AN ANALYSIS ON STRATEGIES IN TEACHING READING COMPREHENSION AT SMA NU AL MA’RUF KUDUS by PAMUNGKAS TRI WAHYUDI NIM 201432035
SKRIPSI
AN ANALYSIS ON STRATEGIES
IN TEACHING READING COMPREHENSION
AT SMA NU AL MA’RUF KUDUS
by
PAMUNGKAS TRI WAHYUDI
NIM 201432035
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2018
i
ii
AN ANALYSIS ON STRATEGIES
IN TEACHING READING COMPREHENSION
AT SMA NU AL MA’RUF KUDUS
SKRIPSI
Presented to the University of Muria Kudus
In Partial of the Requirements for Completing the Sarjana Program
In the Department of English Education
by
PAMUNGKAS TRI WAHYUDI
NIM 201432035
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2018
iii
MOTTO AND DEDICATION
Motto :
“Be optimistic with the exam. It’s a gift from God. Be thankful, because of
the billions, you are His choice”
“Success does not belong to those who are smart and intelligent. Success
belongs to those who have dreams and struggle to reach that dream”
“Lots of failures in life are those who do not realize how close they are to
success when they give up”
Dedication :
This research is dedicated to
:
His beloved parents
His Brother
All of his friends who always support him
every time
iv
v
vi
ACKNOWLEDGMENTS
First of all, the writer thanks to Allah SWT, the almighty who has given
mercy and blessing. So the writer was able to finish his research as one of the
requirements in obtaining the Sarjana Degree of the English Education
Department of Teacher Training and Education Faculty of Muria Kudus
University. The writer realizes that there is not strength except from Allah
SWT.
This research could not have been completed without support and
guidance from many people, so the writer would like to express his great
gratitude to as follows;
1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of English Education
Department of Teacher Training and Education Faculty of Muria
Kudus University.
2. Nuraeningsih, S.Pd, M.Pd., as The Head of English Education
Department of Teacher Training and Education Faculty of Muria
Kudus University and the second advisor, who gives her wise
suggestions in completing this skripsi.
3. Dr. Rismiyanto, S.S, M.Pd., as the First Advisor who has given his
guidance, correction and suggestion wisely in accomplishing this
Skripsi.
4. All lecturers and staff of English Education Department of Teacher
Training and Education Faculty of Muria Kudus University.
5. H. Shodiqun, M. Ag as the Headmaster of SMA NU Al Ma’ruf Kudus
who has given permission to do this research in his school.
6. The English teachers of XI IPA, and students all of XI IPA 3, for their
help and cooperate in finishing his research.
7. His Parents for their pray in finishing his research.
8. His Love for support.
9. All of the his friends of English Education Department 2014, for their
support and pray
vii
The writer hopes that this research is useful for the readers, teachers, and
the next researcher.
Kudus, 20th July 2018
The writer,
Pamungkas Tri Wahyudi
viii
ABSTRACT
Wahyudi, Pamungkas Tri. 2018. An Analysis of Strategies in Teaching Reading
Comprehension at Sma Nu Al Ma’ruf Kudus. Skripsi. English Education
Department, Teacher Training and Education Faculty, Muria Kudus
University. Advisors: (i) Dr. Rismiyanto. S.S, M.Pd. (ii) Nuraeningsih. S.Pd.
M.Pd.
Key Words: Analysis, Strategies, Reading Comprehension.
Reading is an interactive process in which readers construct a meaningful
representation of a text using effective reading strategies. Effective reading
strategies were considered as significant skills that have received the special focus
on students’ reading comprehension proficiency.
This study was aimed to explore English teacher strategies in teaching reading
comprehension and students’ response toward teacher’s strategies in teaching
reading comprehension at senior high school in Kudus.
This study used qualitative research design which was a case study using two
data collection techniques; observation and questionnaire. All of the data were
analyzed by using three phases of analyses: data reduction, data display, and
drawing conclusion.
This study showed that teacher used three strategies in reading
comprehension: before-reading activity, during-reading activity and after-reading
activity. In this research also found that the students’ responses toward teacher’s
strategies in reading comprehension which were classified into positive response
and negative response. These findings showed that the teacher used the beforereading activity, the teacher conducted predicting from a key illustration, predicting
the title, sequencing illustration, sharing existing knowledge and storytelling. Then,
in during-reading activity, the teacher conducted reading aloud, reread to check
comprehension, scanning the text, pause and predict and summarizing. In the afterreading activity, the teacher made questioning the text (evaluating, clarifying, and
reviewing the answer). For the students’ responses, it showed that they have lacked
some of reading strategies and the function. But they have positive responses to the
teacher’s strategies.
