THE
STUDENTS ABILITY IN COMPEREHENDING ENGLISH SHORT STORY AT SECOND YEAR STUDENT’S
OF MTS. DARUSSALAM BEREMI IN ACADEMIC YEAR 2010/2011
CHAPTER
I
INTRODUCTION
A.
Background
of the study
In this
globalization era people live in one world and will interact with order member
of other community with different languages. This certainly would cause
difficulty in understanding each other. Mastering English as an international
language is essential. A part from being the medium of communication, English
needed in the world's job as well. When we read job vacancy on newspapers or
the mass media, mastering English is one of its qualifications. How lucky they
are those who master English today and they have keys to a huge and luxurious
building: they can open and see glamorous rooms. No wonder many countries in
the world use English as their language. In Indonesia, for example English
language is treated as the first foreign language. Even in the Indonesian
Education System, government has made a set of curriculum, which includes
teaching of English as one of the required subjects learnt from Junior High
School to Senior High School. Why nowadays English language as compulsory
subject at both Junior High School and Senior High School in 1994 curriculum.
In government
education program English is treated very special and it becomes one of the
qualification in passing the National Examination. English instruction is
emphasized on the four skills such as; reading, listening writing, and
vocabulary, which are thought, integrate. Because English first foreign
language in Indonesia
students. The students need much time to learn and practice it. The students
must study hard not only at school but also outside, like at home by attending
English course or going tourism objects to practice their English with native
speakers. While, there are many ways taken by the teachers in their teaching
learning process. They are all applied in various kinds of strategies,
techniques, methods or approaches based on the field of learning discussed.
However, the results are usually unsatisfactory.
Reading is one of the skills developed for students
in order to get information and knowledge. The main function of teaching in Indonesia is as
an instrument to gain science and technology, and as a device of international
affair. This means that the major function of teaching learning of English in Indonesia is as an instrument of improving
higher science and technology, which is absolutely needed in Indonesia
specifically and world generally.
Focusing on the
student reading ability, there are important issues to concern with namely;
components ways to read effectively and reading speed (Arwijati, 1993: 3) to be
able to understand a text optimally, it is important to know how to read
effectively, the following steps are suggested by Arwijati, as these:
1. To
be aware of the nature of what you are reading
2. To
be aware of the purpose you are reading
3. To
decide on a reading approach or strategies suitable for your purpose
4. To
be able to use different reading strategies as reading, skimming, and
memorizing (Arwijati, 1993: 1-2)
From the statement
above we know that in teaching English as a foreign language, reading is one of
the elements which is very crucial by knowing how to catch the ideas of reading
material which is hopefully could add up our knowledge easily. The while
teaching in Comprehending Short Story at MTs DARUSSALAM is emphasized as well
as priority.
In generally, the
purpose of reading is classified in (a) Getting general information from the
next; (b) Getting specific information from the text; (c) Reading for pleasure
(Dough, 1984) here, the understanding or compression of reading printed words
correctly and recognizing printer meaning
word by word, As well Tarrigan (1979)
states that reading is substance of phenomena which intended to the
reader in order to understand the meaning meant by author. It means that
reading required someone thinks, feels and images.
According to
English curriculum, the teaching of reading is established on the basis of
knowledge and skill of language, which
are divided into parts namely:
1. Aspect
of language.
2. Language
activities
The first, consist
of pronunciation, structure and vocabulary. The later involves listening,
reading, speaking, (dialog and writing).
It is stated in
curriculum the general objective of reading is that the student are able to
understand and interpret the content of reading texts through observation,
interpretation and application. The technique of teaching reading comprehension
are the important part in student’s activities, therefore the teacher should
know a good technique to be presented in
teaching reading.
The writer believes
that success of foreign language study depends on several factors such as: The
student’s motivation in language, the material selected to be used and last but
not least is a clearly defined objective of the foreign language study.
We can say that reading
is important skill for the student and it should be taught effectively and
purposely. In this thesis the writer is interested in investigating the second
year student’s ability in comprehending short story of MTs DARUSSALAM.
B.
Problem
of the Study
Based on the
background, it is necessary to conduct the study on the comprehending analysis
in using Short Story, the problems need to be answered are is follow:
1. What
are the students’ ability in comprehending short story of the second year
students at MTS DARUSSALAM in academic year 2010-2011.
2. What
factors that many contribute to comprehending short story of the second year
students of MTs. Darussalam in academic year 2010-2011?
C.
Purpose
of the Study
The general purpose
of this study is as follow:
1. To
investigate the students’ ability in comprehending short story of the second year students’ at MTs SARUSSALAM
in academic year 2010-2011.
2. To
know the factors that may contributing in ability short story.
D.
Significance
of the Study
The writer expects
in this study will be able to contribute the results of the study; the writer
gives the explanation of the significant of the study:
1. The
writer hopes that the result of this investigation could be some of the uses
for the development of students in comprehending short story.
2. The
writer also expects that will be of great help or teachers and students in
teaching and learning process.
E.
Scope
of the Study
The scope of the
study actuates to make study neither too broad nor to narrow. In this study, the
writer makes the scope that is the subject of study is ability in comprehending
of short story.
F.
Limitation
of the Study
The research
conducted is limited to the following point:
1. The
ability of the second year students at MTs DARUSSALAM in comprehending short
story.
2. The
investigation just for the second year students at MTs DARUSSALAM in academic
year 2010-2011.
G.
Hypothesis
of the Study
Hypothesis of
study is a powerful tool on scientific inquiry, because it is a tentative
answer. It enables us to find the real answer by doing research and relating it
to the theory.
The hypothesis set
forth the current study is worth considering. However, they still need to be
proved under the results of finding later. There are two kinds of hypothesis:
null hypothesis and alternative hypothesis.
Based on the
theoretical point of view, the hypothesis of this research can be formulated as
follows:
1. The
alternative hypothesis (Ha)
The second year
students of MTs DARUSSALAM are able to
comprehend in short story.
2. The
null hypothesis (Ho)
The second year
students of MTs DARUSSALAM are not able to comprehend short story.
H.
