IMPROVING STUDENTS’ READING COMPREHENSION USING SEMANTIC MAPPING
(A Classroom Action Research at the Second Grade Students OfMTS Asy-Syafi’iyah Karangasem Margasari Tegal 2014/2015)
A THESIS
submittedas a partial fulfillment of the requirements of Bachelor Degree of Education
in English Department
By: Umar Yahya
0801050194
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
DEDICATION
From the deepest and purest of my heart, I would like to
present this creation to:
My beloved Father and Mother. Thanks for everything that
you give to me. I’m very proud of being your son.
My beloved sister and brother mbakYul and Mas Habib, Yu
Indun and mas Diky, mas Jaka and mbaHikmah. Thanks for
your support and prayers.
My beloved nephew Fikri, Farah, de’ Nisa.
The big family of BaniSolikhin.
My friends in boarding house “Juventus Victory”, Endi AS,
Kuple, Udin, Eki, Luki, Isa,Dian. Thanks for your help.
All of lecturers of English Department of Teacher Training
and Education faculty of Muhammadiyah University of
Purwokerto.
All of my friends in Muhammadiyah University of
MOTTO
“Keep Smiling”
Don’t sweat the small stuff
“Bekerjalahuntuk duniamu seakan-akankamuakanhidupselamanya, danberibadahlahuntukakhiratmuseakan-akankamuakanmatibesok”
ACKNOWLEDGMENT
Assalamu’alaikum wr. wb,,,
First of all, praise to Allah SWT, the most merciful and graceful who has given the writer guidance, so that the thesis is accomplished as partial for S.Pd. Degree at English Department of Teacher Training and Education Faculty.
The writer would like to take opportunity to give special thanks to:
1. Hj. Endang Kusrini S.Pd, M.Pd as the first consultant who gave guidance, encouragement, advise, support, suggestion and helpful correction.
2. Dr. Furqanul Aziz S. Pd, M. Pd, as the second consultant for his advice guidance, correction, suggestion and information from the beginning to the completion of this research with his patiently and wisely.
3. Drs. Ahmad, M. Pd, The Dean of the Teacher Training and Education Faculty of Muhammadiyah University of Purwokerto, who has given permission to do the research.
4. Drs. Pudiyono, M. Hum, the Head of English Department of Teacher Training and Education Faculty for giving the facility and permission to do this research.
6. Samrohatul Jannah, S. Pd, Kusdiawati, S. Pd, Ariani Roosilawati Dewi, S. Pd, as the English teacher of MTS Asy-Syafi’iyah Karangasem Margasari Tegal who helped in conducting the research.
7. All of the students of MTS Asy-Syafi’iyah Karangasem Margasari Tegal who have given good participation during the research.
8. Family and friends who support to finish the thesis.
Although, this thesis is still far from being perfect, constructive, critism and suggestion are welcome to make this work. This thesis hoped will give positive contributions and be useful to this field study.
Purwokerto, January 2015
ABSTRACT
IMPROVING STUDENTS’ READING COMPREHENSION USING SEMANTIC MAPPING
(A Classroom Action Research at the VIII B Students of MTS Asy-Syafi’iyah Karangasem Margasari Tegal Academic Year 2014/2015)
UMAR YAHYA 0801050194
The research was aimed to improve students’ reading comprehension using semantic mapping. It used Classroom Action Research (CAR), which was conducted at VIII B students of MTS Asy-Syafi’iyah Karangasem Margasari Tegal Academic Year 2014/2015 consisted of 27 students. It was done for one month.
The researcher worked together with the English teacher as a Collaborator. The CAR was carried out based on Kemmis and Mc. Taggart design. The researcher took two cycles with two actions in each cycle: in which, each cycle consisted of Planning, Acting, Observing, and Reflecting. The result of action were evaluated and reflected in the next step.
There were two kinds of Data collection; Qualitative data and Quantitative data ones. The qualitative data was taken from test, observation, questionnaire, interview, field note, and documentation. Whereas, the quantitative data was taken to measure the students’ result in pre and post-test also in observation by calculating the percentage of indicators to measure whether there was an improvement or not.