The English teacher can use some strategies as the plan in teaching reading
comprehension. The teacher can use before-reading activity, during-reading
activity, and after-reading activity. Reading comprehension is more complex skill
and challenging. Without good strategies the students will get difficulty to
understand the text.
ix
ABSTRAK
Wahyudi, Pamungkas Tri. 2018. Analisis Tentang Strategi dalam Membaca
Pemahaman di SMA NU Al MA’ruf Kudus. Skripsi. Program Studi Pendidikan
Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria
Kudus. Pembimbing: (i) Dr. Rismiyanto. S.S, M.Pd. (ii) Nuraeningsih. S.Pd.
M.Pd.
Kata Kunci: Analisis, Strategi, Membaca Pemahaman.
Membaca adalah proses interaktif di mana pembaca membangun representasi
yang berarti dari sebuah teks menggunakan strategi membaca yang efektif. Strategi
membaca yang efektif dianggap sebagai keterampilan penting yang harus diterima
pada kemampuan membaca pemahaman siswa.
Penelitian ini ditujukan untuk mencari strategi guru bahasa Inggris dalam
mengajar pemahaman membaca dan respon siswa terhadap strategi guru dalam
mengajarkan pemahaman membaca di salah satu SMA di Kudus.
Penelitian ini menggunakan model penelitian qualitative yang menggunakan
studi kasus yang menggunakan dua teknik pengumpulan data; observasi dan
questionnaire. Data yang terkumpul dianalisa menggunakan tiga fase;
penyederhanaan data, pemetaan data dan penggambaran kesimpulan.
Penelitian ini menunujukkan tiga strategi pembelajaran pemahaman
membaca dalam tiga langkah; before-reading activity (kegiatan sebelum membaca),
during-reading activity (kegiatan selama membaca) dan after-reading activity
(kegiatan setelah membaca). Dalam peneltian ini juga mencari respon siswa
terhadap strategi pembalajaran guru yg digolongkan menjadi positif respon dan
negative respon. Temuan ini menunjukkan bahwa guru menggunakan beforereading activity (kegiatan sebelum membaca), predicting from a key illustration,
predicting the title, sequencing illustration, sharing existing knowledge and
storytelling. Dalam during-reading activity (kegiatan selama membaca), conducted
reading aloud, reread to check comprehension, scanning the text, pause and predict
and summarizing. Dalam after-reading activity (kegiatan setelah membaca), guru
menggunakan questioning the text (evaluating, clarifying, and reviewing the
answer). Untuk respon siswa menunjukkan bahwa mereka tidak mengetahui nama
strategi dan fungsinya tetapi mereka memiliki respon positif yang baik terhadap
strategi guru.
Guru bahasa Inggris dapat menggunakan beberapa strategi sebagai rencana
dalam mengajar pemahaman membaca. Guru dapat menggunakan aktivitas
sebelum membaca, selama aktivitas membaca, dan aktivitas setelah membaca.
Pemahaman membaca adalah keterampilan yang lebih kompleks dan menantang.
Tanpa strategi yang baik, siswa akan kesulitan memahami teks.
