SKRIPSI BAHASA INGGRIS

CHAPTER I

INTRODUCTION

In this chapter the writer will explain about the background of study, the scope and limitation of study, the statement of problem, the purpose of study, the significant of study.

1.1. The Background of study.

Everybody ever read, hear, see, and tell something occur around us in daily life. As the human beings who live normally, we do our activities everyday. We never just quiet without do anything because we live in this world which full by things that we can do, see, hear, feel, and touch. The examples are reading newspaper, watching television, seeing a movie, and listening to the radio. Connoly (1951: 1) states that we read because of hunger of information or amusement or solace, owning appetite for truth seems to grow by what it feed on men read to discover them selves and their world, to asses their special rules in the universe, to learn the meaning of the personal struggles in which they are engaged in other worlds, we want to share experience.

To study reading is very important as the student of English department, because there are many advantages from study reading. By reading, we will be able to increase our knowledge on culture. If we read every rule in written English from our country, we will know what our country is like. For instance read novel from another country, we will get more knowledge about the other country with Its culture. In English Department, we study English do not only master of grammar or vocabulary but also master the culture of the target language. If we do not know about the culture, we will get difficulties to understand to communicate with a native speaker. Although, we may learn about English words through the dictionary, we still need to learn the English culture, so the communication can be understood and avoid misunderstanding.

In this modern developing age, people are demanded to facilitate the development of their knowledge in any sectors in order to be able to answer any supplicated problems related to the progress of any modern development, especially in Indonesia.

In Indonesia as developing country puts the education problem as essential and dominant points, for examples by building ns schools, adding facilities, such as new scientific books served in libraries, laboratory equipments, etc.

In line with the development of education, our government also tries hard to improve their skills by having in – service training held by the government. Here, teachers are acknowledged with communicative approach.

Communicative approach in teaching learning process is encouraged not only structure but also in reading comprehension.

To get a good achievement for English subject, students need perseverance and patience in learning it since most students regard this subject difficult, especially in Reading Comprehension with communicative approach. In this case students are demanded to have a hobby in reading and practicing communicative. That is why the teachers’ help is absolutely needed to increase their achievement.

Based on the above statements, the writer held a research to know how far the ability of the eight year students of SMP Brawijaya kepung – Kediri after being taught with reading comprehension by using communicative approach through songs and game. The writer therefore chooses the little dealing with the method used in the subject above is Teaching Reading songs and games to the eight year students of SMP Brawijaya Kecamatan Kepung –Kabupaten  Kediri.

1.2 The Scope and limitation of the Study

Since this thesis study on the great works of the eight year students of SMP Brawijaya Kepung-Kediri, the writer analyzes will mainly based on her personal view on the theories in some books, in other words, it is also done through a library research.

   The writer limits his research just teaching reading comprehension using communicative approach through songs and games to the eight year students of SMP Brawijaya Kepung-Kediri. In this thesis, the writer does not tell about theory of reading comprehension deeply but it is just a simple analysis.

To explain the scope of this problem. The problem limitation should be stated. The use of problem of limitation to avoid misunderstanding of this problem and as and important basis the further explanation of the problem. in this research it will be found whether a teacher can make his students’ achievement increase and their activity better in teaching learning process in the class. Because the students’ ability is different, so it can be argued whether all the eight year students ’ achievement of SMP Brawijaya get improved after being taught with Reading Comprehension through communicative approach or not.

1.3 The Statement of Problem

Based on the background of study and Problem limitation above the problem can be formulated as follows:

1.      By using communicative approach a teacher gives Reading Comprehension subject whether the students can answer the questions from the passage communicative and objectively either in oral or written form.

2.      If the method used by the teacher and students’ interest in reading and practicing communication have relation to the students’ achievement in learning Reading Comprehension.

3.      By using communicative approach, whether a teacher is able to attract student’s interest to be active in learning Reading Comprehension process in the class, or not.

1.4    The Purpose of Study

In short, this examination wants to get information and explanation about how the eight year students of SMP Brawijaya, Kepung follow Reading Comprehension subject through communicative approach in class. In this thesis, therefore the writer chooses the title’ Teaching Reading Comprehension with communicative approach through sings and games to the eight year students of SMP Brawijaya, Kepung has general and special objectives.

1. General Objective

The general objective of this research is to get a complete description about the ability of the eight year students of SMP Brawijaya Kepung Kecamatan Kepung Kabupaten Kediri in achieving their achievement/success during learning Reading Comprehension.

2. Special Objective

The special objective wants to be achieved in this thesis is to try to apply what the writer has (teaching method). The writer also wants to know the ability of the eight of SMP Brawijaya Kepung in answering questions from the discourse either orally or written objective form. The writer also wants to know the students’ interest in following teaching learning process of Reading Comprehension with communicative approach through songs and games. From this activity, they writer will know which students like reading and which students do not like reading.

 1.5   The Significance of the Study

Principally, the uses of language in a school, family, society are something concessions and influence, to each other.

The other use of this examination, especially for the writer himself is as a principle to apply the teaching of English in a higher rank. It is also useful for the library of IKIP BUDI UTOMO MALANG for its bibliography dealing with the improvement of education field.

By this study, first the writer really hopes that after reading the thesis specificly, the reader can add their knowledge about how to behave and how to overcome all problems in surviving in the school life.

