Mendidik dengan Ikhlas: PTK BAHASA INGGRIS

CHAPTER I

INTRODUCTION

1.1 Background of Problem

Learning objective of teaching process is to increase the students ability. So, to achieve it, is needed the participation of the students. The teacher has to be smart to find an interesting and appropriate method that is liked and can be understood by the students.

English has important role as second language to be learnt in many countries. Many information and media are prepared in English, such as: newspaper, internet, television etc. Some people also think that by understanding and able in speaking English, they can know the world, it means wherever we are, English can help us to communicate with others.

There are four skills in English learning. They are listening, writing, reading and speaking. As foreign language, there are many students felt that English is very difficult language to write and read. According to some of them, English words have different between their writing and how to pronounce them. The students also face difficulties in comprehending the reading because of their limited vocabularies. Each skills of English have close relationship with vocabularies, such as, to be able in understanding about reading, they need certain vocabularies.

SMP Negeri 1 Duri is one of the some junior high schools in Duri. This school is liked by most people in this town because the strategies location. Today, this school has more than one thousand students from the seventh until ninth year. In this school, English is one of learned subject and also as a local content subject to be learned by students. SMP Negeri 1 Duri chooses English as a local content subject besause of the important of english in the world as communication.

Indonesia applies the KTSP as curicullum of education at school. This is the operational curicullum that arranged and done by each school. Some school also choose English as content local subject to be laerns by the students. The school has authorization to choose the local content subject that relevant to the need of school and environment.

The writer is an English teacher at SMP negeri 1 Duri. Based on the writer’s observation, some o the seventh year students have difficulty to comprehend the reading text that prepared to the students. The most factor is caused by the lack of vocabularies. The real fact can be seen from the evaluation scores at the end of the learning process. Only about 10 to 15 students are able to explain the topic in reading text with the average score about 65 to 80, but the others are only able to get the score about 40 to 60, and it is below than 65 as minimum schore of English at SMP Negeri 1 Duri. This was happen in daily examination.

This condition makes teh writer worried. Beside the writer, there are three other English teacher which graduated of strata I degree teach at the first year students and have many teaching experience. We have tried had to solve this problem. We have discuss each other to find teaching method that can help the students to increase their ability in reading comprehension.

In reality, the writer and other English teachers observed in the seventh years of students at SMP Negeri 1 Duri and found some phenomena as follows:

1. The students had lack of vocabularies, so it is difficult for them to arrange the sentences.

2. Some of the students have difficulty to comprehend the topic given.

3. The teaching method of the teacher was not interesting for the students.

4. Some of the students felt blood minded in leanring process.

5. Some students had no motivation in English learning.

Referring to the problems mentioned above in this research, the writer tries to solve this difficulty in comprehending the reading problem. The writer is interesting to solve this problem becouse of understanding the reading is very important for the students to be able in English. In this case, the writer will discuss one teaching media in teaching reading comprehension namely “Picture Stories”. This media is aimed to build up the students’ ability to comprehend the reading. The writer states to carry out a reseach entitled:’The Use of Picture Stories to Increase the Reading Comprehension Ability of the Seventh Year Students of SMP Negeri 1 Duri”.

1.2 The Definition of the Term

To avoid the misunderstanding in this research, the writer gives the definition of term below:

Reading; the process of deriving meaning from connected text. It involves word knowledge (vocabulary) as well as thinking and reasoning (Kustaryo, 1988;2).

Comprehension;focused on what the text reading about, includes vocabulary, organizing teh ideas and the purpose of the author (Kurtaryo, 1988;2).

Ability ; power and skill, especially to do better (Byrne, 1986). In this research ability means the students’ power and skill to understand the meaning of the text in a reading.

Picture stories; Some stories that accomplished by the pictures to foster the creative thinking and also help the students to express their ideas in the format of beignning, development and ending including the character and setting as story has to have (Dobson in Julia Fitri, 2008;4).

