THE
IMPLEMENTATION OF TEACHING ENGLISH READING
COMPREHENSION
AT LANGUAGE PROGRAM
OF
MAN TULUNGAGUNG 2
2009
/ 2010
THESIS
BY :
A D M I N
NIM. 221284/09091992
ENGLISH EDUCATION PROGRAM
DEPARTEMENT OF ISLAMIC EDUCATION
STATE ISLAMIC COLLEGE
(STAIN) TULUNGAGUNG
ABSTRACT
ADMIN, The
Implementation of Teaching English Reading Comprehension at Language Programe
of MAN Tulungagung 2. Thesis English Educational Program Departemen of Islam
Education State Islamic College (STAIN) Tulungagung, Advisor: Arina Shofiya,
M.Pd
Key Word:
Reading Comprehension Program, Literature
Statement of
Problem; (1) How does the teacher make a preparation for teaching reading
comprehension at language program of MAN Tulungagung 2? (2) what is special
material used by teacher in teaching English reading comprehension of Language
Program of MAN Tulungagung 2? (3) How does the teacher evaluate the teaching of
reading response toward the teaching of reading comprehension? So this study
aims to answer which in accordance with this.
This research
is descriptive with qualitative approach, since it is intended to describle the
implementation of teaching English reading comprehension at Language Program of
MAN Tulungagung 2. The methods of collecting data are documentation, interview,
observation and questionnaires. More ever the analysis the data technique
purposed of hubberman in considered be appropriate to use covering data
reduction, data display and conclusion drawing. Finally, in order to reduce the
research biases and the prefudice the triangulation technique was also used to
check the trustworthiness of data.
From the
study, it revealed that the teacher reading literature make preparation (usson
plank), choose technique and the material to teaching reading literature for
language program (short story, poem, narrative). The teacher guide the student
to comprehend the reading material. So the student able to understand it and
enjoy the teaching learning process.
CHAPTER I
INTRODUCTION
This chapter presents the background of the study, formulation of the
study, purpose of the study those will be presented as follows:
A. Background
of the Study
Language is means of communication. It widely required
because human bring in social creatures. To convey one’s idea, thought,
feeling, expectation, to understand as well as to understood, one needs a means
communication either verbal or non verbal device. Language is instrument to
address and understand idea, reason, feeling, thought either in orally written.
Dealing with human resources development, language is a unique attribute enable
us to learn and think creatively.
There are so many languages in the world. Each country
has its own language which is differ distinctively from one other. The
varieties of language cause difficulty communication among nation. Hence people
need an international language that used million of people of the world
population. In this case English is an International language that is used by
million people in many aspect of line such as in science, education, trade,
technology and communication.
English is foreign language for Indonesian. It means English is taught as
a school subject or an adult level solely for the purpose of giving students a foreign
language competence which they may use the language for the purpose of giving
students a foreign language for the communication possibly with transient
English American.
The English language today reflects the development of
the countries. As International Language, it has an important role to develop
science and technology. Many countries in the world have spoken English and
there are also many literatures written in English. Because of English has a
very important role, it is thought in Indonesian. It becomes the first foreign
language that is taught starting from elementary school to university level.
Nowadays English is placed as local curriculum where
it gives opportunity to the teachers to be creative and innovative. The
curriculum emphasize the students competence and has some orientations such as
the students get meaningful experience in teaching and learning process and
they can enjoy the process in some variations that are appropriate with their
needs. It means that the students are expected to be creative and innovative
with competence that they needs in their live.
School based curriculum emphasizes on identifying
basic competence English and the other competence that are significant with the
human resources development. It is important to prepare the students to master
the basic of English skill they are speaking, reading, listening, and writing.
Therefore, the teacher must prepare the lesson plan, the techniques for
presenting and practicing new teaching method.
As a formal institution, the Islamic Senior High
School of Tulungagung 2 (MAN Tulungagung 2) provides English teaching for its
students. It provides some facilities that help the students learn the language
better. For the instances are language laboratory, auditorium, library, and
classroom. Particularly for language program, the school provided language
laboratory completed with multimedia. The schools also provide a class in which
the students are given exercises to appreciate literary works or activities
which increase the students, skill in reading comprehension. This is quite an
interesting phenomenon where a school has an effect to pay more attention to
the students reading skill.
Based on the explanation above, the writer conducts
research on “The Implementation of Teaching English Reading
Comprehension in Language Program at Man Tulungagung 2”.
B. Formulation
of the Research Problems
Based on the background of the study above, the research problems to be
investigated in this study is : How is teaching reading applied at language
Program of MAN Tulungagung 2, with focuses on :
1. How does
the teacher make a preparation for teaching reading comprehension at language
program of MAN Tulungagung 2 ?
2. What is the
special materials used by teacher in teaching English reading comprehension at
language program of MAN Tulungagung 2 ?
3. How does
the teacher evaluate the teaching of reading comprehension of language program
in MAN Tulungagung 2 ?
4. What are
the students’ response toward the teaching of reading comprehension?
C. Purpose
of the Study
Referring to the formulation of the study above, the study intended:
1. To know the
preparation for teaching reading comprehension at language program of MAN
Tulungagung 2.
2. To know the
material used by the teacher in teaching English reading comprehension at
language program of MAN Tulungagung 2.
3. To know how
the teacher evaluate the English reading comprehension at language program of
MAN Tulungagung 2.
4. To know
students response toward teaching English reading comprehension.
D. The
Significance of the Study
The writer of this research hopes that this research
gives important contributions to the students, teacher, the writer herself and
anyone who will discussion or study reading comprehension from other point of
view such as from it is grammar, genre etc. or the same point. There is a list
of benefit. They are for the school concerned, English teacher, the researcher
and the students. The significance of this research as following.
- The School
As feed back to the institution to improving the system of education and
facilitate that what the teacher and students need, especially the teacher and
students of language program.
- The English Teacher
The teacher will get additional information about English material in
order to teach English reading comprehension. So they can choose appropriate
teaching methods in teaching reading comprehension.
- The Students
The students would be the realize that reading comprehension. It is very
important for them. So they will work harder to learn reading comprehension.
- The Writer
It can increase the writer ability in teaching reading comprehension.
This result can be used as reference and other consideration to investigate
many problems which are seminar to the topic in the writer further studies in
the research field the writer hopes that the result of the research can
increase the writer experience, know and English skill, because the writer
strives to be good teacher of English.
E. Scope and
Limitation
To make the study more feasible, the study is focused
only on teaching reading comprehension using literary texts, including:
1. The role in
teaching English reading comprehension
2. The
material, which used in teaching English reading comprehension
3. The
evaluation of reading comprehension
4. The students’
response toward the teaching English reading comprehension.
F. The
Definition of Key Terms
The definition of key term are to be given, in order
to avoid misunderstanding.
1. Reading
Comprehension
A skill that involves taking meaning from the text in
reading process or the process of simultaneously extracting and constructing
meaning through interaction and involvement with written.
