READABILITY OF TEXTS IN STATE EXAMINATION OF SENIOR HIGH SCHOOL.
READABILITY OF TEXTS IN STATE EXAMINATION OF
SENIOR HIGH SCHOOL
A Thesis
Submitted to Post-Graduate School English Applied Linguistic Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By
MULIA RAHMAT
Registration Number : 8106111060
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
READABILITY OF TEXTS IN STATE EXAMINATION OF
SENIOR HIGH SCHOOL
A Thesis
Submitted to Post-Graduate School English Applied Linguistic Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By
MULIA RAHMAT
Registration Number : 8106111060
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
ABSTRAK
MuliaRahmat. 810111060. Keterbacaan Teks dalam Ujian Nasional dari tahun
2005 sampai dengan 2012. Tesis. Pascasarjana, Linguistik Terapan Bahasa
Inggris. Universitas Negeri Medan, 2014.
Penelitian ini bertujuan untuk mengetahui : (1). Tingkat keterbacaan apa saja yang
muncul dalam ujian nasional. (2). Tingkat keterbacaan yang paling tinggi ada pada jenis
text apa. (3). Bagaimana tingkat keterbacaan itu disajikan dalam ujian nasional.
Penelitian ini menggunakan metode kualitatif. Untuk mengumpulkan data peneliti
menggunakan teknik observasi, deskripsi dan analisa kajian dokumen. Dalam
menganalisis data digunakan langkah-langkah model Miles dan Huberman yaitu
pemaparan data, reduksi data dan penarikan kesimpulan. Selanjutnya masingmasing temuan dari hasil penelitian dikaitkan satu sama lain untuk membangun
rangkaian yang logis. Berdasarkan hasil penelitian dan pembahasan ditemukan
beberapa hal; pertama, dijumpai beberepa jenis genre dalam ujian nasioanal
yaitu: deskriptif, narasi, laporan, berita, explanasi, prosedur, recount, Hartatori
exposisi, diskusi dan review. Kedua tingkat keterbacaan yang paling sering
dijumpai dalam ujian nasional adalah pada nilai 30-50 (sulit) 29,5%, 50-60 (agak
sulit) sekitar 19,7%, kemudian diikuti oleh normal 70-80 (agak mudah) 19,7% dan
80-90 (mudah) 13,1% serta 0-30 (paling sulit) 1,6%. Ketiga pada tingkat
keterbacaan tertinggi dijumpai pada jenis karangan narasi yang memiliki nilai 80
(mudah) untuk dipahami oleh siswa. Terakhir adalah tingkat keterbacaan teks
agak sulit dijumpai pada tahun 2005 dan 2012 sedangkan tingkat keterbacaan
normal ada pada tahun 2006 – 2011 dari ujian nasional tingkat SMA/MA.
Adapun rekomendasi yang disampaikan kepada pembuat ujian nasional agar
membuat soal ujian nasional harus melihat standar kelulusan siswa dan
menyesuaikan dengan kurikulum yang berlaku serta jenis – jenis teks yang
diujikan menpunyai tingkat keterbacaan dari nilai 60 – 90. Mengingat ujian
nasional menjadi acuan untuk kelulusan siswa. Kedua kepada para guru yang akan
membuat karangan dapat menggunakan test keterbacaan untuk membuat soal –
soal yang berbentuk teks. Ketiga kepada guru – guru dapat menggunakan
readability sebagai alat untuk melihat kesesuaian kemampuan siswa dengan teks
keempat kepada siswa selalu berlatih dengan menggunakan teks untuk ujian
nasional..
iv
ABSTRACT
Mulia Rahmat . Registration Number: 810111060. Text Readability in the Sate
Examination from 2005 to 2012 . A Thesis . Postgraduate School, English Applied
Linguistics. State University of Medan. 2014.
This study dealt with : ( 1 ) . What reading level appears on the state examination . ( 2 ) .
What Reading level is highest in types of text . ( 3 ) . How level of readability is
presented in the national examinations .
This study used qualitative methods. Researchers was collected data by using
observation, description, and analyzing document review . In analyzing the data used
Miles and Huberman models namely the display of data , data reduction and conclusion .
