09.19
jiyad
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INTRODUCTION
A. Background of the Problem
English has a great role many aspect of life to day. It becomes the best instrument and the most practical medium to access new information for global communication. The development of the new technology has rapidly expanded the use of English and it mean that the future of English as international language become an unavoidable trend. It is undeniable that English is used in many aspect either in education, economic development, tourism, or intergovernmental communication in this modern world.
In Indonesia, English has become a compulsory subject taught at elementary school to university level. It’s has been explicitly state in several official document released by the government especially those related to education. The first document is the competent based English curriculum realized by the department of nation education in Indonesia (Depdiknas : 2001). In this curriculum it is explained that as language which is use by more than half of the world’s population, English has a role as the global language. This language can become a tool to achieve the goal economy, relationship among countries, social cultural process, education career development for people. Mastering English can be considered a main requirement for the success individual, the society and the nation of Indonesia to complete whit other countries in the global era.
Then, in curriculum 2004 (depdiknas, 2003) it is stated the orientation of teaching and learning English is to develop students’ competency to communicate in English. This competency cover the four basic skill: listening, speaking, reading and writing. At the end of the learning, students are accepted to be able to perform English communicatively that they can speak and write fluently as well as understand written and oral text well.
Reading is one of the productive skills that must be learned by the students of English as a foreign language. Based on curriculum, the basic goal of reading instructions for SMP students are: (1) Improving their language development; (2) giving them personal knowledge of the function of prints; helping them to learn about books and the importance of reading.
Based on the 2004 competency based curriculum for junior high school, the second years students of SMP are introduced several kinds of genre, such as procedure, descriptive, narrative, recount, and report. Each genre has its own characteristic. A procedure text is related to how to make something. A narrative text is used to entertain readers. A recount text is used tell the past event. A report text is used to describe person, place or thing. By introducing students several kinds of texts, the students not only get knowledge but also pleasure.
Based on, the writer observation at SMPN1 Kapur IX Kabupaten Lima Puluh Kota. Reading English text still seems difficult for them. Many of them face some problems in comprehending this text.
Firstly, the students are not motivated in reading English text. Actually, in learning reading students should be motivated to make them interested and enjoy in reading the text. If they are motivated, they will get success in their objectives. Brown (2002) states that motivation could come from inside called intrinsic motivation and from outside called extrinsic motivation. The intrinsic motivation of students motivates themselves to do something incidentally to get the goal. For example, they read the text because they want to get the information not because of teacher asks them. On the other hand, the students who have extrinsic motivation do something because of punishment given by their teachers.
Secondly, the problems in reading English text occur because reading materials selected by the teacher are not suitable with their development. For example, the teacher teaches the text that is not familiar with the students in term of topic, content, and language. Consequently, the students are bored to read those materials. It cannot catch students’ interest. Because of this problem the teacher should select suitable text to be taught in the classroom that is familiar to them.
Thirdly, techniques used by the teacher do not catch students’ interest. Based on the writer’s informal interview with some Junior High School students, in reading English text the teachers commonly use conventional technique. The teacher reads the text by her / him and asks the students to read the same text loudly. After that, the teacher finds difficult words and translates it into Indonesian. Next, the teacher asks the students some questions related to the text to be answered by them until the end of the class. Consequently, the students are bored in reading the text.
At SMP level, based on the writer’s experience during teaching at SMPN 1 Kecamatan Kapur IX Kabupaten Lima Puluh Kota, the students were introduced descriptive texts starting from the second semester. However, there were several problems faced by the students. Some of the problems were: lack of vocabulary, inability in understanding structure, unsuitable material given by teacher and students spend much time to check the meaning of words in the dictionary. It’s can be showed on their score in daily test reading text bellow:
Table 1.1: Students mark in exam semester test
No | English Skill | Class | |||||
VIIIA | VIIIB | VIIIC | VIIID | VIIIE | VIIIF | ||
1 | Writing | 70,5 | 76,9 | 70,7 | 77,6 | 75,9 | 77,7 |
2 | Speaking | 77,6 | 74,8 | 79,3 | 75,8 | 75,8 | 79,3 |
3 | Reading | 60,3 | 55,4 | 54,8 | 55,5 | 56,4 | 54,8 |
4 | Listening | 72,8 | 69,7 | 65,4 | 68,3 | 69,7 | 74,4 |
Base on the table above, we can conclude that most of the students get low mark in reading skill and it should be improve. Teacher should have variation strategies to teaching and give the students motivation to study seriously. Motivating students to learn can be both challenging and rewarding. It can be a challenge because not all students will be motivated by the same thing. However, all students can be motivated by something. There are also some students that require no motivation and simply enjoy the learning process. When motivating students to learn it is important to challenge, inspire and stimulate them.
Based on the curriculum KTSP 2006 from BNSP (Badan Standar Nasional Pendidikan) the indicator of Reading are not only read and find the meaning of the text but also include;(1) Reading aloud the text and have meaning, (2) Identify the meaning of the text, (3) Identify social function of the text, (4) Identify characteristic of the text. (5) Identify the main idea and topic of the text and (6) identify the textual meaning from the text.
Meanwhile based on the Cohen (1994:225) the items should be assessing in reading ability are: (1) The recognition of the words and phrase of similar and opposing meaning, (2) The identifying or locating of information, (3) The discriminating of elements of within a structure and of the relationship among them-e.g., casual, sequential, chronological and hierarchical, (4) The interpreting of complex ideas, action, events and relationship, (5) Synthesis and (6) evaluation.
Based on explanation, the writer is interested to conduct a research entitle: Students’ Difficulties in Understanding the Reading Descriptive Text at SMPN 1 Kapur IX.
B. Identification of the Problem
Harris (1990:9) defined reading as the act of responding with appropriate meaning to print or written symbols and reading comprehension is a part of reading skill. Miller and Ladd (1976:336) say that reading comprehension is one’s ability to understand and to obtain information from written symbols.
Ability is the reading comprehension skills of reading. In addition students’ reading ability is students’ reading comprehension skill of reading and descriptive is one of many texts learned by the students’ senior high school. In other we can say narrative text is a kind of text which is purposed to entertain, to gain, and hold the readers’ interest. It is also to stimulate emotion or teach moral.
Curriculum KTSP 2006 from BNSP (Badan Standar Nasional Pendidikan) the indicators of reading include; (1) Reading aloud the text and have meaning, (2) Identify the meaning of the text, (3) Identify social function of the text, (4) Identify characteristic of the text. (5) Identify the main idea and topic of the text and (6) identify the textual meaning from the text.
There are kinds of text that are taught the second year students at SMPN 1 Kecamatan Kapur IX, Kabupaten Lima Puluh Kota such as procedure; descriptive, recount, and report. The writer only focuses on the students’ ability in reading descriptive texts.