Second, it is intended to help student of English Department specially to better understand fundamentals analyzes which will be useful in preparation of thesis writing. And also exercise them in discussing something in English language, so the students will be more active in the class.

Third, for English teacher, it is supposed that reading comprehension will be more considered in the teaching learning process. From this thesis, it will make the teacher knows and understands the characteristics of his students, so he can handle during teaching learning process well.

The teacher’s role in a school especially in Junior High School also confirms very much increasing English subject with communicative   approach. In supporting the Teaching Learning process at school, teacher should try hard to be more active in giving a chance to the students to practice speaking English.

The forth, For the National Education Department. It is supported that teaching reading comprehension will be more considered in the teaching learning process. From this thesis, it will make the students increase their knowledge about English culture of English language itself.

The last, the writer also expects to encourage readers to be eager to read as many books as possible on many kinds of reading to acquire knowledge or moral values, understand the other culture, and also by reading many kinds of books can make us understand what kinds of reading can be classified into the good method and what the criteria of qualified teaching reading comprehension are.

CHAPTER II

REVIEW OF THE RELATED LITERATURE

 2.1   The assumption underlining communicative approach.

As we know that reading newspapers and magazines, watching television, listening to the radio and seeing movie is very interesting. From all of those activities, we can feel something as like happy, sad enjoy, love, hate, fear and worry. And it is called literature. Robit and Jacob ( 1987: 2) state that literature exercises our emotions through the arousal of interest, concern, tension, excitement, hope, fear, regret, laughter, and sympathy. By reading, we will find another hypothesis through the story that has been read by us.

In this chapter, the writer will discuss about review of the related literature or about the teaching especially teaching English in the class. Teaching in the class can be achieved with traditional system, namely classical system or new system. He also tries to express the experts’ idea of education as the main ideas in order to be used as the basic premise in presenting hypothesis.

Therefore, the writer gives some primary theories the underlining meanings related to the main problems to be discussed in this thesis.

The main problems which relate to primary theories the underlining meanings related to the main problems to be discussed in this thesis.

1.      The basic assumption underlining communicative approach.

2.      The communicative approach steps.

3.      Learning achievement.

4.      Learning achievement factors.

5.      Some theoretical assumptions.

2.2 The assumption underlining communicative approach.

-     Language is a system for expression the meaning.

-     The primary function of language is for interaction and communication.

-     The structure of language reflects it’s functional and communicative used.

-     The primary units of language are not really it’s grammatically and structural feature, but categories of functional and communicative meaning as exemplified in discourse.

2.3 The communicative approach steps.

-     Presentation of a brief dialogue or several mini dialogues.

-     Oral practice of each utterance of the dialogue.

-     Questions and answers based on the dialogue topic and situation itself.

-     Questions and answers related to the students personal experience but centered on the dialogue theme.

-     Study of the basic communicative expression in the dialogue or one of the structures which exemplify the function.

-     Learner discovery generalization or rules.

-     Oral recognition, interpretative activities.

-     Oral production activities.

-     Copying of the dialogue.

-     Sampling the written homework assignment given.

-     Evaluation of learning (oral only).

2.4 Learning achievement.

Actually there are some meanings and understanding from learning achievement, but here the writer will take one of the understandings from that statement. Learning achievement is the result having been reached by the learners after achieving learning activities. It is logical that learning is the learners’ problem even for everybody from their childhood until adult. Learning is the most important thing for humans’ life.

Related to the above opinion, therefore it can be understood that every change obtained by the learners is not thoroughly called learning. That change, however appears from his maturity or his age. Some say that learning is mark or score gained from what the learners have done by themselves, in relation to the hobby and communicative practice with the method used by the teacher in presenting Reading Comprehension to his learners.

Because of that, the motivation to study Reading Comprehension by using communicative approach used by the teacher will have the most important role in attaining successful learning for the learners especially in learning Reading Comprehension.

2.4 Learning achievement factors.

The factors influencing learning achievement are from outside can be an instrument used in learning and can be environment which can influence them, and the factors coming from the learners’ physics and the motivation and the way to think such as:

Calm sense, unquiet sense and those will influence the learners in getting success of learning achievement.

2.5 Some theoretical assumption

The basic consideration of the theoretical assumption is the consideration which has to be proved its truth. In learning a language with communicative approach, especially Reading Comprehension, the teacher must be able to decide the most suitable method for his students. The choice of good method will influence the success of learning teaching process.

CHAPTER III

RESEARCH METHODS

Identification of variables

In this thesis the writer uses two variables, namely the first variable:

Learning Reading Comprehension with communicative approach through songs and games. This variable implies the teaching activity of a teacher.

Learning achievement of eight year students of SMP Brawijaya Kepung Kecamaatan Kepung – Kediri. This variable is influenced by the first variable or the success of this variable depends on the first variable.

Place and time of research

The place of research where the writer did was in SMP Brawijaya Kecamatan Kepung Kabupaten Kediri. The writer chose this school because very possible to have a research.

The time   of research was 5 days, from the 3^rd of May until 7^th of May 2007. The process of research was by getting information and collecting data from the Head Master and the teachers.

3.3 Population and sample

Population is the entire observed object.

