IMPROVING STUDENTS’ PARTICIPATION IN READING CLASS THROUGH THE IMPLEMENTATION OF POINT SYSTEM (A Classroom Action Research at Grade VIII E Students of SMP Negeri 1 Cilongok in Academic Year 20112012)

  IMPROVING STUDENTS’ PARTICIPATION IN READING CLASS THROUGH THE IMPLEMENTATION OF POINT SYSTEM (A Classroom Action Research at Grade VIII E Students of SMP Negeri 1 Cilongok in Academic Year 2011/2012) A THESIS Submitted to the English Department as a Partial Fulfillment of the Requirement for S. Pd Degree By: SAEFUL ROKHMAN 0801050039 ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2012

  

DEDICATION

THIS THESIS IS DEDICATED TO:

  

1. Alloh SWT, always gives me a wonderful life every day, without your

love, I cannot be like this. Iam nothing without you, I cannot be strong than ever.

  2. My beloved father (Kasliyam, S.Pd.) and mother (Komyati)

Thanks for your endless love, your struggle, support, motivation,

attention, material, and prayer that makes me realize that I have to be

the best for you. I love you so much.

  

3. My beloved sisters (Feri Nisa F and Rizka Wulan) who always pray for

me and give me support. I love you all.

  

4. My lecturers and my supervisors Mr. Bambang Suroso and Mrs. Lutfi

Istikharoh, thanks for the sciences and all the kindness.

  5. All of my beloved people (Aysa, Vara, Titis, Itsni, Firman, Sulthon, etc)

I cannot mention you all one by one), in English Department ’08, in

Golden Esa Cabinet and in Tae Kwon Do UMP. Thanks for all.

  

6. All of my friends in boarding house (Itmam, Purbo, Anwar, Firman,

Sulthon, Sofie, Olan, Rudi). Thanks for all.

  

7. All of my students at grade VIII E students of SMP Negeri 1 Cilongok

in academic year 2011/2012 (Shefie, Dhezy, Nur S, Abiardhi, Adinata,

Muslih, etc. Thanks for your help.

  iii MOTTO Always pray to God and be yourself.

  Aspire to climb as high as you can dream A success comes from a strong desire.

  Do not judge somebody from their appearance; judge them from their mind, heart and appearance.

  iv

  ACKNOWLEDGMENTS

  First of all, the writer would like to say thanks to Allah SWT who has guidance, mercy, and his permission, so that he can finish writing his thesis as the partial fulfillment to get S.Pd Degree at the English Department of Teacher Training and Education Faculty in Muhammadiyah University of Purwokerto.

  In this occasion, the writer would like to say thanks deeply to:

  1. Drs. Joko Purwanto, M.Si, as the head of Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto for the encouragement to do this thesis.

  2. Endang Kusrini, S.Pd., M.Hum, as the Head of English Department of Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto for assisting the writer in accomplishing the research.

  3. Bambang Suroso, M.Hum. as the first supervisor who gave guidance, encouragement, advice, support, suggestion and helpful correction.

  4. Lutfi Istikharoh, M.Pd. as the second supervisor who gave guidance, encouragement, advice, support, suggestion and helpful correction.

  5. Muhammad Priyo Utomo, S.Pd. as the Head Master of SMP Negeri 1 Cilongok who gave his permission in accomplishing the research.

  6. Marjonet, S.Pd. as the English teacher of Negeri 1 Cilongok who helped his in conducting his research.

  7. Students’ class VIII E of SMP Negeri 1 Cilongok who participated in his research. v

  8. The librarians of Muhammadiyah University of Purwokerto who helped his in providing some materials for writing this thesis.