Meanwhile based on the Cohen (1994:225) the items should be assessing in reading ability are: (1) The recognition of the words and phrase of similar and opposing meaning, (2) The identifying or locating of information, (3) The discriminating of elements of within a structure and of the relationship among them-e.g., casual, sequential, chronological and hierarchical, (4) The interpreting of complex ideas, action, events and relationship, (5) Synthesis and (6) evaluation.
The problems, that related to the students, for example, they don’t have sufficient vocabularies and it makes the students spent much time just to read texts. A teacher has a manager in the classroom should attract the students’ motivation by using various teaching technique.
C. Limitation of the Problem
There are kinds of text that are taught the second year students at SMPN 1 Kecamatan Kapur IX, Kabupaten Lima Puluh Kota such as procedure; descriptive, recount, and report. The writer only focuses on the students’ difficulties in answer exam reading comprehension descriptive text. The research is limited on finding the factual information, main idea, reference, inference and restatement.
D. Formulation of the problem
Dealing with the limitation of the problem above, the problem is formulated as follow:
“What are the students’ difficulties in answer exam reading descriptive text and what dominant factor influences the first year students’ reading descriptive text at SMPN1 Kapur IX?”
E. The Purpose of the Study
The purpose of the study are know and explain the students’ difficulties in identifying main ideas, understanding vocabularies, and identifying details, the most difficult type of question for the students to answer as well as to find out the casual factor of the students’ difficulties.
F. Significant of the Study
This study excepted to give significant contribution for both practical and theoretical value of the significant knowledge. Since the focus the English examination in on reading comprehension, it’s very essential to know the difficulties face the by students in answering reading comprehension in exam materials. It is hope that English teacher would get information of their students’ difficulties in identifying mean idea, understanding vocabularies, and identifying detail, the most difficult type of questions for the students to answer as well as causal factor of the students’ difficulties. From the information, the teacher can improve their students’ ability answering the question by giving more practice and using better and more proper teaching method so that the student will gain more success in the text English examination.
G. Definition of Key Terms
In order to avoid misinterpretation and misunderstanding, the definitions of the terms in the study are given below:
Difficulties : State or quality of being difficult to do or understand.
Understanding : - The act of one who understands a thing, in any sense of the verb; knowledge; discernment; comprehension; interpretation; explanation.
- The power to understand; the intellectual faculty; the intelligence; the rational powers collectively conceived an designated; the higher capacities of the intellect; the power to distinguish truth from falsehood, and to adapt means to ends. (http://www.selfknowledge.com/102772.htm)
Reading : a way to get information some something that was written. Reading involves the instruction of symbols that make up a language.
Descriptive Text : a text which lists characteristic of people, place or thing.
Descriptive means describe a particular person, place or thing in English text.
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REVIEW OF RELATED LITERATURE
A. Theories
1. The Nature of Reading
Reading can be an enjoyable activity when it is carried out effectively students should be motivation to acquire this competence. They should read a lot to cover the information and increase their knowledge. Reading can be enjoyable activity when it is carried out efficiently. Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer’s ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. So, a person reads the reading materials depend on her or his goal.
Many experts have given their definition about what reading really means. According to Harmer (1991:90), reading is an exercise dominated by the eyes and the brain. Then, Ahuja and Ahuja (2001:5) also state that reading is both a sensory and mental process. It involves use of the eye and the mind. The eyes receive messages and the brain has to work out the significance of this messages. It requires the students to read for meaning. It means that they not only read the text but also understand the meaning of written text being read.
Burnes and Page (1985:45) define reading as an interactive process in
which the readers engage an exchange of ideas with an author via text. In other words, readers’ understanding of the text is a kind of exchange ideas with the author. It is the process of expression and reception of meaning as the primary goal of both parties. Then, Nuttal (1982:14) defines reading as the meaningful interpretation of printed or written verbal symbols. It means that reading is a result of interaction between the perception of graphic symbols that represent language and the reader’s language skills, cognitive skills, and the knowledge of the world. In this process, the reader tries to create meanings intended by writer.
Latham as quoted by Burnes and Page (1985:25) states that reading is the art of reconstructing from the printed page the writer’s idea, feelings, moods and sensory impressions. It means that the reader will try to construct the writer’s idea, feelings and imagine the visual images during reading the text in understanding the meaning of the text. Based on definitions above, it can be concluded that reading is an interactive and a thinking process of transferring printed letters into meaning in order to communicate certain message between the writer and the reader. In reading actively a reader brings her or his background knowledge, emotion, and experience to construct his or her idea in understanding the meaning of the text.
Reading is an activity with purpose. A person may read in order to gain information or verity existing knowledge, or in order to critique a writer’s idea or writing styles. A person may also read for enjoyment or to enhance knowledge of language being read. Talking those as the consideration, the purposes for reading guide the reader’s selection of the text.
Carrel (1998:70) states that there are four skills taught in the classroom, but the main object is reading comprehension. It means that reading becomes the most important skill to develop in the classroom.
According to Burnes and Page (1995:58) they defined reading as an interactive process in which the readers engage an exchange of ideas with the author via a text. In other words, reader’s understanding of a text is a kind of exchange ideas with the author. It is the process of expression and reception of meaning as the primary goal of both processes.
2. Reading Comprehension
Carrel et al (1998:7) argue that reading comprehension is a process of activating the prior knowledge of the reader which cooperates with his appropriate cognitive skills and reasoning ability to find out the concept from a printed text. In these words, the readers must be able to understand, to interpret and to select actual information from the text.
Then, Ahuja and Ahuja (2001:10), she states that comprehension is the product of reconstructing the facts within the nervous system of the reader. It means that the reader will reconstruct her or his background knowledge in understanding the text.
Devine (1987:7) argues that reading comprehension is a process of activating the prior knowledge of the reader which cooperates with his appropriate cognitive skills and reasoning ability to find out the concept from a printed text. In these words, the reader must be able to understand, to interpret and to select actual information from text.
According Gibbons (1993:51) states that reading is the process of getting meaning from print. It means that reading is an activity to get information from written text. In this activity, there is interaction between the author and the writer because the writer delivers her/his idea to the readers through the texts. The reader can also improve their understanding through reading activity. In this case, reading is very useful activity that should be done as a habit for everybody because reading will enlarge their knowledge about something.
Burnes and Page (1991:45) state that reading comprehends written discourse. The readers also need to understand about the materials that they read because it is one of the purposes of reading activity. In other word, the readers have to be able to comprehend the written discourse that they read. If they can understand the text, it means that they can comprehend the text. It means that the knowledge that was had by the readers influence the ability of the readers in comprehending what they read. The readers have to be able to use their prior knowledge in order to help them to comprehend the texts that they read. If they do not have background knowledge or information about the materials that they read, they will face some difficulties in understanding the texts or they have to work hard to understand it.