It is like Raka roni's opinion, he told that all of existing individual, that ever or may be exist that become that real object of an observation.

And in this observation the population is all of the students of SMP Brawijaya Kecamatan Kepung Kabupaten Kediri.

The meaning of sample is part of individual that can become deputy of character, situation and ability all of individuals that become population so this sample of this observation are class 8A students of SMP Brawijaya Kecamatan Kepung Kabupaten Kediri.

3.4 Technique of data collection

When collecting data in a research, many methods are used by each researcher. The technique used in this research was questionnaire and tests. The aim of using  questionnaire in this research  was method ask to know how far the students’ hobby in learning Reading Comprehension especially using communicative approach, and the tests method was used to know whether students were successful or not with their learning method  especially in learning Reading Comprehension by the students of SMP Brawijaya Kepung Kecamatan Kepung – Kediri.

3.5 Technique of data analysis

The data analysis was used to draw the conclusion of the research data. In analyzing, the writer used statistical technique especially in analyzing the main data of questionnaire answer test’ answers of the eight year students of SMP Brawijaya Kecamatam Kepung – Kediri.

The result will be described quantitavely in the form of number which will describe its variable. The procedures of the data analysis are:

To rank score attained by each student or respondent. The way to determine the score by using the following:

                                         P =  S   X 100 %

                                               S I

Notes

P = Presents

S = Score attained by student

S I = the high score

                         

CHAPTER IV

RESULTS AND DISCUSSION

4.1  Variable Description

According to the title there are two variable in research they are: independent variable and dependent variable. Independent variable is ’ Teaching Reading Comprehension with communicative approach through songs and games ’ and as its dependent variable is ’ Learning achievement of the eight year students of SMP Brawijaya Kepung –Kediri.

In obtaining the data of Learning Reading Comprehension, the writer used questionnaire and test method. The use of questionnaire method was to know how far the learners’ hobby in Learning Reading Comprehension especially with communicative approach. The writer used the objective test in collecting the needed data.

From the result of the tests and questionnaire, the teacher will managed than to classify the learners’ achievement, the good ones and the bad ones in Learning Reading Comprehension. Then, the writer used criterion research that the correct answer got 5 score for each objective test item. The total numbers of those items were 20. So the total scores of the tests are 100 for the learners who answer all the tests correctly, and for the learners who answers all the tests wrongly will get zero score (0).

To know the range of the classification the writer used the following criteria:

A. 90 – 100   :  very good

B. 70 – 89     : good

C. 60 – 69     : sufficient

D. 40 – 59     : insufficient/bad

E.   0 – 39     : very bad

Based on the above classification, we know that the learners who got the lowest scores had bad learning achievement.

To know the results of questionnaire data, the writer determined a certain criterion. The learners who answer gladly got score 5, the learners who did not answer got score 2 and the learners who did not answer very gladly got score 1. The learners who answered 20 items very gladly got score 100, the learners who answered gladly got score 80, and the learners who did not answer gladly get score 40 and the learners who did not answer very gladly got score 20. To know the result of the above classification rank, the writer used the following criteria:

A.    90 – 100 ( very good )

B.     70 – 89   ( good )

C.     60 – 69   ( sufficient)

D.    40 – 59   ( insufficient)

E.       0 – 39  ( very bad)

Based on the result of the above classification, the learners who have good interest in Reading Comprehension will have very good learning achievements, but for those who do not like learning Reading Comprehension, will have sufficient learning achievements and the learners who do not have motivation in learning Reading Comprehension will have very bad learning achievement.

In order to get much clearer idea, the result of questionnaire data can be seen in the data following table.

Table 4.I

The questionnaire score list of the eight year students of SMP Brawijaya Kepung Kecamatan Kepung Kabupaten Kediri.

NO	NAME	SCORE	CLASSIFICATION
1.	AGUNG PRAYITNO	86	GOOD
2.	AGUS HARIYANTO	88	GOOD
3.	ALIM ANDRIANTO	85	GOOD
4.	ANDI AGI PRASETYO	92	VERY GOOD
5.	BUDI SLAMET	89	GOOD
6.	DANY ANDI SETYAWAN	83	GOOD
7.	EDI PURWANTO	88	GOOD
8.	EDY SANTOSO	84	GOOD
9.	EKO INDRA PUJARKO	86	GOOD
10.	ERIKS RIKDIAN ORINA	90	VERY GOOD
11.	ERNA YUNITA	85	GOOD
12.	FINDI KUSMIRANTI	81	GOOD
13.	FRANSISKUS TANTOK HADI	78	GOOD
14.	HENDY PRASTYO	96	VERY GOOD
15.	IKA RETNO WULANSARI	84	GOOD
16.	KRISDIANINGSIH	85	GOOD
17.	KRISTINA TIA SELIA	87	GOOD
18.	LIA KRISTANTI	88	GOOD
19.	LISTRA MARIYANA	86	GOOD
20.	LUSI WULANDARI	85	GOOD
21.	RITA UMAMI	83	GOOD
22.	RUDI HARTONO	88	GOOD
23.	RUDI SATRIO UTOMO	83	GOOD
24.	SISILIA NOVI SILA MELANIA	85	GOOD
25.	SUKARIYANTO	86	GOOD
26.	THERESIA ERIK ELIDA	87	GOOD
27.	TRI AGUS WALUYO	89	GOOD
28.	VICCEN ALDERA	88	GOOD
29.	WALUYO	85	GOOD
30.	WIKE WULANDARI	77	GOOD

                                   

From the above data the total score having been achieved by SMP Brawijaya Kepung kecamatan Kepung kabupaten Kediri in the questionnaire data is 2577. From total score, we can see that the average score (Mean) is obtained from the following formula:

                         Mean =  Total  Score       because total learners are : 30

                                     Total  Learners                          

                         So Mean =        2577

                                                   30

                                                  

                                        =          86

30 learners from the questionnaire data in table 4.1 can be classified as follows:

27 learners can be classified good and 3 learners can be classified very good.