2. Language
Program
A
particular class, which focused to study language or mastery language.
3. Literature
Literature itself is very difficult to define. Although the definition
may not satisfy the readers, Holm by in Oxford advanced learner’s Dictionary of
current English (1985 : 496) says that (the writing of the study of) book etc.
Valued as worth of art (drama, fiction, essays, poetry, biography contrasted
with technical books and Journalism).
CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Definition of Reading
There are many definition of reading. These
can be studied. From a list of different definitions of reading. It is defined
from different point of view. Albert J. Harris& Edward R. Sipay, P. 13 as
quoted by Sukirah Kustaryo, reading is concerned mainly with learning to
recognize the printed symbols that represent language and o respond
intellectually and emotionally when being asked about the content of the ext he
has read.
The view of Cristine Nuttal as quoted by
Simanjuntak defines reading as meaningful interpretation of printed or written
verbal symbols. It means that reading a result of interaction between the
perceptions of graphic symbols that present language and the reader’s language
skill, cognitive skill, and the knowledge of the world. In this process the
reader tries to recreate the meanings intended by the writer.
Yet money student frequently complain that they have
difficulty getting through the required reading in course, that they cannot
keep their mind on what they read.
This seeming contradiction can be explained by the fact that most students not
develop (or have not been thought) necess
ary reading and study techniques that can influence
and greatly alter the ability effectively to read and retain text book material
in addition, many students have developed reading habits which actually
interference with efficient reading.
To make easy to comprehend a
foreign language text, the reader must have ability in the comprehension of
text that is written in his own language to discuss reading habit and
strategies that can enhance a student’s ability to concentrate and to read and
learn more effectively. Concentration is the ability to keep your mind what
you’re doing in the frame work of college course, concentration refers to the
ability to keep your mind on what you are reading and studying.
Developing your power of
concentration is a first step to becoming a more efficient, careful reader.
Unless you are able to keep your mind on what you are reading, you will not be
able to understand or remember the material. Lock of concentration then, is
often a major reason why some students experience difficulty in understanding
or remembering what they read.
The ability to concentrate involves
two major skills or abilities exclusion and interruptions that take your mind
of your reading focusing is the skill of directing your attention to the
material you are studying. If you can master same techniques in using each of
these skills you will notice a change in your level of concentration. There are
three types of reading they are; skimming, scanning and intensive reading.
1.
Skimming
Skimming is quick reading for the
general drift of a passage, it is on activity which is appropriate when there
is not time to read something carefully or when trying to decide if careful
reading merited. Readings does not always mean that you must read slowly and
carefully every word, comma and stop.
We mentioned, for instance, that it is not essential to read the information
contained between brackets and dashes. In fact you can often ignore phrases and
even sentences without losing track of the main ideas.
Sukirah Kustaryo States, skimming
is a technique used to look for the gist of what the author is saying without a
lot of detail. Beside that C. Nuttal says, by skimming on the other hand, we
mean glancing rapidly through a next to determine its gist, for example in
order to keep ourselves superficially informed about matters that are not of
great importance to us.
So after this skimming, one should decide whether to read the material more
thoroughly and rapidly.
2.
Scanning
Scanning is Similar to skimming in
that the reader is pushing himself through a selection at an initially
uncomfortable rate but the search is more focused since the information needed
is very specific.
Usually a date, a number or place.
Scanning is not reading in the strict sense of the word. It is an ability to
locate facts is not a new skill at all, we all practice scanning at same time
or other, through we may not be aware of it.
3.
Intensive Readings
It is also called reading for
through comprehension. Intensive
reading is in order to master the total message of writer. It is that
stage of understanding at which the reader is able to paraphrase the other’s
ideas.
B.
Approaches of Reading
- The Pedagogical Approach
Pedagogical approach is
organized around a reading passage accompanied by comprehension questions. The
passage is usually used as. A vehicle to consolidate structure
and vocabulary. Passages which contain syntactic structure and lexical items
beyond the learners' competence are not easy to comprehend. The procedure to
follow this case is to provide a list of the problematic words and phrases and
their meanings before learners are given the opportunity to read the passage.
"These called "primary glossaries.
Alternatively words which are assumes=d to create
difficulty through context can be glossed after the passage, and the reader's
attention is" directed to them calls them "promoting glossaries.
In short, the
pedagogical approach, with its emphasis on simplification of language
structures, falls short of teaching reading as communication (Hasan, 1993).
2. Communicative Approach
The
communicative approach to language teaching has given instructors a different
understanding of the role of reading in the language classroom and the types of
texts that can be used in instruction. When the goal of instruction is
communicative competence, everyday materials such as train schedules, newspaper
articles, and travel become appropriate classroom materials, because reading
them is one way communicative competence is developed. Instruction in reading
and reading practice thus become essential parts of language teaching at every level.
The
communicative approach is such an approach where comprehensible input and the
task-based learning could exist together. To achieve this suitable objective,
we have to adapt the following principles in communicative language teaching as
suggested by Nunan (1988).
a. The focus of
every task should be on the performing of some operation…teaching the learner
to do something in the target language. This something is communicatively useful.
b. Use of
language above the sentence level, with real language in real situations and
pay attention to both the part and the whole work in the context.
c. The practice
of forms should take place within a communicative framework.
d. Mistakes are
not always mistakes. Emphasis should be on fluency.
e. What happens
in the classroom must involve the learners and must be judged in terms of its
effects on them.
This
approach is selected for practical and academic reasons. For specific uses of
the language in graduate or scientific studies. The approach is for people who
do not travel abroad for whom reading is the one usable skill in a foreign
language.
The
priority in studying the target language is first, reading ability and second,
current and/or historical knowledge of the country where the target language is
spoken. Only the grammar necessary for reading comprehension and fluency is
taught. Minimal attention is paid to pronunciation or gaining conversational
skills in the target language. From the beginning, a great amount of reading is
done in language learning, both in and out of class. The vocabulary of the
early reading passages and texts is strictly controlled for difficulty.
Vocabulary is expanded as quickly as possible, since the acquisition of
vocabulary is considered more important that grammatical skill. Translation
reappears in this approach as a respectable classroom procedure related to
comprehension of the written text.
C. The Method of Teaching Reading
Two approaches of
were used in this research: Qualitative Method and Quantitative Method
- The Qualitative approach :
Qualitative research seeks out the ‘why’, not
the ‘how’ of its topic through the analysis of unstructured information –
things like interview transcripts and recordings, emails, notes, feedback
forms, photos and videos. I investigated extensively many of books, journals
and web sites and I relied on the materials for gathering information. So, the
most parts of the research will involve theoretical basis such as objectives of
teaching reading, approaches to teaching reading, and some of reading
techniques. And the strategies for developing your reading skills.
- The Quantitative Method (questionnaires)
Quantitative methods are research techniques
that are used to gather quantitative data - information dealing with numbers
and anything that is measurable. Statistics, tables and graphs, are often used
to present the result of these methods.
