ENGLISH EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA 2017
THE ANALYSIS OF TEACHER-STUDENT
(A Study of Second Grade Students of MTs N of Salatiga in the Academic
Year of 2016/2017)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) in English
Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) of Salatiga
By:
AYUSI SETYOWATI
113 12 061
ENGLISH EDUCATION DEPARTMENT OF
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF
SALATIGA
2017
MOTTO رفظ ربص نم
(Whom be patient will be get lucky)
~Arabic Proverb~
“There are two primary choices in life: to accept conditions as they exist, or accept the responsibility for changing them ”
~Denis Waitley~
DEDICATION
This graduation paper is wholeheartedly dedicated to: 1.
My beloved mother Ibu Surati and my beloved father Bapak Wahono thankyou very much for everything
2. My lovely sisters Lia Rahmawati and Rizki Lukitawati thank you for your help and support
3. My closest friends Khafid, Fitri, Anisa, Ida, Laras thanks for help, advice and support to finish this graduating paper. Tiara, Novi, and Vika thank for togetherness.
ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.Alhamdulillahirabbil’alamin, in the name of Allah, The Most Gracious
and The Most Merciful who always keep me when I was in done and up. Because of Allah, I could finish this graduating paper. And not forget, bless and mercy is upon great to Proper Muhammad SAW for his guidance that leads me to the truth.
However, this paper will not be finished without support, help, advice, guidance, and encouragement from people and institution, deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic Studies (IAIN) Salatiga, thanks for time I spend studying in IAIN Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Educational Faculty of State Institute for Islamic Studies (IAIN) Salatiga.
3. Noor Malihah, Ph.D., as the Head of English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
4. Ruwandi, S.Pd. M.A as counselor who has supported and given me advices, suggestions and recommendations for this graduating paper from beginning until the end. Thank you so much, I learn a lot from you and it‟s all useful for me.
5. All the lecturers of IAIN Salatiga who have given much knowledge.
6. My beloved Mother (Ibu Surati), My beloved Father (Bapak Wahono), My lovely sisters (Lia and Lukita) who always gives me everything sincerely for my future. And all of my beloved family who always inspires me for success in my life, thank for your love, prayer, and motivation
7. Sugiyanto, M.Pd.I as the headmaster of MTs N Salatiga, teachers and staffs of MTs N Salatiga thank you for your help.
8. Nur Khamim, M.Pd as the English teacher of MTs Negeri Salatiga, thank you for giving me contribution while I was conducting the research there, and all the students at second grade of class E.
9. My collaborator of research Anisa Nugrahaini 10.
All class members of VIII E MTs N Salatiga, thank for your cooperation during teaching and learning process
11. My closest friends Khafid, Fitri, Anisa, Ida, Laras, Tiara, Novi, and Vika thank for togetherness, giving advice and support to finish this graduating paper.
12. All my friends in English Education Department who can not be mentioned one by one.
th
Salatiga, March 6 2017 The researcher
Ayusi Setyowati
TABLE OF CONTENTS
TITLE .......................................................................................................................... i
DECLARATION ........................................................................................................ ii
ATTENTIVE COUNSELOR’S NOTE ................................................................... iii
CERTIFICATION PAGE ........................................................................................ iv
MOTTO ...................................................................................................................... v
DEDICATION ........................................................................................................... vi
ACKNOWLEDGEMENT ....................................................................................... vii
TABLE OF CONTENTS .......................................................................................... ix
LIST OF FIGURE TABLES .................................................................................... ix
ABSTRACT ................................................................................................................ x
CHAPTER I: INTRODUCTION A. Background of the Study .................................................................................. 1 B. Limitation of the Study .................................................................................... 3 C. Statement of Problems ..................................................................................... 3 D. The Objective of the Study .............................................................................. 3 E. The Benefits of Study....................................................................................... 3 F. Definition of Key Terms ................................................................................. 4 G. Review of Preview Study ................................................................................ 5 H. Graduating Paper Organization ........................................................................ 6 CHAPTER II THEORETICAL FRAMEWORK A. Teacher-Student Interaction ........................................................................... 7 1. The Definition of Interaction .................................................................... 7
2. Interaction Analysis .................................................................................. 8 3.
The Categories of Interaction in the Classroom ......................................... 8 4. Interactive Principle ................................................................................. 12 5. Interactive Learning ................................................................................. 13 B. Reading ......................................................................................................... 14 1.
