Submitted as a Partial Fulfillment of the Requirements to Get Undergraduate Degree (S.1) in English Education.

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A DESCRIPTIVE ANALYSIS OF PREDICTIN INFORMATION OF READING TEXT DONE BY EIGHT GRADES

OF ISLAMIC JUNIOR HIGH SCHOOL OF MTs S Al-IRSYADIYAH MERANGIN

TABIR LINTAS

A THESIS

Submitted as a Partial Fulfillment of the Requirements to Get Undergraduate Degree (S.1) in English Education.

BY

NURMI TE. 110 603

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2018

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ACKNOWLEDGMENTS

Assalamu’alakum wr. Wb

All praises be to Allah who has created heavens and the earth, who has been giving me mercies and blessing to complete this thesis. Peace be upon the prophet Muhamad SAW who introduces Islamic religion. During the process of finishing this thesis, I would like to show my appreciation for people who have helped me in completing this thesis; they are:

1. Dr. H.Hadri Hasan. MA as Rector of the State Institute for Islamic Studies Sulthan Thaha Saifuddin Jambi

2. Dr.Hj. Armida, M.Pd as dean of Faculty of Education and Teacher Training IAIN STS Jambi, .

3. First Assisstan of Dean Faculty of Education and Teacher Training. Khalid Musaddad, M.Ag as The Second Assisstan of Dean Faculty of Education and Teacher Training and Drs. Ilyas Idris, M.Ag as The Third Assisstant of the Dean Faculty of Education and Teacher Training of the State Institute for Islamic Studies Sulthan Thaha Saifuddin Jambi

4. The chairwoman of English Education Program, Amalia Nurhasanah, S.Pd, M.Hum

5. Najmul Hayat, M.Pd.I as my academic advisor

6. Drs. A. Rasyid ali, M.ag my first advisor, who has given his best guidance to finish this research

7. Ms. Monalisa M.Pd as my second advisor, for Her best guidance during finishing this research

8. All stafs and lecturers for their guidance during my study in UIN

9. Ms Parti Putra Ningsih, S.Pd, for Her permission me in doing research in Her speaking class

10. The students of Eleventh class predicting information from reading text Merangin for their participant in this research, Specially 30 students in class B who filled the questionnaire and the participants of interview I Thank them all.

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Finally, I realize that nobody’s perfect. Thus, I really expect the reader’s to feeedback for the improvement of this thesis.

Wassalamu’alaikum Wr. Wb

Jambi, 09 November 2015

Nurmi NIM. TE 110 603

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MOTTO

ىَلَع ِرْدَبْلا ًةَلْيَل ِرَمَقْلا َلْضَفَك ِدِباَعلا ىَلَع ْمِلاَعْلا َلْضَف َّنِإَو ِبِك اَوَكْلا ِرِئاَس

“The primacy of the Knowledgeable than people who worship Such as the primacy of the full moon of the entire star

(H.R. Abu Dawud, At-Tarmidzi, dan Ibnu Hibban)

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DEDICATION

This final project i dedicated to :

 My beloved mom and dad

 My big family

 All my friends in English Education Program

 The beloved institution, English Education Program UIN STS Jambi

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ABSTRAK

Name : Siti Aliyatun Nashikhah Jurusan : Pendidikan Bahasa Inggris

Judul : Proses Interaksi di Dalam Kelas Bahasa inggris di Kelas Sebelas SMK Negeri 5 Merangin

Interaksi merupakan hal yang semakin penting dalam pembelajaran Bahasa Inggris. Hal ini ada hubungannya dengan kemampuan siswa untuk berkomunikasi di dalam Bahasa Inggris. Kesusksesan atau kegagalan dalam pembelajaran di kelas bahasa di kelas ada hubungannya dengan kealamiahan interaksi yang terjadi selama pembelajaran.

Pembelajaran Bahasa merupakan hasil kesempatan interaksi bermakna menggunakan bahasa target. Belajar berinteraksi dalam Bahasa Inggris berarti belajar berkomunikasi dalam Bahasa Inggris. Interaksi menjadi aspek yang penting dalam pembelajaran Bahasa karena inilah yang dilakukan orang dalam kehidupan sehari-hari.

Penelitian ini bertujuan untuk mendeskripsikan dan menginterpretasikan makna interaksi. Ini apa makna interaksi, apa isi pesan interaksi, siapa yang menyampaikan pesan dan kepada siapa ini disampaikan, bagaimana pesain ini diekspresikan, dan mengapa partisipan berinteraksi seperti itu. Penelitian ini menggunakan pendekatan kualitatif.

Observasi, catatan lapangan dan interview.

Di gunakan untuk mengumpulkan data.

Hasil penelitian ini menunjukan bahwa interaksi guru lebih tinggi dari pada interaksi siswa di dalam kelas speaking. Dan pola interaksi yang terjadi didalam kelas menunjukan guru aktif ketika siswa passive. Di dalam kelas speaking guru lebih mendominasi memberikan pertanyaan kepada siswa untuk meningkatkan respon siswa.

Kata-kata kunci : Interaksi kelas, Pendekatan penelitian kualitatif.

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ABSTRACT

Name : Siti Aliyatun Nashikhah Major : English Education Program

Title : Speaking Classroom Interaction at Eleventh Grade of Vocational High School 5 Merangin

Interaction is becoming more and more important in English learning. it is in relation with the need of ability of the students to communicate in English. Success or failure in classroom language learning typically has something, if not absolutely everything, to do with the nature of interaction that takes places during lessons. Language learning is the results of opportunities for meaningful interaction with other in the target language. Learning to interact in English means learning to communicate in English.

interaction in an important aspect in language learning, because it is what people do in daily lifes.

The purpose of this research is to describe the meaning of classroom interaction. It will describe the meaning of interaction rarely, what the content or message in the interaction is, who express the content or the message and to whom it was expressed, how the content or message is expressed, and why the participants do such the interaction with others. This research used qualitative approach. The observation, recording, interview were the data collections technique applies in this research.

