Senin, 10 November 2014

PROPOSAL READING TERBARU NOVEMBER 2014

SELAMAT MALAM teman2 blogger lama rasanya baru bisa update lagi ini blog soalnya lg sibuk kkn dan main game... hhehhe, okay tanpa panjang lebar lagi silahkan disedot aja ne contoh proposal reading sob tp jangan lansung copas aja yah ambil sebagai bahan penambahan reference proposal.. okay!!!!!

IMPROVING STUDENTS’ READING COMPREHENSION
THROUGH SHORT STORY
(At the seven grade students of SMP 1 SINJAI SELATAN)
(Experimental Research)
SKRIPSI
Submitted To the Faculty of Teachership and Educational Science in Partial Fulfillment
ofthe Requirements for The S1
Degree at the English
Department
By
ARLING S
4511101074
“45” UNIVERSITY
MAKASSAR

2014

TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION.. 1
A.       Background. 1
B.       Problem Statement 7
C.       Research Question.. 8
D.        Object Of The Research: 8
E.       Scope Of The Research.. 8
F.       Significance Of The Research.. 8
CHAPTER II REVIEW OF RELATE LITERATURE.. 10
A.       Some Pertinent ideas. 10
B.       Previous Related Findings. 22
C.       Theoretical Framework. 23
D.       Hypothesis. 24
CHAPTER III RESEARCH METHODOLOGY.. 25
A.       Type of The Research.. 25
B.       Variables of The Research.. 26
C.       Subject of The Research.. 27
D.       Instrument of The Research.. 27
E.        Procedure of Collecting Data. 27
F.       Technique of Data Analysis. 28


CHAPTER 1

INTRODUCTION

          This chapter deals with background, problem statement, objective of the research, the significance of the research and scope of the research.
In the seventeenth century, English became one of the modern languages in Europe. It replaced Latin language which had been popular in seventeenth century. Day after day English became an international language and it is used as a means of communication in the whole world. Not only communication, but also science, news, theory, philosophy, and other thing are using English. Because of that, mastering and using English language are important in this era for all people in the world. In other words, English language is very important and has wide influence in the world.
Because of this reason, people in the world need to master English, but to in master English need several basic English knowledge. There are four basic language skills such as: Listening, Speaking, Reading and Writing. In this writing the writer will focus in the Reading skill. Mastering reading in English is very important, because many books are written in English such as academic books, magazine, and newspapers. Reading becomes essential because it can increase our knowledge, through reading we can get a lot of information, enjoyments, and even problem solution. Therefore, the ability in readingvarious types of the test. It will give a great deal of advantages in our life. But, mastering English reading is not easy because reading comprehension is remarkably complex. This activity involves many processing skills that are coordinated in very efficient combination. Reading is not only an activity to show the symbols but there are many skills which are needed by the readers to comprehend the material that they read. The readers can understand the text that they read. The reading is absolutely not a passive skill; the reader is not a passive role. It is, on the contrary, an active work, which requires a lot of skills and efforts to combine them, so we get the comprehension of the text. According to Harmer (2004: 70),
“Reading is an incredibly active occupation. to do it successfully, we have to understand what we words means, see the pictures the words are painting, understand the argument, and work out if we agree with them. if we do not do these things and if students do not do these things then we only just scratch the surface of the text and we quickly forget it.”