1.3 The Problem

Identification of the Problem

Some of problem can be identified as follows:

Why are the students not able to comprehend the reading text?
How is the teaching method of English teacher to teach the students?
How is the students’ motivation in English learning?

b. Limitation of the Problem

Besause of the consideration of fund and limited time, this research is limited to know how can the use picture stories media increase the ability of the seventh year students in comprehending the reading at SMP Negeri 1 Duri.

c. Formulation of the Problem

The problems of this research is formulated in questions :

Is there any significance contribution of using picture stories to increase the ability of the seventh year students in comprehending the reading text at SMP Negeri 1 Duri.

1.4 The Reason of Choosing the Title

The writer is interested to conduct the research because of some reason as follows:

a. The topic is related to the teaching procedure of the seventh year students at SMP.

b. The use of pisture stories can help the students to comprehend the reading.

1.5 The Objectives and the Need of the Research

a. The Objective of the Research

Based on the formulation of the problems above, the objective of this research is to increase the reading comprehension ability of the seventh year students at SMP Negeri 1 Duri.

b. The Need of the Research

The writer expects that finding of this research can give valuable information to:

The seventh year students can increase their reading comprehension ability.
The English teacher can increase her teaching method in English class.
The teachers are inspirited to find out any English teaching method to motivate the students in learning reading ocmprehension.

CHAPTER II

THEORETICAL FRAME WORK

2.1 Theoretical Frame Work

A. The Nature of Reading Comprehension

Successful reading is determined by the comprehension of the reader about reading text. It is necessary for the readers to understand what comprehension means exactly. So from this section, the writer tries to give the definition of comprehension and reading comprehension.

Comprehension is focused on what the text reading is about. According to Kustaryo (1988;2), comprehension includes vocabulat, organizing the ideas and recoqnize the purpose of the author, seeing the relationship among teh words and concepts and the last making judgments and evaluation. It means that this comprehension not only depends on how the reader finds the meaning of difficulty words from the text but also the reader can find the topic, main point, supporting detail ets.

Reading comprehension is kind of mental process between text and understanding. Royer (2000) says that reading comprehension is the process of understanding and constructing meaning from the text. Teacher should give the stduents knowledge and ability to read f they can easily comprehend the written materials in the text.

Before coming to the class to teach the students, an english teacher should be sure that he/she can give something from the text to the students which will help them read other texts. Techniques or activities which provide training or exercises in reading fill this aim. The activities helpt the students gain knowledge and develop strategies, attitutes, an expectation which make their reading with any text more effective. In other words, the technique will facilitate students who want to read efficiently because reading is an activity which involves mind.

Carrol (in Garnine, 1980) says that reading comprehension also requires language comprehension and cognitive ability or complex reasoning skills. It means that comprehension involves almost every type of understanding or thinking. To get comprehension reader needs to develop their background knowledge reader will recoqnize the contents of the text easily.

From the opinion above, it can be conclded that reading comprehension is the ability of reader to understand, to catch and to recoqnize the point of the text that he/ she reads.

B. Reading Comprehension Purpose

Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purposes for reading guide the reader's selection of texts. The purpose for reading also determines the appropriate approach in reading comprehension, for exmaple: a person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.

Actually, the purposes of reading comprehension can be mentioned to :

1. Read the material extensively.

2. Integrate information in the text with existing knowledge

3. Have a flexible reading style, depending on what they are reading

4. Are motivated

5. Rely on different skills interacting: perceptual processing, phonemic processing, recall

6. Reading serves a function

C. Picture Story

One of the way to make creative techniques in teaching writing such as using media. Picture is one of the kind of media. Hammer, J (1983;121) states that picture story is an excellent media to be used to practice of narrative writing and has the advantages over the oral version of the exercises that the stduents are using all four skills to complete the activity.