Definition
of the Key Term
The definition of the
key terms will by given as follows:
1. Ability
According to
Hornby ability is to do something the fact that somebody is able to do
something. Ability is power or capacity to act physically, mentally, legally,
morally or competence in activity or occupation (laurance ET. AL. 1968: 3). The
ability here means the students scanning reading ability possessed by the
second year students at MTs. DARUSSALAM in academic year 2010-2011.
2. Comprehending
Comprehending is a
power understanding (hornby, 1968).
3. Short
story
Short story
refers to a work of fiction that is usually written in prose, usually in
narrative format. This format or medium tends to by pointed. A story usually
about imaginary characters and events that is short enough to be read from
beginning to end without stopping. (hornby, 2000: 1235).
In this study the
term story telling refers to the student’s activity in which they read a given
short and simple story and are assigned to retell the story to their partner by
using their own word with answer the question. In other word, story telling is
a technique in teaching speaking where the students retell the story to their
partners for to know the students ability in comprehend short story.
CHAPTER II
REVIEW OF RELATED LITERTURE
A.
Reading
as a Language Skill
a.
What is reading
The definition of
reading is developmental process. The firs stage is learning sound-symbol
correspondences, either directly or by reading aloud sentences and the words and sentence pattern in new
combination (Allen and Vallette, 1972: 249).
The complicated
process of learning how to read is reflected in the many definitions and theories
of reading that are debated and discussed in the professional literature.
Because each definition and model of reading represents a different theoretical
position or philosophy, Spache and Spache in Wallace, Cohan and Polloway (1987)
believe that no one definition of reading will be accepted unanimously. These
authors describe reading as a multifaceted process which can be viewed at
various developmental stages in terms of skill developmental, as a visual art,
a perceptual process, a communication component, a reflection of economic and
cultural background, or a psycholinguistic process, as information processing,
or as a thinking process.
According to
Strang (1978) reading is more than pronouncing printed words and recognizing
the meaning of isolated words. It requires someone to think, feel and image.
Reading is a
process of getting information, from context and combining disparate elements
into a new whole from an interactive point of view, information processing is
often triggered by the knowledge their already process (Vacca, ET. AI, 1991:
Mc.Neil, 1992).
Reading
encompassed all of things, the differences in current reading program use today
lie in the relative importance assigned to each of these four definition; zints
and Maggart (1989 : 8) are :
1) Reading is understanding
the language of the author of a printed passage.
2) Reading is the decoding so
that they can be produced orally.
3) Reading is the ability
anticipate the meaning in lines of printed so that the reader is not concerned
whit the mechanical detail but with grasping ideas from the groups of word that
convey meaning.
4) Reading involves a
complicated set of interaction between reader and a text in order to describe
meaning.
Another Scholar,
Burn (1984 : 10) also cites that reading is thinking process. In this extent,
the reader must be able to use the information to make inferences and read
critically and creatively to understand the figurative language, determine of
the author’s purpose, evaluate the ideas convoyed and apply the idea to actual
situations.
In order to read
rapidly, some expert from different specialization views reading, reading
contribution and definition of reading carefully. Actually, they have been
conducting extensively research as in a nature of reading and sequential
development of reading skills.
Among the
discoveries of the researches, as stated by Logan ET.Al (1973 : 223) in his
writing on that article, he listed several integrated phenomenon concerning
reading in nature, those are (1) Reading is rooted in experience (2) Reading is
responding (3) Reading is reaction (4) Reading is native language process (5)
Reading is complex (6) Reading is tool of communication (7) Reading is
creativity (8) Reading is specific purpose and the last (9) Reading is
development in nature.
In other words,
reading is substance of phenomenon which, firstly the experiences already
processed by the reader and will determine his understanding of the meaning
intended by the author. Secondly, reading is reaction to the graphic of
representation to the graphic of sound symbols in term of recognition and
understanding. Thirdly, in the reading process then teacher begins with
familiar material student's senses relations of the language
expressions. And next, reading is creativity, means that the creative reader
brings to the material the skill of the comparison and synthesis, the ability
to see new relationship and at definitely conclusion, and so on.
b. Reason
for reading
There are many
contributing factors to reading. These include the physical environment, where
the reading take place, the lighting, the noise, anther distraction and
psychological factor such as poor eye sight or inability to sit in one place
for any length of time, but perhaps the most principal factors is the
psychological factor (Martin, 1987). The psychological factor that would be
completely discussed here are motivation and interest.
Firstly,
motivation. Martin M. Broadway defines motivation as “The degree of desire
learns, to study, to cooperate, etc” (1978 : 57). The desire to read is hopeful
in understanding the reading material so that the motivation is an important
part of reading material, motivated students who are highly curious about
materials that will be read. Thus motivation in reading is concerned whit the
arousal of desire to engage in reading. Interest and motivation often work in a
cause affect relationship. Students who are interested in a reading material
become motivated in reading material become not motivated in reading it. Hence,
it is difficult to separate interest and motivated since they are very closely
related.
Secondly,
interest is an essential media of motivation because the activity of learning
process will be running well if the existence of interest is availably
(Sadirman, 2001) while according to (Tabrani Rusyan, 1990) some activities will
be running well if interest and motivation will arise great interest.
According to
Burn, Roe, and Rose (1984) that interest plus attitudes, and self-concepts are
three effective aspect of the reading process. These aspects influence how hard
children will work at the reading task. For example, children who interested in
the materials presented to them will put forth much more effort in the reading
process than will children who have no interest in the available reading
materials.
If we find ways
of keeping interest high, we may have solved the problem of motivation.
Therefore, interest is also necessary ingredient in reading. We learn more
readily when we are interested in subject under the discussion. Similarly
children will learn more efficient if they are interested in their reading
materials Fry in Burns, Roe and Ross (1984).
Thirdly,
attention. Attention is closely related to interest and motivation since
interest and motivation cause arousal of attention. Student’s interest in
reading can attract their attention when they do reading activities as what is
stated by Maryann that “interest is a powerful attention factors” (1981).
Attention is an important ingredient in reading. Therefore attention is one of
the factors that can influence the success of reading. Without, attention there
will be little learning that take place when they are reading.
Generally, the
author’s reason for reading as stated by Nuptal (1982 : 3) is because someone
wants to get something from the writing fact, ideas, enjoyment, event feelings
of family community (from a letter) whatever it is someone wants to get the
message that writer has expressed.