The results of the research shows that the teacher’s talk time is higher than student’s talk time in speaking classroom interactions. The interaction pattern happening in the classroom shows that the teacher is active where the students are passive. Open- ended questioning is the most pattern of interaction happening in the speaking classroom.

The teacher dominates the classroom organizations by giving questions to his students in order to increase the student’s response.

Keywords : Classroom interaction, qualitative research approach.

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LIST OF TABLES

Table 1 : Role of Learner ... 8 Table 2 : Foreign Language Interaction Analysis ... 11 Table 3 : Schedule of Research ... 16

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LIST OF APPENDICES

Appendix I Results of Interview ... 1

Appendix II Flint System ... 11

Appendix III Transcript Speaking Teaching Learning Activity ... 12

Appendix IV Interview with The Teacher ... 27

Appendix V Interview with The Students ... 34

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CHAPTER I INTRODUCTION A. Background of the study

Education is one the keys for every country to participate in the global competition of any field as politic, economic, technology, and law. That all must in education portal so that if a country modern education, of course the country will be super power country.

. Anonym (2005) Education has important role to create a quality of country because education really important for a country. Indonesian Government also join in competition increase the quality of education in this country.

Talking about education it is correlated with media of education, whatever can do support education program it is mentioned media of education. Now depend to how method using by teaches’ in media of education its self.

Reading, in particular, helps language learners obtain a lot of knowledge by actively and critically relate the ideas of the text. Nevertheless, it is not easy to read for comprehension. Many students do not have sufficient background knowledge to comprehend the text. Besides, they are not able to link some ideas so that they cannot acquire complete messages of the text. To help students comprehend the text more easily, pictures are needed the reading materials. Thus, pictures become one way not to help students to engage themselves with the content of the text in order to comprehend the text.

However, not all texts need pictures; the text which need pictures mostly are descriptive texts, science texts, and those which contain a lot of unfamiliar vocabulary, excluding children’s books which absolutely need pictures. According to Mukhroji (2011) those texts require students’ ability to convert the words onto the the visualization in their mind, so that with the visualization they can easily connect the relationship between sentences.

According Braunger (1998) reading is more than transferring the written work to the brain, but it is actively involving the readers with the text so that the readers can build their own understanding.

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According to Abede (2002:102) The print media is the first communication medium known to mankind as a medium that meets the communication characteristic way (one-way, institutionalized, the general, in unison). Print media in the form of newspapers, tabloids, magazines, bulletins.

Nowadays there are many ways to get the information that students need, sometimes they are trying to get the information from watching news or listening to radio. Actually they also can get information through reading printed materials such as from newspaper, magazine, novel, articles and also other kinds of book.

The lesson introduces different reading materials, which aimed at comparing the way of getting information from these kinds of sources. In some those sources, students also will find some pictures inside, which may contribute to improve their knowledge while they are reading them.

According to Harmer (2007:179) affirms that pictures are useful for getting students to predict what is coming next in a lesson. Students might look at a picture and try to guess what it shows. They then read a text to see if it matches what they predicted based on the basis of the picture. This use of pictures is very powerful and has the advantage of engaging students in the task follow. Only few students can get information through picture in reading text, they also must have the background knowledge. If the teachers orders students to get the information from the pictures, the teachers also must concern to their own knowledge, it could be some of them will do not know what the information that they can get from that picture.

For example, if the teacher teaches the students who lives or stays in the natural / village community or environment, it is better to show the text with the pictures is set with animals or plants picture. It will help them in getting information about the text. Meanwhile of the students are from upside belong, at least teacher shows the picture about building, market, station or other kinds of things, places or anything that they have seen and been before, but the problem is how do students could able to recognize the information from the picture that is showed in reading text. Every students have their own opinion to judge it. But they have to get the right point information that would they find from the picture in

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reading text. Because actually, if they find some pictures in reading text, they just see at the first sight, without realizing and recognizing what the picture conveying.

The students see the pictures in reading text as an entertainment for them. Actually they could get the information if they pay their attention toward the pictures in reading text.

Many students experienced with reading text accompenied by pictures as the students of Islamic boarding school Al-Irsyadiyah Merangin Bangko. It is one of education institutions in Merangin district of Bangko. It’s new institution which build by Government at Merangin, it has several achievements as debate, specch and papers. And some students there, there is continuing her education to school populer such as diniyyah Bungo, bangko MAN, MAN scholar jambi. Government build this school in order created a good young generation of Indonesia. Especially Merangin district which have skill and ability to overcome the globalization era.

Based the statement above scrip writer arrange this thesis which in the title:

“A Descriptive Analysis of Predicting Information of Reading Text Done by Eight Grades of Islamic Junior High School of MTs S Al-Irsyadiyah Merangin Tabir Lintas”.

B. Limitation of the Problem

In this research, the researcher limits the problem in analysis of predicting information from the topic. The researcher focuses on predicting information of reading text Done by eight grades of Islamic Junior High school of MTs S Al- Irsyadiyah Merangin Tabir Lintas?

C. Formulation of The Problems

The problem discussed can be stated as follows:

1. How the do students predict into reading text topic?

2. What kinds of students information predicting dominanthly uses eight grades of islamic boarding school MTs S Al-Irsyadiyah Merangin Tabir Lintas.

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E. Purpose and significance of The Study 1. Purpose of the study

 The purpose of this study is to analysis how was students’ of predicting information of reading text.

2. Significance of The Study

This researcher hopes that this research will be beneficial to the following:

 Teachers

For the teachers, it is expected to know how far the abilities of the students in predicting information from pictures on reading text if the students are facing the problem.

 Students

For the students, the result of this research is expected to help their problem and their weakness in their studying of predicting information from the pictures in reading text. But, the main only goal in this research is to help the students by guiding them in the use of some reading strategies.

 Other research

This research can be use as a stimulus to conduct further research related to this research in more details.

