A CASE STUDY ON TEACHING AND LEARNING READING OF THE TENTH YEAR STUDENTS OF SMK MUHAMMADIYAH 2 KLATEN UTARA IN THE ACADEMIC YEAR 2015/ 2016 - UNWIDHA Repository
A CASE STUDY ON TEACHING AND LEARNING READING OF THE
TENTH YEAR STUDENTS OF SMK MUHAMMADIYAH 2 KLATEN
UTARA IN THE ACADEMIC YEAR 2015/ 2016 S1 - THESISThis thesis is presented as a Partial Fulfillment for Graduate Degree in English
Education Study Program By: NAME : YULIA MARGA GITA STUDENT NUMBER : 1211202788 TEACHER TRAINING AND EDUCATION FACULTY WIDYA DHARMA UNIVERSITY KLATEN 2016MOTTO
God’s plan is always more beautiful than our desire (The writer) You have to endure caterpillars if you want to see butterflies (Antoine De Saint) The way to get started is to quit talking and begin doing
(Paulo Caelho) It is not the result but the important thing is how to do the process to reach it (The writer)
PRESENTATION
This thesis is dedicated to:
- My beloved parents, Mr. Edi Pamungkas and Mrs. Yuli Astuti thank you for your prayer, your support, your love and everything that I could never ever pay for you.
- My beloved brothers, Andi Probo Nugroho, S.T and Panji Wicaksono thank you for your support and always reminding me about my thesis and my graduation ceremony to make me spirit to do my thesis has been done.
- My beloved boyfriend, Aprida Windu Saputro thank you for giving me support to finish my thesis and reminding me when I have been lazy and to be patient.
- My friends from MENWA 0935 especially Istik, Muna, Niken and Ambar thank you for giving me spirit.
- My friends from Farah Monicha boarding house thank you for supporting me.
- My friends of English Education Study Program in 2012 especially class B.
Thank you for colouring my day about four years.
ACKNOWLEDGMENT
First of all, the writer would like to thank to Allah SWT that has blessed the writer to finish the thesis as a requirement to achieve the Graduate Degree of Education in English Education Study program.
The writer deeply realizes that this thesis is prepared with so much help from other. So in this chance, the writer would like to express her sincere gratitude and appreciation to:
1. Prof. Dr. H. Triyono, M.Pd., as the Rector of Widya Dharma University
2. Drs. H. Udiyono, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Dra. Hj. Sri Haryanti, M.Hum., as the Head of English Education Study Program.
4. Drs. H. Suhud Eko Yuwono S.Pd., M.Hum., as the first consultant, the writer deeply thanks for giving motivation, guidance, and suggestion to write this thesis.
5. Umi Sholihah, S.Pd., M.Pd., as the second consultant, the writer deeply thanks for giving motivation, guidance, and suggestion to write this thesis.
6. Dra. Hj. Wafir, as the headmaster of SMK Muhammadiyah 2 Klaten Utara who has given the permission to do the research.
7. Yustin Nugraheni, S.Pd., as the English teacher grade X of SMK Muhammadiyah 2 Klaten Utara, thanks for helping and giving information in writing this thesis.
8. The tenth year students of X AP 1 in SMK Muhammadiyah 2 Klaten Utara, thanks for giving information to complete the study.
The writer would receive correction, suggestion, critism and advice from the readers to make this writing better.
Finally, the writer hopes that this thesis is beneficial for the writer herself and the readers in general especially those who are involved in the English teaching profession.
Klaten, March 2016 The Writer
LIST OF ABBREVIATION
1. Code (Obs/FN.1/01), this is read: Obs : Observation FN.1 : Field Notes 1 01 : The number of data of interview in the field note.
2. Code (Invw/FN.1/01), this is read: Invw. : Interview FN.1 : The number of data of interview in the field note.
3. Code (Doc/LP.1/01), this is read: Doc. : Document LP.1 : Lesson Plan 1 01 : The number of data of document in the field note.