Definition of Reading ......................... ..................................................... 14 2. Purpose of Reading .. ............................................................................... 15 3. Type of Reading ... ................................................................................... 15 4. Principle of Reading ... ............................................................................. 17 5. Strategies of Reading ... ........................................................................... 18
CHAPTER III RESEARCH METHODOLOGY A. Research Setting ............................................................................................ 20 1. General Situation of State Islamic Junior High School Salatiga.............. 20 2. Vision and Mission.. ................................................................................ 20 B. Research Methodology .................................................................................. 27 C. Research Participant ..................................................................................... 27 D. Technique of Collecting Data ........................................................................ 29 E. Technique of Data Analysis.. ......................................................................... 30 CHAPTER IV DATA ANALYSIS AND DISCUSSION A. Data Presentation .......................................................................................... 34 B. Data Analysis ............................................................................................... 40 1. Teacher-Student Interaction .................................................................... 40
2. Student Achievement in Reading ............................................................. 41 C. Research Summary ........................................................................................ 41
CHAPTER V CLOSURE A. Conclusions .................................................................................................. 45 B. Suggestion ...................................................................................................... 46 REFERENCES CURRICULUM VITAE APPENDICES
List of Figure Matrix and Tables
Figure 2.2 Summary of Categories for Interaction Analysis .................................... 11Table 3.1 List of Teacher of MTs N Salatiga............................................................. 22Table 3.2 List of Staff of Mts N Salatiga ................................................................... 25Table 3.3 Facilities of MTs N Salatiga ...................................................................... 26Table 3.4 Research Participant ................................................................................... 28Table 3.5 Example of Transcription........................................................................... 31Figure 3.6 Example of Pairing Matrix ....................................................................... 32Figure 3.7 Example of Matrix .................................................................................... 32Figure 3.8 Figure of the Characteristic of Interaction ................................................ 35Table 4.1 Table of Research....................................................................................... 36Matrix 4.2 Interaction Analysis Observation I ........................................................... 37
Table 4.3 The Result of Matrix Observation I ........................................................... 38Matrix 4.4 Interaction Analysis Observation II ......................................................... 39
Table 4.5 The Result of Matrix Observation II .......................................................... 40Table 4.6 The Result of Matrix .................................................................................. 45Table 4.7 The Characteristic of Interaction................................................................ 46
ABSTRACT
Setyowati, Ayusi. 2017. “THE ANALYSIS OF TEACHER-STUDENT
INTERACTION IN READING CLASS ” (A Study of the Second Grade
Students of MTs N of Salatiga in The Academic Year of 2016/2017).
Graduating Paper. English Education Department, State Institute for Islamic
Studies (IAIN) of Salatiga Counselor: Ruwandi, S.Pd, M.A.The aims of this research are to know the profile of teacher-student interaction of the second grade students of MTs N of Salatiga in reading class. This research also discussed to know the most dominant characteristic of interaction during teaching and learning process. The researcher using qualitative and quantitative method to do the research. To know the interaction between teacher and student in the classroom in reading class the researcher took two meeting to do the observation. The number of students in this research was 36 students. In completing the research, the researcher used Flanders Interaction Analysis to identify the teacher-student interaction and documentation as the instruments of collecting data. The observation during the process of English teaching and learning was conducted by the observer. The result of this research showed that the teacher-student interaction divided into three behavior namely teacher talk, student talk and silence or confusion. The result shows that teacher talk was higher than student talk. The dominant characteristic of interaction was student talk followed teacher talk both in the first and second observation. The students parcticipated in response and initiated to the teacher.
Keyword: Teacher-Student Interaction, Reading
CHAPTER I INTRODUCTION A. Background of the Study English as international language become important to be learned
in schools including in Junior High School. English is also including as the subject in language teaching. There are many skills that give to the students and can develop their ability in english classroom.
