READING COMPREHENSION OF THE TENTH GRADE
STUDENTS OF SMA 1 GEBOG KUDUS TAUGHT BY
USING BILINGUAL GLOSSARY
IN THE ACADEMIC YEAR 2016/2017
READING COMPREHENSION OF THE TENTH GRADE
STUDENTS OF SMA 1 GEBOG KUDUS TAUGHT BY
USING BILINGUAL GLOSSARY
IN THE ACADEMIC YEAR 2016/2017
by:
CHARPTER I INTODUCTION
CHARPTER I INTODUCTION
CHAPTER III METHOD OF THE RESEARCH
CHAPTER III METHOD OF THE RESEARCH
CHAPTER II REVIEW OF
RELATED
LITERATURE AND HYPOTHESIS
CHAPTER II REVIEW OF
RELATED
LITERATURE AND HYPOTHESIS
CHAPTER IV FINDING OF THE
RESEARCH CHAPTER IV FINDING OF THE
RESEARCH CHAPTER V
DISCUSSION OF THE RESEARCH
CHAPTER V DISCUSSION OF
Background of the Research
The tenth grade students of SMA 1 Gebog shouldbe able to recognize the purpose of text and combine it with the information and expectation
of the text
Purpose
Some of the tenth grade students of SMA 1 Gebog still have difficulties in recognizing the meaning and also the purpose of english text.
Statement of the Problem
Objective of the
Research
1.5Limitation of the
Research
the ability of reading comprehension
and apply bilingual glossary as a
teaching media of reading
comprehension.
The material of teaching reading
comprehension based on syllabus at the
tenth grade of senior high school.
The subject of the research is tenth
grade students and the research
1.6 Scope of the Research
•
the researcher focuses on the
reading materials taught for
Senior High School grade tenth in
the first year
•
Bilingual glossary
•
The tenth grade students of SMA
Teaching Reading comprehension
Teaching Reading comprehension
Teach the students to recognize the essence of text and to get the meaning and content of the text.
Teaching English in SMA 1 Gebog
Teaching English in SMA 1 Gebog
Curriculum and Purpose Material and Media
Media in teaching reading
comprehension
Media in teaching reading
comprehension
The use of media or boaster tool can
Bilingual glossary
• Dictionaries, whether bilingual or monolingual, have long
been part of the language learner’s essential equipment. They are regarded by many as the repository of final linguistic
authority, a bank account of words and meanings to drawn upon in moments of need.(wright Jon: 2012).
• dictionary is a teaching language resource, according to
(wright Jon: 2012: 7) “they can serve a focus for
communication and classroom interaction, and a means of exploring personal preferences in learning styles. They
naturally generate a great deal of thinking about meaning”.
• bilingual glossary is a media to help the student in solving the
Review of Previous Research Review of Previous Research
THE USE OF BILINGUAL GLOSSARY TO IMPROVE STUDENTS READING
Theoritical Framework
Theoritical Framework
BEFORE TREATMENT AFTER
• The students are difficult in comprehend
and getting information from text they read
• The teacher must give the appropriate
media to increase their students ability especially for reading
Bilingual Glossary
• gives new information about Bilingual Glossary as media of teaching.
• Bilingual glossary gives many benefits to the students like providing words references and meaning for their reading
comprehension.
HYPOTHESI S
There is a significant difference between the reading comprehension of the tenth grade Students of SMA 1 Gebog Kudus in Academic Year 2016/2017 before and after being taught by using bilingual glossary.
3.1 Design of the Reserach
3.1 Design of the Reserach
3.2 Population and Sample
3.2 Population and Sample
Eexperimental method design
Dependent
Variable
3.3 Instrument of the Reseacrh
3.3 Instrument of the Reseacrh
Test
instrument, the researcher give 20 multiple choices to uses objective test, the form is multiple choice as the measure the reading comprehension of the tenth grade students of SMA 1 Gebog Kudus in academic year 2016/2017.
Score Explanation
80-100 Excellent
66-79 Good
56-65 Sufficient
40-55 Low
30-39 Poor
3.5 Technique of Analyzing Data
3.5 Technique of Analyzing Data
DATA
Pre-
Treatment-Post
- Mean,
median, mode
-
Standard
BEFORE
BEFORE AFTERAFTER
Mean = 63,06
SD = 14,44 MeanSD = 11,24= 73,79
there is a significant difference between Reading Comprehension of the Tenth grade students of SMA 1 Gebog Kudus before and after being taught by using Bilingual Glossary in academic year 2016/2017
Sufficient Good
Because falls in the critical region, the research hypothesis H1, which states that there is a significant difference between Reading Comprehension of the Tenth grade students of SMA 1 Gebog Kudus before and after being taught by using Bilingual Glossary in academic year 2016/ 2017.