Table 4.2

The score list Reading Comprehension of the eight year students of SMP Brawijaya Kepung Kecamatan Kepung Kabupaten Kediri.

                           

NO	NAME	SCORE	CLASSIFICATION
1.	AGUNG PRAYITNO	80	GOOD
2.	AGUS HARIYANTO	70	GOOD
3.	ALIM ANDRIANTO	60	SUFFICIENT
4.	ANDI AGI PRASETYO	80	GOOD
5.	BUDI SLAMET	90	VERY GOOD
6.	DANY ANDI SETYAWAN	60	SUFFICIENT
7.	EDI PURWANTO	90	VERY GOOD
8.	EDY SANTOSO	80	GOOD
9.	EKO INDRA PUJARKO	70	GOOD
10.	ERIKS RIKDIAN ORINA	80	GOOD
11.	ERNA YUNITA	80	GOOD
12.	FINDI KUSMIRANTI	80	GOOD
13.	FRANSISKUS TANTOK HADI	80	GOOD
14.	HENDY PRASTYO	80	GOOD
15.	IKA RETNO WULANSARI	80	GOOD
16.	KRISDIANINGSIH	80	GOOD
17.	KRISTINA TIA SELIA	70	GOOD
18.	LIA KRISTANTI	50	BAD
19.	LISTRA MARIYANA	70	GOOD
20.	LUSI WULANDARI	80	GOOD
21.	RITA UMAMI	40	BAD
22.	RUDI HARTONO	60	SUFFICIENT
23.	RUDI SATRIO UTOMO	40	BAD
24.	SISILIA NOVI SILA MELANIA	50	BAD
25.	SUKARIYANTO	70	GOOD
26.	THERESIA ERIK ELIDA	80	GOOD
27.	TRI AGUS WALUYO	90	VERY GOOD
28.	VICCEN ALDERA	80	GOOD
29.	WALUYO	60	SUFFICIENT
30.	WIKE WULANDARI	80	GOOD

From the above, data the total score giving been achieved by the eight year students of SMP Brawijaya Kepung kecamatan Kepung Kabupaten Kediri in Reading Comprehension by using communicative approach is : 2160. From the total score, we can see its average Mean from the following formula:

                        Mean   =  Total  Score     so from the total learners : 30

                                       Total learners

                        So   Mean =  2160

                                             30

     = 72

Based on the data in Table 4.2, the learners’ capability in Reading Comprehension using communicative approach can be classified as follows:

-     3 learners can be classified very good

-     19 learners have good classification

-     4l learners have sufficient classification

-     4 learners are bad.

4.2  The conclusion on the interpretation of data analysis.

After the writer knew the result of data analysis, the interpretation of data analysis conclusion can be classified as follows:

Based on score test collected, there was indication that achievement in learning Reading Comprehension with communicative approach, the eight year students of SMP Brawijaya Kepung Kecamatan Kepung Kabupaten Kediri can indicate very great difference between the result of the questionnaire and the result of the test made by the learners. Therefore, it can be seen that the learners who like learning Reading Comprehension have good achievement and the learners who do not like Reading Comprehension have bad achievement in learning Reading Comprehension. That is why the use of communicative approach in learning Reading Comprehension can influence the teacher’s success in increasing his learners’ learning achievement.

CHPATER V

CONCLUSION AND SUGGESTION

Conclusion

Based on the result of research on the eight year students of SMP Brawijaya Kepung Kecamatan Kepung Kabupaten Kediri in 2007, the score of the test between 90 to100. It can be concluded that on all average success range of learners can be given score mark (limit score). Based on the data collected from the Table, all learners classification to the limit classification between 0 – 39. It is a manner that very important role in teaching reading comprehension, because:

-          The lesson will be very interesting.

-          Educational process will be variegated.

-          In practice, the teacher is able to change situation especial and quickly.

-          The teacher is able to give the real understanding to the students.

-          It can motivate the students to study more diligent.

-          Student concentration will be focused to the lesson.

As like explained by the researcher above that communicative approach through songs and games has important role in teaching reading comprehension, but the researcher still pay attention to the role of the other important manner, such as library and students creation. So that, it is clear that communicative approach teaching method, reading and practice communication will grow learners ’ interest of the success in Learning Reading Comprehensions process.

Suggestion

Based on conclusions above, it can be said that teaching reading comprehension by use communicative approach through songs and games was good enough, in order that the researcher suggest, follow:

-          It is better if the teacher use communicative approach through songs and games intensively in teaching reading comprehension.

-          The teacher has to be able chose a method using communicative approach program will be as level as what the teacher will be reached.