It means that to master reading, the teachers and the students need to understand the meaning of the words, understand the arguments, and understand the picture that included in the words,. If the teachers and students do not understands about the things above, mastering reading will be very difficult to acquire.
Reading is one of the basic communicative skills, but it has very complex process. It can be said that the reading is a process in which the reader gets messages from the authors in the written from. In this case, reading can be said as an interactive process. Because while reading, a reader guesses, predicts, checks, and asks questions about what the text about.
Reading is a complex process, which involves not only the reader ability to read the text but also their ability to comprehend it because of this reason, many teachers of English at junior high and senior high school find difficulties in teaching reading. Most of the Indonesians students’ cannot understand what they have read, even though they have learned.
Reading is an active cognitive process of interactive with painting and monitory comprehension to establish meaning. Kustaryo (1988: 4) states that reading is the instantaneous written symbol with knowledge and comprehension of information and ideas communicated. Then they comprehend what they have read, Clark and Silberstein in Simanjuntak (1988: 15) design reading as “an active cognitive process of interacting with printing and monitoring comprehension to establish meaning”. Reading is the instantaneous recognition of various written symbol, simultaneous association of these symbol with existing knowledge, and comprehension of the information and idea communicated.
The main purpose of reading is comprehension. Reading comprehension is an attempt to understand, evaluate, and also recognize the author’s ideas of reading text. A reader needs comprehension to catch the content of message or information from the text. According to Snow (2002:11) reading comprehension is defined as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language.
Comprehension is an active process. Active reading involves interacting with the information or creating internal dialogue with the material. The reader is expected to be actively engages with the text to construct meaning. Kendeou, et al. (2007:28) states that a general component in many definitions of comprehension is the interpretation of the information in the text, the use of prior knowledge to interpret this information and, ultimately, the construction of a coherent representation or picture in the reader’s mind of what the text is about. The important thing you can do to improve reading comprehension is to become an active reader.
Reading comprehension is the process of constructing meaning from text. Martin (1991: 7) states that reading comprehension requires motivation, mental framework for holding ideas, concentration and good study technique.” It means that in order to success in reading comprehension, the reader needs to motivate him/herself to be more concentrate in reading, try to form mental frame works for holding ideas, and the reader must have a good technique in reading.
Furthermore Snow (2002: 11) defines reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. The process of comprehending involves decoding the writer's words and then using background knowledge to construct an approximate understanding of the writer's message.
Wilhelm in Merie (2010:2) states,” Reading comprehension is the degree to which we understand what we read. It is the ultimate end-goal of reading that if we don’t read to understand, we’ll read for nothing. and comprehension requires the reader to be an active constructor of meaning”. It means that in reading comprehension, students are hopefully able to create their own interpretation actively as an effort to get meaning from the text he/she reads.
To comprehend the content of the text, students should not only have good mastery of English but also reading strategy. Therefore, in this research, the writer is interested to provide a solution to help the students improve their reading comprehension, especially on narrative text. This research was conducted by applying an appropriate reading strategy, in this research the writer used short story.
A short story is a short piece of fiction aiming at unity of characterization, theme and effect. The authors of the modern Englishshort story no longer attempt to make daily life more entertaining by inventing exotic plots. Instead, modern short story writers have tendedto base their narratives on their own experience; here the focus is much more on the less spectacular aspects of life, on the significanceunderlying what is apparently trivial. The result of such perceptive writing is perfection of form, harmony of theme and structure, andprecision of style to reveal the subtleties of the human mind and of human behaviour.
Many attempts have been made to define the short story. But on a few points at least, the opinion of most critics is unanimous. This does not imply that the literary form of the American short story can be set up in a rigid way. It has undergone and will probably still undergo many changes as the literary taste and demands of the reading public also change in the course of time with new outlooks on life.
What are some of the elements that make up a good story?
a.      A short story is a piece of prose fiction which can be read at a single sitting.
b.      It ought to combine matter-of-fact description with poetic atmosphere.
c.      It ought to present a unified impression of temper, tone, colour, and effect.
d.      It mostly shows a decisive moment of life (which can entail a fatal blow).
e.      There is often little action, hardly any character development, but we get a snapshot of life.
f.       Its plot is not very complex (in contrast to the novel), but it creates a unified impression and leaves us with a vivid sensation rather than a number of remembered facts.
g.      There is a close connection between the short story and the poem as there is both a unique union of idea and structure.
The short story is a piece of art that tries to give us a specified impression of the world we live in. It aims to produce a single narrative effect with the greatest economy of means and utmost emphasis.
Many English language students hold that reading involves looking the meanings of unfamiliar words in a dictionary, memorizing the definitions of all the words in the paragraph, saying the words in a passage in proper order. Thus, comprehension is not part of their patterns of reading and the joy of discovering new understanding and the emotions of happiness, sorrow or fun of humor are, therefore, very limited .To get the proper information from a text, they have to use reading comprehension strategies which are considered one of the effective elements that affect foreign language acquisition in general and reading comprehension ability in particular.
Based on the above, it is necessary to conduct the research on the comprehending analysis in using a short story. The problems are formulated as follow :
How the short story improving thestudents reading comprehension?
How does the technique work in the students reading comprehension at SMPN 1 SIN-SEL?
To find out whether the using of short story can improve the students’ reading comprehension at SMPN 1 SIN-SEL.
This research focused on students’ reading comprehension using on narrative text through short story with title huntsman by brownat the seven grade students of SMPN 1 SIN-SEL.
The significant of the research is formulated and expected into two benefits as follows:
1.  Theoretical benefits
The research result is expected to be useful as information or input to both of the English students and teachers to improve the teaching model and technique the students reading comprehension
2.  Practical benefits
This research is expected to be a good technique both for teacher and student in teaching and practicing reading comprehension.


