Cont Oh Aneka Thesis

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THE EFFECTIVENESS OF USING MIND MAPPINGTO IMPROVE THE STUDENTS ABILITY IN WRITINGDESCRIPTIVE TEXT AT THE TENTH GRADESTUDENTS OF SMA N PURWOREJOINTHE ACCADEMIC YEAR OF 2013/2014

A THESISSubmitted to the English Department of the Teacher Training and

Education Science Faculty of Muhammadiyah University of Purworejo inPartial Fulfillment of the Requirement toObtain SarjanaPendidikan Degree

By:DEDY SETYO ANGGORO10.212.0040

ENGLISH DEPARTMENTFACULTY OF TEACHER TRAINING AND EDUCATIONAL SCIENCEMUHAMMADIYAH UNIVERSITY OF PURWOREJO2014


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CHAPTER IINTRODUCTION

A. Background of the StudyLanguage is very important in our life and its function is for

communication. Brown (2001:34) stated that the theory of language incommunication language teaching is a system for the expression ofmeaning primary function interaction and communication. By usinglanguage, people can transmit knowledge, give opinions, get information,and express their feelings. It is used to express anger, annoyance as well asadmiration and respect. But basically, the main function of language issending message or meaning by one person to another.

English is an international language which is the most commonly usedto communicate by the people among the different countries. It is needed

as a means to communicate whether in spoken and written. English has animportant role in the improvement of science, technology and literature.Beside that many books, journals, and bulletins are written in English.

As the first foreign language in Indonesia, English becomes one of thecompulsory subjects in Elementary School, Senior High School, SeniorHigh School, and University. As compulsory subject, English becomes veryimportant subject in school. Indonesian students as a part of societyabsolutely need English. As the result, the government always made effortto improve the quality of English teaching. By improving the quality ofteachers and other components in educational process, hopefully English

teaching can be improved.In English there are language skills which should be mastered by

students. The skills are reading, writing, listening, and speaking. Studentsare hoped to be able to master all of English skills. According to theresearcher, the skill which is most difficult to be mastered is writing.Urquhart and Mclver (2005:6) stated that writing is a complex process,and most of the research literature recognizes the difficulty for students.When people write, they make a special contribution to the way theythought. Writing means giving a visualization of some ideas that we have tobe words and sentences.

Writing is a part of language skill. Writing is a skill that is exclusivedomain of scribes and scholar in educational or religious instituions(Brown, 2004: 218). Nowadays, writing becomes the most difficult instudying english,especially for senior high school students. For senior highschool level, for example, the teaching and learning english starts fromintroduction the dialogue texts. It will continue to the descriptive, recount,narrative, anecdotes and report texts.


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Method is one important component in teaching learning process.Therefore, the use of method is very much recommended, so that theinteraction happening between the teacher and students will increasestudents interest to learn. One of the methods that can be used is MindMapping. Mind Mapping uses diagram as the way to teach. It is often

created around a single word or picture, placed in the center, to whichassociated ideas, words and concepts are added. Major categories radiatefrom a central node, and lesser categories are sub-branches of largerbranches

Nowadays, the school curriculum for senior high school is curriculumbased on genres. According to Knap and Watkins (2005:22) Genre as atextual category, is theorized as an abstraction or classification ofreal-life, everyday texts. One of the genres that taught in the tenth gradeof senior high school is descriptive text. Descriptive text is a kind of textthat has social function to describe place, person or thing. Writing

descriptive text is important to the students in Senior High School. Thepurpose is to give information about person, place, or thing.

By studying this case, the researcher wants to find an interestingmethod to teach descriptive text as the way to improve students writingability. The researcher try to apply the method used to teach writingespecially descriptive text. Practicing new method like Mind Mapping forteaching will make the students interested in learning English in theclassroom. The students will not be bored with the material given by theteacher. By using Mind Mapping, students are expected to make easier inimproving their writing skill.