Furthermore, each of the research findings related to each other to build a logical
sequence. Based on the results of the research and discussion found several things: First ,
there are texts in the State examination descriptive , narrative , reports , news item ,
explanation , procedures , recount , Hortatory exposition , discussion and review . The
second level of readability is most often found in examinations is the score of 50-60 (
fairly difficult ) about 40 % , followed by normal and fairly easy (30 %) , easy and
difficult ( 10 %). Third, the highest score of readability level found in the type of
narrative text. It has a score of 80 ( easy ) to be understood by students . Then the
readability per year is a rather difficult text readability level found in 2005 and 2012
while the normal reading level existing in 2006 to 2011 from the state examination level
of SMA / MA
The recommendations were submitted to the state examination in order to create a state
examination should see graduation standards and conform with the applicable curriculum
as well as the types of text that should be entitled tested reading level from grades 60-90 .
Because the state examination to be a reference for student graduation . second, the
teachers can use the readability test to measure the text. Third, the teachers who will
make evaluation through the text can use the test of readability to match the student
ability and the text. Fourth, the students always practice by using the text for the state
examination.
iv
iv
ACKNOWLEDGMENTS
Thanks to Allah the Almighty and Most Beneficial for without his Guidance
and Mercy, this thesis would not have been completed. In the process of finishing this
piece of academic writing, the writer has been much support and valuable knowledge
from many people whose names cannot be mentioned one by one.
First, the writer would like to express her best sincere gratitude to
Prof. Dr. Busmin Gurning, M.Pd., as his first adviser and his second adviser
Dr. I Wayan Dirga Tangkas, M.Hum for their valuable advice, guidance,
constructive comments and precious time spent on supervising and commenting the
process of writing until it comes to its present form. Second, her special gratitude
goes to the head of English Applied Linguistics, Prof. Dr. Busmin Gurning, M.Pd,
who has generously encouraged him in completing this study, all lectures, for the
valuable knowledge and instruction they have imparted to him during the years
studying and the librarians of the State University of Medan for lending some useful
books and other sources that are needed in writing this thesis.
The writer would like to sincerely thank
the
anonymous
participants
who contributed suggestion, critic and advises to this study. My deepest gratitude
goes to Prof. Amrin Saragih, M.A, Ph,D. Prof. Dr. Sumarsih, M.Pd., and
Dr. Sri Minda Murni, M.S., without their excellent academic guidance and support,
this thesis would not have been possible.
i
Then , a very special debt of gratitude is directed to his beloved father H.M.Syafii and
his beloved mother Daniah, together with his beloved wife, Ida Leni .S.PdI., and his
sons Muhammad Ali Rahmani, Muhammad Isnaini, and his daughter Mutmainnah
Khairani for their full love, care, support, and prayers.
Finally, a special debt of gratitude is addressed to all of the students of class
19th of LTBI A1Unimed Mita, Evi, Eka, Candra, Bayu, Ismed, Syafiq, Nasir, Nurliah
Yuni, Khairiah, Zikra, Aisyah, Ulva, Nova, Sari, Respin, Maria Ulfa, and Arman’s
family and his friends in the SMA Negeri Unggul Subulussalam for their close
friendship and encouragement in finishing this thesis.
Last but not least, he must confess that he has done his most to accomplish
this thesis but he realizes that it is still far from being perfect. Therefore, any
constructive, criticisms, suggestion, or comments will be highly appreciated.
Medan, August 2014
The writer
Mulia Rahmat
RegistrationNumber: 8106111060
ii
CONTENTS
Page
ACKNOLEDGEMENTS …………………………………………….
i
ABSTRACT…………………………………………………………..
iii
CONTENTS…………………………………………………………..
v
LIST OF TABLES……………………………………………………
ix
CHAPTER I INTRODUCTION
1.1 The Background of the Study………………………….
1
1.2 The Problems of the Study…………………………….
5
1.3 The Objectives of the Study…………………………….
5
1.4 The Scope of the Study…………………………………
5
1.5 The Significance of the Study………………………….
6
CHAPTER II REVIEW OF LITERATURE
2.1 Reading Comprehension…………………………….
7
2.2 Text Readability …………………………………….
8
2.3 Paragraph …………………………………………..
16
2.4 Sentence………………………..…………………...
18
2.5 Word ……………………………………………….
19
2.6 Types of text..……………………………………………
21
2.6.1 Recount …………………..……………………
22
2.6.2 Narrative ……………..………………………..
22
v
……….......... ……………………….