Reading is one of four skills learned by the students in the english language teaching. This skill is quite important to be mastered. Besides, its related to others skill such as writing, listening, and speaking. They can not be separated each other. Reading have different purposes to the reader, whether for entertain or to get comprehend the passage. For example people who read newspaper, magazine, novel or others, they often read them to entertain themselves. Its different with the students who learn and read a text given by the teacher. They expected to comprehend the content of the text.
Through reading students can develop their language acquisition. When doing the reading activities students are provided to comprehend in linguistic inputs, they will know some vocabulary or ideas in their mind and its influencing the students‟ language acquisition process.
Harmer as quoted by Fauziati (2010: 32) states that when reading text are interesting and engaging, the acquisition process will be more successful. Reading texts also provide opportunities for students to learns vocabulary, grammar, pronunciation, and even good models for english writing-the way sentence, paragraph or text are constructed. Last but not the least, reading texts can introduce interesting topics and stimulate discussion.
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According to the observation to the English teacher on August 8 2016 to reach passing grade is quite difficult because the passing grade is 73 while the classical score is 83-85. Many students does not like to learrn English because they are not mastery some vocabularies. To comprehend in reading, needed time to find some idea from the text. Most of students often read a paragraph more than one time to catch the main idea of the text. It is one of some factors that make them lazy to read the paragraph. They do not know the meaning of certain word, so they can not understand the whole meaning of the text. Make students interest to read is quite difficult because needed some good interaction between teacher and students. When students feel comfort to learn with the teacher, the material or lesson will accepted easily. It means that teacher and students has an important role to the students motivation in reading.
Based on the explanation above the researcher interest in conducting the research entitled; The Analysis of Teacher-Student
Interaction in Reading Class (A Study of Second Grade Students of MTs Negeri of Salatiga in The Academic Year of 2016/2017) B. Limitation of the Study
In this case the researcher focuses on the interactions between teacher-students that occur in teaching and learning process in reading class of the second grade students of MTs Negeri Salatiga.
C. Statement of Problems
From this study there are some problems that will be discussed here: 1.
What are the profile of teacher-student interaction of the second grade students of MTs Negeri Salatiga in reading class?
2. What is the most dominant characteristic of interaction during teaching and learning process?
D. The Objective of the Study
Based on the statements of problems above, the objective of study are: 1.
To know the profile of teacher-student interaction of the second grade students of MTs Negeri Salatiga in reading class
2. To know the most dominant characteristic of interaction during teaching and learning process
E. The Benefits of Study
The result of this research is expected to be usefull in two : 1.
Theoretical Benefit The result of this research is expected to be applied in teaching and learning process, especially the interaction of teacher and student
2. Practically Benefit
The researcher hopes, this study can improve the students or readers knowledge in developing an interaction in the classroom.
F. Definition of Key Terms 1.
Teacher-Student Interaction Between teacher and student the interaction happen in the classroom. Interaction here is an act in such a way as to have effect on each other. Without interaction the activity in teaching and learning process will not possible to achieve. In this study interaction between them must be influencing the student achievement in learning.
2. Reading
Reading is one skill in english language teaching. Reading is the process of comprehend what the text tells about. To know what the text meaning when reading, skill become very important. Reading skill is an ability to get the information from the text.
G. Review of Preview Study
This graduating paper, the writer take some reviews from other research. The research is done by Sita Nurmasitah (2010) entitled A Study Of
Classroom Interaction Characteristics In A Geography Class Conducted In English: The Case At Year Ten Of An Immersion Class In Sma N 2
. The result of her research, the most dominant characteristic in
Semarang
immersion classroom interaction was content cross. It reflected that most of the teaching-learning time was devoted to questions and lectures by the teacher. Teacher emphasized on the subject matters.
Based on previous research above the researcher interested to conduct another research on reading. The researcher want to apply „Teacher-
Student Interaction in Reading Class ’ (A Study of Second Grade Students of
This research is MTs Negeri of Salatiga in The Academic Year of 2016/2017). different from the previous research, because not only focus on the interaction but also to know the dominant interaction in reading class.
