THE DIFFICULTIES IN COMPREHENDING TEXTS
ADOPTED FROM
HELLO MAGAZINE
FACED BY THE
SECOND YEAR STUDENTS OF SMK DIPONEGORO
SALATIGA IN THE ACADEMIC YEAR OF 2005 / 2006
T H E S I S
Submitted to the Board of Examiners as a Partial fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
in the English Department of Education Faculty, State Islamic Studies Institute (STAIN)
Salatiga
DEWI SETYA WAT1 NIM. 113 01 014
ENGLISH DEPARTEMEN OF EDUCATION FACULTY
STATE ISLAMIC STUDIES INSTITUTE (STAIN)
JL Stadion 03 Phone. 0298 323706 Salatiga 50721
Dra. Woro Retnaningsih, M.Pd Ruwandi, S.Pd
The Lectures of Educational Faculty State Islamic Studies Institute of Salatiga
ATTENTIVE COUSELAR'S NOTE Salatiga. September 20th 2005
Case : Dewi Setya Wati
Graduating Paper
Dear
The Head of State Islamic
Studies Institute Salatiga
Assalamu 'alaikum, Wr, Wh.
After reading and correcting Dewi Setya Wati’s graduating paper entitled
"THE
DIFFICULTIES IN COMPREHENDING TEXTS ADOPTED FROM
HELLO MAGAZINE FACED BY THE SECOND YEAR STUDENTS OF SMK DIPONEGORO SALATIGA IN THE ACADEMIC YEAR OF 2005/2006". We have decided and would like to propose that if it could be
accepted by educational faculty, we hope it would be examined as soon as
possible.
Wassalamu'alaikum, Wr, Wb.
Consultant Assistant Consultant
DEPARTMENT OF RELIGIOUS AFFAIRS
STATE ISL AMIC STUDIES INSTITUTE (STAIN) SALATIGA
JL Stadion 03 Phone. 0298 323706 Salatiga 50721 Website : www.stainsalaliua.ac.il] E-mail: administrasi^stainsalatiga.ac.id
STATEMENT OF CERTIFICATION
THE DIFFICULTIES IN COMPREHENDING TEXTS ADOPTED FROM H E L L O M A G A Z IN E FACED BY THE
SECOND YEAR STUDENTS OF SMK DIPONEGORO SALATIGA IN THE ACADEMIC YEAR OF 2005 / 2006
DEWI SETYA WATI NIM. 113 01 014
Has been brought to the board of examiners in January, 07th 2006 M / Dzulhijah, 07th 1426 H, and hereby considered to
completely fullfillment of the requirement for the degree of Sarjana in The English and Educational Faculty.
January, 07th 2006 M Salatiga, ---—---Dzulhijah, 07th 1426 H
Jl. Tentara Pelajar 02 Telp. (0298) 323706, 323433 Fax 323433 Salatiga 50721
Website: u vi h . situf isalo./ ctc. td Email * administrasi ■ a s*, amsal ah. y a. ac. id
DEKLARASI
Bismilahirrahmanirrahim
Dengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa
skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah
diterbitkan. Demikiran juga skripsi ini tidak berisi satupun pikiran-pikiran orang
lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan
rujukan.
Apabila di kemudian hari ternyata terdapat materi atau pikiran-pikiran
orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup
mempertanggungjawabkan keaslian skripsi ini di hadapan sidang munaqasah
skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Salatiga, September 2005
Penulis
Dewi Setya Wati 113 01 014
♦>
♦>
MOTTO
(Do n o t e v e r g iv e up w h e n y o u fa iC
‘E xp erien ce is th e 6est tea ch er
y?
6 u rn t chiCd dreads th e f i r eS o m e w o r h ^ th a ty o u do, d o n 't sto p 6 e fo re g e ttin g th e
1. M y d ea rest m o th er a n d f a th e r
2. M y d ea rest siste rs a n d 6ro th ers
3. M y d ea rest n ep h ew s
4. M y d ea rest sp e c ia l f r ie n d
5. J 4 d m y f r ie n d s in d n g tis h d e p a rtm e n t o l esp ecia d y
"undergroundgroup"
ACKNOWLEDGEMENT
First and foremost, the writer whishes to thank God .Almighty for His
blessing. So she is able to finish her graduating paper and realizes her dream.
Without His blessing it is impossible to do so.
The writer has got much guidance and helps from several figures, to
conduct this research and arrange it. For the reason, she shares thanks to :
1. Drs. Badwan, M. Ag as the Rector of STAIN Salatiga who has recommended
the research permission for her thesis.
2. Drs. Sa'adi, M.Ag as the Head of English Department, thanks for your
suggestion.
3. Dra. Woro Retnaningsih, M.Pd who has educated, directed and given the
writer, criticism and suggestion for completion of this thesis from the very
beginning to the end.
4. Ruwandi, S.Pd, who gives her support, guidance, useful advice, and criticism
during arranging this thesis.
5. Drs. Joko Anis. S the Head of SMK Diponegoro Salatiga who gives
permission for the writer to conduct her research.
6. Her lectures Hammam, S.Pd, Hanung Triyoko, S.S, M.Hum, Ari Setiawan,
S.Pd, Norwanto, S.Pd, M.Hum.
7. Her parents (Mr. Djunaedi and Mrs. Nikmah), who have taught her every
thing, facilitated and encouraged her to study. Thanks for their supports and
pray for me. She really loves them.
8. Her sisters (Mbak Rus, Mak In) and her brothers (Mas Hadi, Mas Agus);
thanks for everything.
9. Her sweet nephews (Puput, Aslam, and Iwa) thanks for their kindess.
10. Her special friend thanks for his love, patience, trust, support and pray.
Because of him she has motivated to finish her thesis and she hopes he is the
one she is sharing her life with.
Wahid.
12. All of her sweet friends, in KKN STAIN 05, Anies, Nunung, Mamix, Ratih,
Mbak Kembar, Wahid, Bobo, Adin, and Syam.
13. Dot. Comp Groups Mas Gondrong, Mas Ali, Mas Arief, and Lilik; thanks for
their helps.
Finally, this thesis is expected to be able to provide useful knowledge to
the readers. And the writer is very pleased to accept more suggestions and
contributions from the reader for the improvement of the thesis.
