Hy sahabat blogger sdh pada mandi semua nggak terutama yang laki-laki thu soalnya hari ini hari jumat, okay sob saya ingin share proposal teman gua daripada cuma disimpan tdk dapat apa-apa mending di share supaya dapat pahala... hhehehhee, moga-moga dia ikhlas yah.. wkwkwkw, tapi sebelum saya share proposalnya saya ingin kenalkan teman saya kepada anda namanya heriyani gaffar dan baru2 ne sdh wisuda ini ada foto wisudanya:
THE USE OF TEXT
WITH PICTURE AS A MEDIA IN TEACHING
READING
COMPREHENSION OF THE SECOND GRADE
STUDENTS AT SMPN
19 MAKASSAR
Proposal
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Submitted To The Faculty of Teachership and Education Science
In Partial of the Requirements for the Sarjana Degree
HARIYANI
4512101126
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERSHIP AND EDUCATIONAL SCIENCE
UNIVERSITY “45” MAKASSAR
2013
 |
PAGE
OF APPROVAL
Proposal by the title :
The Use of Text
With Picture as a Media In Teaching Reading Comprehension of The Second Grade Students at SMPN 19 Makassar
On behalf of :
Name : Hariyani
Register Number :
45 12 101 126
Faculty/Study Program : Teachership and Educational Science/ English
Education
Department :
English Education
After compeletely checked, the proposal has fulfilled the
standard for the seminar.
Approved
by
Supervisor I Supervisor
II
Hj.
St. Haliah Batau, S.S.,M.Hum Rampeng,
S.Pd.,M.Pd
Know By
Head of English
Education Department
TABLE OF CONTENTS
PAGE OF
TITLE..................................................................................................
i
PAGE OF
APPROVAL......................................................................................
ii
TABLE OF CONTENTS..................................................................................... ... iii
CHAPTER I. INTRODUCTION......................................................................... .... 1
A.
Background.......................................................................................... .... 1
B.
Problem
Statements............................................................................ .... 2
C.
Objective
of the Research.................................................................. .... 3
D.
Significance
of the Research........................................................... .... 3
CHAPTER II. REVIEW OF RELATED LITERATUR.................................... .... 4
A.
Reading................................................................................................ .... 4
1.
What
is Reading............................................................................ .... 4
2.
Activities
of Reading..................................................................... .... 5
3.
Kinds
of Reading Materials.............................................................. 6
4.
Seven
Strategies to Teach Students Text Comprehension... .... 8
B. Text......................................................................................................... .. 12
1.
Context
of Culture........................................................................... 12
2.
Context
of Situation...................................................................... .. 12
3.
Text
Definition ................................................................................. 13
C. The
Term of Recount Text..................................................................... 13
1.
Personal
Recount............................................................................ 14
2.
Factual
Recount.............................................................................. 14
3.
Imaginative
Recount ...................................................................... 14
D. Aspects
of Reading Comprehension.................................................. 15
1.
Comprehension
Skill...................................................................... 16
2.
The
Role of Background Knowledge in Comprehension ....... 16
CHAPTER III : RESEARCH METHODOLOGY............................................. .. 18
A.
Research
Method.................................................................................. 18
B.
Population
and Sample of the Research.......................................... 18
C.
Method
of Data Collection.................................................................... 19
D.
Data
Analysis Procedure................................................................... .. 20
INSTRUMENT TEST ASSISMENT.................................................................... 21
BIBLIOGRAPHY .................................................................................................. 25
INTRODUCTION
This
chapter consist of some sections. Namely, Background, Problem statements, Objective of the research, and
Significance of the research.
A. Background
Education
is changing of behavior, habit, attitude and skill(ability).This changing
process happens after someone interact with
environment. (Duff, 2003 : 12) . We know that the aim of education in Indonesia
is the making students to develop basic character good citizeans. Our society
needs as well as provide students prerequisite for future studies to increase
the quality of education that sould be achieved by the society.
Many
ways can be used to improve students’ English achievement. One of them is
reading many English books. Reading is one of the skills that much be thought, by
reading, we can get information, knowledge, and pleasure. Now days. There are
so many books written is English and the students are thought English in all
level of school up university.
