THE READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMA ISLAM AL-HIKMAH MAYONG JEPARA TAUGHT BY USING GUIDED NOTE TAKING TECHNIQUE IN ACADEMIC YEAR 2012/2013
By SITI FATHIYYAH NIM 200832306
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012 i
ii
THE READING COMPREHENSION OF THE TENTH GRADE STUDENTS OF SMA ISLAM AL-HIKMAH MAYONG JEPARA TAUGHT BY USING GUIDED NOTE TAKING TECHNIQUE IN ACADEMIC YEAR 2012/2013
SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment of the Requirements for Completing the Sarjana Program in English Education
By SITI FATHIYYAH NIM 200832306
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012
iii
ADVISORS’ APPROVAL
This is to certify that the Sarjana Skripsi of Siti Fathiyyah has been approved by the skripsi advisors for further approval by the Examining Committee.
Kudus,
September 2012
Advisor I
Dr. Slamet Utomo, M.Pd NIP 19621219 198703 1 001
Kudus,
September 2012
Advisor II
Rismiyanto, SS, M.Pd NIS 0610701000001146
Acknowledged by The Faculty of Teacher Training and Education
Drs. Susilo Rahardjo, M.Pd. NIP 19560619 198503 1 002 iv
EXAMINERS’ APPROVAL This is to certify that the skripsi of Siti Fathiyyah (NIM 200832306) has been approved by the Examining Committee as a requirement for the Sarjana Degree in the Teaching of English as a foreign language.
Kudus, September 2012 Skripsi Examining Committee:
Fitri Budi Suryani, S.S, M.Pd NIS 0610701000001155
Chairperson
Agung Dwi Nur Cahyo, S.S, M.Pd NIS 061017013010001187
Member
Diah Kurniati, S.Pd, M.Pd NIS 0610701000001190
Member
Dr. H. A. Hilal Madjdi, MPd NIS 0610713020001020
Member
Acknowledged by The Faculty of Teacher Training and Education Dean,
Drs. Susilo Rahardjo, M.Pd. NIP 19560619 198503 1 002 v
MOTTO AND DEDICATION MOTTO There is no impossible word if we never give up. Keep studying and praying to Allah. Today must better than yesterday. Never give up on your dreams.
DEDICATION This skripsi is dedicated to my beloved parents, brother, sister, friends
vi
ACKNOWLEDGEMENT
No beautiful words to say in this wonderful occasion, but the greatest thanks to Allah SWT for the best love, mercy, blessing and compassionate given to the writer. So, she can finally accomplish this Skripsi entitled “The Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara Taught by Using Guided Note Taking technique in Academic Year 2012/2013” is able to be accomplished. This Skripsi is not merely her own work because of having been greatly improved by some great people who suggested and guided the writer by giving some comment and notes to make it better. Therefore, she would like to express her deep gratitude to: 1. Drs. Susilo Rahardjo,M.Pd. the Dean of Teacher Training and Education Faculty. 2. Fitri Budi Suryani, S.S.,M.Pd. the Head of English Education Department. 3. Dr. Slamet Utomo, M.Pd. the first advisor for all the time, advice, patience and attention to the writer in completing this skripsi. 4. Rismiyanto, SS, M.Pd., as her second advisor who had been willing to spend lot of time to guide and advise her in giving corrections and suggestion in composing research. 5. The lecturers of English Education Department of Teacher Training and Education Faculty of Muria Kudus University. 6. Aunur Rofiq, S.H as the Headmaster of SMA Islam Al-Hikmah Mayong Jepra for giving permission to do a research in SMA Islam Al-Hikmah Mayong Jepara. 7. Sulikan, S.Pd as the English teacher of eleventh grade students of SMA Islam Al-Hikmah Mayong Jepara. 8. The students of X.3 and X.4 of SMA SMA Islam Al-Hikmah Mayong Jepara thanks for giving cooperation.
vii
9. Her beloved parents (Mr. H. Ahmadi Setiawan and Mrs. Hj. Dedeh Fatimah) who always give supports and prays for the writer. 10. Her beloved brother (Maman Abdul Rahman and Irfan Abdul Fatah) and sister (Siti Halimatussa’diyah and Siti Nur Hikmah) thanks for giving support. 11. All dearest best friends for their support and help in finishing this skripsi (Nor, Nana, Indah, Hanifah, Dewi, Fafa, Cmuxalip) 12. My lovely someone who has always given me love, care, support, motivation, suggestion, advises, spirit and inspiration in all the whole time in the compiling this skripsi, Ahmad Fathur Rois. 13. All her supporter, beautiful men and women who cares and gives inspiration whom could not be mentioned here.
