THE USE SYNONYM AND ANTONYM CONTEXT CLUE TO IMPROVE READING COMPREHENSION ABILITY AT THE TENTH GRADE OF
SMA PURNAMA TRIMURJO CENTRAL LAMPUNG
By :
HENI NURUL FADILAH Student Number: 1501070175
Tarbiyah and Teacher Training Faculty English Education Department
THE STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO 1441 H/ 2019 M
Presented as a partial Fulfillment of the Requirements for the degree of Sarjana Pendidikan (S.Pd)
in English Education Department
By :
HENI NURUL FADILAH Student Number: 1501070175
Tarbiyah and Teacher Training Faculty English Education Department
Sponsor : Dr. Mahrus As’ad, M.Ag Co-Sponsor : Ahmad Subhan Roza, M.Pd
THE STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1441 H / 2019 M
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BY:
HENI NURUL FADILAH
The purpose of this research was to know the improving student‟s reading comprehnsion ability by using synonym and antonym context clue. The focused on this research is student‟s reading comprehnsion ability. It is related to the problem identification that the students have difficulties in understanding the meaning of the words. Using synonym and antonym context clue strategy can be alternative in order to build the student‟s active can also improve student‟s reading comprehnsion ability.
The kind of this research was classroom action research (CAR) which was conducted in two cycles. Each cycle consists of planning, acting, observing and reflecting. In this research the students were given pre test before treatment and post test after treatment. The object of this research was 29 students in IPA and IPS class at the tenth grade of SMA Purnama Trimurjo Central Lampung. In collecting the data the researcher used test (pre test, post test 1 cycle 1 and post test 2 cycle 2), observation, field note, and documentation.
The result of this research showed that synonym and antonym context clue strategy had positive role in improving the reading comprehension ability at the tenth grade of SMA Purnama Trimurjo. It can be proved by the students‟average score from pre test to post test. The average score in pre test was 49,93 and in post test was 65,37 became 77,10 in post test 2. It means that the using of synonym and antonym context clue strategy in reading especially descriptive text can improve the students‟ reading comprehension ability at the tenth grade of SMA Purnama Trimurjo Central Lampung.
(Keyword: reading comprehension ability, synonym and antonym context clue strategy, Classroom action research)
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OLEH
HENI NURUL FADILAH
Tujuan dari penelitian ini adalah untuk mengetahui kemampuan pemahaman membacaan siswa dengan menggunakan sinonim dan antonim petunjuk konteks. Pada penelitian ini untuk mengetahui kemampuan pemahaman membacaan siswa, Hal ini terkait dengan identifikasi masalah bahwa siswa mengalami kesulitan dalam memahami arti dari kata. Dengan menggunakan strategi sinonim dan antonim petunjuk konteks dapat menjadi strategi alternatif untuk membangun keaktifan siswa juga dapat meningkatkan kemampuan pemahaman membaca siswa.
Jenis penelitian ini adalah tindakan kelas penelitian yang dilakukan dalam dua siklus. Setiap siklus terdiri dari perencanaan, bertindak, pengamatan dan refleksi. Dalam penelitian ini siswa diberikan test awal sebelum pelaksanaan penelitian dan tes akhir. Objek dalam penelitian ini terdiri dari 29 siswa kelas sepuluh kelas IPA dan IPS SMA Purnama Trimurjo Lampung Tengah. Dalam mengumpulkan data peneliti menggunakan tes (pre test siklus 1, post test siklus 1 dan post test siklus), pengamatan, catatan lapangan, dan dokumentasi.
Hasil penelitian ini menunjukkan bahwa strategi sinonim dan antonim petunjuk konteks memiliki peran positif dalam meningkatkan kemampuan pemahaman membaca siswa kelas kesepuluh SMA Purnama Trimurjo. Hal ini dapat dibuktikan berdasarkan nilai rata-rata mereka mulai dari pre-test menuju post-test. Nilai rata-rata siswa pada saat pre test adalah 49, 93 dan Post 65, 37 menuju 77, 10 di post test 2. Ini berarti bahwa penggunaan strategi sinonim dan antonim petunjuk konteks dalam membaca teks descriptif dapat meningkatkan kemampuan pemahaman membaca siswa kelas sepuluh SMA Purnama Trimurjo Lampung Tengah.
(Keyword: kemampuan pemahaman membaca, sinonim dan antonim Petunjuk konteks, dan Penelitian tindakan kelas (PTK) )
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Allah will increase the people who believe between you and the people who are given knowledge.
(Al-Mujadalah:11)
Opportunities don’t happen,, You create them.
(Chris Grosser)
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My beloved parents, Mr. Marsiman and Mrs. Sunariyah who always support me in their endless love.
My lovely best friends and boy friend who have given me support and always beside me everyting.
My Lovely Family in My Booarding House and My lovely Classmates in TBI C Class.
My beloved almamater The State Institute for Islamic Studies of Metro.