-          The teacher has to be able increase motivation of the students as maximally as possible and the teacher has to realize that high motivation will be increase attention of the students for study English especially reading comprehension.

Finally by use communicative approach through songs and games we do hope teaching reading comprehension can be reached as we hope.

BIBLIOGRAPHY

1.      AJ Thomson and Martinet, 1980, A Practical English Grammar, Oxford University Press.

2.      Balai Pustaka, Pedoman Umum Bahasa Indonesia yang Disempurnakan, 1982, Jakarta Depdikbud.

3        Dwyer. Margaret. A, 1983, Some strategies for improving reading efficiency, English Teaching Forum, V. 21. No 3, Washington, D.C. 20402: U. S. Government Printing office.

3.      Frencies, W. Nelson, The Structure of American English Grammar, 1958, Co. New york, The Ronald Press.

4.      George Yule, The Study of Language, Lousiana State University.

5.      Echols, John M. & & Hassan Shadely. Kamus Inggris Indonesia. Jakarta: PT. Gramedia.

6.      Holt, Rinehart and Winston, 1982, Understanding Reading, New York: New York   Inc.

7.      Keraf, Gorys, Dr, Tata Bahasa Indonesia,1984, Ende, Nusa Indah, Flores.

8.      Richard, Jack C. and Theodore S.Rogers, 1986, Approaches and Methods in Language Teaching, Cambridge: University Press.

9.      Suharsisni Artkuanto, Dr, 1984, Dasar-dasar Evaluasi Pendidikan, Jakarta: PT. BINA AKSARA.

10.  Ward, James, 1980, Techniques for teaching reading, English Teaching Forum, V. 18. No. 2, Washington, D. C. 20402: U.S. Government Printing Office.

11.  Wati, rochmah, pryla, Spd, 2005. Material for Reading. Jombang.

Appendix 1

EVALUASI READING

Sekolah                                  :     SMP Brawijaya Kepung – Kediri

K e l a s                                  :     8 A

W a k t u                                :     45 menit

A.    READING

THE DAYS OF THE WEEK

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

 CHOOSE THE BEST ANSWER!

1.      Today is…………..Tomorrow is Monday.

a. Wednesday     b. Thursday         c. Friday                    d. Saturday    

2.     Yesterday was Friday, Tomorrow is………

a. Tuesday          b. Monday           c. Saturday                d. Wednesday

3.     The day after tomorrow is……., Today is Friday

a. Sunday           b. Monday           c. Tuesday                 d. Saturday

4.     Before yesterday was Friday, tomorrow is…………

a. Wednesday     b. Sunday            c. Saturday                d. Monday

5.     Tomorrow is Saturday, Today is……………………

a. Friday             b. Wednesday     c. Thursday                d. Tuesday

6.     Tomorrow is Sunday, Today is…………………….

a. Monday          b. Saturday          c. Friday                    d. Tuesday

7.     The day after tomorrow is Monday, yesterday was…..

a. Thursday         b. Friday              c. Wednesday            d. Saturday

8.     Today is Monday, the day before yesterday was……..

a. Saturday         b. Friday              c. Wednesday            d. Thursday

9.     Yesterday was Sunday, tomorrow is………….

a. Monday          b. Friday              c. Thursday               d. Tuesday

10. The day after tomorrow is Friday, Today is ……..

a. Wednesday     b. Tuesday           c. Monday                 d. Sunday

11. Yesterday was Wednesday, Today is……………

a. Thursday         b. Tuesday           c. Friday                    d. Monday

12. Tomorrow is Wednesday, Today is……………

a. Tuesday. Sunday                        c. Thursday               d. Friday

13. The day after tomorrow is Sunday, Today is………..

a. Thursday         b. Friday              c. Wednesday            d. Friday        

                         1. MONDAY               : Play football with my friends.

                         2. TUESDAY              : Go to the library.

                         3. WEDNESDAY       : Watch television.

                         4. THURSDAY           : Read a book.

                         5. FRIDAY                  : Write a letter to my uncle Toni.

                         6. SATURDAY           : Go to the beach.

                         7. SUNDAY                : Finish homework.

14. Today we go to the library, tomorrow is………………………….

a. Sunday           b. Monday           c. Wednesday            d. Thursday

15. Yesterday we went to the beach, Today is………………………..

a. Sunday           b. Friday              c. Monday                 d. Wednesday

16. Today is Sunday, Tomorrow we are going to……………………..

a. Play football   b. Read a book    c. Write a letter          d. Watch television

17. Yesterday Tom read a book, Tomorrow is……………………….

a. Saturday         b. Sunday            c. Monday                 d. Wednesday

18. Tomorrow hi is going to finish his homework, Yesterday was……………

a. Saturday         b. Friday              c. Thursday                d. Tuesday

19. Today we watch TV, Tomorrow we are going to………………………..

a. Finish homework        b. Read a book        c. Go to the beach            d. Sleep

20. Tomorrow we are going to play football with my friends, Yesterday was….

a. Saturday         b. Friday              c. Monday                 d. Tuesday

Appendix 2

CHOOSE THE BEST ANSWER!