LIST OF FIGURE Figure 1. Components of Data Analysis: Interactive Model................
52
LIST OF APPENDIX
1. Field Note of First Obsevation ........................................................ 82
2. Field Note of Interview (Teacher) ................................................... 83
3. Field note of Second Observation ................................................... 84
4. Field Note of Interview (Students) .................................................. 85
5. Pictures ........................................................................................... 86
6. Lesson Plan...................................................................................... 87
7. Syllabus ........................................................................................... 88
8. Modul .............................................................................................. 89
9. Research Permission Letter ............................................................. 90
10. Research Information Letter............................................................ 91
TABLE OF CONTENT
TITLE ............................................................................................................ i APPROVAL................................................................................................... ii RATIFICATION............................................................................................ iii PRONOUNCEMENT .................................................................................... iv MOTTO ......................................................................................................... v PRESENTATION .......................................................................................... vi ACKNOWLEDGEMENT ............................................................................. vii LIST OF ABREVIATION............................................................................. ix LIST OF FIGURE.......................................................................................... x LIST OF APPENDIX .................................................................................... xi TABLE OF CONTENT ................................................................................. xii ABSTRACT................................................................................................... xv
CHAPTER I INTRODUCTION A. The Background of the Study ......................................................
1 B. The Reason for Choosing the Topic ............................................
7 C. The Limitation of the Study .........................................................
8 D. The Problem of the Study ............................................................
8 E. The Aim of the Study...................................................................
9 F. The Use of the Study....................................................................
9 G. The Clarification of the Key Terms .............................................
10 CHAPTER II REVIEW OF RELATED LITERATURE
A. Teaching and Learning English in Vocational High School........
14 1. The Meaning of Teaching and Learning................................
14 2. The Nature of English Lesson in Vocational High School ....
15 B. A Brief View of Reading .............................................................
18 1. The Definition of Reading .....................................................
18 2. The Types of Reading ............................................................
20 3. The Problems in Teaching Reading .......................................
26 4. The Reading Process ..............................................................
29 5. The Principles for Teaching Reading.....................................
32 C. Case Study....................................................................................
37 1. The Kind of Case Study .........................................................
38 2. The Importance of Case Study...............................................
39 CHAPTER III RESEARCH METHOD A. The Meaning of Reseacrh Method...............................................
42 B. The Strategy of the Reseacrh .......................................................
43 C. The Data and Data Source ...........................................................
43 1. The Data .................................................................................
43 2. The Source of Data ................................................................
44 D. The Technique of Collecting the Data .........................................
46 1. Classroom Observation ..........................................................
46 2. Interview ................................................................................
46 3. The Documentation................................................................
48 E. The Validity of the Data...............................................................
49 1. Source Triangulation..............................................................
49
2. Method Triangulation ............................................................
50 F. The Technique of Analyzing the Data .........................................
52 CHAPTER IV THE RESULT OF THE STUDY A. The Analysis of the Data..............................................................
55 B. The Discussion of the Reseacrh Findings ....................................
67 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ...................................................................................
75 B. Suggestion ....................................................................................
77 BIBLIOGRAPHY
APPENDIX
ABSTRACT
YULIA MARGA GITA, No. 1211202788. English Education Study Program.
Teacher Training and Education Faculty, Widya Dharma University, Klaten. Thesis:
A CASE STUDY ON TEACHING AND LEARNING READING OF THE
TENTH YEAR STUDENTS OF SMK MUHAMMADIYAH 2 KLATEN
UTARA IN THE ACADEMIC YEAR 2015/ 2016.This thesis’ aims are: 1) To describe the process of teaching and learning reading to the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016. 2) To describe the obstacles occur in the process of teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016. 3) To describe the solutions of the obstacles faced by the teacher in teaching reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016.