Interesting to
the reason for the people in heaving reading activities, Marry Finnochioro and Christhoper
(1983 : 142) as the writer concerted from them that development of the reading
activities will also help learners reinforce their listening, and speaking
abilities. Moreover, interesting reading experiences and those related to one’s
professional and occasional field will provide topic for oral discussion and
also for writing.
c. The
best way to read
It has been
suggested that the development of reading process from a context-bound response
to a mastery of using textual clues alone. Skill reading is the refinement of
reading behavior so that the reader can process a wide variety of texts easily
and can adopt reading behavior to achieve specific aims.
We know turn to a
consideration of how skill reading can be achieved either in the classroom.
Reading may classified into two simple
categories, intensive and extensive reading (Rivers, 1968 and Finnochiaro, 1983
: 146-147).
Firstly,
intensive reading according to Rivers (1968) that a reading activity is related
to further progress in language learning under the teacher’s is guidance. He
views that in this type of reading a control from a teacher is compulsory and
it provided a basis for elucidation of difficulties of structure, and for the
extension of vocabulary. To the same extent, Finochioro (1983 : 146) also
states that the intensive reading when the student’s attention should be
focused an all expression, nations sounds, structures and cultural allusions
will be unfamiliar to them in the passage.
When we view the
reading approach from-oral program, it can be inferred that intensive reading
is complex process which employ a series of steps, gradually and systematically
progressing from audio and visual perceptions through intensive aural practice,
to control oral and written production (Stanish Law, 1986 : 23).
Secondly,
extensive reading develops the students own pace according to their individual
ability (Rivers, 1968 : 229). In the extent, the activity is not completely
controlled by the teacher’s role. The extensive reading activity is mostly
concerned with the purpose of training students to read directly and fluently
for his/her own employment without the aid of the teacher. Structure in the
text will be already familiar to him and new vocabulary will be introduced
slowly in such a way that is meaning can be deduced from the context.
Tarigan, (1979 :
31) states that the extensive reading means reading widely. The object of this
type of reading program consist of as
many as possible text in shortest time. He wrote that the students comprehension
and understanding beyond the passage is in minimum. Then, he divides the type
of extensive reading into three major categories namely Scanning, survey
reading, and superficial reading.
Scanning in kind
of reading as to identify the topic sentences and its supporting sentence, to
draw up a summary of a given text, to grasp the organization on the text, (Drs.
Damianus Talong 1991 : 78).
To some extent,
Hendry Tarigan (1979 : 32) writes about Scanning is kind of reading which
intends of our eyes more rapidly, to find, to recognize, or to explore the
information from the written texts.
He, then stated
several major purpose in Scanning reading as the writer considered from him (a)
to get general impression from a book, article, or short narrative, (b) to find
certain particular thing from the written production, and (c) to find/to put
material needed in the library (Albert et, Al, in Hendry Tarigan, 1979 :37).
In order to read
rapidly some experts suggest that a reader can use scanning and skimming techniques.
Wiryacahtra (1982 :20) writes that a proficient reader must coordinate a number
of skills. He must read rapidly and through the understanding of subject
matter.
B.
Reading
Comprehension
When we come to
the testing of reading comprehension, we are dealing whit the testing of
students who have passed beyond the purely audio lingual state of language
learning in which “reading” and “writing” are used simply to reinforce the oral
learning, and have proceeded to a stage in which reading and writing are taught
as a skill or more properly, as complex skills which is recognized as useful,
because of the importance of this point.
In most modern
foreign language courses, instruction begins with the teaching of the sound
system and the most frequent and our useful grammatical pattern of the spoken
language. Vocabulary is at the first quite limited, but as the students gains
control over the sounds and structures of the language, he is “fed” with more
and vocabularies chosen for their usefulness in oral communication. During this
stage, such reading which is presented to the students is designed primarily to
strange then his control of the oral skill. Reading and lexical item will be
needed by the students. When the teacher considers that his class gained a good
functional control of the spoken language, he may introduce reading as an end
itself. At this point the class enters an area where some students will
undoubtedly advance much faster and much further than others.
In the process of
learning of foreign language, traditionally reading is usually looked as second
skill is the most important one in mastering foreign language. In the context
of everyday life of occasion to use the written language learners frequent than
oral language. Reading
and understanding a passage that is written by native speaker of what language
are the reading goal using a foreign language.
Reading involves recognizing the symbols of
tones that is used to express the words and then the recognition of the words
in its relation and function to the other thing of the reading passages. In
other words, in reading a learner has to master and catch meaning of the words
in their lexical meaning, words in their cultural meaning.
According to
Heaton (1975 : 103) it is stated that the wide range of reading material
especially written or adapted for English language learning purpose, there is
yet now comprehensive systematic program which has been constructed analysis of
the skill required for efficient reading. Most exercise material is still limited
to short reading extracts on which are based on general “comprehension
question”. Since one of the chief concerns of the constructor of any test must
always be divined the precise nature of what he is measuring it would make them
here a positive contribution which testing can make to development of the
reading skill.
Furthermore, David
P. Harris (1969 : 59) state that the abilities needed in reading a language
includes at least the following:
a) Language
and graphic symbols
1.
Comprehending a large percentage of the lexical
item occurring in no specialized writing and being able to derive the meaning
of the familiar (on special uses of common items) from the context in which thy
occur.
2.
Understanding the syntactical patterns and
morphological forms characteristic.
3.
Responding correctly to the graphic symbols of
writing (e.g. punctuation, capitalization, paragraphing, and utilizing) used to
convey and clarify meaning.
b) Ideas
1.
Identifying the writer’s purpose and central
ideas.
2.
Understanding the subordinate ideas which
support the thesis.
3.
Drawing correct conclusion and valid inferences
from what is given.
c) Tone
and style
1.
Recognizing the author’s attitude towards the
subject and the readers understanding the tone of writing.
2.
Identifying the method and stylistic devices
which the author conveys his ideas.
In relation to
reading comprehension, Lin Louhed (1967 :213) offers there techniques for
reading any articles of book more efficiently. It si called SQ3R, P2R, and
S-RUN. The SQ3R is a systematic method designed for studying a textbook and an
effective reading system which has been successfully used by many students.
1)
The
names of SQ3R are survey, question, read, recall, and review. He further
provides the following explanation.