H. Graduating Paper Organization
In this research, the writer want to arrange this graduating paper in order yo make the reader know the content easily by the organization that divided into five chapter as follows:
Chapter I is introduction it content background of the study, limitation of study, statement of problems, the objective of study, the benefit of study, definition of key term, graduating paper of organization.
Chapter II is theoretical framework. The definition of teacher student interaction, interaction analysis, categories of interaction in the classroom, interactive principle, interactive learning,reading, purposes of reading, type of reading, principle of reading, and strategies of reading.
Chapter III is explain about MTs Negeri Salatiga general situation, vision and mission, research methodology, research participants, technique of collecting data and technique of data analysis.
Chapter IV is the discussion on data analysis Chapter V is the closure that consist of conclusion, and suggestion
CHAPTER II THEORETICAL FRAMEWORK A. Teacher Student Interaction 1. The Definition of Interaction Brown (2000:165) Interaction is an important word for language
teachers. In the era of communicative language teaching, interaction is in fact, the heart of communication. It is what the communication all about. We send message, we receive them, intepret them in the context, we negotiate the meaning and collaborate accomplish certain purposes.
Liu (2013:10) suggest that teacher and student interaction is understood to be an important issue in education , and teacher-student interaction is a beneficial for students‟ learning. Flanders developed an analytical system for teacher-student interaction and identified seven categories of teachers‟ behavior: clarifying feeling, praising, using students‟ ideas, asking question, lecturing, giving directions, and critizing.
Brown (2000:165) said that interaction is a collaborative exchange of thoughts, feelings, ideas between two or more people, resulting in a reciprocal effect on each other. Theories of comminucative competence emphasize the importance of interaction as human beings use language in various contexts to “negotiate” meaning, or simply stated, to get an, idea out of one person‟s head and into the head of another person and vice versa.
From the beginning of language study, classroom should be interactive. Wilga River put its this way: Through interaction, students can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussions, skits, join problem- solving tasks, or dialogue journals. In interaction, students can use all they possess of the language
- –all they have learned or casually absorbed- in real life exchange. ...Even elementary stage, they learn in this way to exploit the elasticity of language. (1987:4-5) 2.
Interaction Analysis
In Flanders system of interaction analysis all teacher are classified first as either indirect or direct. This classification gives central attention to the amount of freedom the teacher grants to the student. All statements that occur in the classroom , then, are categorized in one of three major sections: (a) teacher talk, (b) student talk and a separate category, (c) silence or confusion, used to handle anything else that is not teacher or student talk. (Amidon, 1967:121-122)
3. The Categories of Interaction in the Classroom
According to Amidon (1967:121) all categories are mutually exclusive, yet totally inclusive all of verbal interaction occuring in the classroom: a.
Indirect teacher behavior (1)
Acceptance of feeling The teacher accepts feelings when he says he understands how the children feel, that they have the right to have these feelings, and that he will not punish the children for the feelings
(2) Praise or encouragement
Included in this category are jokes that release tension, but not those that threaten students or are made at the expense of individual students. Often praise is a single word: “good, fine or right.” Sometimes the teacher simply says, “I like what you are doing.”
(3) Accepting ideas
This category is quite similar to category 1 however it includes only acceptance of students ideas, not acceptance of expressed emotion. When student make a suggestion, the teacher may paraphrase the student‟s statement , restate the idea more simply , or summarize what student has said. (4)
Asking question This category includes only questions to which the teacher expects an answer from the pupils. If a teacher asks questions and then follow immediately with a statement of opinion, or if he begins lecturing, obviously the question was not meant to be answered.
b.
Direct teacher behavior (5)
Lecture Lecture is the form of verbal interaction that is used to give information, facts, opinions, or ideas to children
(6) Giving direction
The decision about whether or not classify the statement as a direction or command must be based on the degree of freedom that the students has in response to the teacher direction. When the teacher says,
“Will all of you stand up and strech?” he is obviously giving a direction. If he says, “John, go to the board and write your name,” he is giving direction or command. When he says, “John, I want to tell me what you have done with your reader,” he is still giving a direction
(7) Criticizing or justifying authority
A statement of criticism is one that is designed to change student behavior from noncceptable to acceptable.
c.