The
priority of the students ability in reading recount text in school because it
can over there others skills. The habit of people, who often read books written
in English, will make them easy to master the other skills. As achin (Robert ,1989:11)
stated that reading skill involves the tree other skills: listening, speaking
and writing.
In
a learning process the recount to work, the reading materials is the main goal
but fact school that the mayority of the students are not competent in this
skill. The student can increase knowledge in reading recount text through read
like : recount, narrative, and descriptive.
Therefore,
the students’ ability is necessary to be delovep especially in improving
reading recount text of the students, because reading recount text can help
students expand to skill and comprehension student in reading recount text, in
order to student able to understand aim from content recount.
So,
based on the statement above, the researcher choosed the title “The use of text
with picture as a media in teaching reading comprehension of the second grade
students at SMP 19 Makassar”
B.
Problem Statements
Based
on the background above, the statement of the research can improve the students
use of text with picture as a media in teaching reading comprehension of the second
grade students at SMP 19 Makassar.
C.
Objective of the Research
The
Researcher tries to get a target in this research to know whether or not that student’s
reading comprehension can improve by using text with picture as a media in
teaching of the second grade students at SMP 19 Makassar.
D.
Significance of The Research
The
significances of the study are:
1.
The
theoreticat significances
The
students are expected to understand reading recount text so, the result of the
study will give information about how to cope with the difficulties understand
and students motivation in reading recount texts particularly of the second grade students at SMP 19 Makassar”
2.
The
practical significances
The
researcher wants to find out the student’s difficulties in understanding
reading recount test. So, the result of the study will encourage them to
improve their skill in reading recount text and
using media.
REVIEW OF RELATED LITERATURE
This
chapter consists of some sections. Namely, Reading, Text, The Term of Recount
text, and Aspects of Reading Comprehension.
A.
Reading
1.
What
is Reading
Reading is an active
process in which reader shift between source of information (what they know and
what the text says), elaborate meaning and strategies check their
interpretation (revising when appropriate), and use the social context to focus
their response (Groundund, 1985: 4). Next reading is creativity, meaning that
the creativity reader brings to the material skill of comparison and synthesis
the ability to use new relationship and arrive at devinitely conclusion (Bolgar,
1998:10).
Since
communicative courses focuses on message rather then from, the reading skill is
redefined to focus on the purpose of reading. (Bolgar 1998: 14) stated the
reading is process and also utilizet by reader to get message word media/
language write. From linguistic facet, reading is recoding and decoding
process. (Bolgar, 1998:16) stated that the target of reading is to look for and
to get information embarrasses feels and reading meanings, some target of
reading are:
a. Reading
for details or facts
b. Reading
for main ideas
c. Reading
for sequence or organization
d. Reading
for inference
e. Reading
to classify
f. Reading
to evaluate
g. Reading
to compare or contrast.
2.
Activities
of Reading
A proficient
reader must coordinate a number of skills. He must read rapidly as well as with
a through understanding of the subject matters. Followings are step of reading,
namely: (Johan,
2003: 16) skimming is the skill to read quickly and selectively in order to
obtain a general idea of the material. There are them methods of skimming:
a. Preview
By the preview the students can find out the book or
articles that written by the authors in a certain field whether the authors
have their own format of writing
b. Overview
Overview is a reading activity to find out sections that
they are ability.
c. Survey
Trough a survey the students will get general idea of that
material contains; skimming is the skills that help the students read quickly
and selectively in order to obtain a general idea of the materials.
d. Pre reading activity
By conduction pre reading activity, we can help students to
relate their knowledge to the text they are going to read. There are two kinds
of important. Knowledge involved in reading, knowledge of the language and
knowledge of the text .
e. While reading activity
To lead students to resd more effectively, it is advisable
for the teacher to facilitate students with questions before the read.
f. Post activity (follow up activity)
Careful planned follow up activities can add fun enjoyment
to a reading lesson.
3.
