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DESCRIPTIVE STUDY ON THE IMPLEMENTATION OF TEACHING
READING TO THE TENTH GRADE STUDENTS OF SENIOR
HIGH SCHOOL OF ASSALAAM SURAKARTA
IN 2012/2013 ACADEMIC YEAR
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
in English Department
by
AKBAR HARI YUDHA PRAGOTO
A 320 050 254
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
iv MOTTO
Segala sesuatu yang kita enggan untuk mengerjakan harus dipaksakan karena jika tidak sesuatu yang kita harapkan tak pernah akan terjadi maka berusahalah sekuat tenaga tuk meraih impianmu, yakin dan berdoalah Allah SWT disisimu
(Ust. Yusuf Mansur)
Syukuri apa yang ada, hidup adalah anugerah, tetap jalani hidup dan melakukan yang terbaik
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DEDICATION
This research paper is gratly dedicated to:
1. Allah SWT,
2. His beloved parents,
3. His lovely sister,
4. His dearest big family,
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ACKNOWLEDGEMENT
Assalamu’alaikum Wr. Wb.
Alhamdulillahirrobbil’alamiin, praise is to Allah SWT who has given her
divine direction and guidance so that the researcher can accomplish her research paper entitled “DESCRIPTIVE STUDY ON THE IMPLEMENTATION OF TEACHING READING TO THE TENTH GRADE STUDENTS OF SENIOR
HIGH SCHOOL OF ASSALAAM SURAKARTA IN 2012/2013 ACADEMIC
YEAR”. This research paper is presented as a partial fulfillment of the requirements
for getting bachelor degree of education in English Department of Muhammadiyah University of Surakarta.
However, this success would not be achieved without the help, guidance, and support from others. Therefore, the researcher would like to express her great gratitude to:
1. Prof. Dr. Harun Joko Prayitno, as the Dean of Teacher Training and Education Faculty of Muhammadiyah University of Surakarta,
2. Mauly Halwat, Ph. D, the Head of English department, for his patience in giving guidance, advice, suggestion and valuable criticism during the writing process of this research paper to make it better,
3. Nur Hidayah, Spd. as my academic consultant,
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5. Anam Sutopo, M. Hum, as the second consultant who has improved the writer’s writing in order to make this research paper more interesting to read in fully correct sentences,
6. My beloved parents (Bp. Suparmo & Ibu Romzah) for their pray, advice, support and affection, and teach me to get the best in my life,
7. My beloved sister (Mei Arma Supratiwi) for their support, Bulik Muzenah thanks for gives me support.
8. All My friends in English Department’ 05. Thanks for the togetherness, 9. Those who cannot be mentioned one by one,
I really realize that this research paper is far from being perfect. In order to make this research paper better, I welcome any comment, criticism, and suggestion. I hope that this research paper is useful for the readers who want to develop the English literary study.
Wassalamu’alaikum Wr. Wb.
Surakarta, July 2014
viii ABSTRACT
Akbar Hari Yudha Pragoto. A 320 050 254. DESCRIPTIVE STUDY ON THE IMPLEMENTATION OF TEACHING READING TO THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL OF ASSALAAM SURAKARTA IN 2012/2013 ACADEMIC YEAR. Research Paper. Teacher Traning and Education Faculty of Muhammadiyah University of Surakarta. Research Paper. 2013.
The objective of this study is to descriptive study on the implementation of the teaching reading to the tenth grade students of Senior High School of Assalaam Surakarta in 2012 / 2013 Academic Year. The writer focuses the study on some dimensions, they are: 1) Curriculum, including about Competence-Standard of English Lesson for SMA, Basic Competence, syllabus, and material, 2) Method of teaching, that consists of student’s role and teacher’s role, 3) Learning media, 4) Evaluation system, and 5) Environment. The last is the strengths and the weaknesses of the teaching reading skills implementation.
In this study, the writer uses descriptive qualitative researchas the proper method to describe the implementation of the current curriculum in English teaching since the descriptive research aims at providing as accurately as possible of what current practice is; how learners do learn; how teachers do teach; what classroom looks like; at particular moment in particular place. This research called qualitative reseacrh because it was relying on the collection of qualitative data.
The result of the observation in teaching learning process of English the writer finds that the process of teaching and learning is task-based instructions. The teacher gives more explanation, so the teacher becomes the counselor. There are three steps of teaching and learning activities, namely; opening, study session (the explanation), and closing, 2) To support this curriculum in the teaching learning process, the teacher uses some learning media, they are; flash card, internet, tape recorder, and television. Therefore, the writer concludes that the implementation of the material is still less, many examples of the material does not transfer maximally, 3) The writer finds that the students tend to be active in the class, when the teacher starts the teaching learning process, the students are just listening to the teacher’s explanation about the material. Based on the research finding, there are strengths on the teaching reading. The first it had good procedural steps on teaching learning process. The second, the teacher applies an interesting system in order to attract the student’s attention. And the weaknesses are the first, the teacher is more focus on the written form, then the teacher holds the remedial test for all of the students without any exception. So that the students get bored and not interested, that makes the students lazy to learn and participate. Hence, it is necessary that the teachers always rehearse how to manage themselves prior to teaching in the class.
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TABLE OF CONTENT
page
COVER ... i
APPROVAL ... ii
ACCEPTANCE ... iii
MOTTO ... iv
DEDICATION ... v
ACKNOWLEDGMENT ... vi
ABSTRACT……. ... viii
TABLE OF CONTENT ... ix
LIST OF FIGURE ... xii
LIST OF APPENDIX ... xiii
CHAPTER I: INTRODUCTION………. 1
A.Background of the Study ... 1
B.Limitation of the Study……… .. 4
C.Problems Statement ... 4
D.Objective of the Study ... 4
E.Benefit of the Study ... 5
F. Research Paper Organization ... 6
CHAPTER II: UNDERLYING THEORY ... 7
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B. Literary Review... 8
1. Notion of Language Learning……….. 8
2. Nature of Language Teaching……… 11
3. Components in the Teaching Learning Process………. 13
C. Notion of Teaching Reading...……….………… 19
1. Goals of Teaching Reading………. 20
2. Approaches of Teaching Reading……… 22
D. Notion of Reading Competence………...… 25
1. Assessment in Comprehension in reading Aloud……… 26
2.Assessment in comprehension Question... 26
3. Authentic Assessment………. 27
E. Teaching Reading……… 28
1.Building Knowledge of Field………. 28
2. Modelling of Text……….. 29
3. Joints Construction of Text……….. 30
4. Independent Construction of Text……… 31
F. Micro Skill of Reading Comprehension……… 32
CHAPTER III: RESEARCH METHODOLOGY.. ... . 33
A. Type of the Research………. 33
B. Subject of the Study...……… 33
C. Object of the Study…….……… 33
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E. Method of Collecting Data……….……….34
F. Technique for Analyzing Data………35
CHAPTER IV : RESEARCH FINDING AND DISCUSSION...35
A. Research Finding……….35
1. Curriculum……….. 35
2. Teaching and Learning Activities………40
3. Learning Media………. 56
4. Evaluation System………. 56
5. Environment……….. 58
B. Discussion ... 60
CHAPTER V : CONCLUSION AND SUGGESTION ... 65
A. Conclusion ... 65
B. Suggestion ... 68 BIBLIOGRAPHY
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LIST OF FIGURE
xiii
LIST OF APPENDIX