Student behavior (8)
Student talk (response) This category is used when the teacher has initiated the contact or has solicited students statements, when the student answers a question asked by the teacher, or when he responds verbally to a direction the teacher has given. Anything that the student says that is cleary in response to initiation by the teacher belongs in category
8 (9)
Student talk:initiation In general, if the students raises his hand to make a statement or to ask a question when he has not been prompted to do so by the teacher, the appropriate the category is 9. (10) Silence or confusion
This category includes anything else not included in the order categories. Periods of confussion in communication when it is difficult to determine who is talking, are classified in this category.
Figure 2.2 Summary of Categories for Interaction Analysis1. Indirect Accepts feeling: accepts and clarifies the feeling tone of the students in nonthreatening
Influence manner. Feeling may be positive or negative.
Predicting and recalling feelings are included.
2. Praise or encourages: praises or encourages student action or behavior. Jokes that release tension , not at expense of another individual, nodding head or saying “uh huh?” or “go on” are included 3. Accepts or uses ideas of students: clarifying, building or developing ideas or suggestions by
Teacher
a student 4.
Talk
Asks question: asking a question about content or procedure with the intent that a student answer
Direct 5.
Lectures: giving facts or opinions about content or procedure; expressing his own idea; influence asking rhetorical questions
6. Gives directions: directions, commands, or orders with which student is expected to comply 7. Criticizes or justifying authority: statements, intended to change student behavior from nonceptable to acceptable pattern 8. Students talk-response: talk by students in
Student response to teacher 9.
Talk
Student talk-initiation: talk by students, which they initiate
10. Silence or confusion: pauses, short periode of silence, and periods of confusion in which communication cannot be understand by observer
4. Interactive Principle
For structuring a theory od interaction in the language classroom. Consider the following selected realtionships: a.
Automaticity The human interaction is best accomplished when focal attention is on meanings and messages and not on grammar and other linguistic forms. Learners are thus freed from keeping language in a controlled mode and can more easily proceed to automatic modes of processing.
b.
Intrinsic motivation
As students become enganged with each other in speech acts fullfilment and self-actualization, their deepest drives are satisfied. And as they more fully appreciate their own competence to use language, they can develop a system of self reward.
c.
Strategic investment Interaction require the use of strategic language competence bothto make certain decision s on how to say or write or interpret language, and to make repairs when communication pathways are blocked . the spontaneity of interactive discourse requires judicious use of numerous strategies for production and comprehension.
d.
Risk-taking Interaction requires the risk of failing to produced intended meaning, of failing interpret intended meaning (on the part of someone else), of being laughing at, of being shunned of rejected. The rewards, of course, are great and worth the risks.
e.
The language culture connection The cultural loading of interactive speech as well as writing requires that interlocutors be throughly versed in the cultural nuances of language.
f.
Interlanguage The complexity of interaction entail s a long developmental process of acquisition. Numerous errors of production and comprehension will be part of this development. And the role of teacher feedback is crucial to the developmental process.
g.
Communicative competence All of the elements of communicative competence (grammatical.
Discourse, sociolinguistics, pragmatic, and strategic) are involved in human interaction. (Brown, 2000:166) As a teacher he has to make an extra effort to use his skill and ability in order to achieve the goal. Therefore, the teacher have to create comfortable situation in the classroom, because the learning process does not achieve if the students can not learn and the behavior does not change. Behavior is one of the result in learning.
5. Interactive Learning
According to Brown (2000:48) an interactive course or technique will provide such negotiation. Interactive classes will most likely found: a.
Doing a significant amount a pair work and group work b. Receiving authentic language input in real-word contexts c. Producing language for genuine, meaningfull communication d. Performing classroom tasks that prepare them for actual language use “out there” e.
