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CHAPTER I

INTRODUCTION

A. Background

Being successful in teaching English is the dominant factor that the

English teacher should pay attention to, especially in teaching reading. Through

reading, one can enhance his experience, develop new concept, solve his

problem, and broaden his horizon of thinking, which are needed to ensure

continuing personal growth and adopt the change in the world yet the importance

of reading has not been realized by most of our society a large number of our

population is classified as poor readers and the majority of the people are contentto read materials of poor uality.

!n education organization learning actively must be uses in order to make

students learning under teachers" help and related to government. The subject

which is taught by the teacher to the students have programmed by government

in curriculum. That is why, teacher tries to do government curricullum program

#$T%&' in the form of learning activity. (s the changing of curriculum, the teacher

must be able to choose the learning method which is appropriate with curriculum.

Then, teacher can give chance to the students to get an active role in learning

activity in class.

!n teaching and learning English in school, teachers play a very important

role. )e or she must be able to motivate students to learn English. %uccessful

teacher and institution where they teach may differ in many ways. Their teaching

skills are influenced by experience, training, class size, teaching hours in a week,

methodology, delivery of materials and the use of media, especially for reading.

!n reading comprehension, the message to be imposed in the written

form is the most important element that the students must recognize, because

the primary purpose of reading is to know the thoughts expressed in the printed

material. Therefore, reading with comprehension is only a way for the students to

arrive at what they want to know from the reading material. )owever, the problem

is how to make them comprehend.

*or students from elementary to university level, reading is something

that has to be done. They have to read their compulsory books or other materials

related to their lesson. *or students who are studying languages, reading is one

1

Faculty of Education and Teacer Training IAIN !T! "a#$i


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of the skills, which has to be learned and is considered as the most important one

because it can influence other language skill #listening, speaking, and writing'.

(ccording to $ustaryo #+--/' it is certainly not easy to present the

English reading for !ndonesian students whose language system is

different. 0eading is a complex process which involves not only read the text but

also their experience to comprehend it. Because of its complexity, many teachers

of English at junior and senior high school find difficulties in all teaching reading

and prefer teaching structure to reading.

!n getting the good result in teaching reading, teacher need to make

lesson plan as a guideline during their teaching. 1esson plan must be based on

syllabus, because it has tight relation. %yllabus is the planning for long time, and

the lesson plan is planning in teaching for short time. But, sometime some thelesson plan made by teacher did not suitable to the syllabus. Especially in

English reading subject. Based on researcher grand tour, There are some lesson

plan did not suitable to syllabus in English reading subject. The reason is

because students have low ability, so it will make them difficult to understand the

lesson.

(ccording to teacher"s reason, the researcher interested to investigate

about the suitable between syllabus and lesson plan toward the English reading

at 2adrasah (liyah %abilul 2uttain $uala Tungkal. Based on the explanation, it

is essential to research about a%%e%ing teacer Perfor#ance in Teacing

Engli% &Reading' at (adra%a Aliya !a$ilul (utta)in *uala Tungkal.

B. Pro$le# !tate#ent

(ccording to the statement above, the research uestion is formulated as

follows3

)ow are the teacher performance in English 0eading teaching at

2adrasah (liyah %abilul 2uttain $uala Tungkal4

C. O$+ecti,e of te Re%earc

The objective of the research is to know teacher performance toward

English 0eading at 2adrasah (liyah %abilul 2uttain $uala Tungkal

D. -i#itation of Pro$le#



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!n this study the researcher limited the research on the suitability between

syllabus and lesson plan in English 0eading teaching at 2adrasah (liyah %abilul

2uttain $uala Tungkal

E. !ignificance of te Re%earc

The result of the research is expected to be useful reference for the

English language teaching particularly for teaching reading students" for other

English teachers.

3


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CHAPTER II

REIE/ OF THE RE-ATED -ITERATURE

A. Reading0. Definition of Reading

5harles in Tohir #/66+37' states that reading is a transmitting of

information process where the author tells all the readers about his ideas or

message. %uch as, the author is regard as the informants #sender' and the

reader on another hand is receiver. 8uring the reading process it means that

the reader can be done the reading process but reader only can grasping

and decoding information, meanwhile he cannot as uestion or comment to

the author directly.

Tinker #+973' state reading is identification and recognition of print

or written symbol, which serve as stimuli for the recall of meaning built up

through past experience. *rom those definitions, it can be concluded reading

means getting process the reader always tries to catch what the writer says

and means actually. (lso from those definitions of reading some people

formulate definitions of reading comprehension.

(ccording to :illiam #+-;3;-


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1. Reading Conce2t

There are different reading definition given by linguistics which

indicate the similar sense of meaning that reading is a comfortable activities

for relax time, come others state that reading is valuable learning activity

where knowledge and science are reuired to be acuired by the students

academically.

(ccording to 0ubin #+-/' reading is the bringing of meaning to and

the getting of meaning from the printed pages while %imanjutak #+--' states

that reading is the process of putting to reader in contact and communication

with ideas. :iddowson in 0ubin #+-/' states that reading is not a reaction

to text but an interaction between writer and reader medicated through thetext. !t is clear that reading is a fundamental reuirement that can influence

the student"s achievement in studying English through reading, we can

broaden our horizon of thinking.

(nthony #+7399' states that teaching English as a foreign language

to the second language learners reuires the learners to be able to use this

language to in daily, interaction either in the classroom learning process that

are well known as in formal communication, but we can deny that we have

not yet achieved the goal of teaching English as a foreign language.!n teaching reading English teacher should introduce other materials

as an alternative to give variation to the student in teaching and learning

process. These materials can be a form of media that can create a

comfortable atmosphere to interest and stimulate the student in the

classroom learning process.

1earning English could be fun for the students who learn another

language. !n this case, teachers of English should have a good preparation

in teaching. !t is very essential for the teachers to create a good classroom

atmosphere and to avoid the students from getting bored. (ccording to

:illiam in 0ahman, teaching must be learned in such a way that learning

becomes interesting.