Gibbons (1993:52) states that readers bring their own background knowledge of the ‘field’, or topic, and their understanding of language system itself. On the other word, the prior knowledge had by the readers is an important tool that can help the readers in comprehending the reading materials. It will guide them to have better understanding about something, so that reading activity can improve their knowledge because reading can give many advantages. The more people read, the more they will get.
Burnes and Page (1991:46) state that reading comprehension is a reading, thinking activity and as such relies for it success upon the level of intelligence of the reader, his or her speed of thinking ability detect relationship. It means that in reading comprehension, the readers have to involve their intelligence because it can influence to their ability in comprehending what they read.
In addition, Diptodadi (1992:85) states that comprehension can be defined as an active integrative process in which readers try to relate what they read with what they already know about the topic. This definition means that the information from the text becomes integrated with the readers’ comprehension process. There is also relationship between the knowledge that students have and their ability in comprehending the text. The readers can use their prior knowledge to guess about the materials that they will read, so it will give contribution to the readers’ achievement in reading. At least, it can give general description about something on the texts or reading materials.
Furthermore, Burnes and Page (1991:52) states that there are several levels of comprehension:
a. Four linguistic levels of analysis
It includes comprehension at the word level, at the sentence level, at the paragraph level and at the whole text level.
b. Traditional levels of comprehension
The best known description of the traditional levels of comprehension is probably the taxonomy of reading comprehension proposed.
In comprehending the texts, the readers need to prepare themselves by knowing some skills that they can apply while they are reading so that the goal of reading can be achieved. Mc Neil D. John, et. al (1980:130) explains about some specific comprehension skills that can be help the reader in reading activity, they are: understanding sequence, interpreting sentence, interpreting meaning through punctuation, recognizing main idea in the paragraph, drawing logical conclusion and obtaining meaning of words through text.
a. Understanding Sequence
By understanding the sequence will help the reader to understand the text easier because there are many advantages that they can get by understanding it. One of them is to help them and determining which events come first and last, so that they can understand the text well.
b. Interpreting Sentence Structure: Semantic and Syntax
Reading involves of semantic and syntax. Both of them have close relationship because in a text, the reader will find sentence structure which related to the word order in a sentence.
c. Interpreting Meaning through Punctuation
Punctuation in a text has crucial roles because it can influence the meaning of the sentence. It is also a key to the interpretation of meaning.
d. Recognizing Main Idea in the Paragraphs
The main idea is the most important statement about the topic, so that the reader should recognize it well in order to comprehend the text easier.
e. Drawing Logical Conclusion
The readers need to know how to draw logical conclusion in comprehending reading text. They can draw conclusion from their reading is to sensitize them to words serve as support or signals to the ideas that are to be presented.
f. Obtaining Meaning of Words through Context.
The readers should infer the meaning of an unfamiliar word by using context clues. It includes the new word is defined by using the sentence itself, comprehend an unknown word that is linked to a familiar term and understand an unknown word because they know the opposite.
According to Twining in (http:/www.musikingum.edu/-cal/database/ http/reading.html). He states that there are five reasons for lacking of reading comprehension: failure to understand how sentence related to one another, failure to understand how the information fits together in meaningful way and lack of interest or concentration. It means that students, with the help of a facilitator, if necessary, should attempt to identify the cause of lack of comprehension and then identify appropriate reading strategies to compensate fro the deficit.
There are some components of reading comprehension which should be focused on comprehending a reading text, King and Stanley (1989:330) state that there are five components that may help the students to read carefully:
a. Finding factual information
Factual information requires readers to scan specific details. There are many types of question of factual information such as question of factual information such as question type of reason, purpose, result, comparison, mean, identity, time and amount in which most of the answer can be found in the text.
b. Main idea
Reading concerns meaning to greater extend than it with form. An efficient reader understands not only the ideas but also their relative significance, as expressed by the author. In order words, some of the ideas are super ordinate while other subordinate.
c. Reference
In English, as in other language, it would be clumsy and boring to have repeated the some word or phrase every time a reader uses it. Instead of repeating the same word or phrase several time it has been used. We usually refer to it rather than repeated it. For this purpose, we use reference words most often, reference expression will refer to a preceding word or phrase.
Recognizing reference words or phrase to which they refer will help a reader understand the reading passage. Students of English might learn many rules for the sentences. Reference words are usually short and are very frequently pronouns, such as it, she, he, this, those and so on.
d. Inference
The important thing is needed in reading is understanding. Writers, however does not write out everything, he expects the reader to understand. Writers use language efficiently and recognized what can be inferred from their sentence. In orders words, an efficient reader is able to understand those implications.
e. Restatement
Restatement is the kind of question test which use to measure the reader’s ability in analyzing the relationship of ideas within single sentence. It mean that, the last few question of reading comprehension ask the reader to choose which of the four possibilities best restated the meaning of a given sentence.
3. Descriptive Text
According to Depdiknas (2004:49) descriptive text is one kind of the text which used to describe a particular person, place or thing. Descriptive text is also in used in all forms of writing to create a vivid impression of a person, place, object or event. It means that descriptive text is a text which is usually use to describe something specially so that the reader can image and know exactly about the things that is described.
Hornby (2000:61) text means original words of speaker, author, and etc. main printed part of book, magazine, newspaper, or picture. Barnet (1990:34) States the descriptive are detail in particular part of characteristic of whole thing or whole idea. Here the writer image of her reader’s mind. In this descriptive paragraph, the writer can not only describe something physically and concrete want but she also can describe a feeling or thought.
B. Relevant Study
Descriptive text is a kind of text which is purposed to describe a particular place, thing or person. It is also to stimulate emotion or teach moral. Another research from Safrion (2009), English Study Program Language and Arts, Department Teaching And Education Faculty Riau University research about “ A Study on the Ability of the Second Year Student of SMPN 4 Teluk Kuantan in Understanding Descriptive Text. He found that the students’ ability to comprehend descriptive texts is moderate.
In this study, the writer want to know more about the students’ reading ability in descriptive texts at SMPN 1 Kapur IX Kabupaten Lima Puluh Kota in the academic year 2010/2011.
C. Conceptual Framework
Reading ability needs comprehension and understanding what the text tell the reader. A reader will get nothing from his reading if he can not comprehend and understand the text. Hence, in teaching reading, teacher should be creative to build an enjoyable atmosphere during the teaching process and the students should motivate themselves in comprehending the text.
The main of this study is to know more about the first year students’ reading ability in descriptive texts at SMPN 1 Kapur IX Kabupaten Lima Puluh Kota in the academic year 2010/2011.