In this study, the writer conducts the study by using qualitative research method as the strategy of the research in the teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the Academic Year 2015/2016. The sources of the data are event, the result of interview with the English teacher and two students of X AP 1 and the document such as: lesson plan, English material and syllabus. The data are collected by using obeservation, interview, and documentation method. The data collected are then analyzed with descriptive qualitative method.
After analyzing the data, the writer gets the research findings, namely: 1) The process of teaching and learning reading consists of: a) The preparation such as lesson plan and material b) Activities in teaching and learning reading, such as opening, main and closing activity then the media that the teacher uses is module and the method that the teacher uses is question and answer method, and c) The evaluation is task. 2) The obstacles of teaching and learning reading process are: First, Language: a) The students are lack of vocabulary, b) The students get difficulty to understand the meaning of word, c) Many students have difficulty to pronounce the word correctly, d) Many students are difficult to understand the material and focus on the lesson, e) The students do not understand the materials clearly in the teaching and learning process. Second is negative expectation: The students use electronic dictionary. 3) The solutions that the teacher uses to solve the obstacles that are found in teaching and learning reading are: First, Language: a) The teacher asks the students to find the difficult word in dictionary, and b) The teacher listens the pronuncing of the students, and she gives more attention to the students to read fluently and correct their pronuncing when they say incorrect pronunciation. Second, negative expectation: The teacher asks the students to borrow dictionary from students in another class.
Keywords: Case Study, Teaching and Learning Process, Reading
CHAPTER I INTRODUCTION A. The Background of the Study English as an international language plays an important role in every
aspect of human life, such as economy, education, social, politics, science, businesses, tourism, etc. Being an international language, English is considered useful and very important. English is an important language because it is one of the foreign languages that have many functions, and it is used in several countries as formal language and become second langauge in many countries. In Indonesia, English is taught from the lowest level of education to the highest level education. According to Peraturan Menteri
Pendidikan Nasional Republik Indonesia No. 23 Tahun 2006 English is taught from the Elementery School to the Senior High School.
In Educational system of Indonesia, the government applies the curriculum of KTSP (School Based Curriculum). According to Sudira (2006: 14-15) states that KTSP in Vocational High School is also follows competency based curriculum, broad based curriculum, production based curriculum by the pattern of the dual system implementation. KTSP consists of the purpose of the unit level educational goals, the structure and content of education unit level curriculum, calendar of education, and syllabus. The government has a system or plan of English curriculum for Vocational High School in teaching and learning English in Peraturan Menteri Pendidikan Nasional No. 23 Tahun
2006 . According to Peraturan Menteri Pendidikan Nasional No. 23 tahun
2006 , the material of English lesson to level novice, level elementery and level
intermediate in Vocational High School includes four language skills, they are
mendengarkan (listening), berbicara (speaking), membaca (reading), and
menulis (writing).There are four skills which integrated skills in teaching and learning English for SMK consists of listening, reading, speaking, and writing. One of the four language skills for teaching and learning in Vocational High School is reading. As one of the four language skills, according to Patel and Jain (2008: 113), reading is an important activity in life with which one can update his/her knowledge. Meanwhile, according to Nunan (2003: 68), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning. Based on the meaning of reading above, the writer concludes that reading is a process of readers to build meaning and to update their knowledge through combining information from a text and their own background knowledge.
Reading is one of the four skills in language skills which is taught in every level of education in language classroom. In teaching reading, the teacher found that the students get difficulty in learning process. This condition is caused by the lack vocabulary mastered by students. Students do not have enough vocabulary to reach and it makes reading as an uninteresting activity. Besides, difficulties in learning English are often encountered by Indonesian students to understand one of language skill that is reading on descriptive text. Usually the teacher only gives the explanations about the object orally. If the students see the objects or their imitations directly, they may be able to understand about the descriptive text, so most of the object need to observed, analyzed and classified.
In teaching and learning process, reading is related to each other language skills. When the teacher teaches speaking and writing, they included the reading skills to give knowledge to the students in building sentences. In teaching listening and reading, the teacher includes the reading rules to give knowledge to the students in understanding question of the text.