There is no greatest obstacle in writing this skripsi than avoiding the temptation of being perfect. Therefore, suggestion from the reader will be fully appreciated and always awaited. She do expects that this research will be useful for those, especially who are in the field of education.
Kudus,
September 2012
Siti Fathiyyah
viii
ABSTRACT Fathiyyah, Siti. 2012. “The Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara Taught by Using Guided Note Taking technique in Academic Year 2012/2013”Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisor: (1) Dr. Slamet Utomo, M.Pd.,(2) Rismiyanto, S.S, M.Pd., Key words: Guided Note Taking Technique, Reading Comprehension Reading is one of English skills that should be mastered by the students. By reading they get a lot of information that can enhance their knowledge. In SMA Islam Al-Hikmah Mayong Jepara, most of the students feel difficult to understand the meaning of the text. It is caused by the lack of vocabulary and still depends on the teacher in teaching learning process. They feel difficult to share their idea about the material that is learned. This condition encourages the writer to apply a technique in reading skill. The technique which can be used in improving reading comprehension is Guided Note Taking. It is a technique that uses an incomplete handout and has purpose to students in order to pay attention the explanation from teacher with completing handout. This research has a purpose to find out the answer from the statement of the problem, is there any significant difference between the achievement in reading comprehension of the tenth grade students of SMA Islam Al-Hikmah Mayong Jepara before and after being taught by using Guided Note Taking. 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 quasy experimental method with pretest and posttest. There is a tryout before the test, and then it is continued by validity and reliability test. The data are taken from the objective multiple choice tests. The total population is 127 students of the tenth grade. This research applied a cluster random sampling technique to get samples. The total sample is 32 students from the same class, X.3 class. After the students are given pretest, they are given a 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 t-test method to find out whether there is significant difference between the achievement in reading comprehension before and after being taught by using Guided Note Taking. The research result, the mean of pretest is 59.34 and the mean of posttest is 88.37. There is 20.03% improvement difference in the group between before and after being taught by using Guided Note Taking. Besides, it can also be concluded that the t(obtained) value 5.77 in the level of significance 5% and the degree of freedom 31, the t(critacal) is 2.04, So, the t(obtained) value is 5.77 falls in critical region. Thus, Ho is refused and accept the H1. So, the hypothesis that states, there ix
is a significant different between the reading comprehension of the tenth grade students of SMA Islam Al – Hikmah in academic year 2011/2012 before and after taught by using Guided Note Taking technique is accepted. Because the use of Guided Note Taking in teaching reading comprehension shows good result, the English teacher of senior high school should be more creative and innovative in selecting the suitable methods and media in teaching learning process, Guided Note Taking can be use as alternative technique to tech reading comprehension. In fact, Guided Note Taking can improve the students’ achievement in reading comprehension. Besides, the students should be more active during teaching learning process.
x
ABSTRAKSI Fathiyyah, Siti. 2012. “Pemahaman Membaca Siswa Kelas Sepuluh SMA Islam Al-Hikmah Mayong Jepara Menggunakan Teknik Guided Note Taking Tahun Pelajaran 2012/2013. Skripsi. ”Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Dosen Pembimbing: (1) Dr. Slamet Utomo, M.Pd.,(2) Rismiyanto, S.S, M.Pd., Key words: Teknik Guided Note Taking, Kemampuan Membaca Membaca merupakan salah satu skill dalam bahasa Inggris yang harus dikuasai oleh para siswa. Dengan membaca mereka memperoleh banyak informasi yang dapat meningkatkan pengetahuan mereka. Di SMA Islam AlHikmah Mayong Jepara , sebagian besar siswa merasa kesulitan untuk memahami arti dari sebuah text. Ini disebabkan kurangnya penguasaan kosakata dan masih