3. Definition of Reading Co#2reen%ion

)ornby #+9;39++' explains that reading is the act of one who reads

knowledge, E%&, of books 3 the ways in which something is interpreted, while

comprehension is the act of understanding, the ability of the mind to

understand &rocter in 0ahman #+-3


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comprehension is the mind"s power of understanding, or the ability to

understand.

Tinker #+977' states that reading comprehension is not just reading

with a loud voice but also to establish and understand the meaning of words,

sentence, and paragraph sense the relationship among the ideas. (s it is, if a

student just reads loudly, but cannot understand the content of the passages,

it means he>she fails in comprehending the passage.

?phelia #+- /67' assumes that reading comprehension is

understanding evaluating and utilizing of information between author and

reader. !t sounds like the author and the reader can communicate one other.

!t means that a reader in this case, tries to understand what he is saying.

%mith and 8ale #+-639' state that reading comprehension means

understanding, evaluating, utilizing of information and gaining through an

interaction between reader and author. 0eading comprehension is such a

kind of dialogue between reader and author in which the written language

becomes the medium that cause the dialogue happen when the two persons

communicate through the medium of print reading comprehension refers to

reading with comprehension. Thus reading comprehension is reading by

comprehension the meaning of a passage or what is or has been read. ?ne

who reads something by understanding it can be said that he does a reading

comprehension.

5omprehension is a special kind of thinking process. The reader

comprehends by actively constructing meaning internally from interacting

with the material that is read #(nderson and &earson in (lexander,

#+=+


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4. -e,el% of Reading Co#2reen%ion

The following are levels of reading comprehension according to %mith

#+


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language. &eople read to language because they have a desire to do so

and a purpose to achieve.

c' 0eading for information

!n most cases, reading for information is relevant to current study

of the reader they read to find out information, to reduce their

uncertainties.

d' 0eading for pleasure

0eading for pleasure is done without other people"s order but

according to an individual reader"s wish, and taste.

6. *ind% of Reading

(ccording to )armer #+-9', Three kinds of reading, they are3

a' 0eading (loud

!n reading aloud, the students will get experience in

producing the sound, which should be practice as many as

possible. 0eading aloud is divided in two kinds. They are unison is

done with whole group. !t is done to check pronunciation, intonation,

the students ability to read and helps teacher to find out who among

his students has difficulty in reading.

b' %ilent 0eading

%ilent reading is reinforce sing the readers to find out the

meaning of the words. This kind of reading leads the readers to the

better comprehension. This reading is skill to criticize what is written,

to discuss written meaning and to draw inference and conciliation as

well as to tell new ideas on thesis of what is read.

c' 0eading *ast

0eading fast used to improve speed and comprehension inreading. This skill must sun side with the main purpose of reading

that is comprehension it depends on the kinds of reading material.

This speed rate if reading a story or narrative on will be different

room reading scientific.

7. Te !trategy of Reading

(ccording to )armer #+-9', there are three strategies we tend to

approach when we read, they are

a. %kimming



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%kimming is to read text superficially a rapidly in order obtain

the gist or main idea it is a skill that reuires concentration.

(deuate knowledge among of practice is necessary in order to

skim fulfill their purposes.

b. %canning

%canning is to read a text uickly in order to locate a specific

item of information it is used to design the process of locating

uickly a particular word, phrase, sentence, and fact of figure with a

selection.

c. !ntensive reading

!ntensive reading is a for recall or total accuracy it is an activity

in class way in using reading. !t deals with the detail content and

linguistic study.

;. !election of #aterial%

Teacher of English language are expected to be more creative and

more innovative selecting and then presenting materials relatively and using

a wide variety of resources that can enhance and motivate students to learn

English. Through anecdotes, the student will be entertained in reading the

materials. The reading materials should be interesting the teacher should

notice that in selecting the materials he>she should be sure that they are in

time of student"s interest in order towing their attention. This is important for

the smooth less of the way to the students to good concentration and attitude

toward reading lesson. !f the materials are not interesting, the students will

passively not pay much attention to the lesson. This way means that the

teacher will be difficult to attain the objective of his teaching.

(ccording to )uck in Burns #+-;', intermediate students are

interested in reading fiction, biographies adventure and stories of the past.

They like suspense, action and humor. Teacher can asses student personalreading interest them. !n selection reading materials, there are at least three

areas that should be concern3

a' The level of linguistic difficulty

5ooper in @win #+6' and 5hunk states that unpracticed

readings in a foreign language tend to use a wordAbyAword approach

while more practice readers are able to 5hunk information. Based on the



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statement above, we can decide that the select material should be at the

language level of the student.

( material that is too difficult, where every word has to be

explain, or which uses extremely complex grammatical construction is

only likely to produce frustration similarly a material that is too easy does

not extend the students knowledge. The material should be regard,

seuence and varied so their linguistic content and difficulty the ability of

the students.

b' 5ultural content

0eading materials reflect the culture perception of the writer.

Therefore, many reading materials, especially nonAscientific material, or

culturally biased, and so can cause comprehension problems for the

students. *or example, !ndonesian students might have difficulty with the

story about an (merican child who gases into his teacher"s eyes in

search of compassion. The opposite of true in !ndonesian culture where

the children show respect by not looking into their superior"s eyes.

!f the teacher believes that the culture content would interfere

with student comprehension, such material can be avoid an opportunity

for students to gain new awareness of different culturally define

behaviors, in such a case, the teacher can explain the differences in

culture behavior to the student before their read #@win, +6'.

c' The interest factor

The third area that should be concerned in selecting various

reading materials is the interest. !t is hard by the students because the

evidence that students" motivation in reading is greater when material

interest them.

)ow can teacher provide various reading materials that are interesting

for the students4 2ost students of English tale interest in book or shortstory in which characters are involved in learning a second language.

)owever, teacher can also discover the kind topic that interests their

reading preferences.

?ne factor that also should be concerned is the level of the

materials" vocabulary because even though they are interested in the

subject matter of material we have chosen, they will soon lose interest if

they find the vocabulary too difficult. This is why teacher should decide

during their lesson preparation that the meaning of the new word can be



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derived from the material itself when the learner reading it #0ubin,

+-/ '.