According to syllabus of KTSP Curriculum, the materials which taught in Vocational High School 10
th
grade are as follow:
1. The standard of competence 1 is understanding expressions on the basis of social interaction for the benefit of life. The materials which are taught in Standard of Competence 1 consists of greetings and leave takings, introducing, thanking, apologizing, grammar review. The grammar review consists of personal pronoun and simple present tense. The assessment consists of practicing the dialogue for oral test and completing the dialogue for written test.
2. The standard of competence 2 is mention of object, people, characteristics, time, day, month, and year. The materials which are taught in Standard of Competence 2 consists of adjectives showing (colours, quality, size, shape, age, origin), profession, nationality, nouns (showing time, day, date, month, year), and grammar review (singular - plural nouns). The assessment consists of describing the picture for oral test and for written test consist of complete the sentence, multiple choice, giving label in the picture, and answering the story’s question.
3. The standard of competence 3 is describings object, people, characteristics, time, day, month, adn year. The materials which are taught in Standard of Competence 3 consists of cardinal and ordinal numbers, adjectives of quality, adjectives of size, adjectives of shape, adjectives of age, adjectives of colour, nationality, profession, adjectives in series, description of events, antonym and synonym. The assessment consists of oral test (describing picture, mentions of time and number, and retteling story) and written test (multiple choice, matching the picture, arrange the short paragraph).
4. The standard of competence 4 is generates simple speech for basic functions. The materials which are taught in Standard of Competence 4 consists of Words and expressions used to show regrets and apologies, Words and expressions used to express sympathy, Adjectives for expressing feelings, adjectives –ing vs –ed, adjectives set expressions, subject –verb agreement, Words and expressions used in asking for and giving permission, grammar: modals + auxiliry, Expressions and verb forms used in commands and requests, Responses to commands, and Expressions used for offering things and services. The assessment consists of oral test (dialogue and responding the statements) and wrriten test
(completing the sentences, makes sentence based on the picture, arrange the story.
5. The standard of competence 5 is explain the activities which are happening in a simple sentence. The materials which are taught in Standard of Competence 5 consists of words and expressions used in the context of telling or describing events, grammar: present continuous and future continuous, sentences using ‘there + be’, prepositions, questions about events, and expessions of feelings / opinions concerning an event.
The assessment consists of ora test (describing the picture and dialogue), and written test (completing the sentence, answer the story’s question, make sentence based on the picture).
6. The standard of competence 6 is understanding simple memos and menus, schedule of public transport, and traffic signs). The materials which are taught in Standard of Competence 6 consists of memo, menu, word and expressions to explain sign and symbols, samples of time table and schedule, degrees of comparison, pronoun and reported speech. The assessment consists of oral test ( answer the questions and explain the schedule tour, traffic signs, sign and mark) and written test (makes memos, make menus, write a schedule, answer the question about menu, schedule, memo, and traffic signs.
7. The standard of competence 7 is understand the words and terms of foreign language and simple sentences based on the formula. The materials which are taught in Standard of Competence 7 consists of expressing preference, conditional sentence type 1, word and expression used to talk about capabilities, word and expression used in asking for and giving direction, (location), and prepositions of place. The assessment consists of dialogue about preference, direction, capabilities, and conditional for oral test and for written test consists of completed the dialogue, write the direction, and multiple choice.
8. The standard of competence 8 is write a simple invitation. The materials which are taught in Standard of Competence 8 consists of grammar review (will, would, could) and preposition, and samples of invitation. The assessment consists of oral test ( inviting and dialogue) and make a invitation for written test.
From the explanation about the materials from the syllabus of KTSP Curriculum which are taught in Vocational High School in 10
th
grade, there are many functions of the materials in social interaction for the benefit of their students life. For example, the students can understanding simple memos or menus, and also they can write a simple invitation. Beside, the students can understand the terms of foreign language and simple sentences based on the formula to make an easy communication in modern era, so the writer concludes that reading is very important skill to be learned.