24
……………………………….
25
……………………………………….
26
………………………………
26
………………............
27
2.6.8 Hortatory Exposition ………………………….
28
2.6.9 Procedure
……………………………….
29
2.6.10 Discussion
……………………………….
30
2.6.11 Review ………………………………………
31
2.6.12 Anecdote …………………………… ………
32
………………………………
33
2.7 State Examination……………………………………….
34
2.8 The Relevance studies ……………………………………
36
2.6.3 Spoof
2.6.4 Descriptive
2.6.5 Report
2.6.6 Explanation
2.6.7 Analytical Exposition
2.6.13 News Item
CHAPTER III RESEARCH METHOD
3.1 Design of the Study…………………………………….
38
3.2 Object of the Study.…………………………………..
38
3.3 Data of the Study………………………………………..
38
3.4 Procedure of Data Collection ………………………….
39
3.5 Technique of Data Analysis.……………………………
40
CHAPTER IV DATA ANALYSIS AND FINDINGS
4.1 The Data and Data Analysis ……………………………
41
4.1.2 Data Analysis of Genre………………………..........
50
4.1.3 Data Analysis of Readability .………………………
55
vi
4.2 Findings ………………………………………………….
61
4.3 Discussion ………………………………………………….
62
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion…………………………………………………..
67
5.2 Suggestion…………………………………………………..
68
REFERENCES ………………………………………………………….
APPENDICES
vii
69
CHAPTER I
INTRODUCTION
I.I The Background of the Study
Reading is a process of transfer knowledge from text (the author) to the
reader. In order to the message of the writer can be caught to understood by the
reader, the text readability level can be adjusted with the reader. In the other hand,
if the text readable is not balanced with the ability of the reader, the text can not
be understood by the reader and finally, there is the text message can not be
delivered by the author to the reader.
Readability of text is a must for the readers. Readability of text can allow
the reader to understand the text. Readers can easily catch on a meaning of a text
message if the readability text is higher level. According to expert that the
readability text is ease the why to understand the text that is conveyed into the
meaning.
Thus, the suitability level of (readability) of a teaching material is very
important because it affects the motivation and interest of the reader to read and
understand the text. Readability is an attempt to match the reading level of written
material to the "reading with understanding" level of the reader. John DM. Neil
(1992:212) stated; a text can be readable when the reader can match the concepts
of the text and has scheme for processing it.
1
Reading comprehension is an activity where the readers do an interaction
with a text. The text can be understood by the reader because the reader has a
perspective for the text. Furthermore The purpose of reading comprehension is
acquiring information from context and combining disparate elements into a
whole. Student’s success in understanding a passage depends more on what they
already know about the topic and on a grade level determined by readability
formula.
Readers (students) are very concerned with the readability text . John Neil
(1992:212) stated that the students’ success in understanding a passage depends
more on what they already know about topic and than Each age level (grade)
needs different readability in understanding the text, hence the readability text
need to understand in each level. The student’s need will increase if the
readability of text is higher. Therefore, the readability of a text is needed by the
students (readers). The need for text legibility is very helpful in understanding the
text that students taught by the teacher in the school. According to the Education
Law of 2003 contained in The Curriculum Unit Level Education (KTSP) for high
school students that the student should be able to read and understand texts that
are personal and interpersonal skills in a variety of text types form. The clear
relevance of research into text readability and simplification to test developers is
that they need to consider the readability of the texts used for testing
comprehension and should only use texts that are appropriate in difficulty.
The text is easy to read by students who have high levels of text.
Readability of text
is very different from primary until senior high school
2
students (SMA). Age differences can affect students in understanding the text. So
also in the national exam, the readability of text in the national exam is expected
by all students due to the readability of text by the student, the student will be
able to answer the questions in the national exam.
Meanwhile the minimum score in curriculum is seventy. The teacher
should motivate the student to increase their score in national test. It means that
the result of national test should be improved by the students.
Many factors that cause students got low scores in the reading test. such
as; test that have presented in the national test does not match with material in the
student handbook, the national test is more difficult than test that have given to
student by the teacher, a national exam taken from the text directly from the
outside country, or the readability of text is very difficult for the students.