Conceptual framework
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D. Hypothesis
The hypothesis of this research student’s difficulties in understanding descriptive text are identifying synonym and antonym, main idea, word reference and identifying inference of descriptive text. Students motivation in learning English especially reading descriptive text is still low.
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RESEARCH METHODOLOGY
A. The Research Design
This research is a descriptive research, which tries to find the students’ ability in comprehending descriptive text. Gay (1987: 214) says that the descriptive text involve collection data to test or to answer question concerning the status of the subject. The data will be describe and classified on the problem discussed.
B. Population and Sample
1. Population
The population of this research is all the second year students of SMPN 1 Kecamatan Kapur IX, Kabupaten Lima Puluh Kota in academic year 2009/2010 in academic year 2010/2011. The number of the students was 201 That consisted of 6 classes. Since population of this study was homogenous because the students had same characteristics. They were taught by the same teacher and learned the same material.
Table 3.1
The distribution of population of the second year students at SMPN 1 Kecamatan Kapur IX, Kabupaten Lima Puluh Kota in academic year 2010/2011
Classes | Number of Students |
VIII A | 34 |
VIII B | 32 |
VIII C | 32 |
VIII D | 34 |
VIII E | 35 |
VIII F | 34 |
TOTAL | 201 |
2. Sample
A sample is a subset of a population Gay (1987:101) states that sampling is the process of selecting of number of individuals representing the large of group from which they are selected. In other word we can say sampling is the process of selecting a representative numbers of individuals from large group.
In this study the writer used stratified random sampling to take the sample. According to Wikipedia (2010) stratified random sampling is a method of sampling, which involves the division of a population into smaller groups, known as strata.
According To Gay (1987: 114) for descriptive research, a sample of 10% of the population is considered minimum. It means that more than 10% is received. In this study, the writer took 15% of the population as sample. It means the total number of population is 201 so that samples are 30 students. The writer took 15% from VIIIA, 15% VIIIB, 15% VIIIC, 15% VIIID, 15% VIIIE, and 15% from VIIIF.
Based on the sampling technique use, the writer took piece of paper and split it up into number of each class parts. Then the writer numbered the number of each parts of the paper with the students name and the writer took one by one until number of each class parts. the result 5 students from class VIIIA, 5 students from class VIIIB, 5 students from class VIIIC, 5 students from class VIIID, 5 students from class VIIIE, and 5 students from class VIIIF. It can be seen in the table as follow:
Table 3.2 Sample of the study
No | Class | Total | Number of Sample |
1 | VIIIA | 34 | 5 |
2 | VIIIB | 32 | 5 |
3 | VIIIC | 32 | 5 |
4 | VIIID | 34 | 5 |
5 | VIIIE | 35 | 5 |
6 | VIIIF | 34 | 5 |
Total | 201 | 30 | |
C. The Research Instrument
1. Reading Test
The main instrument of the study was reading test the purposes of reading test is to determine how well a person can understand the written question (Finocchiaro 1983: 167) It was used to measure students’ reading ability in comprehending narrative texts through test.
The test was organized based on the text given by writer in 60 minutes. Reading test was contracted in multiple choices form with 5 options (a, b, c, and e) and consisted of 25 items. The writer chose it because on the practicality reason, it is easy to administer and can be scored quickly (Brown: 2004). Multiple choice items are favored in many cases because their scoring can be reliable, rapid, and economical (Cohen 1994:231).
To determine whether the test has fulfilled the criteria of a good test, the researcher employed the following the procedures. First, test was made by the writer itself, it was made based on the aim of curriculum 2006 for the first year students of Senior High School and material had been taught.
According to Cohen (1994:225) the items should be assessed in reading comprehension ability are: (1) The recognition of words and phrase of similar and opposing meaning, (2) The identifying or locating of information, (3) The discriminating of elements or features within context; the analysis of elements within a structure and of the relationship among them- e.g., causal, sequential, chronological, hierarchical, (4) The interpreting of complex ideas, action, events, and relationships (5) Inferring- the deriving of conclusions and predicting the continuation, (6) Synthesis, (7) Evaluation. These indicators refer to the goal of teaching (standard competence) at first years of senior high school (curriculum 2006).
Second, the writer identified reading test which was suitable for first year level that based on standard competence of teaching reading at the first year of senior high school. There were two important elements that must be taken into account in constructing the research instrument: validity and reliability. The two elements were important in determining the effectiveness of the instrument use.
A test is said valid when the test measures what is supposed to measure. Anderson in Arikunto (1993) says that the requirements of a test are validity and reliability. A test is said to have a content of the test constitutes a representative sample of the intended aspects. A valid test of reading comprehension will be valid when it tests the reading skills that have been learned by the students. That is way for the sake of this study.
The test was tried out to non sample class. The samples of this study are second year students SMPN 1 Kapur IX and the test was tried out at the second year students SMPN 2 Kapur IX. And the test for try out consisted of 30 item. Before being tried out, the test is also reviewed by the lecturer or researcher’s advisors and English teacher at the school to check its validity.
Table 3.3 Blue print of try out for reading test
No | Types of Test | Comprehension of Question | Indicators | Number of Items |
1 | Multiple choices test with 4 options | Topic | Find out specific of the text | 1, 7, 14 and19 |
2 | Main idea | Find out stated ideas of the text | 2, 8, 15, 22 and 25 | |
3 | Words reference | Interpret the meaning of words, sentences based on the text | 5, 6, 9, 17,18,23, 27 and 30 | |
4 | Location of information | Find out or interpretation of complex ideas, actions, events and relationship | 13, 21 and 26 | |
5 | Synonym and antonym | Find out or recognition of words of similar and opposing meaning | 3, 11, 12, 24 and 29 | |
6 | Inference | Deriving of conclusion, suggestion, and prediction and continuities of the text | 4, 10, 16,20 and 28 |
In analyzing the items of try-out test, the writer used the items difficult (I. Diff) and items discrimination (I. Disc)
a. Item Difficulties
A good item is the item that is not too easy and not to difficult. The formula the researcher used was taken from Arikunto (1993:230). The formulation is as follows:
P = 
Where:
P = Item difficult
B = Number of students who answer correctly
JS = Number of students who are tested
Classifies item difficulty as follows:
Item with P 0.00 until 0.30 is difficult
Item with P 0.30 until 0.70 is moderate
Item with P 0.70 until 1.00 is easy.
b. Item discrimination
Item discrimination is the ability of item to differentiate between student who has high achievement and student who has low achievement. In analyzing the items discrimination the researcher used the formula suggested by Arikunto (1993). The formula is as follows:
D = 
Where:
D = Item discrimination
Ba = The number of high score students who answer correctly
Ja = The number of high score students
Bb = The number of low score students who answer correctly
Jb = The number of low score students.