Therefore, the writer wants to know the process of teaching and learning reading in the class by conducting the case study research. Case study as a research strategy often emerges as an obvious option for students and other new researchers. The most challenging aspect of the application of case study research in this context is to lift the investigation from a descriptive account of ‘what happens’ to a piece of research that can lay claim to being a worthwhile, if modest addition to knowledge. Case study means a study for investigating a phenomenon. In this study, the phenomenon is the students’ difficulty in the teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the Academic Year 2015/2016. The writer is interested in conducting the research entitled “A Case Study of
Teaching and Learning Reading of the Tenth Year Students of SMK Muhammadiyah 2 Klaten Utara in the Academic Year 2015/2016” .
B. The Reason for Choosing the Topic
The reasons that encourage the writer for choosing the topic of the research are as follows:
1. Reading is one of the four language skills of English that has important role to learners because it can support the other skills of English.
2. Reading is one of the language skills as one of the media for learning which needs to be taught in language classroom to acquire knowledge and to change students’ attitudes, ideals, and aspirations.
3. Reading skill is part of the material subject that must be learned by the students in SMK Muhammadiyah 2 Klaten Utara. So, it must be given special attention by having a good technique in reading, in order that the students will easily understand it.
C. The Limitation of the Study
In this study, the writer wants to limit the study in order to focus the topic that will be discussed. The writer limits the study as follows:
1. The study is limited to the process of teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016.
2. The study is limited to the obstacle occurs in teaching and learning reading to the tenth year students of SMK Muhammadiyah 2 Klaten Utara.
3. This study concerns with the solution of the obstacles in teaching and learning reading to the tenth year students of SMK Muhammadiyah 2 Klaten Utara.
D. The Problem of the Study
The writer would like to present the problem that can be formulated as follows:
1. How is the process of teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016?
2. What are the obstacles in teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016?
3. What are the solutions of the obstacles faced by the teacher in the process of teaching and learning reading of the tenth year students SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016?
E. The Aim of the Study
Based on the statement of the problem, the writer has some aims of the study as follows:
1. To describe the process of teaching and learning reading to the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016.
2. To describe the obstacles occur in the process of teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016.
3. To describe the solutions of the obstacles faced by the teacher in teaching reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016.
F. The Use of the Study
The uses of this study are expected to have significant roles in relation to the teaching and learning reading. Then the research findings of the study are connected to some usefulness as follows:
1. The Theoretical Use The use of the study can enrich the teaching and learning of reading.
2. The Practical Use The result of the study can be used to enrich repertoire of teaching and learning reading theory.
G. The Clarification of the Key Terms
The title of the thesis is a case study of teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016. To make the topic easy to understand, the writer clarifies the terms used in this study as follows:
1. Case Study According to Gerring (2007: 2), case study means that the research investigates the properties of a single observation or that the research investigates the properties of single phenomenon, instance, and example. A case study may be understood as the intensive study of a single case where the purpose of that study is – at least in part – to shed light on a larger class of cases (a population). Case study research may incorporate several cases, that is, multiple case studies.
According to Gillham (2000: 1-2), a case study is one which investigates the above to answer specific research questions (that may be fairly loose to-begin with) and which seeks a range of different kinds of evidence, evidence which is there in the case setting, and which has to be abstracted and collated to get the best possible answers to the research questions.
Based on the explanation above, the writer concludes that case study is one of research investigates the properties of a single phenomenon or several cases to get the best answer to the research question.
In this study, case study means an empirical inquiry that investigates the process of teaching and learning reading in the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016.
2. Teaching Brown (2000: 7) states that teaching is showing or helping someone to learn how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand. In this study, teaching means guiding learners and facilitating the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016.
3. Learning Brown (2000: 7) states that learning is acquiring or getting knowledge or skill by study, experience or being taught. Meanwhile, learning means knowledge obtained by study (Hornby, 1995: 671). In this study, learning means gaining knowledge of reading.