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CHAPTER II

REVIEW OF THE LITERATURE

A. The Nature of Reading

Reading is one the important and essential skill that must be learned by someone to understanding about the written text that read in order to know about the message in the written text, by reading we can find many knowledge. Reading is interaction among someone and written text, to finding the best result we must read the written by our thinking not just read and see only.

According to Burns et al. (1996:5) define reading as a highly complex act that consists of two major components a product. In this case, reading does not only involve the skills in understanding the written texts but also the relationship between scripts.

In the other hand, Cline et al. (2006) states that reading is decoding and understanding the written texts. Decoding requires translating the symbols of writing system (including Braille) into the spoken words which they represent.

Understanding is determined by the purposes for reading, the context, the nature of the context, and the readers’ strategies knowledge.

In the contrast, with Tarin (1985) that reading is process undertaken and use by readers to obtain the message, a method use to communicate with your self and sometimes others, which communicates the meaning contained or implied in the other symbol.

In addition William (1984) said is reading as a process whereby one looks at and understands what has been written. Yes reading is process where someone look and understands the written text to find the best result, example when we have homework if the homework is it should we read the material in the book that we have studied first in order you understand about it.

Douglas (2004:185) said reading likewise a skill that teachers simply expect learners to acquire and reading, arguably the most essential skill for success in all

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education contexts, remains a skill of paramount important as we create assessments of general language ability.

Reading is a complex process that draws upon many skills that need to be developed at the same time. Marilyn Adams (1990) compares the operation of the reading system to the operation of a car. Unlike drivers, though, readers also need to:

 Build the car (develop the mechanical systems for identifying words)

 Maintain the car (fuel it with print, fix up problems along the way, and make sure it runs smoothly)

 And, most importantly, drive the car (which requires us to be motivated, strategic, and mindful of the route we're taking)

 Cars are built by assembling the parts separately and fastening them together.

"In contrast, the parts of the reading system are not discrete. We cannot proceed by completing each individual sub-system and then fastening it to one another.

Rather, the parts of the reading system must grow together. They must grow to one another and from one another."(Adams et al., 1990, pp.20-21). The ultimate goal of reading is to make meaning from print, and a vehicle in good working order is required to help us reach that goal.

B. Types of Reading

According to Douglas (2004) for considering assessment procedures, several types of reading performance are typically identified, and these will serve as organizers of various assessment tasks.

1. Perceptive

In keeping with the set of categories specified for listening comprehension, similar specification are offered here, except with some differing terminology to capture the uniqueness of reading. Perceptive reading tasks involve attending to the components of larger stretches of discourse: letters, word, punctuation, and other graphemic symbol Bottom-up processing is implied.

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2. Selective

This category is largely an artifact of assessment formats. In order to as certain one’s reading recognition of lexical, grammatical, or discourse features of a language within a very short stretch of language, certain typical tasks are use:

picture-cued tasks, matching, true/false, multiple-choice, etc. stimuli include sentences, brief paragraphs, and simple charts and graphs. Brief responses are intended as well. A combination of bottom-up and top-down processing may be used.

3. Interactive

Included among interactive reading types are stretches of language of several paragraphs to one page or more which the reader must, in a psycholinguistic sense, interact with the text. That is, reading is a process of negotiating meaning; the reader bring to the text a set of schemata for understanding it, and in take is the product of that interaction. Typical genres that lend themselves to interactive reading are anecdotes, shorts narratives and descriptions, excerpts from longer texts, questionnaires, memos, announcements, directions, recipes, and the like.

4. Extensive

Extensive reading, as discussed in this book, applies to texts of more than a page, up to an including professional articles, essays, technical report. Short stories, and books.) it should be noted that reading research commonly refers to ”extensive reading” as longer stretches of discourse, such as long articles and books that are usually read outside a classroom hour. Here that

C. Stage pre-Reading

Just like your muscles need a warm-up before exercise, your brain often needs a warm-up before reading. You may be able to dive into your favorite novel easily, but understanding classic literature or complicated nonfiction material may require preparation. During the pre-reading stage you can focus on a purpose for reading, build background knowledge on the subject and familiarize yourself with vocabulary to eliminate potential stumbling blocks to your comprehension.

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1. Setting Purpose

It is much easier to digest material for work or school when you are motivated by a clear purpose for reading. Having a purpose or goal focuses your attention and concentration on specific, important information. You may be reading to learn the safety requirements for a new machine at work, or you may be reading to find out how John Wilkes Booth and his confederates plotted Lincoln's assassination. Reading with purpose allows you to filter out less important content and focus on details you need to remember. Before you read, decide what you need to know from the text and what tasks you may need to complete after reading. Use those reasons to focus your attention.

2. Activating Prior Knowledge

If you know nothing about physics, you might find it nearly impossible to understand a textbook about quantum mechanics. The prior knowledge you bring to any reading task lays the groundwork for comprehension. Sometimes, adult readers can call on background knowledge automatically when reading.

Less skilled readers should reflect on what they already know abou t a topic before reading. For example, if you are about to read a selection about Lincoln assassination, you could brainstorm and list what you already know. Activating your prior knowledge will make comprehension less taxing.

3. Building Background

If you know you don’t have the prior knowledge you need to support your comprehension, you may need to fill in the gaps before you start reading.

Suppose you are about to read “The Great Gatsby” by F. Scott Fitzgerald, but your knowledge of the 1920s is a bit fuzzy. Before you read the novel, you can do a little background research into the period. That will make it easier to picture the characters and setting as well as catch on to the problems and themes in the novel.

4. Previewing Vocabulary

A difficult vocabulary trips up many readers. In nonfiction you may run into unfamiliar technical terms unique to that subject. An article about the weather, for example, may toss around words like “isobar” and “mesoscale,”

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and you can easily become confused. Textbooks often provide lists of key vocabulary before the chapter, which you can check in the glossary. Before reading print or Internet articles, skim the passage to find the words you are unfamiliar with and define the words before reading. You may also run into words that aren’t technical but are more complex than everyday vocabulary. If you have never seen the word conflagration before, you might not recognize it as a synonym for fire. Skimming the passage first gives you time to identify the tricky words and define them before reading.