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ABSTRACT ... iii
ABSTRAK ... iv
RETIFICATION PAGE ... v
APPROVAL PAGE ... vi
NOTIFICATION PAGE ... vii
NOTA DINAS ... viii
STATEMENT OF RESEARCH ORIGINALITY ... ix
ORISINILITAS PENELITIAN ... x
MOTTO ... xi
DEDICATION PAGE ... xii
ACKNOWLEDGEMENT ... xiii
TABLE OF CONTENS ... xiv
LIST OF TABLES ... xvii
LIST OF FIGURES ... xviii
LIST OF APPENDICES ... xix
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problem Identification ... 6
C. Problem Limitation ... 7
D. Problem Formulation ... 7
E. Objective and Benefit of the Study ... 7
F. Prior Research ... 8
CHAPTER II THE REVIEW OF RELATED THEORIES A. The Conceptof Reading Comprehension Ability ... 11
1. Concept of Reading ... 11
a. Types of reading ... 12
b. Types of Teaching Reading ... 13
2. The Concept of Reading Comprehension ability ... 14
a. The Definition of Reading Comprehension Ability ... 14
b. Kinds of Reading Comprehension Ability ... 15
c. Indicators of Reading Comprehension Ability ... 16
d. Strategy of Teaching Reading Comprehension Ability ... 17
e. Measurement of Reading Comprehension Ability ... 19 xiv
1) Definition of Synonym ... 20
2) Definition of antonym ... 21
3) Definition of Context Clues Strategy... 21
4) Benefits of Context Clues Strategy ... 22
5) Types of context clue strategy... .. 23
6) The Procedure of Context Clues Strategy... 24
7) Indicator of Using Context Clues Strategy... 25
B. Action Hypotheses ... 26
CHAPTER III RESEARCH METHOD A. Variable and The Operational Definition of Variable ... 27
B. Setting of the Study ... 29
C. Subject of the Study ... 29
D. Subject of the study ... 29
E. Action Plan ... 30
F. Data Collection Technique ... 34
G. Research Instrument ... 36
H. Data Analysis Technique ... 36
I. Indicator of Success ... 37
CHAPTER IV RESULT OF THE RESEARCH AND INTERPRETATION A. Result of the Research ... 38
1. Description of Research Location ... 38
a. History of SMA Purnama Trimurjo ... 38
b. Vision and Mission of SMA Purnama Trimurjo ... 39
c. Quantity Students of SMA Purnama Trimurjo ... 40
d. The Condition of Teacher and Official Employers at SMA Purnama Trimurjo ... 41
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B. INTERPRETATION... 66 C. DISCUSSION ... 73
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ... 74 B. Suggestion ... 75 BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE
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Table 2 The result of Data pre survey...4
Table 3 Scoring Rubric Reading Comprehension ... 21
Table 4 Data of the Subject of the Research ... 30
Table 5 Total Students of SMA Purnama Trimurjo ... 42
Table 6 Condition of the Teacher and Official at SMA Purnama Trimurjo... 43
Table 7 Building of SMA Purnama Trimurjo... 44
Table 8 Students‟ Pre-test score... 48
Table 9 Frequency of students‟ score in Pre-test... 48
Table 10 Frequency of students‟ score in Pre-test... 52
Table 11 the Frequency of Students‟ Score in Post-test 1... 53
Table 12 the Students‟ Activities Observation in Cycle I... 54
Table 13 the Frequency Students‟ Activities in Cycle I... 55
Table 14 the Comparison Between Pre-test and Post-test I Score in Cycle I... 56
Table 15 the Comparison of Students‟ Pre-Test and Post-Test I in Cycle I... 57
Table 16 the Students‟ Post Test II score... 59
Table 17 the Frequency of Students‟ Score in Post-test 1I... 60
Table 18 the Students‟ Activities Result in Cycle II... 61
Table 19 the Frequency Students‟ Activity in Cycle II... 62
Table 20 the Comparison Between Post-Test I Score and Post-Test II Score... 63
Table 21 the Comparison of Students‟ Score in Post-test I and Post-Test II... 64
Table 22 the Comparison of Pre-Test, Post-Test I in Cycle I and Post-Test II in Cycle II... 67
Table 23 the Comparison of Students‟ Pre-Test, Post-Test I Score in Cycle I and Post-Test II Score in Cycle II... 68
Table 24 the Precentage of Students Activities in Cycle I and Cycle II...69
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Figure 2 Organization of SMA Purnama Trimurjo ... 43
Figure 3 the Sketch of SMA Purnama Trimurjo ... 44
Graph 4 The graph of students‟ score at pre test... 47
Graph 5 The graph of students‟ score at post test 1...52
Graph 6 The graph of students‟ activity in cycle 1...55
Graph 7 The Graph of Students‟ Pre test and Post test 1...57
Graph 8 The Graph of Students‟ Score at Post test 2...61
Graph 9 The Graph of Students‟ Activity in Cycle 2...63
Graph 10 The Graph of Students‟ Post-Test I and Post-Test II...65
Graph 11 The Graph of Students‟ Pre Test, Post-Test I and Post-Test I...70
Graph 12 The Graph of Students‟ Learning Activity in Cycle I and Cycle II...71
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2. Lesson Plan
3. Instrument Pre Test
4. Instruments Post Test Cycle 1 5. Instrument Post Test Cycle 2 6. Key Answer
7. Attendence list
8. Observation Sheet of Teacher Activities 9. Field Note
10. Students Score
11. Documentation of Research 12. Research Letter
13. CurriculumVitae
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CHAPTER 1 INTRODUCTION A. Background of the Study
Language is the system of sounds and word used by humans to express their thoughts and feelings. A language functions as a means of communication. It is the representative of ideas that human beings have in mind, therefore, human beings can share and grasp ideas one another in the way of communication. Language is considered as a tool of communiation and language cannot be separated from community, but we can communicate with others by using language. Actually, we cannot understand what the other people say if we do not know the language and we need language not only for getting science and technology, but also to make our communication was getting better. Therefore, the researcher thinks how important the language and human life.
English was not only used as a means of communication but also as a subject learned at schools in Indonesia. In learning English, students have to learn and practice the four skills; listening, speaking, reading, and writing.
Listening and reading skills are regarded as receptive skills because they involve receiving messages while speaking and writing skills were considered to be productive skills because they involve language production. All of those skills were essential in learning English language. But in this paper, the researcher focuses in reading skill.
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In relation study reading, reading is one of the language skills that it should be mastered by students. As one of the language skills, reading has important role used to understand the texts. Reading is not a passive skill because it needs the active interaction among the reader‟s prior knowledges.
The good prior knowledge influences the comprehension of the reader. It needs more understanding to get the message or information from the texts.
Next, reading is one important skills in learning English mainly in the school. For the beginner, reading is considered mainly with learning recognize the printed symbols that represent language and to respond their intellectual and emotional when the teacher asked about content of the text that they have read. Because, some students still find difficulties to improve their reading skill because the material for reading was not interesting for them.
However, reading is not an easy skill because it requires highly concentrate of the reader. There are many problems faced by the reader to achieve the purpose of reading, such as reading habit, learning style, vocabulary mastery and motivation. It is hard to the readers to comprehend the text without having good reading habit, learning style, vocabulary mastery and motivation.
In addition reading requires skills. Students in EFL (English as Foreign Language) class should have reading skills in order to be able to comprehend the materials or sentence they read. One of reading skills is men-decode skill.
When someone reads and answers a question, he or she men-decode the words to get their meanings. Students as the readers should know the meaning of each
sentence to attain comprehension. However, there is a problem when students do not know the meaning of certain words that are not familiar to them. As a result, it is difficult for them to comprehend the sentence.