0elate with how to select language learning materials. 0ichard

and 0ogers in 2antasiah# /6663+;' give specification 3

+' 2aterial will allow learners to progress at their own rates of learning/' 2aterial will allow for different styles of learning=' 2aterial will provide opportunities independent study;' 2aterial will provide opportunities for evaluating and progress in

learning.

5. Tecni)ue of I#2ro,ing Reading !kill

To achieve the purpose of reading one should read effectively. @eneral

in 0ahman #+-3-' states that effective reading means being able to read

accurately, efficiently and to understand as much of the passage as you read

in order to achieve your purpose.

To achieve one purpose of reading, he can apply some reading techniue

as follows3

a' %urvey 0eading

Brown #+-93=6' says surveying is specialized techniue for

getting a mountain top new of an article chapter content and it helps to

give a general point of view.

b' %kimming

%kimming is a kind of reading that make our eyes move uickly

in order to get the main idea from the reading material. %kimming enable

people to select content that want to read and to discard that which is in

conseuential for their purpose.

c' %canning

%canning is reading the text uickly to answer a specific

uestion. This techniue enables people to locate specific informationwithout reading all the material around !t. Brown #+-9+=- ' states that

scanning serves two functions. !t uncovers relevant information and

accelerates your reading speed.

d' &reAreading

&reAreading is a techniue that a reader uses before he began to

read the material to improve his comprehension and recall. :horter

# +/ /7 ' states that preAreading involves only at those part of

reading materials that will tell you what it is about or how it is organize.



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*urther he explains the port on to look at in reading text book chapters

are3

+. 0ead the title/. 0ead the introduction or opening paragraph=. 0ead the first sentence under each heading;. 0ead each boldface heading.7. otice any typographical aids.


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;. The change means the curriculum. This change regarding in staffing

good in terms of uality and uantity, also means the material form of

school kits as the teaching laboratory, library, teaching aids and others.7. The changes in the curriculum evaluation system. This change

regarding the methods>the best way to measure>assess the extent to

which the curriculum running effective and efficient, relevant and

productivity of learning program as a system of curriculum.

C. !ylla$u%

Experts differ in defining the components of the curriculum. There are

five components of the curriculum and argued there that suggests only ;

components of the curriculum. To know the opinion of experts on the

following curriculum components %ubandiyah #+=3 ;A


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1. Princi2le% of !ylla$u% De,elo2#ent

%yllabus development left entirely to each unit of education,

especially for those who are able to do so. Thus, each unit education has

been given freedom and flexibility in developing a syllabus in accordance

with the conditions and the need for each of them. *or training 5urriculum

that will be done by each unit education is still in order to the curriculum

understanding national, it is necessary to implementing the principles of

the development syllabus, which includes3

a. !cientific

%B5Abased syllabus development has to do with the scientific

principle, which implies that the overall material and activities being

charge in the syllabus must be correct, logical and can be justified

scientifically.

$. Rele,ant

The scope, depth, degree of difficulty and the order of

presentation of the corresponding syllabus or no relation to the level of

development of physical, intellectual, social, emotional and spiritual

learners.

c. !y%te#atic

The components of the syllabus are functionally

interconnected in achieving competence.

d. Con%i%tent

The existence of a consistent relationship between basic

competencies, indicators, subject matter, belajarr experience, learning

resources and assessment systems.

e. Ade)uate

5overage indicators, subject matter, learning experience,

learning resources and assessment systems sufficient to support theachievement of basic competence.

f. Actual and Conte


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?verall syllabus components can accommodate the diversity

of learners, educators, and the dynamics of the changes that occur in

schools and the demands of society.

. Co#2reen%i,e

5omponents syllabus covers the entire sphere of competence

#cognitive, affective, psychomotor' .#iron, /66 3++'

D. -e%%on Plan

0. Definition of le%%on Plan

1esson plan is an important step that must be done prior to their

teachers implement learning activities and to achieve the ultimate goal of

learning. 1earning is not just education but it is a routine activity of

educational communication full message, systemic, procedural, and full of

purpose. Therefore, he must be prepared carefully.

1esson plan is a process of making plans, models, patterns,

shapes, construction involving teachers, learners, as well as other

facilities reuired are arranged systematically so that the learning process

that is effective and efficient in achieving the learning objectives that have

been set #D :eb &age'.

1esson plan is a process of understanding the variety of normative

documents #5andy //, /=, /;, etc.' and alternative #textbook or other

sources' as well as contextual reality #students and their needs', and

further realize the results that understanding into a document applicative

#syllabus and 1!& ' are ready to be implemented in learning at school #D2

:eb &age'.

&lanning the lesson process includes a syllabus and lesson plan

that includes at least the purpose of learning, teaching materials, teaching

methods, learning resources, and assessment of learning outcomes#(rticle /6 of 0egulation +>/667'.

1esson plan or usually called 1earning !mplementation &lan #1!&'

is a learning design subjects per unit which will be applied in learning

classroom teachers. #2uslich./663 7=' lesson planning or soAcalled

1earning !mplementation &lan #1!&' is a learning design subjects per unit

which will be applied to teachers in the classroom.

Budimansyah.dkk. #/6+63 +;A+76' explains to prepare the

learning process with &($E2 approach, educators preparing stepsfollowing activities3 #+' teacher has made a lesson plan #1!&' as both



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1enah, #b' learning objectives describe the process and learning

outcomes to be achieved by learners in accordance with the basic

competencies, #c ' learning goals may include a number of indicators, or

the learning objectives for some indicators, #d' learning activities created

a meeting, when in the 1!& are three meetings, then in the 1!& are three

times the pace of learning, #e' if there is more than a meeting for the

same indicator, does not need to be made steps to complete for each

meeting.

1. Te I#2ortance of -e%%on Plan

The ability to create lesson plan is the first step that must be held

by teachers and prospective teachers as well as the estuary of all

theoretical knowledge, basic skills and a deep understanding of learning

objects and situations in learning #2ulyasa, /6693 /+9'. 1esson plan

serves as guide teachers in implementing learning and forming

competence of learners.