x
TABLE OF CONTENT
COVER ....................................................................................................... i
LOGO ......................................................................................................... ii
PAGE TITLE .............................................................................................. iii
MOTTO AND DEDICATION ................................................................... iv
ADVISORS’ APPROVAL .......................................................................... v
EXAMINERS’ APPROVAL ...................................................................... vi
ACKNOWLEDGEMENTS ........................................................................ vii
ABSTRACT ................................................................................................ ix
TABLE OF CONTENTS ............................................................................ xi
LIST OF TABLES ...................................................................................... xiii
LIST OF APPENDICES ............................................................................. xiv
CHAPTER I INTRODUCTION
1.1 Background of the Research ............................................................... 1
1.2 Statement of the Research ................................................................... 2
1.3 Objective of the Research ................................................................... 2
1.4 Significance of the Research ............................................................... 2
1.5 Scope of the Research......................................................................... 3
1.6 Operational Definition ........................................................................ 3
CHAPTER II REVIEW TO RELATED LITERATURE
2.1 Teaching English in SMA NU Al Ma’ruf Kudus................................. 4
2.2 Reading Comprehension ..................................................................... 4
2.3 The Strategies of Teaching Reading Comprehension .......................... 5
2.4 The Role of Students’ Responses in Teaching Learning Process ......... 9
2.5 Review of the Previous Research ........................................................ 9
2.6 Theoretical Framework ....................................................................... 10
CHAPTER III METHOD OF THE RESEARCH
3.1 Research Design ................................................................................. 12
3.2 Data and Data Source ......................................................................... 12
3.3 Data Collection ................................................................................... 12
3.4 Data Analysis ..................................................................................... 13
CHAPTER IV FINDING OF THE RESEARCH
4.1 Teacher’s Strategies in Teaching Reading Comprehension
in Eleventh Grade of SMA NU Al Ma’ruf Kudus .............................. 14
4.2 The Students’ Responses toward Teacher’s Strategies
in Teaching Reading Comprehension ................................................ 16
xi
CHAPTER V DISCUSSION
5.1 Teacher’s Strategies in Teaching Reading Comprehension
in in Eleventh Grade of SMA NU Al Ma’ruf Kudus ............................ 23
5.2 The Students’ Responses toward Teacher’s Strategies
in Teaching Reading Comprehension in .............................................. 26
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion ......................................................................................... 28
6.2 Suggestion .......................................................................................... 29
REFERENCES
APPENDICES
CURRICULUM VITAE
xii
LIST OF TABLES
Table
Page
3.1 Teacher Strategies in Reading Comprehension
in the Teaching Learning Process ........................................................... 12
4.1 Teacher’s Strategies in Teaching Reading Comprehension
in First Observation ........................................................................................ 14
4.2 Teacher’s Strategies in Teaching Reading Comprehension
in Second Observation ................................................................................... 15
4.3 Student’s like of Reading................................................................................. 16
4.4 Students’ Success in Reading Comprehension ................................................ 17
4.5 The Use of Strategies in Reading Comprehension .......................................... 17
4.6 The Use of Prediction Strategy ........................................................................ 18
4.7 The Use of Scanning Strategy ......................................................................... 18
4.8 The Storytelling Strategy ................................................................................. 19
4.9 The Pause and Predict Strategy ....................................................................... 19
4.10 Sequencing Illustration .................................................................................. 20
4.11 The Use of Reread in Reading ....................................................................... 20
4.12. The Use of Sharing Existing Knowledge ..................................................... 21
4.13 The Use of Summary in Reading................................................................... 21
4.14 The Use of Teaching Reading Comprehension Strategies ............................ 22
xiii
AN ANALYSIS ON STRATEGIES
IN TEACHING READING COMPREHENSION
AT SMA NU AL MA’RUF KUDUS
by
PAMUNGKAS TRI WAHYUDI
NIM 201432035
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2018
i
ii
AN ANALYSIS ON STRATEGIES
IN TEACHING READING COMPREHENSION
AT SMA NU AL MA’RUF KUDUS
SKRIPSI
Presented to the University of Muria Kudus
In Partial of the Requirements for Completing the Sarjana Program
In the Department of English Education
by
PAMUNGKAS TRI WAHYUDI
NIM 201432035
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
MURIA KUDUS UNIVERSITY
2018
iii
MOTTO AND DEDICATION
Motto :
“Be optimistic with the exam. It’s a gift from God. Be thankful, because of
the billions, you are His choice”
“Success does not belong to those who are smart and intelligent. Success
belongs to those who have dreams and struggle to reach that dream”
“Lots of failures in life are those who do not realize how close they are to
success when they give up”
Dedication :
This research is dedicated to
:
His beloved parents
His Brother
All of his friends who always support him
every time
iv
v
vi
ACKNOWLEDGMENTS
First of all, the writer thanks to Allah SWT, the almighty who has given
mercy and blessing. So the writer was able to finish his research as one of the
requirements in obtaining the Sarjana Degree of the English Education
Department of Teacher Training and Education Faculty of Muria Kudus
University. The writer realizes that there is not strength except from Allah
SWT.
This research could not have been completed without support and
guidance from many people, so the writer would like to express his great
gratitude to as follows;
1. Dr. Drs. Slamet Utomo, M.Pd., as the Dean of English Education
Department of Teacher Training and Education Faculty of Muria
Kudus University.
2. Nuraeningsih, S.Pd, M.Pd., as The Head of English Education
Department of Teacher Training and Education Faculty of Muria
Kudus University and the second advisor, who gives her wise
suggestions in completing this skripsi.
3. Dr. Rismiyanto, S.S, M.Pd., as the First Advisor who has given his
guidance, correction and suggestion wisely in accomplishing this
Skripsi.
4. All lecturers and staff of English Education Department of Teacher
Training and Education Faculty of Muria Kudus University.