Kinds
of Reading Materials
(Johan
2003 :
11) classified reading materials into
two kinds namely:
a. Artificial materials
The material quoted from any text book. It is the material,
which is mandible prepared for the purpose of instructional activities. This
material same time makes students bored, because the message is implied not
more student’s ability.
b. Authentic materials
Authentic material, especially reading material any kind of
literary work, which is used as the material the teaching reading. This
material mainly not prepared for instructional activities for other purpose of
reading. English teacher nowadays assume that of material is worth full since:
1) Aims when using a reading text
The
teacher should decide first what their aims are:
a)
To teach basis reading comprehensions skill
b)
To teach real life reading skill
c) To
devlop critical reading skill
d) To
reinforce certain grammatical feature
2) Method of teaching reading
Method
will be depend on the aim and focus on two aspects:
a) Presenting a text
(1)
Arouse the student’s ability
(2) Draw their attention
to their own previous knowledge andexperience, which will help them to attack
the text.
(3) Give reason for reading
(4) Pre teach any important words
or concepts.
b) Developing the reading lesson
The teach can do some of the thing
develop reading skill:
(1) Preview
The
student can be finding out the book or article written by specialist in a
certain field.
(2) Skimming
Skimming
is the skill the help the students read quickly selectively in order to obtain
a general idea of the material.
(3) Scanning
On
the hand, scanning help the student read quickly for the specific information such as one scan
pages of the newpaper to find particular articles to read.
4. Seven Strategies to Teach Students Text Comprehension
Adler( 2001
:49) Comprehension strategies are conscious plans sets of steps that good
readers use to make sense of text. Comprehension strategy instruction helps
students become purposeful, active readers who are in control of their own
reading comprehension. The seven strategies here appear to have a firm
scientific basis for improving text comprehension.
1) Monitoring
comprehension
Students who
are good at monitoring their comprehension know when they understand what they
read and when they do not. They have strategies to "fix" problems in
their understanding as the problems arise. Research shows that instruction,
even in the early grades, can help students become better at monitoring their
comprehension. Comprehension monitoring instruction teaches students to:
Be aware of
what they do understand
a.
Identify
what they do not understand
b.
Use
appropriate strategies to resolve problems in comprehension
2) Metacognition
Metacognition
can be defined as "thinking about thinking." Good readers use
metacognitive strategies to think about and have control over their reading.
Before reading, they might clarify their purpose for reading and preview the
text. During reading, they might monitor their understanding, adjusting their reading
speed to fit the difficulty of the text and "fixing" any comprehension problems they have. After
reading, they check their understanding of what they read. Students may use
several comprehension monitoring strategies:
a. Identify where the difficulty occurs
b. Look back through the text
c. Look forward in the text for
information that might help them toresolve
the difficulty
3) Graphic
and semantic organizers
Graphic
organizers illustrate concepts and relationships between concepts in a text or
using diagrams. Graphic organizers are known by different names, such as maps,
webs, graphs, charts, frames, or clusters. Regardless of the label, graphic
organizers can help readers focus on
concepts and how they are related to
other concepts. Graphic organizers help students read and understand textbooks
and picture books. Graphic organizers can:
a.
Help
students focus on text structure "differences between fiction and
nonfiction" as they read
b.
Provide
students with tools they can use to examine and show relationships in a text
c. Help students write well-organized
summaries of a text
4) Answering
questions
Questions can
be effective because they:
a. Give students a purpose for reading
b. Focus students' attention on what
they are to learn
c. Help students to think actively as
they read
d. Encourage students to monitor their
comprehension
e. Help students to review content and
relate what they have learned to what they already know
5)
Generating questions
By generating questions, students
become aware of whether they can answer the questions and if they understand
what they are reading. Students learn to ask themselves questions that require
them to combine information from different segments of text. For example,
students can be taught to ask main idea questions that relate to important
information in a text.
6) Recognizing
story structure
In story structure instruction,
students learn to identify the categories of content (characters, setting,
events, problem, resolution). Often, students learn to recognize story
structure through the use of story maps. Instruction in story structure
improves students' comprehension.
7) Summarizing
Summarizing requires students to
determine what is important in what they are reading and to put it into their
own words.
Instruction in summarizing helps students:
a. Identify or generate main ideas
b. Connect the main or central ideas
c. Eliminate unnecessary information
d.
Remember
what they read
B. Text
Generally there
are three models of language which shows now
a text is influenced by the contexts (Ogan, 2000: 27)
1.