Stories are very important for the students in learning any foreign language as well. That is why it is good to start using stories in teaching English as soon as possible. The students enjoy listening to stories over and over again. This frequent repetition allows certain language items to be acquired while others are being overtly reinforced. Many stories contain natural repetition of key vocabulary and structures. This helps children to remember every detail, so they can gradually learn to anticipate what is about to happen next in the story. Repetition also encourages participation in the narrative”. (Ellis and Brewster, 2002:2). Stories also provide opportunities for developing continuity in children’s learning. They can link English with other subject areas across the curriculum.

Freeman (1986;137) states that many activities an be done with picture stories. Te stduents have a choice as to what their prediction would be and how they would word it. They alsoreceive feedback, nor on the form but on the content of the prediction by being able to view the picture and compare it with their prediction.

The statement above let us know obviously that the existence of picture story as on of the ways used in English writing not only emerges the stduents’ motivation to look for, comprehend, brainstrom, but also creates a new story on their own pictures.

C. The Use of Picture Story

Media is an effective teaching aid to explain the learning subject, especially in teaching writing paragraph. The use of media can get the interest and understanding of the students. In applying any media in teaching and learning process, the teachers can create the enjoyable situation in the class by using creative media.

Picture story as visual media is always become a choosing by the students. They are liked by most primary students because they are interesting and colorful. The teachers have to know the principle in choosing media, so the criteria in choosing any media in teaching and learning process must be :

1. can increase students’ ability.

2. media is suitable as students’ ability.

3. The use of media is correlated to the learning subject.

4. media is easy to get.

5. media is liked by the teachers and students.

One of used media in teaching reading to the primary students is by using pictures story. These are some pictures in a story to make the students understand how to write sentences easily. The students also use these pictures to develop phonetic and structural analysis.

From this picture story, the students learn to associate sentences with words. They also learn that the picture can be used as an illustrated dictionary or reference. The students will be easy to classify words. The teacher can ask students to reclassify words several times, (developing their skills of inquiry, and then develop additional teaching lessons.)

The students learn to classify sentences, as well as to distinguish two syllable words and use lessons to add adjectives (descriptors to words..Ex color) The students also learn to create titles, topic sentences, and paragraphs and the teacher can ask questions of the students to facilitate deeper thinking.

This teaching process by using pictures story allows students to be successful quickly, the more words a child adds to their sight vocabulary the quicker they can start making connections that will lead to write. By learning about structural analysis we can predict meanings of words.

E. Steps of Using Pictue Story

Based on Language Experience Approach (LEA), the procedures of using picture story in teaching writing are as below:

a. The teacher ask the students what is happening in each frame of the story. He/she can ask questions to elicit specific details or observations, and if students do not have a clear ideas of what to say, various scenarios can be discussed until the class chooses one they like.

b. The teacher asks the students to explain the topic of text based on the picture.

c. The teacher asks the students about some difficult words that they found in the text.

d. The teacher asks the students to comprehend the reading and arranged some sentences to express the reading about.

e. Then, the teacher shows some pictures in a story and ask the students to write the sentences based on the pictures.

f. Each students read their ideas in front of the class.

2.2 The Hypothesis

H₀ = There is no a significant increasing of reading comprehension

ability of the seventh year students by using picture story media.

Ha = There is a significant increasing of reading comprehension ability

of the seventh year students by using picture story media.

CHAPTER III

RESEARCH METHODOLOGY

3.1 The Research Design

This research is an action research. It consists of four steps in a cycle. They are planning, acting, observing and reflecting. If the problem could not be solved in the first cycle, the research was continued to the next cycle with some revision in the activities of the treatment. Below, the scheme of action research is presented :

REFLECTING

PLANNING

OBSERVING

ACTING

(Kemmis, 1992)

A. Planning

The writer had to prepare some planning to do this research as follows :

1. Arrange the teaching procedures by using picture story.

2. Prepare the observation sheet to assess how the learning condition in class.

3. Prepare the instruments needed in the teaching and learning process.

4. Design and prepare the test.

B. Acting

The writer prepared the test to be given to the student in try out. It was used to measure the natural ability of students in reading comprehension. Before giving treatment, the writer gave pre-test to the seventh year students. After analyzing the result of pre-test, the writer implemented the use of picture story to increase the reading comprehension of the students. This research consisted two cycles and each cycle was conducted into two meetings. Generally, the activities done in this acting are as follows:

1. Pre-test

The items are prepared for the pre-test is a reading text and then the stduents are asked to answer some questions based on the reading text.