TABLE OF CONTENT
TITLE... i
DECLARATION... ii
ATTENTIVE COUNSELOR NOTES... iii
PAGE OF CERTIFICATION... iv
MOTTO... v
B. Limitation of the Problem... 2
C. Statement of the Problem... 2
D. Objective of the Study... 3
E. Benefits of the Problem... 3
F. Report of the Previous Research... 4
G. The Organization of the Thesis... 5
CHAPTER II THE REVIEW OF RELATED LITERATURE A. Reading... 7
1. The Definition of Reading... 7
2. Method of Reading... 9
3. Aspect of Reading... 10
4. Formula of Reading... 11
5. Models of the Reading Process... 12
B. Reading Comprehension... 13
1. The Definition of Reading Comprehension... 13
2. Factor Affecting Comprehension... 15
3. Level of Comprehension... 15
6. Developing Comprehension in the Classroom... 19
7. Causes of Comprehension Difficulties... 20
C. Factors which Influence Reading Comprehension... 21
CHAPTER 111 RESEARCH METHODOLOGY A. Research Approach... 23
B. Types of the Research... 23
C. General Description of SMK Diponegoro... 24
D. Population... 27
E. Sample... 27
F. Technique of Sampling... 28
G. Variable... 28
H. Data Presentation... 28
I. Data Collection Method... 30
J. Data Analysis... 31
CHAPTER IV PRESENTATION AND DISCUSSION A. Description... 32
B. Data Analysis... 32
C. Research Summary... 36
CHAPTER V CLOSURE A. Conclusions... 38
B. Suggestion... 39
BIBLIOGRAPHY
CURRICULUM VITAE
CHAPTER I INTRODUCTION
A. Background of the Study
The goal of teaching learning of English in curriculum 1994 is to
develop students' English communication skills, which consist of reading,
listening, writing and speaking. One of the foreign language skills, namely
reading is essential for senior high school curriculum.
Although English teaching gives emphasis on reading skills, it does
not mean that the reading mastery of senior high school graduates is
satisfactory. They are still poor in reading comprehension. The students still
have difficulty in reading comprehension, for their vocabulary is limited and
their grammar is still low.
Vocabulary items having to be mastered are noun, adjective, pronoun,
verbs, and adverb. Those items must be taught as clear as possible so the
students may enlarge knowledge by studying the items. Those who have
enough English vocabulary and are skillful in grammar do not find the
difficulties in expressing their idea. Conversely, they will find a lot of
difficulties in expressing their idea in English if their vocabulary and grammar
are poor.
In addition, English will not be difficult for students who have enough
time for learning, but it will be difficult for those who do not have chance to
study. They can overcome their reading difficulties by increasing additional
reading activities outside classroom. They can improve their reading skill by
reading more texts in hand books, reference books, journals, newspapers and
magazines. The students who have more read can increase their knowledge or
information. Reading English also enriches vocabulary to understand the other
skills.'
Based on the explanation above, the writer is interested in conducting
a research entitled "The difficulties in comprehending texts adopted from
Hello Magazine faced by the second year students of SMK Diponegoro
Salatiga in the academic year of 2005-2006".
B. Limitation of the Problem
In this thesis, the writer will limit her study as the following:
1. The English magazine which is used as the primary data source is “Hello
Magazine”.
2. The language items that will be more emphasized are vocabulary and
grammar dealing with texts adopted from Hello Magazine, edition of April 2005.
C. Statement of the Problem
The statements of the problem are formulated as follows:
3
1. Whit are difficulties faced by the second year students o f SMK
Diponegoro Salatiga in comprehending text adopted from Hello
Magazine?
2. How are the ways to overcome the difficulties faced by the second
year students o f SMK Diponegoro Salatiga in comprehending texts
adopted from Hello Magazine?
D. Objective of the Study
Considering the problems that have been formulated above the
objective o f research can be specified as follows:
1. To find out the difficulties in comprehending text taken from Hello
Magazine faced by the second year students o f SMK Diponegoro
Salatiga in the academic year o f 2005 / 2006.
2. To find out the ways used to overcome their difficulties.
E. Benefits of the Study
1. Practically
The findings o f this research will be useful to the reader who is
devoted on English reading comprehension.
2. Theoretically
The findings o f this research will enrich students' strategies in
F. Report of the Previous Research
In this thesis, the writer presents several former researches dealing
with the themes above. The first previous report is a thesis research entitled
“THE INFLUENCE OF STUDENTS’ INTEREST TOWARD THEIR
ENGLISH READING COMPREHENSION MASTERY”,2 that had been
researched by Siti Rohmatin, the student of State Islamic Studies Institute
(STAIN) Salatiga in 2004. In this thesis, she analyzed about the influence of
interest in learning and the factors which influence reading comprehension.
She concluded that socioeconomic, cultural, intelligence, and sex differences
influence reading comprehension.
The second previous report is “THE INFLUENCE OF STUDENTS’
PERCEPTION ABOUT ENGLISH TEXT COMPREHENSIBILITY
TOWARD THEIR READING COMPREHENSION SKILL”,3 which had
been researched by Annis Primadani, the student of State Islamic Studies
Institute (STAIN) Salatiga in 2004. In this thesis she analyzed the strategy and
the techniques used for improving reading comprehension. She concluded that
there are six ways for improving comprehension : pay attention to word,
utilize context clues, use the five W’s and the one H in all readings, learn to
read phrase and examine the structure of paragraph.
2Siti Rohmatin. 2004. The Influence o f Students’ Interest Toward Their English Reading Comprehension Mastery. Unpublished thesis. Salatiga.
5
The third previous research is “UTILIZING ENGLISH BULLETIN
BOARD AS A MEDIUM OF EXTENSIVE READING FOR THE 3rd, YEAR
STUDENTS OF SMU 1 KARANG GEDE IN ACADEMIC YEAR OF 2001-
2002”,4 that was researched by Alifah Wijayanti, the student of State Islamic
Studies Institute (STAIN) of Salatiga in 2002. In this thesis she analyzed the
supporting factors for utilizing English bulletin board for extensive reading.
She concluded that there are several factors that influence reading master.
Among others are the background of the teacher’s quality, facilities and
students motivation.
G. The Organization of the Thesis
The writer divides the thesis into five chapters.
Chapter I introduction consists o f : background of the study, limitation
of the problem, statement of the problem, objective of the study, benefits of
the problem, report of the previous research, and thesis organization.
Chapter II the review of related literature that clarifies : reading (the
definition of reading, method of reading, aspect of reading, SQ3R (formula for
reading), models of the process), reading comprehension (the definition of
reading comprehension, factor affecting comprehension, level of
comprehension, purpose of reading, principles for developing comprehension,
developing comprehension in the classroom, causes of the comprehension
difficulties), and factors that influence reading comprehension.
4 Alifah Wijayanti. 2002. Utilizing English Bulletin Board As A Medium O f Extensive Reading For The 3rd, Year Students O f SMU 1 Karang Gede In Academic Year o f 2001-2002,
Chapter III research report and data presentation consists o f : research
approach, types of the research, population, sample, technique of the
sampling, variables, data collection method and data analysis.
Chapter IV discussion and presentation consists of : description, data
analysis, and solution.
Chapter V closure consists o f : conclusion, and suggestion
CHAPTER II
THE REVIEW OF RELATED LITERATURE
The writer is fully aware that in analyzing the problem of this research, she
needs some basic theories to support her opinion. In line with the problem, she has
chosen and used some basic theories which will be explained below.