D. Predicting/predict

Predicting by using picture is a strategy which has a high possibility in helping students’ reading achievement. Through this strategy, students find clues or connecting points. All of their prior knowledge of places and situations enable them to predict when they read and thus to comprehend and enjoy what they read.

Predicting brings potential meaning. According Moreillon (2007: 76) prediction are educated guesses about what will happen next based on what is known from reading the text; prediction can also involve reader’s prior knowledge. Through this process, readers find clues or connecting points, make predictions or inferences, and draw conclusion.

a. What is predicting?

According to Catherine (2004) predicting is a strategy in wich readers think about what they are going to read based on clues from the reading it is an ongoing prosess that actively enganges the reader in two ways: the raeder’s mind is a jump ahead, trying to figure out what is coming next (making new predictions), while at the same time the reader is revising and refining the old predictions.

Prediction is a statement of claim that a particular event will occur the future in more certain terms than a forecast. To say that something will happen in the future. The function is to state, tell or make known in advance, especially on the basis of the special knowledge. However predicting is an expectation of

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what be or has been observed. Hopefully the student will able to predict what is the meaning from the pictures on reading text.

b. How does predicting support reading conprehension?

Making predictions keeps the students actively engaged in the reading process, and being engaged is key to comprehension. By constantly thinking about their predictions to confirm or revise them, readers remai motevated and focused.

c. What do skilled readers do when they are predicting?

skilled readers are good detectives, always searching for clues to shed light on what they are reading. In making predictions, they call on prior knowledge to make inferences. These readers constanly think about their predictions to confirm or revise them.

d. What activities support students in predicting?

 Around the Book

Have students take a “tour” of a book. Divide the students into groups, and have each group look at a diffirent book. Ask thegroups to make a list of the different features that supply clues about the text. When the students have completed their lists, hold a class discusssion about the features they found-for example, chapter titles, heads, pictures, maps, table of contents, the book cover. Help the class understand that these features will help them predict what they are going to read, which in turn will help them understand the material.

 Around the Room

According to Forsten and Grant (2003) In this interactive actively, students use their backround knowledge to make predictions about what they are going to read.

1. Divide the students into groups.

2. Give each student one index card on wich you have wriiten a different phrase or sentence from the textbook passage the students are about to read.

3. Ask the students circulate around the room read their cards to aas many of their classmates as possible but not t discuss them.

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4. After five minutes, have them return to their home group and jointly write a prediction about what they think the passage will discuss.

5. Call on each group to read its prediction and explain the group’s reasoning.

 Three Column Prediction List

A simple way for students to organize and review their predictions is to have them make a three column list. In the left column, they can write their predictions. Especially when you first use this organizer, have students focus on some of the basic questions of when, where, who, and what.

In the middle column, they can jot down what clues in the text prompted tehm to make their predictions. In order to do this, they will need to skim the text including pictures, maps, tables, headings, and other text features.

You might have them discuss their ideas in small groups or with a partner.

Then, while they are reading, they can list the facts they find that support or refute, if that is the case their predictions.

Finally, in the after reading phase, they can fill in the right hand column, confirming or refining their predictions using the information they found in the text. As part of the after reading strategy, you might have students share the ideas so they can learn from one another’s train of thought.

Your prediction- what do you think this will be about?

When?

Where?

Who?

What?

What clues did you use?

Now that you have finished reading, how would you change your prediction?

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 Are you sure?

In this activity, students list their predictions about a passage or assigmentt that they are about to read, and they rate their predictions on how sure they are. According Beers & Howell (2003.86). This activity can be done individually, in a small group, or as a whole class.

1. Ask the students to predict what the reading assigment will be be about.

2. Have them rate their predictions as “i think” predictions-statements that they think might be true, “i’m pretty sure” predictions-statements that they feel fairly confident about, and “i know” predictions-statements that they are positive are accurate.

3. Ask they read the assigment, have the students mark the predictions with stars if they are acccurate or change them to accurate information.

They can draw lines through inaccurate predictions.

Topic

I think predictions

I’m pretty sure predictios

I know predictions

E. Sevens strategies for using context clues in reading

We often ask students to use context clues to figure out a word’s meaning;

therefore, it is our job to formally teach how authors use them.

In doing so, students become armed with an inventory of ways to access unknown words to help gain deeper meaning of the text. Without awareness of the types of context clues, students are at a disadvantage to decipher meanings for themselves.

Teaching this skill supports self-agency so students can define unfamiliar words independently. The following are devices that authors use to incorporate context clues into their writing. The point is not that students memorize each type of context clue. It is more that they come to understand that authors give hints in

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all kinds of ways to help readers figure out what words mean so they are alert to these devices.

Although the following list seems straightforward, neat and tidy, demonstrate to students to read the surrounding passage in which unfamiliar words appear. This helps readers infer a word’s meaning and appreciate the entire passage where the word resides.

7 strategies for using context clues in reading 1. Word parts

The idea: break down the different parts of a word—base word (word stem or root word), prefixes, and suffixes—to figure out what it means. Some words have a prefix only (reread), a suffix only (reading), both a prefix and a suffix (prereading), a combination (unreadableness), orneither (read).

Discrimination

dis-: not, opposite of, reverse, deprive of; apart, away

crimin: verdict, judicial decision; judgmenttion: indicates the word is a noun 2. Definition/explanation

The idea: look for a definition or an explanation within the sentence.

• discrimination or unfairly targeting one or more groups by those who perceive themselves to be superior can cause distress.

• vulnerable people are oftentimes in need of protection under certain laws so others cannot take advantage of them.

3. Synonym

The idea: words next to the unknown word can be a clue that there is a synonym.

• discrimination or bias can cause distress toward the targeted group.

• when people know they are vulnerable or defenseless, they tend to protect themselves to avoid harm.

4. Example

The idea: providing examples of the unknown word can give readers a clue to meaning.