From the information above, the researcher is interested in writing athesis entitled The Effectiveness of Using Mind Mapping Method toTeach Descriptive Text as the Way to Improve Students Writing Ability inThe First Grade of SMA N . PurworejoIn The Academic Year Of2013/2014.B. Identification of the Problem

As the one of those important skills, writing become the most difficultskill experienced by senior high school student because it has closerelationship with English grammar and structure. According to Jordan et al(2008:195) factors that influence students writing ability are as followed:

1. Create a supportive atmosphere for writing. Teacher should create a supportive atmosphere for writing to make thestudents happy and fun with the learning process. The supportiveatmosphere also make easier to the students in receiving the material. Thestudents will not feel ashamed to write because they feel comfortable toexpress their idea in writing. They will not worry that their writing will laughby others.


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2. Emphasize pre writing strategies like brainstorming, visualization, orstory-telling. The use of visualization or story as a brainstorming beforethe teacher starting the lesson will increase students interest in writing. Thestudents will have good impression of the material since the firstvisualization.

3. Emphasize the stages of writing, e.g. brainstorming, structuring ideas,editing ideas. The teacher should help and guide students in expressingtheir ideas, especially in the stages of writing. The stages are selecting theidea, structuring the ideas, and editing the ideas. So, the students canexpress their ideas in written form with the correct structure.

Based on the factors above, the researcher is interested inconductingresearch using Mind Mapping as a method to teach descriptive text as theway to improve students writing ability. Because the students sometimesfeel bored since the method and media that teacher used is boring. Whenthe teacher used usual method, the students will not be interested with

what the teacher teaches.In this research the researcher wants to give an interesting way to

teach descriptive text use Mind Mapping. Using Mind Mapping for learning will make the students easy to understand and will guide thestudents to write descriptive text. Mind Mapping is usually taught andused by college students, but it is an easy and interesting method. SoMind Mapping will easily gain the interest from the student in senior highschool and also can motivate students and improve their writing ability.

C. Limitation of The StudyIn this research, the researcher limits the study of the research on

teaching simple present tense by using mind mapping to the eighthstudents of SMA N Purworejo in academic year 2013/2014. The useof Mind Mapping is hoped to reduce the students difficulties in writingdescriptive text.

D. Statement of The ProblemThe researcher problem is formulated in the following question:Is the

use of Mind Mapping effective in teaching simple present tense toimprove the students ability in writing descriptive text on the tenth gradestudents of SMA N . Purworejo?

E. Objectives of The StudyObjectives of the study is the sentence that show that there is

something which is gotten after finishing the research(Arikunto,2010:97). Based on the statement of the problem, theresearcher formulates the problemto find out whether there iseffectiveness or not of using Mind Mapping to improve the students


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ability in writing descriptive text at the tenth grade students of SMA N Purworejo.

F. Significance of The StudyThe researcher hopes that this research gives useful contributions

for educational succes. This study will be significant for:

1. Teacher

Theoretically, this research is supposed to make contribution to theforeign language teaching, especially English teaching program in SeniorHigh School. If the research runs well, it can be expected that it will be ashort accurate information. In practice, it will give additional information toSenior High School English Teacher about a better method to teachsimple present tense, especially its application in writing descriptive text.

2. Students

This research is expected to be able to help the students in learninggrammar especially in simple present learning to develop their writingability. It is alsoexpected to give more motivation to learn English, to giveassumption that writing English is fun, and to reborn their self confidencethat they can write English correctly.

3. Other

The researcher will get more knowledge by doing this research. Thereseacher also gets new experience which will be useful for this time andfor the future.For those who want to observe teaching learning method willprobably need to read this thesis as one of their references. This thesisdiscusses about specific method in teaching learning process that stillneed to be developed in the future research.

G. Definition of key termTo avoid misunderstanding and misinterpretation on the topic

discussed, the researcher thinks it is better to state the definition on each

keyword in the title of this research; the researcher clarifies the main termas follows:

1. Effectiveness


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Effectiveness is a measure of the strength of one variables effect onanother or the relationshipbetween two or more variables. (Richard, 2010:190)

2. Mind Mapping

A mind mapping is a diagram used to visually outline information. A mindmapping is often created around a single word or text, placed in thecenter, to which associated ideas, words and concepts are added. Majorcategories radiate from a central node, and lesser categories aresub-branches of larger branches. Categories can represent words, ideas,tasks, or other items related to a central key word or idea.(https://en.wikipedia.org/wiki/Mind_map)

3. Improve

Improve is (v) become or make something greater in amount, number, value,etc. (Hornby, 2003:688)

4.Ability

Ability is the quality of being able to do something, especially the physical,mental, financial, or legal power to accomplish something(http://yourDictionary.com).