A five-point scale questionnaire was designed
for the purpose of the study where students were presented with stated reading
difficulties e.g. unknown words (and asked to grade their difficulty according
to the) agreement scale (strongly agree – strongly disagree). The questionnaire
was written in Arabic and distributed to 20 students of the same specialization
(English specialists). Eighteen responds were collected. This questionnaire was
designed to yield data that would contribute to our understanding of the nature
of the problems that students encounter in. reading class.
D.
Principle of Teaching Reading
Principles for Reading the Book of Proverbs
- Keep in mind the structure of the whole
book of Proverbs as you read any part of it. In particular, make sure you
read any passage of the book in the light of the imagery concerning the
path and the two women that is developed in Proverbs 1-9 and reaches its
climax in Proverbs 8-9.
- Reflect on the parallelism of a proverb by
asking how the second colon sharpens or intensifies the thought of the
first.
- Identify the imagery in a passage, and
then unpack it by asking how the two things compared are similar and how
they are different.
- Think about the source of wisdom of a
passage. Does it come from observation, experience, tradition, revelation
or and combination of these sources?
- Is the passage an observation, a bit of
advice, a warning, a reflection, or some other kind of teaching?
- Since proverbs are not true in any and
every circumstance, ask under what circumstances the proverb may or may
not apply to a situation. How can you tell?
- Does the proverb mention or imply a reward
or punishment that will result from obedience or disobedience?
- If the passage is addressed to a young
man, ask how it applies to you.
- Using a commentary, study the Near Eastern
background of the passage you are considering.
- When doing a topical study, read through
the book of Proverbs and pinpoint the relevant verses. Group them
together, then study each group.
- Try to identify biblical stories or
characters who may illustrate the truthfulness of the proverb(s) you are
studying.
- Does the New Testament address the topic
or teaching of the passage you are studying?
- Think of Christ as the fulfillment of
wisdom and how He might illustrate wisdom of the passage you are reading.
E.
The Reading Process
The first point to be made about the reading
process is reading comprehension. According to Simanjuntak, reading
comprehension is most likely to occur when students are reading what they want
to read or at least what that’s see some good reason to read.
The view of Sukirah Kustaryo, reading with comprehension means understanding
what has been read. It is an active thinking process that depends not only on
comprehension skills but also on the student’s experiences and prior knowledge.
Comprehension involves understanding vocabulary seeing the relationship among
words and concepts, organizing ideas, recognizing the author’s purpose, making
judgments, and evaluating.
Based on Simanjuntak, the complex reading
process consists of two major sub processes. There are
- The first level is identification
Identification is the way of determining
rapidly and accurately just what the text says. Good reader know the language
in is printed from and convert print to language skill fully.
They will be able to recognize words and phrases on the printed page for
the most part automatically, with fewer errors and more quickly and more
rapidly in context.
- The Second Level is Interpretation
The reader must relate what he or she already knows about the subject at
hand, to his cognitive structure, and in combines two; he must in fact create
new structures of meaning.
F.
The Teaching of Reading
In the classroom, reading is one of ways to make the students understand
in teaching-learning process. Every student has different character, so the
teacher is expected to present some ways to make the interesting topic. The
technique of teaching reading which the teacher presents one of them in the
classroom. The first is reading aloud. Reading
aloud often makes one of the rare opportunities to say anything in the class.
It is the way to get pronunciation. Reading
aloud is basic form of classroom organization and disciplines. The teacher will
ask one of the students to read aloud while other student must keep silent and
try to get the right spelling in the text. The second techniques of reading are
silent reading. Students become self directed agent seeking meaning, to be
effective. A silent reading must be based on student’s selected text. So the
student can understand what they are reading. Reading silent usually is used in
the long text.
Finally by the techniques of teaching reading above, the students must
close their books and the teacher can give some questions about what the
students read and the teacher will know how far the students understand about
the text that they read.
CHAPTER III
RESEARCH METHOD
A. Research
Design
In this research, the researcher choose description
with qualitative approach as research as her research design. According to Gay
a descriptive research determines and reports the way thing are. One common
type of descriptive research involves assessing attitudes of opinions toward
individuals, organization, events or procedures.
Furthermore according to Nana Sudjana descriptive research is the research
which trying to describe the phenomenon has happened in this time.
Based on explanation above it can be concluded that descriptive research is
designed to give information of the variable or the current status of the
subject systematically, accurately and factually.
B. Setting
and Subject of the Study
The research will take place at5 MAN Tulungagung 2 is
school that located at Beji village, Boyolangu, Tulungagung of Tulungagung
Univercity exactly. The writer considered it because at MAN Tulungagung 2 has
certain class for language Program. This subject of this research were the second
grade students of MAN Tulungagung 2 in Academic Year 2009-2010. Moreover only
second grade of language Program was taken and the English teacher of second
grade in Language Program. Because the third grade of language program had
graduate in other hand the first grade did not study more about literary. So
thus are as reason, to taken second grade of language program, as of research.
In second grade of language program had study more about literary.
C. The
Researcher Participation
The researcher in this research was instrument
participation meaning that the writer as media of research. Here is the writer
Make observation at MAN Tulungagung 2 especially second grade of Language
Program to collect the data about implementation of teaching English Reading
Comprehension at language program in additional the researcher as interviewer,
that as king some questions to the interviewer (English teacher and students of
language program) to gain an information, related to the research question.
D. Source Of
The Data
The data are very significant in the research. The
research will not be able to get information without the data :
Arikunto said that data is result of research record,
it may be a number or fact.
It means that data is the number of fact that is found by the researcher.
The data in this research is using Primary data and
secondary. The Primary data is the data collected directly by the writer. The
primary data taken from English teacher lesson plan. To gain additional
information related to ther implementation of teaching English reading
comprehension, the researcher also use interview, questionnaire, se note or
memo, photo and formal document as secondary data.
E. Method of
Collecting Data and Instrument
Because of this research is descriptive of the
implementation of teaching English reading comprehension at language program of
MAN Tulungaggung 2, the researcher comes to MAN Tulungagung 2 with the escort
latter. This aim is to ask permission to the instance or institute or head
master of institute for implementation of research.
After the researcher get permission, then, the
researcher conducted observation according to the purpose of the research to
the informant and the object of research (reading comprehension literary).
Next the researcher did interviewing English teacher
to look for more information about teaching reading comprehension especially
literary text. Then, the researcher distributing questionnaires to the students
of language program to knows the students response toward implementation of
teaching English Reading particularly in literary text.
F. Data Analysis
Data
analysis is process of classifying arranging hierarchically and without.
Manipulates the data, so it makes the researcher easy to write the report . The
purpose data analysis is to summarize and simplify the data in order to be
interpreted and then the result in the conclusion . The data analysis for this
study was done by applying the procedure suggested by Mile and Huberman . it
consist data collection, data reduction, data display and conclusion drawing.
1.