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• like shunning smokers in restaurants by making them satisfy their habit outside, discrimination targets a perceived undesirable group.

• vulnerable people, such as young children, the elderly, or handicapped individuals, might have protections under certain laws.

5. Antonym/contrast

The idea: opposite information about the unknown word can be offset by words and phrases such as unlike, as opposed to, different from.

• discrimination, as opposed to fairness for all people, can have damaging effects on a targeted group.

• vulnerable people, unlike those who can stand up for themselves, tend to be the target of unethical or dangerous individuals.

6. Analogy

The idea: comparisons of the word help to determine what it means.

• the ill effects of discrimination are like hateful, wicked tendrils gripping the heart.

• vulnerable people can be like fragile glass in need of care and attention.

7. Appositive

The idea: look for the grammatical structure of appositives which can provide a definition, synonym, or example.

• discrimination, the act of showing bias to one group, can have damaging effects.

• the elderly and handicapped, a vulnerable group of individuals, have laws to protect them from unethical individuals.

F. Information

Information, in its most restricted technical sense, is a sequence of symbols that can be interpreted as a message. It is attributing inherent in and communicated by one of two or more alternative sequence or arrangements of something that produce specific effects.

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G. Picture

According Rosyana (2008) picture is one the media is need by many kinds English teacher to help students in teaching and learning process. Pictures fo determine massage of information on the text, obtain with many source, such as:

story book, magazine, news paper, etc. the picture is important media visual and easy to get it.

In learning process, especially in language learning, media has several function. As far as the thesis concerned the general function of media. firstly, media allow teacher to illustrate idea and encourage or stimulate learning process.

Picture, which can be used in teaching learning process as follow:

a. True Reproduction

A good picture should represent a true situation or object as it is.

b. Simplicity

A good picture should have practical and simple color. It also should be impressive and aesthetic.

c. The form of items

A good picture should create positive responses form the viewer. Its form should be well know by students.

d. Action

A good picture should present an action; students tend to like a picture of moving object better then other.

e. Photography

The students tent to be more interest for low quality photography high quality ones.

f. Artistic

According to Hamalik (2004) artistically aspect of picture the effect of using picture in the classroom.

H. Picture on reading text

According to Muhnadi and yudi (2008) picture are as media visual it is informant and easy to get it. It said important because it can change verbal word.

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It can concrete the abstract one, and content human research. The picture can get new idea or information clearly from the picture. It is very easy from get information by the words. But, because people feel too easy get picture they regarded a usually thing.

The students is commonly interested if the teacher using media in teaching and learning process especially high junior students. Media of learning really help to students on understanding the difficult text. Student can to predicting the picturethem have difficultness get information from the text.

According to Arsyad and Azhar (2002) that usage of picture in teaching English as foreign language can be used stimulate the students in expressing idea or thought in written form or spoken form. The activities in a picture shown to the students can be used as writing test to group the students in expressing their thought of idea in written form. The students in the class may not have the same knowledge or background information about the topic of the textTherefor, pictures which are given can helps the students to relate their knowledge with the texts, and it gives the teachers some difficulties in teaching reading.

I. Theory schemata

According to Harjasujana (1996). The theory of schemata, reading is interactive communication process that involves background knowledge, language, and the idea of an organization. To be able to understand the content of reading well, the reader requires background knowledge related to reading materials to read. With such assistance, the reader can interpret the author's intention. According to Rumelhart (in Pratiwi, 2001: 13) argues that schemata can explain phenomena such as the absorption of information, inference, focus attention, and remember. Further, he said that the main function of the schemata is in the preparation of the interpretation of events, objects, or situations in the process of understanding. If schemata failed to address certain aspects of the situation, then the existing schemata can be adapted or other schemata that can be searched. Therefore, the basic process schemata resembling with hypothesis testing, evaluating the suitability of the information, and parameter estimation.

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Schemata theory states that the way in which the reader to understand the reading does not just rely on the information that is read, but also on relevant mental structure that has been held reader. Based on the function of the schemata in understanding the content of reading, then in learning to read, the teacher needs to raise students' schemata. This is be in accordance with the view of psychology cognitive Omaggio (1986: 96). stating that the mental and organizational aspects of background knowledge is essential in the learning process.

In reading, the schemata is functioning at the time the reader integrate new information and let the new information into a part of the knowledge that already exists. Schemata include concepts that includes objects, a situation, a sequence of events, actions, and sequences of action. According to Carrell (in Pratiwi, 2001) there are three kinds of schemata, the schemata of language (linguistic schemata), schemata of content (content schemata) schemata form (formal schemata).

Schemata language is a linguistic knowledge of the reader. Contents schemata is beginning readers knowledge related to the content of the text. The schemata of the form refers to the readers knowledge of rhetorical structure of text that is read.

Many ways or strategies that can be done by the teacher to arouse schemata of students in learning to read. The strategy calls for the provision of the questions related to reading materials will be read students before the students begin to read, provide analogies or comparisons, showing examples, visual images are closely related to the readings will be read student (Idrawati, 1996).

In more detail, the steps in the implementation of the schemata theory of learning to read is described by the stages of learning to read, namely prereading , while reading, and pascareading. At the time prareading, activities directed at the formation of the initial knowledge, activation of prior knowledge, and focusing the attention of students in reading. Activity at the time of reading is intended to direct the attention of the student interaction with the text read. As for the post-reading activities are intended to provide repetition, feedback and stimulation cognitive.

At the stage before the reading, the activities carried out is activate prior knowledge of students. Students' knowledge related to the ability to understand the content of reading. If students do not have any prior knowledge or unable to

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activate prior knowledge is needed to understand the content of reading, according to Miller and Perkins (in Pratiwi, 2001) provides guidance to establish and activate prior knowledge of students in a way: the enrichment of prior knowledge, learning vocabulary, turning knowledge owned, and the concentration of attention.

J. Exampel picture on reading text 1. Narrative Text

Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems. An important part of narrative text is the narrative mode, the set of methods used to communicate the narrative through a process narration.