Step I. Survey
On this step we look
the title, subhead linings, illustration and graph and get an overview of the
reading passage. This helps us determinate the author’s direction, for example
if he is going to write about the world economy.
Will he discuss
general theory? Will he discuss economics from a historical perspective? Or
will discuss it from a current.
Step II. Question
After we survey, we
should have a general ideas of what reading passage is about. Now we need to
have a purpose of reading when we read with we read a specific purpose, we will
understand and remember more of what we read. As question based on survey and
then to see if we can answer our question.
Step III. Read
When we read a
reading passage, try to read all the way to the end without stopping. Do not
stop and look up the unfamiliar words, try to understand such word from a
context. We may look up those words later if we are still uncertain or want
confirmation.
Step IV. Recall
After we finish
reading we try to answer the question we ask ourselves before reading, if we do
not have all the answer, scan the reading passage to find them.
Step V. Review
Several days after
reading passage try to remind passage ourselves of that reading passage was
about. The more frequently we review the reading passage the larger the information
that will stay with us.
2)
In P2R
technique, namely preview, read, review. He also provides the following
explanation.
Step I. Preview
Begin by reading the
introduction or if there is none, the first couple of paragraphs. Next page
through the book and read the headings. Glance at any charters, graphs,
diagrams, or pictures. Finally, read the last paragraphs or two. The goal of
this step is to get an overview of the material and develop a sense of the
progression of ideas.
Step II. Read
Now mark ten pages of
reading and read the material, taking notes or highlighting important
information. The number of pages you read can be adapted to the particular book
you are reading.
Step III. Review
After reading ten
pages, review the information. You can do this in a number of ways:
·
Summarize, in your own words, the author’s main
points
·
Write down three or four sentences summarizing
what you’ve read
·
Close the book and recite the key information
under each heading
·
Quiz yourself on question or problems at the end
of the chapter
·
Create question you may see on the exam about
this material and answer them.
3)
In S-RUN
technique, namely, survey, read, underline, note taking. He also further provides
the following explanation.
Step I. Survey
First, survey the chapter.
Read the title and the introduction, as well as all headings, charts, diagrams,
and graphs
Step II. Read
In this steps we can
read the section, what the explain in the chapter
Step III. Underline
Underline material
that explains the section’s heading
Step IV. Note taking
After completing the
previous steps, takes notes on the material. Summarize the main points of the
section.
In order to be
able to catch the ideas or message from a reading passage, we have to try to
make ourselves to be a good reader. According to Tarigan (1986 : 44). The
characteristic of a good reader are as follows:
1. A
good reader know what he read, in this case the are two general objectives,
i.e. to seek the information and to enjoy the reading.
2. A
good reader understanding what he reads, in this case the reader must have a
strong concentration of vocabulary mastery and the ability to response the
organization of the passage.
3. A
good reader has to be skillful in speed reading. in this case the reader must
be able to choose and appropriate basis on the reading passage.
4. A
good reader has to know about the printer materials, in this case the reader
must be able to identify which one is paper back, magazine, newspaper, etc.
there are characteristic of poor reader stated by Freeman (1979 : 103) as
follows:
1.
A failure to adjust reading speed to the
material
2.
Mouthing the words (sub vocalization)
3.
Too many eye fixations
4.
Regressive eye fixation backtracking
5.
The case maybe eyesight-see and option.
C.
Three System in Reading
in order for
reading to occur, three systems must be in operation to provide information for
the reader (Goodman 1969).
1.
Graph
phonic system
This system is
concern with the written symbols of language, and the way should sound. A
reader uses knowledge of spelling patters and relates them to experience of
spoken language. Smith (1971) points out that the graph phonic system is not a
right correspondence between letter and sound, but a more flexible relationship
between spelling patterns and sound sequences.
2.
Syntactic system
Is a system
concerns with the grammar of language. Through knowledge of the grammar of
spoken language the reader expects that written language will follow similar
rules, and thereby uses system to anticipate message.
3.
Semantic
system
This system in concern
with the understanding of the message from the writer by the reader. The reader
brings past experience to the reading situation and uses it to make of the
message.
When all these
three systems are working effectively, the reader is achieving the aim of
reading: that is, gaining meaning.
If any of the
system operates alone, the reader may not be reading. For example, meaning
words on a list uses the graph phonic system, such as place, read, and join,
sown. Each word can be used in at least two different ways, and in two cases
words have different pronunciation as well. These words have meaning only when
they are used in context, when the other systems, syntactic and semantic, are
utilized. Some children use the graph phonic system predominantly when they
read. This often results in slow, hesitant, word-by-word-reading which is
usually at the expense of reading. such children should be helped to recognize
and use the other two systems.
If he (the
reader) is sensitive to meaningful and predictable sequences rather than
becoming a slave to the graphic stimulus, he will develop the ability to
project language and meaning from minimal visual samples. (Ryan, 1975, 15).
Goodman (1965),
in a study of children reading word lists and than reading the same words in
sentences, found that fourth-grade children could correctly read within the
context of a story two-thirds of the items they had missed on word lists.
The
interrelationship of the three systems stresses again the importance of making
reading meaningful for children. By observing this interrelationship, children
develop reading strategies to help them again meaning from reading.
D.
Reading
Strategies
The reading
strategies, they can be categorized into several kind as well as the kinds of
reading. they are reading for information, reading for purpose, reading for
pleasure, effective reading, survey reading, intensive reading and strategies
with bottom-up and top-down reading understanding system.
a.
Reading for information
The reading for
information is the reading to understand evaluating and utilizing of
information and ideas gains through and attention between the reader and the
author (Smith, at al. 1980 : 205)
b.
Reading
for purpose
The reading for
purpose could be very specific like looking up a telephone directory for
somebody’s number or address. The purpose will usually determine the
appropriate type of reading and the relevant reading skills to be used (Abott,
at al. 1981)
c.
Reading
for pleasure
The reading for
pleasure means reading that aims at giving the reader pleasure thought and
imaginative experience and letters upon human concerns such as love, ambition,
war, family, life, etc.
Its purpose into
enable and enrich the reader by helping his emotional life sharpening his
sensitively of life values (Bilafore, 1989)
d.
Effective reading
The effective
reading means be able to read accurately and efficiently, and to understand as
much of the passage as you need in order to achieve your purpose (Greenal, at
al. 1986)
e.