A. Reading
1. The Definition of Reading
The 1994 curriculum of English for Senior High School says that
reading is one of the language skills, which should be emphasized in
teaching and learning of English. There are two main skills in reading
decoding and encoding skills. Some linguists give some other different
definitions that may help us to get clearer description.
Reading is the most important activity in any language. It is not
only as a source of information and pleasurable activity, but also as a
means of consolidating and extending one’s knowledge of the language.1
Shah Mahmoud says that reading is the ability to comprehend, not simply
to recognize letters, forms, and symbols.1 2
A student who stands up in class and enunciates in a conventional
way the sound symbolized may be conceded to be “reading”. The reading
may be comprehension to listener, without the reader drawing much in the
1 Rivers Wilga. M. 1981. Teaching Foreign Language Skills. Chicago and London: The University o f Chicago Press. Pg. 259.
2 Shah Mahmoud. 1992. Research and Writing. United State of America: Better way Publications. Inc. Pg. 102.
way if meaning from what is he or she is enunciating. Such an activity is
one of fact of reading for which the student may usefully be trained, but it
is a minor goal. The student must also be thought to derive meaning from
the word, combination in the text and to do this in a consecutive fashion at
reasonable speed, without necessarily vocalizing what is being read. This
is reading for comprehension.3
Eddie C. Kennedy says that reading is an integrated process
involving the development of the technical skill necessary in seeing like
nesses and differences in words, associating words with their sound and
meaning and interpreting the ideas represented by words, sentence and
paragraphs. Reading is not a skill but a process composed of many
different skills. It is defined as the ability of an individual to recognize a
visual form with a sound or meaning he has learned in the past and on the
basis of past experience, understand and interpret its meaning.4
In line with Martha Dallmann, Danniel Hittelman defines, reading
is a verbal process interrelated with thinking and with all other
communication abilities such as listening, speaking and writing.
Specifically, reading is the process of reconstructing from the printed
patterns on the page of the ideas and information intended by author.3
' Rivers Wilga. M. Op. cit. Pg. 261.
4 Eddie C. Kennedy. 2001. Methods in Teaching Developmental Reading. New Delhi. Longman. Inc. Pg. 3.
9
From the definition above it can be concluded that reading is
language process to get meaning of the text or understanding text and the
result of interaction between the perception of graphic symbols and
knowledge of the world. Besides that, reading text also provides
opportunities to study language vocabulary, grammar, punctuation and the
way to construct sentences, paragraphs and text.
2. Method of Reading
Reading skill can be distinguished at least six methods namely6 :
a. Previewing
Previewing is an advance evaluation and brief examination of
the material. Previewing is used for looking over a chapter in a
textbook before studying it.
b. Skimming and Scanning
Skimming and scanning are also called survey reading. They
are appropriate when the reader has much of time to read an entire
selection. In skimming it is helpful to become familiar with the words
used by the author. A person with a larger vocabulary has and
advantage in skim reading and comprehension.
c. Reading for Study
Study reading is necessary schooling and training for a special
job, or preparing for examinations. It is characterized by the reader's
ability to comprehend and retain key ideas and information from the
material. A well known formula for study reading involves the
memory enhancing characters “SQ3R” (Survey, Question, Read,
Recite, and Review).
d. Reading for critical evaluation
Reading for critical purposes can be classified in two stages:
introductory stage and intensive stage. The introductory stage includes
previewing articles, books, and other material in order to gain
necessary background information on a subject. In the intensive stage
the reader looks for specific information that will be used in research
and writing.
e. Reading speed
Speed reading is ability to read at a high rate of speed while
comprehending the material being read.
3. Aspect of Reading
Reading skill can be distinguished into at least three aspects
namely:7
a. Word Recognition
The degree of excellence in reading is determined, to a large
extent, by the ability to recognize and pronounce words.
11
b. Comprehension
The effective reader needs to have learned the code used in
written communication so that he can translate the written symbols
into sound or meaningful language sequences.
c. Reflection
Many educators have pointed out that word recognition and
comprehension do not comprise the total of the reading act. Gray, for
example, says reflection includes reaction and fusion. By reaction he
refers to the reaction of the reader to what he has read. By fusion he
refers to assimilation of ideas gained through reading with the reader's
former experiences. During the process of reading, when it is defined
as gaining meaning from the printed page, it is necessary to be able to
hold ideas as they occur and conceptualize meaningful interpretation
through reflection.
4. SQ3R is formula for reading. It stands for words: Survey Question, Read,
8 Recite and Review.
a. Survey
Survey is glance over the headings in the chapter to see the few
big points that will be developed, also read the final summary
paragraph if the paragraph has one. This survey should not take more
than a minute and will show the three to six core ideas around which
the discussion will cluster. 8
b. Question
The second formula is question. Turn the first heading into a
question. This will arouse your curiosity and thereby increase
comprehension. The question also will make important points stand
out the same time that explanatory detail is recognized as such.
c. Read
The third formula is read. Read to answer that question for
example to the end of the first headed section. This is not passive
plodding along each line, but an active for the answer.
d. Recite
Having read for the first section, look away room this book and
try briefly to recite the answer to your question.
e. Review
When the lesson has been through in this way, look over your
notes to get a bird's eye view of the points and their relationship and
check your memory as to the content by reciting the major subs points
under each heading. This checking of memory can be done by
covering up the notes and trying to recall the main points.
5. Three Models of the Reading Process
There are three models of the reading process that will be discussed
here.9
9 Christoper N. Candlin & David R. Hall. 2002. Teaching and Researching Reading,
13
a. Bottom-up models
The bottom-up models of the reading process is a mechanical
pattern in which the reader creates a piece by piece mental translation
of the information in the text, with little inference from the reader's
own background knowledge.
b. Top-down models
The top-down models deal with the general notion of reading
as the reconstruction of meaning based on skillful sampling of the text.
In the top-down models, the process of comprehension deals with the
background knowledge to predict the meaning of the text. It means
that a reader will need a text by reading the sentences, and then tries to
find the information by guessing the meaning.
c. The interactive models of the reading process
It deals with a particular type of cognitive behavior, which is
based on certain kinds of knowledge.
B. Reading Comprehension
1. Definition of Reading Comprehension
Reading comprehension is a complex cognitive process. It is an
effect, not a single skill, but a collection of skill. This process consists of
determining what a source says literally (translation), what the author
means by what he or she says (interpretation) and what the source means
reading we seek to identity and make relationship by using the type of
analysis and synthesis in two ways: on the one hand by relating one
sentences to another and the other hand by relating what we read to what
we already know and expect or wish to find. We infer positive meaning
relationship and uncover bids and unstated assumption. We evaluate what
we read and seek meaning in terms of our self perceptions and past
knowledge.