1.      The topic sentence of the paragraph is most often found.

a. at the end of the paragraph                     c.    in the middle of the paragraph

b. at the beginning of the paragraph           d.   in the following paragraph        

2.     In a well-organized paragraph, there is usually… main idea

a. one                        b. two                     c. one each sentence     d. none

3.     The best possible summary statement will cover the supporting sentence in addition to the  … sentence

a. first                       b. last                      c. longest                     d. topic

4.     The statement which best summarizes the topic sentence and the supporting sentence is called the …………

a. summary               b. main idea            c. statement                  d. topic

5.     The second paragraph describes a kind of summary statement which is ……………………

a. too specific           b. too general          c. the main idea            d. irrelevant

6.     A statement, which is too general is one which is …………………….

a. vague                    b. too detail            c. false                          d. irrelevant

7.     A good summary statement covers …..

a. the topic sentence and the supporting sentences      

c. the overall categories

b. more ideas than the paragraph contains

d. only specific facts

8.     The third paragraph discussed a kind of incorrect summary statement that is ……..

a. too specific           b. too general          c. the main idea            d. irrelevant

9.     A statement that is too specific is wrong because it ………….

a. brings in thing not mentioned in the paragraph

b. vague or too general

c. summarizes only part of the paragraph

d. deals in only overall categories

10. The fourth paragraph discusses a kind of summary statement which is ….

a. the main idea        b. too general          c. too specific               d. irrelevant

11. A statement which is irrelevant is incorrect because it ………….

a. brings in material not covered in the paragraph

b. is too vague or general

c. is too detailed

d. does not include the topic sentence

12. A well-organized paragraph contains a topic and other relevant sentences. It should not include any sentences which are irrelevant to the ….

a. reader’s though                                          b. central thought 

c. central paragraph                                        d. meaning of key words

Appendix 3

Read the following paragraph!

1.      Nitrogen is sometimes called “lazy” gas. There are not any very interesting experiments that can be done with the gas. It is, however, important. We are not built to live in pure oxygen. The nitrogen weakens the oxygen so that air is right for us. The nitrogen serves the same purpose in the air that the water serves the lemonade. Lemonade made of pure lemon juice and sugar would be too strong to be pleasant. To keep the lemonade from being too strong, we add water.

Quality the following statements as too general, too specific, irrelevant or proper main ideas!

a.       All the nitrogen we breathe out again ……………………………..

b.       We cannot live in pure oxygen …………………………………….

c.       Nitrogen is important because it is dilutes oxygen so the air is right for us………………………………………………………………….

2.      In school, children want to do their right to do their own thinking and to express them selves freely. The do not like to be governed by rules and regulation whose purpose they do not understand. But fundamentally, neither do they like a school where there is so much freedom that there is disorder. They find fault with a teacher in whose room the children are disorderly. They also find fault with teachers who are unimaginative and too rigid and who cannot enjoy a joke. Apparently a school room and school where behavior is governed largely by understanding will afford the freedom that is most satisfying to both pupils and teachers.

Quality the following statements as too general, too specific irrelevant or proper main ideas!

a.       Children want freedom ……………………………………………….

b.       A firm but understanding teacher can stimulate the children to behave properly even in their own homes …………………………..

c.       Children do not like a classroom situation in which their teacher is extremely lenient ……………………………………………….......

d.      Children would appreciate a classroom in which a firm but liberal atmosphere exist ……………………………………………………..

Appendix 4

1.         Read the following list. One item in each list the title or topic that is general subject or the items in the list. Underline the topic in each list.

1.	Supermarket Retail Store Department Store Discount Shops Baby Shops	3.	Horticultural Societies Hunting Societies Agricultural Societies Types of Societies Industrial Societies
2.	Word Processors Business Machines Type Writers Computers Telephone	4.	Planning the Yearly Budget Directing Group Meaning Organizing New Departments Evaluating Staff Members Management Functions

2.         Read the following list of chapter subtitles. Decide what topic or chapter title is appropriate for each list and write on the line!

1.	……………………… Narrative Descriptive Argumentative Analytical	4.	……………………… Planets Comets Meteors Stars
2.	………………………… Cars Trains Buses Carts	5.	……………………… Soap Dipper Towel Tooth rush
3.	………………………… Tragedy Drama Melodrama Comedy	6.	……………………….. Telephone Facsimile Letter Internet

3.         Read the following text paragraph. Determine the topic of each by reading the entire paragraph carefully and then deciding what the general subject is. Write the topic in one word or two words on the line.

a.       ………………………………………………………………………………….

No particular foods have special merit for a diet for athletes. Some coaches are under the impression that high meat diet is essential and even recommend steak for breakfast. No additional protein is required except where there is unusual development of muscle. Most athlete need only sufficient high quality protein, foods, such as eggs, meat, fish and poultry to meet the daily needs.

b.   ……………………………………………………………………………

The massages are the various forms of communication that reach a large audience without any personal contact between the senders and receivers of the massages; news papers, magazines, books, televisions, radios, movies and records.

Although they are unquestionably a powerful influence, the precise impact of the media is difficult guess.

c.    ……………………………………………………………………………

The important of good parking facilities must not be overlooked in an evaluation of location and a specific site within it. The vast majority of all retail stores built in the United States since the end of World War II includes some provision for of street parking.