2. Teaching Steps

Based on the procedure of teaching listening through dictation technique above, there are number of steps in dictation as follow :

The teacher ask the students what is happening in each frame of the story.
The teacher asks the students to explain the topic of text based on the picture.
The teacher asks the students about some difficult words that they found in the text.
The teacher asks the students to comprehend the reading and arranged some sentences to express the reading about.
Then, the teacher shows some pictures in a story and ask the students to write the sentences based on the pictures.
Each students read their ideas in front of the class.

3. Post- test.

The post-test for students was administered at the end of the treatment. The items used for this test is reading text by some questions.

C. Observing

In this stage, the writer observed the students’ activity in the teaching learning process. The students were observed in terms of their involvement to comprehend the reading text. The writer observed the students who were active during the learning process. The most important thing, students’ responding was very useful to know whether this method is acceptable or not for the students.

D. Reflecting

After doing all the steps of learning and based on the analysis of the observation made, the teacher reflected whether the research was successful or not. If most of students could do the post-test better and get the score higher than 65 as minimal standard of English score, it means that the research was categorized successful. But if the students could not increase their score in listening ability, the research was continued to the next cycle with some revision.

3.2 The Location and Time of the Research

This study was conducted at SMP Negeri 1 Duri. The time of this research was from September to October 2009.

3.3 The Criteria of Successful Action

The criteria of successful action of the research was 65 as the average scores. If the students’ average scores below than 65, the writer would continue to next cycle of the action research to increase the students’ listening comprehension.

3.4 The Data Collecting Technique

Lee (1995) says that a test is the series of questions requiring written or oral answer. In this case, the students were asked to answer the questions based on the the reading text given.

The data were analyzed by the writer to check the successfull of the reasearch are from pre-test, post-test and teh result of observation due to teaching and learning process.

3.5 Data Analysis Technique

To find out how easy or how difficult a particular item in the test, the writer will use the following formula:

F.V = R X 100%

Where :

F. V = Index of difficulty of each items.

R = the number of correct answer.

N = the number of group member

(Heaton, 1975)

After all the students’ score are obtained, the effectiveness of students in learning listening can be seen. To know the mean score of the students, the writer presents the data by using the formula:

m = ∑X

m = Average score

∑X = the total correct answer

N = the number of respondents

(Heaton, 1975)

To measure the result of students in answering test, the writer will use the score level of Harris, D.P (1969). The table of score is below :

Table 1. The Level of Students’ Score

Test scores	Categorization
90 - 100	Excellent
80 – 89	Good to excellent
60 – 79	Average to good
50 – 59	Poor to average
0 - 49	Poor

(Harris, 1974)

CHAPTER IV

THE PRESENTATION AND DATA ANALYSIS

4.1 The Description of the Data

This research is an action research. The main purpose of this research was to find out the use of picture story to increase reading comprehension of the seventh year students of SMP Negeri 1 Duri – Kabupaten Bengkalis. There were 40 students who did pre-test and post-test. In addition, the result of the students’ test was presented in this chapter.

4.1.1 The Result of Test

Based on the result of pre-test and post-test, we can see the result of reading comprehension as below :

Table 2. The Result of Reading Compehension Ability of Students

No	Range Score	Category	Frequency		Percentage
No	Range Score	Category	Pre-test	Post-Test	Pre-test	Post-Test
1	90 - 100	Excellent	0	0	0	0
2	80 - 89	Good to excellent	0	4	0	10%
3	60 - 79	Average to good	17	32	42.5%	80%
4	50 - 59	Poor to average	20	3	50%	7.5%
5	0 - 49	Poor	3	1	7.5%	2.5%
Total			40	40	100%	100%

From the result of students above, we can see that there was no students got excellent and good to excellent in pre-test, 17 students or 42.5% got average to good, 20 students or 50% got poor to average and 3 students or 7.5% got poor score.