CHAPTER II

REVIEW OF RELATE LITERATURE

            In this chapter deals with some pertinent ideas, previous related findings, theoretical framework, and hypothesis.
1.  Definition of Reading
Smith and Robinson (1980: 8) define that reading comprehension means understanding, evaluating, utilizing, of information and ideas gained through and interaction between the author and the reader.
Mansur (2000: 23) define reading as active cognitive process of interaction with print and monitoring comprehension of establish meaning, the readers from a preliminary expectation about the material, the select, the fewest, most productive cues necessary to confirm or reject this expectation. This is a sampling process in which the reader takes adventure of this knowledge of vocabulary, syntax, and discourse.
Cooper (1986: 12) states that reading is a developmental task: reading change from what primarily considered word recognition, through development of sight and meaning vocabulary and several methods of word attack, through different type of comprehension, to nature acts involving most of the higher mental process.
Harmer (1992: 190) states that reading is an exercise dominated by the eyes and brain. The eyes receive massages and the brain than has to work out the significance of those messages.
From the quotes above can be concluded that reading is an activity to extract information which the readers want to derive from the point whether it is on a piece of paper on in many other media.
2.  Types of Reading
Allin (1980: 37) indicated the types of reading are important categories as follows:
a.      Skimming
The eyes run quickly, over the text to discover what is about the main idea and the gist. This skimming occurs when the reader looks quickly at the contents page of a book or at the chapter headings, subheadings, etc. this sometimes called previewing, when the reader goes through a particular passage such as a new newspaper article merely to get the gist.
b.      Scanning
The reader is to look out for a particular item he believes in the text. The scanning can be done to find name, date, static, or facts in writing. The eyes start quickly at the lines of writing.
c.    Intensive reading
It is also called study reading, this involves close study of the text. As the amount of comprehension should be high, the speed of reading is correspondingly slower.
Based on the quotes above, the researcher concludes that there are three types of reading skill. Those are essential for the students to read story or passage easily.
3.  Definition of Comprehension
Comprehension is an active process. Active reading involves interacting with the information or creating internal dialogue with the material. The reader is expected to be actively engages with the text to construct meaning. Kendeou, et al (2007:28) states that a general component in many definitions of comprehension is the interpretation of the information in the text, the use of prior knowledge to interpret this information and, ultimately, the construction of a coherent representation or picture in the reader’s mind of what the text is about. The important thing you can do to improve reading comprehension is to become an active reader.
4.  Definition of Reading Comprehension
For many students, reading is considered as the useful skill that they can use inside and outside the classroom. It is also the skill that can retain the longest time.
Allen and Valette( 1999:249 ) indicate that reading is more than just assigning foreign language sounds to the written words. It requires the comprehension of what is written.
Miller (2008:8) states: "Reading comprehension is the ability to understand or to get meaning from any type of written material. It’s the reason for reading and the critical component of all content learning."
Papalia (2004: 34) states that reading comprehension in general usage and more specifically in reference to education and psychology has roughly the same meaning as understanding the massage of the text.
Grellet (1981:3) assures that reading comprehension is understanding written text means extracting the required information from it as efficiently as possible. Reading comprehension is not enough to understand the gist of the text but more detailed information is necessary as well.
Adding to that Wood (2000:4) confirms that reading involves getting meaning from the written words. Janzen (1996: 6-9) declares that reading comprehension as the ability to take lexical information (i.e., semantic information at the word level) and derive sentences and discourse interpretations but reading on graphic based on formation arriving through the eye. Webster's Collegiate Dictionary defines reading comprehension as "the capacity of mind to perceive and understand the meaning communicated by the text."