4        Read the following paragraph and answer the questions that follow them. There are two types of question. The first is comprehension question the second type is analysis question. When answering the analysis questions write in the numbers of sentences.(for example, If apply)for example, if the introduction is the first two sentences, Write “1-2” in the blank) If there are no sentences that apply (for example, if the paragraph does not have a conclusion), write “NA” (not applicable).

   

The Polynesian Cultural Center

Hawaii’s Polynesian Culturulal center was started to provide the employment for students from all over the south pacific. The students demonstrate different aspects of life Polynesia. The result is a tourist attraction that is both entertaining and educational. The center has dances from different countries and see their traditional handcrafts. Students who work there explain different aspects of their traditional cultures and answer visitor questions. Every evening, there is a spectacular show with en entertainment from each culture. If you can’t visit each of these countries, you can at least experience their cultures at the Polynesian culture center.

a.    Comprehension Questions

1         What was the original purpose of the Polynesian Culture center?

2         What are the characteristics of this tourist attraction?

3         What countries are represented there?

4         What do students explain?

5         What happens in the evening?

b.   Analysis questions

1.       …… : sentence(s) in the introduction?

2.       …… : sentence(s) in the discussion

3.       …… : sentence(s) in the conclusion

Appendix 5

PENGAJARAN BAHASA INGGRIS DENGAN METODE KOMUNIKATIF LEWAT LAGU DAN PERMAINAN

Tes untuk para siswa

 N a m a                      : _________________________________________________

 K e l a s                      : _________________________________________________

 Jurusan                     : _________________________________________________

 Sekolah                      : _________________________________________________

 Jawablah pertanyaan-pertanyaan dibawah ini dengan jujur : melingkari sesuai dengan yang anda ketahui  SS = Sangat Senang, S = Senang, TS = Tidak Senang, STS = Sangat tidak Senang,

1. Apakah anda senang belajar Bahasa Inggris ?                                 SS, S, TS, STS

2. Apakah anda merasa mantap dengan cara                         

   guru mengajar Bahasa Inggris sekarang ini ?                                    SS, S, TS, STS

3. Apakah and berlajar Bahasa Inggris dalam                       

   suasana yang menyenangkan ?                                                         SS, S, TS, STS

4. Senangkah dengan dorongan guru anda                            

Bahasa Inggris ?                                                                                SS, S, TS, STS

5. Senangkah jika anda mendapat bahan-bahan                    

                                                                                                              baru dalam pengajaran Bahasa Inggris ?       SS, S, TS, STS

6. Jika cara belajar Bahasa Inggris diganti dengan                

     cara lain yang mungkin.                                                                  SS, S, TS, ST

7. Tidakkah anda sudah senang dengan cara sek-                  

     arang ?                                                                                             SS, S, TS, STS

8. Apakah Bahasa Inggris yang diberikan dikel-                   

    as anda sudah anda senangi                                                             SS, S, TS, STS

9. Jika sekarang  anda mendapat bahan baru ya-                   

     ng dianggap asing mungkinkah anda senang ?                               SS, S, TS, STS

10. Apakah  anda juga menyenangi belajar Bahasa-              

     Inggris berkelompok dengan teman-teman ya-

    ng lain ?                                                                                            SS, S, TS, STS

11. Ataukah anda senang belajar Bahasa Inggris-                  

     diluar ?                                                                                            SS, S, TS, STS

12. Senangkah Anda menyanyikan lagu – lagu –                  

Bahasa Inggris ?                                                                            SS, S, TS, STS

13. Atau belajar lagu-lagu memakai Bahasa Ingg-                 

   ris ?                                                                                             SS, S, TS, STS

14. Sudahkah anda tahu beberapa permainan dalam-            

      belajar Bahasa Inggris jika sudah, menyenangi-

kah anda ?                                                                                      SS, S, TS, STS

15. Apakah kelas anda sudah menyenangi metode-              

komunikatif ?                                                                                 SS, S, TS, STS

Appendix 6

16. Apakah anda akan menyenangi lagu permainan –           

belajar Bahasa Inggris ?                                                                 SS, S, TS, STS

 17. Apakah and sudah senang dengan materi yang –           

sekarang ?                                                                                      SS, S, TS, STS

18. Senangkah anda jika diajak bercakap Bahasa -                

Inggris ?                                                                                         SS, S, TS, ST

19. Inginkah anda bercakap dengan orang asli –                   

Inggris ?                                                                                         SS, S, TS, STS

20. Kalau guru anda menerangkan dalam Baha -                   

sa Inggris ?                                                                                     SS, S, TS, STS

     

TEACHING READING COMPREHENSION USING COMMUNICATIVE APPROACH THROUGH SONGS AND GAMES TO THE EIGTH YEAR STUDENTS OF

SMP BRAWIJAYA – KEPUNG

THESIS

Presented to

Institute of Teaching and Education Budi Utomo Malang In Partial Fulfillment of the Requirements For complemeting the Sarjana Program In Department of English Education

By:

ANDRY CAHYO NUGROHO HENDRAWAN

NPM: 205063132143

INSTITUTE OF TEACHING TRAINING AND EDUCATION BUDI UTOMO MALANG

FACULTY OF SOCIAL SCIENCE AND HUMANITY EDUCATION DEPARTEMENT OF ENGLISH EDUCATION

2007

This is certify that the Sarjana thesis of ANDRY CAHYO NUGROHO HENDRAWAN has been approved by the thesis advisor for further approval by the examining commite.

