TEACHING READING COMPREHENSION USING
COMMUNICATIVE APPROACH THROUGH SONGS AND GAMES TO THE EIGTH YEAR STUDENTS OF
SMP BRAWIJAYA – KEPUNGMU
H., Nugroho, Cahyo, Andri, 2007, A Study Of Teaching speaking Using Communicative Approach Games to the eighth Year Students of SMP Brawijaya Kepung-Kediri. Thesis. Institute of Teaching Training And Education BUDI UTOMO MALANG
Key words: A teaching approach through songs and games, reading comprehension, the eight year students of SMP Brawijaya kepung-Kediri
In learning Language of English for eight year students of SMP Brawijaya Kepung-Kediri. The writer can know of the capabilities of the students learning Reading Comprehension using Communicative Approach Through Songs And Games, and using some tests given to the students the writer could assumed that the result of research of the eight years of SMP Brawijaya Kepung-Kediri in 2007, the score of the test between 90 to 100.
It can be concluded that on all average success range of learners can be given score mark (limit score).It is clear that communicative approach teaching, reading and practice communicative will develop the learners of interest of success in Learning, Reading Comprehension.
- It makes the teacher very dominant for a success the students. The key of success research of the achievement in teaching, reading comprehension using communicative approach through songs and games is successful, the writer write two points : It is better if the teacher use communicative approach through songs and games intensively in teaching reading comprehension.
- The teacher has to be able chose a method using communicative approach program will be as level as what the teacher will be reached.
- The teacher has to be able increase motivation of the students as maximally as possible and the teacher has to realize that high motivation will be increase attention of the students for study English especially reading comprehension.
Finally, the thesis only has given a little description about teaching reading Comprehension using communicative approach. And the writer suggest that this study be continued by other researches, specially thesis at Institute of Teaching Training And Education BUDI UTOMO MALANG
CHAPTER I
INTRODUCTION
In this
chapter the writer will explain about the background of study, the scope and
limitation of study, the statement of problem, the purpose of study, the
significant of study.
1.1. The Background of study.
Everybody ever read, hear, see, and tell something occur around us
in daily life. As the human beings who live normally, we do our activities
everyday. We never just quiet without do anything because we live in this world
which full by things that we can do, see, hear, feel, and touch. The examples
are reading newspaper, watching television, seeing a movie, and listening to
the radio. Connoly (1951: 1) states that we read because of hunger of
information or amusement or solace, owning appetite for truth seems to grow by
what it feed on men read to discover them selves and their world, to asses
their special rules in the universe, to learn the meaning of the personal
struggles in which they are engaged in other worlds, we want to share
experience.
To study reading is very important as the student of English
department, because there are many advantages from study reading. By reading,
we will be able to increase our knowledge on culture. If we read every rule in
written English from our country, we will know what our country is like. For
instance read novel from another country, we will get more knowledge about the
other country with Its culture. In English Department, we study English do not
only master of grammar or vocabulary but also master the culture of the target
language. If we do not know about the culture, we will get difficulties to
understand to communicate with a native speaker. Although, we may learn about
English words through the dictionary, we still need to learn the English
culture, so the communication can be understood and avoid misunderstanding.
In this modern developing
age, people are demanded to facilitate the development of their knowledge in
any sectors in order to be able to answer any supplicated problems related to
the progress of any modern development, especially in Indonesia
In Indonesia
In line with the development
of education, our government also tries hard to improve their skills by having
in – service training held by the government. Here, teachers are acknowledged
with communicative approach.
Communicative approach in
teaching learning process is encouraged not only structure but also in reading
comprehension.
To get a good achievement for
English subject, students need perseverance and patience in learning it since
most students regard this subject difficult, especially in Reading
Comprehension with communicative approach. In this case students are demanded
to have a hobby in reading and practicing communicative. That is why the
teachers’ help is absolutely needed to increase their achievement.
Based on the above statements, the writer
held a research to know how far the ability of the eight year students of SMP
Brawijaya kepung – Kediri after being taught with reading comprehension by
using communicative approach through songs and game. The writer therefore
chooses the little dealing with the method used in the subject above is
Teaching Reading songs and games to the eight year students of SMP Brawijaya
Kecamatan Kepung –Kabupaten Kediri.
1.2 The Scope and limitation of the Study
Since this thesis study on the great works
of the eight year students of SMP Brawijaya Kepung-Kediri, the writer analyzes
will mainly based on her personal view on the theories in some books, in other
words, it is also done through a library research.
The
writer limits his research just teaching reading comprehension using
communicative approach through songs and games to the eight year students of SMP
Brawijaya Kepung-Kediri. In this thesis, the writer does not tell about theory
of reading comprehension deeply but it is just a simple analysis.
To explain the scope of this
problem. The problem limitation should be stated. The use of problem of limitation
to avoid misunderstanding of this problem and as and important basis the
further explanation of the problem. in this research it will be found whether a
teacher can make his students’ achievement increase and their activity better
in teaching learning process in the class. Because the students’ ability is
different, so it can be argued whether all the eight year students ’
achievement of SMP Brawijaya get improved after being taught with Reading
Comprehension through communicative approach or not.
1.3 The Statement of Problem
Based on the background of
study and Problem limitation above the problem can be formulated as follows:
1. By using communicative approach a teacher
gives Reading Comprehension subject whether the students can answer the
questions from the passage communicative and objectively either in oral or
written form.