2. The purpose of narrative text

The Purpose of Narrative Text is to amuse or to entertain the reader with a story.

3. Generic Structures of Narrative Text a. Orientation

Sets the scene: where and when the story happened and introduces the participants of the story: who and what is involved in the story.

b. Complication

Tells the beginning of the problems which leads to the crisis (climax) of the main participants.

c. Resolution

The problem (the crisis) is resolved, either in a happy ending or in a sad (tragic) ending

d. Re-orientation Coda

This is a closing remark to the story and it is optional. It consists of a moral lesson, advice or teaching from the writer

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The Ugly Duckling

One upon time, a mother duck sat on her eggs. She felt tired of sitting on them. She just wished the eggs would break out.

Several days later, she got her wish. The eggs cracked and some cute little ducklings appeared. "Peep, peep" the little ducklings cried. "Quack, quack" their mother greeted in return.

However the largest egg had not cracked. The mother duck sat on it for several days. Finally, it cracked and a huge ugly duckling waddled out.

The mother duck looked at him in surprise. He was so big and very gray.

He didn't look like the others at all. He was like a turkey.

When the mother duck brought the children to the pond for their first swimming lesson., the huge grey duckling splashed and paddled about just as nicely as the other ducklings did. "That is not a turkey chick. He is my very own son and quite handsome" the mother said proudly.

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However, the other animals didn't agree. They hissed and made fun of him day by day. Even his own sisters and brothers were very unkind.

"You are very ugly" they quacked.

The little poor duckling was very unhappy. "I wish I looked like them"

he thought to himself. One day, the ugly duckling run away and hid in the bushes. The sad duckling lived alone through the cold and snow winter. Finally the spring flowers began to bloom. While he was swimming in the pond, he saw three large white swans swimming toward him. "Oh, dear. these beautiful birds will laugh and peck me too" he said to himself. But the swans did not attack him. Instead, they swam around him and stroked him with their bills. As the ugly duckling bent his neck to speak to them, he saw his reflection in the water. He could not believe his eyes. "I am not an ugly duckling but a beautiful swam" he exclaimed.

He was very happy. From that day on, he swam and played with his new friends and was happier than he had never been.

4. Characteristics of Narrative Text

Literary experts recognize four types of text: expository, narrative, argumentative and descriptive. Each has its own purpose, sub-type, structure and style. The purpose of narrative text is generally to entertain, inform or express ideas. Its sub-types include fables, memoirs and adventure stories.

Narrative text most often has a five-part structure. Stylistically, narratives can be described in many ways, including comic, tragic, sentimental, reflective and ironic.

a. Purpose

The purpose of a narrative is usually to entertain through story-telling.

Details, such as exotic settings, intricate plots and finely drawn characters can add to the appeal of the story. Narratives also communicate ideas about the meaning of life, families, morals and values and spirituality. Many

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famous narrative texts such as "Uncle Tom's Cabin," "The Grapes of Wrath" and "1984" have influenced social conventions.

b. Sub-Types

Narrative text is often classified by sub-types or genres. Some common narrative genres include detective fiction, historical narratives, memoirs, science fiction, fables and myths. Each genre contains its own narrative tropes, plot devices and character types

c. Structure

Narratives commonly have a five-part structure (sometimes called Freytag's Pyramid) comprising an exposition, rising action, climax, falling action and denouement. More complex narratives can employ sub- structures, digressions, flashbacks, back story and multiple perspectives Styles.

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CHAPTER III

METHOD OF THE RESEARCH

A. Design of the Research

The type of this research is descriptive qualitative method. According to Meleong (1996:5) define qualitative methodology as procedure research that result descriptive data as word is written or oral of person and behavior who can observed.

In the other hand, Darwanto in Syam (2011:15) said qualitative research is orderly approaching and subjective which is using to explained the living blackout and gives its settle meaning.

This research is qualitative, this research will be helped English teacher in teaching the students in reading english and the teacher can use the best way to teaching the student.

B. Setting and Subject of the Research

Setting of this research in Al-IrsyadiahJunior High School Merangin, Subject of my research is descriptive text material taught by the teacher using the picture.

C. Source of the Data

According to Arikunto (2010:172) Source of the Data is subject of where the data can be obtained. Data are all information needed in the research.

Meanwhile according to Oxford Dictionary Learner’s pocket 4^th edition (2008:113), “data is information or fact”.

Data resource is the subject of data we collected. In this research there were two kinds of data resources, namely :

1. Primary Data

According to Sugiono (2012:308) “primary data is the data has been taken directly from participant that correlated with this research”. In this research, writer

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got primary data from reading material especially in descriptive text taught by the teacher of Al-Irsyadiah senior High School Merangin

2. Secondary Data

Secondary data were taken from the source such as English Textbook, documents, opinions, facilities, structure of organizations and social condition.

The secondary data in this research also took from student and teacher and textbook as informant.

D. Technique of the Collecting Data 1. Test

According to brown (2004,p.3) test is a method of measuring a person’s abilitym, knowledge, or performance in a given domain.

There are several steps how the students predict the text.

a. Students can predict the text by looking at the title.

b. Students can predict the text by looking at the picture ( maps, graphics,picture, etc.)

c. Students can predict the text by looking at the paragraph with ( capital letter, bold, italic, or underline, etc.)

d. Students can predict the text by looking at the context clues ( word parts, definition or explanation, synonym, example, antonym, analogy, appositive.)

e. Students can predict the text by looking at the key word.

2. Interview

According to Sugiyono (2011:137) Interview used as data collection techniques if researchers want to conduct a preliminary study to find a problem that must be investigated and also if researchers want to know the thing of respondents depth and number of response its little or small.

In this technique, the writer uses interview to the students of eight grades of islamic boarding school MTs S Al-Irsyadiyah Merangin to know their predicting above reading text and also the english teacher of eight grades of islamic boarding

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Si B

school MTs S Al-Irsyadiyah Merangin to know his Aquestions to students for predicting text.