Malang, June………, 2007.

Advisor

Dra. Titik Purwati, MM.

MOTTO AND DEDICATION

           

- THERE IS NO SUCCES WITHOUT FAILURE

- NOTHING COMES FOR FREEN IN THE WORLD

- STOP LEARNING IF YOU DON’T WANT TO GET BETTER LIFE

Dedicate to:

- My beloved Family without Failure for his support to finish this thesis

- All my friends.

This is to certify that the examining committee as requirement has approved the sarjana thesis of ANDRY CAHYO NUGROHO HENDRAWAN for the Sarjana Degree in the teaching of English as a foreign Language.

Thesis examining committee:

Malang, June…….., 2007

Examiner I

Examiner II

Dra. Titik Purwati, MM.

Acknowledged by

Faculty of Social sciences and Humanity Education

Dean,

 Dra. Titik Purwati, MM.

ACKNOWLEDGEMENT

The writer expresses his gratitude to God who has given advice and strength to write this script. Because of his mercy the writer could arrange and finish writing this script in time.

In writing this script the writer knows and feels that without supports from consultant and readers, the writer will not be able to finish it. He found many difficulties because it was his first time of writing an English script. For these reasons he wants to express his gratitude to:

1.      Mr. Drs Soebagyo SE, SH, MM Head coordinator of IKIP BUDI UTOMO MALANG.

2.      Mr. Soemarji S. Pd Head of staff of IKIP BUDI UTOMO MALANG.

3.      Mr. Ongko Widjoyo Head of SMP Brawijaya Kepung - Kediri.

4.      And other people, who have helped him in writing this thesis.

The writer admits that this thesis is not quite perfect. He would be excited to receive every criticism and suggestions from all readers.

At last, the writer hopes that this paper will be very useful for him and the readers.

Pare, June…….., 2007.

The writer

ABSTRACT

 H., Nugroho, Cahyo, Andri, 2007, A Study Of Teaching speaking Using Communicative Approach Games to the eighth Year Students of SMP Brawijaya Kepung-Kediri. Thesis. Institute of Teaching Training And Education BUDI UTOMO MALANG. Advisor: Dra. Titik Purwati, MM.

Key words: A teaching approach through songs and games,  reading comprehension, the eight year students of SMP Brawijaya kepung-Kediri

In learning Language of English for eight year students of SMP Brawijaya Kepung-Kediri. The writer can know of the capabilities of the students learning Reading Comprehension using Communicative Approach Through Songs And Games, and using some tests given to the students the writer could assumed that the result of research of the eight years of SMP Brawijaya Kepung-Kediri in 2007, the score of the test between 90 to 100.

It can be concluded that on all average success range of learners can be given score mark (limit score).It is clear that communicative approach teaching, reading and practice communicative will develop the learners of interest of success in Learning, Reading Comprehension.

-          It makes the teacher very dominant for a success the students. The key of success research of the achievement in teaching, reading comprehension using communicative approach through songs and games is successful, the writer write two points : It is better if the teacher use communicative approach through songs and games intensively in teaching reading comprehension.

-          The teacher has to be able chose a method using communicative approach program will be as level as what the teacher will be reached.

-          The teacher has to be able increase motivation of the students as maximally as possible and the teacher has to realize that high motivation will be increase attention of the students for study English especially reading comprehension.

Finally, the thesis only has given a little description about teaching reading Comprehension using communicative approach. And the writer suggest that this study be continued by other researches, specially thesis at Institute of Teaching Training And Education BUDI UTOMO MALANG

TABLE OF CONTENS

TITLE……….………………………………………………………………            i

MOTTO AND DEDICATION………………………………………………          v

ACKNOWLEDGEMENT…………………………………………………..           vi

TABLE OF CONTENTS……………………………………………………           vii

ABSTRACT…………………………………………………………………           ix

CHAPTER I:  INTRODUCTION

1.1 Background of study……………………………………           1

1.2 The scope and limitation of the study ………………….           3

1.3 The Statement of Problem ………………………………          4

1.4 The Purpose of Study..…………………………………..          4

1.5 The Significance of Study……….………………………          6

CHAPTER II: RREVIEW OF THE RELATED LITERATURE

2.1 The Assumption underlining communicative approach…..         8

2.2 The Assumption underlining communicative approach….          9

2.3 Communicative Approach steps……………………………      9

2.4 Learning Achievement ……………………………………        10

2.5 Learning Achieve Factors …………………………………       11

2.6 Some theoretical assumptions………………………..........        11

CHAPTER III: RESEARCH METHODS

3.1 Identification of variable……………………………….                        12

3.2 Place and time of research………………………………           12

3.2 Population and sample……………………...…………. .           13

3.4 Techniques of data collection…………………………..            13

3.5 Techniques of data analysis…………………………….            14

CHAPTER IV: RESULT AND DISCUSSIONS

A.     Variable description…………………………………….            15

B.      The conclusion on the interpretation……………..........            24

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion………………………………………………            25

B. Suggestion……………………………………………….            26

BIBLIOGRAPHY……………………………………………………………         27

APPENDIX………………………………………………………………….           28