TEACHING READING THROUGH CLOTH BOARDS AT SECOND GRADE STUDENTS OF SMPN 1 KEMANGKON IN ACADEMIC YEAR 2011 2012

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TEACHING READING THROUGH CLOTH BOARDS

AT SECOND GRADE STUDENTS OF SMPN 1 KEMANGKON

  

IN ACADEMIC YEAR 2011 / 2012

A THESIS

  Submitted to English Department as a Partial Fulfillment Of the Requirements S.Pd. Degree

  By:

  

JULIAN

0901050202

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOKERTO

  

2013

  MOTTO

  “

  

If you live to be a hundred, I want to live to be a hundred minus one day so I never have

to live without you.” A.A. Milne "A person who never made a mistake never tried anything new."

  Albert Einstein “No legacy is so rich as honesty.” “Knowledge and skills are tools, the workman is character.” “A healthy man has a hundred wishes, a sick man has only one.”

  

DEDICATION

This thesis is dedicated to:

  • Allah SWT

  

Allah SWT always makes save and guides me in every step in my life, thanks God for

everything.

  • My beloved mother

  

I am nothing without you. You always give me confidence feeling. Thank you for all of

your caring, trusting, and supporting that always given to me up till now. Your pray,

love and affection make me warm and save. I just want to say thank you, thank you

and thank you so much my mother. I Love you much my dearest mother ^-^

  • My beloved sister

  

You are the best sister who I have had. You always support everything I want. I love

you and thanks for everything ^_^

  • My beloved brother You are never protest when I have mistakes. Thanks for your patience.
  • My Nephews

   You are good children. I proud to you are. (Aji & Ryan)

  • My dearest girl

  

I find a true love from Niken. Thanks for always caring, loving and missing me. Our

dream will be the true dear.

  • My big family

    Thanks for nice togetherness. It makes me more and more enjoy the time with you all.

  • My lecture (Miss Lutfi Istikharoh)

  

You are inspiring lecture for me. You always helps me. You are good lecture and the

best lecture for me. Thank you so much.

  

Special Thanks to:

My best friends in green house arcawinangun 2006

  

Bagus, Yandi, Rido, Ms Ian. Thanks guys for coloring my days that we have spent

together. Your jokes, cares, laughs, and crazy idea to do many things will be

unforgettable experience. I know the true friendship from you all. Wish we can keep

our friendship and see you in the next touring hehehe…..*_^ My friends and partner in Transfer Class UMP

   Nenk Khusnul, Nhana, Mamy Ovi, Rina Komprenk, Sudiro, Bary, Tarso, Yayan,thanks for a nice relationship. Keep your spirit to teach our sweet and nice students…..

  

Especially Sugeng, Aan, Arin, Ukhin and mr. Udin. Thanks for the togetherness.

Wish you all luck, guys.

  My Partner in work

  

ACKNOWLEDGEMENT

  Alhamdulillahi rabbil’alamin. Firstly and mainly the writer would like to say thanks to Allah SWT who has given mercy and blessing so that the writer could finish this thesis as a partial fulfillment for the requirements of S.Pd. degree at English Department, Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto. Secondly, the writer would like say thank to: 1.

  Drs. Ahmad, M.Pd., the Dean of Teacher Training and Education Faculty who gave permission to conduct the research.

  2. Endang Kusrini, S.Pd, M.Hum., the Head of English Department for giving permission to the writer to conduct the research.

  3. Drs. Suwartono, M.Hum. as the first consultant who had guided and corrected the manuscript of this thesis.

  4. Lutfi Istikharoh, M.Pd. as the second consultant who had guided and gave suggestion of this thesis.

  5. All the lecturers in English Department for the dedication in giving the knowledge to the writer.

  6. Suparyo, S.Pd. the Headmaster of SMP Negeri 1 Kemangkon who had allowed the writer to conduct the research.

  7. Nrangwesti, S.Pd., The English teacher of SMP Negeri 1 Kemangkon who help the research.

  8. All the students of VIII B and C of SMP Negeri 1 Kemangkon who had participated in the research.

9. All who had helped the writer to finish this thesis.

  Finally, the writer believes that this thesis is still far from being perfect. Therefore, the writer invites constructive criticism and also suggestion from the readers. The writer hopes that this thesis can be useful for educational field and also the readers who are interested in.