3. Documentation

Documentation is a method to look for data about something that written like note, transkrip, book, news peper, magazine, etc (Arikunto, 2010: 201).

E. Technique of data analysis

To analyze the students are based on how the students predicting information from reading text. These test are descriptive text forms. The reseaccher used persentage method to analyze the data gained from the test. The prosedure was as follows:

P = x 100

Where :

B = right answer Si = Number of test

F. Research Schedules

Schedule of research is important to guide the researcher to do the research. It can see in this table.

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Notice :The scedule could be changed anything

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CHAPTER IV

FINDING AND DISCUSSION A. Finding

In this chapter the researcher presents finding the answer of the research problem. Here, the data wich have been obtained in the field are reported based on three activities: given the test in the classroom, interview with informants and docummentation in the classrom.

The researcher has given the text reading to the students on 01 maret 2018 and then the students prediction the text. The text is about narrative text, wich in the text there is a picturen. Then students begin to predict the text, there are some students find it difficult how to predict the text. And there are also among those who already understand how to predict the text.

In pra-activities, these activities researcher order students to focus on the lesson. Researcher must make good and relax situationin the class before start to give a text. After that the researcher going the motivation wich related by using the text purpose. The the researcher introduced the step of the text, and explaining the role of score.

In whilst activities, the students did the text carefully. They permited to ask if they got conpuse about the questions. Then, the researcher moved around the class to check the students answer.

Then, in post activity, the researcher give some feedback and special on the students in answering the questions from researcher about the reading text.

Researcher said thank you to the students.

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The result of the text can be seen as follows:

Table 1

The distribution text score 1

Scrore Category Text Result

Frequency Percentage

81-100 Very good - -

61-80 Good 10 28%

41-60 Fair 22 61%

21-40 Weak 4 11%

0-20 Poor - -

Total 36

Based on the table above, it can be seen that 10 students or 28% got score between 61-80, then 22 students or 61% got score between 41-60, and last 4 students or 11% got score between 21-40. In fact, the students ability of the eight grades students class B of MTsS Al-Irsyadiyah Merangin Tabir Lintas is in criteria “Fair”.

In order to make the test more accurate, the researcher has given the text to students on 25 maret 2018. The result of the second text can be seen below.

Table 2

The distribution test score 2

Scrore Category Post-test

Frequency Percentage

81-100 Very good 8 22%

61-80 Good 19 53%

41-60 Fair 6 17%

21-40 Weak 3 8%

0-20 Poor - -

Total 36

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Based on the table above, it can be seen that 8 students or 22% got score between 81-100, then 19 students or 53% got score between 61-80, 6 students or 17% got score between 41-60 and the last 3 students or 8% got score between 21-40. In fact, the students ability of tthe eight grade students class B of MTsS Al-Irsyadiyah is in criteria “good” for the second chance.

From the results of the analisys the researcher suggests that the text predicted by the students among them there are 8 students predict by looking at the title, 11 students predict by looking at the picture, 7 students predict by looking at the paragrah, 6 students predict by looking at the context clues and 4 students by looking at the keywords. Then, they tell the results of their predctions in the form paragraphs, at least there are 5 paragraphs they tell from the predictions results.

1. The problem faced by students in predicting of reading text at MTsS Al-Irsyadiyah Merngin Tabir Lintas.

Based onstudents inteview, most of students like predicting information from reading text subject. Then, for the question about their effort to understand the reading text, how their predict the text. Soem of them that they looking at the picture to predict the text. Below is their statements:

“saya memprediksi dengan melihat judul karena dari judul terlihat mudah untuk di prediksi” (interview with usman, 25 maret 2018)

“iya, saya lebih paham dengan melihat gambar untuk memprediksi text”

(interview with aisyah, 25 maret 2018)

“iya, saya memprediksi dengan melihat paragrap karena saya membuka kamus ketika saya tidak mengatahui kosata” (interviuw with umi fatima riki, 25 maret 2018)

“tidak, karena saya tidak memahami bagaimana cara memprediksi text”

(interview with annisa, 25 maret 2018)

“tidak, karena saya lebih suka membaca text reading dari pada memprediksi sebuah text” (interview with nabila, 25 maret 2018)

In view of the question above there are predict by looking at the title, there is also a predict by looking at the picture and some are predicting by

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looking at the paragraph. But some do not understand ow to predict reading text. And there are alsothose who prefer to read reading text rather than predict the text.

The problem above can be caused by smoe factors. One of the factors is the teacherability in delivering the sucject to the students. Based on writer’s interview result with the english teacher, in teaching prosess, the teacer usually gives the passage to the students and asks them to read the full textqithout guiding them to comprehend the text through an interesting strategy. When the students finished reading the text the teacher delivers some questions about the text to them.

The last question about what do they hope for the reading text subject next can be seen from those quotations below:

“saya berharap reading text kedepan nya akan mudah di pahami untuk lebih mudah di prediksikan” (interview with wualan, 25 maret 2018)

“saya lebih tertarik reading text ini lebih banyak gambar nya dari pada text nya karena lebih mudah memprediksi dengan melihat gambar dari pada yang lain nya” (interview with najmah, 25 naret 2018)

“saya berharap reading text ini kedepan nya metode yang di berikan guru dapat membuat reading text lebih menarik untuk di prediksi” (interview with fatonah, 25 maret 2018)

“saya rasa media pembelajaran seperti menggunakan infocus akan membuat kami lebih paham dalam memprediksi” (interview with ali, 25 maret 2018)

From the quottion above, ot can be seen that students need appropriate method, the updating media and the appropriate materil. Based on the interview, it can be conclude that students need the improment of reading text subject, to fix their problems in understanding reading text.

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2. How the students predicting information by using contetx clues.

There is many several students to predict the text by using context clues.

Based on students interview. It can be seen from the quatation below”

“saya memprediksi text reading dengan memahami word parts”(interview with eka, 25 maret 2018).