Comprehension is a thinking process, it is thorough on whole
reading. As such, it is dependent upon the learner’s basic cognitive and
intellectual skill upon the background of experience (vocabulary,
knowledge, concept and ideas) and upon their language skills (knowledge
of morphology, syntax and grammar).10 11
In according with Wilga M. Rivers, frank smith defines reading
comprehension is not decoding to speech, but precedes decoding to
speech.11 For the reason, reading aloud of an unfamiliar passage can
demonstrate the student's ability to relate rules of sound symbol
correspondence to graphic material, accompanied by the activation of
appropriate articulators, without indicating a high degree of
comprehension that will be evident in occasional misapplication of stress,
juncture, and intonation rules in particular, since it indicates the
appropriate allocation of words to meaningful segments in the
comprehension phase which preceded oral production.
10 Dechant Emerald V. 1982. Improving the Teaching o f Reading. United States of America: Prentice Hall Inc. Pg. 75.
15
Based on the definition above, it can be understood that reading
comprehension is catching the meaning of written text by interpreting,
evaluating, reflecting it, and understanding what the writer means.
2. Factor Affecting Comprehension
a. Lack of skill word recognition
The person who has difficulty in recognizing words quickly and
accurately is likely to be slow reader.
b. Lack of sufficient practice in reading at different rates
An error of omission in some instructional programs is the lack of
emphasis on differential rates of reading.
c. Lack of interest and purpose
The ability to read rapidly is only in part, a matter of habit and skills.
3. Level of Comprehension
13 Reading comprehension has three levels namely,
a. Factual Level
Factual level of comprehension is fundamental reading skills at
any level because a reader must first understand what the another
writes before he/she can draw the inferential. Factual comprehension
refers to understand what is actually written on the page.
Understanding this level is related to the ability to read inferentially
and critically. 12 13
b. Inferential Level
One must read between outlines to get inferences from the
reading material. Through reading between outlines one is able to
understand what is implied in out text. Inferences are ideas of a reader
when he/she summarizes, puts facts and ideas together to make
conclusion and generalization. Making inferences does not only
depend on the author but also depend on the personal insight.
c. Critical Level
Critical reading is one of the most significant comprehension
skills. Critical reading is making evaluation what is read and inquiring
minds'. Creatively, looking for false statement. It means questioning,
comparing and evaluating.
Reading comprehension on all levels, but especially, when it
involves unit larger than a single word, it is obviously a complex of
abilities. The good comprehending possesses the ability to:14
a. Associate a meaning with the graphic symbol (have an adequate
vocabulary)
b. Understand word in context and select the meaning that fixs the
context.
c. Give meanings to units of increasing size; the phrase, clauses,
sentences, paragraph and the whole selection.
17
d. Develop literal and denotative meaning (be able to answer the
question and information explicitly)
e. Develop an understanding of the organization (be able to answer
the question calling for an analysis, synthesis or organization of
ideas and information explicitly)
f. Develop inferential interpretative, or connotative of the material
read.
g. Make judgments or critical evaluation about the material
h. Read for learning
i. Read for appreciation
4. Purpose of Reading
Shah Mahmoud states that the purposes of reading are:15
a. Reading for specific information
Reading for specific information is a common form of reading
used to discover specific or limited information.
b. Reading for application
Reading for application is used to accomplish a special task
c. Reading for pleasure and entertainment
It includes reading popular magazines, newspapers, novels,
and other similar material.
d. Reading for ideas
This type of reading requires paying special attention to main
ideas and concepts and the nature of the presented information. The
reader skims through major topics, headings, illustrations, and
conclusions in order to obtain a general idea of the content. Reading
for specific ideas is enhanced through familiarity with the overall
knowledge of the subject.
e. Reading for understanding
It requires comprehension of the relationship between the
information introduced and overall knowledge of the subject. Then, it
requires understanding the relationship of topics to sentences,
paragraphs and the main ideas. The reader must observe the
associations between facts, data, and other details.
5. Principles for Developing Comprehension
There are five instructional approaches that can be used affectively
to develop comprehension skills:16
a. Encouraging the use of oral language
Any activity that increases facility in speaking and
understanding spoken language will aid in developing a background
for learning specific comprehension skills. Reading teachers should
devote much time to class discussion, conversation, and oral reporting.
19
b. Stressing vocabulary development
Recognition vocabularies make comprehension difficult. One
of the ways to increase comprehension is to plan program of
vocabulary development and increase understanding of words.
c. Building background for understanding
Background building should be a part of all reading
instruction. Experiences can increase knowledge to make the
application of comprehension skills much less difficult.
d. Stressing motivation
Motivation is a necessity for developing comprehension.
Extensive reading of interesting materials, followed by discussion,
result in vocabulary improvement, more accurate reading, and greater
assimilation of ideas.
e. Encouraging purposeful reading
A major reason students often comprehend is that they do not
have specific purpose in mind when they have no incentive to
remember the content. At reading instruction, students need guidance
in setting up specific goals for most reading assignments. Thus, they
become more independent in arriving at their own purpose.
6. Developing Comprehension in the Classroom
The widely accepted requirements for the development of
a) Establishing a purpose, during and after the reading
b) Asking question before, during and after the reading.
Other technique for developing comprehension includes:
a) Having pupils show by an illustration of the event by retelling the
story or by demonstration.
b) Having pupils identify and state the topic sentence, write a title for the
paragraph or story on sequence of material read.
c) Having pupils summarize what have they read
d) Having pupils provide the ending for a story which has not been read
to completion.
e) Having pupils match the pictures with sentence.1'
7. Causes of Comprehension Difficulties
The factors which are most often responsible for children to
18 comprehend include:
a. Inadequate Instruction
Many teachers are poorly prepared to teach the basic skills of
reading. Methods are often too general or to concentrate on techniques
that apply only in specific situations, thus failing to prepare teachers to
devise methods and techniques of their own which can be adapted to
local needs. As a result, teachers give the general instructions in
teaching manual, teach as they were taught or use no systematic plan. *
b. Lack of pupil interest
Lack of interest causes the mind to wander, eliminates any
desire to excel, encourages a dislike for the task and reduces conscious
effort.
c. Unsuitable materials
Such required materials may be too difficult or too easy.
Stressing the wrong skills have little relationship to pupil's interest or
generally be of poor quality. If unsuitable materials are used
exclusively, interest lags; skills development is unbalanced and all
forms of comprehension are discouraged.
d. Vocabulary Difficulties
The vocabulary of reading materials is virtually uncontrolled.
Each assignment usually contains many new terms that are difficult to
understand. An excessive vocabulary burden makes context clues
practically useless and forces the reader to rely on the dictionary. If
vocabularies seem to be the cause of comprehension, the students
must choose less difficult materials.
C. Factors which Influence Reading Comprehension
Eddie C. Kennedy formulates factors which influence reading
comprehending texts. There are: verbal capacity, educational experience and
19 purpose.
1) Verbal Capacity
Verbal capacity is the innate ability to learn symbolic language and
to understand abstract concept. The skills necessary for reading
comprehension are generally dependent on verbal capacity of language
ability. When adequate experiences are provided for developing a spoken
language, comprehension ability increases in proportion to the
understanding vocabulary which students acquires. In general language
development, reading depends heavily upon verbal capacity and
educational experiences. Students who have adequate verbal potential can
be taught to read and to comprehend.