2. If the method used by the teacher and
students’ interest in reading and practicing communication have relation to the
students’ achievement in learning Reading Comprehension.
3. By using communicative approach, whether
a teacher is able to attract student’s interest to be active in learning
Reading Comprehension process in the class, or not.
1.4 The
Purpose of Study
In short, this examination
wants to get information and explanation about how the eight year students of
SMP Brawijaya, Kepung follow Reading Comprehension subject through
communicative approach in class. In this thesis, therefore the writer chooses
the title’ Teaching Reading Comprehension with communicative approach through
sings and games to the eight year students of SMP Brawijaya, Kepung has general
and special objectives.
1. General Objective
The
general objective of this research is to get a complete description about the
ability of the eight year students of SMP Brawijaya Kepung Kecamatan Kepung
Kabupaten Kediri in achieving their achievement/success during learning Reading
Comprehension.
2. Special Objective
The
special objective wants to be achieved in this thesis is to try to apply what
the writer has (teaching method). The writer also wants to know the ability of
the eight of SMP Brawijaya Kepung in answering questions from the discourse
either orally or written objective form. The writer also wants to know the
students’ interest in following teaching learning process of Reading
Comprehension with communicative approach through songs and games. From this
activity, they writer will know which students like reading and which students
do not like reading.
1.5 The Significance of the Study
Principally, the uses of
language in a school, family, society are something concessions and influence,
to each other.
The other use of this
examination, especially for the writer himself is as a principle to apply the
teaching of English in a higher rank. It is also useful for the library of IKIP
BUDI UTOMO MALANG for its bibliography dealing with the improvement of
education field.
By this study, first the writer really
hopes that after reading the thesis specificly, the reader can add their
knowledge about how to behave and how to overcome all problems in surviving in
the school life.
Second, it is intended to help student
of English Department specially to better understand fundamentals analyzes
which will be useful in preparation of thesis writing. And also exercise them
in discussing something in English language, so the students will be more
active in the class.
Third,
for English teacher, it is supposed that reading comprehension will be more
considered in the teaching learning process. From this thesis, it will make the
teacher knows and understands the characteristics of his students, so he can
handle during teaching learning process well.
The teacher’s
role in a school especially in Junior High School also confirms very much
increasing English subject with communicative
approach. In supporting the Teaching Learning process at school, teacher
should try hard to be more active in giving a chance to the students to
practice speaking English.
The forth, For the National Education
Department. It is supported that teaching reading comprehension will be more
considered in the teaching learning process. From this thesis, it will make the
students increase their knowledge about English culture of English language
itself.
The last, the writer also expects to
encourage readers to be eager to read as many books as possible on many kinds
of reading to acquire knowledge or moral values, understand the other culture,
and also by reading many kinds of books can make us understand what kinds of
reading can be classified into the good method and what the criteria of
qualified teaching reading comprehension are.
CHAPTER II
REVIEW OF THE
RELATED LITERATURE
2.1 The
assumption underlining communicative approach.
As
we know that reading newspapers and magazines, watching television, listening
to the radio and seeing movie is very interesting. From all of those
activities, we can feel something as like happy, sad enjoy, love, hate, fear
and worry. And it is called literature. Robit and Jacob ( 1987: 2) state that
literature exercises our emotions through the arousal of interest, concern,
tension, excitement, hope, fear, regret, laughter, and sympathy. By reading, we
will find another hypothesis through the story that has been read by us.
In this chapter, the writer
will discuss about review of the related literature or about the teaching
especially teaching English in the class. Teaching in the class can be achieved
with traditional system, namely classical system or new system. He also tries
to express the experts’ idea of education as the main ideas in order to be used
as the basic premise in presenting hypothesis.
Therefore, the writer gives
some primary theories the underlining meanings related to the main problems to
be discussed in this thesis.
The main problems which
relate to primary theories the underlining meanings related to the main
problems to be discussed in this thesis.
1. The basic assumption underlining
communicative approach.
2. The communicative approach steps.
3. Learning achievement.
4. Learning achievement factors.
5. Some theoretical assumptions.
2.2 The assumption underlining communicative
approach.
- Language is a system for
expression the meaning.
- The primary function of
language is for interaction and communication.
- The structure of language
reflects it’s functional and communicative used.
- The primary units of
language are not really it’s grammatically and structural feature, but
categories of functional and communicative meaning as exemplified in discourse.
2.3 The communicative approach steps.
- Presentation of a brief dialogue or several
mini dialogues.
- Oral practice of each utterance of the
dialogue.
- Questions and answers based on the dialogue
topic and situation itself.
- Questions and answers related to the
students personal experience but centered on the dialogue theme.
- Study of the basic communicative expression
in the dialogue or one of the structures which exemplify the function.
- Learner discovery generalization or rules.
- Oral recognition, interpretative
activities.
- Oral production activities.
- Copying of the dialogue.
- Sampling the written
homework assignment given.
- Evaluation of learning (oral only).
2.4 Learning
achievement.
Actually there are some
meanings and understanding from learning achievement, but here the writer will
take one of the understandings from that statement. Learning achievement is the
result having been reached by the learners after achieving learning activities.
It is logical that learning is the learners’ problem even for everybody from
their childhood until adult. Learning is the most important thing for humans’
life.