“saya memprediksi text reading dengan memahami definition karena denga memhami definisi saya bisa memprediksi”(interview with ina, 25 maret 2018)

“saya memprediksi text reading dengan memahami synonym karena dengan mudah mencari kata bersynonym”(interview with ulma, 25 maret 2018)

“saya memprediksi text reading dengan memahami example karena dengan melihat contoh saya sudah bisa memprediksi”(interview with roma 25 maret 2018)

“saya memprediksi text reading dengan memahami antonym”(interwview with ilham 25 maret 2018)

3. How the students to predict the text.

Before the teacher gives a text about the narrative text, the teacher explains how the tudents predicted the text. There are several ways students predict the text. The following explanation how the students predict the text in the given teacher.

a. The first explanation about how the students predict, students can predict the text by looking at the title, example thet text tells about Rabbit and turtles. Then students will predict the story of cinderella and they describe the story in paragraph form.

b. The seconds explanation, students can predict the text by looking at the picture. Maybe by looking at the picture of the students will more easily predict the expsting story in the picture but the picture in the text should be more clear because it will facilitate students in predicting the text.

Then the students will parse word for word to tell the text that there is his picture.

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c. The third explanation, students can predict the text by looking at the paragraph in bold or underlined and then the students may be mire understanding that will predicted.

d. Teh fourth explanation, students can predict by looking at the context clues. Example in the text there is synonym r antonym the the students wiil predict the text. Maybe this way of predicting loooks difficult but may also be too easy for the way they predict.

e. And the last explanation, students can predict the text by looking at the keyword. Example in the text there are keyword such as anger, crying, working or singing. Maybe how to predict by looking at the keywords will look easy but the keywords in the text should be understood because if they do not understood then what they predicted can’t teachers understood.

By looking at several ways of predicting above, the researcher concludes that predicting in the sense of the word quessing what the students know the contents of the text. When the students predict a text then students conclude in paragraph form, at least students conclude five paragraphs. Students are free to make what they predict but students must really understand the text. If the students already understand the text it will be easier for the students in predicting/

4. Prediction

Predicting by using picture is a strategy which has a high possibility in helping students’ reading achievement. Prediction is the prior elimination of unlikely alternatives. It is the core of reading. All of our prior knowledge of places and situations enable us to predict when we read and thus to comprehend and enjoy what we read. Predicting brings potential meaning to text and reducing ambiguity. The predicting strategy activates students’

prior knowledge and starts engagement with key concepts. It 6 activates prior knowledge and shows students that they were smart enough to figure things out in reading.

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Students can be able to brainstorm how the information fits in with their previous knowledge. They learn to make connections between their own prior knowledge and the ideas in the text. It is helpful for students to see that sometimes their predictions were off and they have to stop think and might be revise their prediction. Predicting and revising also assist students in thinking while they read, they paid attention to see whether they right in their prediction or not. Giving the students time to revise their prediction support them to reread an important component of completely comprehension.

According to Moreillon (2007:76) Predicting by using picture is a strategy which has a high possibility in helping students’ reading achievement. Through this strategy, students find clues or connecting points. All of our prior knowledge of places and situations enable us to predict when we read and thus to comprehend and enjoy what we read.

Predicting brings potential meaning to text and reducing ambiguity. The predicting strategy activates students’ prior knowledge and starts engagement with key concepts. It activates prior knowledge and shows students that they were smart enough to figure things out in reading.

5. Information

Information, in its most restricted technical sense, is a sequence of symbols that can be interpreted as a message. It is attributing inherent in and communicated by one of two or more alternative sequence or arrangements of something that produce specific effects.

B. Discussion

Based on finding, it can be seen that the first test result, there were 10 students or 28% gor score between 61-80, then 22 students or 61% got score between 41- 60, and the last 4 students or 11%gor score between 21-40. In fact, the students ability of the eight grade students class B at mtsS Al-Irsyadiyah Merangin Tabir Lintas is in criteria “fair”. Then, in test two the result was omprove about 8 students or 22% got score between 81-100, then 19 students or 53% got score

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between 61-80. 6 students or 17% got score between 41-60, and the last 3 students or 8% gor score between 21-40. In fact, the students ability of the eight grade students class B at MTsS Al-Irsyadiyh Merangin Tabir Lintas is in criteria

“good”.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

A. Conclusion

After conducting the research, some conclusions about the study of the students ability in predicting information of reading text were presented.

The first, the result of the students indecated the mean scre of students reading text ability was fair in the test and good in the second chance. The second, the researcher found the students problem in predictin information of reading text. Most of them are poor in predict the text and the way to arrange the words and paragraph. That is why they lost idea in answering the questions.

B. Suggestions

Since the result of a descriptive analysis of predicting information of reading text at MTsS Al-Irsyadiyah is good as well as their reading comprehension of the text, it is suggested that:

1. English teachers to use picture as their media in teaching reading to help the students develop their knowledge about the topic of the text.

2. The students to help their problem and their weakness in reading especially in comprehending a new text.

3. Other researchers to use this study as reference for further research.

Submitted as a Partial Fulfillment of the Requirements to Get Undergraduate Degree (S.1) in English Education.

A DESCRIPTIVE ANALYSIS OF PREDICTIN INFORMATION OF READING TEXT DONE BY EIGHT GRADES

OF ISLAMIC JUNIOR HIGH SCHOOL OF MTs S Al-IRSYADIYAH MERANGIN

TABIR LINTAS

A THESIS

Submitted as a Partial Fulfillment of the Requirements to Get Undergraduate Degree (S.1) in English Education.

BY

NURMI TE. 110 603

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2018

ACKNOWLEDGMENTS

MOTTO

ىَلَع ِرْدَبْلا ًةَلْيَل ِرَمَقْلا َلْضَفَك ِدِباَعلا ىَلَع ْمِلاَعْلا َلْضَف َّنِإَو ِبِك اَوَكْلا ِرِئاَس

DEDICATION

ABSTRAK

ABSTRACT

CONTENTS

LIST OF TABLES

LIST OF APPENDICES