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THE APPLICATION OF PREVIEW, READ, WRITE, AND

RECITE ( PRWR) METHOD TO IMPROVE STUDENT’S

ACHIEVEMENT IN READING RECOUNT TEXT

A THESIS

Submitted to the English Department of UNIMED Medan In Partial Fulfillment of the Requirement for

The Degree of Sarjana Pendidikan

BY:

RAHMAT NASUTION

Registration Number 209321055

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

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ABSTRACT

Nasution, Rahmat. 2014. The Application of Preview, Read, Write, and Recite (PRWR)

Method to Improve Student’s Achievement in Reading Recount Text . A Thesis. Faculty of

Languages and Arts. State University of Medan.

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TABLE OF CONTENTS

Pages

ABSTRACT... ...

i

ACKNOWLEDGEMENT ...

ii

TABLE OF CONTENTS ...

iv

LIST OF FIGURES ...

vi

LIST OF TABLE ...

vii

LIST OF APPENDICES ...

ix

CHAPTER I: INTRODUCTION ...

1

A.

The Background of the Study ...

1

B.

The Problem of the Study ...

3

C.

The Objective of the Study...

3

D.

The Scope of the Study ...

3

E.

The Significance of the Study ...

3

CHAPTER II: REVIEW OF LITERATURE ...

4

A. Theoretical Framework ...

4

1. Students Achievement ...

4

2. Reading ...

5

a. Reading Purposes ...

6

b. Reading comprehension ...

8

c. Types of reading ...

9

d. Principles of assessment reading ...

9

3. Methods ...

11

4. Genres of Text ...

12

5. Recount Text ...

13

a. The Generic Structure of Recount Text ...

13

b. Example of Recount Text ...

14

c. Types of Recount ...

15

d. The Grammatical Features of Recount Text ...

15

6. Preview, Read, Write, and Recite (PRWR) method ...

15

a. Preview ...

16

b. Read ...

17

c. Write ...

18

d. Recite ...

19

H. Conceptual Framework...

19

CHAPTER III: RESEARCH METHOD ...

21

A.

Research Design ...

21

B.

Subjects of Research ...

21

C.

The Instruments for Collecting Data ...

21

1. The instrument of Primary data ……… ...

22

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D. The Procedures of Action Research ...

23

E. Scoring Reading Recount Text ...

28

F. The Technique for Analyzing Data ...

28

CHAPTER IV: DATA AND DATA ANALYSIS ...

30

A.

Data ...

30

1.

Primary data ...

30

2.

Secondary data ...

32

a.

Interview ...

32

b.

Questionnaire ...

32

c.

Observation sheet ...

33

B.

Data Analysis ...

33

1.

Data Analysis of Primary Data ...

33

2.

Data Analysis of Secondary Data ...

36

a.

Interview ...

36

b.

Questionnaire ...

36

c.

Observation sheet ...

37

C.

Research Account ...

37

a.

Cycle I ...

37

1.

Planning ...

37

2.

Action ...

38

3.

Observation ...

38

4.

Reflection ...

38

b.

Cycle II ...

39

1.

Planning ...

39

2.

Action ...

39

3.

Observation ...

39

4.

Reflection ...

39

D.

Research Finding and Discussion ...

40

CHAPTER V: CONCLUSION AND SUGGESTION ...

41

A.

Conclusion ...

42

B.

Suggestion ...

42

REFERENCES ...

44

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LIST OF TABLES

[image:9.612.75.528.68.637.2]

Page

Table 2.1. Activities in Cycle I ... 24

Table 4.1. Students’ Score of Orientation Test, Test I, and Test II ... 31

Table 4.2. Master Students in Orientation Test, Test I, and Test II ... 34

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vi

LIST OF FIGURES

[image:10.612.92.532.86.631.2]

Page

Figure 2.1. The Generic Structure of Recount Text ... 14

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viii

LIST OF APPENDICES

Page

APPENDIX A: Lesson Plan ...44

APPENDIX B: Interview Sheet...63

APPENDIX C: Questionnaire Sheet...66

APPENDIX D: Questionnaire Score ...68

APPENDIX E: Observation Sheet ...70

APPENDIX F: Reading Test Cycle I ...71

APPENDIX G: Reading Test Cycle II...72

APPENDIX H: Key Answer Cycle I and Cycle II ...76

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CHAPTER I

INTRODUCTION

A. The Background of the Study

Reading is part of four skills, which is very important to be learnt and is

taught at formal education starting from elementary school up to Senior High

School level. Standard for reading in educational unit curriculum in Indonesia

(KTSP: Kurikulum Satuan Pendidikan) is expected to be able to comprehend the

meaning (sense) of both in the forms of recount, narrative, procedure, descriptive,

and report in daily life context. (BSNP, 2006, Petunjuk Teknis Pengembangan

Silabus, Jakarta: Departement Pendidikan Nasional)

Reading is also one of the skills that is tested in National Examination

(UN) as a passing standard in indonesia. If students’ reading skill is poor, they are

very likely to fail in their exam or at least they will have difficulty to make a

progress.

Based on the writer’s experience after conducting preliminary observation

to the first grade student of SMA Negeri 1 Kecamatan Delitua, Deli Serdang

2013, it was found that many students had difficulties to read some texts or any

material, and they didn’t know the function or differences between narrative and

recount text, some students even could not understand clearly what the goal of the

text book was, some students seem unintrested in reading the topic, they felt

bored. Their test results were low, and most of them got remedial learning to get

Minimum Completeness Criteria (KKM).