tergantung pada guru dalam proses belajar mengajar. Mereka merasa kesulitan untuk mengungkapkan ide mereka tentang sebuah materi yang dipelalajari. Kondisi seperti ini mendorong penulis untuk menerapkan sebuah tehnik dalam skill membaca. Tehnik yang dapat digunakan dalam meningkatkan pemahaman membaca yaitu Guided Note Taking. Ini adalah sebuah tehnik yang menggunakan handout yang tidak lengkap dan mempunyai tujuan agar siswa-siswa memperhatikan penjelasan guru dengan mengisi handout. Penelitian ini mempunyai tujuan untuk mencari jawaban dari pernyataan masalah apakah ada perbedaan yang berarti antara kemampuan dalam pemahaman membaca siswa kelas X SMA Islam Al-Hikmah Mayong Jepara sebelum dan sesudah diajar menggunakan Guided Note Taking. Ini adalah penelitian kuantitatif yang mana bergantung pada data kuantitatif berdasarkan perhitungan dan pengukuran, variable operesional dan satistik. Metode penelitian ini adalah eksperiment.metode penelitian ini adalah metode kuasi eksperimental dengan pretest dan posttest. Ada sebuah triout sebelum tes dan kemudian dilanjutkan dengan test validitas dan reliabilitas. Data diambil dari tes pilihan ganda yang obyektif. Total opulasi 127 siswa dari kelas sepuluh. Penelitian ini menerapkan sebuah tehnik sampling acak untuk mendapatkan sample. Total sample adalah 32 siswa dari kelas yang sama, kelas X.3. setelah siswa diberikan pretest, mereka diberi perlakuan selama 6 kali pertemuan. Pemberian perlakuan bergantung pada materi yang diambil dari silabus sekolah. Kemudian data dianalisis menggunakan t-test untyk mengetahui apakah ada perbedaan yang berarti antara prestasi dalam pemahaman membaca antara sebelum dan sesudah diajar dengan menggunakan Guided Note Taking. Hasil penelitian, rata-rta pretest adalah 59.34 dan rata-rata posttest adalah 87.37. ada 20.3% peningkatan perbedaan dalam kelompok antara sebelum dan sesudah diajar dengan menggunakan Guided Note Taking. Selain itu juga dapat disimpulkan bahwa t(diperoleh) nilai 5.77 pada tingkat signifikansi 5% dan derajat kebebasan 31, t(critis) adalah 2.04, jadi t(diperoleh) nilai jatuh didaerah xi
critis. Dengan demikian, Ho ditolak dan menerima His 1. Jadi, hipotesis yang menyatakan,”ada perbedaan prestasi yang signifikan dalam pemahamn membaca siswa kelas sepuluh SMA Islam Al-Hikmah Mayong Jepara antara sebelum dan sesuda diajar menggunakan Guided Note Taking”, diterima. Karena penggunaan Guided Note Taking dalam pengajaran pemahaman membaca menunjukan hasil yang bagus, guru bahasa inggris SMA seharusnya lebih kreatif dan innovatif dalam memilih metode dan media yang cocock dalam proses belajar mengajar, Guided Note Taking dapat digunakah sebagia media alternatif untuk mengajar pemahaman membaca. Berdasarkan fakta bahwa Guided Note Taking dapat meningkatkan prestasi siswa dalam pemahaman membaca, selain itu, siswa hendaknya lebih aktif dalam proses belajar mengajar.
xii
TABLE OF CONTENT
COVER………………………………………………………………. PAGE OF LOGO…………………………………………………… PAGE OF TITLE…………………………………………………… PAGE APPROVAL………………………………………………… EXAMINERS’ APPROVAL………………………………………. MOTTO AND DEDICATION……………………………………... ACKNOWLEDGEMENT…………………………………………. ABSTRACT………………………………………………………… ABSTRAKSI……………………………………………………….. TABLE OF CONTENT……………………………………………. LIST OF TABLE…………………………………………………… LIST OF APPENDICES…………………………………………… LIST OF FIGURE…………………………………………………..
Page I ii iii iv v vi vii ix xi xiii xvi xvii xix
CHAPTER I INTRODUCTION 1.1
Background of the Research…………………………………… 1
1.2
Statement of the Problem……………………………………… 4
1.3
Objective of the Research……………………………………… 4
1.4
Significance of the Research…………………………………... 4
1.5
Scope of the Research…………………………………………. 5
1.6
Operational Definition………………………………………… 6
CHAPTER II REVIEW TO RELATED LITERATURE AND HYPOTHESIS 2.1
Teaching English in SMA Islam Al- Hikmah Mayong Jepara... 7 2.1.1
Curriculum of Teaching English in SMA Islam Al- Hikmah Mayong Jepara …………………………
2.1.2
8
Material of Teaching English in SMA Islam Al- Hikmah Mayong Jepara ………………………. xiii
9
2.1.3
Technique of Teaching English in SMA Islam Al- Hikmah Mayong Jepara ………………………...
10
2.2
Reading………………..………………………………………. 10
2.3
Reading Comprehension………………………………………
11
The Purpose of Reading Comprehension……………
12
2.4
Kinds of Reading……………………………………………..
13
2.5
Types of Genre………………………………………
14
2.3.1
2.6
2.5.1
Recount………………………………………………
14
2.5.2
The Definition of Recount Text…………………….