Practicing oral communication through the give and take and spontaneityof actual conversations f.
Writing to and for real audiences, not contrived ones B.
Reading 1. Definition of Reading
Widowson as quoted by Grabe (1986:28) Reading is a process of matching information in a text to internally activated information. Thus reading is not information processing but rather information interpreting- what we understand from a text depends in a part on what we knew previously, as well as on how we allow the text to extend and refine our knowledge of the topic. Reading is the interaction of the text and the reader.
According to Smith as quoted by Fauziati (2002:139) there is some definitions of reading given by language scholars but I just want to quote one which is currently used in teaching approach. It defines reading more pragmatically as an understanding a message conveyed by the writer through visual and non-visual information.
Goodman in Fauziati (2002:139) states that based on a modern psycholinguistics perspective reading is considered as “a psycholinguistic guessing game”. This activity involves an interaction between thought and language. The reading processs are cycles of sampling, predicting, testing, and conforming.
Grabe (2007:15) states that reading is also an interaction between the reader and the writer. The next provides information that the author wants the reader to understand in certain ways. The reader also bring a wide range of background knowledge to reading, and she or he actively constructs the meaning of the text by comprehending what the writer intends and by interpreting it terms of the background knowledge activated by the reader.
2. Purposes of Reading
According to Grabe (2009:8) there are six major purposes of reading: a.
Reading to search for information b.
Reading for quick understanding c. Reading to learn d.
Reading to integrate information e. Reading to evaluate, critique and use information f. Reading for general compehension 3.
Type of Reading a.
Intensive reading Intensive reading, analogous to intensive listening is usually a classroom-oriented activity in which student focus on the linguistic or semantic detail of passage. Intensive reading calls students‟ attention to grammatical forms, discourse markers, and other surface structure details for the purpose of understanding literal meaning, implications, rhetorical reltionships, and the like.
As “zoom lens” strategy for taking a closer look at a text, intensive reading also may be a totally content-related reading initiated because of subject-matter difficulty. A complex cognitive concept may b trapped inside the words of sentence or paragraph, and a good reader will then very slowly and methodically extract meaning thereform.
b.
Extensive Reading Extensive reading is carried out to achieve a general understanding of a usually somewhat longer text (book, long article, or essays). Most extensive reading is performed outside of classtime. Pleasure reading if often extensive. Technically, scientific, and professional reading can , under certain special circumstance, be extensive when one is simply striving for global or general meaning from longer passage. c.
Skimming and Scanning According to Grabe (1986:109) skimming is reading quickly for the main idea for example it is how one generally reads a newspaper. While scanning in contrast, is looking for a specific piece of information for example it is how one locates an item the Reader‟s Guide or telephone book. Skimming and scanning exercise are often used as previewing activities, skimming can give the student an idea of the type of reading selection and the general content, while scanning can help them locate important or difficult items quickly.
4. The Principles of Reading
There are six principles of reading according to Harmer (2007:101- 102) : a.
Encourage students to read as often and as much as possible The more students read, the better. Everything we do should encourage them to read extensively as well as - if not more than - intensively. It is a good idea to discuss this principle with students.
b.
Students need to be engagedwith what they are reading Outside normal lesson time, when students are reading extensively, they should be involvedin joyful reading - that is, we should try to help them get as much pleasure from it aspossible. But during lessons, too, we will do our best to ensure that they are engaged withthe topic of a reading text and the activities they are asked to do while dealing with it.
c.
Encourage students to respond to the content of a text (and explore their feeling) not just concentrate on its construction It is important for students to study reading texts in class in order to find out such things as the way they use language, the number of paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important as this. As a result, we must give students a chance to respond to that message in some way.
d.
Prediction is a major factor in reading In class, teachers should give students
„hints‟ so that they also have a chance to predict what is coming. In the case of extensive reading - when students are choosing what to read for pleasure - we should encourage them to look at covers and back cover copy to help them select what to read and then to help them „get into‟ a book.
e.