Data reduction
Data reduction is a from the present study that sharpens, sort, focuses,
discard, selecting, and organizing raw data obtained in data collection were
done. In the present study after collection the data, through documentation,
interview and Questionnaire, the researcher selected, transcribed, and
organized those raw data. In selecting, transcribing, and organizing those
data, it refers to the formulation of the research problems being investigated
in this research . in other words, the irrelevant data should be discarded or
excluded while the relevant data should be include.
2.
Data Display
In relation to this study, the data were taken from documentation was
focuses.
On the
students’ problem in essay writing to support the process of data collection,
researcher intensively did the distributed questionnaire and interviewed to the
subject of the research . It is focuses on the student problem and their
strategies in essay writing . The most frequent form of data display in the
study was in the form of written text.
3.
Conclusion drawing
However the last procedure are temporary or final
drawings conclusion . Here, from the beginning of data collection , the
researcher decided what things mean and noted regularities , pattern ,
explanation ,possible configuration, causal flows , and proposition until
conclusion could be gained. In the context of this study , after the data were
displayed ,a conclusion was drawn.
There were two kinds of conclusion that the research
drew in this study. They were temporary and final conclusion drawing. If the
temporary conclusion drawing was valid that in answer the research problems
being investigated in the study, the researcher could use it as the conclusion
drawing. On the other word ,if it was not valid , the researcher should repeat
the process starting from displaying the data in order to check whether the
data displayed were in line with the formulation of the research problems or
the data displayed answered the research problem being had been investigated in
the study or not . To have a clear understanding about the process of data
analysis , Figure 1 . 1 shows the above procedure.
G. The
Trustworthiness of The Study
The trustworthiness of the result of the data analysis
is necessary to be checked in order to reduce the researcher biases and
prejudices.
After the data collected by the researcher, they
must be put to a test of validity. So researcher needs some way to check
validity of data. In addition, the qualitative research have two kinds of
technique, they are Triangulation and informant review. In this research,
triangulation was applied in order to check the trustworthiness of data. Patto
stated that there are four kinds of triangulation they are (1) data
triangulation, (2) investigator triangulation, (3) methodological
triangulation, and (4) theoretical triangulation. From the various of
triangulation, in this research, however the researcher use data triangulation
or source triangulation and methodological triangulation to check the
trustworthiness of the data, the researcher use data triangulation because in
this research, the researcher use some data sources which is a valuable and the
data source from different group on informant, the first is from the English
teacher and second is from the students. While methodological triangulation
also use in this research because it is a process in which various methods are
use to measure the same unit within present study, methodological was done by
employing different methods of collection data, namely documentation,
interview, and questionnaire.
CHAPTER IV
DATA
PRESENTATION AND ANALYSIS
A.
DATA PRESENTATION
1.
The Data from Documentation
and Observation
a. Brief Description of MAN
TULUNGAGUNG 2
1. Geographical location
MAN TULUNGAGUNG 2 is located at Ki Mangunsarkoro
street post code 101, Beji village , Boyolangu sub district, Tulungagung
district. It is built on the area of 11.790 M2. This location is strategic
because it could reached by using public transportation. It is also conductive
for education , because the location is among many other schools. MAN
TULUNGAGUNG 2 has strategic location bordered by :
1.
In the west side is TULUNGAGUNG Boyolangu street
2.
In the north side is mosque
3.
In the east side is MTSN
TULUNGAGUNG
4.
In the south side is TULUNGAGUNG University
2. Short
history of MAN TULUNGAGUNG 2
MAN TULUNGAGUNG 2 was built
on 1990 . it was a transfer of vocational School from PGAN based on SK Mentri
Agama RI No. 64 th : 1990 April of 25
th 1990. From the first Academic Years
of education, MAN TULUNGAGUNG 2 had only 2 classes. Now it has 25 classes. Now
MAN TULUNGAGUNG 2 is leaded by Drs. Khoirul Huda as a headmaster of school
which has been migrated in April 2010.
The List of Headmaster Periodically Since MAN
Tulungagung 2 was established, there
have been many headmaster that have leaded it. The list of headmaster names are presented as following:
a. Rebins S.
(1988-1990)
b. Sofjan Hadiprajitno (1990-1995)
c. Drs. Mardjuni
(1995-2005)
d. Drs. Munadji, SH. MM (2005-2010)
e. Drs. Khoirul Huda
(now)
2.
The Data from Interview and
Documentation
a.
The Implementation of teaching
reading comprehension in Language Program
1.
Teaching process according
planning/instructional frame work in Language Program.
The data about the teaching planning instructional
frame work in Language Program are taken by conducting interview with Mr. Endro
Sembodo as English teacher who mastery about literary. He states that the
purpose of teaching reading comprehension in Language Program is the students
able to understand points inside of text. The main purpose of teaching reading
comprehension at Language Program by literary text to make the students more
enjoy full in the teaching learning reading activity and the students are able
to appreciation a literary work by retell or summary.
According to instructional frame work the teacher
should to give pre-reading to motivating, building and activating prior
knowledge the students, before the teacher teaching learning process or
reading. So the students ready to read, to approach text material. In the while
teaching reading activities the teacher using two procedures. They are vocabulary
self collection strategy and concept of definition words maps. The teacher
first present his nominated word to the class, modeling how responds. To the
question during the team presentation, the teacher facilities the discussion,
writers the nominated words on the board with their meanings and invites class
member to contribute additional clarification of the word. Next the teacher and
the students make conclusion on post reading some common technique combined in
their teaching are, role playing, discussion, game, problem solving task etc.
The teacher has important role to monitor the students reading covering
comprehensible understood the text and motivate to read literary in English.
Then the teacher will give some errors analyzing on the students Language
Program performance. The time allotment provide in Language Program is eight
hours in a week by duration off each time.
2.
The Material for Teaching
Reading Comprehension
a.
Annotated Outline of Short
Story
I.
Title: The title of
a short story often serves a foundation. It may name the chief character, as
“Young Goodman Brown”, or may suggest the pot, as “The Bet”, it may mention
some significant object, as “The Monkey Paw.” It may indicate the nature of the
story for example, that it is tragic, as the “Fall of the House of Usher.” A
title may serve several purposes; “The Luck of Roaring Camp” gives both the
place and something more. Some titles aim at suggestiveness: “The Lady, or the
Tiger,”
II.Point of
View: point of view is important in telling a story, for it determines
how much the reader must know, and can know, of what is happening. A story can
be told from one of four different points of view. In the first person point of
view the story is told as though the author is in it. The I is the character
who tells the story.
I once had a strange experience when I was in China but let me begin at the
beginning. I was younger then and more idealistic.
In the third person point of view the story is told as it happens to one
of the character: he, she, it or they.
Ann looked at her son and wondered what had gone wrong, where she had
failed him. He seemed so different, so defiant.
In the dramatic point of view the reader is an observer. He is permitted
to see and hear as he might with real people, but he is not permitted into
their thoughts.
The man stood scowling at his wife, his hands cleaning and unclenching.
She stared back at him then abruptly turned and run from the room at tears came
her eyes.