5. H. Shodiqun, M. Ag as the Headmaster of SMA NU Al Ma’ruf Kudus
who has given permission to do this research in his school.
6. The English teachers of XI IPA, and students all of XI IPA 3, for their
help and cooperate in finishing his research.
7. His Parents for their pray in finishing his research.
8. His Love for support.
9. All of the his friends of English Education Department 2014, for their
support and pray
vii
The writer hopes that this research is useful for the readers, teachers, and
the next researcher.
Kudus, 20th July 2018
The writer,
Pamungkas Tri Wahyudi
viii
ABSTRACT
Wahyudi, Pamungkas Tri. 2018. An Analysis of Strategies in Teaching Reading
Comprehension at Sma Nu Al Ma’ruf Kudus. Skripsi. English Education
Department, Teacher Training and Education Faculty, Muria Kudus
University. Advisors: (i) Dr. Rismiyanto. S.S, M.Pd. (ii) Nuraeningsih. S.Pd.
M.Pd.
Key Words: Analysis, Strategies, Reading Comprehension.
Reading is an interactive process in which readers construct a meaningful
representation of a text using effective reading strategies. Effective reading
strategies were considered as significant skills that have received the special focus
on students’ reading comprehension proficiency.
This study was aimed to explore English teacher strategies in teaching reading
comprehension and students’ response toward teacher’s strategies in teaching
reading comprehension at senior high school in Kudus.
This study used qualitative research design which was a case study using two
data collection techniques; observation and questionnaire. All of the data were
analyzed by using three phases of analyses: data reduction, data display, and
drawing conclusion.
This study showed that teacher used three strategies in reading
comprehension: before-reading activity, during-reading activity and after-reading
activity. In this research also found that the students’ responses toward teacher’s
strategies in reading comprehension which were classified into positive response
and negative response. These findings showed that the teacher used the beforereading activity, the teacher conducted predicting from a key illustration, predicting
the title, sequencing illustration, sharing existing knowledge and storytelling. Then,
in during-reading activity, the teacher conducted reading aloud, reread to check
comprehension, scanning the text, pause and predict and summarizing. In the afterreading activity, the teacher made questioning the text (evaluating, clarifying, and
reviewing the answer). For the students’ responses, it showed that they have lacked
some of reading strategies and the function. But they have positive responses to the
teacher’s strategies.
The English teacher can use some strategies as the plan in teaching reading
comprehension. The teacher can use before-reading activity, during-reading
activity, and after-reading activity. Reading comprehension is more complex skill
and challenging. Without good strategies the students will get difficulty to
understand the text.
ix
ABSTRAK
Wahyudi, Pamungkas Tri. 2018. Analisis Tentang Strategi dalam Membaca
Pemahaman di SMA NU Al MA’ruf Kudus. Skripsi. Program Studi Pendidikan
Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria
Kudus. Pembimbing: (i) Dr. Rismiyanto. S.S, M.Pd. (ii) Nuraeningsih. S.Pd.
M.Pd.
Kata Kunci: Analisis, Strategi, Membaca Pemahaman.
Membaca adalah proses interaktif di mana pembaca membangun representasi
yang berarti dari sebuah teks menggunakan strategi membaca yang efektif. Strategi
membaca yang efektif dianggap sebagai keterampilan penting yang harus diterima
pada kemampuan membaca pemahaman siswa.
Penelitian ini ditujukan untuk mencari strategi guru bahasa Inggris dalam
mengajar pemahaman membaca dan respon siswa terhadap strategi guru dalam
mengajarkan pemahaman membaca di salah satu SMA di Kudus.
Penelitian ini menggunakan model penelitian qualitative yang menggunakan
studi kasus yang menggunakan dua teknik pengumpulan data; observasi dan
questionnaire. Data yang terkumpul dianalisa menggunakan tiga fase;
penyederhanaan data, pemetaan data dan penggambaran kesimpulan.
Penelitian ini menunujukkan tiga strategi pembelajaran pemahaman
membaca dalam tiga langkah; before-reading activity (kegiatan sebelum membaca),
during-reading activity (kegiatan selama membaca) dan after-reading activity
(kegiatan setelah membaca). Dalam peneltian ini juga mencari respon siswa
terhadap strategi pembalajaran guru yg digolongkan menjadi positif respon dan
negative respon. Temuan ini menunjukkan bahwa guru menggunakan beforereading activity (kegiatan sebelum membaca), predicting from a key illustration,
predicting the title, sequencing illustration, sharing existing knowledge and
storytelling. Dalam during-reading activity (kegiatan selama membaca), conducted
reading aloud, reread to check comprehension, scanning the text, pause and predict
and summarizing. Dalam after-reading activity (kegiatan setelah membaca), guru
menggunakan questioning the text (evaluating, clarifying, and reviewing the
answer). Untuk respon siswa menunjukkan bahwa mereka tidak mengetahui nama
strategi dan fungsinya tetapi mereka memiliki respon positif yang baik terhadap
strategi guru.