The result of students increased in post-test. It was shown from the table that no students got excellent score, 4 students or 10% got good to score, 32 students of 80% got average to good, 3 students or 7.5% got poor to average and only one stduent or 2.5% got poor score. Detail of the stduents’ score in the test can be seen as follows:

Table 3. The Result of Students in Test


No	Name of Students	Pre-Test		Post-Test
No	Name of Students	Score	Category	Score	Category
1	Abdullah Habib	61	Average to good	75	Average to good
2	Adila Ciaikesa	57,5	Poor to average	65	Average to good
3	Aina Hikmatun Addabsi	50	Poor to average	67,5	Average to good
4	Andre Lesmana	52,5	Poor to average	62,5	Average to good
5	Annisa Baby Utami	55	Poor to average	72,5	Average to good
6	Arif Setyo Riadi	62,5	Average to good	72,5	Average to good
7	Cindy Eka Putri	65	Average to good	77,5	Average to good
8	Della Riska	52,5	Poor to average	66	Average to good
9	Dian Rahmadani	67,5	Average to good	80	Good to excellent
10	Ewina Ratu	52,5	Poor to average	67	Average to good
11	Gusmah HildaHafiz Muhammad	47,5	Poor to average	65	Average to good
12	Indri Permata Sari	55	Poor to average	75	Average to good
13	Intan Cahyaning Tyas	50	Poor to average	79	Average to good
14	Irna Anggun Fatiqa	67,5	Average to good	76	Average to good
15	Jordy Fernanda	65	Average to good	85	Good to excellent
16	Lutfhy Yochadivy	63,5	Average to good	66	Average to good
17	M. Fauzi Irkhas	47,5	Poor	78	Average to good
18	Maria Natalia	68,5	Average to good	76	Average to good
19	Monalisa	64	Average to good	87,5	Good to excellent
20	M. Arief Rahman	58	Poor to average	75	Average to good
21	M . Rezky Fahlevi	71,5	Average to good	78	Average to good
22	M. Razky Fadillah	71	Average to good	86,5	Good to excellent
23	M. Syafri Nur	63,5	Average to good	75	Average to good
24	Mutiara Giyana Beza	65,5	Average to good	66	Average to good
25	Nia Lofita	56	Poor to average	75	Average to good
26	Panji Fajar Ilahi	47,5	Poor	48	Poor
27	Rahman Santoso	58	Poor to average	60	Average to good
28	Rayhan Arlla	58,5	Poor to average	61	Average to good
29	Rangga Sutra Jaya	60	Average to good	65	Average to good
30	Reni Elwiza	55	Poor to average	65,5	Average to good
31	Reza Maharani	70	Average to good	75	Average to good
32	Ryandika Gery Firano	58	Poor to average	59	Poor to average
33	Sabpe Rudol Mahakasih	59	Poor to average	60	Average to good
34	Sandygo Abadi	57,5	Poor to average	61	Average to good
35	Steffi Helvianora	61	Average to good	61	Average to good
36	Stevent Stewart P	45,5	Poor	51	Poor to average
37	Tiara Anggraini	58,5	Poor to average	60	Average to good
38	Tita Ratna Sari	66	Average to good	69,5	Average to good
39	Titian Damayanti	57,5	Poor to average	62	Average to good
40	Yona Alivia Hanum	54	Poor to average	53,5	Poor to average
	Total Score	2356		2760
	Average Score	58,9	Poor to average	69	Average to good

The average score of students in pre-test are as follows :

__ = ∑ X

X N

__ = 2356

X 40

The average score of pre-test = 58.9

The average score of students in post-test are as follows :

__ = ∑ X

X N

__ = 2760

X 40

The average score of post-test = 69

Table 4. Recapitulation of Average Score of Students

Pre-Test	Post-Test
58.9	69

Based on table above, it can be seen clearly that the average score of students increase in post-test, and the increasing of that average score gained the score upper than minimal score of English at SMP Negeri 1 Duri.