Related to the above opinion,
therefore it can be understood that every change obtained by the learners is
not thoroughly called learning. That change, however appears from his maturity
or his age. Some say that learning is mark or score gained from what the
learners have done by themselves, in relation to the hobby and communicative
practice with the method used by the teacher in presenting Reading
Comprehension to his learners.
Because of that, the
motivation to study Reading Comprehension by using communicative approach used
by the teacher will have the most important role in attaining successful
learning for the learners especially in learning Reading Comprehension.
2.4 Learning
achievement factors.
The factors influencing
learning achievement are from outside can be an instrument used in learning and
can be environment which can influence them, and the factors coming from the
learners’ physics and the motivation and the way to think such as:
Calm sense, unquiet sense and those will
influence the learners in getting success of learning achievement.
2.5 Some
theoretical assumption
The basic
consideration of the theoretical assumption is the consideration which has to
be proved its truth. In learning a language with communicative approach,
especially Reading Comprehension, the teacher must be able to decide the most
suitable method for his students. The choice of good method will influence the
success of learning teaching process.
CHAPTER III
RESEARCH METHODS
Identification of variables
In this thesis the writer
uses two variables, namely the first variable:
Learning
Reading Comprehension with communicative approach through songs and games. This
variable implies the teaching activity of a teacher.
Learning
achievement of eight year students of SMP Brawijaya Kepung Kecamaatan Kepung – Kediri
Place and time of research
The place
of research where the writer did was in SMP Brawijaya Kecamatan Kepung
Kabupaten Kediri. The writer chose this school because very possible to have a
research.
The
time of research was 5 days, from the 3rd
of May until 7th of May 2007. The process of research was by getting
information and collecting data from the Head Master and the teachers.
3.3 Population and sample
Population is the entire observed object.
It is like Raka roni's opinion, he told that all of
existing individual, that ever or may be exist that become that real object of
an observation.
And
in this observation the population is all of the students of SMP Brawijaya Kecamatan Kepung Kabupaten Kediri.
The
meaning of sample is part of individual that can become deputy of character,
situation and ability all of individuals that become population so this sample
of this observation are class 8A students of SMP Brawijaya Kecamatan Kepung Kabupaten
Kediri.
3.4 Technique of data collection
When collecting data in a
research, many methods are used by each researcher. The technique used in this
research was questionnaire and tests. The aim of using questionnaire in this research was method ask to know how far the students’
hobby in learning Reading Comprehension especially using communicative
approach, and the tests method was used to know whether students were
successful or not with their learning method
especially in learning Reading Comprehension by the students of SMP
Brawijaya Kepung Kecamatan Kepung – Kediri.
3.5 Technique of data analysis
The data analysis was used to
draw the conclusion of the research data. In analyzing, the writer used
statistical technique especially in analyzing the main data of questionnaire
answer test’ answers of the eight year students of SMP Brawijaya Kecamatam
Kepung – Kediri
The result will be described
quantitavely in the form of number which will describe its variable. The procedures
of the data analysis are:
To rank score attained by each student or
respondent. The way to determine the score by using the following:
P = S X 100 %
S I
Notes
P = Presents
S = Score attained by student
S I = the high score
CHAPTER IV
RESULTS AND
DISCUSSION
4.1 Variable Description
According to the title there
are two variable in research they are: independent variable and dependent
variable. Independent variable is ’ Teaching Reading Comprehension with
communicative approach through songs and games ’ and as its dependent variable
is ’ Learning achievement of the eight year students of SMP Brawijaya Kepung
–Kediri.
In obtaining the data of
Learning Reading Comprehension, the writer used questionnaire and test method.
The use of questionnaire method was to know how far the learners’ hobby in
Learning Reading Comprehension especially with communicative approach. The
writer used the objective test in collecting the needed data.
From the
result of the tests and questionnaire, the teacher will managed than to
classify the learners’ achievement, the good ones and the bad ones in Learning
Reading Comprehension. Then, the writer used criterion research that the
correct answer got 5 score for each objective test item. The total numbers of
those items were 20. So the total scores of the tests are 100 for the learners
who answer all the tests correctly, and for the learners who answers all the
tests wrongly will get zero score (0).
To know the
range of the classification the writer used the following criteria:
A. 90 – 100
:
very good
B. 70 – 89 : good
C. 60 – 69 : sufficient
D. 40 – 59 : insufficient/bad
E. 0 – 39 :
very bad
Based on the above classification, we
know that the learners who got the lowest scores had bad learning achievement.
To know the
results of questionnaire data, the writer determined a certain criterion. The
learners who answer gladly got score 5, the learners who did not answer got
score 2 and the learners who did not answer very gladly got score 1. The
learners who answered 20 items very gladly got score 100, the learners who
answered gladly got score 80, and the learners who did not answer gladly get
score 40 and the learners who did not answer very gladly got score 20. To know
the result of the above classification rank, the writer used the following
criteria:
A. 90 – 100 ( very good )
B. 70 – 89
( good )
C. 60 – 69
( sufficient)
D. 40 – 59
( insufficient)
E. 0
– 39 ( very bad)
Based on the result of the above
classification, the learners who have good interest in Reading Comprehension
will have very good learning achievements, but for those who do not like
learning Reading Comprehension, will have sufficient learning achievements and
the learners who do not have motivation in learning Reading Comprehension will
have very bad learning achievement.