Otherwise, the government said in news paper through the education and
culture ministry has set up a center to hear complaints about leaks and cheating in
national examinations and have received 254 reports from the country’s 33
provinces. Data from the center said that on April 15, one day before the tests
began, there were 142 reports mostly on allegations of cheating and leaked
answers. Head of the National Education Standards Agency (BSNP) Aman
Wirakartakusumah said that the Education and Culture Ministry and BSNP had
decided that students could take repeat exams in areas or schools where leaked
answers or cheating were reported. The ministry had earlier decided that no repeat
exams would be allowed this year. (The Jakarta Post: 17 April 2012)
3
In the examination state, the form questions provided by the government
in this case the National Education Standards Agencies (BSNP) are applied the
multiple choice question. By using the multiple choice in national test is very
relevant and suitable for the test . The problem in evaluating the national test can
be assessed objectively about the truth score. And test can avoid the score
subjectively.
Therefore the readability of text and objective assessment in the national
exam is expected by the students. Students can measure themselves to be able to
answer or not the questions that is in the national exam. On the other hands, each
close to the national exam, students have started to fear and anxiety. This is
evident from the reports of the national ministries of education and culture.
Meanwhile, types of text (genre) has been included in some tests of
English test and book, such as In the national test 2004, reading texts as genres
were found in national test. Besides reading text, structure and listening are also
included in that test. The beginning in 2005 until now, the test only concerns in
listening and reading comprehension.
Now days, the senior high school’s curriculum have been concentrated on
the use of genre. According to the 2007/2008 the competency standard for senior
high school (Depdiknas, 2007:2) students are to be able to comprehend short
functional text, dialogue and monologue text in any kinds of genre.
4
1.2 The Problems of the Study
Based on the background of the study, the problem will be formulated as the
following.
1. What do levels of text readability frequently occur in state examination?
2. What kind of text is the highest level of text readability in state
examination?
3. How is readability of text represented in state examination?
1.3 The Objectives of the Study
Based on the problem of the study mention above, the objectives of the study
are supposed to answer the research problems. Therefore, this research is done to
find out:
-
The levels of text readability will occur frequently in state examination
-
The type of text is the highest score of the text readability of state
examination.
-
Readability of text in state examination of senior high school.
1.4 The Scope of the Study
This study is focused on the level of readability text that applied in
national test of English lesson. The readability text is explored by the calculating
of Flecsh Kincaids Formulation. Therefore, there are seven levels and frequencies
score of text readability. The readability text will be investigated in the state
examination of senior high school specifically in reading comprehension part.
5
Then this study will explore the types of text in state examination. According to
the expert there are thirteen kinds of text that they are studied by the teacher in the
senior high school. They are recount, spoof, reports, analytical exposition, news
items,
anecdote,
narrative, procedure, description, hortatory exposition,
explanation, discussion, reviews.
1.5 The Significance of the Study
The result of study is considered significantly relevant to the scientific
information which is theoretically and practically applicable to the English
developing. Theoretically, the findings of the study are expected to be useful for
those who are interested to become a writer to do the relevant research.
Practically, it will be useful for students who joint the state examination and they
should be calm down to follow the national test, teachers, in which they can
motivate the students in doing the national test , and government as policy maker
in making state examination
6
66
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
The study concerned on readability of text in state examination of senior high
school, it was aimed at describing the level of readability text and kinds of text in
state examination. Based on the analysis, I think the conclusions are stated as the
following:
1. The seven categories of score of Flesch Kincaid formulation held in the
state examination of senior high school. The kinds of text that were
applied in state examination year 2005 until 2012 are descriptive,
narrative, recount, news item, hortatory exposition, analytical exposition,
explanation and discussion
2. The lowest score of texts are about the range 30-40 points difficult
explanation (2012 code A87), and the highest points are 90-100points
/very easy narrative (2012 code A87 and 2012 code D36) .
3. The more words and sentences in the text, the more informative the text.
66
5.2 Suggestions
It is suggested to those who concerned with state examination especially text
maker.
1. It is suggested to the text writer that the materials of the state examination
of senior high school have score 60 point up because this materials can
judge the student of senior high school which the test apply for every
students of Indonesia in grade 12th level.
2. It is suggested to the student that the materials of state examination of
senior high school are average 60 percentage up is easier to understand. So
the students will pass the state examination, if they are able to right answer
of state examination at least 50%.