Arikunto (2006: 177) takes 27% students of the highest score as JA and 27% students of the lowest score as JB.
The classification of item discrimination is as follows:
D: 0.00 – 0.20: poor
D: 0.20 – 0.40: satisfactory
D: 0.40 – 0.70: good
D: 0.70 – 1.00: excellent
Arikunto also states that if the value of D is minus, the item of the test should be discarded. A good item of the test is an item that has discrimination 0.40 – 1.00 and item difficulties 0.30 – 0.70. From this ranges of item discrimination and item difficulty, the writer used the items that have P (item difficulty) 0.30-0.70 and D (item discrimination) 0.40-1.00 as test items to be included in the instrument. Based on the range item difficulty and item discrimination above there were discarded item namely (6,12,18,24,30). (See appendix II).
Reliability means dependability or trustworthiness basically it is the degree to which a test constantly measures whatever it measures. According Harris (1990) states that reliability means the consistency or the stability of the test. To find the reliability of the test, the researcher used product- moment formula and spearman Brown formula:
a. product moment formula
r xy = 
Where:
rxy = coefficient correlation of two halves of the test
x = the even item scores
y = the odd item scores
Σ xy = the total scores of cross product xy
Σ x = the sum of x
Σ y = the sum of y
Σ x2 = the square of x
Σ y2 = the square of y
b. spearman Brown formula
Where:
rxy = The result of coefficient correlation of the two halves of the test above
r11 = Reliability coefficient of the total test
After the Try Out test given to the students, then researcher calculate the score students’ reading test. The result of try out can be seen in the appendix IV.
r xy =
Thus
According to Arikunto (2006:275) the degree of coefficient correlation as follows:
Between 0.80 until 1.00 very high
Between 0.60 until 0.80 high
Between 0.20 until 0.40 low
Between 0.00 until 0.20 very low
After analyzing the test coefficient correlation was 0.51 and the degree reliability was 0.67. It explained that the coefficient correlation of this research was low.
2. Questionnaire
The second instrument is questionnaire. Questionnaire is number of written question which is use to get some information from the respondent privacy or things they know (Arikunto 2002: 120)
Brown (2002:19) explains factor influences that student ability in learning English are external and internal motivation. Internal motivation means he/she is doing something because he/she want to do it or someone else to do well and external motivation is when other influences such as teacher or school requirement push to do something.
In the questionnaire the writer give statement about internal motivation and external motivation. and then asks students to answer statement with 5 choice they are; always, often, sometimes, seldom and never.
Table 3.4: The spisipication of questionnaire
No | Comprehension of question and Statement | Number of Items |
1 | External motivations (teacher and school requirement) | 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10 |
2 | Internal factor ( students’ motivation in learning) | 11, 12, 13, 14, 15, 16, 17, 18, 19, and 20 |
D. Technique of Data Collection
In collecting data, the writer distributes the reading test, questionnaire to the sample and having interview with the first year English teacher to clarify student’s response in questionnaires.
1. Reading tests
First analyze the students answer by giving scores, second counts the scores of all items, third presenting the raw scores, fourth calculating mean (M) and standard deviation (SD), fifth classifying students ability into Excellent (A), good (B), fair (C), poor (D), and failed (E). The last one calculating the percentage of the students who excellent (A), good (B), fair (C), poor (D) and failed (E)
2. Questionnaires
First analyze students and teacher response in questionnaire by giving scores, second count the score of all items, third presenting the raw scores and the last one percentage students’ response.
E. Technique of Data Analysis
1. Reading test
In analyzing data, mean (M) and standard deviation (SD) were used to measure the students’ ability to comprehend narrative text. He analyzes the score to know how many students had excellent, good, fair, poor and failed ability. To analyze the data, the writer use steps as follows:
a. Analyze students’ answer by giving scores
b. Count the scores of all items
c. Presenting the raw score
d. Calculating Mean (M) and Standard Deviation (SD) by using formula that Arikunto (2005: 264) suggest
Mean = 
SD = 
Where:
M = Mean
= The total scoreN = Number of students
SD = Standard deviation
= The total of X2e. Classifying the students’ ability into excellent, good, fair, poor and failed ability by using the following categories:
A (Excellent) : M + 1.5 SD
B (Good) : M + 0.5 SD
C (Fair) : M - 0.5 SD
D (Poor) : M – 1.5 SD
E (Failed) : < D
f. Calculating the percentage of the students who had high, moderate, and low ability by using the formula (Arikunto 1996: 262)
Where: P = percentage of the students’ score
F= the sum of the students who had high, moderate, and low ability
T = the sum of the students
2. Questionnaire
a. Count students’ response
b. Calculating the percentage of the students’ response by using the formula:
Where: P = Percentage of the students’ or teacher response
F = The sum of the students’ and teachers’ response who answer always, often, sometimes, seldom and never
T = The sum of the students’ and teachers’ response.
CHAPTER IV
| |
- Findings
1. Data Description
This chapter presents data and their analysis. The data consist of the result of reading test and questionnaire. There were 25 items reading test deal with identifying topic, main idea, word reference, synonym and antonym, location of information and inference of descriptive texts.
20% students excellent (A), 0% students good (B), 50% students fair (C), 50% students poor (D) and 0% students failed (E) ability in identifying topic of descriptive texts. 13,33% students excellent (A), 23,3% students good (B), 53,3% students fair (C), 10% students poor (D) and 0% students failed (E) ability in identifying main idea of descriptive texts. 6,66% student excellent (A), 7% students good (B), 0% students fair (C), 23,3% students poor (D) and 0% students failed (E) ability in identifying word reference of descriptive texts. 30% students excellent (A), 0% students good (B), 0% student fair (C), 70% student poor (D) and 0% students failed (E) ability in identifying synonym and antonym descriptive texts. 0% students excellent (A), 36,66% students good (B), 30% students fair (C), 33,33% students poor (D) and 0% students failed (E) ability in identifying location information of descriptive text. 16,67% students excellent (A), 0% students good (B), 46,67% students fair (C), 26,67% students poor (D) and 10% students failed (E) ability in identifying inference of descriptive texts. And dominant factor influence students’ reading ability in comprehending descriptive texts is internal motivation.
2. Data Analysis
To find numbers of students’ who were high, moderate and low ability the writer used steps as follows:
a. Correcting the students answer and giving score
b. Presenting the raw score
c. Calculating mean (M) and standard deviation (SD)
d. Calculating the number of students who got high, moderate and low ability.
a. Reading test
In this study the writer find out 6 comprehension of reading namely; topic, main idea, word reference, synonym and antonym, location of information and inference of descriptive texts.