  9. The writer’s parents, sister, and all of his friends who gave his help and support to finish his thesis.

  Although this thesis is still far from being perfect and the mistakes still color this thesis, the writer hopes that this thesis will give positive contributions and be useful to this field of study.

  th

  Purwokerto, February 21 2012 Writer vi

TABLE OF CONTENTS

  Page TITLE ............................................................................................................ i APPROVAL ................................................................................................... ii DEDICATION ............................................................................................... iii MOTTO ......................................................................................................... iv PREFACE ...................................................................................................... v TABLE OF CONTENT .................................................................................. vii LIST OF TABLES .......................................................................................... x LIST OF FIGURES ........................................................................................ xi LIST OF APPENDICES ................................................................................. xii ABSTRACT ................................................................................................... xiii

  CHAPTER I INTRODUCTION A. The Background of the Research ....................................... 1 B. The Reasons for Choosing the Topic ................................. 5 C. The Problem of the Research ............................................. 6 D. The Aims of the Research ................................................. 6 E. The Clarifications of Terms ............................................... 6 F. The Contributions of the Research..................................... 8 CHAPTER II LITERATURE REVIEW A. Reading ............................................................................. 9

  1. The Definition of Reading ............................................ 9

  2. The Importance of Reading ........................................... 10

  3. The Aims of Reading .................................................... 11

  4. The Major Components of Reading .............................. 12

  5. The Teaching Technique in Reading Class.................... 14

  B. Participation ...................................................................... 15

  1. The Definition of Participation ..................................... 15

  2. The Definition of Students’ Participation ...................... 16

  3. The Importance of Participation .................................... 16 vii

  4. The Kinds of Students’ Participation ............................. 18

  CHAPTER III RESEARCH METHODOLOGY A. The Method of the Research .............................................. 32 B. The Place and Time of the Research .................................. 33

  CHAPTER IV RESULT AND DISCUSSION A. The Result of the Research ................................................ 53

  H. The Success Indicator ........................................................ 52

  G. The Process of Data Validity ............................................. 51

  F. The Technique of Analyzing Data ..................................... 47

  E. The Technique of Collecting Data ..................................... 39

  D. The Research Design ......................................................... 35

  C. The Subject of the Research .............................................. 34

  2. The Time of the Research............................................. 33

  1. The Place of the Research ............................................ 33

  F. Hypothesis ........................................................................ 31

  5. The Factors of Students’ Low Participation .................. 21

  E. Basic Assumption ............................................................. 31

  D. The Participation Point System (PPS) in Reading Class Teaching ........................................................................... 29

  4. The Advantages of Implementing Participation Point System (PPS) ...................................................... 28

  3. The Procedures of Implementing Participation Point System (PPS) ...................................................... 27

  2. Why Use Participation Point System (PPS) .................. 26

  1. The Definition of Participation Point System (PPS) ...... 25

  C. Participation Point System (PPS) ....................................... 25

  7. The Aspects in Getting More Participation of Students in a Class ....................................................... 24

  6. The Factors of Students’ High Participation .................. 22

  1. The Implementation of Cycle 1 .................................... 53 viii

  2. The Implementation of Cycle 2 .................................... 63

  3. The Triangulation of Data Results ................................ 73

  B. Discussion ......................................................................... 79

  CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ........................................................................ 86 B. Suggestion. ....................................................................... 87 REFERENCES APPENDICES

  ix

  LIST OF TABLES

  Page Table 1 : Table of the Major Components of Reading .................................. 12 Table 2 : Table of the Schedule of the Research ........................................... 34 Table 3 : Table of the Activities of Teaching and Learning Process in Reading Class through the Implementation of Point System ..... 37 Table 4 : Table of the Indicator of Teacher’s Activity .................................. 41 Table 5 : Table of the Indicator of Students’ Activity .................................. 42 Table 6 : Table of the Questionnaire List ..................................................... 44 Table 7 : Table of the Quality of Students’ Participation .............................. 50 Table 8 : Table of the Observation Result of Students’ Activity in Cycle 1 .. 59 Table 9 : Table of the Observation Result of Teacher’s Activity in Cycle 1 . 60 Table 10 : Table of the Observation Result of Students’ Activity in Cycle 2 .. 69 Table 11 : Table of the Observation Result of Teacher’s Activity in Cycle 2 . 71 Table 12 : Table of the Improvement of Students’ Participation from