Survey reading
The survey
reading is done when a reader needs to explore any deep information or detail
from the written productions. That is why before one starts reading the text he
needs to analysis first that phenomena will be analysis in the reading process.
To do this, Tarigan (1979 : 31-32) proposed necessary steps in survey reading
as follows:
a.
Glancing, exploring the index, or vocabulary
choices in the texts.
b.
Glancing, and viewing at the topics, subs
topics, branch topics, and the like of the books or article.
c.
Glancing, viewing and recognizing the schema,
cards and outlines of the books or article.
Furthermore, he
said that the speed of appropriateness of survey, reading materials is
necessary in helping the reader’ mastery the text faced later.
f.
Intensive reading
The intensive
reading strategy is study reading. This involves close study of the text. As
amount of comprehension should be high. The speed of reading is correspondent
slower (Aboot, at al. 1981)
g.
Strategies with bottom
Other kinds of
reading strategies are bottom-up and top-down reading strategies. The bottom-up
reading strategies is viewed as process of decoding written symbols, working
for smaller units (individual letters) to larger ones (words, clauses, and
sentences). In other words, we strategize to decode written from in order to
arrive at meaning (Nunan, 1989). Smith in Nunan (1989).
States that in
face, argues that reading actually works in the reverse order from that
proposed by the bottom-up approach. So, we need to comprehend meanings in order
identify word and that we generally need to identify word in order to identify
letters. Thus, top-down reading strategy is a process in which the reader
brings to the text an essay of information ideas, and beliefs about the text.
The reader initiates the process by making predictions about the meaning of the
text as her or she employs knowledge vocabulary, syntax, discourse, and the
word (Ramires, 1995)
E.
Scanning
We read
differently defending on our goal for reading. Sometimes we only need to locate
a particular piece of information. For example, we might read the newspaper to
discover the final score of a sport event, or to find out when and where a
lecture will be held. To scan is to read quickly in order to locate specific
information. The steps in scanning are the following:
1.
Decide exactly what information you are looking
and think about the form it may take. For example, if you want to know when
something happened, you would look for a date. If you want to find out who did
something, you would look a name.
2.
Decide where you need to look to find the
information you want. You probably would not for sports scores on the front
page of the newspaper, or look under the letter S for the telephone number of
Sam Potter.
3.
Move your eyes quickly as possible down the page
until you find the information you need, do not read carefully.
4.
When you find what you need, do not read
further.
Scanning helps the
student’s search quickly for the specific information; he wishes to get from
the materials such as finding the meaning of a word in a dictionary. In this
technique, the students think of clues to help him find the specific
information such as one scans pages of a newspaper to find a particular article
to be read.
F.
Skimming
Skimming,
according to wiriyacahtra (1982 : 20) means looking quickly to get only the
main idea or to find a certain detail. Furthermore, the methods of skimming can
be (1) preview, (2) over view, and (3) survey. By previewing, the students can
fiend out whether the books or articles are written by a specialist in certain field
or whether it contains the information he is seeking. In over viewing the
students can discover the purpose and scope of the materials and can find
section that are of special interest to him. Through a survey the students will
get the general idea of the materials contain. Skimming is, the skills that
help the student read quickly and selectively in order to obtain a general idea
of the materials.
It is sometimes
useful to obtain a general impression of a book, article, or story before
deciding whether or not to read more carefully. To skim is to read quickly in
order to get a general idea of a requires to note only information and clues
that provide an idea of the central theme or topic of a piece of prose.
When you skim, it
is necessary to read only selected sentences in order to get the main idea. You
should also use textual clues such as italicized or underlined words, headlines
or subtitles, spacing, paragraphing, etc. do not read every word or sentence.
Once you have a
general idea about an article, you may decided to read the entire selection is
a question concerning a research topic. You must skim each passage to decide if
a careful reading would provide information on the topic given; indicate your
by checking Yes of No.
Goodman (1972) has
outline four main strategies that readers must develop to successfully.
1. Prediction
The success of this
strategy depends on the syntactic (grammatical) knowledge of the reader and
her/his past experience.
The greater of the
reader’s knowledge about grammatical uses, the faster she/he can respond to
written material and thereby successfully predict meaning. Also, if the
reader’s past experience is relevant to a particular piece of reading material,
it will generally be easier to understand than something which is totally
outside the experience of the reader, especially if the language is esoteric.
2. Testing
After predicting the
meaning of some written material, the reader tests the prediction by asking
question like, “Does it make sense?” “Is it language?” “What does the word
like?”
3. Confirming
The reader has to
make a decision as to whether the predicting and testing strategies have proved
correct.
4.
Correction
If a prediction is
not confirmed, then the reader uses her/his knowledge of the three systems, syntactic,
graph phonic, and semantic, to correct.
Clay points out:
Close study of
early reading behavior suggests that is major shift, close to the beginning of
reading, which marks the point where the child can detect that he has made an
error, can retrace his steps, and correct him self. This self-correction
strategy means that he can learn from his mistakes (if they are few) and gain
from reading he is not being instructed. (Clay, 1976 : 338).
G.
Teaching
Reading at
SMA/SMK/MA
Now days, teaching
English at SMA/SMK/MA is more stressed on reading skill. Reading is a goal of teaching English and at
is considered as the most important subject in senior high school. Therefore,
it should be thought longer than the other language skill.
The objective of
teaching reading is to develop the students reading skill so they can read
English text effectively and efficiently the student should have particular
purpose in their mind before they interact with the text. Thus, the effective
reading is always purposeful as McDonough and Shaw (1993 : 102) claim that,
much of the current thinking tend to focus primarily on the purpose of the
activities, even if reading is done for pleasure, it is still purposeful.
The teaching of
reading comprehension is conducted through the three steps and these steps are
elaborated at last following:
1. Pre-reading
a. To
introduce and arouse interest in topic.
b. To
motivate learners by giving a reason for reading.
c. To
provide some language preparation for the text.
2. While-reading
a. To
help understanding the writer purpose.
b. To
help understanding the text structure.
c. To
clarify the text content.
3. Post-reading
a. To
consolidate or reflect what has bee read.
b. To
relate the text to the learners own knowledge interest or views.