In order to get much clearer idea, the
result of questionnaire data can be seen in the data following table.
Table 4.I
The questionnaire score list of the eight
year students of SMP Brawijaya Kepung Kecamatan Kepung Kabupaten Kediri.
|
NO
|
NAME
|
SCORE
|
CLASSIFICATION
|
|
1.
|
AGUNG PRAYITNO
|
86
|
GOOD
|
|
2.
|
AGUS HARIYANTO
|
88
|
GOOD
|
|
3.
|
ALIM ANDRIANTO
|
85
|
GOOD
|
|
4.
|
ANDI AGI PRASETYO
|
92
|
VERY GOOD
|
|
5.
|
BUDI SLAMET
|
89
|
GOOD
|
|
6.
|
DANY ANDI SETYAWAN
|
83
|
GOOD
|
|
7.
|
EDI PURWANTO
|
88
|
GOOD
|
|
8.
|
EDY SANTOSO
|
84
|
GOOD
|
|
9.
|
EKO INDRA PUJARKO
|
86
|
GOOD
|
|
10.
|
ERIKS RIKDIAN ORINA
|
90
|
VERY GOOD
|
|
11.
|
ERNA YUNITA
|
85
|
GOOD
|
|
12.
|
FINDI KUSMIRANTI
|
81
|
GOOD
|
|
13.
|
FRANSISKUS TANTOK HADI
|
78
|
GOOD
|
|
14.
|
HENDY PRASTYO
|
96
|
VERY GOOD
|
|
15.
|
IKA RETNO WULANSARI
|
84
|
GOOD
|
|
16.
|
KRISDIANINGSIH
|
85
|
GOOD
|
|
17.
|
KRISTINA TIA SELIA
|
87
|
GOOD
|
|
18.
|
LIA KRISTANTI
|
88
|
GOOD
|
|
19.
|
LISTRA MARIYANA
|
86
|
GOOD
|
|
20.
|
LUSI WULANDARI
|
85
|
GOOD
|
|
21.
|
RITA UMAMI
|
83
|
GOOD
|
|
22.
|
RUDI HARTONO
|
88
|
GOOD
|
|
23.
|
RUDI SATRIO UTOMO
|
83
|
GOOD
|
|
24.
|
SISILIA
|
85
|
GOOD
|
|
25.
|
SUKARIYANTO
|
86
|
GOOD
|
|
26.
|
THERESIA ERIK ELIDA
|
87
|
GOOD
|
|
27.
|
TRI AGUS WALUYO
|
89
|
GOOD
|
|
28.
|
VICCEN ALDERA
|
88
|
GOOD
|
|
29.
|
WALUYO
|
85
|
GOOD
|
|
30.
|
WIKE WULANDARI
|
77
|
GOOD
|
From the above data the total score
having been achieved by SMP Brawijaya Kepung kecamatan Kepung kabupaten Kediri
Mean
= Total Score because total learners are : 30
Total Learners
So
Mean = 2577
30
= 86
30 learners from the questionnaire data
in table 4.1 can be classified as follows:
27 learners can be classified good and 3
learners can be classified very good.
Table 4.2
The score list Reading Comprehension of
the eight year students of SMP Brawijaya Kepung Kecamatan Kepung Kabupaten
Kediri.
|
NO
|
NAME
|
SCORE
|
CLASSIFICATION
|
|
1.
|
AGUNG PRAYITNO
|
80
|
GOOD
|
|
2.
|
AGUS HARIYANTO
|
70
|
GOOD
|
|
3.
|
ALIM ANDRIANTO
|
60
|
SUFFICIENT
|
|
4.
|
ANDI AGI PRASETYO
|
80
|
GOOD
|
|
5.
|
BUDI SLAMET
|
90
|
VERY GOOD
|
|
6.
|
DANY ANDI SETYAWAN
|
60
|
SUFFICIENT
|
|
7.
|
EDI PURWANTO
|
90
|
VERY GOOD
|
|
8.
|
EDY SANTOSO
|
80
|
GOOD
|
|
9.
|
EKO INDRA PUJARKO
|
70
|
GOOD
|
|
10.
|
ERIKS RIKDIAN ORINA
|
80
|
GOOD
|
|
11.
|
ERNA YUNITA
|
80
|
GOOD
|
|
12.
|
FINDI KUSMIRANTI
|
80
|
GOOD
|
|
13.
|
FRANSISKUS TANTOK HADI
|
80
|
GOOD
|
|
14.
|
HENDY PRASTYO
|
80
|
GOOD
|
|
15.
|
IKA RETNO WULANSARI
|
80
|
GOOD
|
|
16.
|
KRISDIANINGSIH
|
80
|
GOOD
|
|
17.
|
KRISTINA TIA SELIA
|
70
|
GOOD
|
|
18.
|
LIA KRISTANTI
|
50
|
BAD
|
|
19.
|
LISTRA MARIYANA
|
70
|
GOOD
|
|
20.
|
LUSI WULANDARI
|
80
|
GOOD
|
|
21.
|
RITA UMAMI
|
40
|
BAD
|
|
22.
|
RUDI HARTONO
|
60
|
SUFFICIENT
|
|
23.
|
RUDI SATRIO UTOMO
|
40
|
BAD
|
|
24.
|
SISILIA
|
50
|
BAD
|
|
25.