The researcher concludes that reading comprehension is the process of understanding that text through short story.
Reading comprehension is a process in which the reader constructs meaning using as the building materials theinformation on the printed page and the knowledge stored in the reader’s head. It involves intentional thinking,during which meaning is constructed through interactions between text and reader. Reading is comprehension.Comprehension is what reading is all about. Decoding without comprehension is simply word barking— beingable to articulate the word correctly without understanding its meaning. Effective readers not only makesense of the text they are reading, they can also use the information it contains.
a.      Factors That Affect Reading Comprehension
Many factors affect a child’s ability to comprehend text. These include:
Ø  motivation/purpose/goals/engagement
Ø  vocabulary/word knowledge/background knowledge
Ø  automaticity of decoding
Ø  fluent reading
Ø  understanding and use of strategies employed by effective readers
Ø  the nature of the text itself (difficulty and interest)
Ø  the type or genre of text (e.g., fiction, nonfiction, poetry)
Ø  the amount of reading done
b.      Effective Comprehension Strategy Instruction
All comprehension Mini-Lessons—shared, read-aloud, and guided reading—should focus on teaching studentsto:
Ø  identify their purpose for reading
Ø  preview text before reading
Ø  make predictions before and during reading
Ø  activate relevant background knowledge for reading
Ø  think aloud while reading
Ø  use text structure to support comprehension
Ø  create visual representations (make pictures in their heads)
Ø  determine the important ideas in the text
Ø  summarize what they read
Ø  generate questions about text
Ø  handle unfamiliar words during reading
Ø  monitor their comprehension during reading
Ø  use fix-up strategies
(Duke and Pearson 2002, 235).
c.      Assessing Reading Comprehension
Because comprehension is a mental process, it can only be observed and assessed indirectly. We cannot getinside a reader’s head to observe comprehension, but we can infer comprehension strategies or make them morevisible. Reading comprehension can be inferred and assessed through:
Ø  oral or written retellings
Ø  read-alouds and think-alouds
Ø  answering questions
Ø  filling in missing words in a cloze: Is the word defensible?
Ø  the arts/acting out stories through puppet plays or Readers’ Theater; art
Ø  written responses
Ø  group discussions
Ø  peer and self-assessments
Ø  questionnaires
Ø  interviews
Ø  audiotapes of children’s readings
Reading comprehension is the process of constructing meaning from text. Martin (1991:7) states that reading comprehension requires motivation, mental framework for holding ideas, concentration and good study technique.” It means that in order to success in reading comprehension, the reader needs to motivate him/herself to be more concentrate in reading, try to form mental frame works for holding ideas, and the reader must have a good technique in reading.
5.    The purpose of reading comprehension:
"The child does not want to learn reading as a mechanical tool. He must have a personal hunger for what is read.". (Huey,E 1986: 306).
Readers' beliefs about their understanding and test performance as a function of the reading purpose was examined. There are many students who read for entertaining, others read for studying and others read just to improve themselves in English.
Moreover, Huey,E. (1986:228) indicate that the purpose is considered as a motivation of the students whether they are searching for specific information, general idea or reading for joying.
6.  Short Story
According to Ghasemi (2011:267)
“short story is a compact literary genre in which much is left unsaid in order for the reader tomake implications. Therefore, it makes students sensitive to hidden and implied meaning. Whilein reading non-literary material students learn to read the lines and decode the meaning, inreading short stories they learn to read between the lines. Thus, the short story, in addition to theabove mentioned advantages as material for reading comprehension and writing skills, is acarefully designed text that is organized to convey that “single effect” that Edgar Allen Poe, thegreat theoretician of the short story as a distinct literary genre, talks about. Regarding the issueof literary organization, Arens, Swaffar and Byrnes (1991) observe that “students have greatersuccess with texts that convince, inform and persuade- texts with rhetorical illocution- than theydo with readings that are purely descriptive” (115)”.

