THE TEACHING OF READING COMPREHENSION OF ANALYTICAL TEXT BASED ON 2013 CURRICULUM AT 11TH GRADE OF SENIOR HIGH SCHOOL.

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THE TEACHING OF READING COMPREHENSION

OF ANALYTICAL TEXT BASED ON 2013 CURRICULUM

AT 11

TH

GRADE OF SENIOR HIGH SCHOOL

A THESIS

Submitted to the English Department, Faculty of Languages and Arts, State University of Medan, in Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan

By:

ELSA ERNAWATI NAINGGOLAN

Registration Number: 2103121013

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ACKNOWLEDGEMENT

Praise to the Lord for His wonderful love to the writer, the savior who always guides the writer in sadness as well as happiness. The writer would have never thought Lord’s plans until she finally accomplishes her thesis entitled “The Teaching of Reading Comprehension of Analytical Text Based on 2013 Curriculum at 11thGrade Students of Senior High School”.

This thesis is submitted to the English Department, Faculty of Languages and Arts, State University of Medan as a partial fulfillment of the requirements for taking the degree of Sarjana Pendidikan. In the process of completing the thesis, the writer realized that she had received a lot of assistance and suggestion. Therefore the writer would like to express her sincerest gratitude for:

 Prof. Dr. Syawal Gultom, M.Pd., the Rector of State University of

Medan.

 Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts

Faculty.

 Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, Nora Ronita Dewi, S.S., M.Hum., Head of English Education Study Program.

 Prof. Dr. Berlin Sibarani, M.Pd., her Thesis Consultant.

 Prof. Amrin Saragih , M.A., Ph.D., her Academic Advisor.

 Drs. Johan Sinulingga, M.Pd,. and Dr. Rahmad Husein, M.Ed., as her

Reviewers and Examiners.

 All the Lectures of English Department who have taught and guided

her throughout her academic years.

 Mam Euis, as the administration staff of English Department, for her

attention and assistance.

 All the stakeholders of SMA N 1 Raya for well acceptance to the writer

in conducting the research.

 Her beloved Parents, Diman Nainggolan and Melina Purba. The writer’s special gratitude also goes to her dearest sisters, Helen Irayani Nainggolan/Ronal Saut Purba, Tetty Hariani Nainggolan, S.S/Jhonson Simangunsong, S.Si., RinaNainggolan, S.Pd.K.,/Haddi Irwan Hutabarat, S.Th., Rini Nainggolan, S.E., Siti Rohana Nainggolan, Amd. Kom, And her one and only little brother Afrido Eben Ezer Nainggolan.

 Her special friends Didik Haratua Napitupulu, S.Pd, Ernawati

gultom, S.Pd, Helti Margaretha Tarigan, S.Pd, Oktavia Rayani Saragih, S.Pd, Roida Sinurat, S.Pd and Yanti Florida Sitorus, S.Pd.

 Her Friends in Regular Dik A’ 2010 (Reaction) and the team of PPLT

SMA N 5 Siantar for many experiences and togetherness.

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The writer realizes that this thesis still has the weakness, the writer conveniently welcomes any suggestions, critics and comments to the improvement of this thesis. The writer hopes that this thesis would be useful for those who read and interested in the field of this study.

Medan, June 2015 The writer

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ABSTRACT

Nainggolan, Elsa Ernawati. The Teaching of Reading Comprehension of

Analytical Text Based on 2013 Curriculum at 11th Grade Students of Senior High School. A Thesis. English Department. Faculty of Languages and Arts.

State University of Medan. 2015

This study aims at describing how the English teachers applied 2013 curriculum and the underlying reasons of the ways they did the application of 2013 curriculum in the teaching of reading comprehension of analytical text. The objectives were achieved by conducting descriptive qualitative research. The data were collected through observation, in-depth interview, and documentation. The data were analyzed with Miles and Huberman data analysis technique. The results show that the application of 2013 curriculum in the teaching of reading comprehension of analytical text was misperceived. The misperception lies on the mastery of the concept of teaching reading comprehension and skill of realization of the concept into real teaching behaviors.

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LIST OF FIGURES

Pages

Figure 2.1 The Formulation of Core Competence ... 8

Figure 2.2 The Scientific Approach Integrated with Strategy of Learning ... 13

Figure 2.3 A Model for the Study of Classroom Teaching by Dunkin and Biddle(1974) ... 33

Figure 4.1 The Data Displayed of Asking for Students’ Knowledge ... 47

Figure 4.2 The Data Displayed of Asking for the Students’ Comprehension ... 56

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LIST OF APPENDICES

Pages

Appendix A. Observation Transcript ... 81

Appendix B. Matrix Analysis for Observation Transcript ... 95

Appendix C. Interview Transcript ... 122

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CHAPTER I

INTRODUCTION

A.

The Background of the Study

Curriculum is one of the important components in the world of education

as curriculum becomes the reference for every level of education, education organizer as well as the teacher and the headmaster. Holding into this fact, the

development of curriculum is considered being important as curriculum is one of the element which gives significant contribution to improve the teaching and

learning quality. This brings the government finally proposed the new curriculum called 2013 Curriculum.