|
SUKARIYANTO
|
70
|
GOOD
|
|
26.
|
THERESIA ERIK ELIDA
|
80
|
GOOD
|
|
27.
|
TRI AGUS WALUYO
|
90
|
VERY GOOD
|
|
28.
|
VICCEN ALDERA
|
80
|
GOOD
|
|
29.
|
WALUYO
|
60
|
SUFFICIENT
|
|
30.
|
WIKE WULANDARI
|
80
|
GOOD
|
From the above, data the total score
giving been achieved by the eight year students of SMP Brawijaya Kepung
kecamatan Kepung Kabupaten Kediri in Reading Comprehension by using
communicative approach is : 2160. From the total score, we can see its average
Mean from the following formula:
Mean = Total
Score so from the total
learners : 30
Total learners
So Mean = 2160
30
= 72
Based on the data in Table 4.2, the
learners’ capability in Reading Comprehension using communicative approach can
be classified as follows:
- 3 learners can be classified
very good
- 19 learners have good
classification
- 4l learners have sufficient
classification
- 4 learners are bad.
4.2
The conclusion on the
interpretation of data analysis.
After the writer knew the
result of data analysis, the interpretation of data analysis conclusion can be
classified as follows:
Based on score test collected, there was
indication that achievement in learning Reading Comprehension with
communicative approach, the eight year students of SMP Brawijaya Kepung
Kecamatan Kepung Kabupaten Kediri can indicate very great difference between
the result of the questionnaire and the result of the test made by the
learners. Therefore, it can be seen that the learners who like learning Reading
Comprehension have good achievement and the learners who do not like Reading
Comprehension have bad achievement in learning Reading Comprehension. That is
why the use of communicative approach in learning Reading Comprehension can
influence the teacher’s success in increasing his learners’ learning
achievement.
CHPATER V
CONCLUSION AND
SUGGESTION
Conclusion
Based on the result of
research on the eight year students of SMP Brawijaya Kepung Kecamatan Kepung
Kabupaten Kediri in 2007, the score of the test between 90 to100. It can be
concluded that on all average success range of learners can be given score mark
(limit score). Based on the data collected from the Table, all learners
classification to the limit classification between 0 – 39. It is a manner that
very important role in teaching reading comprehension, because:
-
The
lesson will be very interesting.
-
Educational
process will be variegated.
-
In
practice, the teacher is able to change situation especial and quickly.
-
The
teacher is able to give the real understanding to the students.
-
It
can motivate the students to study more diligent.
-
Student
concentration will be focused to the lesson.
As like explained by the
researcher above that communicative approach through songs and games has
important role in teaching reading comprehension, but the researcher still pay
attention to the role of the other important manner, such as library and
students creation. So that, it is clear that communicative approach teaching
method, reading and practice communication will grow learners ’ interest of the
success in Learning Reading Comprehensions process.
Suggestion
Based on conclusions above,
it can be said that teaching reading comprehension by use communicative
approach through songs and games was good enough, in order that the researcher
suggest, follow:
-
It
is better if the teacher use communicative approach through songs and games
intensively in teaching reading comprehension.
-
The
teacher has to be able chose a method using communicative approach program will
be as level as what the teacher will be reached.
-
The
teacher has to be able increase motivation of the students as maximally as
possible and the teacher has to realize that high motivation will be increase
attention of the students for study English especially reading comprehension.
Finally by use communicative
approach through songs and games we do hope teaching reading comprehension can
be reached as we hope.
BIBLIOGRAPHY
1. AJ Thomson and Martinet, 1980, A Practical English Grammar, Oxford University
2. Balai Pustaka, Pedoman Umum Bahasa Indonesia
3
Dwyer. Margaret. A, 1983, Some strategies for improving reading efficiency, English Teaching
Forum, V. 21. No 3, Washington ,
D.C. 20402
3. Frencies, W. Nelson, The Structure of American English Grammar, 1958, Co.
New york
4.
George Yule, The Study
of Language, Lousiana
State University
5. Echols, John M. & & Hassan Shadely.
Kamus Inggris Indonesia Jakarta
6. Holt, Rinehart and Winston, 1982, Understanding Reading , New York
7.
Keraf, Gorys, Dr, Tata
Bahasa Indonesia
8. Richard, Jack C. and Theodore S.Rogers,
1986, Approaches and Methods in Language
Teaching, Cambridge
9. Suharsisni Artkuanto, Dr, 1984, Dasar-dasar Evaluasi Pendidikan, Jakarta
10. Ward, James, 1980, Techniques for teaching reading, English Teaching Forum, V. 18. No.
2, Washington , D. C. 20402: U.S.
11. Wati, rochmah, pryla, Spd, 2005. Material for Reading
Appendix 1
EVALUASI READING
Sekolah : SMP Brawijaya Kepung – Kediri
K e l a s : 8 A
W a k t u : 45 menit
A.
READING
THE DAYS OF THE WEEK
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
CHOOSE THE BEST ANSWER!
1. Today is…………..Tomorrow is Monday.
a. Wednesday b. Thursday c.
Friday d. Saturday
2. Yesterday was Friday, Tomorrow is………
a. Tuesday b.
Monday c. Saturday d. Wednesday
3. The day after tomorrow is……., Today is
Friday
a. Sunday b.