1esson plan is developed based on the characteristics and

condition of the school, as well as the ability of teachers in elaborating be

ready lesson plan guiding the formation of competence of learners. That

teachers can create lesson plans are effective, and efficient, are reuired

to understand the various aspects concerning the nature, functions,

principles and procedures development, as well as how to measure the

effectiveness of its implementation in the learning #$asful and )armi,

/6+63+9-'

1esson plan is a preparation that must be done before the teacher

teaches. &reparation here can mean the written preparation and mental

preparation, emotional situation to be built, a productive learning

environment, including learners convincing to get involved in full.



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E. Relation $et=een !ylla$u% and -e%%on 2lan

%yllabus is one of the stages in the development of curriculum unit

level, in particular to answer the Cwhat is to be learned4C also a further

elaboration of the main points of the program in the subjects derived from the

standard of competence and competence foundation has been set into the

details of the activities and strategies learning activities and assessment

strategies, and the allocation of time.#iron, /66 39'

%yllabus is basically a macro program that should be translated back

into learning programs more detailed, namely the lesson plan. %yllabus is a

program conducted for a sufficiently long period of time #one semester', a

reference in developing the lesson plan which is a program for a shorter

period of time.#iron, /66 39'

%yllabus is learning plans at an and > or groups of lessons > specific

theme which includes competence standard, basic competence, subject

matter > learning, learning activities, indicators, assessment, allocation of time

and resources > materials > learning tool. %yllabus is a translation standard of

competence and basic competence in the subject matter > learning, learning

activities and competence achievement indicator for the assessment. .#iron,

/66 39'

!n observance of the above definition, basically syllabus is the main

reference in a learning activity. %ome the benefits of this syllabus, including3

a. (s a guideline > reference for the development of further learning, namely

in the preparation of lesson plans, management of learning activities, the

provision of learning resources, and development of assessment systems.

&rovide an overview of the main points of the program to be achieved in a

subject.

b. (s a measure in assessing the success of a program learning.

c. :riting documentation #written document' as an accountability programlearning.#iron, /66 3-'

%o that is why, the lesson plan must be appropriate to syllabus. By

using syllabus as a basic, it can be a guideline to improve student"s skill. !t

also can be a measure in assessing the success of program learning.

Teachers who made lesson plan without based on syllabus will be lose same

aspect.

F. Pre,iou% Re%earc

!n order to support this research, the researcher discusses tworelated study. *irst is the study of %uharti #/6++' about Improving Students’



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Reading Competence through DRTA (Directed Reading Thinking Activity)

Technique (A Cassroom Action Research in the Science !"th #rade o$ S%A&

! 'adungan &gai in "*+"! Academic ,ear). !n her study, she wanted

to know whether 80T( techniue can improve students" reading competence

or not, to know what are the students" responses of the 80T( techniue and to

evaluate the strengths and weakness of the 80T( techniue when it is applied

in teaching reading. (fter she did research, she got result that 80T( techniue

is an appropriate techniue which can improve students" reading competence

*irst, 80T( techniue can activate students" background knowledge related to

the topic presented in a reading text. %econd, various activities in 80T(

techniue can enhance students" confidence and motivation to have reading

competence. Third, 80T( techniue can guide the students comprehend an

overall description about the text. The improvement of reading competence

can be seen from the result of preAtest which has the mean score 7


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:hile, the previous research focuses on improvement of students reading skill

by using reading strategy.



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CHAPTER III

(ETHOD OF THE RE!EARCH

A. De%ign of te Re%earc

The design of the research that used in this research is ualitative

research because the data would be in the form of statement, suggestion,

comment, critics, etc, thought this ualitative research the writer try to

understand and interpret the collected data from the behavior of human

interaction their perception without a formal measurement #1exy, +-737='.

*rom that perception, the writer take the conclusion if the ualitative

reseach can be statement, suggestion, comment. !n this research,

researcher will take documentation from English teachers, they are the

syllabus and lesson plan in English reading subject.

B. !etting and !u$+ect of te Re%earc0. !etting of te re%earc

The setting of this research is done at 2adrasah (liyah %abilul

2uttain $uala Tungkal. The research focuses in syllabus and lesson

plan toward English reading at 2adrasah (liyah %abilul 2uttain.

1. !u$+ect of te re%earcThe subject of the research or sample used purposive sampling.

&urposive sampling is a sampling techniue with special considerations

that deserve to be sampled. This techniue is usually performed on

ualitative research #2.8oni%anjaya3 /6+/'. The samples taken from

English teachers of 2adrasah (liyah %abilul 2uttain $uala Tungkal.

C. *ind% and !ource% of Data0. *ind% of Data

a. &rimary 8ata&rimary data are data that taken by the researcher from

respondent and informant. &rimary data also consist of the

information data about all problems that were researched. &rimary

data are the data obtained by the researcher from respondents

and informant or some facts that is observed. &rimary data are the

data taken directly by the researcher from the respondents without

mediator #2.%ubana,/6663/6'.

21



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!n this thesis, the researcher will get the primary data from the

English teacher of 2adrasah (liyah %abilul 2uttain $uala

Tungkal.b. %econdary 8ata

%econdary data is data taken from the sources as documents,

opinions, facilities, and the structure of organization and

geographical place of the research object. %econdary data also the

data that collected statistic, magazine and other sources that

secondary is getting from the second hand, third and so on or no

just the researcher find the explanation #2argono, +


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A%2ect% Point (a or wordAorder is

not error, but change meaning.9 +A9

@rammar and wordAorder errors make comprehension

difficult to understand.; +A;

The grammar error creating speech is not so understood

or hard to understand.= +A=

Focabulary3

Dse vocabulary and idioms is virtually that of a native

speaker.