In this case, the problems of reading comprehension ability were found by the researcher as the result of pre-survey conducted on April 29, 2019 at the tenth grade of SMA Purnama Trimurjo Central Lampung. In the pre-survey the researcher distributed the reading comprehension ability question in form of multiple choice test which consist 10 items students of the tenth graders.
Moreover, the researcher got the data from the students‟ score on pre survey of reading comprehension ability at SMA Purnama Trimurjo. The pre survey has been done on April 29, 2019. The table below was the data:
Table 1
The data of Pre-survey students Reading Comprehension Ability at the Tenth Grade of SMA Purnama Trimurjo Central Lampung
No Name Score grade Category
1 BA 40 Incomplete
2 DAK 50 Incomplete
3 EF 50 Incomplete
4 EH 50 Incomplete
5 FA 40 Incomplete
6 FS 60 Incomplete
7 HC 60 Incomplete
8 JFD 70 Complete
9 JK 50 Incomplete
10 KW 50 Incomplete
11 LS 30 Incomplete
12 MEI 30 Incomplete
13 MS 30 Incomplete
14 NFS 60 Incomplete
15 OJI 50 Incomplete
16 PA 30 Incomplete
17 PS 60 Incomplete
18 RA 70 Complete
19 RD 30 Incomplete
20 RDS 50 Incomplete
21 ROH 70 Complete
22 RRU 30 Incomplete
23 SA 30 Incomplete
24 SBA 30 Incomplete
25 SBW 60 Incomplete
26 SMR 60 Incomplete
27 THP 40 Incomplete
28 TRI 70 Complete
29 YDS 70 Complete
Source: The result of pre survey which was conducted on April 29, 2019 at the tenth grade of SMA Purnama Trimurjo Central Lampung.
The researcher got the data from the result of students; score on pre survey of reading comprehension ability task at SMA Purnama Trimurjo. The pre survey has done on April 29, 2019.
Table 2.
The result of Data pre survey of Students’ Reading Comprehension at the Tenth Grade of SMA Purnama Trimurjo.
No Score Category Frequency Percentage
1 < 70 Incomplete 24 83%
2 >70 Complete 5 17%
3 Total 29 100%
Source: pre survey that the researcher conducted
Based on the table above it can be inferred that the students for the level of English reading comprehension ability at the tenth grade of SMA Purnama Trimurjo Central Lampung. There are 5 students who were get the result between > 70 included the passed category (17%). Then, students which < 70 there are 24 students who are included the lowest catogory (83%).
Furthermore, with the Minimum Mastery Criteria (MMC) for English lesson is 70, so the students have score appropriate with MMC were 5 students.
Based on the pre survey, the researcher found that one of the problem faced by students was they often find difficulty in comprehending the text,
because the students do not know the meaning of unfamiliar words on the text.
The explained some problems of the students in learning English. The students are often difficult to guess or know the new vocabulary and unfamiliar.
Moreover, if students find this kind of matter in the form of context clues then students tend to answer that question without thinking. Then in terms of context clues, this learning method is classified as a teaching method that is relatively seldom used. The researcher were less aware of the importance strategy of context clues to understand a sentence or text English reading requires a good understanding.
There are some strategies in teaching reading comprehension ability. They are activating background knowledge, questioning, searching for information, summarizing, and etc. The researcher must able to make variations and choose the suitable strategy in order to attact student‟s interest in reading for this purpose. The researcher proposes a strategy named synonym and antonym context clue strategy to prove long-term support for students development in reading comprehension ability.
The context clues are clues that the writers gives intentionally or incidentally in the text to help the learners understand a difficult or an unfamiliar word. Four types of context clues that are quite common that then will be studied in this research, namely: synonym, antonym, explanation and example. The researcher by using context clues synonym and antonym strategy because can make students to understand the meaning of a context in
reading text. The use of context clues could be on of the best ways to improve student‟s reading comprehension.
Based on the explanation, the researcher wants to present the study entitled:
“THE USE OF SYNONYM AND ANTONYM CONTEXT CLUE STRATEGY TO IMPROVE READING COMPREHENSION ABILITY AT THE TENTH GRADE OF SMA PURNAMA CENTRAL LAMPUNG”.
B. Problem Identification
Inferring to the background of the study above, the researcher identified some problems as follows:
1. The students have not more motivation to read a English text.
2. The students lacked of mastering the vocabularies.
3. The students had low in reading comprehension.
4. The students were difficult to comprehend in finding detail information of the text.
C. Problem Limitation
Based on the problem identification above, the researcher will be solving the problem that was focused on “The students lacked of mastering the
vocabularies”. The researcher used synonym and antonym context clue strategy in this research.
D. Prablem Formulation
Concerning with the background of the study above, the researcher formulated the problem as follows:
“Can the use of Synonym and Antonym Context Clues Strategy Improve Reading Comprehension Ability at The tenth grade of SMA Purnama Trimurjo Central Lampung”?
E. Objectives andBenefits of the Study 1. Objectives of the research
Based on the problem formulation above, the researcher aims to show that synonym and antonym context clue strategy can improve reading comprehension ability at the tenth grade of SMA Purnama Trimurjo Central Lampung.
2. Benefits of the Study a. For the Students
1) To improve the student‟s English synonym and antonym.
2) As a contribution for the students to improve their reading comprehension.
3) As information to know the roles of English learning.
4) To enable the students to comprehend the passage.
b. For the school
1) To give information to English teacher that context clues strategy can be effective strategy to improve students‟ reading comprehension.
2) The researcher can be used as information to improve quality of English learning in the future.
3) To help the English teacher find out an appropriate strategy to handle students‟ reading comprehension.
c. For the teachers
1) As confirming the previous theory about reading subject.
2) As a recommendation for the teacher in solving problem that possibly appears in teaching reading subject effeciently.
d. For the writer
As a suggestion for other writers to add their knowlegde about how teaching reading well.
F. Prior Research
The researcher entitle the use of using synonym and antonym context clue toimprove reading comprehension ability at the tenth grade of SMA Purnama Trimurjo Central Lampung doesn‟t conduct yet by the researcher. The research found some similar research entitle context clues:
The previous research under title is Increasing the Students’ Reading Comprehension Through Contextual Clues Strategy at the eleventh graders of
SMA N I Seputih Agung in the academic year 2012/2013.1The research was written by Elva Dwi Hari Suyanto from State Islamic Institute of Metro.2The result is the are research action classroom of reading comprehension that output by contextual clues that is increasing for students, different test, which used contextual clues for example: synonym, antonym, example and explanation. The result of this study showed that there are several common problems or difficulties faced by students such as: analyzing the reading text, allocating their time to study English outside the school because, they prefer doing other activities and understanding the meaning of sentences and words caused lack of vocabulary mastery and some words.