Monday c. Tuesday d. Saturday
4. Before yesterday was Friday, tomorrow
is…………
a. Wednesday b. Sunday c.
Saturday d. Monday
5. Tomorrow is Saturday, Today is……………………
a. Friday b.
Wednesday c. Thursday d. Tuesday
6. Tomorrow is Sunday, Today is…………………….
a. Monday b.
Saturday c. Friday d. Tuesday
7. The day after tomorrow is Monday,
yesterday was…..
a. Thursday b. Friday c.
Wednesday d. Saturday
8. Today is Monday, the day before yesterday
was……..
a. Saturday b. Friday c.
Wednesday d. Thursday
9. Yesterday was Sunday, tomorrow is………….
a. Monday b. Friday c. Thursday d. Tuesday
10. The day after tomorrow is Friday, Today
is ……..
a. Wednesday b. Tuesday c.
Monday d. Sunday
11. Yesterday was Wednesday, Today is……………
a. Thursday b. Tuesday c.
Friday d. Monday
12. Tomorrow is Wednesday, Today is……………
a. Tuesday. Sunday c.
Thursday d. Friday
13. The day after tomorrow is Sunday, Today
is………..
a. Thursday b. Friday c.
Wednesday d. Friday
1. MONDAY : Play football with my friends.
2.
TUESDAY : Go to the library.
3.
WEDNESDAY : Watch television.
4.
THURSDAY : Read a book.
5.
FRIDAY : Write a letter
to my uncle Toni.
6.
SATURDAY : Go to the beach.
7.
SUNDAY : Finish homework.
14. Today we go to the library, tomorrow
is………………………….
a. Sunday b. Monday c.
Wednesday d. Thursday
15. Yesterday we went to the beach, Today
is………………………..
a. Sunday b.
Friday c. Monday d. Wednesday
16. Today is Sunday, Tomorrow we are going
to……………………..
a. Play football b. Read a book c. Write a
letter d. Watch television
17. Yesterday Tom read a book, Tomorrow
is……………………….
a. Saturday b. Sunday c.
Monday d. Wednesday
18. Tomorrow hi is going to finish his
homework, Yesterday was……………
a. Saturday b. Friday c.
Thursday d. Tuesday
19. Today we watch TV, Tomorrow we are going
to………………………..
a. Finish homework b. Read
a book c. Go to the beach d. Sleep
20. Tomorrow we are going to play football
with my friends, Yesterday was….
a. Saturday b. Friday c.
Monday d. Tuesday
Appendix 2
CHOOSE THE BEST ANSWER!
1. The topic sentence of the paragraph is
most often found.
a. at the end of the paragraph c. in the middle of the paragraph
b. at the beginning of the paragraph d. in the following paragraph
2. In a well-organized paragraph, there is
usually… main idea
a. one b.
two c. one each
sentence d. none
3. The best possible summary statement will
cover the supporting sentence in addition to the … sentence
a. first b.
last c. longest d. topic
4. The statement which best summarizes the
topic sentence and the supporting sentence is called the …………
a. summary b.
main idea c. statement d. topic
5. The second paragraph describes a kind of
summary statement which is ……………………
a. too specific b.
too general c. the main idea d. irrelevant
6. A statement, which is too general is one
which is …………………….
a. vague b.
too detail c. false d. irrelevant
7. A good summary statement covers …..
a. the topic sentence and the supporting sentences
c. the overall categories
b.
more ideas than the paragraph contains
d.
only specific facts
8. The third paragraph discussed a kind of
incorrect summary statement that is ……..
a. too specific b.
too general c. the main idea d. irrelevant
9. A statement that is too specific is wrong
because it ………….
a. brings in
thing not mentioned in the paragraph
b. vague or
too general
c.
summarizes only part of the paragraph
d. deals in
only overall categories
10. The fourth paragraph discusses a kind of
summary statement which is ….
a. the main idea b.
too general c. too specific d. irrelevant
11. A statement which is irrelevant is
incorrect because it ………….
a. brings in
material not covered in the paragraph
b. is too
vague or general
c. is too
detailed
d. does not
include the topic sentence
12. A well-organized paragraph contains a
topic and other relevant sentences. It should not include any sentences which
are irrelevant to the ….
a.
reader’s though b.
central thought
c.
central paragraph d.
meaning of key words
Appendix 3
Read
the following paragraph!
1. Nitrogen is sometimes called “lazy” gas.
There are not any very interesting experiments that can be done with the gas.
It is, however, important. We are not built to live in pure oxygen. The
nitrogen weakens the oxygen so that air is right for us. The nitrogen serves
the same purpose in the air that the water serves the lemonade. Lemonade made
of pure lemon juice and sugar would be too strong to be pleasant. To keep the
lemonade from being too strong, we add water.
Quality the following statements as too general, too specific,
irrelevant or proper main ideas!
a. All the nitrogen we breathe out again
……………………………..
b. We cannot live in pure oxygen
…………………………………….
c. Nitrogen is important because it is
dilutes oxygen so the air is right for us………………………………………………………………….
2. In school, children want to do their
right to do their own thinking and to express them selves freely. The do not
like to be governed by rules and regulation whose purpose they do not
understand. But fundamentally, neither do they like a school where there is so
much freedom that there is disorder. They find fault with a teacher in whose
room the children are disorderly. They also find fault with teachers who are
unimaginative and too rigid and who cannot enjoy a joke. Apparently a school
room and school where behavior is governed largely by understanding will afford
the freedom that is most satisfying to both pupils and teachers.
