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THE READING COMPREHENSION

OF THE SEVENTH GRADE STUDENTS

OF MTS NU MATHOLI’UL HUDA KUDUS

IN ACADEMIC YEAR 2011/2012

TAUGHT BY USING DIRECTED READING ACTIVITY (DRA)

By

JAMILATUL FAJRIYAH

NIM 200832265

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2012

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THE READING COMPREHENSION

OF THE SEVENTH GRADE STUDENTS

OF MTS NU MATHOLI’UL HUDA KUDUS

IN ACADEMIC YEAR 2011/2012

TAUGHT BY USING DIRECTED READING ACTIVITY (DRA)

SKRIPSI Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing the Sarjana

Program in English Education Department

By:

JAMILATUL FAJRIYAH

NIM 200832265

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2012

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MOTTO AND DEDICATION

MOTTO:

Positive thinking is right, but negative thinking is not wrong.

Keep Smiling

Keep Trying

Don’t give up

I can do my best

DEDICATIONS:

This skripsi is dedicated to:

1. Her beloved parents who always take care and

support her

2. Her brother and her sister

3. Her beloved “Onong”

4. Her best friends

5. All of her friends in UMK FM

6. All of her friends in English Education department

in academic year 2012.

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ACKNOWLEDGEMENT

The writer special thanks must first and for most go to Allah SWT the

almighty and the merciful for the blessing, health, miracle and inspiration given to

me leading to completing of this final project and fishing my research.

Praise and innovation are also given to our prophet, Muhammad SAW,

who is always hoped her intercession in the end of the world. Therefore, the writer

would express her appreciation to those who have helped her, namely:

1. Drs. Susilo Raharjo M.Pd as a Dean of Teacher Training and Education

Faculty of Muria Kudus University

2. Fitri Budi Suryani,S.S, M.Pd as the head of English Education Department

3. Atik Rokhayani,S.Pd, M.Pd as the first advisor for her best suggestions,

guidance, and motivation in finishing this final project

4. Dra. Sri Endang Kusmaryati, M.Pd as the second advisor for valuable

help, guidance, and motivation in finishing this final project

5. Zaenuri,S.Ag as the headmaster of MTs. NU Matholi’ul Huda Kudus for

giving her permission to conduct research

6. The English teacher of MTs. NU Matholi’ul Huda Kudus, Hj Nira

Barawati,S.Pd, the writer thanks for her helps, and all of the students of

seventh grade students of MTs. NU Matholi’ul Huda Kudus in academic

year 2011/2012

7. Her beloved parents who always give support, motivation and moral

encouragement to finish her research

8. Her brother and sister thanks for support and affection

viii

9. Her beloved “Onong” who always give support, care, and love.

10. Her best friends, thanks for your helps and support Nida, Inu, Mamah,

Bude, Tante, Iis, Shelly, Caca, Husna

11. Her beloved friends in UMK FM, Sqapiun, Tata, Viana, Echa, Alam

Perdana, Izunun, Aam

Those cannot be mentioned one by one for the support. Therefore, she

hopes any constructive criticism from the readers to make it better.

Kudus, July 2012

The writer

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ABSTRACT

Fajriyah, Jamilatul. 2012. The Reading Comprehension of the Seventh Grade

Students of MTs NU Matholi’ul Huda Kudus in Academic Year 2011/2012

Taught by Using Directed Reading Activity (DRA). Skripsi. English

Education Department, Teacher Traning and Education Faculty, Muria

Kudus University. Advisor: (1) Atik Rokhayani,S.Pd, M.Pd , (2) Dra. Sri

Endang Kusmaryati, M.Pd.

Key Words: Reading Comprehension, Directed Reading Activity

The success of teaching English as a foreign language is determined by

many factors such as, the teacher, material, and the attitudes of the students

towards studying English. Therefore, English teacher have to be aware that their

students must study English more effectively, especially for reading because

everyone needs information to know the world development. The information is

very important for us to develop our knowledge, skills, or just entertain. In

accessing information, we should have a good reading skill because we need to

understand the meaning of the text. So reading is very important for us.

The purpose of the writer is to find out: whether or not there is any

significant difference the ability of reading comprehension of the seventh grade

students of MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012 taught

by and without using Directed Reading Activity.

In this research the writer uses experimental research design control group.

There are two variables; Directed Reading Activity as independent variable and

the ability of reading comprehension of seventh grade students of MTs Matholi’ul

Huda Kudus in academic year 2011/2012 as dependent variable. The writer

determines seventh grade students of MTs Matholi’ul Huda Kudus in academic

year 2011/2012 as the population. The writer takes samples in VIIA as

experimental group and VIIB as control group uses tests to get the accurate data.

After conducting the tretment of reading comprehension of the seventh

grade students of MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012

taught by using Three Phase Technique, the writer found the highest score is 84

and the lowest is 56. And reading comprehension of the seventh grade students of

MTs NU Matholi’ul Huda Kudus in academic year 2011 /2012 taught by using

Directed Reading Activity, the writer found the highest score is 88 and the lowest

is 60. The result of the data can be seen in appendix 11. The writer gets t0= 4.375,

It is bigger than t-table (on the level of significance of 5% (df) N1+N2-2=58 t-

table is 1.671), in other word t0> t-table = 4.375>1.671. It means that the Null

Hypothesis (H0) is rejected and the Alternative Hypothesis (Ha) is confirmed.