Indeed, the short story as a multi-dimensional literary genre can be profitably used in theacquisition of various language skills. The short story's distinctive features, i.e., its brevity,modernity, and variety make it appealing and interesting to language learners. When the shortstory is chosen based on the students' level of English proficiency, it can offer them adequatelinguistic, intellectual, and emotional involvement and enrich their learning experience. Thus,this article proposes that the short story can provide ESL/EFL learners with a suitable studyresource which is both delightful and instructive to improve their linguistic proficiency andreading/writing skills. Consequently, the researcher aims to put forward a variety of strategies tomake the teaching of the short story enjoyable and an academically enriching experience inaiding reading and writing skills. These strategies include the design and implementation ofmotivation building techniques which facilitate overall reading comprehension, oral and spokenskills, and cultural orientation.
6.1. Elements of Short Story
a.     Characters: the people involved in thestory. They are created throughphysical description, actions, speech,the opinions and responses of othercharacters, and, where narrative pointof view allows, through their ownthoughts.
b.     Setting: refers to the place(s) andtime(s) in which the story’s actionoccurs. Setting is created throughsensory detail.
c.      Plot: the sequence of events whichconstitutes the story. Think ofdominoes falling; each event occursbecause of something that precedes it.Be aware, though, that plot is notalways presented chronologically:flashbacks and flash forwards can beused for reasons of emphasis andclarification. And remember that plotis more important in a novel than in ashort story. The short story tends tofocus on one major event, while anovel might include many more.
d.     Point of view: the camera angle fromwhich the writer presents the story. Infirst-person point of view, I am used,and the narrator is typically a characterinvolved in the story. In secondperson(the least used point of view),you is used, in an effort to make thereader a character. In third-person, thenarrator is a voice external to thestory, using he or she in relatingevents. Point of view can be limited(allowing no access to characters’thoughts), omniscient (allowing accessto all characters’ thoughts) orsemi omniscient (allowing access to thethoughts of selected characters).
e.     Scenes: parts of the story in which thewriter’s attention is tightly focused ona particular point in the progression ofevents. Sensory detail is key so thatreaders feel that theysee/hear/feel/taste/smell all that theywould if actually witnessing theactions presented. (The type andamount of sensory detail can varygreatly)
f.       Dialogue: the written approximationof speech.
g.     Theme: the insight or concern that thewriter hopes to convey through thestory. Not stated outright, it should beabsorbed by the reader almostsubconsciously.
6.2. Genres of Short Story
a.     Action—fast paced and designed for pure audience escapism; primarily plotdriven.
b.     Adventure—all about seeking something outside of ordinary experience that canbe hazardous; filled with risk and the unknown.
c.      Children—same as adult books when it comes to genre; geared for a specificaudience at a specific reading and comprehension level.
d.     Comedy—usually exaggerates situations, language, and characters for effect;must be willing to take risks as a writer.
e.     Crime—centered on characters that have done something wrong or are at leastaccused of doing so as the real criminal gets away.
f.       Drama—serious; portray realistic characters in realistic settings; can alsoexaggerate the seriousness of the problem and the character’s reactions to thoseproblems.
g.     Fantasy—transcend the bounds of human possibility and physical laws; magic,myth, and impossibilities abound.
h.     Historical—mixes detailed historical research with imagined characters.
i.       Horror—meant to frighten the audience; challenging common fears works bestbecause everyone can relate to them.
j.       Inspirational—inspire readers into a new way of thinking, acting, or feeling; toteach the reader something positive about life.
k.      Mystery—a character needs to answer a question that solves something that isunknown; heavy on the rewriting stage (have to make sure clues are planted).
l.       Suspense/Thrillers—contain intense excitement and anticipation; audience isleft in the dark most of the time, figuring things out as the characters do.
m.    Gothic—stories of the macabre that invoke terror; feature terrifying experiencesin ancient locations such as castles, crypts, and dungeons; tend to examinegender roles.
n.     Political—make a statement regarding social or political views or ways ofbeing; primary focus of the work supports/critiques a social/political view.
o.     Romance—deal with love and affairs of the heart; characters are oftenpassionate, with unfulfilled desires and dreams.
p.     Science Fiction—based on new or futuristic technological or biologicaladvancements; inventions abound; has to be made believable or at least probable.
q.     Western—involve settings in the Wild West, with a feeling of the open range;have themes of honor, redemption, revenge, and finding one’s identity or placein life.
Ghasemiand Hajizadeh (2001: 69), point out that “The short story can offer learners adequate linguistic, intellectual, and emotional involvement and enrich their learning experience”.
According to Bilal (2013: 26), “The short story can proffer learners ample linguistic, intellectual, and emotional involvement and enhance their learning experience”.
            Khatib (2012: 240) States: “Contrary to the previous researches the result of the present study shows that the experimental group did not show a significant improvement over the control group. So the using of literary texts seems unsatisfactory for Iranian EFL learners”.
            Pourkalho and Kohan (2013: 52) Define that “The result showed that students in experimental group did better on the comprehension test than those in the control group”.
The theoretical framework underlying this research is given following the diagram.
In the diagram above, the four variables, input, process, output, and outcome briefly discussed in the following:
Input