Quality the following statements as too general, too specific
irrelevant or proper main ideas!
a. Children want freedom ……………………………………………….
b. A firm but understanding teacher can
stimulate the children to behave properly even in their own homes …………………………..
c. Children do not like a classroom
situation in which their teacher is extremely lenient ……………………………………………….......
d. Children would appreciate a classroom in
which a firm but liberal atmosphere exist ……………………………………………………..
Appendix 4
1. Read the following list. One item in
each list the title or topic that is general subject or the items in the list.
Underline the topic in each list.
|
1.
|
Supermarket
Retail
Store
Department
Store
Discount
Shops
Baby
Shops
|
3.
|
Horticultural
Societies
Hunting
Societies
Agricultural
Societies
Types
of Societies
Industrial
Societies
|
|
2.
|
Word
Processors
Business
Machines
Type
Writers
Computers
Telephone
|
4.
|
Planning
the Yearly Budget
Directing
Group Meaning
Organizing
New Departments
Evaluating
Staff Members
Management
Functions
|
2. Read the following list of chapter
subtitles. Decide what topic or chapter title is appropriate for each list and
write on the line!
|
1.
|
………………………
Narrative
Descriptive
Argumentative
Analytical
|
4.
|
………………………
Planets
Comets
Meteors
Stars
|
|
2.
|
…………………………
Cars
Trains
Buses
Carts
|
5.
|
………………………
Soap
Dipper
Towel
Tooth
rush
|
|
3.
|
…………………………
Tragedy
Drama
Melodrama
Comedy
|
6.
|
………………………..
Telephone
Facsimile
Letter
Internet
|
3. Read the following text paragraph.
Determine the topic of each by reading the entire paragraph carefully and then
deciding what the general subject is. Write the topic in one word or two words
on the line.
a. ………………………………………………………………………………….
No particular foods have special merit for a diet for athletes. Some
coaches are under the impression that high meat diet is essential and even
recommend steak for breakfast. No additional protein is required except where
there is unusual development of muscle. Most athlete need only sufficient high
quality protein, foods, such as eggs, meat, fish and poultry to meet the daily
needs.
b. ……………………………………………………………………………
The massages are the various forms of communication that reach a large
audience without any personal contact between the senders and receivers of the
massages; news papers, magazines, books, televisions, radios, movies and
records.
Although they are unquestionably a powerful influence, the precise impact
of the media is difficult guess.
c. ……………………………………………………………………………
The important of good parking facilities must not be overlooked in an
evaluation of location and a specific site within it. The vast majority of all
retail stores built in the United
States
4
Read the
following paragraph and answer the questions that follow them. There are two
types of question. The first is comprehension question the second type is
analysis question. When answering the analysis questions write in the numbers
of sentences.(for example, If apply)for example, if the introduction is the
first two sentences, Write “1-2” in the blank) If there are no sentences that
apply (for example, if the paragraph does not have a conclusion), write “NA”
(not applicable).
The Polynesian Cultural
Center
a. Comprehension Questions
1
What was the original purpose of the Polynesian
Culture center?
2
What are the characteristics of this tourist
attraction?
3
What countries are represented there?
4
What do students explain?
5
What happens in the evening?
b. Analysis questions
1.
…… : sentence(s) in the introduction?
2.
…… : sentence(s) in the discussion
3.
…… : sentence(s) in the conclusion
Appendix 5
PENGAJARAN BAHASA INGGRIS DENGAN METODE KOMUNIKATIF LEWAT LAGU DAN
PERMAINAN
Tes untuk para siswa
N a m a :
_________________________________________________
K e l a s :
_________________________________________________
Jurusan : _________________________________________________
Sekolah :
_________________________________________________
Jawablah pertanyaan-pertanyaan dibawah ini
dengan jujur : melingkari sesuai dengan yang anda ketahui SS = Sangat Senang, S = Senang, TS = Tidak
Senang, STS = Sangat tidak Senang,
1. Apakah anda senang belajar Bahasa Inggris ? SS, S, TS, STS
2. Apakah anda merasa mantap dengan cara
guru
mengajar Bahasa Inggris sekarang ini ? SS,
S, TS, STS
3. Apakah and berlajar Bahasa Inggris dalam
suasana
yang menyenangkan ? SS,
S, TS, STS
4. Senangkah dengan dorongan guru anda
Bahasa
Inggris ? SS,
S, TS, STS
5. Senangkah jika anda mendapat bahan-bahan
baru dalam pengajaran Bahasa Inggris ? SS, S, TS, STS
6. Jika cara belajar Bahasa Inggris
diganti dengan
cara lain yang mungkin. SS,
S, TS, ST
7. Tidakkah anda sudah senang dengan cara
sek-
arang ? SS,
S, TS, STS