Moreover, the corelation between this title and the second title is about classroom action research and classroom action research, there is use cycle one and cycle two, the second title use context clue, while title one by using synonym and antonym context clue.
Furthemore, entitle The Effect of Context Clues in Reading Comprehension of the Eleventh Grade Students at SMA Negeri 3 Palangkaraya.3 The research defined the effect which is commonly in context clues toward reading comprehension result at the eleventh grade students SMA Negery 3 Palangkarya. This title, there are bab I consist of background of the
1Elva dwi Hari Suyanto, “Increasing The Students’ Reading Comprehension Through Contextual Clues Strategyat the eleventh graders of SMA N I Seputih Agung in the academic year 2012/2013”, STAIN Jurai Siwo Metro.
2Loyola Innaci, and D. Praveen Sam, Journal Of English Language And Literature (JOELL), “Using Context Clues As A Vocabulary Learning Strategy: An Experimental Study”, Vol.4 Issue 3 2017
3Ahmad Suri, “The Effect of Context Clues in Reading Comprehension of the Eleventh Grade Students at SMA Negeri 3 Palangkaraya”, 2015, IAIN Palangkarya.
study, problem of the study, objectives of the study, significance of the study, variable of the study, assumption, hypothesis, scope and limitation, definition of key term, and framework of discussion. So, this title many structure and detail for paragraph.
Next, which title Improving the Students Reading Comprehension By Using Circ Strategy at the Eight Grade of Smpn 10 Metro in Academic Year of2016/2017.4According to Karen Tankersley reading is complex process made up of several interlocking skills and processes. Many definition about reading but reading is one of basic skills that have a positive effect, because in reading the students not only get the information of the text but also increasing their vocabulary knowledge on their spelling and on their writing though reading.
This title by using classroom action research and circ strategy, many time and calculation, so this title different research, students is junior high school and used circ strategy. But also having similarity that is skill reading comprehension.
4Indartiana, “Improving the Students Reading Comprehension By Using Circ Strategy at the Eight Grade of Smpn 10 Metro in Academic Year of2016/2017”, State Islamic Institute of Metro.
CHAPTER II
REVIEW OF THE LITERATURE A. The Concept of Reading Comprehension
1. The Concept of Reading
Terminologically, there were so many experts that have different definitions for reading, but there the researcher will take several definition according to the experts as follows:
According to Anthony, reading is the process of composing meaning through dynamic interaction between the existing knowlegde of the reader, the information recommended by the printed language, and the context of reading situation.5 In order word, in the process of composing meaning, there are many interaction which are involved namely the reader prior knowledge, information of the text, and how the context when the reader are reading.
Anderson explains that reading as making meaning from written texts.6 Is means that to get the meaning, the reader should think and comprehend about the content of the text.
Alfassi states that reading is a complex cognitive activity is required to get notice in society.7 It can be said that reading was much needed because it can help someone to find a lot of information in the social life.
5Thomas S.C. Farrell, Planning Lesson For a Reading Class, (Singapore: SEAMEO Regional Language Center, 2002), p.1.
6Abbas Pourhosein Gilakjani,”How Can Students Improve Their Reading Comprehension Skill?”, journal of studies in education, ISSN 2162-6952, 2016,Vol. 6, No. 2
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Furthemore, Caroline T Linse states that reading is a set of skills that involves making sense and driving meaning from the printed word.8 It can be concluded that reading is a complex activity process which very important involving the language and thought in order to get meaningful message, science or information sent by the writer through printed langauge such as graphic symbols, written verbal symbols.
a. Types of Reading 1) Modals of Reading
There are three modals or reading as follows:
a) Top-down model
The top-down modal is the smaller units of a text like letters, words, phrases and sentences. Is means that the reader reads all of the words in a phrase, or a sentence before understanding.
b) Bottom-up modal
Bottom-up modal is a reading modal which suggests that a reader reads the words, and sentences and looks at the organization of the text without relating it to experience or prior knowledge in order contruct meaning from what was written in the text, meaning depends both on vocabulary and syntex.9
7 Mahdieh Naseri, “The Relationship Between Reading Self-efficacy Beliefs, Reading Strategy Use and Reading Comprehension Level Of Iranian EFL Learner” in World Journal OF Education, (Iran: Sistan and Balouchestan University), Vol. 2 /April 2012, p. 64.
8 Caroline T Linse, Pracitical English Language Teaching: Young Learners (Amerika:
McGrawHill. 2005). P. 69
9Thomas S.C. Farrell, Op. Cit, p.3
c) Interactive modal
Interactive modal is reading modal which argues that bot top-down ang bottom-up down reading processes occur when person reads a text. It means combination between top-down and bottom-up process.10
b. Types of Teaching Reading
In teaching reading can be distinguished as follows:
1) Reading aloud
In reading aloud students read a text correct spell, it use look and ways technigues students spell words, phrase, sentence, intonation correctly.
2) Silent reading
It means student read a text voicless and train the students to focus on the text, so the students can understand the text.
3) Reading comprehension
The reading comprehension is th process eliciting and making meaning through interaction and involvement with written language. The purpose is to get an understanding of the text rather than to acquire meaning from individual words or sentences.11 4) Independent Reading
Independent reading can be taught it the students have understood the reading aloud, silent reading and reading
10 Abbas Pourhosein Gilakjani,”How Can Students Improve, p. 232
11 ibid
comprehension. In this level students guess the meaning of the text suitable with the context.12
The researcher chooses to teach reading comprehension. Reading comprehension offers a tool for judging the level of passege or understanding while reads. The students not only read the text but also understand the intent meaning of the text. Skill of reading comprehension distinguishes an activite reader from a passive reader who just raed the text without getting is meaning.