According to the
communication language learning there are three techniques of teaching reading
namely: pre-reading activities, while-reading activities, and post-reading
activities.
In pre-reading
activities, the teacher explicit new vocabularies (key words) by asking
students through pictures, games, flash card, question, answer or give
definition.
In while-reading
activities the teacher give some tasks the task may skimming for the list,
meaning for the specific information, dedicating task, which the task will
enlarge, enrich, develop or apply the students knowledge and skill. Adriano
Doff (1988 : 64-65). Refers to the activities after reading discussion
question. Reproducing the task, role-play and gap-filling. Through the
post-reading activities are hopefully more active than before.
CHAPTER III
RESEARCH METHOD
A.
Research
Design
The research is aimed to know the students ability in
comprehending short story for the second year student at MTs DARUSSALAM in Academic
Year 2010/2011. The method used for this study is descriptive study. It describes
what the writer found in this research, the writer tris to find out the the
student’s ability in comprehend short story toward their interest.
B.
Population
and Sample
1.
Population
The population of this study is all of the second
year students of MTs DARUSSALAM in Academic Year 2010/2011. There are 180
students as the population of this studis the they are second year students of MTs DARUSSALAM which consists
of 4 classes.
2.
Sample
The number of sample in this study is not big enough.
The writer us random sampling technique to choose the sample of study from
population of 180 students at the second year students of MTs DARUSSALAM which consists
of 4 classes, the writer taken 30% of the population. There are 40 students are
as the sample od study taken.
Furthermore, Arikunto (1998) states that, if the population lass than 100 it
would be better to be taken all and it is categorized as population research,
but if the population is 100 or more it should be taken 10-15% from all.
C.
Data
Collection Procedures
To get the actual data from the test held out, several steps bellow are
done accordingly:
1.
The
students samples are asked to read the text of short story to collect data
(Arikunto, 1985).
2.
They are
asked to answer the question under passage to test their individual achievement
with the text of short stories.
D.
Research
Instrument
The instrument of this study is a reading text, which
consists of some short stories. The test consists of 20 questions, which in
multiple choices. The students are asked to choose one of the correct answers based
on the text by choosing the most correct answer A, B, C, or D option.
Each of the test, then collected and manually. The
ability test, which is constructed in multiple choice forms, is not so
difficult to score for the students are only required to write down their answer
sheet provide. Each of the 20 test items of the multiple choice test weight 5.0
score, so the highest possible scores of the students are 100 and the lowest possible
score is 0.
E.
Data
Analysis Procedures
This investigation uses the descriptive method. The
data that the writer collected from the result of the student’s test. To
determine whether the students are regarded successful, at least 75% must get
score of 60 or more. But if less than 75% of the students receive this score,
they are considered to have failed.
After collecting the data, the next step is to analyze
the mean score. Computing them into this formula does the analysis are as this:
Where : ∑S = Number of students get score ≥ 60
∑F = Number of students get score < 60
N =
Number of students as sample
(Depdikbud. Dirjen Pendidikan Dasar dan Menengah,
1983:64)
To obtain the information concern with the ability of
the students, the study determines a table of percentage scale and
qualification as follows:
|
Percentage scale
|
Qualification
|
|
75-100
50-74
0-49
|
Good
Sufficient
Low
|
(Depdikbud. Dirjen Pendidikan Dasar dan Menengah,
1983:64)
CHAPTER
IV
RESEARCH
FINDING AND DISCUSION
A.
Result
of Study
The data collected after investigation is showmn in the
table. The result of the student’s ability in comprehending short story of the
second year students of MTs. Darussalam Beremi Academic Year 2010/2011 on
Monday march 21th 2011 are completed in the following table.
There are two texts of reading passage and 20 questions
in the text and total scores of each are different, and there are 17
questionnaires for the student’s to known the difficulties in comprehending
short story.
Data Analysis
Before the writer analyzing the data for proving the
alternative hypothesis, the second year students of MTs. Darussalam are good in
comprehending short story. In this case, the writer changes it to be Null
hypothesis. The writer formulates it that the second year students of MTs.
Darussalam are not good in comprehending short story.
To analyze the data achieved from the test, the writer
uses several ways:
1. The
writer gives a test that consists of 20 items to the students.
2. The
students are asked to answer the questions under passage to evaluate their
individual achievement with the text of short story.
3. After
fetting the data, the writer counts the students qualitative score.
4. The
writer found out the percentage for the test of students score >
60 and <60 by :
Where : ∑S = Number of students get score >
60
∑F = Number of students get score < 60
N = Number of students as sample
5. The
writer gives a questionnaire that consists of 17 items to the students
Table 1. The
Students Score
|
No
|
Name
of Students
|
Score
|
|
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
|
AGSAT
ANDWA
ASHAS
AZDIN
AZWAN
BMARY
BPRAS
BULNS
DAFRH
FRMSH
FTRWT
HARDN
HIDJUS
HIRAD
IDEAR
JMZRI
KRWDI
KILAD
KWIPP
LANDW
LBARA
LDFWP
LMIWI
LREWA
MAYDI
MRHRI
MROZAK
MMRID
NOVEN
NRHDT
PGSPI
PWSDI
RTZRD
RZCHD
SNLTF
SWRNI
YUIRM
ZHRAI
ZLKFI
ZTMHD
|
76
66
82
64
70
82
48
74
76
76
62
68
76
62
38
74
80
74
92
84
62
50
72
68
68
36
78
82
46
66
74
36
82
48
82
62
94
42
88
74
|
=
= 
Where
: ∑S = Number of students get score >
60 is 80% (32 students)
∑F = Number of students get
score < 60 is 20% (8 students)
N = Number of students as
sample are 40 students
Basedon the collected data above, only 80% (32 students)
got > 60 and 20% (8 students) got <60.
Inferences are taken from the result of the means score
of the students ability in comprehending short story. Based on the means score
above, it can be concluded that : The students got > 60 are a good in
comprehending short story and the students got score < 60 still poor in
comprehending short story.
As stated by Depdikbud, Dirjen Dikti, 1983/1994, PPS,
& 15 with its quidelines “to determine whether students are regarded successful,
at least 75% must get score 60 or more if less then 75% studnets get thisscore,
they are considered to have failed”. So in this research, the writer concluded
that the second year students of MTs Darussalam are not good in comprehending
short story. See the table below the scores and qualification of MTs.