1) Topic
The students’ reading ability in identifying topic of the descriptive texts, there are 4 items identify topic of the texts (1, 6, 12, and 16) can be seen from the calculation of mean and standard deviation it can be presented as bellow:
Table 4.1
Explanation students’ reading ability in indentifying topic of the texts
No | X | F | X2 | F.X | F.X2 |
1 | 16 | 6 | 256 | 96 | 1536 |
2 | 12 | 15 | 144 | 180 | 2160 |
3 | 8 | 9 | 64 | 72 | 576 |
Total | - | N=30 | - | 340 |  =4272 |
Mean =
= 
= 11,6
SD = 
= 
= 
= 
= 
= 2,84
Classification of the students reading ability in identifying topic of the descriptive texts
A = M + 1,5 SD
= 11,6 + 1,5 . 2,84
= 11.6 + 4,26
= 15,86
B = M + 0,5 . SD
= 11,6 + 0,5 . 2,84
= 11,6 + 1,42
= 13,02
C = M – 0,5 . SD
= 11,6 – 0,5 . 2,84
= 11,6 – 1,42
= 10,18
D = M – 1,5 . SD
= 11,6 – 1,5 . 2,84
= 11,6 – 4,26
= 7,34
E = <7,34
Table 4.2 The calcification of Students’ reading ability in identifying topic of descriptive text
No | Classification | Number of Students | Percentage (%) |
1 | Excellent (A) | 6 | 20 |
2 | Good (B) | 0 | 0 |
3 | Fair (C) | 15 | 50 |
4 | Poor (D) | 9 | 30 |
5 | Failed (E) | 0 | 0 |
Chart of the students’ reading ability in identifying topic of the texts
From the table and chart above, it could be seen 6 (20%) students are excellent, 15 (30%) students are fair and 9 (30%) students are poor.
2) Main Idea
The students’ reading ability in identifying main idea of the descriptive texts, there are 5 items identify topic of the texts (2, 7, 13, 19 and 21) it can bee seen from the calculation of mean and standard deviation, presented as bellow:
Table 4.3 Explanation students’ reading ability in identifying main idea of descriptive texts
No | X | F | X2 | F.X | F.X2 |
1 | 16 | 2 | 256 | 32 | 512 |
2 | 12 | 2 | 144 | 24 | 288 |
3 | 8 | 7 | 64 | 56 | 448 |
4 | 4 | 16 | 16 | 64 | 256 |
5 | 0 | 3 | 0 | 0 | 0 |
Total | - | N=30 | ∑fx =176 | =1504 |
Mean =
= 
= 5,86
SD = 
= 
= 
= 
= 
= 4,03
Classification of the students reading ability in identifying main idea of the text of the texts
A = M + 1,5 SD
= 5,86 + 1,5 . 4,03
= 5,86 + 6,04
= 11,9
B = M + 0,5 . SD
= 5, 86 + 0,5 . 4,03
= 5, 86 + 2,15
= 7,87
C = M – 0,5 . SD
= 5,86 – 0,5 . 4,03
= 5, 86 – 2,01
= 3,85
D = M – 1,5 . SD
= 5, 86 – 1,5 . 4,03
= 5, 86 – 6,04
= - 0,18
E = < - 0,18
Table 4.4 The classification of Students’ reading ability in identifying main idea of descriptive texts
No | Classification | Number of Students | Percentage (%) |
1 | Excellent (A) | 4 | 13.3 |
2 | Good (B) | 7 | 23.3 |
3 | Fair (C) | 16 | 53.3 |
4 | Poor (D) | 3 | 10 |
5 | Failed (E) | 0 | 0 |
Total | N=30 | 100 | |
Chart of the students’ reading ability in identify main idea of the texts can be seen in the chart bellow:
From the table and chart above, it could be seen 4 (13,3%) students are excellent, 7 (23,3%) students are good, 16 (53,3%) students are fair and 3 (10%) students are poor.
3) Word Reference
The students’ reading ability in identifying words reference of the descriptive texts, there are 5 items identify topic of the texts (5, 8, 15, 20 and 23) it can bee seen from the calculation of mean and standard deviation, presented as bellow:
Table 4.5 Explanation students’ reading ability in identifying word reference of descriptive texts
No | X | F | X2 | F.X | F.X2 |
1 | 20 | 2 | 400 | 40 | 800 |
2 | 16 | 21 | 256 | 336 | 5376 |
3 | 12 | 7 | 144 | 84 | 1008 |
Total | N=30 | ∑fx= 460 | =7184 |
Mean =
= 
= 15,33
SD = 
= 
= 
= 
= 2,12
Classification of the students reading ability in identifying word reference of the descriptive texts
A = M + 1,5 SD
= 15,33 + 1,5 . 2,12
= 15,33 + 3,18
= 18,51
B = M + 0,5 . SD
= 15,33 + 0,5 . 2,12
= 15,33 + 1,06
= 16,39
C = M – 0,5 . SD
= 15,33 – 0,5 . 2,12
= 15,33 – 1,06
= 14,27
D = M – 1,5 . SD
= 15,33 – 1,5 . 2,12
= 15,33 – 3,18
= 12,15
E = <12,15
Table 4.6 The classification of students’ reading ability in identifying word reference of descriptive texts
No | Classification | Number of Students | Percentage (%) |
1 | Excellent (A) | 2 | 6.66 |
2 | Good (B) | 21 | 70 |
3 | Fair (C) | 0 | 0 |
4 | Poor (D) | 7 | 23.3 |
5 | Failed (E) | 0 | 0 |
Total | N=30 | 100 | |
Chart of the students’ reading ability in identifying word reference of the descriptive texts.
From the table and chart above, it could be seen 2 (6,66%) students are excellent, 21 (70%) students are good and 7 (23,3%) students are poor.
4) Synonym and Antonym
The students’ reading ability in identifying synonym and antonym of the descriptive texts, there are 3 items identify topic of the texts (3,10 and 25) it can bee seen from the calculation of mean and standard deviation, presented as bellow:
Table 4.7 Explanation students’ reading ability in identifying synonym and antonym of the descriptive texts
No | X | F | X2 | F.X | F.X2 |
1 | 8 | 9 | 64 | 72 | 576 |
2 | 4 | 21 | 16 | 84 | 336 |
Total | - | N=30 | ∑fx=156 | =912 |
Mean =
= 
= 5,2
SD = 
= 
= 
= 
= 
= 1,86
The classification of the students’ Reading ability in identifying synonym and antonym of the descriptive texts
A = M + 1,5 SD
= 5,2 + 1,5 . 1,86
= 5,2 + 2,7
= 7,9
B = M + 0,5 . SD
= 5,2 + 0,5 . 1,86
= 5,2 + 0,93
= 6,13
C = M – 0,5 . SD
= 5,2 – 0,5 . 1,86
= 5,2 – 0,93
= 4,27
D = M – 1,5 . SD
= 5,2 – 1,5 . 1,86
= 5,2 – 2,7
= 2,5
E = < 2,5
Table 4.8 The classification of Students’ reading ability in identifying synonym and antonym of descriptive texts
No | Classification | Number of Students | Percentage (%) |
1 | Excellent (A) | 9 | 30 |
2 | Good (B) | 0 | 0 |
3 | Fair (C) | 0 | 0 |
4 | Poor (D) | 21 | 70 |
5 | Failed (E) | 0 | 0 |
Total | N=30 | 100 | |
The chart of the students’ reading ability in identifying synonym and antonym of descriptive text
From the table and chart above, it could be seen 9 (30%) students are excellent and 21 (70%) students are poor.