  Cycle 1 to Cycle 2 ........................................................................ 74 x

  LIST OF FIGURES

  Page Figure 1 : Figure of the Research Model .......................................................... 36 Figure 2 : Figure of the Process of Analyzing the Qualitative Data .................. 48 Figure 3 : Figure of the Graphic of Students’ Participation Improvement in Cycles (Percentage) ..................................................................... 75 xi APPENDIX A:

  1. List of Students at Grade VIII E of SMP Negeri 1 Cilongok

  2. Lesson Plans APPENDIX B:

  1. Observation Checklist

  2. Questionnaire APPENDIX C:

  1. The Result of Observation

  a. The Observation Result of Students’ Activity 1) Cycle 1

  a) Action 1

  b) Action 2 2) Cycle 2

  a) Action 1

  b) Action 2

  b. The Observation Result of Teacher’s Activity 1) Cycle 1

  a) Action 1

  b) Action 2 2) Cycle 2

  a) Action 1

  b) Action 2

  2. The Result of Questionnaire Students’ Answer and the Questionnaire Percentage (%)

  3. The Result of Interview with the Collaborative Teacher and the Students APPENDIX D:

  1. Field Notes

  2. Documentation APPENDIX E:

  1. Curriculum Vitae (CV) of the Writer and the Collaborative Teacher

  2. Letters of Permission xii

  ABSTRACT

  

IMPROVING STUDENTS’ PARTICIPATION IN READING CLASS

THROUGH THE IMPLEMENTATION OF POINT SYSTEM

(A Classroom Action Research at Grade VIII E Students of

SMP Negeri 1 Cilongok in Academic Year 2011/2012)

  By: Saeful Rokhman

  0801050039 This research was aimed at finding out how the implementation of point

  

system can improve the students’ participation at Grade VIII E Students of SMP

  Negeri 1 Cilongok in Academic Year 2011/2012. The main problem faced by the students in the class was the lack of students’ participation in following reading teaching learning process. The Classroom Action Research was done at SMP Negeri 1 Cilongok with 32 students; 13 male and 19 female students of grade VIII E as the subject of research. The research had been done for 3 months (November 2011 – January 2012).

  The perform research, the writer worked in collaboration with the English teacher. The CAR was done based on Kemmis and Mc Taggart’s CAR design. The writer implemented the research in two cycles; each cycle consisted of two actions. The procedures of research were; making plan, acting, observing, evaluating and reflecting. The data were collected through observations, questionnaires, filed notes, interviews and documents. There were two kinds of data, qualitative and quantitative data. The qualitative data was gained by analyzing the use of the implementation of point system that improved the students’ participation in reading teaching and learning process, whereas the quantitative data was obtained by accounting the percentage of indicators of students’ participation to measure whether there was improvement in the CAR or not.

  The result of this research showed that the students’ participation in each cycle improved significantly. Cycle 1 showed the improvement of 21.26% and cycle 2 86.56%. The average of students’ participation in both contributive and initiative participation from cycle 1 to cycle 2 in reading class was 65.30%. It meant that the result of this research had reached the success indicator (65%). Thus, the quality of students’ participation was good. Meanwhile, the result of interviews showed that the students and the collaborative teacher gave positive responses toward the implementation of point system and the questionnaire’s percentage of students who chose “Ya” was more than 65%. Based on the result above, the implementation of point system can improve students’ participation in reading teaching and learning process. xiii

  Letters of Permission

  1. Surat Permohonan Ijin Penelitian Bakesbangpolinmas

  2. Surat Keterangan penelitian dari Sekolah

  3. Surat Rekomendasi Penelitian dari Bakesbangpolinmas

  4. Surat Izin Penelitian dari BAPPEDA

  5. Surat Izin Penelitian dari Dinas

  6. Surat Keputusan Dekan FKIP UMP

  Improving Students’ Participation..., Saeful Rokhman, FKIP UMP, 2012