Darussalam Beremi Academic Year 2010/2011 in Comprehending Short Story.
Tabel II.
Student’s Score and Qualification
|
No
|
Name
of Students
|
Score
|
Qualification
|
|
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
|
AGSAT
ANDWA
ASHAS
AZDIN
AZWAN
BMARY
BPRAS
BULNS
DAFRH
FRMSH
FTRWT
HARDN
HIDJUS
HIRAD
IDEAR
JMZRI
KRWDI
KILAD
KWIPP
LANDW
LBARA
LDFWP
LMIWI
LREWA
MAYDI
MRHRI
MROZAK
MMRID
NOVEN
NRHDT
PGSPI
PWSDI
RTZRD
RZCHD
SNLTF
SWRNI
YUIRM
ZHRAI
ZLKFI
ZTMHD
|
76
66
82
64
70
82
48
74
76
76
62
68
76
62
38
74
80
74
92
84
62
50
72
68
68
36
78
82
46
66
74
36
82
48
82
62
94
42
88
74
|
Good
Sufficient
Good
Sufficient
Sufficient
Good
Low
Sufficient
Good
Good
Sufficient
Sufficient
Good
Sufficient
Low
Sufficient
Good
Sufficient
Good
Good
Sufficient
Sufficient
Sufficient
Sufficient
Sufficient
Low
Good
Good
Low
Sufficient
Sufficient
Low
Good
Low
Good
Sufficient
Good
Low
Good
Sufficient
|
In brief, the result of the study can be summarized as
below:
1. The
student’s highest score for the test is 94 abd lowest is 36.
2. There
are 32 students (80%) got > 60 abd 8 students (20%) got < 60
3. There
are 15 (37,5%) students whose qualifications are good.
4. There
are 18 (45%) students whose qualification is sufficient or the students can
answer the test. They are still in difficulty in understanding the text.
5. There
are 7 (7,5%) students whose qualification are low or the students can’t answer
the test. See in the table below:
|
Score
|
Qualification
|
Number of students
|
Percentage
|
|
75-100
|
Good
|
15
|
15/40x100%=37,5%
|
|
50-74
|
Sufficient
|
18
|
18/40x100%= 45%
|
|
0-49
|
Low
|
7
|
7/70x100% = 7,5%
|
From this percentage, the mean score was calculated by
dividing the sum of all the student’s of sample. To get the mean score of the
students, in this research the writer used the following formula :
M =
Where : M = Mean score
∑X = Total of student’s score
∑N = Total of students
(Arikunto :
1995 : 138)
To calculate using this formula, for example :
Table above, it is identified that :
∑X = 2734
N = 40
M =
=
= 68.35
From the mean score result the writer known that the
student’s ability in comprehending short story is sufficient.
B.
Discussion
of Study
Discussion of test
result
By looking at the percentage scale table above the
writer may state that the percentage of the students ability of the second year
students of MTs. Darussalam n academic year 2010/2011 in comprehending short
story are (37,5%) in the qualification is good, (45%) in the qualificationn
sufficient, and (7,5%) in the qualification is low.
It is seen from the fact that attainment level of
students of MTs. Darussalam is good. It is seen in the percentage that the
students who got the score > 60 is 32 students and students got score
< 60 is only 8 students from 40 students as sample.
In this study, the writer may state the attainment level
students of MTs. Darussalam Academic Year 2010/2011 in comprehending short
story are good.
- Students ability in comprehending short story are :
1. Students
finding the main idea in short story
2. Students
usually try to identifying short story
3. Students
try to inferencing the message of each short story.
- A number of factors might influence the ability are :
1. Student's
interest in learning English in general is enough; this is indicated by their
attention during the class activity.
2. Student’s
motivation, they are motivated to learn English.
3. The
teacher have much strategies in teaching English, so that the students are
motivated enough to learn English.
4. The
teacher sometimes use media for teaching, so it is make the students interested
in learning English.
Discussion on the
Questionnaire Answers
Discussion of Questionnaires
The explanations on the Questionnaire Answers from question
number 1 until Number 17 as follow:
1. Question
number 1
Try
to know students have short story book
to increase students ability in comprehending short story and 35 students answered ‘YES’ and 5 students
answered ‘NO’ from the result of research student’s have short story book can
influence the ability of students in comprehending short story and we can know
from the result of test that show the students in Mts Darussalam in second
years were good so students have short story book in a factors might influence to increase
students ability in comprehending short story.
2. Question
number 2
Try to know whether students like to read short story
book and 25 students answered ‘YES’ and 15 students answered ‘NO’. activity in reading short story book is case
of good students way to understand the short story, beside that students have
to know a new vocabulary to increase the students ability in comprehending
short story , from the result of research the students of Mts Darussalam at
second years were good , so often to read
short story book is very influence of their.
3. Question
number 3
Try to know how long the students can read short story book and 16 students
answered ‘YES’ and 24 students answered ‘NO’. the activity in reading short
story for a view hour is not good for the students because to make students
boor so students should to read in a view minutes , so reading short story in a
view hours is not good factor to influence ability in comprehending short
story.
4. Question number 4
Try to know how to increase the students vocabulary when they read short story and 17
students answered ‘YES’ and 23 students answered ‘NO’. from this cribbing of
result questioner for number 4 show that almost all students have not
dictionary , that influence when students found a new word in short story
otherwise students confused to understand it.
5. Question number 5
Try to make students in understanding of short story
reading and 30 students answered ‘YES’ and 10 students answered ‘NO’. the
students are able to understand the short story because their often to read it
and they also have dictionary otherwise if we show from result of questioner
number 5 students are able to increase their ability in reading short story
book .
6. Question
number 6
Try to know whether students can to analysis main idea
in short story and 35 students answered
‘YES’ and 5 students ‘NO’. from the result of questioner number 6 so that
almost all of students have CD / Film in English language which very influence
to help the students in comprehending short story in specific way, so using CD
/ Film in English language was very useful to comprehending short story.
7. Question
number 7
Try to make students motivations in reading short story and 27 students answered ‘YES’ and 13
students answered ‘NO’. from the result of questioner number 7 so that
controlling from their parents and teacher is very influence in ability of
students to comprehending short story.