With the omniscient point of view the author can tell anything he wants
his reader to know. He can reveal the innermost thoughts of his character , and
he may comment upon them.
Charles knew that Elsie would not give up her job, and she knew that he
would never have such opportunity again, but he was wrong to demand so much or
her, to test her love in such a way.
The point of view will shift.
III. Dramatic conflict: a short must be dramatic. It
must be like a play on a stage, or a movie, or a television play.
For convenience, we can place the dramatic conflict that are found in
short in there categories. First is the Physical or Elemental Conflict. Here we
usually find a man in conflict with nature.
The second type of dramatic conflict is Social Conflict.
The third type of conflict is internal or Psychological Conflict.
IV. Theme: A short story must have a purpose. It
should make the reader think. Most short stories have something we might call
“the message” or the “moral” of the story.
It can often simply expressed-crime doesn’t pay, good girls don’t get in
a trouble, don’t cross your bridges before you get to them.
V.
Plot: probably the
most popular kind of story is the one that emphasizes action, and plot is the
action of a story. In an action story we are concerned chiefly with what
happens. Most television programs, movie, and adventure magazines present
action stories.
Plot is planed by the author. The story moves from a beginning through a
series of events to a climax or turning point, and then to a logical end. The
inciting forces are statements or happenings that excite the reader and part of
the build-up of the story.
The inciting forces are part of the rising action that leads up to a
climax, a points where the action is at its peak-most intense, or most
dramatic-and then falls off to reveal what
happens in the end. Such, a
story has a “closed” plot. In a closed plot the author resolves or concludes
the story for the reader:”……. And they lived happily ever after, or “… the
murderer was convicted and hanged.” In a “open” plot the story frequently ends
at the climax and the reader is left to decide what he thinks the resolution or
outcome of the story might be. Viewed in a diagram, a simple plot may be seen
thus:
VI.
Characterization:
Characterization is the depicting of clear images of a person.
There are two methods of characterization: the dramatic and the analytic.
In the dramatic we form or opinions of the characters form what they do and
say, from their environment, and the analytic method the author comments upon
the characters, explaining their motives, their appearance and their thoughts.
VII. Situation: situation is what gives the reader
information he needs for an intelligent
reading of the story. We must know where the story is taking place and we must
know when the story is taking place. Furthermore, it presents us with a tone or
mood that hangs over the story.
VIII.
Style: Simply
speaking, style is the way an author express himself.
Example text:
THE HAUNTED and SCARRY STREET
On time the dark and stormy Halloween night a boy
named Freedy stepped in a house without no way out of it. This whole Freedy saw
the strange house every time he walked home from school. The thing that made
Freedy curious was that it was on scary street which seemed add since Freedy
saw that house every day he always wanted to saw inside of it but the drapes of
windows blocked everything in the house.
At school Freedy always wondered what was in the
house and did not pay attention in class.
His grades were dropping so his parents talked to
him about how school was important and wanted to find out why is grades so bad.
Freedy explained to his parents all about the house and how it looks to his
mind off of school work. However they did not believe him. To help his parents
believe him, he went trough the whole story. This is how the story began,
Freedy was walking home from school and in split second all kinds of clouds
darkned the sky which created a huge storm.
Freedy was looking for shelter but all he saw was
the abandoned house. He day dreamed about since the house was all that was
around he knocked on the front door and the door creaked below him. All of a
sudden the door slammed closed behind him and he heard it lock. Then, the
windows and other door closed. Since it was raining outside, Freedy deeper into
the house he yelled “hello… is anybody here
?,” but no body answered.
All of sudden a noise came from the kitchen, that
sounded like a dropping of something. When Freedy go to kitchen he saw a person
with three eyes that looked like a zombie. Freedy was paralyzed for a moment as
the monstrous person started at him.
He started to run for the front door. Since the
door was locked and the monstrous person was coming straight towards him.
Freedy yelled as loud as he could for help but no body out side heard him. Once
he saw the monstrous person came close him, Freedy found a bog hole in the
wall, the he run a way from the monstrous.
b.
Annotated Outline of Poetry
I.
Title : Usually the
title a poem gives us idea of what the poem is about.
II.
Word Meaning: The
poet more than any other writer. Is concerned with getting the most he can from
the words he uses. He is concerned with both what a word means and what a word
suggest many words have two kinds of meanings. The first is the literal or
dictionary meaning of the words. A word may have several denotative meanings.
Second, we have its suggested or added meanings. These are usually changes in
meaning, brought about by the passage of time, which we call its connotative
meaning, or the connotation of the word. The denotative we take as the
reasonable, intellectual meaning. It is the emotion the word evokes in us
because of the associations we have had with it. For example, the word rain
means, condensed water vapor of the atmosphere falling in drops. But consider
the connotations of the word. To some people it may mean something cool and
refreshing.
III. Imagery: All of us experience the world through
our senses.
IV. Symbol: A symbol is something that means more than
what it is in fact. All of us are familiar with many symbols. Each of the
following pictures is a symbol.
Example: Rose
symbol of girl or woman
Flag
symbol of country, etc
V.
Figures o speech:
All of us, at one time or another have heard or used such expressions.
A simile is the comparison of two unlike things by use of like or as
A metaphor makes a comparison of two unlike things without the use of
like or as. Of these two basic figures of speech, metaphor is the one that is
used more often and in many different ways.
VI.
Sound: Some sounds
give us pleasure, some don’t. Some we may call music, other noise.
VII. Rhyme: Closely related to sound is a part poetry
many people think makes poetry-rhyme. Usually, rhyme is he repetition of the
sound of the last word in two or more lines of poetry, June and moon, boat and
float hill and still, driving and striving are rhyming
Label the rhyme pattern. Use a for the first two rhymes, b for the next
two and so on, for example, the following lines would be labeled as follows.
Twinkle, twinkle, little star, - a
How I wonder what you are, - a
Up above the world so high, - b
Like a diamond in the sky, - b
VIII.
Rhythm: Rhythm is
the very basis of poetry, Rhythm is the wave like pattern of sound. It is the
natural rise and fall of language. Most English words are spoken with a stress
on certain syllables. Rhythm is the repetition of a patterns seem natural and
pleasing so long as they don’t get monotonous, for they seem to emphasize and
clarify. In nature we see the repeating pattern of waves on the beach.
IX.
Theme: Each poem is
written to serve some particular purpose. It may entertain by telling a story.
It may set forth the poet’s views on a subject or it may enforce a moral or
teach a spiritual truth. Whatever its purpose, a poem is built upon emotion.
X.
Figurative Language--language
using figures of speech (a way of
saying one thing and meaning another); in other words,
language that cannot be taken literally (or should not be taken literally
only). Simile, metaphor, metonymy, synecdoche, personification,
apostrophe, are all forms of figurative language.
a. Simile: A figure of speech in which an explicit comparison is
made between two things essentially unlike. The comparison is made
explicit by the use of some such word or phrase as like, as, than, similar to,
resembles, appears, or seems.
