THE READING COMPREHENSION OF THE SEVENTH GRADE STUDENTS OF SMP N 2 MEJOBO KUDUS IN THE ACADEMIC YEAR 2011/2012 TAUGHT BY USING GRAPHIC ORGANIZER
SKRIPSI Presented to the University of Muria Kudus In a Partial Fulfillment of the Requirements for Completing the Sarjana Program In English Education
By SHOFIANA SARI NIM 200732005
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012
MOTTO Keep Spirit! Attitude is Everything No Pain, No Gain Powerful Dreams Inspire Powerful Action. Everything is Possible
Dedications This is especially dedicated to: Her beloved father (Suhono) and mother (Subianah) Her beloved young sisters (Kurniati Styana and Silvia Widiastuti) Her dearest Teguh Yulianto who always give support and huge love Her close friends (bebh, dek say, and tata). Those always help and support her. The English teachers of junior high school in Indonesia.
ADVISORS’ APPROVAL
This is to certify that the Sarjana Skripsi of Shofiana Sari (2007-32-005) has been approved by the skripsi advisors for further approval by the Examining Committee.
Kudus, Maret, 2012 Advisor I
Fajar Kartika, SS, M.Hum NIS. 0610701000001191 Advisor II
Rismiyanto, S.S, M.Pd NIS. 0610701000001146
Acknowledged by The Faculty of Teacher Training and Education Dean,
Drs. Susilo Rahardjo, M.Pd NIP 19560619-198503-1-002
EXAMINERS’ APPROVAL
This is to certify that the Sarjana Skripsi of Shofiana Sari (NIM: 2007-32-005) has been approved by the Examining Committee as requirement for the Sarjana Degree in the Teaching of English as Foreign Language.
Kudus, March 30 2012 Skripsi Examining Committee:
Fajar Kartika, SS, M.Hum NIS. 0610701000001191 Advisor II
Chairperson
Rismiyanto, S.S, M.Pd , NIS. 0610701000001146
Member
Dr. Slamet Utomo, M. Pd NIP. 196212191987031001 Advisor I
Member
Drs. Suprihadi, M.Pd NIP. 195706161984031015
Member
Acknowledged by The Faculty of Teacher Training and Education Dean,
Drs. Susilo Rahardjo, M.Pd NIP 19560619-198503-1-002
ACKNOWLEDGEMENT
In the name of Allah, the most gracious and the most merciful, in this occasion, the writer would like to express her gratitude to the God, Allah S.W.T, who has given her mercies and blessing so that the writer can finish this final project without any significant problems. During this struggle to finish this final project, the writer would also like to convey her special gratitude to: 1. Drs. Susilo Rahardjo, M.Pd as the dean of Teacher Training and Education Faculty, for all his supports. 2. Fitri Budi Suryani, SS, M.Pd as the head of English Education Department, for all her supports. 3. Fajar Kartika, SS, M.Hum as the first advisor, for all his invaluable time and patience in guiding the writer during the process of writing. 4. Rismiyanto, SS, M.Pd as the second advisor, for all his patience and through in examining this final project. 5. Drs. Moh. Bambang Irianto as principal of SMP N 2 Mejobo Kudus for his permission and helps. 6. Suwartingsih, S.Pd as the English teacher of the seventh grade for her advice and helps. 7. All the students in VII C class for the joy and help that always full of spirit during the process of research. 8. Her beloved family, her mother, father, and sisters who always give spirit and love.
9. Her beloved friends, the group of “Empat Sekarat” (Beb Zenta DiKa, Dek Say Sapoethree Cheeweey Mbem and Tata Ririe Leo Martino) for all their spirits and joy. You are the best friend ever. 10. All the members of her second family in SEKAM (Seni Kampus). 11. All people involved during the writing of this final project. The writer happily receives any constructive criticism and suggestion, but the writer hopes that it will be useful for those especially who are in the field of education. Thank you.