8. Question
number 8
Try to know the ability of students to understand what the teacher explained in short story and
10 students answered ‘ YES’ and 30
students answered ‘NO’. the result of question number 8 , so a lot of students
is not given the homework by their teacher otherwise students in able to know
their knowledge in comprehending short story.
9. Question
number 9
Try to know the
influence of students learning specially in short story and 20 students answered ‘YES’ and 20
students answered ‘NO’ .the result of
research show that teacher present an very influence in developing students in
specially students activity to develop their knowledge in learning specially in
short story.
10. Question number 10
Try to know the students ability to do the homework
specially in short story and 13 students answered ‘YES’ and 27 students
answered ‘NO’. homework is one of media to know students knowledge in
comprehending short story and from result of my research homework it is can be
supporting students to study every day otherwise students know their knowledge
in comprehending short story.
11. Question
number 11
Try to know the students ability in short story
individually and 17 students answered ‘YES’ and 23 students answered ‘NO’. in
questioner number 11 show that students unable to do the homework by them self
because kind of the factor as follow :
-
Students can not to understand short story
-
Students have not supporting book like
dictionary, notebook, cd, film and etc.
-
Students less in vocabulary .
Otherwise
students can not to do homework by them self
12. Question number 12
Try to know the students understand in teacher
explanation regarding a short story and 30 students answered ‘YES’ and 10
students answered ‘NO’ consultations is one of the way is done by students to
make easy in comprehending short story otherwise students make easier to do the
homework.
13. Question number 13
Try to increase the students motivation to study
about short story and 25 students answered ‘YES’ and 15 students answered ‘ NO’.
homework should be check by the teacher when they give students homework to the
students because to got motivations from it otherwise students more enthusiast
when learning English language specially in short story.
14. Question number 14
Try
to know what the students ambitions to study English and 16 students answered
‘YES’ and 24 students answered ‘NO’. students learning English language to make
the students know about English language, because English language is Universal
language, and it is motivations for the students to understand English language
15. Question number 15
Try
to know the students knowledge in learning short story and 10 students answered
‘ YES’ and 30 students answered ‘NO’. score is not a priority aim to study
English language but students study about English language because they want to
able communicate with English language because English language is universal
language.
16. Question number 16
Try
to know the students motivations to study English and 13 students answered
‘YES’ and 27 students answered ‘NO’. Work in company is not a priority aim to
study English language but students study about English language because they
want to able communicate with English language because English language is
universal language.
17. Question number 17
Try
to know supplements to increase ability in learning short story specially in
their school and 35 students answered
‘YES’ and 5 students answered ‘NO , from discus of result question for number
17 show that almost all of library in their school have English book that might
influence to increase the students ability in comprehending short story.
The data in this study had been taken from the questionnaires
of the student’s ability in comprehending short story. The questionnaires were
discussing about their main difficulties in comprehending short story. The
questionnaires consists 17 questions for students to answer. So in this study,
the writer collected the data from questionnaires to know the difficulties in
comprehending short story for students of MTs. Darussalam, academic year
2010/2011 so we could solve or eliminate their major problem.
From the table percentage student’s questionnaires, the
writer analyzed and discussed the student’s difficulties in comprehending short
story. The research results showed the student’s had difficulties in
comprehending short story. 40% of the student’s don't have a variety of' words,
that made them have difficulties in reading short story, 42.5`% of the
student’s have difficulties in finding the main idea of short story, 75% of
student’s dislike studying English caused by the teacher doesn’t have
motivating strategies in teaching, 87.5% of student's dislike reading short
story, 25% of student’s don’t have ability in grammar to comprehending short
story, 20% of student’s have difficulty in comprehending short story because
don’t have dictionary.
CHAPTER
V
CONCLUSION
AND SUGGESTION
A.
Conclusion
The second year students of MTs. Darussalam Acedemic
Year 2010/2011 are good in scanning reading ability. The reality from 40
students of sample, 32 students are good at scanning reading ability or 80% of
students good and 8 students are not good at scanning reading ability or 20%
students have not good standard achievement.
The conclusion proved the alternative hypotesis which
stated “the second year students of MTs. Darussalam in Academic year 2010/2011
are good in comprehending short story can be assepted. While the null
hypothesis which stated “the second year students of MTs. Darussalam in Academic
Year 2010/2011 are not good at scanning reading ability” is rejected.
From the last score of the students in scanning reading
ability, the writer uses three categories namely: good, sufficient and low.
After the writer gives the total score of the studnets in scanning reading
ability, proved that students in scanning reading ability are different.
From the table percentage student’s questionnaire we may
conclude there many statement, however we came up with the most important
summaries that are the student’s had difficulties in comprehending short story.
40% of the student’s don’t have a variety of words, that made them have
difficulties in reading short story, 42.5% of the student’s have difficulties
in finding the main idea of short story, 75% of student's dislike studying
English caused by the teacher doesn’t have motivating strategies in teaching,
87.5% of student’s dislike reading short story, 25% of student’s don’t have
ability in grammar to comprehending short story, 20% of student's have
difficulty in comprehending short story because don’t have dictionary.
B.
Suggestion
There are two suggestion provided for the teacher and
students of MTs. Darussalam
1. For
teachers
a. For
the teacher of MTs. Darussalam would have developed the language basic skill
like speaking, listening, writing and reading Skill.
b. The
English teacher must be more active in classroom to give their students
exercise in order to have a good skill at comprehending short story.
c. Teacher
should also be more creative in various activities as exercise for scanning
skill.
2. For
students
a. For
English subject the students should know the reading as a language skill
emphasized in scanning reading.
b. The
students must practice English reading especially in scanning
reading.
c. With
comprehending short story, the students can exercise to find the information
about what they want to read.
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Allen, W.W Stanar, 1965, Living English Structure. Longman Group Limited, London.
Arikunto. S, 1998, Procedure Penelitian Suatu Pendekatan Praktis, Edisi Revisi
IV Jakarta : PT. Rineka Cipta.
Arwijati W.M. 1993. Reading Comprehension. Unpublished.
Burn, P.C.,
Roe, B.D. & Ross, E.P. (1984). Teaching
Reading in Today's Elementary
Schools. Boston: Houghton
Mifflin.
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