2. The Concept of Reading Comprehension Ability a. Definition of Reading Comprehension Ability
According to Carroline T.Linse reading copmprehension refer to reading for meaning, understanding an entertaiment.13Moreover, According to Jane Oakhiil defined reading comprehension is necessarily dependent on at least adequate word reading. It means that the readers cannot understand a whole text if they cannot identify the word in the text. as the process of creating meaning from text.14
Douglas Brown states that reading comprehension is primarily a matter of developing appropriate, efficient comprehension strategies. 15 it means that reading comprehension purpose is to efficiency of reading,
12 Kasihani K.E. Suyanto. English For Young Learners, (Jakarta: Bumi Aksara. 2007). P 64-66
13 Caroline. T. Linse, Op.Cit., p. 71
14Jane Oakhiil, “Understanding and Teaching Reading Comprehension “(new york:
Routledge. 2015). P. 1
15 H. Douglas Brown, teaching By Principles An Interactive Approach To Language Pedagogy Second Edition (San Francisco State University 2001), p. 306
furthemore, in reading activities, students should have good reading comprehension to get information from the reading text.
Then, according to Snow reading comprehension is a processs of simultaneously extracting and constructing the meaning through interaction and involvement with the text.16
Next, according to Gary Woolley Reading comprehension is the process of making meaning from text.17 Is mean that the purpose of reading comprehension was to get an understanding of the text rather than to acquire meaning from individual words or sentences.
Based on explanation above, it can be inference that reading comprehension is the activities that require the reader meticulously in order to understand the total meaning of a reading selection. In reading comprehension the learners were trained to obtain the information from the text so learners understand what they read.
b. Kinds of Reading Comprehension Ability
According to NB, Smith in Albert Josiah Harris reading comprehension were classified in four main heading, they are:
a. Literal comprehension
The skil of this level is getting pimary, it means that literal meaning.
b. Interpretation
Interpretation comprehension is probe for greater depths of meaning.
16Catherine Snow, Reading for understanding toward an R&D Program in Comprehension , (RAND EDUCATION, 2002), p. 11.
17 Gary Woolley, Reading Comprehension Assisting Children with Learning Difficulties, (Australia: Springer, 2011), p. 15.
c. Critical reading
In this level evaluate and pass personal jugment.
d. Creative reading
In creative reading starts with an inquiry and goes beyond implications derived from the text.18
In this research the researcher attention literal comprehension.
This level makes at least cognitive demand on the reader. Literal comprehension question need bo be asked because factual information in the main focus on reading material. Literal comprehension examines how well the students can identify and understand information that is directly stated in a text. So the more we read the more we get information that contributes a great advantage in our life, such as gaining success in school for student.
c. Indicators of Reading Comprehension Ability
There are some indicators of literal reading comprehension that should be followed, they are:
1) The students are able to find out the factors from the text.
2) The students are able to find out the details from the text.
3) The students are able to find out the role learning.
4) The students are able to memorize the meaning of the text.
5) The students are able to find out the main idea from the text, for example “what is the main idea of the text?”.
18Albert josiah harris, How To Increase Reading Ability, (United States Of America: The Alpine Press, 1984), p. 477-478
6) The students must have surface understanding in reading text.19 d. Strategy of Teaching Reading Comprehension Ability
There are some strategies in reading comprehension that can be used to help the readers comprehend the text. Those strategies can be explained as follows:20
1) Identifying the purpose in reading
Efficient reading consists of clearly identifying the purpose in reading something. By doing so, the readers know what they are looking for and can weed out what information would be taken of the text, the reader should determine their purpose in reading.
2) Predicting
The strategy gives students opportunities to activate prior knowledge as they consider what they know about the subject (prior knowledge), what they would like to learn (goal), and later, what they comprehend and learned.21
3) Skimimng
Skimming is moving our eyes quickly through the whole page or text to get a general sense of what it is all about. It is a very rapid reading used in identifying the main ideas of a text.22
19 Harris j Albert and Edward rsipay, How To Increase Reading Ability, (Longman: New York dan London, 1985), p. 44
20 Douglas Brown,Op. Cit, P. 306
21 Judy Willis, Teaching the Brain to READ, (Virginia USA: Association for Supervision and Curriculum Development, 2008), p. 133.
22 Bahir Dar, “The Art Of Preview In Appropriate Teaching/Learning Material Selection”, An International Journal Of Arts And Humanities, (University of Port Harcourt, Port Harcourt, Rivers State, Nigeria), Vol. 3 (3), S/No 11, ISSN: 2225-8590 , 2014. P. 213-220
4) Scanning
Scanning is a device used to locate details-specific information that may be asked at the end of the assignment.23It means that scanning is reading the text quickly to find specific information without reading every word in the text.
5) Guessing meaning of unknown words using contextual clues
Sometimes students may need to guess the meaning of a word they do not know while reading a text because they have no dictionary or they are in an examination type situation.
6) Identifying topic and main ideas
Farrel reomended to identfying topics and main ideas, there are some developmental order that should be done by the reader, as follow:
a) Finding the topic from a list of words b) Recognizing the topic of a paragraph c) Identifying the main idea or a passage.
7) Analyzing vocabulary
One way for learners to make guessing pay off when they don‟t immediately recognize word is to analyze it in terms of what they know about it.
a) Look for prefixes (co-inter-etc) b) Look for suffixes (tion-ally, etc)
23 Iwan fauzi, “The Effectivenes Of Skimming And Scanning Strategies In Improving Comprehension And Reading Speed Rates For The Students Of English Study Program”, REGISTER journal, ISSN: 1979-8903; 2503-040X, Vol. 11, No 1, 2018, p. 101-120
c) Look for roots that are familiar.
d) Look for grammatical contexts that may signal information.
e) Look at the topic for clues. In order word, to understanding unknown words, the reader or the learner can use alternative way such as: analyze prefixes, suffixes, root words, grammatical context, and the topic of the text.
e. The Measurement of Reading Comprehension Ability
To know the achievement of reading comprehension ability should be measured use the assessment of reading. There are some viarieties of questions forms which can be used namely:
a) Pronominal Questions Imperatives
The questions equire learners to make a written answer which can range length from a single word to several paragraph. Ussualy for comprehension, short are required and these forms of questions are called short answer question.
b) True/false, Yes/No, Alternative Question, Multiple choice
In these question the answer is contained within the questions or intructions. Multiple choice question focus on detail and more general aspect on the text. The correct answer is not always shorter or longer than the distractor.