4.1.2 The Result of Observation

Based on the observation while teaching and learning process conducted, The writer did the observing activity of the the students in class the class. The result of the observation is presented below :

Table 5. The Observation of the Students in English Class by Using

Picture Story

Day/ Date : Tuesday/ September 08, 2009

Cycle : 1

Observation : 1

No	Teacher’s activities	Alternative Answer
No	Teacher’s activities	Yes	No
1	The teacher ask the students what is happening in each frame of the story.	√
2	The teacher asks the students to explain the topic of text based on the picture.	√
3	The teacher asks the students about some difficult words that they found in the text.	√
4	The teacher asks the students to comprehend the reading and arranged some sentences to express the reading about.		√
5	The teacher shows some pictures in a story and ask the students to write the sentences based on the pictures.		√
6	Each students read their ideas in front of the class.	√
TOTAL		4	2

Table 6. The Observation of the Students in English Class by Using

Picture Story

Day/ Date : Tuesday/ September 15, 2009

Cycle : 1

Observation : 2

No	Teacher’s activities	Alternative Answer
No	Teacher’s activities	Yes	No
1	The teacher ask the students what is happening in each frame of the story.	√
2	The teacher asks the students to explain the topic of text based on the picture.	√
3	The teacher asks the students about some difficult words that they found in the text.	√
4	The teacher asks the students to comprehend the reading and arranged some sentences to express the reading about.	√
5	The teacher shows some pictures in a story and ask the students to write the sentences based on the pictures.		√
6	Each students read their ideas in front of the class.	√
TOTAL		5	1

Table 7. The Observation of the Students in English Class by Using

Picture Story

Day/ Date : Tuesday/ September 29, 2009

Cycle : 2

Observation : 1

No	Teacher’s activities	Alternative Answer
No	Teacher’s activities	Yes	No
1	The teacher ask the students what is happening in each frame of the story.	√
2	The teacher asks the students to explain the topic of text based on the picture.	√
3	The teacher asks the students about some difficult words that they found in the text.	√
4	The teacher asks the students to comprehend the reading and arranged some sentences to express the reading about.	√
5	The teacher shows some pictures in a story and ask the students to write the sentences based on the pictures.	√
6	Each students read their ideas in front of the class.	√
TOTAL		6	0

Table 8. The Observation of the Students in English Class by Using

Picture Story

Day/ Date : Tuesday/ November 05, 2009

Cycle : 2

Observation : 2

No	Teacher’s activities	Alternative Answer
No	Teacher’s activities	Yes	No
1	The teacher ask the students what is happening in each frame of the story.	√
2	The teacher asks the students to explain the topic of text based on the picture.	√
3	The teacher asks the students about some difficult words that they found in the text.	√
4	The teacher asks the students to comprehend the reading and arranged some sentences to express the reading about.	√
5	The teacher shows some pictures in a story and ask the students to write the sentences based on the pictures.	√
6	Each students read their ideas in front of the class.	√
TOTAL		6	0

In order to find the data category of using picture story in the English class for the students of seventh year stduents of SMP Negeri 1 Duri, the writer used the categorization below :

76 – 100% Very good
56 – 75% Enough
40 – 55% Less
Below 40% Bad

(Kunto,1988;246)

Based on the aspects observed by the observer due taching and learning process, the writer calculate the “Yes aspect as follows :

21 X 100%

= 87.5% Category Very Good

Table 9

Observation Percentage Recapitulation of Using Picture Story

No	Result Observation	Frequency	Percentage
1	Yes	21	87.5%
2	No	3	12.5%
Total		24	100%

Where :

Yes : The activities that done by the teacher

No : The activities that were not done by the teacher

Based on the recapitulation of observation above, the activities were done by the writer was 87.5%, it was very good categorization and it could be said that the use of picture story gave the contribution to increase the reading comprehension ability of the stduents in English learning, so, the first hyphotesis (H¹) is accepted..