5) Location of Information
The students’ reading ability in identifying location information of the descriptive texts, there are 3 items identify topic of the texts (11, 18 and 22) it can bee seen from the calculation of mean and standard deviation, presented as bellow:
Table 4.9 Explanation students’ reading ability in identifying location information of the descriptive texts
No | X | F | X2 | F.X | F.X2 |
1 | 12 | 11 | 144 | 132 | 1584 |
2 | 8 | 9 | 64 | 72 | 576 |
3 | 4 | 10 | 16 | 40 | 160 |
Total | - | 30=N | ∑fx 244 | =2320 | |
Mean =
= 
= 8,13
SD = 
= 
= 
= 
= 
= 3,4
The classification of the students’ reading ability in identifying location information of the descriptive texts
A = M + 1,5 SD
= 8,13 + 1,5 . 3,4
= 8,13 + 5,1
= 13,23
B = M + 0,5 . SD
= 8,13 + 0,5 . 3,4
= 8,13 + 1,7
= 9,83
C = M – 0,5 . SD
= 8,13 – 0,5 . 3,4
= 8,13 – 1,7
= 6,43
D = M – 1,5 . SD
= 8,13 – 1,5 . 3,4
= 8,13 – 5,1
= 3,03
E = < 3,03
Table 4.10 The classification of students’ reading ability in identifying location of information of descriptive texts
No | Classification | Number of Students | Percentage (%) |
1 | Excellent (A) | 0 | 0 |
2 | Good (B) | 11 | 36.66 |
3 | Fair (C) | 9 | 30 |
4 | Poor (D) | 10 | 33.33 |
5 | Failed (E) | 0 | 0 |
Total | N=30 | 100 | |
Chart of the students reading ability in identify location of information text
From the table and chart above, it could be seen 11 (36,66%) students are good, 9 (30%) students are fair and 10 (33,33%) students are poor.
6) Inference
The students’ reading ability in identifying inference of the descriptive texts, there are 5 items identify topic of the texts (4, 9, 14, 17 and 24) it can bee seen from the calculation of mean and standard deviation, presented as bellow:
Table 4.11 Explanation students’ reading ability in identifying inference of descriptive texts
No | X | F | X2 | F.X | F.X2 |
1 | 20 | 6 | 400 | 120 | 2400 |
2 | 16 | 13 | 256 | 208 | 3328 |
3 | 12 | 8 | 144 | 96 | 1152 |
4 | 8 | 3 | 64 | 24 | 192 |
Total | - | N=30 | 448 | =7072 |
Mean =
= 
= 14,93
SD = 
= 
= 
= 
= 
= 3,63
The classification of the students’ reading ability in identifying meaning of the descriptive texts
A = M + 1,5 SD
= 14,93 + 1,5 . 3,63
= 14,93 + 5,45
= 20,38
B = M + 0,5 . SD
= 14,93 + 0,5 . 3,63
= 14,93 + 1,82
= 16,75
C = M – 0,5 . SD
= 14,93 – 0,5 . 3,63
= 14,93 – 1,82
= 13,11
D = M – 1,5 . SD
= 14,93 – 1,5 . 3,63
= 14,93 – 5,45
= 9,48
E = < 9,48
Table 4.12 The classification of students’ reading ability in identifying inference of descriptive texts
No | Classification | Number of Students | Percentage (%) |
1 | Excellent (A) | 5 | 16.67 |
2 | Good (B) | 0 | 0 |
3 | Fair (C) | 14 | 46.67 |
4 | Poor (D) | 8 | 26.67 |
5 | Failed (E) | 3 | 10 |
Total | N=30 | 100 | |
Chart of the students’ reading ability in identifying inference of descriptive texts
From the table and chart above, it could be seen 5 (16,67%) students are excellent, 14 (46,67%) students are fair, 8 (26,67%) students are poor and 3 (10%) are students are failed.
Based on the explanation above, the students’ reading understanding in identifying topic of the text is fair 15 (50%), identify main idea of the text is fair 16 (53,3%), identify word reference of the text is good 21 (70%), identify synonym and antonym is poor 21 (70%), identify location of information of the text is 11 (36,6%) and identify inference of the descriptive text is fair 14 (46,6%).
Generally, students’ reading understanding descriptive texts of the second year students at SMPN 1 Kapur IX Kabupaten Lima Puluh Kota, especially in identifying topic, main idea, word reference, synonym and antonym, location of information and inference of descriptive texts. Explanation students’ scores in comprehending descriptive texts (see appendix)
The Students reading ability in comprehending descriptive texts can be seen from the calculation of mean and standard deviation. It can be presented as bellow:
Table 4.13 Frequency distributions of students’ Reading ability in Comprehending descriptive texts.
No | Integral X | F | X1 | X2 | FX1 | F.X2 |
1 | 75 – 84 | 4 | 79,5 | 6320,25 | 318 | 25281 |
2 | 65 – 74 | 5 | 69,5 | 4830,25 | 347,5 | 24151,25 |
3 | 55 – 64 | 14 | 59,5 | 3540,24 | 833 | 49563,5 |
4 | 45 – 54 | 7 | 49,5 | 2450,25 | 346,5 | 17151,75 |
Total | N=30 | ∑F.X1=1845 | ∑FX2=116147,5 | |||
Mean =
= 
= 61,5
SD = 
= 
=
= 
= 
= 9,61
Classifying the students’ reading ability in comprehending descriptive texts into excellent, good, fair, poor and failed ability levels
A = M + 1,5 SD
= 61,5 + 1,5 . 9,61
= 61,5 + 14,41
= 75,91
B = M + 0,5 . SD
= 61,5+ 0,5 . 9,61
= 61,5 + 4,80
= 66,3
C = M – 0,5 . SD
= 61,5 – 0,5 . 9,61
= 61,5 – 4,80
= 56,7
D = M – 1,5 . SD
= 61,5 – 1,5 . 9,61
= 61,5 – 14,41
= 47,06
E = < 47,06
Percentage of the students’ reading in understanding descriptive texts.