2) Educational Experience
Educational experiences include all the ideas, understandings and
practical knowledge gained through personal contact with the
environment. Students who have not appropriate personal experiences may
be having difficulty to comprehend the written materials because they
have no opportunity to acquire the knowledge.
3) Purpose
Purpose is directive in the sense that helps students focus their
mental abilities upon learning particular thing. Comprehension is not often
CHAPTER III
RESEARCH METHODOLOGY
A. Research Approach
The main purpose of research, is namely to discover, develop and
verify the science by using scientific procedures. To discover means to try to
find out things, to develop means to widen to sciences that exist before and to
verify is to prove the truth.
Sutrisno Hadi explains in his book “Statistic II” that research can be defined as efforts to develop and clarify the truth of science, done by using
methodology of research (1986 : 220). Method is basically a guide which is
used to investigate and solve a problem. The mistake of determining a method
causes the mistake in collecting the data and drawing the conclusions.
Corresponding the theme that will be observed in the research field,
this belongs to quantitative research. Quantitative method type consist of
surveys and experiments, while qualitative method type covers ethnographies,
grounded theory studies, case studies and phenomenology studies. 1 This
research can be grouped into quantitative approach.
B. Types of the Research
There are some kinds of methods, which can be used in research. The
use of the method depends on the aim of the research. The research method
1 Creswell W. John. 1994. Research Design Qualitative & Quantitative Approaches.
California : Thousand Dask. SAGE Publication Inc. International Educational and Professional Publisher. Pg. 9.
can be classified into historical method, developmental method, experimental
2
method and descriptive method.
In this research the writer uses descriptive method. Descriptive method
is aimed to the problem solving, which includes many kinds of descriptive
technique, namely: to describe,’ to classify, to analyze of the research by
survey technique. He also says that generally, the descriptive method of the
research is not limited to the collecting and arranging data but covers
analyzing and interpreting the meaning of the data. In this descriptive method
of the research, the writer will describe: The difficulties in comprehending
texts adopted from Hello Magazine faced the second year students of SMK
Diponegoro Salatiga in the Academic Year of 2005-2006.
C. General Discription of SMK Diponegoro 1. The history of SMK Diponegoro
SMK Diponegoro Salatiga is under the supervision of Yayasan
Imaratul Masajid Wal Madaris (YAIMAM), established in 1997, with
notarical document number 010/Yaimam/12/1997.
The location of SMK Diponegoro Salatiga is on Jl. Kartini No. 02
Salatiga. It is 5000 meters square.
2. The profile of teachers and staffs 2 3
25
TABLE I
TEACHERS AND STAFFS OF SMK DIPONEGORO
No Name Degree Discipline/Profession
1 Drs. Joko Aris Suwantoro SI Head Master
2 Munawir, S.Ag SI Computer
3 Siti Winarsih, S.Pd SI Gales Promotion
4 Agus Kimo, S.Pd SI Indonesia Language
5 Siti Faizah SI Accounting skill
6 Widi M, S.Pd SI HPD
7 Dra. Amrih S SI Economics
8 Suryo Suwandito SI Finance Accounting
9 Ja'far Shodiq. S.Pd SI PAI
10 Heny Kristiana SI Economics
11 M. Shobirun. S.Pd SI History
12 Drs. Sensus Sumartono SI Sport
13 Wahyuningsuh, S.Pd SI Accounting Cycle
14 Umi Mazroah, S.Pd SI Mathematics
15 Trajunigtyas Morojati, S.Pd SI Mathematics
16 Tri Murbani, S.Pd SI English Language
17 Sutari, S.Pd SI Entrepreneurship
18 Tutik Yuliati. S.Pd SI History
19 Anggraeni, S.Pd SI Mathematics
No Name Degree Discipline/Profession
21 Liany Wulandari, S.Pd SI Computer
22 Suwanto, S.Pd SI Accounting Skill
23 Nining Maryaningsih, S.Pd SI Computer
24 Riana Hardiyanti, S.Pd SI English Language
25 Qoiriyah, S.Pd SI Mathematics
26 Wiwik Alfiminati, S.Pd SI Sport
27 Ema Fasiati, S.Pd SI English Language
28 Khoiru Rahman Abidin, S.Pdi SI English Language
3. The physical facilities of SMK Diponegoro
TABLE II
THE PHYSICAL PROFILE OF SMK DIPONEGORO
No Facilities Number (room)
1 Class rooms 12
2 Head Master office 1
3 Teacher office 1
4 Administration office 1
5 Library 1
6 The school healthy unit 1
7 Mosque 1
8 Consulting office 1
27
10 Computer laboratory 1
11 Teachers' toilet 2
12 Students' toilet 7
13 Language Laboratory 1
D. Population
Suharsimi Arikunto states that population is all members of the
research subjects4. Population is all individuals from whom the data are
collected. In this case, the population of the research is all the second year
students of SMK Diponegoro Salatiga in Academic Year of 2005-2006. There
are 160 students. Most of the students graduated from Junior High School
(SLTP), by which their English skills are still poor. Most of the students come
from the institution's surrounding community as Kalibening, Tingkir,
Tengaran, etc.
E. Sample
Sample is a number of all populations that are determined as a group to
be investigated and it must represent the characteristics of all populations. In
this research, the samples are the second year students of SMK Diponegoro
Salatiga. There are four classes and every class consists of 40 to 45 students.
Here, the writer takes 40 students of SMK Diponegoro Salatiga as the sample
of the research.
F. Technique of Sampling
The technique of taking sample is called sampling. Basically, there are
two techniques of sampling, random sampling and non random sampling. The
writer used a random sampling technique in collecting data because the
population is homogenous. To get 40 sample out of 160 students on
population, she took the procedure called lottery method. Each group of the
population was presented by small piece of paper. The small piece of paper
was placed in a box and well mixed. A paper was dropped out of the box. This
became the sample of the research. By doing such technique of sampling, the
writer hoped the sample would be sufficiently representative. The writer used
lottery method since it is easy to carry out and it does not need to follow
difficult procedure. Thus, the writer could conduct the research easily.
G. Variables
In this research, there is one variable namely: The difficulties in
comprehending texts adopted from Hello Magazine.
H. Data Presentation
The samples of research are the second year students of SMK
I. Data Collection Method 1. Test
To collect the data the researcher needs an instrument. The
instrument for collecting the data can be test, observation, interview, and
documentation. In this thesis, the writer uses test as an instrument to get
the data. The data that are collected in this investigation is concerning the
difficulties in comprehending texts adopted from Hello Magazine faced by the second year students of SMK Diponegoro Salatiga. The model of the
test used in this investigation is objective test. The writer uses objective
test because it is more easily, rapidly and objectively corrected. The test
consists of 20 items. In this test, the writer takes some sentences from
Hello Magazine, edition of April 2005 for making the test. After giving the test, it will be scored with the aid of numerical device as a number of
score. By analyzing and recognizing the number of scores, it will be easier
to determine the level or degree of the difficulties faced by the second year
students of SMK Diponegoro Salatiga in comprehending texts adopted
from Hello Magazine; and it will be easier to distinguish students who get the poor, fair, good and excellent scores.