CHAPTER V

CONCLUSIONS AND SUGESTIONS

5.1 Conclusions

Based on the result of the data analysis in chapter IV, the writer writes some conclusions as in the following :

The students’ average score in pre-test was 58.9, it means it was below than 60 as minimum score of English at SMP Negeri 1 Duri.
The students’ average score in post-test was 69, it means it was higher than 65 as minimum score of English at SMP Negeri 1 Duri.
The use of picture story has the contribution to increase reading comprehension ability of the seventh year students of SMP Negeri 1 Duri.
Based on the observer’ observation, the writer has implement 87.5% of observation aspect in teaching reading comprehension.

5.2 Suggestions

Based on the conclusions above, there are some suggestions might be helpful for the teacher and students, they are :

Since the students have difficulty in English, it is suggested that the teacher had to motivate the students due teaching and learning process.
The teachers should give their best efforts to increase their ability and quality of teaching, especially in teaching reading comprehension.
It is better for the teacher to make herself/ himself sure that the students have understood very well because the ability of the students are not the same.
The English teacher in Teacher Group Working (KKG) can discuss the proper technique in teaching English.
The teachers use simple explanation in teaching and learning process.
The teacher also can create their own technique to be applied in the class.
It is better for the teacher to use picture story to increase reading comprehension ability and create comfortable conditions in the classroom.

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Byrne, P. 1986. Teaching Oral English, New York, Longman, London.

Depdiknas, 2005. Penelitian Tindakan Kelas, Materi Pelatihan Terintegrasi Bahasa Inggris, Direktorat Pendidikan lanjutan pertama. Dirjen Dikdasmen, Jakarta.

Harris, D.P. 1979. Testing English as Second Language. New York: House Publisher.

Hornby, A. S. 1989. Oxford Advanced Learner’s Dictionary of Current English, Second Edition, Oxford University Press, Oxford.

Norman, D. 1992. Research Methods in language Learning. Cambridge language teaching library.

Popham, W.J. 1994. Classroom Assessment : What teacher needs to know.

THE USE OF PICTURE STORIES TO INCREASE THE READING COMPREHENSION ABILITY OF THE SEVENTH YEAR STUDENTS OF SMP NEGERI 1 DURI IN ACADEMIC YEAR 2009/2010

ACTION RESEARCH

Written By :

YELIATRI

NIP : 19640501 1988 03 2 004

SMP NEGERI 1 DURI

KECAMATAN MANDAU – KAB. BENGKALIS

RIAU

HEADMASTER’ S APPROVAL SHEET

This is to certify that

YELIATRI, S.Pd

NIP : 19640501 1988 03 2 004

Has been approved to conduct

An Action research on September, 2009

in Academic Year 2009 / 2010

HEADMASTER OF SMP NEGERI 1 DURI

_______________________

NIP :

PREFACE

Bismillahirrahmanirrohim

All praises only belong to Allah SWT the lord of universe. Because of this guindance and blessing, The writer has completed this paper under title “The Use of Picture Stories to Increase Reading Comprehension Ability of the Seventh Yar Stduents of SMP Negeir 1 Duri”. The writer also says peace be upon the greatest prophet Muhammad SAW.

This paper is an action research. In finishing this action research, the writer has been greatly improved by comments, corrections, assistances, motivations, guidance`s and bright ideas of many people. This paper is not considered as perfect writing yet. Therefore, it needs critics, ideas, and sugestion from readers for improvement in the future.