Context
of Culture
A
language is used by the people that have same cultural background. Context of culture caused the development of many
kind of text or genre. British are familiar with the kind of text such as,
narrative text, conversation. Thus, the native speakers also need to study how
to tell events (recount) both orally and written. A text can be short and
simple, but it must be structural and easy the reader to understand it. For
example, in transactional conversation the students learn how the language and
also learn the rhetoric’s ways that are usually used by the native speaker.
2.
Context
of Situation
a.
Field
means anything happened in the text, the topic of the text(subject matter) who
involved, what happened, where it happened, how to happened, and so on.
b.
Tenor
is the interpersonal relation between the character (who are involved) in the
text.
c.
Mode
is the channel of communication between oral and written language.
3. Text
Definition
Text
is something written or read. Text is not word unity but textis a semantic unit
(Hillerich1987 :22). These semantic
units are realized in the from of word,
clause and sentence. When we read or
write means we create a text. A dialogue or conversations that emphasize
meaning called text. (Groundund1985: 18) also stated when we communicated or
event just as a listener or reader we have created a text indirectly.
Generic Structure from Recount Text namely:
a.
Orientation tells who was involved, what happened, where the
events took place, and when it happened.
b.
Events tell what happened and in what sequence.
c.
Reorientation consists of optional-closure of events / ending. (Alison:1973:79)
C.
The Term of Recount Text
There
are some kinds of text (genre) in English teaching, for example, expository,
discussion, and explanation. Recounts, narrative, and anecdote. The based
competency which dealt with the mastering of this type of text is the students
should be able run communication both orally or written.
A
recount is a text that has social function to retell events for the purpose of
informing or entertaiming. When you tell about happenings in the past it means
that you make a recount text. Recount texts refer that tells a story that has
happened in the past. It can be from of personal letters, diary, history,
biography or autobiography and the similar.
Bolgar
(1998:25) listed out three major types of recount text:
1. Personal Recount
Personal recount describe an event
where the writer or the author is doing the action by himself. It includes in
the story, funny events which is written on the diary.
The characteristic of personal
recount is that the use the first person pronoun, personal respone to the
events can be included(usually at the and of the recount).
2. Factual Recount
Factual recount describes the facts of events, such research
report, the magazine, and so forth.
3. Imaginative Recount
Imaginative re-count describes the
unfactual story or fiction, for example, the text for teaching language. The
imaginative recount usually written in the first person, and need not to
include personal reaction.
D.
Aspects of Reading Comprehension
According to Hellirich
(1987 : 45) reading comprehension questions measure student’s ability to read
with understanding, insight and discrimination. This type of question explores
the ability to analyze a written passage from several perspectives, including
student’s ability to recognize both explicitly stated elements in the passage
and assumptions underlying statements or arguments in the passage as well as
the implications of those statements or arguments. Because the written passage
upon which the questions are based presents a sustained discussion of a
particular topic. There are six types of reading comprehension questions. These
types focus on these aspects.
1. The main idea or primary purpose of
the passage
2. Information explicitly stated in the
passage
3. Information or ideas implied or
suggested by the author
4. Possible applications of the
author’s ideas to other situations, including the identification of situations
or processes analogous to those
described in the passage
5. The author’s logic, reasoning, or
persuasive technique
6. The tone of the passage or the
author’s attitude as it is revealed in the language used.
1. Comprehension
Skill
According to
Hillerich (1987) most of the reading professional list three categories of
reading comprehension.
a. Literal comprehension has to do with
understanding or with answering questions about what an author said.
b. Inferential comprehension refers to
understanding what an author want by what was said.
c. Critical reading has to do with
evaluating or making judgments about what an author said and meant. Edgar put
it well when he referred to these three categories as “reading the lines
….reading between the lines…..and reading beyond the lines.”
2. The
Role of Background Knowledge in Comprehension
Ommagio
(1986: 21) writes that cognitive psychologist in the late 1960 place great
emphasis on the importance of meaningfulness and organization of background
knowledge in the learning process.
Ommagio
(1986:22) views that learning which involve active mental process must be
meaningful to be effective and permanent. In the second language comprehension
process, at least three types of background knowledge are potentially
activated.