Table 4.14 The percentage of the students’ reading understanding descriptive texts
No | Classification | Number of Students | Percentage (%) |
1 | Excellent (A) | 4 | 13.33 |
2 | Good (B) | 5 | 16.66 |
3 | Fair (C) | 14 | 46.66 |
4 | Poor (D) | 7 | 23.33 |
5 | Failed (E) | 0 | 0 |
Total | N=30 | 100 | |
Excellent : P= 
= 
= 13,33%
Good : P= 
= 
= 16,67%
Fair : P =
= 
= 46,66%
Poor : P =
= 
=23,33 %
Generally the chart of the students reading ability in comprehending descriptive texts can be seen in the chart bellow:
Based on the result of the test, the explanation of the students’ reading understanding descriptive texts presented in the appendix.
- Questionnaire
In the questionnaire the writer give statement about internal motivationand external motivation. The result can be seen in the table bellow:
Table 4.15 analysis questionnaire (external motivations)
No Items | Always | Often | Sometime | Seldom | Never | Total | ||||||
F | % | F | % | F | % | F | % | F | % | F | % | |
1 | 3 | 10% | 7 | 23% | 13 | 43% | 7 | 23% | 0 | 0 | 30 | 100 |
2 | 3 | 10% | 15 | 50% | 5 | 16% | 7 | 23% | 0 | 0 | 30 | 100 |
3 | 5 | 16% | 19 | 63% | 6 | 20% | 0 | 0 | 0 | 0 | 30 | 100 |
4 | 9 | 30% | 12 | 40% | 6 | 20% | 3 | 10% | 0 | 0 | 30 | 100 |
5 | 4 | 13% | 2 | 6% | 13 | 43% | 11 | 36% | 0 | 0 | 30 | 100 |
6 | 19 | 63% | 2 | 6% | 4 | 13% | 1 | 3% | 0 | 0 | 30 | 100 |
7 | 8 | 26% | 13 | 43% | 4 | 13 | 3 | 10% | 2 | 6% | 30 | 100 |
8 | 14 | 46% | 7 | 23% | 6 | 20 | 0 | 0 | 3 | 10% | 30 | 100 |
9 | 16 | 53% | 11 | 36% | 3 | 10% | 0 | 0 | 0 | 0 | 30 | 100 |
10 | 14 | 46% | 12 | 40% | 3 | 10% | 0 | 0 | 0 | 0 | 30 | 100 |
Based on the table above, the writer conclude first of all English teacher sometime (43%) manage classroom before teaching and learning processes, second English teacher often (50%) doing apperception, third English teacher often (63%) giving motivation in teaching descriptive, fourth English teacher often (40%) use variety strategy and technique in teaching descriptive texts, fifth English teacher often (43%) use media while teaching descriptive texts, sixth English teacher always teach how to identify topic, main idea, word reference, location of information and inference of descriptive texts.
Table 4.16 Analysis questionnaire (internal motivations)
No items | Always | Often | Sometimes | Seldom | Never | Total | ||||||
F | % | F | % | F | % | F | % | F | % | F | % | |
1 | 3 | 10% | 8 | 26% | 10 | 33% | 6 | 20% | 3 | 10% | 30 | 100 |
2 | 11 | 36% | 13 | 43% | 6 | 20% | 0 | 0 | 0 | 0 | 30 | 100 |
3 | 6 | 20% | 11 | 36% | 14 | 46% | 4 | 13% | 0 | 0 | 30 | 100 |
4 | 6 | 20% | 12 | 40% | 8 | 26% | 4 | 13% | 0 | 0 | 30 | 100 |
5 | 14 | 46% | 11 | 36% | 4 | 13% | 1 | 3% | 0 | 0 | 30 | 100 |
6 | 10 | 33% | 10 | 33% | 9 | 30% | 1 | 3% | 0 | 0 | 30 | 100 |
7 | 1 | 3% | 9 | 30% | 18 | 60% | 1 | 3% | 1 | 3% | 30 | 100 |
8 | 0 | 0 | 2 | 6% | 6 | 20% | 9 | 30% | 13 | 43% | 30 | 100 |
9 | 0 | 0 | 5 | 16% | 11 | 36% | 14 | 46% | 0 | 0 | 30 | 100 |
10 | 1 | 3% | 9 | 30% | 18 | 60% | 2 | 6% | 0 | 0 | 30 | 100 |
Based on the table above the writer conclude first students sometimes (33%) descriptive text is difficult, second students often (43%) ask to teacher or other students when I can not understand how to comprehend descriptive texts, third students sometime (46%) got descriptive text when studied. Fourth students sometime (60%) repeat again how to understand descriptive text. Fifth students seldom (46%) use variety strategy in comprehending descriptive texts. Sixth students sometime (60%) searched from other reference to understand descriptive text. Based on the two tables above the writer concludes the factor of students in comprehending descriptive text is internal factor.
B. Discussions
The data analysis showed that students’ reading understanding in identifying topic of English texts is fair (C). Students’ reading understanding in identifying main idea of English texts is fair (C). Students’ reading understanding in identifying word reference of descriptive texts is good (B). Students’ reading understanding in identifying synonym and antonym of descriptive texts is poor (D). Students’ reading understanding in identifying location information of descriptive texts is good (B). Students’ reading understanding in identifying inference of descriptive texts is poor (C).
In general, the ability of the second year students of SMPN 1 Kapur IX in reading English texts was fair. It could be seen from the data that 4 students (13.33%) were excellent, 5 students (16.66%) were good, and 14 students (46.66%) were fair, 7 students (23.33%) were poor.
Related to data from questionnaire, it could be concluded that students’ had low motivation and attention in learning reading. Based on the two tables above the writer concludes the factor of students in comprehending descriptive text is internal factor.
| |
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the finding and data analysis above, the researcher can draw the following conclusions:
- Students’ reading ability in comprehending English text in the six components which are being measured in identifying topic and word reference of English text were good. While, in identifying main idea, synonym and antonym, location information, and inference were fair. So, generally, it can be concluded that the understanding of the second year students of SMPN 1 Kapur IX in comprehending English text was considered fair.
- Students’ motivation and attention in English especially in learning reading is still low.
B. Suggestions
Related to the result of this study, some suggestions are proposed as follow:
1. English teacher should give more explanation about how to identify topic, main idea, word reference, synonym and antonym, location of information and inference of descriptive texts.
2. English teacher should give more exercise about descriptive texts
3. English teacher should give more motivation to students to read descriptive texts
4. The students should learn more about how to identify topic, main idea, word reference, synonym and antonym, location of information and inference of descriptive texts.
5. The students should do more exercise of descriptive text by themselves.
6. The students should motivate themselves to be success in understanding descriptive texts.
by. m. aliyastri putra (jiyad)
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