Match the task to the topic when using intensive reading texts Once a decision has been taken about what reading text the students are going to read (based on their level, the topic of the text and its linguistic and activation potential), we need to choose good reading tasks- the right kind of questions, appropriate activities before during and after reading, and useful study exploitation, etc.
f.
Good teachers exploit reading text to the full 5.
Strategies of Reading
According to Brown (2000:306) following are ten such strategies, each of which can be practically applied to the classroom technique: a.
Identify the purpose of reading.
b.
Use graphemic rules and pattern to aid in bottom-up decoding c. Use efficient silent reading techniques for relatively rapid comprehension (for intermediate to advance level) d.
Skim the text for the main ideas e. Scan the text for specific information f. Use semantic mapping or clustering g.
Analyze vocabulary h. Distinguish between literal and implied meaning i. Capitalize on discourse markers to process relationship
CHAPTER III RESEARCH METHODOLOGY A. Research Setting 1. General Situation of State Islamic Junior High School Salatiga In the first established, MTs N Salatiga changed to grade 1, 2, 3 State Religion Teacher Education (PGAN) six year in Salatiga according
to Ministry of Religion Affairs No. 16 in the year 1978 about the Structure Organization and Work System of MTs that settled with RI Ministry of Religion AffairsNo. 74 1976.
Whereas at this time is the changing period and using educational
th th
unit level curriculum (KTSP) and 2013 Curriculum in 7 grade and 8 students. State Islamic Junior High School is the only one State Junior High School in Salatiga, besides Salatiga is the small town which placed in the middle of Semarang Regency areas. Salatiga consist of four subdistrict, with the population in a good economy.
2. Vision and Mission a. Vision
“Excellent achievement, stand on nation culture and islamic values”, b.
Mission
In order to create the vision, the mission of school are: Organize the integrate education in the academic achievement
The major aim 1)
Develop students potensial in order to be faithful and piety to Allah SWT, good morality, health, capable, autonomous,and being the democratic and responsible citizen
2) Give ability, skill for alumnus to continue their education and life in the society
3) Preparing the learner to their next future
4) Preparing alumnus to be society member who comprehend the values in a community
5) Being autonomous state islamic and good handling system c.
Geographical Area
State Islamic Junior High School located are: 1)
North of MTs N Salatiga is a GOR PPLP (known as TC) 2)
West of MTs N Salatiga is the citizen 3)
South of MTs N Salatiga is tegalrejo 4)
East of MTs N Salatiga is the citizen d.
School Identity
Name : MTs Negeri Salatiga Statistic number : 21.1.33.73.01.001 Address : Jl. Tegalrejo 1 Salatiga Telp. 0298-323950 Established : 1978 Headmaster : Drs. Sugiyanto, M.Pd.I
Data land and building
2
1) The amount of land is 5810 m
2
2) The building area is 2598 m e.
The Condition of Teacher and Staff of MTs N Salatiga
There are many teacher who works and give their time to deliver the materials in teaching and learning process. Some of them have been the civil servant and some others are honorer teacher. Besides that, there are staff and employee who always help the necessary to support the educational process.