7 +A7

%ometimes the use of the terms that is not right and>or

must change ideas because less understood.7 +A7

The limitations of vocabulary makes the students find it

very difficult to understand what will be explained.; +A;

Errors in using vocabulary make students confused and

difficult to understand what will be delivered.; +A;

The limitations of the vocabulary make speaking difficult

to do because only a few vocabularies controlled.= +A=

*luency3

%peech as fluent and effortless as that of a nativespeaker

7 +A7

%peed of speech seems to be slightly affected by

language problem.; +A;

%peed and fluency are rather strongly affected by

language problem.= +A=

Dsually hesitant3 often forced into silence by language

limitations./ +A/

%peech is as halting and fragmentary as to make

conversation virtually impossible.= +A=

Tar$iya !cience and Teacer Training Faculty IAIN !T!"a#$i


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5omprehension3

(ppears to understand everything without difficulty.7 +A7

Dnderstand nearly everything at normal speed, although

occasional repetition may be necessary

; +A;

Dnderstand most of what is said at slower than normal

speed with repetition.; +A;

)as great difficulty following what is said. 5an

comprehend only Isocial conversationJ spoken slowly

and with freuent repetitions.

= +A=

5annot be said to understand even simple

conversational English.= +A=

Total score +66

The category of score can be seen as follow 3

%core 5ategory

6 A/6 Fery low performance

/+A;6 1ow performance

;+A


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important, because by using the photos ! can take the documentation. !t

became one proof in the research.

otes are as important as with the record, because if ! interview

someone, ! always take the notes. Because note can be a proof about

opinion from someone. *rom notes, ! can know how someone responds

about something or about the other. (nd use the notes ! can know the

uestion formation for the interview.

E. Te tecni)ue of Data Analy%i%

(ccording to Bogdan KBiklen #+/3 +7=' 8ata analysis is the process

of systematically searching and arranging the interview transcripts, field

notes, and other materials that you accumulate to increase your own

understanding of them and to enable you to present what you have

discovered to others. But, according to %ugiyono#/6++3/;;' J8ata analysis is

a process to find and arranged in a systematic data obtained from an

interview, note field, and documentation, with how to organize data into

categories, outlining the units, doing synthesis, drawing up into patterns,

choose what is important and that will make the jump studied, and so that it

is easy to be understood by yourself and others.JThe research and

ualitative data, so it was analyzed by using techniue of analysis of

descriptive ualitative. The analysis of descriptive ualitative give predicate

to researched variable according to real condition. %o writer analyzed the

data by using the techniues as follow3

0. Reduction of DataThe important approach to redacting the data is to develop codes

or categories and to classify texts or visual images into categories

#%uparman, /663+/;'. The data obtain from the field is uite a lot,

because of it, and then it should be noted in a trough and detailed. The

longer researcher into the field, then the amount of data will be more and

more complex and complete. Therefore, there should be a reduction of

the data. %o, the reduction of data focused on the teacher performance in

teaching reading.1. Taking Conclu%ion

5onclusion in ualitative research is a new finding which never

exists before. The findings can be a description of object that is still

unclear, and become clearly seen after research, %ugiyono #/6+/3=;='



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26

explains too that conclusion may answer uestions in the formulation of

problem. This step researcher concluded the research, explore the

findings.

F. Tecni)ue of Pre%enting Data

!n ualitative data, data display is shown in resume, draft, relationship

among categories, flowchart and etc. #%ugiyono, /6+/3=='. 8ata display can be

done in the form of tables, graphs, phi card, or diagram. !n this research, display

data is displayed in the form of table.



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27

CHAPTER IFINDIN? AND DI!CU!!ION

A. Finding

!n finding the result divided into observation and interview result. Then,

the observation comes from researcher activity in observing teacher when they

taught reading. The interview result was gotten by the teachers and students

answer based on interview sheet. Beside, the researcher also took the

documentation. The documentation was the students achievement result about

reading comprehension. Below is the explantion3

0. O$%er,ation Re%ultThere is only a English teacher in this school. Based on the observation

sheet, the aspects of teaching reading performance divided into pronunciation,

grammar, vocabulary, fluency and comrehension. Below the explanation of

observation result3a' &ronunciation (spect

The result of pronunciation aspect can be seen as follows3Ta$le 4.0 Pronunciation A%2ect

A%2ect% Point

&ronunciation3Teacher was as few traces of foreign accent

;

(lways use the correct accent, althoughsometimes there is some accent in one. =

&ronunciation mentions that one makes thestudents one redefining a word or sentence.

;

8ifficulty mentioned pronunciation sometimesmake students asked to repeat it.

=

The mention of pronunciation that one makespeaking not effective because the students do notunderstand.

=

Total /6

*rom the table above, it can be seen that the total of pronunciation

aspect gotten by the English teacher was /6 from total score of

pronunciation aspect was /;. The teacher got ; for aspect Teacher was

as few traces of foreign accent. Then, teacher got = for the mention of

pronunciation that one make speaking not effective because the students

do not understand. ext, teacher got ; for pronunciation mentions that

one makes the students one redefining a word or sentence. The 8ifficulty

mentioned pronunciation sometimes make students asked to repeat it got



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28

score =. The last, teacher got score = for aspect always use the correct

accent, although sometimes there is some accent in one.b' @rammar (spect

The result of @rammar aspect can be seen as follows3

Ta$le 4.1 ?ra##ar A%2ect

A%2ect% Point

@rammar3

(n error that makes the seuence of words or vocabulary changed its interpretation.

=

?ccasionally makes grammatical and> or wordAorder is not error, but change meaning.

7

@rammar and wordAorder errors makecomprehension difficult to understand.

/

The grammar error creating speech is not sounderstood or hard to understand.

/

Total +/

*rom the table above, it can be seen that the total of grammar

aspect gotten by the English teacher was +/ from total score of grammar

aspect was +. The teacher got = for aspect (n error that makes the

seuence of words or vocabulary changed its interpretation.. Then,

teacher got 7 for occasionally makes grammatical and> or wordAorder is

not error, but change meaning. ext, teacher got / for grammar and wordA

order errors make comprehension difficult to understand. The last,

teacher got score / for aspect the grammar error creating speech is not

so understood or hard to understand.

c' Focabulary (spectThe result of Focabulary aspect can be seen as follows3

Ta$le 4.3 oca$ulary A%2ect

A%2ect% Point

Focabulary3

Dse vocabulary and idioms is virtually that of anative speaker.