8. Apakah Bahasa Inggris yang diberikan
dikel-
as anda sudah anda senangi SS,
S, TS, STS
9. Jika sekarang anda mendapat bahan baru ya-
ng dianggap asing mungkinkah anda senang ? SS, S, TS, STS
10. Apakah anda juga menyenangi belajar Bahasa-
Inggris berkelompok dengan teman-teman ya-
ng lain ? SS,
S, TS, STS
11. Ataukah anda senang belajar Bahasa
Inggris-
diluar ? SS,
S, TS, STS
12. Senangkah Anda menyanyikan lagu –
lagu –
Bahasa
Inggris ? SS,
S, TS, STS
13. Atau belajar lagu-lagu memakai Bahasa
Ingg-
ris ? SS,
S, TS, STS
14. Sudahkah anda tahu beberapa permainan
dalam-
belajar
Bahasa Inggris jika sudah, menyenangi-
kah
anda ? SS,
S, TS, STS
15. Apakah kelas anda sudah menyenangi
metode-
komunikatif
? SS,
S, TS, STS
Appendix 6
16. Apakah anda akan menyenangi lagu
permainan –
belajar
Bahasa Inggris ? SS,
S, TS, STS
17. Apakah and sudah senang dengan materi yang
–
sekarang
? SS,
S, TS, STS
18. Senangkah anda jika diajak bercakap
Bahasa -
Inggris
? SS,
S, TS, ST
19. Inginkah anda bercakap dengan orang
asli –
Inggris
? SS,
S, TS, STS
20. Kalau guru anda menerangkan dalam
Baha -
sa
Inggris ? SS,
S, TS, STS
TEACHING READING
THESIS
Presented to
Institute of
Teaching and Education Budi Utomo Malang In Partial Fulfillment of the
Requirements For complemeting the Sarjana Program In Department of English
Education
By:
ANDRY CAHYO NUGROHO HENDRAWAN
NPM: 205063132143
FACULTY OF SOCIAL SCIENCE AND HUMANITY EDUCATION
DEPARTEMENT OF ENGLISH EDUCATION
2007
This is
certify that the Sarjana thesis of ANDRY CAHYO NUGROHO
HENDRAWAN has been approved by the thesis advisor for further approval by the examining commite.
Advisor
Dra. Titik Purwati, MM.
MOTTO AND
DEDICATION
- THERE IS NO SUCCES WITHOUT FAILURE
- NOTHING COMES
FOR FREEN IN THE WORLD
- STOP LEARNING
IF YOU DON’T WANT TO GET BETTER LIFE
Dedicate to:
- My beloved
Family without Failure for his support to finish this thesis
- All my
friends.
This is to certify that the examining
committee as requirement has approved the sarjana thesis of ANDRY CAHYO NUGROHO HENDRAWAN for the Sarjana Degree in the teaching of English
as a foreign Language.
Thesis examining committee:
Examiner I
Examiner II
Dra. Titik Purwati, MM.
Acknowledged by
Faculty of Social sciences and Humanity
Education
Dean,
Dra.
Titik Purwati, MM.
ACKNOWLEDGEMENT
The writer expresses his
gratitude to God who has given advice and strength to write this script.
Because of his mercy the writer could arrange and finish writing this script in
time.
In writing this script the
writer knows and feels that without supports from consultant and readers, the
writer will not be able to finish it. He found many difficulties because it was
his first time of writing an English script. For these reasons he wants to
express his gratitude to:
1. Mr. Drs Soebagyo SE, SH, MM Head coordinator
of IKIP BUDI UTOMO MALANG.
2. Mr. Soemarji S. Pd Head of staff of IKIP
BUDI UTOMO MALANG.
3. Mr. Ongko Widjoyo Head of SMP Brawijaya
Kepung - Kediri
4. And other people, who have helped him in
writing this thesis.
The writer admits that this thesis is not
quite perfect. He would be excited to receive every criticism and suggestions
from all readers.
At last, the writer hopes that this paper
will be very useful for him and the readers.
Pare, June…….., 2007.
The writer
TABLE OF CONTENS
TITLE……….……………………………………………………………… i
MOTTO AND DEDICATION……………………………………………… v
ACKNOWLEDGEMENT………………………………………………….. vi
TABLE OF CONTENTS…………………………………………………… vii
ABSTRACT………………………………………………………………… ix
CHAPTER I: INTRODUCTION
1.1 Background of
study…………………………………… 1
1.2 The scope and limitation
of the study …………………. 3
1.3 The Statement of Problem
……………………………… 4
1.4 The
Purpose of Study..………………………………….. 4
1.5 The Significance of Study……….……………………… 6
CHAPTER II: RREVIEW OF THE RELATED LITERATURE
2.1 The Assumption underlining communicative approach….. 8
2.2 The
Assumption underlining communicative approach…. 9
2.3 Communicative Approach
steps…………………………… 9
2.4 Learning Achievement …………………………………… 10
2.5 Learning Achieve Factors
………………………………… 11
2.6 Some
theoretical assumptions……………………….......... 11
CHAPTER III: RESEARCH METHODS
3.1
Identification of variable………………………………. 12
3.2 Place
and time of research……………………………… 12
3.2
Population and sample……………………...…………. . 13
3.4
Techniques of data collection………………………….. 13
3.5
Techniques of data analysis……………………………. 14
CHAPTER IV: RESULT AND DISCUSSIONS
A. Variable description……………………………………. 15
B. The conclusion on the
interpretation…………….......... 24
CHAPTER V: CONCLUSION AND SUGGESTION
A.
Conclusion……………………………………………… 25
B.
Suggestion………………………………………………. 26
BIBLIOGRAPHY…………………………………………………………… 27
APPENDIX…………………………………………………………………. 28
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