c) Transfer Information
To measure the students comprehension the teacher can use Incomplete information diagram in reading assessment. The learners read the text and fill in the diagram with short notes.24 f. The Scoring of Reading Comprehension Ability
To know achievement of reading comprehension should be measured by using assessment of reading. There are the measurements of reading comprehension related to Grenall and Swan, as follows;25
Table 3
The Measurement of Reading Comprehension
No Criteria Score
1 Students can identify the meaning of the ideas in the text
0-25 2 Students can identify the commucatie
purpose of the text
0-15 3 Students can identify main ideas of the
text 0-25
4 Sudents can identify information contained in the text
0-35
Total 100
3. The Concept of Synonym and Antonym Context Clues Strategy a. Definition of Synonym and Antonym Context Clues Strategy
1) Definition of Synonym
24 I.S.P Nation, Teaching ESL/EFL Reading and Writing, /9New York : Routledge, 2009), p.77-79
25 Simon Grenall and Michael Swan, Effective Reading Skill For Advenced Students:
Teacher’s Book, (USA; Combridge University Press, 1994), p. 34
According to Saeed, synonym can be defined as a kind of sense relationship between words, in which such words exhibit similiar basic senses.26 Is means that synonym is not only familiar words for students, but also can help students understand the reading text and have some information. According to Hancock “a synonym is one of two or more words that have the same or similar meaning.27
2) Definition of Antonym
According to Deese, antonym is defined as the oppositeness between words.28 Is means that antonym is a semantic relationship between two fruits unit speech whose meaning states the opposite, or contrash between one and other.
3) Definition of Context Clues Strategy
Context Clues are hints which are found around unfamiliar words or phrases in form of words or phrases in sentence or paragraph. Schmitt and McCarthy say that it is more efficient to spend class time on the strategy of guessing from context.29Using Context clues will help students in understanding of difficult or unfamiliar words. It means the students will easy in comprehend the various English text.
26 Majed Alanazi, On The Production of Synonyms By Arabic-Speaking EFL Learners, International Journal Of English; vol, 7, no, 3; 2017, ISSN1923-869, P,17-23
27Fariska Wulandari,”The Use Of Context Clues In Improving Students’ Reading Ability
“,Jurnal Pendidikan Bahasa, Vol. 6, No. 2, Desember 2017
28Ibid
29Nurul Fitriyah Almunawaroh, “Teaching Vocabulary Through Context Clues Strategy”, English Empower November 2016
Moreover, context clues are clues that the author gives intentionally or incidentally in the text to help the learners understand a difficult or an unfamiliar word.30 Most importantly, the learners not only understand the meaning of the words but they also understand the contextual use of the words. Then, the meaning of an unfamiliar word often can be guessed by analyzing the sentences around it. The authors often provide clues in text that enable reader to understand the meaning of an unfamiliar word without having looked up the dictionary.
Next, according to Cooper said that when readers use the familiar words around and an unknown word in a sentence, paragraph, or longer text to figure out either the pronunciation or meaning of the unknown word, they are using context clues.31 So, synonym and antonym context clues strategy can be defined as a learning strategy that is applied by learners as a attempt to achieve learning objective in reading comprehension ability. The learner activities his background before reading a passage to make easy his comprehending the contenx of the passage.
30D. Loyola Innaci , D. Praveen Sam, “Using Context Clues As A Vocabulary Learning Strategy: An Experimental Study”, Journal Of English Language And Literature (JOELL) An International Peer Reviewed Journal, issn: 2349-9753, Vol.4 Issue 3 2017
31 Cooper, J. D. Improving Reading Comprehension. Boston: Houghton Miffin Company, 1986, P. 166.
4) Benefits of Context Clues Strategy
There were many benefits by using contextul clues strategy in reading as follows:
1. Context clues can help the reader build on the new vocabulary they have in order to learn the meaning of words they do not know.
2. Context clues help readers decide how to pronounce word.
3. Context clues help the students need good vocabulary knowledge to be able to successfully derive word meanings from context.”
It can be understood that by using context clues, the readers can find the meaning of diffcult words easily and understand the author‟s idea accurately.
5) Types of Context Clues Strategy
In discussing the contextual clues, Joffe gives four types of contextual clues that are quite common that then will be studied in this research, namely:
a) Synonym : The sentence uses a similar word to help explain the meaning of the vocabulary word.32 synonym is used in the sentence. My opponent‟s argumentis fallacious, misleading, plain wrong.
32 D. Loyola Innaci and D. Praveen Sam, “using context clues”, p. 4
b) Antonym : a word or group of word that has the opposite meaning reveals the meaning of an unknown word. Although some men are loquacious, others hardly talk at all.
c) Explanation : the unknown word is explained within the sentence or in a sentence immidiately preceding.
d) Example : specific examples are used to define the word.
The four types of contextual clues above; synonym, antonym, explanation, and example are can be clues the students in determining of the meaning of difficult words in the text.
6) The Procedure of Context Clues Strategy
The are some procedure of context clues based on Gebhard and Thornbury, followed:
a) The writer gave a text based on the topic in the book.
b) The writer asked the students to read through the text once and circled the unfamiliar words without looking the meaning in the dictionary.
c) The writer asked the students to decide the part of speech of the unfamiliar words and looked for further clues word's immediate collocates, if it was a noun, did it have an article and if it was a verb did it have an object?
d) The writer asked students to look at the wider context clues, such as synonym, antonym, example, and punctuation which
were usually preceded or followed by signposting words, such as, but, and, or, for example.
e) The writer asked students to make a guess to the meaning of the unfamiliar words.
f) The students were given vocabulary exercise related to the context clues test.
g) The writer confirmed and discussed the correct answer together with the students.33
7) Indicator of Using Synoym and Antonym Context Clues Strategy
There are some indicator of context clues strategy that should be followed, they are:
1. Students are able to answer some sorts or reading comprehensionin multiple choice, such as determining main idea, inference, and finding the detail information.
2. Students are able build on the new vocabulary 3. Students are able decide how to pronounce word.
At last, the conducting of context clues strategy at SMA Purnama Trimurjo is based upon the consideration that the students has a diffculty in comprehending the text, because of unfamiliar words on the text. The students need a good strategy to improve the student‟s reading comprehension ability. So, here the researcher
33 Nurul Fitriyah Almunawaroh,Teaching Vocabulary
tried to use context clues strategy to help the students to improve the student‟s reading comprehension ability.