5.Writing

Writing is viewed as the result of complex processes of planning,drafting,reviewing and revising and some approaches to the teaching offirst andsecond language writing teach students to use these processes. (Richard,2010: 640)

6. Descriptive text

Descriptive text is a text which is say what a person or a thing is like. Itspurpose is to describe and reveal a particular person, place, or thing.(Gerot and Wignell, 1995:208)

7. Senior High School

Senior High School is a school for young people between the ages of 14and 18. (Hornby, 2000:1211)
http://www.google.com/url?q=http%3A%2F%2Fyourdictionary.com%2F&sa=D&sntz=1&usg=AFQjCNGb8Vcb8rYnrY5QXWjByL0JOSXFyA


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CHAPTER IIREVIEW OF RELATED THEORY

As a tool of observing this research, the researcher uses somerelated theories as the references which are able to help him in analyzingdata. Prior the declare discussion, in this term, the researcher wants topresent some theories on teaching, learning, teaching learning process,writing, anddescriptivr text.

A. Literature Review1. Teaching and Learning Processa. Teaching

Teaching is about transmission of knowledge from teacher tostudents, or is it about creating in which, somehow, students learn forthemselves (Harmer, 2001: 56). It is similar to show somebody how to dosomething so that they will able to do it themselves. Furthermore, teachingis to give somebody information about particular subject or helpsomebody learn something.

According to Brown (2000: 7), teaching is to guide and to givefacilities in learning process that enabling the learner to learn, and settingtheconditions for learning. He also describes that teaching means showingor helping someone to leanr how to do something, guiding in the study ofsomething, providing the knowledge, and causing to know or tounderstand. In Hornby (2000: 1332), teaching is to give lessons tostudents in a school, university, etc.

From the definitions above, the researcher can conclude thatteaching is an activity of education to make a change of someone fromdoes not know to know something by giving knowledge.b. Learning

According to Chamber and Gregory (2006: 44), that in education,learning is understood:

1. To have particular objects ( people are setting out to learn something )

2. To imply certain levels or standards of achievement.


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3. Generally, to be worthwhile / non-rival: involving the acquisition ofknowledge, understanding and skills that are seen as desirable andimportant or usefull.

From the definition above, the researcher concludes that learning is

an effort of somebody to get more knowledge or something that has notbeen mastered before.

c. Teaching-Learning ProcessThe teaching learning process cannot do if there are no teachers and

students. Brown (2000: 6) stated that teaching and learning processhappens because there is an interaction of an individual to the socialenvironment. It means that teaching and learning cannot work withoutinvolvement of the both teaching and learning.

Nunan and Lamb (1996: 10) divide teaching-learning process intothree phases as follows:

1. Planning

There is consultation on what the students are going to learn andhow they are going to do. In this process, goals and objectives of thecourse is set, monitored, and modified. This process is the design of whatthe learner will get and do during the course.

2. Implementing

Learners develop the skills; in turn it is used and reflected inside oroutside the classroom. There is also modification and creation on learningtasks and the data of science lerant.

3. Assessment and evaluation

How much the students reach after or whilst learning is needed to bemeasured. By doing a test, we could get clear information on how theteaching-learning progress. In the same way, the modification andevaluation during and after course could be done.

2. General Concept of Writinga. Definition of Writing

Writing is likely to be the most difficult in the school since thestudents have to produce a text by using English. They have to write aboutwhat they think in their mind and state it on a paper by using the correct


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procedure. Writing is not the only activities combine words. Writing is aprocess repeated, namely process of revising and rewriting.

Meyers (2005:2) states that writing is a way to produce languageyou do naturally when you speak. Writing is an action- a process of

discovering and organizing your ideas, putting them on a paper, reshapingand revising them.

Harmer (2004:86) states that writing is a process and that we writeis often heavily influenced by contains of genres, then these element haveto be present in learning activities. From definition above the researchercan conclude that writing is a way to produce language that comes fromour thought. It is written on a paper or a computerscreen.