3. It is suggested to the teacher that the materials of state examination of
senior high school is easy to understand and motivate the student to study
harder and teach them extra the texts which always apply in the state
examination
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SENIOR HIGH SCHOOL
A Thesis
Submitted to Post-Graduate School English Applied Linguistic Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By
MULIA RAHMAT
Registration Number : 8106111060
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
READABILITY OF TEXTS IN STATE EXAMINATION OF
SENIOR HIGH SCHOOL
A Thesis
Submitted to Post-Graduate School English Applied Linguistic Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By
MULIA RAHMAT
Registration Number : 8106111060
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2014
ABSTRAK
MuliaRahmat. 810111060. Keterbacaan Teks dalam Ujian Nasional dari tahun
2005 sampai dengan 2012. Tesis. Pascasarjana, Linguistik Terapan Bahasa
Inggris. Universitas Negeri Medan, 2014.
Penelitian ini bertujuan untuk mengetahui : (1). Tingkat keterbacaan apa saja yang
muncul dalam ujian nasional. (2). Tingkat keterbacaan yang paling tinggi ada pada jenis
text apa. (3). Bagaimana tingkat keterbacaan itu disajikan dalam ujian nasional.
Penelitian ini menggunakan metode kualitatif. Untuk mengumpulkan data peneliti
menggunakan teknik observasi, deskripsi dan analisa kajian dokumen. Dalam
menganalisis data digunakan langkah-langkah model Miles dan Huberman yaitu
pemaparan data, reduksi data dan penarikan kesimpulan. Selanjutnya masingmasing temuan dari hasil penelitian dikaitkan satu sama lain untuk membangun
rangkaian yang logis. Berdasarkan hasil penelitian dan pembahasan ditemukan
beberapa hal; pertama, dijumpai beberepa jenis genre dalam ujian nasioanal
yaitu: deskriptif, narasi, laporan, berita, explanasi, prosedur, recount, Hartatori
exposisi, diskusi dan review. Kedua tingkat keterbacaan yang paling sering
dijumpai dalam ujian nasional adalah pada nilai 30-50 (sulit) 29,5%, 50-60 (agak
sulit) sekitar 19,7%, kemudian diikuti oleh normal 70-80 (agak mudah) 19,7% dan
80-90 (mudah) 13,1% serta 0-30 (paling sulit) 1,6%. Ketiga pada tingkat
keterbacaan tertinggi dijumpai pada jenis karangan narasi yang memiliki nilai 80
(mudah) untuk dipahami oleh siswa. Terakhir adalah tingkat keterbacaan teks
agak sulit dijumpai pada tahun 2005 dan 2012 sedangkan tingkat keterbacaan
normal ada pada tahun 2006 – 2011 dari ujian nasional tingkat SMA/MA.
Adapun rekomendasi yang disampaikan kepada pembuat ujian nasional agar
membuat soal ujian nasional harus melihat standar kelulusan siswa dan
menyesuaikan dengan kurikulum yang berlaku serta jenis – jenis teks yang
diujikan menpunyai tingkat keterbacaan dari nilai 60 – 90. Mengingat ujian
nasional menjadi acuan untuk kelulusan siswa. Kedua kepada para guru yang akan
membuat karangan dapat menggunakan test keterbacaan untuk membuat soal –
soal yang berbentuk teks. Ketiga kepada guru – guru dapat menggunakan
readability sebagai alat untuk melihat kesesuaian kemampuan siswa dengan teks
keempat kepada siswa selalu berlatih dengan menggunakan teks untuk ujian
nasional..
iv
ABSTRACT
Mulia Rahmat . Registration Number: 810111060. Text Readability in the Sate
Examination from 2005 to 2012 . A Thesis . Postgraduate School, English Applied
Linguistics. State University of Medan. 2014.
This study dealt with : ( 1 ) . What reading level appears on the state examination . ( 2 ) .
What Reading level is highest in types of text . ( 3 ) . How level of readability is
presented in the national examinations .
This study used qualitative methods. Researchers was collected data by using
observation, description, and analyzing document review . In analyzing the data used
Miles and Huberman models namely the display of data , data reduction and conclusion .