Process

Output

:

:

:

It refers to the reading materials in the form of short story.
It refers to the implementation of the short story technique in reading comprehension.
It refers to the students’ reading comprehension achievement after the using short story technique.

1.      Hypothesis 1
Ho : This technique cannot improve the students reading comprehension through short story.
Hi : This technique can improve the students reading comprehension through short story.
2.      Hypothesis 2
Ho :    This technique cannot attitude the students reading test.
Hi  :    This technique can attitude the students reading test.


            This chapter deals with type of the research, variable of the research, subject of research, instrument of the research, procedure of collecting data, and technique of data analysis.
Based on the objective of the research, the writer applied pre-experimental research design, by using two classes as a sample to random classes to whom the treatment apply.
According to Wiersma (1987:25), a variable is characteristic that takes on different or considerations for different individuals. There were two types of variables: independent and dependent variables. The independent variable, as Wiersma (1987:26), states is simply a classifying variable; it classifies the individual of the study. He also said that the values of the dependent variable depend on the independent variable.
So, the variable of this study are:
1.      The independent variable is the using short story in teaching reading comprehension.
2.      The dependent variable is the students of SMPN 1 SIN-SEL.
1.    Population
The population of the research was 200 students of the students of SMPN 1 SIN-SEL in second grade in academic year 2013/2014.
2.    Sample
The sample of the research will take 20% (40 students) of population that chosen randomly.
This research
1.    Test in short story……..
The Test will use a short story under the title huntsman by brown…(contoh).
2.    Multiple choice test
Multiple choice test Consist of 20 questions……..

E.     Procedure of Collecting Data

1.     Pre-test
In this research, the writer distributed the reading comprehension test and answer sheet the students. In this, the students were asked to answer essay matching the words.
2.     Treatment
a.    The teacher prepared the reading material for students.
b.    The teacher asked the students about the title of the reading material or connects the title of reading material with the students’ prior knowledge.
c.    Then, after connecting prior knowledge, the teacher wrote the words which are not familiar for the students on the white board.
d.    The teacher gave a time for students to read or comprehend the reading material.
e.    The teacher gave the question to the students about the reading material.
3.     Post-test
The post test gave to the students after treatment. In this test the students asked to answer the question. The purpose of the test is to see the students’ comprehension after applying treatment.
In this research, the writer used tests to measure the students’ reading comprehension skill and were administrated twice; namely the pre-test and the post-test. Here, the pre-test was used to see the students’ reading comprehension mastery before the treatment, and the post-test was used to see the reading achievement after the treatment. In collecting the required data in the post-test the writer used multiple choices.
The choice multiple-choice type was based on the following considerations:
1.      It was easy and consistent.
2.      It was easy to compute and determine the reliability of the test.
3.      It was economical because the number of items can be answered in a short period of testing time.
4.      It was more practical for the students to answer.
They just marked the most appropriate answer in the answer sheet each of the tests consisted of 4 reading passages and 5 multiple choice reading comprehension question followed each reading passage. Correct answers were scored 1 and wrong answer were scored 0. Total score was 20.

F.     Technique of Data Analysis

The data collected through the test and will be analyzed by using the following procedure:
Pre-test
Treatment
Post-test
01
X
02

Where:
01          : Pre-test
X         : Treatment
02        : Post-test
(Tuckman in Rianto, 2013:160)
1.    Scoring the students correct answer of pre-test and post-test.
(Sudjana in Rianto: 2008:144)

2.    Classifying the score of the students answer into the following scale:
a.    9.6 to 10 is classified as excellent.
b.    7.6 to 9.5 is classified as good.
c.    6.6 to 7.5 is classified as fairly good.
d.    5.6 to 6.5 is classified as fair.
e.    3.6 to 5.5 is classified as poor.
f.     0 to 3.5 is classified as very poor.
(Depdikbud, 1985:332)
3.    Findings the improvement of the students, the writer compares of pre-test and post-test by using the following way:  
                  
Where:         X  = Mean
           Σx  = The sum of all scores                                                             
            N      = The total number of students       
                                                            (Gay, 1981:298)
4.    Spss

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KELICU = Keguruan English Club,
motto: English is Fun

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