Based on the explanation above, the hypothesis of this research that there

is a significant difference between the ability of reading comprehension of the

seventh grade students of MTs NU Matholi’ul Huda Kudus in academic year 2011

/2012 is confirmed. The last this research can be useful as the reference for further

research especially in reading comprehension.

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ABSTRAKSI

Fajriyah, Jamilatul. 2012. Pemahaman Membaca pada Siswa-Siswa Kelas Tujuh

MTs NU Matholi’ul Huda Kudus Tahun Ajaran 2011/2012 Diajar dengan

Menggunakan Directed Reading Acivity (DRA). Skripsi. Program Studi

Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Universitas Muria Kudus. Pembimbing: (1) Atik Rokhayani,S.Pd, M.Pd ,

(2) Dra. Sri Endang Kusmaryati, M.Pd.

Key Words: Reading Comprehension, Directed Reading Activity

Keberhasilan mengajar bahasa inggris sebagai bahasa asing ditentukan

oleh banyak faktor seperti guru, materi, dan sikap kepada siswa yang sedang

belajar bahasa inggris. Oleh karena itu, Guru bahasa inggris harus sadar bahwa

siswa mereka harus belajar bahasa inggris lebih efektif, terutama untuk

mengetahui perkembangan dunia. Informasi adalah sangat penting untuk

mengembangkan pengetahuan, ketrampilan, atau hanya hiburan. Dalam

mendapatkan informasi,kita seharusnya mempunyai ketrampilan membaca yang

bagus karena kita perlu untuk memahami arti dalam sebuah teks. Jadi, membaca

sangat penting untuk kita.

Tujuan penulis dalam penelitian ini adalah untuk mengetahui: Apakah ada

perbedaan yang signifikan dari kemampuan pemahaman membaca pada siswa

kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar

dengan menggunakan Directed Reading Activity.

Dalam penelitian ini penulis menggunakan desain eksperimen kelompok

kontrol. Ada dua variabel, pertama yaitu Directed Reading Activity sebagai

independent variable dan kemampuan pemahaman membaca pada siswa kelas

tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 sebagai dependent

variable. Penulis menentukan siswa kelas tujuh MTs NU Matholi’ul Huda Kudus

tahun ajaran 2011/2012 sebagai populasi. Penulis mengambil contoh dalam kelas

VIIA sebagai kelompok experiment dan VIIB sebagai kelompok kontrol

menggunakan tes untuk mendapat data yang akurat.

Setelah melakukan tretment kemampuan pemahaman membaca pada

siswa kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar

menggunakan Three Phase Technique, penulis mendapat nilai tertinggi adalah 84

dan nilai terendah 56. Dan kemampuan pemahaman membaca pada siswa kelas

tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 diajar

menggunakan Directed Reading Activity, penulis mendapat nilai tertinggi adalah

88 dan nilai terendah 60. Hasil dari data dapat dilihat di appendix 11. Penulis

mendapat t0= 4.375, tersebut lebih besar daripada t-table (dalam level of

significance of 5% (df) N1+N2-2=58 t-table is 1.671), dalam kata lain t0> t-table

= 4.375>1.671. Tersebut berarti bahwa Null Hypothesis (H0) adalah tidak diterima

dan Alternative Hypothesis (Ha) adalah diterima.

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Berdasarkan penjelasan di atas, hypothesa dalam penelitian ini adalah ada

perbedaan yang significan diantara kemampuan pemahaman membaca pada siswa

kelas tujuh MTs NU Matholi’ul Huda Kudus tahun ajaran 2011/2012 adalah

diterima. Terakhir dalam penelitian ini dapat digunakan sebagai referensi untuk

peneliti lainnya terutama dalam pemahaman membaca.

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TABLE OF CONTENTS

Page

COVER ...................................................................................................... i

LOGO ........................................................................................................ ii

TITLE ........................................................................................................ iii

MOTTO AND DEDICATION .................................................................. iv

ADVISOR’S APPROVAL ........................................................................ v

EXAMINER’S APPROVAL ..................................................................... vi

ACKNOWLEDGMENT ............................................................................ vii

ABSTRACT ............................................................................................... ix

TABLE OF CONTENTS ........................................................................... xii

LIST OF TABLES ..................................................................................... xiv