Kudus, March The writer,
Shofiana Sari NIM 200732005
2012
ABTRACT Sari, Shofiana. 2012. Reading Comprehension of The Seventh Grade Stuents of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 Taught by Using Graphic Organizer. Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisors : (i) Fajar Kartika, S.S, M. Hum., (ii) Rismiyanto, SS, M.Pd. Keywords: reading comprehension, graphic organizer. In curriculum of 2006 or KTSP the aim of English teaching in Indonesia especially teaching English to junior high school is to enable students to have the ability in developing communicative competence in both oral and written form in echieving functional literacy level, to have the awareness about the essence and the important of English in incresing competition in global community, and the last is to develop the student’s comprehension about interrelatedness between language and culture. Teaching English is alwayas oriented to master the four skills. They are listening, speaking, reading and writing. Those four language skills must be taught integratedly and supported by some language components such as pronunciation, grammar and vocabulary. But in this reasearch, the writer just focuses on reading comprehension. Therefore, it is necessary to find out the other suitable way to teach reading comprehension. Graphic Organizer is an instructional tool that can help students to organize, structured the information and concepts to relate with the other concepts. This research has a purpose to find out the answer from the statement of the problem, is there is any significant difference between the achievement in reading comprehension of the seventh grade students of SMP N 2 Mejobo Kudus before and after being taught by using graphic organizer. This is a quantitative research, which relies on quantitative data based on computation and measurement, operational variables and statistics. The method of the research is experiment. This design of the study is the quasi-experimental method with pre-test and posttest. There is a try out before the test, and then it is continued by validity and reliability test. The data are taken from the objective multiple-choice test. The total population is 298 students of the seventh grade. This research applied a cluster random sampling technique to get samples. The total sample is 34 students from the same class, VII-C class. After the students is given the pre test, they are given the treatment for six meeting. The giving of the treatment relies on the material that taken from the syllabus of the school. Then, the data is analyzed using the ttest method to find out whether there is significant difference between the achievement in reading comprehension before and after being taught by using graphic organizer. The research result, the mean of pre test is 68.9 and the mean of posttest is 79.3. There is 10.4% improvement difference in the group between before and after being taught by using graphic organizer. Besides, it can also be concluded that the t (obtained) value 4.33 in the level of significance = 0.05 and the degree
of freedom 33, the t (critical) is 2.04, so the t (obtained) value falls in the critical region. Thus,H0 is refused and accept the H1. So, the hypothesis that states, “There is a significant difference of the achievement in reading comprehension of the seventh grade students of SMP N 2 Mejobo Kudus before and after being taught by using graphic organizer” is accepted. Because the use of graphic organizer in teaching reading comprehension shows good results, the English teacher of junior high school should be more creative and innovative in selecting the suitable methods and media in teaching learning process, graphic organizer can be used as alternative media to teach reading comprehension. In fact, graphic organizer can improve the students’ achievement in reading comprehension. Besides, the students should be more active during teaching learning process.
ABSTRAKSI Sari, Shofiana. 2012. Reading Comprehension of The Seventh Grade Stuents of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 Taught by Using Graphic Organizer.Skripsi. Program Studi Pendidikan Bahasa Inggris, Fakultas Kaeguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Dosen Pembimbing : (i) Fajar Kartika, S.S, M. Hum, (ii) Rismiyanto, SS, M.Pd. . Keywords: pemahaman membaca, graphic organizer. Dalam kurikulum 2006 atau KTSP tujuan pengajaran bahasa Inggris di Indonesia terutama mengajar bahasa Inggris untuk SMP adalah untuk memungkinkan siswa untuk memiliki kemampuan dalam mengembangkan kompetensi komunikatif dalam bentuk baik lisan dan tertulis untuk mencapai tingkat keaksaraan fungsional, untuk memiliki kesadaran tentang esensi dan pentingnya bahasa Inggris dalam komunitas global, dan yang terakhir adalah untuk mengembangkan pemahaman siswa tentang keterkaitan antara bahasa dan budaya. Pengajaran bahasa Inggris selalu berorientasi untuk menguasai empat keterampilan. Diantaranya adalah mendengarkan, berbicara, membaca dan menulis. Keempat kemampuan bahasa harus diajarkan secara terpadu dan didukung oleh beberapa komponen bahasa seperti pengucapan, tata bahasa dan kosa kata. Tetapi dalam penelitian ini, penulis hanya berfokus pada pemahaman bacaan. Oleh karena itu, perlu untuk mengetahui cara lain yang cocok untuk mengajarkan pemahaman membaca. Graphic Organizer adalah alat pembelajaran yang dapat membantu siswa untuk mengatur, menstrukturkan informasi