TABLE OF CONTENT
TITLE ... i
APPROVAL ... ii
LEMBAR PENGESAHAN ...iii
SURAT PERNYATAAN ... iv
DEDICATION ... v
MOTTO ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENT ...x
LIST OF TABLE ...xiii
LIST OF FIGURE ...xiv
LIST OF APENDICES ...xv
CHAPTER IINTRODUCTION A. The Background of Study ...1
B. Statement of the Problem ...5
C. Limitation of the Problem ...5
D. The Aim of the Study ...5
E. Clarification of Key Terms ...6
F. The Benefits of the Study ...7
CHAPTER II THEORITICAL REVIEW A. The Definition of Reading ...8
1. Strategies on Reading Comprehension ...10
2. Factors Influencing Reading Comprehension ...11
3. Level of Reading Comprehension ...13
C. Semantic Mapping 1. Definition and Techniques ...15
2. Application of Semantic Mapping in Reading Comprehension ...21
3. Classroom Application of Semantic Mapping ...22
4. The advantages of Semantic Mapping ...24
5. The disadvantages of Semantic Mapping ...25
D. Rationale ...25
E. Basic Assumption ...27
CHAPTER III RESEARCH METHOD A. Method of the Research ...28
B. Place and Time of Research ...29
1. Place ...29
2. Time ...29
C. Subject of The Research ...29
1. Population ...29
2. Sample ...29
D. Research Design ...30
1. Planning ...31
2. Acting ...32
3. Observing ...32
E. Technique for Collecting Data ...33
F. Technique of Data Analysis ...38
1. Qualitative Data ...38
2. The Quantitative Data ...39
a. Class Percentage ...39
b. Questionnaire ...40
G. Indicator of the Action Success...40
CHAPTER IV RESEARCH RESULTS AND DISCUSSION A. The Implementation of Cycle 1 ...46
B. The Implementation of Cycle 2 ...57
C. Discussion of the Data after Implementing the Actions ...70
CHAPTER VCONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ...74
B. Implication ...75
C. Suggestion ...75 BIBLIOGRAPHY
LIST OF TABLES
Table 1. The Schedule of Research ... 27
Table 2. The Students’ Observation List ... 33
Table 3. The Teachers’ Observation List ... 33
Table 4. The Students’ Observation at Pre-Condition ... 40
Table 5. The Result of Pre-Questionnaire ... 41
Table 6. Individual Students’ Activity Action 1 Cycle 1 ... 48
Table 7. Individual Students’ Activity Action 2 Cycle 1 ... 49
Table 8. Students’ Group Activity in Action 2 Cycle 1 ... 50
Table 9. Individual Students’ Activity Action 1 Cycle 2 ... 56
Table 10. Individual Students’ Activity Action 2 Cycle 2 ... 57
Table 11. Students’ Group Activity in Action 2 Cycle 2 ... 58
Table 12. Improvement of Students’ Reading Comprehension ... 60
Table 13. The Result of Pre-Questionnaire ... 61
LIST OF FIGURES
Figure 1. Example of Sinatra’s Semantic mapping ... 19
Figure 2. Example of Johnson et al. Semantic mapping ... 20
Figure 3. Kemmis and Mc. Taggart action research model ... 29
Figure 4. Process of analyzing the qualitative data ... 36
Figure 5. Story map “The monkey and the crocodile” ... 44
Figure 6. Story map “The legend of Toba Lake” ... 47
Figure 7. Story map “Prambanan Temple” ... 53
LIST OF APPENDICES
APPENDIX A
1. The List of Students Name
2. The List of Semantic Mapping Group in Cycle 1 3. The List of Semantic Mapping Group in Cycle 2
APPENDIX B
1. Observation Sheet on Students’ Activity in Pre-Conducting the Research 2. Observation Sheet on Individual Activity in Action 1 Cycle 1
3. Observation Sheet on Individual Activity in Action 2 Cycle 1 4. Observation Sheet on Individual Activity in Action 1 Cycle 2 5. Observation Sheet on Individual Activity in Action 2 Cycle 2 6. Observation Sheet of Students’ Group Activity in Cycle 1 7. Observation Sheet of Students’ Group Activity in Cycle 2 8. Observation Sheet of Teacher Activity in Action 1 Cycle 1 9. Observation Sheet of Teacher Activity in Action 2 Cycle 1 10. Observation Sheet of Teacher Activity in Action 1 Cycle 2 11. Observation Sheet of Teacher Activity in Action 2 Cycle 2
APPENDIX C
1. The Result of Students’ Questionnaire Before the Research
2. The Result of Students’ Questionnaire After Conducting the Research 3. The Result of Students’ Reading Comprehension
APPENDIX D 1. Lesson Plan 2. Pre-test
5. The Answer Key of Pre-test
6. The Answer Key of Post-test Cycle 1 7. The Answer Key of Post-test Cycle 2 8. The Answer Key of Exercise 1 Cycle 1 9. The Answer Key of Exercise 1 Cycle 2 10. The Answer Key of Exercise 2 Cycle 2
APPENDIX E 1. Field Notes
2. Interview Guidelines
3. The Photos of Learning Process