The writer would like to express gratitude to those who have helped in advising on the devolopment of finishing this thesis. They are :

Headmaster of SMP Negeri 1 Duri, who has given a chance to the writer to conduct this action research.
Mrs. J. Jabir as the observer who has helped the writer to observe the stduents’ activity due teaching and learning process.
All English teaches at SMP negeri 1 Duri who helped the writer to give any ideas and input.
All teachers at SMP negeri 1 Duri who always supported the writer to conduct this research.
Lovely parents who always give the writer motivation.
Lovely fun children at home who become the writer’s inspiration in writing and doing everyhing.

Finally, the writer realizes that this research is still far from the perfectness. Therefore, comments and constuctive suggestion are very musch appreciated. Thank you very much and may Allah bless you all and the writerhope this thesis become benefit writing for all. Amin yaa robbal`alamiin..

The writer

Yeliatri

LIST OF CONTENTS

HEADMASTER APPROVAL

ABSTRACT

PREFACE

CHAPTER I: INTRODUCTION

1.1 Background of the Problem....................................................................... 1

1.2 The Definition of the Term........................................................................ 3

1.3 The Problem.. ............................................................................................ 4

a. Identification of the Problem.............................................................. 4

b. Limitation of the Problem.................................................................... 4

c. Formulation of teh Problem................................................................. 5

1.4 The Reason of Choosing the Title............................................................. 5

1.5 The Objectives and the Need of the Research.......................................... 5

CHAPTER II : THEORETICAL FRAME WORK

2.1 Theoretical Frame Work............................................................................. 7

A. The Nature of Reading Comprehension............................................ 7

B. Reading Comprehesnion Purpose...................................................... 8

C. Picture Story...................................................................................... 9

D. The Use of Picture Story................................................................... 10

E. Steps of Using Picture Story............................................................. 12

2.2 The Hypothesis........................................................................................... 13

CHAPTER III: RESEARCH METHODOLOGY

3.1 Research Design......................................................................................... 14

3.2 The Location and Time of the Research..................................................... 17

3.3 The Criteria of Successful Action............................................................... 17

3.4 The Data Collecting Technique.................................................................. 17

3.5 Data Analysis Technique........................................................................... 17

CHAPTER IV : THE PRESENTATION AND DATA ANALYSIS

4.1 The Presentation of the Data...................................................................... 20

4.1.1 The Result of Test....................................................................... 20

4.1.2 The Reuslt of Observation........................................................... 24

CHAPTER V : CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions................................................................................................ 30

5.2 Suggestion.................................................................................................. 30

BIBLIOGRAPHY

LIST OF TABLES

Table 1 : The Level of Stduents’ Score.......................................................... 19

Table 2 : The Result of Reading Comprehension Baility of Students........... 21

Table 3 : The Result of Stduents in Test........................................................ 22

Table 4 : Recapitulaiton of Average Score of Students................................. 23

Table 5 : The Observation 1 of the Students in English Class

by Using Picture Story.................................................................... 24

Table 6 : The Observation 2 of the Students in English Class

by Using Picture Story.................................................................... 25

Table 7 : The Observation 3 of the Students in English Class

by Using Picture Story.................................................................... 26

Table 8 : The Observation 4 of the Students in English Class

by Using Picture Story.................................................................... 27

Table 9 : Observation Percentage of Using Picture Story.............................. 28

Mendidik dengan Ikhlas

Entri yang Diunggulkan

Rangkaian Kegiatan Guru Sejarah SMA dan Guru IPS SMP Se Indonesia di Siak, Bengkalis dan Malaka

Minggu, 03 Juni 2012

PTK BAHASA INGGRIS

A. The Nature of Reading Comprehension

Successful reading is determined by the comprehension of the reader about reading text. It is necessary for the readers to understand what comprehension means exactly. So from this section, the writer tries to give the definition of comprehension and reading comprehension.

From the opinion above, it can be conclded that reading comprehension is the ability of reader to understand, to catch and to recoqnize the point of the text that he/ she reads.

B. Reading Comprehension Purpose

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