ...................................................................
68
BIBLIOGRAPHY
APPENDIX
xi
LIST OF FIGURE
The Model of Qualitative Analysis………………………………………………
xii
36
LIST OF APPENDIX
Appendix : Materi Pembelajaran………………………………………………..
xiii
69