Example :
“The Guitarist Tunes Up”
With what attentive
courtesy he
been
Over his instrument;
Not as a
lordly conqueror who could
Command both
wire and wood,
But as a man
with a loved woman might,
Inquiring
with delight
What slight
essential things she had to say
Before they
started, he and she, to play.
-----Frances
Cornford
“Simile”
What
did we say to each other
That we are
as the deer
Who walk
single file
With heads
highs
With ears
forward
With eyes
watchful
With hooves
always placed on firm ground
In whose
limbs there is latent flight
--Scott
Momaday
b.
Metaphor: A figure of speech in which an implicit
comparison is made between two things usually
unlike.
Doesn’t use connective words such as like or as.
Example :
“The Hound”
Life the
hound
Equivocal
Comes at a
bound
Either to
rend me
Or to
befriend me.
I cannot tell
The hound’s
intent
Till he has
sprung
At my bare
hand
With teeth or
tongue.
Meanwhile I
stand
And wait the
event.
-----Robert
Francis
“Metaphors”
I’m a riddle in nine syllables,
An elephant, a ponderous house,
A melon
strolling on two tendrils.
O red fruit, ivory, fine timbers!
This loaf’s big with it’s yeasty
rising.
Money’s new-minted in this fat
purse.
I’m a means, a stage, a cow in
calf.
I’ve eaten a bag of green apples,
Boarded the train there’s no
getting
off.
---Sylvia Plath
Metonymy and Synecdoche: Two common types of
metaphor:
1. Metonymy: the use of
something closely related for the thing actually
meant.
Ex: In “Out, Out--,” Robert Frost uses
metonymy when he describes an injured boy holding up his cut hand “as if to keep / The life from spilling . . . .”
Literally he means to keep the blood from spilling.
2. Synecdoche: the whole is replaced by the part.
Ex: Shakespeare uses synecdoche when he says
that the cuckoo’s song is unpleasing to a
“married ear,” for he really means a married man.
c.
Personification:
A figure of speech in which human attributes are given
to an animal, an object, or a concept.
Ex: When Keats describes autumn as a harvester “sitting careless
on a granary floor” or “on a half-reaped furrow sound asleep,” he is
personifying a season. Also, in the Dickinson poem mentioned earlier,
Dickinson describes frost as a “blond assassin.” As a result, she is
personifying frost.
“The Wind”
The wind
stood up and gave a shout.
He whistled
on his fingers and
Kicked
the withered leaves about
And thumped
the branches with his hand
And
said he’d kill and kill and kill
And so he
will and so he will.
d. Apostrophe:
An address to a person or thing not literally listening.
“Western
Wind”
Western Wind, when wilt thou
blow,
The small rain down can rain?
Christ! if
my love were in my arms,
And I in my bed again!
-----Anonymous (c. 1500)
e. Overstatement(Hyperbole): Statement
containing exaggeration.
Ex: Marvell’s “To His Coy Mistress”: “An hundred years
should go to praise / Thine eyes, and on thy forehead
gaze, / Two hundred to adore each breast, / But thirty thousand to the rest”
(13-16).
c. Biographies
RA.
KARTINI
Every April 21, people in Indonesia commemorate the
Kartini day. It is a beautiful day for the woman because we celebrate the birth
of great lady, RA. Kartini. Everyone knows who kartini is. She is our national
heroine and a great lady with the bright idea.
Kartini was born in 1879, April 21 in Mayong
Jepara. Her father was RMAA. Sosroningrat, Wedana (assistant of head of
regency) in Mayong. Her mother, MA Ngasirah was a girl from Teluk Awur village
in Jepara. As the daughter of a noble family, she felt luck because she got
more than the ordinary people got. She got better education than other
children. She did anything she wants although it was forbidden. She passed her
childhood with her brother and sister. Because she was very energetic, her
father called her “trinil”
Then her father was chosen as Bupati (the head of
regency) in Jepara. She and her family then moved from Mayong to Jepara. In the
same year, Kartini’s second sister RA Kardinah was born. The environment in
Jepara gave her big chance to develop her idea. She could study at the Dutch
owned school where only children from noble family could study here.
Few years after finishing her study, RA. Kartini
was willing to continue her study in higher level. But the custom of that day
forbid a woman to go to school. A tradition of that time, a teenage girl should
be secluded and limited her activity. So was Kartini. She was secluded inside
the house and forbidden to go out until a man propose her. The rule could
restrict her body but not her mind. During her “pingitan” time, she spent her
time by reading book which she got from her relatives.
Although she was not able to continue her study to
higher level, she was smart had a bright idea. She got the knowledge from the
books she read. To express her idea, she established a school for local people
on the backyard of Jepara city hail.
In November 12,1903, she married Adipati
Djoyodiningrat, the head of Rembang
regency. According to Javanese tradition Kartini had to follow her husband.
Then she moved to Rembang. In September 13, 1904 she gave a birth to her son.
His name was Singgih. But after giving birth to a son, her condition was
getting worse and she finally passed
away on September 17, 1904 on her 25 years old.
Now Kartim has gone. But her spirit and dream will
always be in our heart. Nowadays Indonesian women progress is influenced by
Kartini’s spirit stated on collection of letter “Habis gelap terbitlah terang”
d. Narrative
Text:
a.
Function : to entertain the
readers or listener.
b.
Parts:
i.
Orientation : It tells the setting
(time and place) and characters.
ii.
Complication / Problem : This part
tells about to be solved by characters.
iii.
Resolution : It describes the
solution to the complication and gives the endings to the story.
iv.
Moral / message
c.
Characteristics : Fictive
(imaginary): the event is not real
d.
Kinds : Fable, folktale, legend,
myth
d.1. Fable: is an animal story, example the
goat
The Goat
One Daya there lived a young goat. He was not as
big as his friends. But his horns were the most beautiful and strongest among
his friends.
Every afternoon, he was with his friends at the
field by river but when his friends went home, he was the latest to come home.
What was he doing? He looked at his reflection at the water. He usually said,
“Look at me! How strong and sharp my horns are! No wonder my friends are afraid
at me”.
One day the proud goat saw a group of goats at the
other side of the river. I want to go the grass is greener and thicker besides.
I want to show those goats my sharp horns’, the goat thought.
Without telling his friends, the goats cross the
river. He walks on the small bridge. The river was small one, but the current
was strong. But the other end of the river was also a goat. The goat wanted to
cross the river too.
“hey, step down, let me cross first’ said the proud
goat. “No way, I’m the first to cross’ answered the other goat. Neither of them
would back off. Each moved forward in the middle of the bridge. The goats were
fighting and suddenly they slipped and fell into the river.
d.2 Folktale: an real story telling, example
snow white
Snow White
Once upon a time there lived a little girl named
Snow White. She lived with her aunt and uncle, because her parents were died.
One day she heard her uncle and her aunt talking
about leaving Snow White in the castle. Because both of them wanted to go to
America and they didn’t have enough money to take Snow White.