  Purwokerto, Maret 2013 The writer

  

TABLE OF CONTENT

  TITLE ............................................................................................................... i APPROVAL ..................................................................................................... ii MOTTO ........................................................................................................... v DEDICATION ................................................................................................. vi ACKNOWLEDGEMENT ............................................................................... viii TABLE OF CONTENT ................................................................................... x LIST OF TABLE ............................................................................................. xii LIST OF CHART ............................................................................................. xiii LIST OF APENDICES .................................................................................... ` xiv ABSTRACT ..................................................................................................... xv

  CHAPTER I INTRODUCTION A. Background of the Research ................................................................

  1 B. Reason for Choosing the Topic ............................................................

  3 C. Problem of the Study ............................................................................

  3 D. The Aims of the Study .........................................................................

  4 E. Limitation of the Study ........................................................................

  4 F. Clarification of Terms ..........................................................................

  4 G. Contribution of study ...........................................................................

  5 CHAPTER II THEORITICAL REVIEW A.

  The Nature of Reading .........................................................................

  6 B. Reading Comprehension ...................................................................... 14

  C.

  Cloth Boards Technique ....................................................................... 15 D.

  Teaching Reading Comprehension Using Cloth Boards 1.

  Definition of Cloth Boards ............................................................ 16 2. Procedure of Cloth Boards ........................................................... 17 3. Advantages of Cloth Boards ......................................................... 18 4. Disadvantages of Cloth Boards ..................................................... 19 E. Basic Assumption ................................................................................. 19 F. Hypothesis ............................................................................................ 20

  CHAPTER III RESEARCH METODOLOGY A. Method of Research ............................................................................. 21 B. Place and Time of the Research ........................................................... 21 C. The Object of the Research .................................................................. 22 D. Technique of Data Collection .............................................................. 23 E. Data Analysis ....................................................................................... 28 CHAPTER IV RESULT AND DISCUSSION A. Result .................................................................................................... 31 B. Significance of Difference Between Experiment and Control Class ... 33 C. Discussion ........................................................................................... 37 CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ............................................................................................ 39 B. Suggestion ............................................................................................ 39 BIBLIOGRAPHY APPENDICES

  

LIST OF TABLE

Table 1 The schedule of the research ...........................................................

  22 Table 2 Student’s result of control class .......................................................

  31 Table 3 Student’s result of experimental class .............................................

  32

LIST OF CHART

  Chart 1 Student’s result of control class ......................................................

  31 Chart 2 Student’s result of experimental class.............................................

  32 Chart 2 Student’s reading comprehension in pre-test and post-test.............

  33

  

LIST OF APPENDICES

Appendix A

1. List of Student’ name

  Appendix B 1.

  Lesson Plan 1 2. Lesson Plan 2 3. Lesson Plan 3 4. Cloth Boards

  Appendix C 1.

  Pre-test 2. Post-test

  Appendix D 1.

  Students’ Reading Result of Control Class 2. Students’ Reading Result of experimental Class

  Appendix E 1.

  The result of Interview

  

ABSTRACT

TEACHING READING THROUGH CLOTH BOARDS AT SECOND

GRADE STUDENTD OF SMPN 1 KEMANGKON

  

IN ACADEMIC YEAR 2011 / 2012

JULIAN

0901050202

  The aim of this research was to find out the effectiveness of reciprocal technique in teaching reading comprehension. This research was conducted at SMP Negeri 1 Kemangkon in academic year 2011 / 2012. The experimental research was carry out on July 2012. The total sample this research was 74 students. The students were divided into two classes. The eight grade of class B and the eighth grade of class C. the eight grade of class B was the experimental class that was taught through cloth boards as a medium and the eighth grade of class C was control class that was taught without medium. To get the sample, purposive non equivalent technique (choose the sample unknown the condition before) was used. In collecting the data, the writer used multiple choice test (pre- test and post-test). Pre-test was given before the treatment was done and post-test was given after the treatment was given.

  Based on the result, it was found that cloth boards were effective for teaching reading comprehension. It can be seen from the result of t-test; 6,260 and the result t-table at significant level 5% with degree was freedom was 1,666. After calculated the t-obtained with the t-table, the writer can be concluded that t- obtained was higher than t-table (6,260>1,666).

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