THE READING COMPREHENSION OF THE ELEVENTH GRADE STUDENTS OF MAN 2 KUDUS IN ACADEMIC YEAR 2011-2012 TAUGHT BY USING CIRC
By AHMAD FUADI NUR NIM 2007 32 203
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012
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THE READING COMPREHENSION OF THE ELEVENTH GRADE STUDENTS OF MAN 2 KUDUS IN ACADEMIC YEAR 2011/2012 TAUGHT BY USING CIRC
SKRIPSI Presented to Muria Kudus University in Partial Fulfillment of the Requirements for Completing the SarjanaProgram in English Education
By AHMAD FUADI NUR NIM 2007 32 203
DEPARTMENT OFENGLISH EDUCATION FACULTY OFTEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012 iii
ADVISORS’ APPROVAL This is to certify that the SarjanaSkripsi of Ahmad FuadiNur (NIM.2007-32-203) has been approved by the skripsi advisors for further approval by the examining committee.
Kudus,February 16th, 2012 Advisor I
Drs. Muh. Syafei, M.Pd. NIP.19620413 198803 1 002
Advisor II
AgungDwiNurcahyo, SS, M.Pd. NIS. 0610701000001187
Acknowledged by The Faculty of Teacher Training and Education Dean,
Drs.SusiloRahardjo, M.Pd NIP. 19560619 198503 1 002
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BOARD OF EXAMINERS This is to certify that the SarjanaSkripsi of Ahmad FuadiNur (NIM.2007-32-203) has been approved by theExamining Committee as a requirement for the Sarjana Degree in Teaching of English Education. Kudus, March 7th, 2012 Thesis Examining Committee
Drs. Muh. Syafei, M.Pd. NIP.19620413 198803 1 002
, Chairman
AgungDwiNurcahyo,SS, M.Pd NIS. 0610701000001187
, Member
AhdiRiyono, SS. M.Hum NIS. 0610701000001160
, Member
Mutohhar, S.Pd, M.Pd NIS. 0610701000001204
, Member
Acknowledged by The Faculty of Teacher Training and Education Dean,
Drs.SusiloRahardjo, M.Pd NIP. 19560619 198503 1 002
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MOTTO AND DEDICATION MOTTO ¾ Allah will never change the condition till the people change it by themselves (Translation Q.S. Ali Imran : 173)
DEDICATION This skripsi is dedicated to: ¾ The writer’s parents: Dzakirohand Sulhan ¾ Everyone who always supports him to finish his skripsi: his big family, and his best friends
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ACKNOWLEDGEMENT
Alhamdulilah, the writer thanks to Allah SWT for His blessings and mercies, so he is able to finish writing this research entitled “The Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 Taught by Using CIRC”. The writer also wants to deliver sholawat and salam to our prophet Muhammad SAW who has helped the humans’ life from the darkness to the brightness. This research can be finished by the support of many people. The writer wants to deliver his great thanks. Especially for: 1. Drs. SusiloRahardjo, M.Pd as the Dean of English Education Department of Teacher Training and Education Faculty of MuriaKudusUniversity. 2. Fitri Budi Suryani, S.S, M.Pd as the Head of English Education Department of Teacher Training and Education Faculty of MuriaKudusUniversity. 3. Drs. Muh. Syafei, M.Pd as the first advisor, whohas guided and given his advices to the writer in finishing this skripsi wisely and patiently. 4. AgungDwiNurcahyo, SS,M.Pd as the second advisor who has assisted writer to developand finish his skripsi with his beautiful and calm mind 5. Drs.H.Ah.Rif an,M.Ag as the principal of MAN 2 Kudus who gives the writerpermission and ease to conduct the research
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6. English teachers especially SofianaNihayati, S.Pd who have supported the writer during research in MAN 2 Kudus 7. All science students 11/12 for the joyful time together 8. All lecturers and staffs of English Education Department who have given worthyknowledge and support 9. His beloved family, Mom Dzakirohwho patiently supports and teaches, Dad Sulhan who wisely guides, and entire family, for the restless extraordinary support and everlasting warm care 10. His beloved friends in Skynet, Dolphin, and SAR FC for the togetherness in happiness and sadness Finally, the writer hopes his skripsi can be a contribution in the education development and useful for the readers. Kudus,February 2012
Ahmad FuadiNur