Furthermore, each of the research findings related to each other to build a logical
sequence. Based on the results of the research and discussion found several things: First ,
there are texts in the State examination descriptive , narrative , reports , news item ,
explanation , procedures , recount , Hortatory exposition , discussion and review . The
second level of readability is most often found in examinations is the score of 50-60 (
fairly difficult ) about 40 % , followed by normal and fairly easy (30 %) , easy and
difficult ( 10 %). Third, the highest score of readability level found in the type of
narrative text. It has a score of 80 ( easy ) to be understood by students . Then the
readability per year is a rather difficult text readability level found in 2005 and 2012
while the normal reading level existing in 2006 to 2011 from the state examination level
of SMA / MA
The recommendations were submitted to the state examination in order to create a state
examination should see graduation standards and conform with the applicable curriculum
as well as the types of text that should be entitled tested reading level from grades 60-90 .
Because the state examination to be a reference for student graduation . second, the
teachers can use the readability test to measure the text. Third, the teachers who will
make evaluation through the text can use the test of readability to match the student
ability and the text. Fourth, the students always practice by using the text for the state
examination.
iv
iv
ACKNOWLEDGMENTS
Thanks to Allah the Almighty and Most Beneficial for without his Guidance
and Mercy, this thesis would not have been completed. In the process of finishing this
piece of academic writing, the writer has been much support and valuable knowledge
from many people whose names cannot be mentioned one by one.
First, the writer would like to express her best sincere gratitude to
Prof. Dr. Busmin Gurning, M.Pd., as his first adviser and his second adviser
Dr. I Wayan Dirga Tangkas, M.Hum for their valuable advice, guidance,
constructive comments and precious time spent on supervising and commenting the
process of writing until it comes to its present form. Second, her special gratitude
goes to the head of English Applied Linguistics, Prof. Dr. Busmin Gurning, M.Pd,
who has generously encouraged him in completing this study, all lectures, for the
valuable knowledge and instruction they have imparted to him during the years
studying and the librarians of the State University of Medan for lending some useful
books and other sources that are needed in writing this thesis.
The writer would like to sincerely thank
the
anonymous
participants
who contributed suggestion, critic and advises to this study. My deepest gratitude
goes to Prof. Amrin Saragih, M.A, Ph,D. Prof. Dr. Sumarsih, M.Pd., and
Dr. Sri Minda Murni, M.S., without their excellent academic guidance and support,
this thesis would not have been possible.
i
Then , a very special debt of gratitude is directed to his beloved father H.M.Syafii and
his beloved mother Daniah, together with his beloved wife, Ida Leni .S.PdI., and his
sons Muhammad Ali Rahmani, Muhammad Isnaini, and his daughter Mutmainnah
Khairani for their full love, care, support, and prayers.
Finally, a special debt of gratitude is addressed to all of the students of class
19th of LTBI A1Unimed Mita, Evi, Eka, Candra, Bayu, Ismed, Syafiq, Nasir, Nurliah
Yuni, Khairiah, Zikra, Aisyah, Ulva, Nova, Sari, Respin, Maria Ulfa, and Arman’s
family and his friends in the SMA Negeri Unggul Subulussalam for their close
friendship and encouragement in finishing this thesis.
Last but not least, he must confess that he has done his most to accomplish
this thesis but he realizes that it is still far from being perfect. Therefore, any
constructive, criticisms, suggestion, or comments will be highly appreciated.
Medan, August 2014
The writer
Mulia Rahmat
RegistrationNumber: 8106111060
ii
CONTENTS
Page
ACKNOLEDGEMENTS …………………………………………….
i
ABSTRACT…………………………………………………………..
iii
CONTENTS…………………………………………………………..
v
LIST OF TABLES……………………………………………………
ix
CHAPTER I INTRODUCTION
1.1 The Background of the Study………………………….
1
1.2 The Problems of the Study…………………………….
5
1.3 The Objectives of the Study…………………………….
5
1.4 The Scope of the Study…………………………………
5
1.5 The Significance of the Study………………………….
6
CHAPTER II REVIEW OF LITERATURE
2.1 Reading Comprehension…………………………….
7
2.2 Text Readability …………………………………….
8
2.3 Paragraph …………………………………………..
16
2.4 Sentence………………………..…………………...
18
2.5 Word ……………………………………………….
19
2.6 Types of text..……………………………………………
21
2.6.1 Recount …………………..……………………
22
2.6.2 Narrative ……………..………………………..
22
v
……….......... ……………………….
24
……………………………….
25
……………………………………….
26
………………………………
26
………………............
27
2.6.8 Hortatory Exposition ………………………….
28
2.6.9 Procedure
……………………………….