Snow White didn’t want her uncle and aunt to do
this. She decided it would be best idea to run away. The next morning she runs
away into the woods.
Snow White felt very tired and hungry, but she went
on running. She didn’t know where she would go. Then she saw a little cottage.
She knocked but there was no answer so she went inside and finally she felt
asleep.
Meanwhile, the seven dwarfs coming home from
working. They went inside. There they found Snow White sleeping. Then Snow
White woke up, she saw the dwarfs. The dwarf said, “What is your name?” Snow
White said, “My name is Snow White”. She told them her journey and the reason
why she ran-away.
Doc, one of the dwarf said, “If you wish, you may
live here with us.” Snow white said, “oh, that’s wonderful. Thank you”. The
snow white and the seven dwarfs lived happily ever-after. Now write
individually a special story or legend you have heard.
d.3 Legend: story that telling name of place
example believe, example Banyuwangi
Banyuwangi
Once upon a time, there was prosperous kingdom. The
king had habit. He always fell in love to beautiful woman. He did not care
whether the woman had a husband or not.
There was a King’s servant named Sidapaksa. He had
a beautiful wife. She was very faithful to him. The King knew it. He wanted to
separate Sidapaksa from his wife. He wanted to marry his wife.
The King called Sidapaksa. He asked him to do a
heavy duty far away in a dense forest. He had to look for a magic flower. He
hoped Sidapaksa would be died in the forest. He hoped many wild animals would
attack and kill him.
Sidapaksa did the duty obediently. He asked his
wife permission first. She let him go oven though she was so sad.
As Sidapaksa left his house, the King proposed
Sidapaksa’ wife. She refused it. The King was very angry. He forced her. She
did not care.
One day, Sidapaksa went home. He brought the flower
with him. He heard a bad news. People said his wife betrayed him. He was so
angry. He wanted to kill her. He did not listen to his wife explanation. His
wife had a wish. She would jump into deep river. If the water turned to bad
smell, it meant she was guilty. If the water produced fragrant smell, it meant
she was not guilty. She finally did suicide in the deep river. The water
produced very fragrant smell. Later on, people called the area “Banyuwangi”. It
means fragrant water.
d.4 Myth: story that telling about something
believe example Princess Mandalika
Princess Mandalika
Once upon a time in Lombok, there was a kingdom
named Kuripan. The kind of Kuripan was very wise. He had a daughter. Her name
is Mandalika. She was so beautiful. Many princess wanted to marry her. To
choose his son-on law, the king held a arrow shooting competition. The best
archer will be Mandalika’ husband
On the day of competition, those princess shot
their arrows. All of them did it perfectly. The king found it difficult to
choose. Therefore, the princess began to fight and kill each other.
Princes Mandalika was so desperate. She didn’t want
anyone killing each other because of her. She decided to go the sea and did
suicide. She did the south sea Lombok. Finally, the fighting stopped. The king
and princess felt very guity.
Until now, every year people go to the south sea.
They do it one day on February or March. On that day, a great number of woman
come of worms come out from the sea. People call them “nyale”. They believe
those “Nyales” are Princes Mandalika hair.
d.
Descriptive Text
THE AMAZING TAJ MAHAL IN INDIA
Taj Mahal is regarded as one of the eight wonders
of the world. It was built by a Muslim Emperor Shah Jahan in the memory of his
dear wife at Agra. Taj Mahal is a Mausoleum that houses the grave of queen
Mumtaz Mahal. The mausoleum is a part of a vast complex comprising of a main
gateway, an elaborate garden, a mosque (to the left), a guest house (to the
right), and several other palatial buildings. The Taj is at the farthest end of
this complex, with the river Jamuna behind it.
The Taj stands on a raised, square platform (186 x
186 feet) with its four corners truncated, forming an unequal octagon. The
architectural design uses the interlocking arabesque concept, in which each
element stands on its own and perfectly integrates with the main structure. It
uses the principles of self-replicating geometry and a symmetry of
architectural elements.
Its central dome is fifty-eight feet in diameter
and rises to a height of 213 feet. It is flanked by four subsidiary domed
chambers. The four graceful, slender minarets are 162.5 feet each. The central
domed chamber and four adjoining chambers include many walls and panels of
Islamic decoration.
Taj Mahal is built entirely of white marble. Its
stunning architectural beauty is beyond adequate description, particularly at
dawn and sunset. The Taj seems to glow in the light of the full moon. On a
foggy morning, the visitors experience the Taj as if suspended when viewed from
across the Jamuna river.
c.
The Evaluation Process in
Language Program
The evaluation administered very important for
teacher, because evaluation administered is hold by each of the class teacher
and evaluation can reveal students strength and weakness. The teacher can
organize test when ever he wants. He can hold the test or examination every the
end of every chapter, but certainly the test must be held minimally once in one
semester in the form oral (retell in front of class) and written (question
answer and multiple choice). The test to get supportly value or score to help
the students score in middle and final test.
Test in oral and written form are usually used to get
supporting score for psychomotor and cognitive aspect, and for affective
aspect, the value is able to be gotten from daily observation of each teacher
in the classroom.
d.
The student response toward
reading comprehension of literary.
The data about the student response toward reading
literary are taken by distributing question to the students of Language
Program.
According to the answers collected from questionnaires
which distributed, the research result conclude that most of the students of
Language Program enjoy full of reading literary. They felt entertainment and
curious to read other literary text.
B.
Data Analysis
- Implementation of Teaching English Reading
Comprehension at Language Program of MAN Tulungagung 2.
a)
Preparation and plan of Teaching
Learning
Teaching and learning process English at MAN Tulungagung
2 for Language Program is eight hours in a week by duration of each hours is 45
minute. This matter a according for syllabus education of Senior High School.
Giving of time education felt have enough by teacher to finish a materials of
English lessoned at one semester.
According to perception of researching of time which
is allocation for the materials of English lesson in Language Program is true
have answered the demand to complete all.
In the teaching and learning process the teacher give
instruction about items to be, this matter to function for multiply ability
student as according to experience of student before lesson started and by the
end of meeting the teacher give picture about items for meeting to come.
Study approach of English at Language Program of MAN
Tulungagung 2 is approach learn active, effective and creative, pleasing in
literary work the English by teacher try to change paradigm teach him. Which
trending of teaching learning is complete, construcvism, trouble-shooting tried
to be apllied in the process of teaching learning English reading at Language
Program of MAN Tulungagung 2.
Example of lesson plan which make by English teacher
of MAN Tulungagung 2 in once meeting with material reading text.
1.
Standard Competence
1.1 Reading
Understanding the meaning of short functional and simple essay in
narrative form, spoof and hortatory exposition in daily contex.
2.
Besed Competence
11.1 Response the meaning and step in rethorical essay, which using kind
of written language accurately, fluently, and acceptancely in daily context and
to access knowledge in narrative form,
form, spoof, and hortatory exposition.
3.