From the definition above, teaching and learning in this study is the activity in the formal situation that can refer to an academic subject of getting knowledge of reading by studying in the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016.
4. Reading Harmer (1998: 70) states that reading is an incredibly active occupation. To do it succesfully, we have to understand about the meaning of word, understand the arguments, and work out if we have to agree with them. When we do not do that thing, it makes us just scratch of surface the text and we have to forget it quickly.
Reading is one of four language skills that is now being more important in daily life. Through reading, people will get any information they need. Hornby (1995: 968) states that reading means the action of a person who reads book and newspaper. Meanwhile, according to Nunan (2003: 68), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning.
In this study, reading means incredibly active occupation that is very important to the readers to combine information from a text and their background knowledge to get meaning.
H. The Organization of the Study
The organization of the study is presented in order to give the direction of the thesis arrangement. It is also meant to give description to the readers. The organization of the thesis of each chapter is as follows:
Chapter I is introduction. It consists of the background of the study, the reason for choosing the topic, the limitation of the study, the problem of the study, the aim of the study, the use of the study, the clarification of the key terms, and the organization of the study.
Chapter II is review of related literature. It consists of a brief look at the teaching and learning English in Vocational High School, a brief view of reading and case study.
Chapter III is the method of the study. It consists of the meaning of research method, the strategy of the study, the data and the source of data, the technique of collecting the data, and the technique of analyzing the data.
Chapter IV is the result of the study. It consists of the data from the result of observation and interview, the analysis of the data, and the discussion of the findings the data.
Chapter V is conclusion and suggestion. It consists of conclusion and suggestion.
CHAPTER V CONCLUSION AND SUGGESTION This chapter consists of the conclusion and suggestion. Each discussion
is as follow:
A. Conclusion
After analyzing the result of the observation, interviewing with the informants and document of teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the Academic Year 2015/2016, the writer can get informations about teaching and learning reading. In this case, the writer would answer the problem stated in chapter
1. They are as follow:
1. How is the process of teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016?
2. What are the obstacles in teaching and learning reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016?
3. What are the solutions of the obstacles faced by the teacher in the process of teaching and learning reading of the tenth year students SMK Muhammadiyah 2 Klaten Utara in the academic year 2015/2016?
Based on the analysis of English teaching and learning reading in the tenth year students of SMK Muhammadiyah 2 Klaten Utara, the writer concludes that the teaching and learning reading in the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the Academic Year 2015/2016 is as follow:
1. The Process of Teaching and Learning Reading
a. Preparation: First, the teacher prepare lesson plan based on the syllabus which have been made before the semester began. Second, the teacher brings the material about “review the flight details” and daily activities from morning up to evening taken from Bahasa
Inggris Xb SMK/MAK.
b. The activities in Teaching and Learning Reading: There are three activities that have been done by the teacher in conducting teaching and learning reading process. They are opening, main activity, and clossing activity. The media that the teacher uses is from the module of Bahasa Inggris Xb SMK/MAK and the teacher uses Question and Answer Method.
c. The evaluation: The teacher gives task after the students get the materials. Before the teacher finishs the lesson, the teacher gives question based on the material, then the students have to find the difficult meaning of word or the synonym of word.
2. The Obstacles Found in the Process of Teaching and Learning Reading
a. Language: 1) The students are lack of vocabulary.
2) The students get difficulty to understand the meaning of word. 3) Many students have difficulty to pronounce the word correctly.
4) Many students are difficult to understand the material and focus on the lesson.
5) The students have not understood the materials clearly in the teaching and learning process.
b. Negative Expectation: The students use electronic dictionary.
3. The Solutions that the Teacher Uses to Solve the Obstacles that are Found in Teachng and Learning Reading
a. Language: 1) The teacher asks the students to find the difficult word in dictionary 2) The teacher listens the pronunciation of the students, and she gives more attention to the students to read fluently and correct their pronuncing when they say incorrect pronounciation.
b. Negative Expectation: The teacher asks the students to borrow dictionary from students in another class.
