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i
IM
PROVING STUDENTS’ READING SKILL
THROUGH
THEME-BASED INSTRUCTION
(A Classroom Action Research at the Second Year of Science Class
of SMA Muhammadiyah Wonosobo in the Academic Year of 2011/2012)
A Thesis
By.
PRATIKA AYUNINGTYAS
S891102034
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
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ii APPROVAL
IMPROVING STUDENTS’ READING SKILL
THROUGH THEME-BASED INSTRUCTION
(A Classroom Action Research at the Second Year of Science Class of SMA
Muhammadiyah Wonosobo in the Academic Year of 2011/2012)
Pratika Ayuningtyas
S891102034
This thesis entitled has been approved by the Board of Consultants of the English
Education Department, Graduate School of Sebelas Maret University, Surakarta
On January 2013.
First Consultant
Prof. Dr. Joko Nurkamto, M.Pd.
NIP: 196101241987021001
Second Consultant
Drs. Gunarso Susilohadi M.Ed
NIP: 195403151985031002
The Head of English Education Department
Graduate School
Sebelas Maret University
Dr. Abdul Asib, M.Pd.
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iii
LEGITIMATION FROM THE BOARD OF EXAMINERS
IMPROVING STUDENTS’ READING SKILL
THROUGH THEME-BASED INSTRUCTION
A Classroom Action Research at SMA Muhammadiyah Wonosobo in the
Academic Year of 2011/2012
By
Pratika Ayuningtyas
S891102034
This thesis has been examined by the Board of Thesis Examiners of the English
Education Department, Graduate School of Sebelas Maret University, Surakarta on
February 13, 2013
Board of Examiners: Signatures
Chairperson: Dr. Abdul Asib, M.Pd NIP. 195203071980031005
(………..)
Secretary: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D NIP. 19621231 198803 1 009
(………..)
Members: 1. Prof. Dr. Joko Nurkamto, M.Pd. NIP: 196101241987021001
2. Drs. Gunarso Susilohadi, M.Ed NIP: 195403151985031002
(………..)
(………..)
The Director of Graduate School of Sebelas Maret University
Prof. Dr. Ir. Ahmad Yunus, M.S NIP. 19610717 198601 1 001
The Head of English Education Department of Graduate School of
Sebelas Maret University
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iv
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled ―Improving Students‘
Reading Skill Through Theme-Based Instruction‖ (A Classroom Action Research at
SMA Muhammadiyah Wonosobo in the Academic Year of 2001/2012). It is not
plagiarism or made by others. Anything related to others‘ works is written in
quotation, in the sources of which are listed on the list references. If the
pronouncement proves wrong, I am ready to accept any academic punishment,
including the withdrawal of cancellation of my academic degree.
Surakarta, January 2013
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v ABSTRACT
Pratika Ayuningtyas. S891102034. “Improving Students’ Reading Skill through
Theme Based Instruction” (A Classroom Action Research in the Eleventh Grade of
SMA Muhammadiyah Wonosobo in the Academic Year of 2011/2012). Thesis. Surakarta. English Education Department of Graduate School, Sebelas Maret University. 2013. The first consultant: Prof. Dr. Joko Nurkamto, M.Pd. and the second consultant: Drs. Gunarso Susilohadi M, Ed
This research is aimed to: 1) analyze whether the Theme-Based Instruction can improve students‘ reading skill, and 2) describe the teaching and learning process when Theme-Based Instruction is implemented.
This research was conducted in SMA Muhammadiyah Wonosobo. The subject of this research is the Science 1 of Eleventh Grade Students of SMA Muhammadiyah Wonosobo in the academic year of 2011/2012. The research was done in five months from January 2012 to May 2012. This Classroom Action Research (CAR) was done in three cycles. Each cycles consisted of four steps: planning, acting, observing and reflecting. There were two data which were collected. The qualitative data were collected by doing the observation and interview. The quantitative data were collected using the pretest.