Indicator
a.
Identifying the setting of
narrative story.
b.
Identifying complication of
narrative story
4.
Teaching Purpose
The students able to:
a.
Identifying the setting of
narrative story.
b.
Identifying complication of
narrative story
5.
Teaching Material
Study the generic structure of the narrative text.
a.
Function
To amuse, entertain and to deal with actual or vicarous experience in
different ways, narrative deal with problematic event which lead to a crisis or
turning point of some kind, which in turn find a resolution.
-
Resolution
-
Generic Structure
Orientation : set the scene and introduce the participants.
Evaluation : a steeping back to evaluate the plight.
Complication : a crisis a rises
Resolution : the crisis is revolved, for better or for worst.
Re-orientation : optional
Text reading :
The Goat
One Daya there lived a young goat. He was not as
big as his friends. But his horns were the most beautiful and strongest among
his friends.
Every afternoon, he was with his friends at the
field by river but when his friends went home, he was the latest to come home.
What was he doing? He looked at his reflection at the water. He usually said,
“Look at me! How strong and sharp my horns are! No wonder my friends are afraid
at me”.
One day the proud goat saw a group of goats at the
other side of the river. I want to go the grass is greener and thicker besides.
I want to show those goats my sharp horns’, the goat thought.
Without telling his friends, the goats cross the
river. He walks on the small bridge. The river was small one, but the current
was strong. But the other end of the river was also a goat. The goat wanted to
cross the river too.
“hey, step down, let me cross first’ said the proud
goat. “No way, I’m the first to cross’ answered the other goat. Neither of them
would back off. Each moved forward in the middle of the bridge. The goats were
fighting and suddenly they slipped and fell into the river.
6.
Teaching method : discussion
7.
Teaching steps :
Pre teaching:
a.
Teacher dig information.
b.
Teacher give question which relate
to the material.
c.
Teacher explain the purpose of
teaching narrative text while teaching:
·
Teacher explain narrative
text
·
Teacher dividing the
student to some groups.
·
Teacher asks the student to
reading narrative text which have divide.
·
The student discussions
answer of questions in the text
·
The students find out the
problem in the text.
·
The students identifying
structural of narrative text, which have they read.
Post teaching:
1.
The teacher and the students make
conclusion forward the material that they.
2.
The teacher gives duty to the
students to read narrative text doing the questions in the student worksheet.
b)
The teaching reading procedural
In the process of teaching English reading the teacher
used some strategies (vocabulary strategies, vocabulary self collection
strategy and applied thus procedures to help the students understanding the
text. So the student was easy to comprehend the material, which related
literary work especially.
- The material of reading comprehension at Language
Program
The material used in teaching English reading
comprehension at Language Program multivarious kinds. That provide by library,
such as package book, guide book, book of LKS, English book story and English
dictionary.
The contents of material in reading literary are short
story, poem, biographies, narrative text, and descriptive text. Thus material
given for enrich the knowledge about literary for students language program,
some time the teacher took material from internet. Text copied to divide for
the students. In other hand the teacher ask to the students looking for the
material by their self (in their group) from internet, which related to
literary work as material to study in the class laboratory.
- The Evaluation of reading Comprehension in Language
Class.
Ordinary evaluation re present one of the component in based competence.
This evaluation is executed in wrought with the activity of teaching and learning.
The evaluation in Language Program the implemented in the following forms:
a.
Written and oral test.
The written evaluation used answer questions or multiple choice or
summary the content of text. This texts function to know ability of students of
cognate domain of them. Oral text from items of English can in the form of
memorizing vocabulary, and
b.
Sathering of ability students
(fortofolio)
Evaluation of this portofolio function for the growth of activity
(psychomotor) all students by judging duties and master pieces given by teacher
to the students. At subject of English reading comprehension to compose short
story which have English and embrace reading given by teacher.
c.
Appearance test.
Appearance test is claiming student to daily in the from of deed for example
student can narrative a story with English in front of class without bringing
text or student can present a poem with English.
PERCEPTION SHEET AFFECTIVE TEST
No
|
Aspect Which in
Value
|
A
|
B
|
C
|
D
|
1
|
Fluency and vocabulary
|
|
|
|
|
2
|
Pronoun, stress and intonation
|
|
|
|
|
3
|
Accuration and the mastery
|
|
|
|
|
4
|
Expression
|
|
|
|
|
Explanation :
A = Execelent
B = Good
C = Exacty
D = Bad
d.
Affective test
This test good for measuring student enthusiasm to subject of English
reading comprehension, in this matter all of activity of study. Following are
example perception sheet in affective test :
PERCEPTION SHEET AFFECTIVE TEST
No
|
Aspect Which in
Value
|
A
|
B
|
C
|
D
|
1
|
Adherence executes instruction
|
|
|
|
|
2
|
Diligence
|
|
|
|
|
3
|
Enthusiastic
|
|
|
|
|
4
|
Cooperation
|
|
|
|
|
- The students respons toward the implementation of
teaching English reading comprehension
The students fell pleasant in Study Literary. They was enjoyable in the
process teaching learning. The materials in reading comprehension of literary
as entertainment for them. Because in the reading process used short story,
poetry, tale and soon. The student curios to read more about literary. Is could
to knowing from the result of questionnaires answer.
CHAPTER V
CONCLUSION AND SUGGESTION
This study aims to describe the implementation the teaching English
readings comprehension of Language Program at MAN Tulungagung 2. After
analyzing the data obtained, the researcher to present the data obtained, then
the research deduce the conclusion and suggestion in order to present the
result of the research clearly.
A.
Conclusion
Based on the previous discussion and analysis on the
implementation of teaching had a good arrangement the lesson planning before
the teacher applied the teaching learning in the class, in additional the
teacher also selected in choosing the procedures of teaching reading. Then the
material that used the reading literary texts are suitable, so the students
enjoy full and enthusiasm in the process of teaching learning reading in the
class or language laboratory.
The teacher as facilitators and guide in the teaching
learning process .As guide the teacher help the student comprehension the
literary material by correcting their errors and weakness to make it correct
with discuss in problem solving. In the discuss process each student related
the material which study.
B.
Suggestion
Based on the research findings, there are some
suggestions proposed :
- The School.
The school should give more attention for language
program, because language skill is very important to the students especially
for reading skill. In other word special
schedule, especially for extra the time. The time is not enough for the
students to practice, after they got the theory and material from the teacher.
They are many material is reading comprehension of literary which is impossible
to finish in the limited time. Then not to give a big number of students in one
class because the number of the students in reading comprehension of literary
must be small, to again more effective teaching reading comprehension in the
small class.
- The Teacher
The teacher can improve in makes preparation for
teaching reading comprehension at Language Program (teaching procedure and
literary material) so feedback of teaching reading so result can achieve the
reading indicator.
- The Students
The students must study more achieve reading
comprehension literary. They must understand and know definition of kinds
literary (short story, poem, narrative text) and elements of this in additional
they must enrich their vocabulary.
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