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ABSTRACT Nur, Ahmad Fuadi. 2012. The Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 Taught by Using CIRC. Skripsi.Department of English Education.Faculty of Teacher Training and Education.University of Muria Kudus. Advisors: (i) Drs. Muh.Syafei,M.Pd.(ii) AgungDwiNurcahyo, SS, M.Pd. Key Words: Reading Comprehension and CIRC Reading comprehension is a processof simultaneously extracting and constructing meaning throughinteraction and involvement with written language. Reading comprehension has a big impact to their study. If their reading comprehension is poor they are very likely to fail in their study or at least they will have difficulty in making progress. In fact, when the writer did a preliminary study in MAN 2 Kudus, the writer found a problem.That is the students were less in comprehending the text. That is why the writer is challenged to conduct a research in MAN 2 Kudus by using CIRC to overcome the problem. The objective of this research is to find out there is a significant difference between the reading comprehension of Eleventh Grade Students of MAN 2 Kudus in Academic year 2011-2012 before and after taught by using CIRC. This research is aquasy-experiment.The experiment research is applied to the eleventh grade students of MAN 2 Kudus to explore the result of their reading comprehension before and after being taught by using CIRC method.The writer uses a test i.e. multiple choice test as an instrument of the research. The result shows that in the level of significance 0.05 and degree of freedom 46, there is a significant difference of the reading comprehension of the eleventh grade students of MAN 2 Kudus in academic year 2011/2012 between before and after being taught by using Cooperative Integrated Reading and Composition (to11.57>tt 2.02). The mean of the reading comprehension of the eleventh grade students of MAN 2 Kudus in academic year 2011/2012 after being taught by using Cooperative Integrated Reading and Composition is higher than the mean before being taught by using Cooperative Reading and Composition (mean after 77.2 > mean before 69.17). Therefore, the writer suggestsfor the teacher, the students and the next researcher. The suggestion for the teacher: (i) The teacher should use Cooperative Integrated Reading and Composition as a various method. (ii) The teacher should pay attention to every group while teaching. (iii) The teacher should use story based-material. (iv) The teacher should make sure that the groups work properly, so the students can understand well what they have read and brave to compose or continue the story based on their creativity. (v) The teacher may combine with another method, for the students: (i) The students should realize that they have to deeply participate in their own group. (ii) The students keep doing as much as often to read and compose many texts, for future researcher: (i) They should continue and develop this research, for example by making comparison study. (ii) This research has done in a class, trying to find another environment to study will be more effective to study.
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ABSTRAKSI Nur, Ahmad Fuadi. 2012. Pemahaman Membaca Siswa Kelas XI MAN 2 Kudus Tahun Pelajaran 2011/2012 yang diAjarkan dengan CIRC.skripsi. Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan. Universitas Muria Kudus. Pembimbing:: (i) Drs. Muh.Syafei,M.Pd.(ii) AgungDwiNurcahyo, SS, M.Pd. Kata Kunci: Pemahaan membaca dan CIRC Pemahaman membaca adalah process menyuling dan membangun eaning secara serempak melalui interaksi dan keterlibatan dengan bahasa tulis. Pemahaman membaca mempunyai dampak yang besar dalam pembelajaran siswa. Jika pemahaman membaca mereka kurang, maka mereka mungkuin saja akan gagal dalam proses belajarnya atau setidaknya mereka aan menemui kendala dalam mencapai kemajuan. Pada kenyataannya, ketika penulis melakukan penelitian awal, penulis menemukan pemasalahan. Permaslahan tersebut adalah kurangnya pemahaman siswa terhadap bacaan. Itulah mengapa penulis merasa tertantang untuk melaksanakan penelitian di MAN 2 Kudus dengan menggunakan CIRC untuk mengatasi permasalahan tersebut. Tujuan dari penelitian ini adalah untuk mencari tahu adakah perbedaan signifikan antara pemahaman membaca siswa kelas XI MAN 2 Kudus tahun pelajaran 2011/2012 sebelum dan sesudah diajar menggunakan CIRC. Penelitian ini adalah kuasi eksperimen. Penelitia eksperimen di terapkan kepada siswa kelas XI MAN 2 Kudus untuk memperoleh hasil dari pemahaman membaca mereka sebelum dan sesudah di ajar menggunakan metode CIRC. Penulis menggunakan tes yakni pilihan ganda sebagai instrumen penelitian. Hasil peneltian menunjukkan bahwa pada tingkat signifikan 0.05 dan degree of freedom 46, ada perbedaan signifikan antara pemahaman membaca siswa kelas XI MAN 2 Kudus tahun peljaran 2011/2012 sebelum dan sesudah diajar menggunakan CIRC (to11.57>tt 2.02). Mean (nilai rata-rata) dari pemahaman membaca siswa kelas XI MAN 2 Kudus sesudah diajar menggunakan CIRC lebih tingi