The research findings show that the implementation of Theme-Based Instruction can: (1) improve students‘ reading skill. It could be seen through: a) explaining the purpose of the text, b) finding the main idea, c) finding the words meaning, d) finding the detail information, e) explaining the reference in the text, f) explaining the implicit meaning of the text and (2) build the effective teaching and learning which can be seen through: a) automaticity, b) meaningful learning, c) the anticipation of reward, d) intrinsic motivation, e) strategic investment, f) language ego, g) self-confidence, h) risk-taking, i) the language culture connection, j) the native language effect, k) interlanguage and l) communicative competence.
In addition, it also could be seen from the increasing score per cycle: cycle I is 65.14, cycle II is 68.67, and cycle III is 72.43. Since the passing grade is 65, therefore, the increasing score have passed it well.
Derived from the research findings, it can be concluded that the implementation of Theme-Based Instruction not only improved students‘ reading skill but also made the teaching and learning process effective. Therefore, it is recommended for the English teachers to employ Theme-Based Instruction as it can
improve students‘ reading as well as the effectiveness of the teaching and learning.
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vi MOTTO
You can never cross the ocean unless you have the courage to lose sight of the shore.
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vii
DEDICATION
To:
My super mom
My great dad
My wonderful sister
My adorable fiancé
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viii
ACKNOWLEDGEMENT
I would like to praise Allah SWT, The Most Gracious – The Most Merciful
that I can finish the thesis as one of the requirement for achieving the Graduate
Degree of the English Education Department. In addition, I am aware that it would be
impossible to complete the thesis without help and encouragement from other people.
Therefore, I would like to express my appreciation and gratitude to the Rector
of Sebelas Maret University for giving me the authorization to write this thesis. I
present my great appreciation to The Director of Graduate School Sebelas Maret
University for the permission in writing this thesis. Also, to The Head of the English
Education Department for arranging me the examination schedule and guiding me
during the examination and Drs. Dewi Rochsantiningsih, M.Ed., Ph. D. as the
secretary of English Education Department Graduate School, for giving me great
suggestions and valuable guidance.
My greatest gratitude goes to my first consultant, Prof. Dr. Joko Nurkamto,
M.Pd, who has given me the best suggestions, criticism, and remarkable guidance in
accomplishing this thesis and Drs. Gunarso Susilohadi, M.Ed. TESOL, the second
consultant for the valuable guidance, advice, and feedback in writing this thesis.
My gratitude goes also to the principal of SMA Muhammadiyah Wonosobo,
for his permission to conduct the research at the school and to my collaborator,
Hening Andriastuti, S.Pd for the great cooperative team work and support. I also want
to thank the teachers of SMA Muhammadiyah Wonosobo for the supportive attitude
and the students of Science 1 of Eleventh Grade Students of SMA Muhammadiyah
Wonosobo for the hard word and the unforgettable experience.
I hereby gladly invite any kind of suggestions and constructive criticism to
improve my personal and academic development.