;

%ometimes the use of the terms that is not rightand>or must change ideas because lessunderstood.

=

The limitations of vocabulary makes the studentsfind it very difficult to understand what will beexplained.

=

Errors in using vocabulary make students confused

and difficult to understand what will be delivered./



29/41


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30

Ta$le 4.: Co#2reen%ion A%2ect

A%2ect% Point

5omprehension3

(ppears to understand everything without difficulty.

=

Dnderstand nearly everything at normal speed,although occasional repetition may be necessary

/

Dnderstand most of what is said at slower thannormal speed with repetition.

=

)as great difficulty following what is said. 5ancomprehend only Isocial conversationJ spokenslowly and with freuent repetitions.

+

5annot be said to understand even simpleconversational English.

/

Total ++

*rom the table above, it can be seen that the total of

comprehension aspect gotten by the English teacher was ++ from total

score of comprehension aspect was +. The teacher got = for understand

nearly everything at normal speed, although occasional repetition may be

necessary. Then, teacher got / for speed of speech seems to be slightly

affected by language problem. ext, teacher got = for understand most of

what is said at slower than normal speed with repetition. (spect teacher

has great difficulty following what is said got score +. The last, teacher got

score / for aspect cannot be said to understand even simple

conversational English.

Based on the observation result, it can be seen that the total score


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31

how to read a text to students . Fiewed English , they are already dizzythey said. Because they previously did not learn English seriously.Because what4 $arna previous teachers who teach English teacher whose background is not English. %o the teacher did not uite understandabout the English language . %o when ! started teaching this class , ! liketo teach them from scratch againJ

The students got usual in using 1$% when they studied English. They

had opinion that they have spent money to buy the 1$%. !t was about students"

mind set about study English. !t can be a prove that teacher made students got

usual in using the 1$%. ?f course, it become the problem when students want to

develop their reading skill.

Even the teacher did not use the usual system in teaching reading, but

the teacher believe that students can handle the problem in reading. Beside,teacher cannot blame students, because some of them did not get the basic for

English lesson when they were in Lunior )igh %chool. The statement can be

seen as follows3

“! believe this is a way of teaching is right for them . Because as ! saidearlier , they previously did not know the English language in detail anddepth. 8ue to the background of teachers of English in the village > schoolis not really good . %chools location in students" village also far from thecity . %o the English teacher who graduated from the university rejectedthe chance. o one wants to teach here because the place is so far out

of town and access roads are a bit shabby. !f they received Englishlessons in detail and depth in 2T%, ! would not teach this way. Because if the conditions are like that , they will already know English a little moreclearly . But such conditions do not support them in this school, soinevitably ! have to teach them from small things like this I

Based on the interview above, it can be seen that is why, students

sometime failed in reading comprehension. Teacher seldom use syllabus in doing

lesson plan. !t did not mean the teacher did not understand the importance of

syllabus, but it was because the students cannot follow well the syllabus. Below

is the teacher statement3

Iof course very important , because the syllabus is our reference inmaking a lesson plan or 0&& . !f we make a lesson plan without referenceto the syllabus . That means we have only to guess the origin of the goalsin the syllabus . :hereas in the syllabus there are things that we mustachieve . (s basic competencies and indicators of achievement of competencies . There will be aspects that we must achieve . !f we makethe 0&& unfounded syllabus . Then we will not know what we have toachieve in the syllabus . Because for me , the syllabus is very important inmaking 0&&J



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32

The teacher said that syllabus is important, but the fact students cannot

follow the English lesson. That became a home work to teacher and school to fix

the using of syllabus for students. Then, the last uestion is about has been the

syllabus suitable with teacher lesson plan. Below is the answer3

I ?f course , because ! made a lesson plan based on the syllabus .)owever , as ! said earlier. ! can not apply my lesson plans into theprocess of teaching me. Earlier ! said that students had purchasedworksheets and worksheets that students want to be useful . ot onlypurchased and collected. But sometimes in 1$% , not all enter into thesyllabus included $Tsp ! use. ! also want to say that this school uses thecurriculum $Tsp not k M +=J

Based on the interview, it can be seen that actually the teacher made

the lesson plan based on syllabus. But, in fact the students cannot accept the

lesson followed by syllabus because they had low ability. !n solving the problem,

teacher used their way in making students understand.

(fter teacher interview, the researcher got students" interview as

follows3

2ost of students enjoy in studying English. !t was because they

understand the material. Beside, they like the method of their teacher in teaching

English. Below the answer of students3

Iof course , because my teacher taught him accompanied with pranks andfunny things . %o the students who studied with him , do not feel too lateor saturated in the classroomJ

!n fact, students did not care about the syllabus or how the material.

They care about how teacher can make them fell comfort in studying English.

The cheer and funny teacher would be their favorite. The statement supported by

this one3

Iof course understand , because my teacher explains the lesson in detail . (ll described by him . because , we feel comfortable learning with him .)owever, sometimes there are friends who are not happy with Englishlessons , so sometimes even though his teacher explains in great detail .)e still does not understand because basically he is not happy with theEnglish language . %o she was difficult to accept all of the teacherNsexplanation . (lthough the teacher was already explained in detail andclearlyI

%tudents understand about the material. But some students, basically

did not like the English. %o that why, they still did not get motivation in learning



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33

English even though the teacher was well in teaching. Then, reading was as one

of skill in English lesson got special thing in students" choice. The statement

supported by the answer below3

Iyes , ! am interested in reading lessons . %ince it is very exciting .0eading with friends and of course with the guidance of our teachers .Because in the English language itself , we are difficult to read . (s weknow that what is written in the text or word . )ow to read is not thesame . *or example , in the writing we can see his writing , but readingken . That alone is different . Because of that we were a little difficult toread . !n our translation system is also difficult . Because it used to bewhen we learn rarely guided teachers in translating . )owever , sincethe father is teaching us . :e gradually understand English . Becauseof that ! became interested in the English language , especially readingJ

Based on the interview above, it can be seen that students interested in

learning English. Beside, they felt comfort with the teacher. They talked that their

teacher can make them enjoy in studying English.

