IMPROVING THE CLASS 11 th A STUDENTS’ READING COMPREHENSION ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION BY USING CONTEXT CLUES TECNNIQUE AT SMAN I UMBULSARI JEMBER

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IMPROVING THE CLASS 11

th

A STUDENTS READING COMPREHENSION

ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION BY USING

CONTEXT CLUES TECNNIQUE AT SMAN I UMBULSARI JEMBER

THESIS

by:

Sebyan Rinda Samudra

NIM 040210401182

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

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IMPROVING THE CLASS

A STUDENTS

READING COMPREHENSION

ACHIEVEMENT AND THEIR ACTIVE PARTICIPATION BY USING

CONTEXT CLUES TECNNIQUE AT SMAN I UMBULSARI JEMBER

THESIS

Presented as one of the Requirements to Obtain the Degree of S1 at the English Education

Study Program, Language and Arts Education Department

Faculty of Teacher Training and Education, Jember University

By:

SEBTYAN RINDA SAMUDRA

NIM. 040210401182

ENGLISH EDUCATION PROGRAM

LANGUAGE AND ARTS EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

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

My beloved parents, Saimin Widianto and Ambarwati.

Thank you very much for everything. Without your patience, understanding,

affection, and most of all love, this thesis would not have been possible. I owe

you a debt of gratitude for giving me opportunity of an education and supporting

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Each problem has hidden in it an opportunity so powerful that it literally dwarfs the

problem. The greatest success stories were created by people who recognized a

problem a turned it into an opportunity

(Joseph Sugarman)

Spend eighty percent of your time focusing on the opportunities of tomorrow rather

than the problems of yesterday

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The thesis entitled Improving the Class 11

th

A Students Reading Comprehension

Achievement and Their Active Participation by Using Context Clues Technique at

SMAN I Umbulsari Jember is approved and accepted by the Faculty of Teacher

Training and Education, Jember University on:

Date

: January 13

th

, 2012

Place : The Faculty of Teacher Training and Education, Jember University

The Committee

The Chairperson

The Secretary

Dra. Siti Sundari, M.A

Dra. Zakiyah Tasnim, M.A

NIP. 19581216 198802 2001

NIP 19620110 198702 2001

Member 1

Member II

Dra. Musli Ariani, M.App. Ling

Dra. Wiwiek Istianah, M.Kes, M.Ed.App.Ling

NIP 19680602 199403 2001

NIP. 19501017 198503 2001

The Dean

Faculty of Teacher Training and Education

Jember University

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By Using Context Clues Technique At SMAN I Umbulsari,

Jember .

In relation to the writing and finishing of this thesis, I would like to express

the deepest appreciation and sincere thanks to:

1. The Dean of the Faculty of Teacher Training and Education, Jember University

2. The Chairperson of the Language & Arts Department

3. The Chairperson of English Education Study Programs

4. My Academic Advisor, Dra. Musli Ariani, M.App. Ling

5. My consultants, Dra. Wiwiek Istianah, M Kes, M.Ed. and

Dra. Zakiyah Tasnim,

M.A

who have given valuable suggestion and guidance that this thesis would not

have remained only as a dream.

6. The Examination Committee

7. The lecturers of the English Education Program who have given me moral

supports to work harder in my attempt to accomplish the thesis

8. The Principal, the English teacher, and the students of SMAN I Umbulsari

Jember in the 2011/2012 academic year for giving me opportunity, help, and

support to conduct the research

9. My brother, Aginofita Akta Wiendra and my grandmother, Katini.

My deepest

gratitude for

never stop encouraging me to study and to finish this thesis.

10.

My Fairy, Ainun Zakiyah.

Thank you for always caring, helping, and supporting me.

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Vendy, Mas Ayat. Thanks guys

for accompany me in finishing my thesis

Finally, I hope this thesis will give advantages for the readers. Any constructive

suggestion or criticism will be respectfully appreciated.

Jember, January 2012

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Reading is one of the most important skills in learning target language

besides listening, speaking, and writing. Based on the preliminary study at SMAN I

Umbulsari Jember, it was found that the eleventh year students faced difficulties in

learning reading. There was only 37% of the students got the standard score

requirement which was 60. The students were also considered inactive since they did

not participate actively during the English teaching and learning process.

Context Clues was the solution undertaken to solve the problem in learning

Reading Comprehension. It can help the students to guess the meaning of unfamiliar

words in the reading text easily. Some previous results approved that Context Clues

Technique was helpful to stimulate the students interest in learning Reading. Context

Clues Technique in this research was limited to Synonym Clues.

The Classroom Action Research (CAR) with cycle model was applied in this

study. The actions were carried out to improve the eleventh A garde students reading

comprehension achievement by using context clues technique at SMAN I Umbulsari

Jember. The research was conducted in two cycles, in which each cycle covered four

main sequence stages, namely the planning of the action, the implementing of the

action, the classroom observation and evaluation, and the data analysis and reflection.

Then, each cycle was conducted in one meeting because of time limitation. Reading

Comprehension test as the primary data of the students reading comprehension

achievement was administered in the last session of the meeting. Then, the supporting

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xiv

The result of the students reading comprehension test in cycle 1 showed that

the percentage of the students who got score at least 60 was 95.23 %. It was

considered successful since the criterion of the successful action was 75 %.

Meanwhile, the students active participation was 80.95%. The results of the reading

comprehension test in cycle 1 showed that the second cycle was needed to be

conducted to ensure the consistency of the result.

The result of the students reading comprehension test in cycle 2 showed

improvement. The percentage of the students who got score 60 or more was 100 %. It

means that the action in cycle two was successful. Moreover, the results of the

observation checklist showed that 90.48% of the students were actively involved in

the teaching learning process. Thus, the actions in cycle two had met the standard

requirement of process and product evaluation that was 75 %.

Regarding the research results above, it could be concluded that context

clues could improve the students reading comprehension achievement. Therefore, it

is suggested that the English teacher use context clues technique as an alternative