29
2.6.10 Discussion
……………………………….
30
2.6.11 Review ………………………………………
31
2.6.12 Anecdote …………………………… ………
32
………………………………
33
2.7 State Examination……………………………………….
34
2.8 The Relevance studies ……………………………………
36
2.6.3 Spoof
2.6.4 Descriptive
2.6.5 Report
2.6.6 Explanation
2.6.7 Analytical Exposition
2.6.13 News Item
CHAPTER III RESEARCH METHOD
3.1 Design of the Study…………………………………….
38
3.2 Object of the Study.…………………………………..
38
3.3 Data of the Study………………………………………..
38
3.4 Procedure of Data Collection ………………………….
39
3.5 Technique of Data Analysis.……………………………
40
CHAPTER IV DATA ANALYSIS AND FINDINGS
4.1 The Data and Data Analysis ……………………………
41
4.1.2 Data Analysis of Genre………………………..........
50
4.1.3 Data Analysis of Readability .………………………
55
vi
4.2 Findings ………………………………………………….
61
4.3 Discussion ………………………………………………….
62
CHAPTER V CONCLUSION AND SUGGESTIONS
5.1 Conclusion…………………………………………………..
67
5.2 Suggestion…………………………………………………..
68
REFERENCES ………………………………………………………….
APPENDICES
vii
69
CHAPTER I
INTRODUCTION
I.I The Background of the Study
Reading is a process of transfer knowledge from text (the author) to the
reader. In order to the message of the writer can be caught to understood by the
reader, the text readability level can be adjusted with the reader. In the other hand,
if the text readable is not balanced with the ability of the reader, the text can not
be understood by the reader and finally, there is the text message can not be
delivered by the author to the reader.
Readability of text is a must for the readers. Readability of text can allow
the reader to understand the text. Readers can easily catch on a meaning of a text
message if the readability text is higher level. According to expert that the
readability text is ease the why to understand the text that is conveyed into the
meaning.
Thus, the suitability level of (readability) of a teaching material is very
important because it affects the motivation and interest of the reader to read and
understand the text. Readability is an attempt to match the reading level of written
material to the "reading with understanding" level of the reader. John DM. Neil
(1992:212) stated; a text can be readable when the reader can match the concepts
of the text and has scheme for processing it.
1
Reading comprehension is an activity where the readers do an interaction
with a text. The text can be understood by the reader because the reader has a
perspective for the text. Furthermore The purpose of reading comprehension is
acquiring information from context and combining disparate elements into a
whole. Student’s success in understanding a passage depends more on what they
already know about the topic and on a grade level determined by readability
formula.
Readers (students) are very concerned with the readability text . John Neil
(1992:212) stated that the students’ success in understanding a passage depends
more on what they already know about topic and than Each age level (grade)
needs different readability in understanding the text, hence the readability text
need to understand in each level. The student’s need will increase if the
readability of text is higher. Therefore, the readability of a text is needed by the
students (readers). The need for text legibility is very helpful in understanding the
text that students taught by the teacher in the school. According to the Education
Law of 2003 contained in The Curriculum Unit Level Education (KTSP) for high
school students that the student should be able to read and understand texts that
are personal and interpersonal skills in a variety of text types form. The clear
relevance of research into text readability and simplification to test developers is
that they need to consider the readability of the texts used for testing
comprehension and should only use texts that are appropriate in difficulty.
The text is easy to read by students who have high levels of text.
Readability of text
is very different from primary until senior high school
2
students (SMA). Age differences can affect students in understanding the text. So
also in the national exam, the readability of text in the national exam is expected
by all students due to the readability of text by the student, the student will be
able to answer the questions in the national exam.
Meanwhile the minimum score in curriculum is seventy. The teacher
should motivate the student to increase their score in national test. It means that
the result of national test should be improved by the students.
Many factors that cause students got low scores in the reading test. such
as; test that have presented in the national test does not match with material in the
student handbook, the national test is more difficult than test that have given to
student by the teacher, a national exam taken from the text directly from the
outside country, or the readability of text is very difficult for the students.