Teacher also had duty to help students. !n this session, the students

said that they always be helped by the teacher. !t became the plus point to the

teacher. The statement can be seen as follows3

Iyes , my teacher always helped me if we do not understand . Everytime we asked , he always gives an explanation that is easy tounderstand. )owever , sometimes there are some students who uestionunanswered because sometimes students too much to ask . %osometimes there are students who do not have the opportunity to askbecause the time is not so much . But ! am still happy with the teaching of our teachers . Because he never got angry when we asked . )e patientlyexplained what we askedJ

Based on the interview result, it can be concluded that teacher used

their way in teaching reading. Teacher made the lesson plan based on syllabus,

but in practice he was more like using their way. Beside, students did not care

about the syllabus to understand the reading session. They needed teacher who

can made them enjoy and feel comfort in studying English, especially reading.

3. Te Docu#entation

The documentation is gotten by achievement result. The result can be

seen as follows3

Ta$le 4.6 !tudent%@ Reading Acie,e#ent Re%ult

Nu#$er of %tudent% !core Percentage

+ +6 ; G

; /6 - G

+ =6 ; G



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34

+ 76 9< G

Based on the result, it can be seen that all students cannot reach the

reading standard score, that is


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35



36/41

36

CHAPTER

CONC-U!ION AND !U??E!TION

A. Conclu%ion

*rom findings and discussion some conclusions can be drawn. teacher

performance in English 0eading teaching at 2adrasah (liyah %abilul 2uttain

$uala Tungkal is in categorized good, but because the score only


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37

BIB-IO?RAPH

Bogdan dan Biklen, #+/', -uaitative Research .or An Introduction The Teory And %ethod , 1ondon.

Brown, ). 8. #/66;' /rincipes o$ anguage earning and teaching 0rd edition. ew

Lersey3 &rentice )all

Burns, 0.B. #+= ''onsep Diri (Teori1 /engukuran1 /erkembangan dan /riaku)2Lakarta 3 (rcan.

)armer,L. #/66' The /ractice o$ 3ngish anguage teaching . Dnited $ingdom3&erson 1ongman.

)ornby, (.%. #+9;'. 45$ord 6eaner’s Dictionary o$ Current 3ngish2 ?xford

Dniversity &ress

$eraf, @. #+;'. Diksi dan #aya 7ahasa. Lakarta3 @ramedia &ustaka Dmum

$unandar. #/6+6.' #uru /ro$esiona . Lakarta3 0ajawali &ress.

$ustaryo,%ukirah #+--'. Reading Technique $or Coege Students2 Lakarta

38epdikbud

2oleong, 1exy L. #/6+6'. 2etodologi &enelitian $ualitatif . Bandung 3 0emaja

0osdakarya

asution, %., #+-6', %enga8ar Dengan Sukses, Bandung3 Lemmars.

%ubandijah, #+=', /engembangan Dan Inovasi 'urikuum, Lakarta &T. 0aja@rafindo3 &ersada.

%udjana, ana et. al., #+-', /eneitian dan /eniaian /endidikan, %inar Baru

dan &usat &engajaranA&embidangan !lmu 1embaga &enelitian !$!&

Bandung

%ugiyono. #/66-' %emahami /eneitian kuaitati$ . Bandung 3 (lfabeta

%ugiyono. #/6++' %etode /eneitian /endidikan9 /endekatan 'uantitati$1'uaitati1 dan R:D. Bandung3 (lfabeta

Tinker,(. # +-97'. Teaching 3ementary Reading2 ew Lersey 3 Englewood 5liffs

&rentice )all !nc.



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38

C. A22endi< 0Inter,ie= !eet

(. Teacher+' )ow to apply your teaching system to your students4

Osaya biasanya mengajar berdasarkan buku 1$%. $arna jika

saya tidak menggunakan 1$%, siswa saya banyak yang

mengeluh. 2ereka bertanya, jadi untuk apa kami beli 1$% jika

kami tidak menggunakannya pak. 8alam mengajar reading,

saya lebih banyak mengajarkan reading kepada siswa dengan

membaca bersama suatu teks cerita. $arna jika tidak begitu,

mereka tidak mengerti sedikitpun tentang b. !nggris. $arna itu

saya mengajarkan cara membaca suatu teks kepada siswa.

2elihat bahasa !nggris saja mereka sudah pusing kata mereka.

$arna mereka sebelumnya tidak belajar bahasa inggris dengan

serius. $arna apa4 $arna guru sebelumnya yang mengajar

bahasa inggris bukanlah guru yang berlatar belakang bahasa

inggris. Ladi guru tersebut tidak begitu mengerti tentang bahasa

inggris. Ladi ketika saya mulai mengajar dikelas ini, saya

seperti mengajar mereka dari nol lagi./' :hy do you believe if that ways can make your student

understand faster than teaching usual system4Osaya yakin ini adalah cara pengajaran yang tepat untuk

mereka. $arna seperti yang saya katakan tadi, mereka

sebelumnya tidak mengenal bahasa inggris secaramendetil dan

mendalam. 8ikarenakan guru yang berlatar belakang bahasa

inggris di kampung>sekolah ini belum ada. %ekolah juga masuk

ke dalam desa yang jauh dari kota. Ladi guru yang lulusan

bahasa inggris tidak ada yang mau mengajar disini dikarenakan

tempatnya yang begitu jauh dari kota dan akses jalan yang

sedikit buruk. Lika ketika 2T% mereka menerima pelajaran

bahasa inggris secara mendetail dan mendalam. 2ungkin saya

tidak akan mengajar dengan cara ini. $arna jika kondisinya

seperti itu, mereka sudah mengenal bahasa inggris sedikit lebih

jelas. Tapi kondisi yang seperti itu tidak saya dapatkan di

sekolah ini. Ladi mau tidak mau saya harus mengajar mereka

dari hal yang kecil seperti ini.