3. General Concept of Texta. Definition of Text

The ability to use a language is manifested through the textproduction. The text in this study refers to a boarder sense, not merely areading text as we usually use in studying a language. Words are puttogether to communicate a meaning, a piece of text is created.

Halliday and Hasan (1994:293) state that a text is a semantic unit:best thought of not as a grammatical unit of all a different kinds. A text wehave suggested is not just a string of sentences. In other word is not

simply a large grammatical unit, something of the same kinds as sentencebut differing from it in size a sort of super sentence.

A text may be spoken and written, prose or verse, dialogue ormonologue, single proverb to a whole play, a momentary cry for help to all day discussion on commit. It is clear from the definition that a text doesnot depend on form. It may be very short like a scream of help, warnings, orsigns. The form of the text may be very long such as a text of religioussermon, a book, a whole play etc, reading text, as are usually use inteaching English is also a text, but a text is not only a reading text. It maybe spoken or written. Every day we produce text as many as the

interaction that we make with other people.

b. Types of Text Genre)According to Richard and Schmidt (2002:549), genre is a type of

discourse that occurs in particular setting, that has distinctive and


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recognizable patterns and norms organization and structure, and that hasparticular and distinctive communicative function.

In short, the genre is a piece of writing which shares a commonpurpose which tends to a common structure, on language purpose, and

might be to provide instructions for someone else to carry out the task.Richard and Schmidt (2002:337) divide genre into four. They are:

1) Descriptive writing

It provides a verbal pictures or account of a person, place or thing.

2) Narrative writing

It reports an event or tells the story of something that happened

3) Expository writing

It provides information about an explains a particular subject patterns ofdevelopment within expository writing include giving example, describing aprocess of doing or making something, analyzing causes, and effects,comparing and/or contrasting, defining a term or concept, and dividingsomething into parts or classifying it into categories

4)Argumentative writing

Attempts to support a controversial point or defend a position on whichthere is a difference of opinion.

Gerot and Wignell (1995:193) differentiate the genres of text basedon the story genres into nine types. Below is a description of somecommon text types or writing genres stated by Gerot and Wignel:

a. Spoof

Spoof is a kind of genre which has purpose to retells an event withhumorous twist.

b. Recount

Recount is a text which has a purpose to retell events for the purpose ofinforming or entertaining.

c. Repot


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Report is a kind of genre which has purpose to describe the way things are,with reference to arrange or natural, man-made and social phenomena inour environment.

d.Analytical Exposition

Analytical exposition is a text which has a purpose to persuade the readeror listener that something is the case.

e. News Item

This is factual text that informs the readers about event of the day whichare considered newsworthy or important.

f. Anecdote

The function is to share with others an account of an unusual or amusing

incident.

g. Narrative

Narrative is a text which has a purpose to amuse, entertain, and to deal withactual or various experience in different ways.

h. Procedure

Procedure is a text which has social function to describe how something isaccomplished through a sequence of actions or steps.

i. Description

Description is a text which has social function to describe a particularperson, place, or thing.

The students ability to understand and write a particular genredepends not only on the classroom instruction, but also on their knowledge and previous experiences of the genre. Therefore, theresearcher concluded that genre is a kind of texts which includes specificstructures, features and communicative purpose.


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c. Definition of Descriptive TextDescriptive text is a text which is say what a person or a thing is like.

According to Gerot and Wignell (1995:208), descriptive text is the textthat has social function to describe and reveal a particular person, place,

or thing. In descriptive text, the relationship between the researcher and thereaders is like an authority person versus unknown readers or listener. Thetext will be found easily around us. It will found in encyclopedias, scientificmagazines, and history texts.

Descriptive text often completed with pictures, diagrams, maps etc.Descriptive text usually uses vocabularies that cover the word such as thename of places including location, destination, function, and performance.For the people, the vocabularies used are the word describing name, ages,address, job, etc. Moreover, the language use is neutral or objectivelanguage.

We always found descriptive text in our daily life. In various contextssuch text will be easily got. In fact we often communicate by usingdescriptive text such as; when we watch something interesting then we areamazed of it, so we want to tell other about it. Descriptive somethingmeans that we make other people see, listen, feel, or smell something wesee, listens, feel, or smell. We will describe it in our story in the hope thatthe listener can imagine what we talk about.d. Writing Descriptive Text

Descriptive writing or text is usually also used to help researcherdevelop an aspect of their work, e.g. to create a particular mood,

atmosphere describe a place so that the reader can create vivid picturesof characters, places, objects etc.