Godman
describes that reading as a “psycholinguistic guessing game” involving the
interaction between thought and language. Efficient readers do not need to
perceive precisely or identify all elements of the text. Rather, they select
the fewest, most productive cues necessary to produce guesses about the meaning
of the passage and verify the hypothesis as the process discourse further (Ommagio,
1986:23).
Ommagio
(1986:15) also maintains that the efficient language users will take the most
direct routine to their goal comprehension. He describes reading as a sampling
process in which readers predict structures Clearly.
Ommagio
(1986:25) included as in the comprehension process all three types of
background knowledge: comprehenders make use not only of the linguistic
information of the text, but also of their knowledge of the world and their
understanding of discourse structure to make sense out the passage. In line
with the above statement, as Ommagio (1986:11) cited from Alison (1973:55) also maintains that
reading is only incidently visual. Thus, the reader then contributes more
information by the print on the page.
Finally,
Ommagio (1986:45) presents Yorio’s statement who isolates the following factors
in reading process, those are:
a.
Knowledge
of the language.
b.
Ability
to predict or guess in order to make correct choice.
c.Ability
to remember the previous cues, and
d.
Ability
to make the necessary associations between the different cues selected.
At
monitoring student’s comprehension, they have strategies to "fix"
problems in their understanding as the problems arise. Research shows that
instruction even in the early grades, can help students become better at
monitoring their comprehension.
CHAPTER
III
This
chapter consist of some sections. Namely, Research Method, Population and
Sample of the Research, Method of Data Collection, and Data Analysis Procedure.
And the next for the last there are Instrument Test Assisment and Bibliography.
A.
Research Method
This
research tries to measure the students’ ability in reading recount text and
picture. The method of the study is experiment method. Experiment method means a research method wich is used to
study the status of a community, an object, or a set of condition, a system of
thinking or an event on present. Data obtained will be analyzed by applying
basic statistical computation.
B.
Population and Sample of The Research
1.
Population
Population
is the number of the people having at least the same characteristic . Another
definition that is similar to that given (Arikunto, 2010:97) said that population is a number of people
defined events or objects. From the two definitions above, a simple definition
of population is a set (or collection) of all elements prossessing one more
attribute of ability.
The
number of population of study is all of the second year students of SMPN 19
Makassar. That consist of 4 class. In each class consist of 25 students, so the
total population in this research is 100 students.
2.
Sample
According
to Arikunto (1993:20) sated that if population are less than one hundred that
is better to take all of population to be subjects of the research. If the
number of population is more than one hundred it suggested taking 10-15 % or
20-25 % (arikunto, 2010:107). Total is 100 students. So, the researcher will
take 25 students (25%) of total number. This number of population is
representative enough for the subject of the research.
C.
Method of Data Collection
This study will
find out the data at the second year students of SMPN 19 Makassar. The data will obtain from Reading test. The test
is given to students understand about that, the purpose of giving test is to
know the students’ difficulties in understanding reading recount text. And the
next, the researcher gives test reading
one by one in front of class. Until that the researcher will used question in
test reading, kind of reading test is multiple choices that consist of 10
questions, take from reading test and have to test 25 students.
The look for
the correct answer to know the students understand in reading skills which is
used as reading text
D.
Data Analysis Procedure
The analysis of
the data is done based on the data collected from of score through the steps:
1. Collect the result of students’
test.
2. Analysis the students’ mistake based
on grammar and reading recount text not
use media Picture and using media
Picture
3. Calculate the students’ mean score
in reading recount text by using
List test correct answer, student
score, classification , category (score ranges)
4. Table identifying the student’s
ability
Table 1. identifying the student’s
ability
No
|
CATEGORY
|
SCORE RANGES
|
1.
2.
3.
4.
5.
|
Excellent/very good
Good
Fairly good
Poor
Failed
|
80-100
66-79
65-56
49-55
30-39
|
Source:(Arikunto,
2010:112)
INSTRUMENT TEST ASSISMENT
Reading Test using Picture
MY
GRANDPA’S FUNERAL IN TORAJA
Last month my family and I went to
Toraja to attend Grandpa’s funeral. It was my first time to go to such a
ceremony. We gathered there with our kin in the ceremony.
