Thesis
IMPROVING THE STUDENTS` READING
COMPREHENSION THROUGH INQUIRY-BASED
LEARNING
(A Classroom Action Research to Students of VIIIA Grade at SMPN
3 Ngargoyoso, Karanganyar)
By
Supatminingsih Dwi Rahayu
(S890809021)
Submitted to Fulfill One of the Requirements for the Completion of
Graduate Degree in English Education
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
APPROVAL
This thesis entitled “IMPROVING THE STUDENTS` READING
COMPREHENSION THROUGH INQUIRY-BASED LEARNING” (A Classroom
Action Research to Students of VIIIA Grade at SMPN 3 Ngargoyoso, Karanganyar) has been approved by the consultants on November 5, 2012
Consultant I Consultant II
Dr. Sujoko, M.A Drs. Heribertus Tarjana, M.A
Nip : 19510912 198003 1 002
The Head of English Education of Graduate Program of Sebelas Maret University
Dr. Abdul Asib, M.Pd
Nip : 19520307 198003 1 005
LEGITIMATION FROM THE BOARD OF EXAMINER
IMPROVING THE STUDENTS` READING COMPREHENSION
THROUGH INQUIRY-BASED LEARNING
(A Classroom Action Research to Students of VIIIA Grade at SMPN 3 Ngargoyoso, Karanganyar)
SUPATMININGSIH DWI RAHAYU S890809021
This thesis has been examined by the Board of Examiners of Graduate program of English Education of Sebelas Maret University Surakarta on November 14, 2012 Board of Examiners Signatures Chairman: Dr. Abdul Asib, M.Pd
NIP : 19520307 198003 1005 ____________________
Secretary: Dra. Dewi Rochsantiningsih, M.Ed,Ph.D
NIP : 19600918 198702 2001 ____________________ Member : Dr. Sujoko, M.A
NIP : 19510912 198003 1002 ____________________ Member : Drs. Heribertus Tarjana, M.A
NIP : - ____________________
Surakarta, ………... The Director of Graduate Program The Head of English
Sebelas Maret University Education of Graduate School Sebelas Maret University
Prof. Dr.Ir.Ahmad Yunus, M.S Dr.Abdul Asib, M.Pd NIP : 196107171986011001 NIP : 195203071980031005
Motto
Don’t be afraid of the space between your dreams and reality. If you can dream it, you can make it so
(Belva Davis)
DEDICATION
This thesis is dedicated to -My parents
-My husband -My children -My big family -My friends
PRONOUNCEMENT
This is to certify that I myself write this thesis, entitled IMPROVING THE STUDENTS` READING COMPREHENSION THROUGH INQUIRY-BASED LEARNING (A Classroom Action research to Students of VIIIA Grade at SMPN 3 Ngargoyoso, Karanganyar in the 2011/2012 Academic Year). It is not a plagiarism or made by others. Anything related the other`s work is written in quotation, the source of which is listed on the bibliography.
If then this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, 5 November 2012
Supatminingsih Dwi Rahayu NIM : S890809021
ABSTRACT
SUPATMININGSIH DWI RAHAYU. NIM: S890809021. 2012. Improving the Students` Reading Comprehension through Inquiry based-learning (A Classroom Action Research to Class VIIIA at SMPN 3 Ngargoyosso, Karanganyar 2011/2012). Thesis. The first Commission of Supervision: Dr. Sujoko, M.A. The second Supervision: Drs. Heribertus Tarjana, M.A. Thesis. English Education Deparment, Graduate program, Sebelas Maret, University of Surakarta.
This action research is carried out to identify whether inquiry based-learning can improve the students` reading comprehension and also designed to study the class situation when inquiry-based learning technique is applied to improve the students` comprehension in reading.
The research is conducted in two cycles to students of VIIIA grade at SMPN 3 Ngargoyoso, Karanganyar, Central Java, from August 2010 to July 2011 (employing an action research). The subjects of the research are thirty one students of VIIIA grade SMPN 3 Ngargoyoso, Karanganyar. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Quantitative data are collected through test. Qualitative data are collected through interview, observation, and questionnaire. To analyze quantitative data, the researcher employed descriptive statistics. Meanwhile, to analyze qualitative data, the researcher used constant comperative method as suggested by Glesser (1980: 105-115). It consists of four steps: (1) Comparing incidents applicable to each category; (2) Integrating categories and their properties; (3) Delimiting the theory; (4) Writing the theory.
The result of the research shows that using inquiry based-learning can improve the students’ reading comprehension and class situation. The improvement on students` reading comprehension included; (a) students are able to recalling word meaning; (b) students are able to draw inference from context about word meaning; (c) students are able to find the mean idea of the text; (d) students are able to find the implicit information; and (e) students are able to find the explicit information. The improvement of the class situation; (1) the students can manage the time to study; and (2) students can study active. In addition, the improvement also happens to the score. The mean score increases from 52.67 of pre-test to 69.41 of post-test in Cycle 1 and 86.23 of post-test in Cycle 2.
Based on the result of the research, it can be concluded that students’ comprehension could be improved by the implementation of inquiry based-learning. Therefore it recommend that (1) the English teachers should have high commitment to be creative and innovative in preparing and presenting materials which are contextual in accordance with the theme of the subject; (2) the English teachers should remember that inquiry based-learning is one of techniques to improve the students` comprehension in reading;(3) the teacher should give a time for the students to improve their ideas in reading comprehension.