LIST OF FIGURES ................................................................................... xv

LIST OF APPENDICES ............................................................................ xvi

CHAPTER 1: INTRODUCTION

1.1 Background of the Research ............................................................. 1

1.2 Statement of the Problem .................................................................. 4

1.3 Objective of the Research ................................................................. 4

1.4 Significance of the Research ............................................................. 4

1.5 Limitation of the Research ................................................................ 5

1.6 Operational Definition ..................................................................... 5

CHAPTER II: REVIEW TO RELATED LITERATURE

AND HYPOTHESIS

2.1 Teaching English in MTs NU Matholi’ul Huda ............................... 7

2.1.1 The Curriculum of Teaching English in MTs NU Matholi’ul Huda. 8

2.1.2 The Purpose of Teaching English in MTs NU Matholi’ul Huda ...... 9

2.1.3 The Material of Teaching English in MTs NU Matholi’ul Huda ..... 10

2.1.4 The Technique of Teaching English in MTs NU Matholi’ul Huda.. 11

2.2 Reading as a Language Skill ........................................................... 13

2.3 Descriptive Text ................................................................................ 15

2.3.1 The Social Function of Descriptive Text .......................................... 15

2.3.2 The Generic Structure of Descriptive text ........................................ 16

2.3.3 The language Features of Descriptive Text ...................................... 16

2.4 Directed Reading Activity as Strategy of Teaching ......................... 17

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2.5 Teaching Reading Descriptive Text by Using Directed Reading

Activity ............................................................................................. 19

2.6 Review of the Previous Research...................................................... 21

2.7 Theoretical Framework ..................................................................... 22

2.8 Hypothesis of the Research ............................................................... 23

CHAPTER III: METHODOLOGY OF THE RESEARCH

3.1 Design of the Research ..................................................................... 25

3.2 Population and Sample ..................................................................... 27

3.3 Instrument of the Research ............................................................... 28

3.4 Data Collection ................................................................................. 29

3.5 Data Analysis .................................................................................... 30

CHAPTER IV: RESEARCH FINDING

4.1 Data Description................................................................................. 34

4.1.1 The Ability of Reading Comprehension of Seventh Grade Students

of MTs NU Matholi’ul Huda in Academic Year 2011/2012 Taught

by Using Directed Reading Activity.................................................. 34

4.1.2 The Ability of Reading Comprehension of Seventh Grade Students

of MTs NU Matholi’ul Huda in Academic Year 2011/2012 Taught

by Using Three Phase Technique....................................................... 37

4.2 Hypothesis Testing............................................................................ 39

CHAPTER V: DISCUSSION

5.1 Discussion......................................................................................... 40

CHAPTER VI: CONCLUSION AND SUGGESTION

6.1 Conclusion ........................................................................................ 44

6.2 Suggestion ......................................................................................... 44

BIBLIOGRAPHY .................................................................................... 46

APPENDICES .......................................................................................... 47

CURRICULUM VITAE .......................................................................... 121

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LIST OF TABLES

Table Page

3.1 The Criteria of the Students’Score of Reading Comprehension…... 31

4.1 The Data of the Score of the Reading Comprehension of Seventh

Grade Students of MTs NU Matholi’ul Huda in Academic Year

2011/2012 Taught by Using Directed Reading Activity…………… 35

4.2 Frequency and Percentage Distribution of the Score of Reading

Comprehension of Seventh Grade Students of MTs NU Matholi’ul

Huda in Academic Year 2011/2012 Taught by Using Directed

Reading Activity................................................................................ 36

4.3 The Data of the Score of the Reading Comprehension of Seventh

Grade Students of MTs NU Matholi’ul Huda in Academic Year

2011/2012 Taught by Using Three Phase

Technique........................................................................................... 37

4.4 Frequency and Percentage Distribution of the Score of Reading

Comprehension of Seventh Grade Students of MTs NU Matholi’ul

Huda in Academic Year 2011/2012 Taught by Using Three Phase

Technique...........................................................................................

38

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LIST OF FIGURES

Figure Page

3.1 Experimental Design with a Control Group ..................................... 26

4.1 The Bar Diagram of Score of the Reading Comprehension of

Seventh Grade Students of MTs NU Matholi’ul Huda in Academic

Year 2011/2012 Taught by Using Directed Reading

Activity.............................................................................................. 36

4.2 The Bar Diagram of Score of the Reading Comprehension of

Seventh Grade Students of MTs NU Matholi’ul Huda in Academic

Year 2011/2012 Taught by Using Three Phase

Technique........................................................................................... 38

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LIST OF APPENDICES

Appendix Page

1. Syllabus of MTs NU Matholi’ul Huda in Academic Year 2011/2012 47

2. Lesson Plan .......................................................................................... 51

3. The table of Specification of Reading Comprehension ....................... 97

4. The Reading Ability Test ..................................................................... 98

5. Index of Reability ................................................................................ 105

6. The Calculation of Reability ................................................................ 106

7. The Score of the Reading Comprehension by Using Directed

Reading Activity....... ........................................................................... 107

8. The Calculation of Mean and Standart Deviation in Experimental

Group..................................................................................................... 108

9. The Score of the Reading Comprehension by Using Three Phase

Tehnique...... ........................................................................................ 111

10. The Calculation of Mean and Standart Deviation in Control Group ... 112

11. The T-obeservation of Mean of Experimental Group and Control

Group........ ........................................................................................... 115

12. The List of Seventh Grade Students VII C

of MTs NU Matholi’ul Huda................................................................ 117

13. The List of Seventh Grade Students VII A

of MTs NU Matholi’ul Huda................................................................ 118

14. The List of Seventh Grade Students VII B

of MTs NU Matholi’ul Huda................................................................ 119