2. Documentary data source
The documentation method is a number of data that present the
verbal data, such as correspondences, journal memory and report. To find
out the data about the description of SMK Diponegoro Salatiga the writer
31
J. Data Analysis
To know the percentage of students' score, the writer uses the
formula:
p=— x l0 0%
N
By which:
P : Percentage
F : Frequency
A. Description
In this chapter, the writer presents the data that have been collected
from the test. After collecting the data, the writer analysis them and draws
conclusions. In this research, the writer takes 40 students as sample. The
sample is the second year students of SMK Diponegoro Salatiga in academic
year of 2005-2006.
Formerly, the writer makes a list containing the students name and
their scores. From that list, the writer clearly understands their scores that
range from the highest to the lowest namely excellent, good, fair, and poor.
Afterwards, the writer calculates the distribution of the students' achievement
and its percentage. The percentage of right answers in the test indicates the
difficulties faced by the second year students of SMK Diponegoro in
comprehending texts adopted from Hello Magazine.
B. Data Analysis
TABLE IV
THE TEST RESULT OF THE STUDENTS’ COMPREHENSION OF THE TEXTS
No Name Score
1 Agus Nugroho 70
33
No Name Score
2 Agustin Ermawati 65
3 Atik Mustikasari 70
4 Budi Ridayanto 45
5 Cahyaningrum 80
6 Deni Cahyaningtyas 65
7 Dewi Lestari 70
8 Effi Novita 55
9 Endang Pujiyati 50
10 Esti Riyana 70
11 Fitri Wijayanti 70
12 Ira Ismiyati 65
13 Kastam 50
14 Laily Fitriyah 60
15 Maryati 70
16 May Ema Safitri 65
17 Muhamad Mahfiid 60
18 Muhamad Sholikun 40
19 Muhamad Yuliyanto 60
20 Muhamad Ayub S 70
21 Novi Purwani 70
No Name Score
23 Nur Hayati 70
24 Nur Sidik 60
25 Nurul Aryati 85
26 Nurul Huda 55
27 Panggih Rahayu 80
28 Purwaningsih 75
29 Ratmi Sutari 75
30 Ratna Windami 50
31 Rina Wijayanti 75
32 Romeliyawati 80
33 Setyaningsih 70
34 Sita Mutiya Ningrum 70
35 Siti Arafa 70
36 Sri Wulandari 65
37 Supartini 65
38 Vuri Suciyanti 55
39 Winda Anggiani S 60
40 Sulistyowati 55
35
Magazine that are tested,
the students' test result, the writer cone 1 in
lores 8 5 - 100 (category A), 18 students w
16 students who got scores 55 - 69 (cat'
tres 40 - 54 (category D).
ge of each category is :
Category A : — xl|00%=2,5%
that the distribution of students' comprehei i;
low to middle up level.
category, 45 %
:x>r category. It
TABLE V
THE PERCENTAGE OF THE STUDENTS’ COMPREHENSION MASTERY
No Categoi y Score Interval Frequencyf Percentage
1 Excellent ( 8 5 -1 0 0 1 2,5
stuldents or 12,5 % got poor scores.
he scores of the students' comprehension
onprehension of texts is low to middle
bulary enrichment, grammatical reinforcem
ibove the level
d their ability to comprehend texts, the
pr diending texts
level of students'
thit functions to
are taken as
37
taken from Hello Magazine. Then, the scores of their test scones are calculated
to understand whether their scores are excellent, good, fair, anil poor.
The writer uses arithmetical calculation to find out the students'
comprehension. FrAm the calculation it is concluded there are 2,5 % students
getting excellent store, 45 % students getting good scores, 40 % students
getting fair scores and 12,5 % students getting poor scores. From the
percentage, the writer concludes the distribution of students' comprehension of
must be clearly. Therp
the description of
This chapter contains conclusion of the study and suggestion. There are a
number of conclusioi is as well as suggestions for readers. In fact, the conclusion
is an importance of this thesis by which we can understand
the whole contents related to the studv of the student's
comprehension of se itences in English Magazine of the second year students of
SMK Diponegoro Sa
A. Conclusions Based 011
conclusions as fc 1
atiga in academic year of 2005-2006.
the findings of this research, the wjriter draws some
lows:
I. The difficult ies faced by students to comprehend texts taken from Hello
Magazine ar ; various. From the items tested it is conejuded that the most
difficult pro 5lem faced by the students is to identifyl unfamiliar words.
There are 1 students who get the lowest right answer in this items. The
second dif iculties faced by students is to identify grammatical
preferences. There are 19 students who get lowest scope in grammar. The
last difficulty faced by students is to identify words lin context. This is
39
2. There are three ways that can be used to solve the students'
difficulties based upon the tests achievement.
a. In this research, the researcher finds the difficulties in
comprehending unfamiliar words. To cover this difficulties, the
students need vocabulary enrichment by studying the vocabulary
items, there are noun, adjective, pronouns, verbs, and adverb.
b. In this research, the researcher finds the second difficulties in
comprehending texts is grammatical preferences. To cover this
difficulties the students need grammatical reinforcement that is
by reading more texts in hand books, reference books, journals,
newspapers, and magazines.
c. In this research, the researcher finds the third difficulties in
comprehending texts is comprehending in context. To cover this
difficulties the students need to read a lot by identifying topic
sentences, identifying main idea and identifying the meaning of
the sentence.
B. Suggestion
To improve the teaching learning process of SMK Diponegoro
Salatiga the writer gives some suggestion that hopefully, can be useful for
improving the teaching learning process in English. The suggestions are
given to the headmaster, the teacher and the students.
1. For Headmaster
The headmaster should always check the teaching learning
process of SMK Diponegoro Salatiga and provide facilities that are
2. For Teacher
The role of teachers is very important for the student education,
because teachers are models in the class. They should develop planning
and material of English teaching. And they also give them drills to make
sentences individually in the classroom.
3. For Students
The students should study hard and seriously, especially in
vocabulary and grammar if they want to get good achievement in English.
They must practice drills to write and translate Indonesian to English and
English to Indonesian. If they find the new words you can check in
BIBLIOGRAPHY
Arikunto. Suharsimi. 1989. Presedur Penelitian (Suatu Pendekatan Praktek).
Jakarta : Rineka Cipta.
Brown. H. Douglas. 2001. Teaching by Principles. New York: Addison Wesley Longman. Inc.
Candlin. Christoper N. & Hall. David R. 2002. Teaching and Researching Reading,England: Person Education Limited.
Emerald V. Dechant. 1982. Improving the Teaching o f Reading. United States of America: Prentice Hall Inc.