B. Suggestion
Based on the result of finding in reading of the tenth year students of SMK Muhammadiyah 2 Klaten Utara in the Academic Year 2015/2016, the writer would like to present some suggestion as follow:
1. For the teacher
a. The teacher should often uses another media such as internet, flashcard, and poster in teaching and learning process. b. The teacher should attracts the students with interesting media and interesting method, such as internet, flashcard, and poster for the media and jeopardy game and guided reading for the method.
c. The teacher should advises explicitly the students who make class become noisy.
d. The teacher should gives more motivation to the students in order to create the students’ self motivation that English are easy, fun and interesting.
2. For the students a. The students should be more active in the class.
b. It is better for the students to be calm and pay more attention to the teacher.
c. It is better for the students to use manual dictionary.
d. It is better to always try to memorize their vocabulary.
BIBLIOGRAPHY
Arikunto, Suharsimi. 2013. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta. Bassey, Michael. 1999. Case Study Research In Educational Settings. Philladelphia : Open University Press. Brown, H. Douglas. 2000. Principles of Language Learning and Teaching. New York: Addison Wesley Longman, Inc. Creswell, W. John. 2010. Research Design: Pendekatan Kualitatif, Kuantitatif, dan
Mixed. Yogyakarta: Pustaka Pelajar Fauziati, Endang. 2010. Teaching of English As A Foreign Language (TEFL).
Surakarta: PT. Era Pustaka Utama. Gall, Meredith D., Gall, Joyce P.,and Brog, Walter R. 2003. Educational Research: An Introduction. London: Library of Congress Cataloging.
Gerring, John. 2007. Case Study Research : Principles and Practice. New York: Cambridge University Press. Gillham, Bill. 2000. Case Study Research Method. New York: TJ International Ltd. Hadi, Sutrisno. 2000. Metodologi Research II. Yogyakarta: Gajah Mada University Press. Harmer, Jeremy. 1998. How to Teach English: An Introduction to the Practice of
English Language Teaching . England: Addison Wesley Longman Limited
_____________. 2001. The Practice of English Language Teaching. Essex: Pearson Education Limited. Hitchcook, Graham and David Hughes. 2003. Research and The Teacher: Second Edition. London: Routledge. Hornby, A.S. 1995. Oxford Advanced Learner's Dictionary. London : Oxford University Press. Marsigit. 2008. English for Vocational Education . Retrived at
http://webcache.googleusercontent.com/search?q=cache:0EvOBXQs8L8J:staf f.uny.ac.id/system/files/pengabdian/marsigit-dr- ma/papersmkmuhklatenenglish-vocational- education.pdf+&cd=6&hl=id&ct=clnk&client=opera on Tuesday, January 5,
2016. Moleong, Lexy J. 2010. Metodology Penelitian Kualitatif. Bandung: Remaja Rosda Karya. Nunan, David. 2003. Practical English Language Teaching. New York: McGraw Hill. _____________. 2005. Practical English Language Teaching: Young Learners. New
York: McGraw Hill Patel, M.F, and Praveen M Jain. 2008. English Language Teaching. Vaishali Nagar: Sunrise Publisher and Distributors.
____________. 2006. Peraturan Mendiknas No. 23 Tahun 2006. Satndar isi
Pendidikan Dasar dan Menengah . Jakarta: Depdiknas
Sudira, Putu MP. 2006. Kurukilum Tingkat Satuan Pendidikan SMK. Jakarta: Depdiknas
Sutopo, H. B. 2006. Methode Penelitian Kualitatif. Surakarta: Sebelas Maret University Press. Wahyuni, Sari. 2012. Qualitative Research Method. Jakarta: Salemba Empat Yin, Robert K. 2011. Qualitative Research from Start to Finish. New York: Guilford
Press _____________. 2009. Studi Kasus Desain & Metode. Jakarta: PT. Raja Grafindo Persada.