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39

=' :hat is the importance of syllabus in making leson plan based

on your opinion4Otentu saja sangat penting, karna silabus adalah acuan kita

dalam membuat lesson plan atau 0&&. Lika kita membuat 0&&

tanpa mengacu pada silabus. !tu berarti kita hanya asal

menerka tujuan yang ingin dicapai dalam silabus. %edangkan

dalam silabus kan ada halAhal yang harus kita capai. %eperti

kompetensi dasar dan indikatos pencapaian kompetensi.

8isanakan ada aspekAaspek yang harus kita capai. Lika kita

membuat 0&& tidak berdasar silabus. 2aka kita tidak akan

tahu hal apa yang harus kita capai dalam silabus. $arna itu

bagi saya silabus sangat penting dalam pembuatan 0&&.;' 8o you think that your syllabus has been suitable with your

lesson plan4Oof course, karna saya membuat 0&& berdasarkan silabus.

amun, seperti yang saya katakan tadi. %aya tidak bisa

menerapkan 0&& saya kedalam proses pengajaran saya. Tadi

telah saya katakan bahwa siswa telah membeli 1$% dan siswa

ingin 1$% itu berguna. Tidak hanya dibeli dan dikoleksi. amun

terkadang dalam 1$%, tidak semua masuk termasuk kedalam

silabus ktsp yang saya gunakan. %aya juga ingin memberitahu

bahwa sekolah ini menggunakan kurikulum ktsp. Bukan kA+=.

B. %tudents+' 8oes your teacher make you enjoy the lesson in your class4

Otentu saja, karena guru saya mengajarnya di iringi dengan

senda gurau dan halAhal yang lucu. Ladi para siswa yang

belajar dengan beliau, tidak merasa suntuk atau jenuh di dalam

kelas./' 8o you understand what has been taught by your teacher4

Otentu saja paham, karna guru saya menjelaskan pelajarannya

secara detail. %emua di jelaskan oleh beliau. $arna itu, kami

merasa nyaman belajar dengan beliau. amun, terkadang ada

teman yang tidak senang dengan pelajaran bahasa inggris, jadi

terkadang walaupun guru nya menjelaskan dengan sangat

detail. 8ia tetap tidak mengerti karna pada dasarnya dia sudah

tidak senang dengan bahasa inggris. Ladi dia sulit menerima



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40

semua penjelasan guru tersebut. :alaupun guru itu sudah

menjelaskan secara detail dan jelas.=' 8o you feel interested in learning reading4

O ya, saya tertarik dengan pelajaran reading. $arna sangat

mengasyikkan. 2embaca bersama temanAteman dan tentu saja

dengan panduan dari guru kami. $arna dalam bahasa inggris

sendiri, kami kesulitan untuk membaca. %eperti yang kita tahu

bahwa apa yang ditulis dalam teks atau kata. 5ara bacanya

tidak sama. %ebagai contoh, dalam penulisannya kita melihat

tulisannya can, tetapi bacanya ken. !tu kan sudah berbeda.

$arna itu kami sedikit sulit membacanya. 8alam menerjemah

kami juga sulit. $arna dulu ketika kami belajar jarang dipandu

guru dalam menerjemah. amun, semenjak bapak ini mengajar

kami. $ami sedikit demi sedikit mengerti tentang bahasa

inggris. $arna itu sayan mulai tertarik dengn bahasa inggris

terutama reading.;' 8oes your teacher help you when you still do not understand4

Oya, guru saya selalu membantu saya jika kami tidak mengerti.

%etiap kami bertanya beliau selalu memberikan penjelasan

yang mudah untuk kami mengerti. amun, terkadang ada

beberapa siswa yang pertanyaan tidak terjawab karena

terkadang siswa terlalu banyak yang bertanya. Ladi terkadang

ada siswa yang tidak dapat kesempatan bertanya karna

waktunya juga tidak begitu banyak. Tapi saya tetap senang

dengan pengajaran guru kami. $arna dia tidak pernah marah

jika kami bertanya. 8ia dengan sabarnya menjelaskan apa

yang kami tanya.



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How to make egg and lemon soup

To make egg and lemon soup, you need all the ingredients below:

• 3 quarts chicken broth

• lemon juice 2• 1/2 kg Rice

• salt and pepper

• 4 eggs, well beaten

And here are the steps to make egg and lemon soup:

1. Add the stock to the pan and heat until boiling.

2. Add the rice and cook oer low heat !or !i!teen minutes.

3. "i# the eggs and lemon juice

4. Add three tablespoons o! stock to the mi#ture and stir.

$. %tir this mi#ture into the remaining stock in the pan.&. Add a little salt and pepper.

'. (ook oer low heat !or three minutes

The questions for text above are:

1. )n the te#t included in the te#t*

a. +arratie e#t b. -rocedure e#t c. Recount e#t d. e#t Adertisement

2. hat is the materials that need to make egg and lemon soup*

a. wo b. three c. !our d. !ie

3. ow man0 liters o! chicken broth in need*

a. 3 liters b. 4 liters c. $ liters d. liters

4. ow man0 steps in making egg and lemon soup in the te#t aboe*a. ' step b. step c. 4 step d. 1 steps

$. ow man0 minutes it takes to cook rice*

a. 1 minutes b. 1$ minutes c. 12 minutes d. 2 minutes

&. ow long !or cook oer*

a. 1 minutes b. 2 minutes c. 3 minutes d. 4 minutes

'. ow man0 add the tablespoons*

a. 1 tablespoons b. 2 tablespoons c. 3 tablespoons d. 4 tablespoons

. ow g rice !or make the lemon soup*

a. quarter b. 1$ minutes c. 12 minutes d. 2 minutes

. 5ase o! the steps aboe, what the mi# to lemon juice*


1. ow man0 we need lemon juice !or make egg and lemon soup*


proposal new joko tak uk uk 7

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