2013 Curriculum is developed with competency. This is needful as the instrument to point the students’ succeed in being qualified human who is

proactive to challenge the changeable era, being educated people who have faith to God, creative, independent, healthy, and being the good citizen who are

democratic and responsible. Certainly, all those purposes is expected bring the positive impact to the students’ personality as young dignified nation.

2013 Curriculum offers the ideas of teaching and learning alteration which is reputed capable to renew a more effective teaching from the previous curriculum (KTSP). One of the alteration offered is the teaching and learning

covers the attitude of competency, knowledge and skill which is then developed to the core competency and basic competency of 2013 Curriculum. 2013 Curriculum

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communicating. This scientific approach can be integrated to the three main learning model of 2013 Curriculum which are discovery learning, project based

learning and problem based learning. This is done due to the revolution changes in the 2013 Curriculum is student-centered which practices the basic opinion that

knowledge cannot be just transferred from the teacher to the students but the students themselves are the subject who have the ability to actively search, process, construct and apply the knowledge.

English as one of the compulsory subject taught in Senior High School gets positive impact from the changes of this new curriculum. Certainly, English

teachers are demanded to be more creative and innovative in the teaching and learning process towards the 2013 Curriculum. English teacher must be able to bring the change in the English teaching. It means they have to leave the old

teaching style in which the learning material taught is centralized on the language structure (grammar). The English teaching should be taught or centralized on the

language competency as the tool of communication to deliver the idea and knowledge and this is appropriate with the demand of 2013 Curriculum.

Specifically, the teaching of reading comprehension as one of the language competency in English is considered being important as through reading, the students will be easier to add and get the new information from any kind of text.

The reading comprehension activity is also expected to make reading as the students’ habit and make the students able to understand the text meaning and

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teaching of reading comprehension must enable the students to be independent reader as the purpose of teaching reading itself.

Many kind of text genre is taught in the senior high school. One of them is Analytical Text Exposition. In the basic competency of 2013 Curriculum itself

stated that the students must be able to catch the meaning of analytical text about the hot topic discussed as analytical text consist of arguments in which the students must classify them into main information to get the idea. Therefore, the

Teaching of reading comprehension of analytical text is important.

The demand of the 2013 Curriculum insists the creativity and the ability of

the teachers to implement the theory of curriculum into the classroom particularly in teaching and learning process. Moreover, one of the factors to make the successful in teaching and learning depends on the teacher’ pedagogic and

teacher’ mastery towards learning material and curriculum. As Mulyasa (2007:5)

argues that the less understanding of the teachers and education organizer towards

the curriculum, the more fatal the achievement of the students.

The writer was interested to conducting this study to see how the English

teachers applied the theory of 2013 Curriculum in the teaching and learning process of reading comprehension of analytical text. This study was conducted in one of the Senior High School in Pematang Raya at 11th grade students academic

year 2014/2015 as this school has been implementing the 2013 Curriculum since 2013 and no similar study which has been conducted before. It was highly

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teachers ran effectively particularly in the teaching process of reading comprehension of Analytical text.

B. The Problems of the Study

In line with the background of the study, the problems of the study were formulated as follow.

1. How do the English teachers apply the 2013 Curriculum in the teaching of

reading comprehension of analytical text? 2. Why do they do it the way they do?

C. The Scopes of the Study

This Study was limited to the teaching and learning process in the

classroom which was defined by Dunkin and Biddle (1974) as the process variable in which the 2013 Curriculum was used. The process variable was limited

to the interaction between teacher and students that was watched, observed or listened to while the application of 2013 Curriculum focused on scientific

approach was limited to the teaching of reading comprehension of analytical text.

D. The Objectives of the Study

The objectives of the study were:

1) to describe how the English teachers apply 2013 Curriculum in the teaching of

reading comprehension of analytical text.

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E. The Significances of the Study

The findings of this study were expected to be useful for the English

teachers as the teachers can improve their understanding towards the 2013 Curriculum and knowledge of teaching reading comprehension. This also can be a

reference and self reflection for the English teachers to consider the importance of curriculum and the concept of teaching reading comprehension mastery as well as the ability to organize them in conducting the teaching and learning process

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on research results, it is concluded that there are five ways the

teachers used in the teaching of reading comprehension of analytical text based on 2013 Curriculum, they are (1) asking for the students’ knowledge, (2) correcting

students’ pronunciation, (3) asking for the students’ comprehension of the text, (4)

highlighting the moral value of the text and (5) asking the students to translate the text. The underlying reasons of the teachers’ way in the teaching of reading

comprehension of analytical text are (1) the misperception of the concept of (a)

activating the students’ schemata, (b) the use of genre knowledge in teaching

reading comprehension, (c) the purpose of teaching reading comprehension and, (d) the level comprehension of reading, and (2) lack of skills of putting the

concept into real behavior of teaching reading comprehension.

B. Suggestion

Based on the conclusion, it is suggested that:

1) the teachers should master the concept of knowledge of teaching reading

comprehension to produce the better quality of teaching and learning process. 2) the teachers should have skills to realize the concept into real teaching

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3) the result of this study is supposed to be considered in an effort of improvement of teaching quality. Moreover, it is necessary to be replicated by

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THE TEACHING OF READING COMPREHENSION OF ANALYTICAL TEXT BASED ON 2013 CURRICULUM AT 11TH GRADE OF SENIOR HIGH SCHOOL.