According to Gerot and Wignell (1995:208) the generic structureand significant lexicogrammatical feature of descriptive text as bellow:

a.The generic structure of descriptive text1) Identification ; identifying the phenomenon to be described.

2) Description ;describing the phenomenon in parts, qualities,characteristics.

b. Significant lexicogrammatical features descriptive text are as follow:1) Focus on specific participants

2) Use of attributive and identifying process.

3) Frequent use of epithets and classifiers in nominal group.


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4) Use of the simple present tense.

B. HypothesisA hypothesis is a temporary answer of research, until it can be

proved by data collection. Hypothesis taken from hypothesa,which isconsist of two words, hypomean under and thesemean truth (Arikunto,2006:71). So, the meaning of hypothesis is a temporary answer of research problem that its truth must be verified empirically.

By using the hypothesis it will make the researcher easier to focusthe researchers work. Therefore, in this study, the researcher proposed twohypotheses. There is as follow:

1. Ho: there is no effectiveness of using of Using Mind Mapping as aMethodto Teach Descriptive Text as The Way to Improve Students Writing Abilityin The First Grade of SMA N .Purworejo.

2. Ha : there is effectiveness ofusing of Using Mind Mapping as aMethodto Teach Descriptive Text as The Way to Improve Students Writing Abilityin The First Grade of SMA N .Purworejo.

CHAPTER IIIRESEARCH METHODSThis chapter will discuss about the research method. In conducting the

research, the research method is very important. By using appropriateresearch methods, the subject matter being researched will be clear.

Besides, it also helps the researcher to solve the problem easier. In thischapter the researcher would like to present the way how to carry out theresearch.A. Research Method

According to Arikunto (2006:160) method is the way in which aresearcher collects the data. To make systematic research, the researchermust decide the type of the research method that it is suitable. There aremany kinds of method that usually used in research. Between one methodand others is different, so we must choose one of research method that is

suitable.This research is classified as an Experimental research because the

researcher is doing Experimental or treatment to compare the result ofpre-test and post-test. Moreover, this Experimental research is done byusing quantitative technique in processing the data and getting the result.Therefore, the research method that used in this research is Experimentalquantitative research.


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B. Place and Time of ResearchThe researcher has set of the time and place for doing the research.

The research is conducted in SMA N 9 Purworejo at tenth grade in theacademic year 2011/2012. In additional, the time of research was on 16

up to 23 May 2012.In doing the research, the researcher has 4 meetings. The first meeting

used to conduct pre-test, for the second and third meeting are used togive the treatment. And the last meeting used to conduct post-test.C. Research Design

The design which is used in this research is control group pre-test andpost-test design. For many true Experimental designs, pretest-posttestdesigns are the preferred method to compare participant groups andmeasure the degree of change occurring as a result of treatments orinterventions.(http://www.experimental-resources.com/pretest-posttest-designs.html).

Pretest-posttest design checks the groups before and after themanipulations begin. By using that statement, this research used twogroups which involve a group of students who belong to Experimentalgroup and students who belong to the control group. The differencebetween the Experimental group and control group is in the treatment. TheExperimental group is given treatment by using Mind Mapping, than thecontrol one is not given the treatment.

Table 3Control group pre-test and post-test design

Experimentalgroup Control group

X -

Where:

= pre-testX = treatment

= post-testD. Population, Sample, and Sampling Technique1. Population
http://www.google.com/url?q=http%3A%2F%2Fwww.experiment-resources.com%2Fpretest-posttest-designs.html&sa=D&sntz=1&usg=AFQjCNGP3r5eNWkW9k4qloJRByqScGuG2whttp://www.google.com/url?q=http%3A%2F%2Fwww.experiment-resources.com%2Ftrue-experimental-design.html&sa=D&sntz=1&usg=AFQjCNHNvMjks9DEVNdIFTJrLJ64RAnVbg


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Population is totally of research subject (Arikunto, 2006:130).According to Sugiono (2010:117) population is the generalization areasthat consist of object or subject that has quality and certain characteristicthat carried out by researcher to learn and to draw conclusion.