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Students’ difficulties occur either because of the teacher’s way of teaching

or less motivation in studying. Sharma (2008: 39) said that the learning of

language depend not so much on the number of years in studying but on the

motivation of the students, the type of teachers, method of teaching adopted, and

instructional material designed. In this case, teaching and learning will be

successful if they are supported by some factors such as the method that is used in

teaching English, completeness of teaching facilitation, interesting media, and

condition of school environment.

In addition, professional teachers must be able to solve the student’

problems they must understand and effectively upgrade their pedagogical and

subject matter knowledge based on their teaching emphases, they should not only

be intructional expert, but also models for social behaviour and learning

processes, they should motivate students to learn and achieve, and manage school

duties and classroom environment

In this study the writer tried to apply PRWR method to improve student’s

achievement in reading recount text. PRWR method stand for ( Preview, Read,

Write, and Recite ) is the study system of four-steps. The writer hopes through

PRWR method students are able to comprehend some texts easily, especially

recount text. Because in the PRWR steps students are invited to note active and

learn the material, on simple way are : Students preview the material then read it,

mark off what appear to be important ideas, and write the notes, at last student

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B. The Problem of the Study

The problem of the study is formulated as follow:

“Is students’ achievement in reading recount text improved by the application of

Preview, Read, Write, and Recite (PRWR) method?”

C. The Objective of the Study

In line with the problem, the objective of the study is to find out whether the

applications of Preview, Read, Write, and Recite (PRWR) method improve

students’ achievement in reading recount text.

D. The Scope of the Study

This study focuses on improving student’s reading achievement particularly

reading recount text through the application of Preview, Read, Write, and Recite

(PRWR) method.

E. The Significance of the Study

Findings of this study are expected to be useful for:

a. English teachers to use certain method to improve students’ reading

achievement.

b. English learners to improve their reading skill and to enlarge their

knowledge about recount text.

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CHAPTER V

CONCLUSION AND SUGGESTION

A.Conclusion

Based on the discussion on the previous chapters, the writer concluded that

reading is which one an important skill that should be mastered by the students

and reading skill is tested in national examination (UN). In addition teacher

need some factors such as method to advance student’s achievement, that’s

way through this paper the writer would like to discuss and suggest PRWR

method as which one alternative that can be applied by the teacher in class

room.

After analyzing the data, it was found that the application of PRWR

method in reading recount text helped students to improve student’s ability.

The total average scores of the students increase, it could be seen from the

comparison of result in the Orientation Test and the cycle Test I and Test II.

There were only 9 students who had passed minimum criteria KKM in

orientation test (75). The improvement showed that in cycle I and II, based on

the total average score it was 16 (42,4%) up to 26 (78,7%) in cycle II, beside

that PRWR Method made teaching-learning process enjoyable and decreased

students boredom in studying English. Findings showed that the achievement

of the first year student of SMAN 1 Delitua class X-8 in reading recount text

was improved.

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B. Suggestion

After finding the result of the observation, some suggestions are given as follow.

1. It is suggested in teaching reading, the English teacher might be

considered to use PRWR method as one of alternative strategies since the

result can improve the reading ability.

2. In implementing PRWR method, the English should be able to create

interesting classroom for students and teacher needs to apply the steps

correctly in order that this method runs well.

3. Teacher need to give a variety of teaching methodology which is

appropriate to the material to keeps students active and interest to follow

English lesson, in this case the writer suggests to use PRWR method in

teaching reading recount text

4. Teacher has to give attention in their weaknesses, to make students feel

appreciated to the teacher.

5. Last but not least, the teacher needs to give more attention to time

management, to students and their weakness. To have students feel

appreciated, the teacher has to give reinforcement in every occasion to the

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43

REFERENCES

BNSP. 2006. Petunjuk Teknis Pengembangan Silabus Dan Contoh/ Model Silabus SMA/MA Mata Pelajaran Bahasa Inggris. Jakarta: Depdiknas.

Brown, H. Doughlas. 2004. Language Assessments – Principles and Classroom Practices. London: Longman.

Fredrica L. Stoller, William Grabe. 2001. Teaching and researching reading. London : longman.

Gerrot, L & Wignell, P.1994. Making Sense of Functional Grammar. Cammeray: antipodean educational enterprises.

Harmer, Jeremy. 2003. The Practice of language Teaching. London: Longman.

Hornby, A. S. 1995. Oxford Advance Learner’s Dictionary of Current English – Fifth Edition. London: Oxford University Press.

Kemmis, S & Mctaggart, R.1988. The Action Research Planner. Third edition Geelong: Deakin university.

Langan John. 2002.reading and study skill. Seventh edition. United states : Mc Graw Hill.

Pardiono. 2007. Teaching genre based writing – pasti bisa. Yogyakarta: Andi Yogyakarta.

R. Tomal Daniel. 2010. Action research for educators - second edition United States of America. Rowman & Littlefield Education.

Serravallo, Jennifer. 2010. Teaching reading in small group - differentiated instruction for building strategic, independent reader. Portsmouth: Heinemann.

Sharma, Ram Kumar. 2008. Problems and Solutions of Teaching English. New Delhi: Commonwealth.

Westwood Peter. 2008. What teachers need to know about reading and writing difficulties. Australia: Ligare.

Gambar

Table 2.1. Activities in Cycle I  ......................................................................
Figure 2.1. The Generic Structure of Recount Text ......................................

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