daripada sebelum diajar menggunakan CIRC. (meansesudah 77.2 >meansebelum69.17). Oleh karena, penulis menyarankan kepada guru, siswa dan ppeneliti selanjutnya. Untuk guru: (i) Guru seharusnya menggunakan CIRC sebagai metode yang beragam. (ii) Guru sebaiknya memperhatikan setiap kelompok saat mengajar. (iii) Guru sebaiknya menggunakan materi berdasarkan cerita. (iv) Guru sebaiknya memastikan bahwa kelompok bekerja dengan tepat, sehingga mereka dapat memahami dengan baik apa yang mereka baca dan berani mengarang atau melanjutkan cerita berdasarkan kreativitas mereka sendiri. (v) Guru dapat mengkombinasikan CIRC dengan metode lain. Bagi siswa: (i) Siswa seharusnya menyadari bahwa mereka harus benar-benar berpartisipasi dalam kelompok mereka sendiri. (ii) Siswa seharusnya tetap membaca dan mengaran bacaan sebanyak mungkin. Bagi peneliti berikutnya: (i) Mereka seharusnya melanjutkan dan mengembangkan penelitian ini, semisal dengan membuat perbandingan penelitian. (ii) Penelitian ini dikerjakan di dalam kelas, cobalah untuk menemukan lingkungan lain agar supaya pembelajaran lebih efektif.
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TABLE OF CONTENTS Page COVER ......................................................................................................... LOGO ........................................................................................................... PAGE OF TITLE ........................................................................................ PAGE OF APPROVAL ............................................................................... BOARD OF EXAMINERS ........................................................................ MOTTO AND DEDICATION ................................................................... ACKNOWLEDGEMENT ........................................................................... ABSTRACT ................................................................................................. ABSTRAKSI................................................................................................. TABLE OF CONTENTS ............................................................................ LIST OF TABLES ....................................................................................... LIST OF FIGURE ...................................................................................... LIST OF APPENDICES ............................................................................
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CHAPTER I INTRODUCTION................................................................... 1 1.1 Background of the Research ...................................................................... 1 1.2 Statement of the Problems ......................................................................... 7 1.3 Objectives of the Research ........................................................................ 7 1.4 Significance of the Research...................................................................... 7 1.5 Limitation of the Research ......................................................................... 8 1.6 OperationalDefinition ................................................................................ 8
CHAPTER II REVIEW TO RELATED LITERATURE .......................... 9 2.1
Reading Comprehension ...................................................................... 9
2.1.1 Purpose of Reading Comprehension ................................................... 11 2.1.2 Reading Principles ............................................................................... 12 2.1.3 Technique of Reading ......................................................................... 15 2.1.4 Concept of Teaching Reading ............................................................. 17 2.1.5 Teaching Reading ................................................................................ 18 2.2
Teaching English in MAN 2 Kudus ..................................................... 18
2.2.1 English Curriculum in MAN 2 Kudus ................................................ 21 2.2.2 The Purpose of Teaching English in MAN 2 Kudus ........................... 22 2.2.3 The Material of English Teaching in MAN 2 Kudus ........................... 23
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2.2.4 Teaching Method Used in MAN 2 Kudus .......................................... 24 2.3
Cooperative Integrated Reading and Composition .............................. 27
2.4
Review of Previous Research .............................................................. 33
2.5.