Based on the theories above, the researcher conclude that population

is a group of person or individual having quality and characteristics incommon from which a researcher may get the data needed. In thisresearch, the population is the first grade students of SMA N Purworejo.2. Sample

According to Arikunto (2006:131) sample is a part or representativepopulation of the research. Sugiono (2010:62) stated that sample is apart of the total and characteristic which is has by the population. Thesamples which are taken must be representative.3. Sampling Technique

According to Arikunto (2006:133) sampling is the way of drawing asample in the research. Sampling technique is the technique in takingsamples in population.

Arikunto (2006:133) stated that purposive sampling is the one ofthe sampling by drawing out the sample based on certain purpose. Theresearcher uses this technique because of some factors, i.e. the limitationof time, budget, etc.

The researcher uses purposive sampling technique in taking thesample, because the time allocation is limited and the researcher mustchoose the classes that are balance in English subject.

E. Research VariableAccording to Arikunto (2006:118), variable are the subject of a

research, or the things that become points of attention of a research.While, Sugiono (2006:60) stated that variable is everything which is inevery form which is settled by the researcher to be learnt as the purposeto get the information about these, and then get the conclusion.In thisresearch, the researcher uses two variables, they are:

1. Independent Variable

The independent variable is the major variable which the researcher hopesto use to investigate. According to Sugiyono (2010:61) independentvariable is variable that influence dependent variable. It is usuallysymbolized by X. In this research, independent variable is the use of mindMapping.


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2. Dependent Variable

The dependent variable is the variable which the researcher observes andmeasures to determine the effect of the independent variable. Sugiyono(2010:61) stated that dependent variable is the variable that influenced

because of any independent variable. It is symbolized by Y. DependentVariable in this research is the students ability in writing descriptive text.

F. Data Collecting TechniqueBefore the researcher gives a treatment to the control group and the

experimental group, firstly, the researcher gives a pre-test for both classes.The pre-test used to measure the basic ability of writing mastering beforethe researcher gives the treatment. The post-test used to measure thebasic ability of writing after the researcher gives the treatment. Thequestion of pre-test is same for two classes.

The treatment is teaching writing descriptive text using Mind Mappingas a method. The control group is class X2 which was not given treatment.The Experimental group is class X1 which was given the material throughMind Mapping as a method. The writing material is descriptive text.

After giving the treatment through Mind Mapping to Experimentalgroup, at the last meeting, the researcher gave the post-test for bothgroups. It is done to know the students ability in writing descriptive textafter they get the treatment. The result of pre-test and post-test from theboth are compared and averaged. In taking the score of the students, the

researcher took the mean from the total score.G. Research InstrumentAn instrument is a way to get the data. Research instrument is used to

collect the data and it has important role in a research. According toArikunto (2006:151) research instrument is a tool on the research thatusing a method. While Sugiyono (2006:147) stated that researchinstrument is a tool which is used to measure the natural phenomenon andsocial phenomenon that is observed. The instrument used to collect thedata in this research is test.

According to Brown (2003:3), test is method of measuring personability of knowledge or performance in a given domain. Test can be usefuldevices, but they are only one among many procedure and tasks thatteacher ultimately use to asses students. In conducting this research, theresearcher applies the following steps:

1. Pre-Test


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According to Richards (1990:228), pre-test is the try out phrase of anewly written but not fully development test. Tests under development maybe revised on the basic of the item analysis obtained from the result of thepre-test. Pre-test can be called a test before learning has occurred.

2. Post-Test

According to Richards (1990:225), post-test is a test given afterlearning has occurred or is supposed to have occurred. In teaching,comparison of pre-test and post-test result measure the amount of aprogress a learner has made.

In this research the researcher uses essay test. There is one questionin each test. The material of the test is to write a descriptive text. Thequestion of test for both class are same, class X1 as experimental groupand class X3 as a control group. The test is intended to know how effective is the use of Mind Mapping to improve the students ability in

writing descriptive text.To determine whether the test was valid or not, it can be reached intwo ways, namely:

1) Logical validity is divided into two types, there are content validity andconstruct validity. Content validity is validity according to the logic, that agood test must have a good test material; test items ask all the problemsthat exist in the curriculum with a proportional amount. If the conditionsare met, then the test can be aligned with the curriculum. Test which has acontent validity, it means that the test has a charge of material inaccordance with the specific purpose of the applicable curriculum.