Surakarta, February 2013
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ix
TABLE OF CONTENTS
TITLE ... i
APPROVAL ... ii
LEGITIMATION FROM THE BOARD OF EXAMINERS ... iii
PRONOUNCEMENT ... iv
ABSTRACT ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS ... ix
LIST OF FIGURE ... xii
LIST OF TABLES ... xiii
LIST OF APPENDICES ... xiv
CHAPTER I : INTRODUCTION A. Background of the Study... 1
B. Problem Statement ... 12
C. The Objectives of the Study ... 12
D. The Benefits of the Study... 13
CHAPTER II : REVIEW OF RELATED LITERATURE A. Theoretical Description ... 16
e. The Activities for Teaching Reading ... 27
2. Theme-Based Instruction ... 29
a. Definition of Theme-Based Instruction ... 29
b. Characteristics of Theme-Based Instruction ... 34
c. Theoretical Foundation ... 36
d. Activities for Theme-Based Instruction ... 38
e. Advantages of Theme-Based Instruction ... 40
3. Effective Teaching and Learning ... 41
a. Definition of Effective Teaching and Learning… ... 41
b. Models of Thinking of Effective Teaching... 44
c. Characteristics of Teaching and Learning ... 45
1) 12 Teaching Principles by Brown ... 45
2) Characteristics of Effective Teacher by Walker……… ... 52
3) 12 Characteristics of Effective Teacher by Thompson and Greers………… ... 56
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x
d. Managing Change for Effective Learning ... 67
B. Review of Relevant Studies... ... 69
C. Rationale... 73
D. Action Hypothesis ... 74
CHAPTER III : RESEARCH METHODOLOGY A. Context of the Research ... 75
B. The Method of the Research……… ... 79
C. Procedures of the Study... 79
D. Techniques of Collecting the Data ... 83
E. Techniques of Analyzing the Data ………. ... 90
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Research Findings ... 93
1. Situation Before the Research ... 93
2. Research Implementation ... 98
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xi
1. The Improvement of Students‘ Reading Skill ... 198
2.The Effectiveness of Teaching and Learning ... 200
a. Automaticity ... 200
b. Meaningful Learning ... 201
c. The Anticipation of Rewards ... 202
d. Intrinsic Motivation ... 203
e. Strategic Investment ... 205
f. Language Ego ... 206
g. Self-Confidence ... 207
h. Risk-Taking ... 208
i. The Language-Culture Connection ... 209
j. The Native Language Effect ... 210
k. Interlanguage ... 211
l. Communicative Competence ... 211
C. Weaknesses of the Research ... 213
CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION A.Conclusion ... 215
B.Implication ... 216
C.Suggestion ... 217
BIBLIOGRAPHY ... 219
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xii
LIST OF FIGURES
Figure 1. Bottom Up Model ... 21
Figure 2. Top-Down Model ... 22
Figure 3. Interactive Model ... 23
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xiii
LIST OF TABLES
Table 3.1. The Schedule of the Research ... 76
Table 4.1. Students‘ Reading Skill Before the Treatment ... 94
Table 4.2. Teacher‘s Answer from the Pre-Interview ... 94
Table 4.3. Students‘ Answer from the Interview ... 95
Table 4.4. Situation Before the Research ... 96
Table 4.5. The Average Score after Cycle 1 ... 118
Table 4.6. The Result of Cycle 1... 123
Table 4.7. The Average Score after Cycle 2 ... 148
Table 4.8. The Result of Cycle 2... 156
Table 4.9. The Average Score after Cycle 3 ... 183
Table 4.10. The Result of Cycle 3... 192
Table 4.11. The Result of all Post Test ... 193
Table 4.12. The Summary of Students‘ Reading Skill Improvement ... 196
Table 4.13. The Summary of the Effectiveness of Teaching and Learning .... 196
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xiv
LIST OF APPENDICES
1. Surat Ijin Penelitian ... 228
2. Teacher Pre- Interview Questions ... 229
3. Interview Field Note ... 230
4. Students‘ Pre-Interview Questions ... 231
5. Students‘ Interview Field Note ... 232
6. Pre-Observation Field Note ... 233
7. Pre-test Blueprint ... 234
26. Interview Questions for Students from Cycle 1 ... 320
27. Interview Questions for Students from Cycle 2 ... 321
28. Interview Questions for Students from Cycle 3 ... 322
29. Students‘ Worksheet Example of Cycle 1 ... 323
30. Students‘ Worksheet Example of Cycle 2 ... 324
31. Students‘ Worksheet Example of Cycle 3 ... 325
32. The Effectiveness of T&L Checklist ... 326
33. Field Note from Cycle 1 ... 328
34. Field Note from Cycle 2 ... 329
35. Field Note from Cycle 3 ... 330
36. Pictures of the Process of Research ... 331