Table 3.1 List of Teacher and Staff of Mts N Salatiga
No Name NIP Subject
Drs. Sugiyanto,
1 Headmaster M.Pd.I
196112171998031001 Drs. Widodo
2 Sport Mulyo 19640427 199403 1 002
Teacher Drs. Faisal
English
3 Bahar Susanto, Teacher and 19680712 199403 1 002
M.Ag Vice of
Headmaster
4 Dra. Nur Laila Mathematic 19670824 199503 2 001
Teacher Art and
5 Munjayanah, 19700525 199503 2 001 Culture S.Pd
Teacher Religion
6 Nur Hidayati, Teacher and 19610101 198503 2 001 S.Ag
Vice of Library
Phisic
7 Drs. Syariful 19650724 199803 1 002 Teacher and Hadi
Vice of Scout
8 Mathematic Dra. Mulyani 19650507 199803 2 001
Teacher Biology
9 Abdul Latief Teacher and 19670717 199203 1 001 Muslich, S.Pd Vice of Sains
Library
10 Mathematic Supangat, S.Pd 19590204 199303 1 002
Teacher
11 Dra. Nunuk Geography 19670517 199903 2 001 Samiasih Teacher
12 Aini Dharyati, History 19630805 199203 2 002 S.Pd
Teacher
13 Umar Faruk, Religion 19610605 199203 1 002 S.Pdi
Teacher
14 Hj. Sri Sport 19700613 199403 2 003
Hidayati, S.Pd Teacher
15 Dra. Dihliz Religion 19700123 200312 2 001 Zuna'im Teacher Miftah
16 Mathematic Syarifuddin, 19780324 200312 1 003
Teacher S.Si
17 Sri Hariyanti, Indonesian 19601231 198203 2 063 S.Pd
Teacher
18 Sains Suyanto, S.Pd 19690126 199512 1 001
Teacher
19 Eko Firatno, Phisic 19710117 199512 1 002 A.Md Teacher
History and
20 Muti'ah Culture of 19710510 200312 2 002 Setyawati,S.Ag Islam
Teacher Civical
21 Muhammad 19691005 200501 1 002 Education Shobirun, S.Pd
Teacher
22 Rita Budiarti, Counseling 19680510 200501 2 003 S.Pd
Teacher Heni
23 Indonesian Haswarini, 19761022 200501 2 002
Teacher S.Pd Nova Zaeni
24 Nurfuadiyan, English 19811102 200501 1 002
S.PdI Teacher
25 Siti Riayah, History 19730904 200501 2 001 S.Pd teacher
26 Muhammad Mathematic 19790206 200501 1 003 Taufiq, S.Pd Teacher Ida
27 Arabic Widminingsih, 19760823 200501 2 003
Teacher S.Ag
28 Nida Usholha, Mathematic 19810612 200501 2 003 S.Si
Teacher Feviana Sofia
29 Counseling Iraningrum, 19760215 200501 2 002 teacher S.Pd
30 Drs. Irwan 19670705 200501 1 002 Teacher
31 Munawar, Arabic 19690610 200604 1 016 S.Ag
Teacher
32 Dra. Ernawati Arabic 19681027 200701 2 016 Susanti teacher
33 Nuning Geography 19730822 200604 2 017 Widyani, S.Pd Teacher
34 Javanese Kartini, S.S 19730319 200501 2 001
Teacher Atik
35 Indonesian Prasetyowati, 19750519 200701 2 010
Teacher S.Pd
History and
36 Lies Arifah, Culture of 19720330 200701 2 018 S.Ag
Islam Teacher
Technology Communicati
37 Budi Lathiful 19720131 200701 2 014 on and T, Se
Information Teacher
History and
38 Ismiyati, Culture of 19800717 200710 2 010 S.PdI
Islam Teacher
Khoiru
39 English Rakhman 19810316 200710 1 001
Teacher Abidin, S.Pd.I
40 Nur Khamim, English 19801229 200901 1 009 M.Pd
Teacher Farida
41 English Nairraturrahma 19800414 200710 2 007
Teacher
h, S.Pd.I Eko Penata Muda
42 Jatmikaning 19770928 200710 1 001 TK.I, III/b, Budi, S.Pd Guru Pertama
Penata Muda
43 M. Arif TK.I, III/b, 19810924 200501 1 004 Rahman Bendahara
Pengeluaran Penata, III/c, PLt. Ka. TU
44 Mustaghfirin, 19780201 199803 1 002 & Perencana Sh dan Pelaporan
Table 3.2 List of Staff in MTs N Salatiga No Name / NIP / Subject1 Muhammad Khundori NIP. 19650307 200901 1 001 Juru TK.I, I/D, Pramu Kantor
2 Siti Sufrotun Salatiga, 29-5-1974 PTT, TMT 01-07-1993
3 Yuliastuti Puspitosari, SE Salatiga, 17-07-1979 PTT, TMT 02-01-2001
4 Syarifuddin Sena Atmadja, S.H.I Semarang, 21-02-1979 PTT, TMT 06-08-2003
5 Zahroni Salatiga, 08-02-1973 PTT, TMT 04-02-1992