Greellet. Fran Qoise. 1973. Developing Reading Skill. London : Cambridge University Press.
John. Creswell W. 1994. Research Design Qualitative & Quantitative Approaches. California : Thousand Dask. SAGE Publication Inc. International Educational and Professional Publisher.
Kennedy. Eddie C. 2001. Methods in Teaching Developmental Reading. New Delhi. Longman. Inc.
Mahmoud. Shah. 1992. Research and Writing. United State of America: Better way Publications. Inc.
Martha. Dallmann. 1982. The Teaching o f Reading. Canada: The Dryden Press.
Surachmad W. 1982. Pengantar Penelitian Ilmiah. Bandung: Tarsito.
Name
Student Number
Bom
Address
Education
Dewi Setya Wati
11301 014
Kab. Semarang, May 31st 1983
Kalikendel, Sugihan, Tengaran. Semarang 50775 1
1. TK Marsudi Siwi, graduated in 1989
2. SD Negeri Sugihan 04, graduated in 1995
3. SMP Negeri 1 Ampel, graduated in 1998
4. SMK Diponegoro Salatiga, graduated in 2001
TEST BAHASA INGGRIS
Identitas siswa
Nama :
No. Induk :
Petunjuk:
Jawablah pertanyaan-pertanyaan dibawah ini dengan menyilang salah satu
jawaban yang anda anggap benar !
Text 1
Batman is always mysterious. So far, there have been 3 actors
playing the characters: Michale Keaton, Val Kilmer and George Clooney.
And now, we have a new one: Christian Bale.
"I'm not somebody that comes from a real comic book-loving
background" he says. "When I was thinking about batman...I was thinking
why? Why would he dress like this? This is ridiculous! Either it has to be
done like a spoof, like the TV series was, or else to me it had to go some
where else we haven't seen before.
(Taken from Hello April, 2005)
1. Batman is always mysterious. The tense of the text above is.... a. simple present tense
b. simple past tense
c. simple continuous tense
2. In the text, there have been 3... .playing the characters,
a. actor b. actors c. actors'
3. The new one playing the. ...is Christian Bale.
5. Batman is always mysterious. Susunan pola kalimat disamping adalah
a. spc b. spoc c. spo
Text 2
Edmund Percival Hillary was bom in Auckland in 1919. His father
Percival was a strict disciplinarian who had been wounded in the face at
Gallipoli and was described as “rigidly principled” by Edmund : Percival
quit his job as editor of the Tuakau District News after disagreeing with
the board of directors. He then took up his hobby full time, working as a
beekeeper.
(Taken from Hello April, 2005)
6. What is Edmund Percival Hillary? He is a ....
a. actor b. director c. beekeeper
7. BeekeeDer is....Edmund
a. work b. work's c. works
8. ...is the character of Edmund’s father?
a. What b. Where c. How
9. "His" in the second sentence refers to ... a. Edmund
b. Father c. Batman
10. Edmund Percival Hillary was bom in Auckland in 1919. Pola kalimat diatas adalah....
a. spo b. spoc c. spc
Text 3
His Holiness the 14th the Dalai Lama Tenzin Gyatso, is the head of
state and spiritual leader of the Tibetan people. He was bom in Lhmao
Tibet. Bom to a peasant family, his Holiness was recognized at the age of
two, in accordance with Tibetan tradition, as the reincarnation of his
predecessor the 13lh Dalai Lama, and thus an incarnation Avalokitesvana,
the Budha of compassion.
(Taken from Hello April, 2005)
11. What is Dalai Lama Tenzin Gyatso? Dalai Lama Tenzin Gyatso is the... a. Head of state
b. Spiritual leader
c. Head of State and spiritual leader of Tibetan people
12. He was bom in Lhmao Dhondrub in 6 July 1935, the tense of the text
14. Dalai Lama Tenzin Gyatso is...in taktser
a. live b. living c. lives
year’s album titled Gemintang. The first single of the album is the medium
beat titled Milikmu Selalu. The vid-clip of this single has been made under
the direction of Agung Sentausa. In the colourful clip, Andien is depicted
to hang out with her friends, dancing around cheer fully. Andien or Andini
Aisyah Hariadi was bom in Jakarta, August 25 1985. Her parents detected
(Taken From Hello April, 2005)
16. What is Andien/Andini? Andien is a ....
a. movie star b. singer c. modelling
17. Andien was bom in Jakarta, August 25 1985. Susunan pola kalimat diatas adalah....
a. spoc b. spo c. spc
18. The synonym depicted is....
a. described b. draw c. view
19. "Her" in the seventh sentence refers to ...
a. Andien b. Agung sentausa c. Elfa
20. The meaning of "to hang out" in the fifth sentence is...
DAFTAR NILAI SKK
1 OPSPEK 2001 2 7 -3 0 Agustus 2001 Peserta
_____
3 English Friendship Camp 19-21 Oktober 2001 Peserta
_______ 3 _______;
4 Diskusi Panel HMJ Syari'ah 29 Nopember 2001 Peserta 2
5 Communicative English Club 22 September 2002 Peserta 2
6 Konser Musik Amal 30 September 2002 Peserta 2
7 Seminar Regional "Pelecehan Seksual
terhadap Anak" 27 Maret 2003 Peserta
8 English Frienship Camp 10 Oktober 2004 Panitia
J !
9 Sarasehan Sehari HMJ Tarbiyah
"Rekobstruksi Proses Pendidikan Sebagai
Upaya Meningkatkan Kwalitas
Pembelajaran 10 Seminar HMJ Tarbiyah "Explorasi
Program PPL, KKL, dan KKN" 15 April 2004 Peserta
t i 2
11 Work Shop HMJ Tarbiyah "Wahana
Pembelajaran Penulisan Karya Ilmiah" 9 - 1 0 Juni 2004 Peserta 3
12 Wisuda Santri wan / Santri wati TPA
ASY-SYIFA Pulutan Salatiga 11 Agustus 2004 Panitia 3
13 ITTAQO 9 April 2005 Peserta 2
14- Pelatihan Dasar Pengajaran Ustadz / Ustadzah Diniyah ASY-SYIFA Pulutan
17 KOPMA "FATAWA" Pelatihan Lanjutan
Perkoperasian 13 April 2005 Peserta 2
18 KOPMA "FATAWA" "Melalui Hati
Menjumpai Ilahi" 20 Oktober 2005 Peserta 2
19 Seminar dan Lokakarya Pembelajaran
Bahasa Inggris untuk Tingkat Dasar 16 Juni 2005 Peserta 2
20 Diskusi dan Pemutaran Film dalam
Rangka Mengenang Setahun Kematian
Munir
20 September 2005 Peserta 2
21 Seminar Nasional dan Silaturahmi Antar
Agama "Peran Agama Sebagai Solusi
Atas Problem Kemiskinan Struktural
Ummat (BEM)
17 Desember 2005 Peserta 2
Jumlah 53
Desember 2005 Ketua III Salatiga
P A m ' t i A
CABANG SALATIGA
-»■ _)JI <1)1^ t
PIAGAM
Nomor : I s t A / v i i l /1422
Dengan senantiasa mengharap Mahasiswa Islam (HMI) Cabai
Nama
Tempat / Tgl. Lahir Alamat
Komisariat
telah mengikuti Latihan Kade* tanggal: 1 3 - 15 O k t. 20
lah SWT, pengurus Himpunan >an ini menerangkan bahwa :
Demikian pernyataan inidibuat dapat mengamalkan ilmu yanj Billahit Taufiq Wal Hidayah
i ig) yang diselenggarakan pada
s a r i S a l a t i g a
inya semoga yang bersangkutan cepentingan umat dan bangsa.