dan untuk menghubungkan konsep satu dengan konsep lainnya. Penelitian ini memiliki tujuan untuk mencari tahu jawaban dari pernyataan masalah, adalah ada perbedaan yang signifikan antara prestasi dalam pemahaman membaca siswa kelas tujuh SMP N 2 Mejobo Kudus di antara sebelum dan sesudah diajarkan dengan menggunakan graphic organizer. Ini merupakan penelitian kuantitatif, yang bergantung pada data kuantitatif berdasarkan perhitungan dan pengukuran, variabel operasional dan statistik. Metode penelitian adalah eksperimen. Desain penelitian ini adalah metode kuasi-eksperimental dengan pre-test dan posttest. Ada mencoba sebelum ujian, dan kemudian dilanjutkan dengan validitas dan uji reliabilitas. Data diambil dari tes pilihan ganda obyektif. Populasi total 298 siswa dari kelas tujuh. Penelitian ini menerapkan teknik cluster sampling acak untuk mendapatkan sampel. Total sampel adalah 34 siswa dari kelas yang sama, VII-C kelas. Setelah siswa diberi pre test, mereka diberi pengobatan selama enam
pertemuan. Pemberian pengobatan bergantung pada materi yang diambil dari silabus dari sekolah. Kemudian, data dianalisis dengan menggunakan metode ttest untuk mengetahui apakah ada perbedaan yang signifikan antara prestasi dalam pemahaman membaca antara sebelum dan sesudah diajarkan dengan menggunakan graphic organizer. Hasil penelitian, rata-rata pre test adalah 68.9 dan rata-rata posttest adalah 79.3. Ada 10.4% peningkatan perbedaan kelompok antara sebelum dan sesudah diajarkan dengan menggunakan dictogloss. Selain itu, juga dapat disimpulkan bahwa t (diperoleh) nilai 4.33 pada tingkat signifikansi = 0.05 dan derajat kebebasan 33, t (kritis) adalah 2,04, jadi t (diperoleh) nilai jatuh di daerah kritis. Dengan demikian, H0 ditolak dan menerima H1. Jadi, hipotesis yang menyatakan, “Ada perbedaan prestasi yang signifikan dalam pemahaman membaca siswa kelas tujuh SMP N 2 Mejobo Kudus antara sebelum dan sesudah diajarkan dengan menggunakan graphic organizer” diterima. Karena penggunaan graphic organizer dalam pengajaran pemahaman membaca menunjukkan hasil yang bagus, guru bahasa inggris SMP seharusnya lebih kreatif dan inovatif dalam memilih metode dan media yang cocok dalam proses belajar mengajar, graphic organizer dapat digunakan sebagai media alternative untuk mengajar pemahaman membaca. Berdasarkan fakta bahwa graphic organizer dapat meningkatkan perolehan siswa dalam pemahaman membaca. Selain itu, siswa hendaknya lebih aktif dalam proses belajar mengajar.
TABLE OF CONTENT
Page COVER ……………………………………………………………………....…. i LOGO …………………………………………………………………….…… ii TITLE ……………………………………………………………………….… iii MOTTO AND DEDICATION …………………………………………….… iv v ADVISORS’ APPROVAL …………………………………………………… vi EXAMINERS’ APPROVAL ………………………………………………… ACKNOWLEDGEMENT …………………………………………………… vii ix ABSTRACT …………………………………………………………………. TABLE OF CONTENT ……………………………………………………… xiii LIST OF TABLES …………………………………………………………… xvi LIST OF FIGURES …………………………………………………………… xvii LIST OF APPENDICES ……………………………………………………… xviii
CHAPTER I INTRODUCTION 1.1 Background of the Study …………………………………………………… 1 1.2 Statement of the Study …………………………………………………….
4
1.3 Objective of the Study ……………………………………………………… 5 1.4 Significance of the Study ……………………………………………..……
5
1.5 Limitation of the Study ……………………………………………….……
5
1.6 Operational Definition ………………………………………………….…….. 6
CHAPTER II REVIEW OF RELATED LITERATURE AND HYPOTHESIS 2.1 Reading Comprehension ………………………………………………….……7 2.1.1 The purpose of Reading Comprehension ………………………………… 9 2.2 Teaching English in SMP N 2 Mejobo Kudus .. ……………………………… 11 2.2.1 The Purpose of Teaching English in SMP N 2 Mejobo Kudus……………… 11 2.2.2 The Material of Teaching English in SMP N 2 Mejobo Kudus ………
12 2.2.3 The Media of English Teaching in SMP N 2 Mejobo Kudus ………………13 2.3 Graphic Organizer as Media of Teaching English ………………………… 14 2.3.1 Types of Graphic Organizer ………………………………………… 15 2.3.2 The Advantages of Graphic Organizer………………………………
17
2.3.3 The Step of Using Graphic Organizer in Teaching Reading Comprehension .…………………………………………………........... 18 2.4 Previous Study ………………………………………………………….…. 20 2.5 Theoretical Framework ………………………………………………….… 21 2.6 Hypothesis ………………………………………………………………….. 22 CHAPTER III
METHOD OF THE RESEARCH
3.1 Research Design ………………………………………………………….… 23 3.2 The Research Variables …………………………………………………… 24 3.3 Population and Samples ………………………………………………….… 25 3.4 The Instrument of the Study ……………………………………………….…26 3.5 The Data Collection ……………………………………………………….. 28 3.6 Technique of Analyzing Data ……………………………………………… 29 CAHPTER IV RESEARCH FINDING 4.1 The Reading Comprehendion of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 before being Taught by Using Graphic Organizer. …………………………………………
33
4.2 The Reading Comprehendion of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 after being Taught by Using Graphic Organizer. …………………………………………… 4.3 Hypothesis Testing .…………………………………………………..…
35 36
CHAPTER V DISCUSSION 5.1 The Reading Comprehendion of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 before being Taught by Using Graphic Organizer. ……………………………………………
40
5.2 The Reading Comprehendion of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 after being Taught by Using Graphic Organizer. ……………………………………………
42
5.3 The Significant Difference of Reading Comprehension of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 before and after being Taught by Using Graphic Organizer.....
