ARC@PASA

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.

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 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 would be the realize that reading comprehension. It is very important for them. So they will work harder to learn reading comprehension.

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.[1]

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.[2] This seeming contradiction can be explained by the fact that most students not develop (or have not been thought) necessary 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.[3] 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.[4] 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. [5]

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

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.[6]

In short, the pedagogical approach, with its emphasis on simplification of language structures, falls short of teaching reading as communication (Hasan, 1993).[7]

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).[8]

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.[9]

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. [10]

C.    The Method of Teaching Reading

Two approaches of were used in this research: Qualitative Method and Quantitative Method

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. 

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.[11]

D.    Principle of Teaching Reading

Principles for Reading the Book of Proverbs

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.[12] 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.[13]

Based on Simanjuntak, the complex reading process consists of two major sub processes. There are

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 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.[14]

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.[15] Furthermore according to Nana Sudjana descriptive research is the research which trying to describe the phenomenon has happened in this time.[16] 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.[17] 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

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 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.

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

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

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 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 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 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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