Otherwise, the government said in news paper through the education and
culture ministry has set up a center to hear complaints about leaks and cheating in
national examinations and have received 254 reports from the country’s 33
provinces. Data from the center said that on April 15, one day before the tests
began, there were 142 reports mostly on allegations of cheating and leaked
answers. Head of the National Education Standards Agency (BSNP) Aman
Wirakartakusumah said that the Education and Culture Ministry and BSNP had
decided that students could take repeat exams in areas or schools where leaked
answers or cheating were reported. The ministry had earlier decided that no repeat
exams would be allowed this year. (The Jakarta Post: 17 April 2012)
3
In the examination state, the form questions provided by the government
in this case the National Education Standards Agencies (BSNP) are applied the
multiple choice question. By using the multiple choice in national test is very
relevant and suitable for the test . The problem in evaluating the national test can
be assessed objectively about the truth score. And test can avoid the score
subjectively.
Therefore the readability of text and objective assessment in the national
exam is expected by the students. Students can measure themselves to be able to
answer or not the questions that is in the national exam. On the other hands, each
close to the national exam, students have started to fear and anxiety. This is
evident from the reports of the national ministries of education and culture.
Meanwhile, types of text (genre) has been included in some tests of
English test and book, such as In the national test 2004, reading texts as genres
were found in national test. Besides reading text, structure and listening are also
included in that test. The beginning in 2005 until now, the test only concerns in
listening and reading comprehension.
Now days, the senior high school’s curriculum have been concentrated on
the use of genre. According to the 2007/2008 the competency standard for senior
high school (Depdiknas, 2007:2) students are to be able to comprehend short
functional text, dialogue and monologue text in any kinds of genre.
4
1.2 The Problems of the Study
Based on the background of the study, the problem will be formulated as the
following.
1. What do levels of text readability frequently occur in state examination?
2. What kind of text is the highest level of text readability in state
examination?
3. How is readability of text represented in state examination?
1.3 The Objectives of the Study
Based on the problem of the study mention above, the objectives of the study
are supposed to answer the research problems. Therefore, this research is done to
find out:
-
The levels of text readability will occur frequently in state examination
-
The type of text is the highest score of the text readability of state
examination.
-
Readability of text in state examination of senior high school.
1.4 The Scope of the Study
This study is focused on the level of readability text that applied in
national test of English lesson. The readability text is explored by the calculating
of Flecsh Kincaids Formulation. Therefore, there are seven levels and frequencies
score of text readability. The readability text will be investigated in the state
examination of senior high school specifically in reading comprehension part.
5
Then this study will explore the types of text in state examination. According to
the expert there are thirteen kinds of text that they are studied by the teacher in the
senior high school. They are recount, spoof, reports, analytical exposition, news
items,
anecdote,
narrative, procedure, description, hortatory exposition,
explanation, discussion, reviews.
1.5 The Significance of the Study
The result of study is considered significantly relevant to the scientific
information which is theoretically and practically applicable to the English
developing. Theoretically, the findings of the study are expected to be useful for
those who are interested to become a writer to do the relevant research.
Practically, it will be useful for students who joint the state examination and they
should be calm down to follow the national test, teachers, in which they can
motivate the students in doing the national test , and government as policy maker
in making state examination
6
66
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
The study concerned on readability of text in state examination of senior high
school, it was aimed at describing the level of readability text and kinds of text in
state examination. Based on the analysis, I think the conclusions are stated as the
following:
1. The seven categories of score of Flesch Kincaid formulation held in the
state examination of senior high school. The kinds of text that were
applied in state examination year 2005 until 2012 are descriptive,
narrative, recount, news item, hortatory exposition, analytical exposition,
explanation and discussion
2. The lowest score of texts are about the range 30-40 points difficult
explanation (2012 code A87), and the highest points are 90-100points
/very easy narrative (2012 code A87 and 2012 code D36) .
3. The more words and sentences in the text, the more informative the text.
66
5.2 Suggestions
It is suggested to those who concerned with state examination especially text
maker.
1. It is suggested to the text writer that the materials of the state examination
of senior high school have score 60 point up because this materials can
judge the student of senior high school which the test apply for every
students of Indonesia in grade 12th level.
2. It is suggested to the student that the materials of state examination of
senior high school are average 60 percentage up is easier to understand. So
the students will pass the state examination, if they are able to right answer
of state examination at least 50%.
3. It is suggested to the teacher that the materials of state examination of
senior high school is easy to understand and motivate the student to study
harder and teach them extra the texts which always apply in the state
examination
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