14
2.5.3
The Generic Structure of Recount Text……………
14
2.5.4
The Significant Lexicogrammatical of Recount Text
16
Guided Note Taking Technique……………………………..
16
2.6.1 Definition of Guided Note Taking……………………..
16
2.6.2 The Example of Guided Note Taking…………………
17
2.6.3
Advantages of Guided Note Taking Technique……..
19
2.6.4
Guided Note Taking in Reading Learning Process….
20
2.7
Review to Previous Research…………………………………
2.8
Theoretical Framework……………………….……………….. 21
2.9
Hypothesis…………………………………………….………. 21
20
CHAPTER III METHOD OF THE RESEARCH 3.1
Design of Research …...............................................................
3.2
Population and Sample………………………………………… 24 3.2.1
22
Population……………………………………………. 24 xiv
3.2.2
Sample……………………………………………….. 24
3.3
Instrument of the Research……………………………………. 25
3.4
Data Collection……………..………………………………….. 28
3.5
Data Analyzing ……………………………………………….
28
CHAPTER IV FINDING OF THE RESEARCH 4.1
The Reading Comprehension of the Tenht Grade Students of SMA Islam Al-Hikamh Mayong Jepara before Being Taught By Using Guided Note Taking..........................................................
4.2
32
The Reading Comprehension of the Tenht Grade Students of SMA Islam Al-Hikamh Mayong Jepara after Being Taught By Using Guided Note Taking………………………………………
4.3 Hypothesis Testing……………………………………………..
34 36
CHAPTER V DISCUSSION 5.1
The Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 Before Being Taught by Using Guided Note Taking…………………………………………………………..
5.2
38
The Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 After Being Taught by Using Guided Note Taking…………………………………………………………..
5.3
The Significant Difference of Reading Comprehension of the xv
39
Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 before and after Being Taught by Using Guided Note Taking………………………………………………. 42 CHAPTER VI CONCLUSION AND SUGGESTION 6.1
Conclusion…………………………………………………….
44
6.2
Suggestion…………………………………………………….
45
BIBLIOGRAPHY…………………………………………………..
46
APPENDICES………………………………………………………
47
CURRICULUM VITAE...................................................................
108
xvi
LIST OF TABLES Table
Page
3.1 The Criteria of Measuring the Test Score ..............................................................
26
4.1 The Frequency Distribution of Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 before taught by using Guided Note Taking ........................................................
32
4.2 The Frequency Distribution of Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 after taught by using Guided Note Taking.............................................................
34
4.3 The summary of Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 taught by using Guided Note Taking .............................................................................................
37
xvii
LIST OF FIGURES
Figure
Page
3.1 The scheme of One Group Pretest Posttest of Experiment……………………
23
4.1 The Bar Chart of Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 before taught by using Guided Note Taking………………………………………….
33
4.3 The Bar Chart of Reading Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 before taught by using Guided Note Taking………………………………………….
35
xviii
LIST OF APPENDICES
Appendix
1.
Page
List of the X.3 Grade Students of SMA Islam Al Hikmah Mayong Jepara ....................................................................................................
47
2.
The Data of Tryout Test Reliability of Reading Comprehension ............
48
3.
The Reliability of the Test of Tryout for Measuring the Reading Comprehension of the Tenth Grade Students SMA Islam A Hikmah in Academic Year 2012/2013 ....................................................................
49
Score of English Reading Comprehension (Pretest)of the Tenth Grade Students of SMA Islam Al Hikmah in Academic Year 2012/2013 ..........
51
The Calculation of Mean and Standard Deviation of Pretest Measuring of the Tenth Grade Students of SMA Islam Al Hikmah in Acedemic Year 2012/2013......................................................................................
52
Score of English Reading Comprehension (Posttest)of the Tenth Grade Students of SMA Islam Al Hikmah in Academic Year 2012/2013 ..........
55
The Calculation of Mean and Standard Deviation of Posttest Measuring of the Tenth Grade Students of SMA Islam Al Hikmah in Acedemic Year 2012/2013......................................................................................
56
8.
The T- Test Calculation .........................................................................
59
9.
The Table of Specification of the Ability Reading Comprehension of the Tenth Grade Students of SMA Islam Al Hikmah in Acedemic Year 2012/2013 .............................................................................................
61
10. Testing Reading ....................................................................................
62
11. Answer Key ...........................................................................................
67
12. Lesson Plan ...........................................................................................
68
13. Table Significant at 5% and 1% Level of Significant .............................
88
14. Syllabus ................................................................................................
89
4.
5.
6.
7.
xix
15. Answer Sheet Post Test ..........................................................................
96
16. Answer Sheet Post Test .........................................................................
97
xx