2) Construct validity is the validity of the test that is based on the chargematerial in accordance with the thinking of the kind described in theTaxonomy Bloom. The test items of the test are supposed to build up thebalance of the amount corresponding to the level of thinking, namelyknowledge, comprehension, application, analysis, synthesis, and evaluation.At the Senior High School level, the emphasis is on the first three levels.

In this thesis the researcher used content and construct validity tomake the essay writing test. The researcher also consulted the test with theconsultant and English teacher of SMA N 9 Purworejo.H. Data Analyzing Technique

Statistic has a very important role in research in collecting, organizing, presenting, and analyzing datain number. To analyze the data, the researcher applies an appropriate technique to find out whether there

is effectiveness or not of using Mind mapping to improve the students ability in writing descriptive text at

the tenth grade students of SMA N Purworejo.There are two kinds of techniques of data analysis:

1. Descriptive analysis

The descriptive analysis is used to describe the variable of thisresearch that is the students writing ability that is taught by using Mind


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mapping as a method to teach writing descriptive text. In this analysis, theresearcher presents the result of the test. The statistics uses are meananalysis and standard deviation to compute the students writing ability inboth groups. Additionally, the Mean, Mode, Median, SD, the highest andlowest scores are also used to analyze the data.

The formula is:a. Mean

Mean is the average of set scores, obtained by adding the scorestogether and dividing by the total number of students (Nunan, 2007:231)

The formula is:

Where:

= the mean score

= the sum of the score

N = the total number of the studentsb. SD

Standard deviation is a measure of the dispersion of a set of scores fromthe mean of the scores. it is calculated by obtaining the square root of thevariance of a set of scores (Nunan, 2007:232)

The formula is:

Where:

SD = the square of the deviation standard

= the square of each score subtracted by mean score


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n = the total number of the students

c. Median

Median is one of explanation techniques based on the middle value of the

data which have been organized from the lowest to the higher or from thehighest to the lowest.

2. Inferential Analysis

In this analysis, the researcher uses test of hypothesis. This analysis isdone to find out whether there is the effectiveness of using Mind mappingto improve the students ability in writing descriptive text at the tenthgrade students of SMA N 9 Purworejo.

a.Test of Normality

This test is intended to determine the distribution

of the maximum and minimum values as well as the variability of researchdata. Tests carried out by using the test for normality distribution with thechi square technique (x). This study used for normality distribution of initialabilities and accomplishments to learn English the subject of descriptivetext. As for the formula to test the normality of the data with Chi square(Sugiono, 2008:241) is

Where:

= the chi square value

= the observed frequency

= the expected frequency

With this technique, the criteria for normal data if the subsidized price of calculate is less than

the price of tables. Testing criteria are as follows:

If probability > 0.05 the normal population variant. If the probability value < 0.05 then the variantpopulation is not normal.

b.Test of Homogeneity

This test aims to determine whether the research is uniformly drawnfrom the same population, given the research data drawn from separategroups from one population.


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1) Find the variance of experimental group ( ) and the variance of control

group ( )

Where:

= Variance of experimental group

= Variance of control group

2) Find the homogeneity

Where:

F = coefficient of homogeneity

S max = the biggest varianceS min = the smallest variance

If the price Fvalue>Ftable, it stated that the variance of the two groupsare homogeneous.

c.Test of hypothesis

This test is used to

know whether there is effectiveness of using Mind mapping to improve thestudents ability in writing descriptive text at the tenth grade of SMA N 9Purworejo in the academic year of 2011/2012. To decide whether thehypothesis is accepted or rejected, the t-test formula is used to


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comparative two samples. The t-test formula according to Sugiono(2010:273) is:

Note:

t = t-value

= the mean of experimental group

= the mean of control group

= variance of experimental group

= variance of control group

= number of sample of experimental group

= number of sample of experimental group

In this inferential analysis, hypothesis testing is done. In this testing,the hypothesis will be analyzed through t-test. The t-testis to see thescore difference between the two variables: the students writing ability ofthe experimental group and the control group. After getting the resultof t-value, then the t-valueis consulted to the t-tableto be interpreted.