Overall, the ceremony was quite
elaborate. It took about a week. Several days before the ceremony was done,
grandpa’s body was kept in a series of houses arranged in a circular row around
an open field called tongkonan. His corpse was dressed in a fi ne wearing.
The funeral was performed in two
phases. First, we slaughtered the pigs and buffaloes, and then moved the corpse
to face north. In this ceremony we wore black clothes. After that, the corpse
was placed in a sandal wood coffin. Then, it was brought out of the house and
placed on an open platform beneath the granary. Meanwhile, my uncle, my
brother, and I prepared the wooden puppet and a funeral tower called lakian.
The next phase of the ceremony was held in this place. The coffin is borne from
the house and placed in the lakian. During the day, there were also buffalo
matches. They were great matches. In the night, we were feasting, chanting, and
dancing.
On the last day, the grandpa’s
coffin were lowered from the funeral tower and brought up to the mountain side
family graveyard. It was followed by great shouting and excitement from the
relatives and the guests. Finally, we installed the wooden puppet on a high
balcony where other puppets representing the members of a whole family were
already there. The funeral ceremonies made my family and me tired. However, we
were grateful because it ran smoothly.
Reading Test without
Picture
MY
GRANDPA’S FUNERAL IN TORAJA
Last month my family and I went to
Toraja to attend Grandpa’s funeral. It was my first time to go to such a
ceremony. We gathered there with our kin in the ceremony.
Overall, the ceremony was quite
elaborate. It took about a week. Several days before the ceremony was done,
grandpa’s body was kept in a series of houses arranged in a circular row around
an open field called tongkonan. His corpse was dressed in a fine wearing.
The funeral was performed in two
phases. First, we slaughtered the pigs and buffaloes, and then moved the corpse
to face north. In this ceremony we wore black clothes. After that, the corpse
was placed in a sandal wood coffin. Then, it was brought out of the house and
placed on an open platform beneath the granary. Meanwhile, my uncle, my
brother, and I prepared the wooden puppet and a funeral tower called lakian.
The next phase of the ceremony was held in this place. The coffin is borne from
the house and placed in the lakian. During the day, there were also buffalo
matches. They were great matches. In the night, we were feasting, chanting, and
dancing.
On the last day, the grandpa’s
coffin were lowered from the funeral tower and brought up to the mountain side
family graveyard. It was followed by great shouting and excitement from the
relatives and the guests. Finally, we installed the wooden puppet on a high
balcony where other puppets representing the members of a whole family were
already there. The funeral ceremonies made my family and me tired. However, we
were grateful because it ran smoothly.
FORMAT
PENILAIAN TEST PEMAHAMAN MEMBACASISWA TIDAK MENGUNAKAN GAMBAR (Before)
No
|
Name of Students
|
Correct Answer
|
Student Score
|
Classification
|
1
|
||||
2
|
||||
3
|
||||
4
|
||||
5
|
||||
6
|
||||
7
|
||||
8
|
||||
9
|
||||
10
|
||||
11
|
||||
12
|
||||
13
|
||||
14
|
||||
15
|
||||
16
|
||||
17
|
||||
18
|
||||
19
|
||||
20
|
||||
21
|
||||
22
|
||||
23
|
||||
24
|
||||
25
|
||||
Total Score
Mean Score
|
FORMAT
PENILAIAN TEST PEMAHAMAN MEMBACA SISWA
MENGGUNAKAN GAMBAR (after )
No
|
Name Students
|
Correct Answer
|
Student Score
|
Classification
|
1
|
||||
2
|
||||
3
|
||||
4
|
||||
5
|
||||
6
|
||||
7
|
||||
8
|
||||
9
|
||||
10
|
||||
11
|
||||
12
|
||||
13
|
||||
14
|
||||
15
|
||||
16
|
||||
17
|
||||
18
|
||||
19
|
||||
20
|
||||
21
|
||||
22
|
||||
23
|
||||
24
|
||||
25
|
||||
Total Score
Mean Score
|
Adler, C.R. (Edisi
2). 2001. Put Reading First:The
Research Building Blocks for Teaching Children to Read,National Institute
for Literacy.
Alison, Davis. 1973.Teaching
Reading Comprehension text, New Zealand: Press.
Bolgar, Robert
Ralph. 1998. Teaching Methods.
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