B. Action Hypothesis
Based on the frame of theories and assumption above, the researcher formulates the hypothesis is as follow “using synonym and antonym context clues strategy can improve reading comprehension ability of the tenth grade students of SMA Purnama Trimurjo Central Lampung.”
CHAPTER III
RESEARCH METHODOLOGY A. Variable And The Operational Definitions of Variables
Operational definition is the definition which based on characteristic of things that will be defined, observed, and measured. Furthermore, Creswell stated that “A variable refers to a characteristic or attribute of an individual or an organization that can be measured or observed and that varies among the people or organization being studied”. 34
Based on the quotations above, it can be inferred that the operational definition of variable is the indication of how to measure the variable.
Furthermore, the following of the operational definitions of variable as follows:
1. Independent Variable
The independent variable is the variable that causes, influences, or influences the outcome. It is also called a treatment, manipulation, or predictor variable. It can be said that the independent variable where the measuring process affects student outcomes. The researcher used the class room action research, which pre-test and post-test design. In this design, the pre-test and post-test intended to investigate whether using synonym and antonym context clue.
The independent variable (X) of this study is a synonym and antonym context clue one effective strategy to motivate students' reading
34 Creswell, W John, Research Design Qualitative, Quantitative, and Mixed Methods Approaches. (Sage Publications, London, 2002), p.93
27
comprehension ability. There are several indicators of context clues, namely:
a. Students are able build on the new vocabulary b. Students are able decide how to pronounce word.
Which used of using the context hints of synonym and antonym students will be more excited and interest in the learning process, but there were interactions between students and teacher, so students will be more active in communication..
2. Dependent variable
Dependent variable was variable that dependent on the independent variable. It was the results of the influence of the independent variable. In this case dependent variable (Y) is English reading comprehension ability.
The indicator of this variable are:
a. Be able to understand the text.
b. Be able known detail and specific information of the text.
c. Be able understand structure of th text and answering the questions well.
In this research the students can identify and analyze the reading material. This variable can be measured by using test especially the type of multiple choice test. The test consists of 25 questions that have four options;
A, B, C , and D. The students will get one score if they answer the question correctly and they get zero for wrong answer. The tst will be given two times, that are before the treatment or called as pre-test and after treatment or called post-test.
B. Setting of the Study
This research conducted at the tenth grade of SMA Purnama Trimurjo Central Lampung. Total of the students from the tenth up to twelfth graders are 106 students and total of the teachers were 29. This research is about improving the students‟ reading comprehension by using synonym and antonym context clues strategy at the tenth grade of SMA Purnama Trimurjo.
Actually, there are sixs classes for the tenth graders of IPA and IPS.
However, the researcher will choose the tenth grader of IPA and IPS. The total students were 29 students because their reading comprehension is low.
This is based on the result of pre-survey at the tenth grade of SMA Purnama Trimurjo Central Lampung.
C. Subject of the Study
Subject of the study in this research is the students of tenth grade IPA and IPS SMA Purnama Trimurjo. The data can be seen below:
Tabel 4
Data of the Subject of the Research No Class
Sex Total
Male Female
1 X IPA 4 9 13 Students
2 X IPS 12 4 16 Students
D. Object of Study
The object of the study is the use of synonym and antonym context clue to improve reading comprehension ability at the tenth grade of SMA Purnama
Trimurjo Central Lampung. The classroom action research was conducted in class X IPA and IPS which consists of 29 students. The researcher chose X class, because the students have the lowest English reading comprehension ability than other class, especially in vocabulary mastery.
E. Action Plan (Classroom Action Research)
In this chapter, the researcher told a brief history of classroom action research. As the focus on my research is how the researcher synonym and antonym context clues strategy to improve students‟ reading comprehension ability.
Action research is a term which refers to a practical way of looking at your own work to check that it is as you would like it to be.35 Furthermore, Elliott states action research is about improving practice rather than producing knowledge.36 It can be inferred that classroom action research is the inquiry toward the problems faced in learning activity by conducting an action to improve the quality of process and the result of learning process.
Furthermore, McNiff suggests that action research was conducted with critical partner.37 It means the researcher would conduct the research together with friend.
In this research, the researcher will conduct in 2 cycles. If the first cycle is failed, it will be continued in the second cycle. It will conduct until there is
35 Jean McNiff, Action Research for Professional Development: Concise advice for new and experienced action researchers. (UK, Dorset: September Books, 2010), p. 8.
36 Jean, McNiff, et.al.You and Your Action Research Project, (USA and Canada: Taylor &
Francis e-Library, 2002). p. 10.
37 Jean McNiff and Jack Whitehead, Action Research: Principles and Practice, (London and New York: Routledge Falmer, 2002), p. 15
an improving on the students‟ reading comprehension ability. There are four steps in each cycle which have relationship one another, they are: planning, acting, observing, and reflecting. Those steps can be illustrated as follow:
Figure 1
Spiral Classroom Action Research
From the illustrated above, the explanations about four steps of action research procedure were conducted in each cycle:
1. Cycle 1 a. Planning
Planning is the first of classroom action research. It is prepared before do the action. In this step, the writer explains about what, why,
The Preparation of Study
CYCLE I
REFLECTING ACTING
OBSERVING
REVISED PLAN
PLANNING
REFLECTIN
G ACTING
OBSERVING REVISE PLAN
when, where, who, and how the action is conducted. In this research, the writer conducted some plans, namely:
1) The researcher identifies the problems and finds the problem solving.
2) The researcher preparing English subject lesson plan.
3) The researcher preparing materials and media of learning.
4) The researcher making observation sheets and list of students‟ name.
5) Making work sheets and answer sheets which will be learned by the student.
6) Making test which used in pre-test and post-test.
b. Acting
Acting is the second step of this classroom action research. After fininshing the planning, the learning process will be done at the tenth grade oof SMA purnama Trimurjo Central Lampung. In this action, the researcher did pre-test, treatment and post-test to the students. This action conducted in some meetings. . In this step the written act as follows:
1. The researcher applies the lesson plan.
2. The researcher explains teaching of reading comprehension by using synonym and antonym context clue.
3. The researcher did treatment by using synonym and antonym context clue strategy to explain the material about explanation text.