Theoretical Framework ....................................................................... 33
2.6
The Hypothesis ..................................................................................... 34
CHAPTER III METHOD OF THE RESEARCH ...................................... 35 3.1
Design of the Research ........................................................................ 35
3.2
Population and Sample ........................................................................ 37
3.3
Instruments of the Research ................................................................. 38
3.4
Data Collection ..................................................................................... 40
3.5
Data Analysis ....................................................................................... 41
CHAPTER IV FINDING OF THE RESEACH .......................................... 45 4.1
Data Description and Data Analysis ................................................... 45
4.1.1 Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 before being Taught by Using Cooperative Integrated Reading and Composition ................................................................... 46 4.1.2 Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 after being Taught by Using Cooperative Integrated Reading and Composition ................................................................... 49 4.2
Hypothesis Testing .............................................................................. 52
CHAPTER V DISCUSSION ......................................................................... 56 5.1 Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 before being Taught by Using Cooperative Integrated Reading and Composition ................................................................... 56
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5.2
Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 after being Taught by Using Cooperative Integrated Reading and Composition ................................................................... 58
5.3
Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 before and after being Taught by Using Cooperative Integrated Reading and Composition ................................................................... 60
CHAPTER VI CONCLUSION AND SUGGESTION ............................... 62 6.1
Conclusion ............................................................................................. 62
6.2
Suggestion .............................................................................................. 63
BIBLIOGRAPHY .......................................................................................... 64 APPENDICES ................................................................................................ 66 STATEMENT................................................................................................. 120 CURRICULUM VITAE ............................................................................... 121
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LIST OF TABLES
Table
Page
1.1
Students Reading Score ................................................................... 3
3.1
Classification of the Reading Comprehension ............................... 38
4.1
The Pre-Test Score of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 before being Taught by Using CIRC ................................................................... 44
4.2
Frequency Distribution of the Reading Comprehension test of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 before being Taught by Using CIRC .................. 45
4.3
The Post-Test Score of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 after being Taught by Using CIRC ................................................................... 47
4.4
Frequency Distribution of the Reading Comprehension test of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011-2012 after being Taught by Using CIRC ..................... 48
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LIST OF FIGURES
Figure
Page
3.1
The Design of Quasy Experiment ..................................................
4.1
The Polygon of the Students Achievement of Reading
36
Comprehension Score (Pre-Test) of the Eleventh Grade Students of MAN 2 Kudus ............................................................. 4.2
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The Polygon of the Students Achievement of Reading Comprehension Score (Post-Test) of the Eleventh Grade
4.3
Students of MAN 2 Kudus .............................................................
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Sampling Distribution Showing t(obtained) versus t(critical) ........
55
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LIST OF APPENDICES
Appendix
Page
1.
The Try out, Pre and Post-Test ........................................................ 66
2.
Key Answer ..................................................................................... 72
3.
The Table Specification of the Reading Comprehension Test of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 .......................................................... 73
4.
The Tabulation of Reliability of Reading Comprehension Try-Out Test of Eleventh Grade Students of MAN 2 Kudus 2011/2012 ...... 74
5.
The Calculation of Reliability of Try-Out Test of Reading Comprehension of the Eleventh Grade Students of XI Science 1 of MAN 2 Kudus ............................................................................. 75
6.
Lesson Plan ...................................................................................... 76
7.
Lesson Plan ...................................................................................... 82
8.
Lesson Plan ...................................................................................... 89
9.
Lesson Plan ...................................................................................... 95
10.
Lesson Plan ...................................................................................... 100
11.
Lesson Plan ...................................................................................... 106
12.
The List Score of the Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 before being Taught by Using Cooperative Integrated Reading and Composition (Pre-Test)............................................................. 111
13.
The Calculation of Mean and Standard Deviation of the PreTest Measuring the Reading Comprehension before being Taught by Using Cooperative Integrated Reading and Composition ............................................................... 113
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14.
The List Score of the Reading Comprehension of the Eleventh Grade Students of MAN 2 Kudus in Academic Year 2011/2012 after being Taught by Using Cooperative Integrated Reading and Composition (Post-Test) ........................................................... 115
15.
The Calculation of Mean and Standard Deviation of the PostTest Measuring the Reading Comprehension after being Taught by Using Cooperative Integrated Reading and Composition ............................................................... 117
16.
The Value of T-Table for any Number Degree of Freedom............ 119
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