Key words : Improving, reading, comprehension, inquiry-based-learning, Class Action Research, Descriptive text, Implicit, Explicit, main idea
ACKNOWLEDGEMENT
Thank for the mercy, power, protection of Alloh SWT that the writer is able to finish her thesis succesfully. The writer realizes that the accomplishment of this thesis would not have run well without any help from others. She whishes to give her sincerest gratitude and appreciation to :
1. Prof. Dr. Ir. Ahmad Yunus, M.S, the Director of Graduate Program Sebelas Maret University for allowing the researcher to write the thesis.
2. Dr. Abdul Asib, M. Pd, the Head of English Education of Graduate School Sebelas Maret University for awing the researcher permission to write this thesis.
3. Dr. Sujoko, M.A, the first supervision for his guidance, support, advice and patience to researcher in finishing this thesis.
4. Drs. Heribertus Tarjana, M.A, the second supervision, for his guidance, theoretically and practically to the researcher in conducting the reseach.
5. The Librarians who have also taken part in helping the writer to write the thesis, especially the need of books, magazines, etc.
6. Sularto, S.Pd, the Headmaster of SMP N 3 Ngargoyoso, for allowing the researcher to do research.
7. Sri Suyanti, S.Pd, the teacher of VIIIA grade, for her assistance in collecting the data.
8. The students of VIIIA grade at SMP N 3 Ngargoyoso for their participation in the research.
Finally the writer hopes this thesis can be used by English teachers as their reference to improve the English lesson, especially reading comprehension.
Surakarta,5 November 2012 Supatminingsih Dwi Rahayu NIM ; S890809021
TABLE OF CONTENTS
TITLE... i
APPROVAL... ii
LEGITIMATION FROM THE BOARD OF EXAMINER... iii
MOTTO... iv
CHAPTER II LITERATURE REVIEW... 10
A. Theoritical Description... 10
c. The Advantages and Disadvantages of Inquiry- based learning in Teaching-Learning Process... 26
3. Effective Learning... 28
a. The Meaning of Effective Learning... 28
b. The Criteria of Effective Learning... .. 28
B. Review of Related Research... 29
C. Rationale... 31
CHAPTER III RESEARCH METHODOLOGY... .. 33
F. Technique of Collecting Data... 38
G. Technique of Analyzing Data... 39
CHAPTER IV RESEARCH FINDINGS... 42
A. Introduction... 42
3. Summary of Finding during the Research ... 77
C. Discussion of the Findings ... 81
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION... 88
LIST OF TABLES
Table 3.1 Scedule of the Research at SMP N 3 Ngargoyoso... 33
Table 3.2 The System of Scores Category... 40
Table 4.1 The Score of Pre-test... 43
Table 4.2 Number of Students Achieving the Passing Grade in the Pre-test...43
Table 4.3 The Average Scores of the Aspects of Reading Skills of the Pre-test... 44
Table 4.4 The Result of the Post-test in Cycle 1... 54
Table 4.5 Computation of Passing Grade in Cycle 1... 54
Table 4.6 The Student’ Score Viewed from The Reading Skills in Post-test Post-test of Cycle 1... 55
Table 4.7 The Average Scores of Pre-test and Post-test ... 58
Table 4.8 The Average Scores of Pre-test viewed from Reading Skills... 59
Table 4.9 The Average Scores of Post-test 1 Viewed from Reading Skills... 59
Table 4.10 The Result of the Post-test Cycle 2... 71
Table 4.11 Computation of Passing Grade in Cycle 2... 71
Table 4.12 The Students’ Score Viewed from the Reading Skills of Post-test in Cycle 2... 71
Table 4.13 The Average Score of the Reading Skills in Pre-test, Post-test 1, and Post-test 2... 73
Table 4.14 The Average Score of the Reading Skills in Pre-test, Post-test 1 Post-test 1, and Post-test 2... 76
Table 4.15 The Improvement of Research Finding ... 77
Table 4.16 The Comparison of Scores in Pre-test, Cycle 1, and Cycle 2... 83
Table 4.17 The Comparison of the Number of Students Achieving the passing Grade ... 83
LIST OF APPENDICES
Appendix 1a Questionnaire1... 94
Appendix 1b Questionnaire 2... 95
Appendix 2a Interview for Students (before Cycle)... 96
Appendix 2b Interview for Students (after Cycle)... 98
Appendix 3a Blue Print (Try Out)... 100
Appendix 3b Try Out Test... 102
Appendix 4a Validity of the Test (Try Out)... 111
Appendix 4b Try Out... 117
Appendix 5a Lesson Plan of Cycle 1... 130
Appendix 5b Lesson Plan of Cycle 2... 137
Appendix 6 Lesson Materials... 144
Appendix 7a Blue print (Test)... 147
Appendix 7b Test... 149
Appendix 8a. The Validity of the Test (table)... 156
Appendix 8b The Validity of the Test... 160
Appendix 9 Score of Pre-test... 168
Appendix 10 Score of Post-test 1... 169
Appendix 11 Score of Post-test 2... 170
Appendix 12 Result of Pre-test, Post-test in Cycle1, and Post-test in Cycle 2... 171