CHAPTER VI
43
CONCLUSION AND SUGGESTION
6.1 Conclusion …………………………………………………………………. 45 6.2 Suggestion ………………………………………………………………….. 46
BIBLIOGRAPHY ………………………………………………………………..48 APPENDICES ………………………………………………………………..…..49 CURRICULUM VITAE ……………………………………………………..….… 123
LIST OF TABLES
Table
Page
2.1 The Materials of English Teaching for Second Semester of the Seventh Grade in SMP N 2 Mejobo Kudus. ………………………………….
13
15 2.2 The Types of Graphic Organizer ………………………………….………… 3.1 The Total Population of Seventh Grade Students of SMP N 2 Mejobo 25 Kudus …..………………………………….………………………………… 3.2 The Sample of the Research, VII-C Class ………………………………….26 3.3 The Criteria of the Students’ Score ……………………………………….. 30 4.1 The Result of Pre Test of Reading Comprehension …………………….
33
4.2 The Result of Posttest of Reading Comprehension ……………………..
35
LIST OF FIGURE
Figure
Page
2.1
Matrix ……………………………………………………………….
15
2.2
Network Tree ………………………………………………………
15
2.3
Descriptive………………………………………………………………. 16
2.4
Mind Mapping ……………………………………………………………16
2.5
Time Line ………………………………………………………………. 16
2.6
Process/ Procedure ……………………………………………………… 16
2.7
Agreement scales …………………………………………………………16
2.8
Evaluation Chart …………………………………………………….
2.9
Fishbone Map …………………………………………………………. 17
2.10
Cause-Efect ……………………………………………………………….17
2.11
Cycle Graph ……………………………………………………………….17
3.1
The Design of Quasi-Experimental Method ………………………………24
4.1
The Polygon Pre Test Result of Reading Comprehension of VII-C Students ………………………………………………………………….. 34
4.2
The Polygon Posttest Result of Reading Comprehension of VII-C Students …………………………………………………………………...35
4.3
Sampling Distribution showing t (obtained) versus t (critical) = 0.05 Two tailed test, df = 33 ………………………………………………….. 38
16
LIST OF APPENDICES
Appendix
Page
1. The Syllabus of the second semester of SMP N 2 Mejobo Kudus in the academic year 2011/2012 ………………………………………………………………….
49
2. Character Building ………………………………………………………………….
52
3. Table Specification of the Test of the Reading Comprehension on the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 ……………………………………………………………………….
56
4. The Try out, Pre and Posttest ……………………………………………………
57
5. Key Answer ……………………………………………………………………..
62
6. Answer Sheet ……………………………………………………………………
63
7. Lesson Plan ………………………………………………………………………….. 64 8. The Try out Table from the Students of VII-C …………………………………… 112 9. The Calculation of Try Out Test of Reading Comprehension of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012…...
113
10. The Data Pre Test Scores of Reading Comprehension of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 Before being Taught by Using Graphic Organizer…………………….....………... 114 11. The Calculation of Mean and Deviation Standard of Pre Test of Reading Comprehension of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 before being Taught by Using Grpahic Organizer ………... ………………………………………………………………
115
12. The Data Posttest Scores of Reading Comprehension of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 after being Taught by Using Graphic Organizer ………………………………………… 117 13. The Calculation of Mean and Deviation Standard of Posttest Scores of Reading Comprehension of the Seventh Grade Students of SMP N 2 Mejobo Kudus in the Academic Year 2011/2012 after Being Taught by Using Graphic Organizer ……………………………………………………….
118
14. The Calculation of t observation (t0) …………………………………………120 15. Significance Table at 5% and 1% Level of Significance……………………. 122