4. The researcher explains the advantages of using synonym and antonym context clue strategy to improve reading comprehension.
5. The researcher teach using and antonymsynonym context clue.
c. Observing
In this step, the researcher observes the process of teaching learning by using synonym and antonym context clue format observation. The impotant things in process of teaching learning are noted by researcher.
d. Reflecting
Reflecting is the last step in this research. The researcher analyzes and discusses the result of observation during teaching learning process, such as the weakness and the strength of the action in this step. The researcher uses the data from evaluation to make improvement for the second cycle, the researcher decides that the cycle focus on the weakness in this cycle.
2. Cycle 2
In this cycle, what the researcher does is as same as with the first cycle if the aim is to repeat the success in this cycle before or to make the result of the cycle first stronger but, generally what the researcher does in the second cycle has some addition to improve the result of this first cycle
and make it better. Here, the researcher would compare the score of pre- test and post-test in reflecting. The researcher reviews and reflects on the activities of students and teacher performance whether it is positive or negative, the second cycle is enough or need the next cycle to get the best result.
F. Data Collection Technique
In this research, the researcher would collect the data by using test, documentation, and observationas follows:
1. Test
Test is a way which is used to measure a person‟s ability or knowledge in a given domain. 38 in this research the researcher will use the test to know the students‟ English ability especially reading comprehension.There two kinds of test was given to students. They are pre test and post test.
a) Pre-test
The researcher was given pre test to students before the students get more explanation about synonym and antonym cotext clue to improve reading comprehension ability. Pre test is the first activity before the researcher given treatment and post test. The purpose of pre test is to know how far students comprehend about reading comprehension. The result of students‟ in pre test will be reference for researcher conducted her research.
38H, Brown, Doughlas, Op. Cit., p.384
b) Post-test
Post test give to the students after researcher conducted the treatment. It was to know improve reading comprehension ability by using synonym and antonym context clue after they were given treatment. The researcher gave a post test to the students to proper reading comprehension ability by using synonym and antonym context clue. It is to know the result of students‟ achievement.
2. Observation
Observation is particular events in a class (or category) and on the basis of the observed event, made inference about the whole class. The researcher observed three objects in the school. There are place, people, and activity. This research was conducted at the tenth grade of SMA Purnama trimurjo as the place of observation. Students in x class in SMAPurnama trimurjo who consist 29 students in the tenth grade as the participant. The activity in this research is to know result of students‟
achievement that has been save in school documentation.
3. Documentation
Documentation is the method which is used to get information from the written source or document. The researcher was known information and data of school such as history of school, total students and teachers and condition of the school.
4. Fieldnote
In order to record the student‟s activity in teaching and and learning process using synonym context clue strategy the writer will use fieldnote.
In this case the researcher take a note the students‟ activity and participation in teaching and learning process.
G. Research Instrument
An instrument is a tool used to collect data. It means that instrument is a tool that used by reseacher to collect data completely and systematically.
The instrumentswere used to measure the students reading comprehension was test. The researcher used some type pre-test and post-test instrument in this research. Pre-test instrument as different with post-test instruments, but have the same difficulty level. The researcher used individual test. In this research, the researcher asks students to match question and answer.
H. Data Analysis Technique
Data analysis was conducted by taking the average score of the pre test and post test. It is to know comparison score between pre test and post test.
So, to analyze the result of the research, the researcher would apply the formula as the follows:
1. Average score MX =∑X n Note :
Mx = Average score
∑X = Total score of follow the test
n = Number of cases.39
2. The percentage of the students who pass the minimum standard criteria The formulas are:
P = F x 100%
N Note :
P = Class Percentage F = Frequency
N =Number of students.40
Furthermore, the researcher will compare between pre test and post test. Then, the result is matched by Minimum Standard Criteria at the school at least 70. If the from cycle 1, there are some students are not sucessful so the researcher will conducted cycle 2. The minimum cycle in clasroom action research was two cycle. So, if in cycle two all of students are sucessful. It is not continue to other cycle.
I. Indicator of Success
The indicator of the success was taken from the process and the result of the action research. This research would be called success if 70% of students got score 70. In addition, there was improvement both of in the learning process and in the learning result.
39Donald Ary, Introduction to Research in Education,(USA:Wadsworth,2010),p.108.
40Yogesh Kumar Singh, Fundamental of Research Methodology and Statistics, (New Delhi, New Age International, 2006),p.278.
CHAPTER IV
RESULT OF THE RESEARCH AND INTERPRETATION A. RESULT OF THE RESEARCH
In this chapter the researcher would like to present the result of the research it involves the result of the research and interpretation which had been carried out by the researcher at SMA Purnana Trimurjo particularly at the tenth grade students of SMA Purnama Trimurjo Central Lampung.
1. Description of Research Location a. History of SMA Purnama Trimurjo
SMA Purnama Trimurjo was founded on November 14, 1986 by Purnama Education Foundation (YPP) Trimurjo District Central Lampung. Purnama Education Foundation is a foundation which is engaged specifically in education. Institution establishedby YPP is Purnama Kindergarten, Middle School First, High School.
The establishment of Trimurjo Purnama High School is the result board of directors of full education foundation consultations. YPP Management at that time were:
- Mentor : Suyadi
- Chairman I : R. Atmo Suwignyo - Chairman II : N. Budi Utoyo - Treasurer : Karan
- Member : Suwondo and Misadi
As for the consideration being the establishment of SMA Purnama Trimurjo Central Lampung are:
37
1. SMA Purnama Trimurjo at that time only existed in city areas, whereas Notoharjo village and its surroundings are quite far from urban areas.
2. There are still many junior high school graduates who have not been able to continue tohigher schools in the city, while residents of the society has realized the importance of education for the futurenation.
In addition, SMAPurnama Trimurjo have guided by follows:
1. Drs. Heri Suncoyo ( in the period of 1986-1997) 2. Bapak Djumingan ( in the period of 1998-2004) 3. Drs. Suparman ( in the period of 2005-2011) 4. Drs. Widodo (in the period of 2012- Now) b. Vision and Mission of SMA Purnama Trimurjo
1. Vision of School
Achievers in competing based on Faith andpiety. there are Indicator of vision such as:
a. Achievement in increasing the value of UN
b. Achievement in order to continue more educational levelshigh.
c. Achievement in extracurricular activities.
d. Achievement in religious activities and social activities.