S y a ’ b a n 1 4 2 2 H
O ktober 2001 M HIMPUNAN MAHASISWA ISLAM (HMI) CABANGSALATIGA
K H O IR O T T A : IV /A R . A3.
PENGURUS
LEMBAGA PENGELOLA LATIHAN (LPL)
HIM PUNAN MAHASISWA ISLAM (HMI) CABANG SALATIGA
DAFTAR NILAI
NO ASPEK PENILAIAN NILAI BOBOT SCORE
1 Serening l o 4
2 Serening Bahasa Arab
i>5
Z
130
3 Serening Bahasa Inggris
*3,3
Z
167
4 Presensi
9 5
1
9 5
5 Sikap
8 0
1
80
6 Visi
8 0
1U o
7 Retorika n Z / & *
JUMLAH m - i 9 4 i D / t
PENGURUS
LEMBAGA PENGELOLA LATIHAN (LPL) HMI CABANG SALATIGA
S T A IN S A L A T IG A
Office : Jl. Stadion No. 03 I*KM I Tclp. 0298. 323706. Fax. 323433
CERTIFICATE
No. l/C I-C /IX /2 0 0 2
Awarded to :
D E W I S E T Y n V rn T I
for his / her participation
As ...p a r t i c i p a t e...
In ENGLISH ..FESTIVAL...
Held by linguistis devision o f com m unicative English Club
Salatiga on Septem ber 2002 j
Salatiga, Sept 22th 2002
p a n i t i a
p l L A X s J
• P' l AoM la/ulfah
m
S T A ' N SM.AT>6A_ f ^
I>K1Y\RTKMI\N AGAMA RJ
SKKOLAM ' INoGJ AGAMA IMAM N KG J*. RI (STAIN) SAKAT!* .A ■JURUSAN TARBIYAU
PROGRAM STUDI TADRIS BAHASA INGGRIS
JL Tenara Pelajar 02 Tdp.(029X)323706 Fax.323433 Kode Pos 50721 rAA'i'v-hil ‘.MAMk 4-i^nry Mi**t *«U»au. JWMUUK* ++.•**■•***,n A.i *>» tu. i *
KTT J' RANGAH PROPOSAJ. SKRIPSI
Proposal skripsi maiu>nsi*a:
Nama bJ<A'
M IM : J.I.V O.I.OJA...
judui
: .T.H& . . M . u i UEA...facfc i)..
....
.... ? T U p l NA £ ^{v.T...M M E.SP.PrP.. . . 1 16 * 1.. JM .copip.HHC.M PlVG . .1 9 3 T 1 .. AOOPI^O . . t t y . H . . .H?.V.V.9...n^AA'.G'£... t...
Dinyatakan : Diter tna / Diterima dongan syarat
Catatan :
NIP, 1S025<i«21
N B.
W ebsite : www.stanisa3atiiza.ac.id E-mail : udministrasi@stainsalatiga.ac.id
LEM BA R KONSULTASI SKRIPSI*)
Nama
No Hari/Tuntfgal \ Isi Konsultasi Catatan Pembimbing
1.
i a 3ocf• ) Lembar konsultasi in i virus dibawa setiap berkonstitusi dengan Pombimbing/Asisten Pembimbing * * ) Coret yang tulak perlu
Salatiga,...
D E P A R T E M KM AC J A M A
S E K O L A H T I N G G I A G A M A IS L A M N E G E R I ( S T A IN ) S A L A T IG A
Jl. Tentara Pelajar 02 Telp.(0298) 323706.323-433 Fax 323433 Salatiga 50721 Website : www.stainsalatiea.ac.id E-mail : administrasi@stainsalatiga.ac.id
Nomor: ST.27/K-0/TL.01/ 0868/2005 27 Agustus 2005
Lamp : Proposal Penelitian.
Hal : Permohonan Izin Penelitian
Kepada
Yth. Kepala SMK Diponegoro Salatiga Di Salatiga
Assalam ualaikum w.w.
Yang bertanda tangan di bawah ini, kami menerangkan bahwa :
Na ma
Sekolah Tinggi Agama Islam Negeri (S TAIN) Salatiga Tarbiyah
Pendidikan Bahasa Inggris (PBI)
Dalam rangka penyelesaian studi Program S. I di S TAIN Salatiga, diwajibkan memenuhi salah satu persyaratan yang berupa pembuatan SKRIPSI
Adapun judul yang diambil adalah : THE DIFF1CU1.1 IBS IN COMPREHENDING TEXTS ADOPTED FROM HELLO MAGAZINE FACED BY THE SECOND YEAR STUDENTS OF SMK DIPONEGORO SALAT IGA.
Dengan Pembimbing : Dra. Woro Retnaningsih, M.Pd. Asisten Pembimbing : Ruwandi, S.Pd.
Untuk penyelesaian Skripsi tersebut, kami mohon Bapak memberi izin kepada mahasiswa tersebut untuk mengadakan penelitian guna memperoleh data atau keterangan dan bahan yang diperlukan di SMK Diponegoro Salatiga, mulai tanggal 27 Agustus s.d. 27 September 2005.
Kemudian alas pemberian izin Bapak, kami sampaikan terima kasih.
DIPONEGORO SALATIGA
A la m a t : .11. K a rtin i N o. 02 'I'clp. (029,S) A 2 4255 Salatiga
SURA I’ KETERANGAN
Nom or: 1012/SMK-D/I.O.VTU/O5
Lam p. :
-Berdasarkan surat dari S T A IN Salatiga tanggal. 27 A gustus 2005 N o m o r
S T .2 7 /K .0 /T L .0 1/0868 tentang i j in penelitian, maka dengan in i kam i
K epala S M K D ip o n e g o ro Salatiga menerangkan bahwa:
N a m a : D ew i Setya W a li
N I M 1 13 01 014
Jurusan 1 ai b i \ ah
Program Studi P endidikan T a dris Bahasa Inggris
Telah melaksanakan p en e litia n di S M K D iponegoro Salatiga m ulai tanggal
27 A gustus sampai 27 Septem ber 2005.
D e m ikia n surat keterangan in i dibuat, untuk dipergunakan sebagaimana
m estinva.