Guru bahasa Inggris dapat menggunakan beberapa strategi sebagai rencana
dalam mengajar pemahaman membaca. Guru dapat menggunakan aktivitas
sebelum membaca, selama aktivitas membaca, dan aktivitas setelah membaca.
Pemahaman membaca adalah keterampilan yang lebih kompleks dan menantang.
Tanpa strategi yang baik, siswa akan kesulitan memahami teks.
x
TABLE OF CONTENT
COVER ....................................................................................................... i
LOGO ......................................................................................................... ii
PAGE TITLE .............................................................................................. iii
MOTTO AND DEDICATION ................................................................... iv
ADVISORS’ APPROVAL .......................................................................... v
EXAMINERS’ APPROVAL ...................................................................... vi
ACKNOWLEDGEMENTS ........................................................................ vii
ABSTRACT ................................................................................................ ix
TABLE OF CONTENTS ............................................................................ xi
LIST OF TABLES ...................................................................................... xiii
LIST OF APPENDICES ............................................................................. xiv
CHAPTER I INTRODUCTION
1.1 Background of the Research ............................................................... 1
1.2 Statement of the Research ................................................................... 2
1.3 Objective of the Research ................................................................... 2
1.4 Significance of the Research ............................................................... 2
1.5 Scope of the Research......................................................................... 3
1.6 Operational Definition ........................................................................ 3
CHAPTER II REVIEW TO RELATED LITERATURE
2.1 Teaching English in SMA NU Al Ma’ruf Kudus................................. 4
2.2 Reading Comprehension ..................................................................... 4
2.3 The Strategies of Teaching Reading Comprehension .......................... 5
2.4 The Role of Students’ Responses in Teaching Learning Process ......... 9
2.5 Review of the Previous Research ........................................................ 9
2.6 Theoretical Framework ....................................................................... 10
CHAPTER III METHOD OF THE RESEARCH
3.1 Research Design ................................................................................. 12
3.2 Data and Data Source ......................................................................... 12
3.3 Data Collection ................................................................................... 12
3.4 Data Analysis ..................................................................................... 13
CHAPTER IV FINDING OF THE RESEARCH
4.1 Teacher’s Strategies in Teaching Reading Comprehension
in Eleventh Grade of SMA NU Al Ma’ruf Kudus .............................. 14
4.2 The Students’ Responses toward Teacher’s Strategies
in Teaching Reading Comprehension ................................................ 16
xi
CHAPTER V DISCUSSION
5.1 Teacher’s Strategies in Teaching Reading Comprehension
in in Eleventh Grade of SMA NU Al Ma’ruf Kudus ............................ 23
5.2 The Students’ Responses toward Teacher’s Strategies
in Teaching Reading Comprehension in .............................................. 26
CHAPTER VI CONCLUSION AND SUGGESTION
6.1 Conclusion ......................................................................................... 28
6.2 Suggestion .......................................................................................... 29
REFERENCES
APPENDICES
CURRICULUM VITAE
xii
LIST OF TABLES
Table
Page
3.1 Teacher Strategies in Reading Comprehension
in the Teaching Learning Process ........................................................... 12
4.1 Teacher’s Strategies in Teaching Reading Comprehension
in First Observation ........................................................................................ 14
4.2 Teacher’s Strategies in Teaching Reading Comprehension
in Second Observation ................................................................................... 15
4.3 Student’s like of Reading................................................................................. 16
4.4 Students’ Success in Reading Comprehension ................................................ 17
4.5 The Use of Strategies in Reading Comprehension .......................................... 17
4.6 The Use of Prediction Strategy ........................................................................ 18
4.7 The Use of Scanning Strategy ......................................................................... 18
4.8 The Storytelling Strategy ................................................................................. 19
4.9 The Pause and Predict Strategy ....................................................................... 19
4.10 Sequencing Illustration .................................................................................. 20
4.11 The Use of Reread in Reading ....................................................................... 20
4.12. The Use of Sharing Existing Knowledge ..................................................... 21
4.13 The Use of Summary in Reading................................................................... 21
4.14 The Use of Teaching Reading Comprehension Strategies ............................ 22
xiii