TEACHING VOCABULARY WITH THE THEME FRUITS TROUGH WORD SEARCH

PUZZLE TO THE SEVENTH GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL

16 OF PALEMBANG

A Research Proposal Design by:

Name : ADE IRAWANSRN : 2010.111.286

Class : 5.G

Subject : Research On Language Teaching

Lecturer : Dr. Suhuri, M.Pd

Student Registration Number 2010 111 299

English Education Study Program


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Language and Arts Education Department

FACULTY OF TEACHERS TRAINING AND EDUCATION

UNIVERSITY OF PGRI PALEMBANG

2012/2013

TEACHING VOCABULARY WITH THE THEME FRUITS TROUGH WORD SEARCH

PUZZLE TO THE SEVENTH GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL

16 OF PALEMBANG

1. Background

A language is considered to be a system of communicating with other people using

sounds, symbols and words in expressing a meaning, idea or thought. This language can be

used in many forms, primarily through oral and written communications as well as using

expressions through body language.

Language may refer either to the specifically human capacity for acquiring and using

complex systems of communication, or to a specific instance of such a system of complex

communication.According to Brown, H. Douglas (2007:384), language is a systematic means of

communicating ideas or feelings by the use of conventionalized signs, sounds, gestures, or

marks having understood meanings.

Language is a complex, specialized skill, which develops in the child spontaneously,

without conscious effort or formal instruction, is deployed without awareness of its underlying
http://www.google.com/url?q=http%3A%2F%2Fen.wikipedia.org%2Fwiki%2FCommunication&sa=D&sntz=1&usg=AFQjCNHabpErbT4vBlp1bLMTN-126LiONw


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logic, is qualitatively the same in every individual, and is distinct from more general abilities to

process information or behave intelligently. (The language Instinct, 1994:6)

On the other hand, according to Ron Scollon (2004, p.272), wish to emphasize that, first

of all, language is notsomething that comes in nicely packaged units and that it certainly is a

multiple, complex, and kaleidoscopic phenomenon.

Teaching English to the students can said tricky. Many people argue that describe thesubject matter is very difficult because English is a foreign language inevitably be carried out

under the demands of the curriculum in force in our country.

Many students feel confused when they want to speak English with smart fast way. But

they were confused where to start. Does first have to master grammar, conversation,

vocabulary, reading or writing?

Vocabulary is one of the language aspects. The students cannot read, speak, listen, and

write without understanding the meaning of words. But, by teaching vocabulary first, the students

easily able to read, understand and memorize vocabulary more quickly because this is a very

effective way.

In addition, a better way and easier to teach English, especially vocabulary to students isby using games, such as word search puzzle game. Because this game could be an alternative

or variation in the methods of English teaching for teachers. With this method, students will not

feel bored in learning English. But they will become critical and active children in learning

English.

Word search puzzle can be designed for any educational levels, which make them an

ideal learning activity for the students.

Teaching vocabulary through word search puzzle is not only in written activities and fun

so that it would make the students passive learners but also process of the teaching these

vocabulary at to be applied in active activities in a for of communication the students will be

taught how memorize for a spelling test to do a word search.Based on the above statements, the writer takes the title of this study as follow teaching

vocabulary with the theme fruits through word search puzzle to the seventh grade students of

the State Junior High School 16 of Palembang.

2. Problem

The problem of this study is to find out whether the word search puzzle is affective or not

for teaching vocabulary to the seventh grade students of the State Junior High School 16 of

Palembang.

2.1 Limitation of the ProblemThis study is limited towards teaching vocabulary through word search puzzle to the

seventh grade students of the State Junior High School 16 of Palembang. The vocabulary tough

in the theme fruits is listed below:

1. Banana 6. Guava 11. Pineapple

2. Apple 7. Kiwi 12. Jackfruit

3. Orange 8. Melon 13. Mango


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4. Peach 9. Date 14. Grape

5. Cherry 10. Olive 15. Pear

2.2 Formulation of the Problem

The formulation of the problem in this study is started in the following question, Is it

effective teaching vocabulary with the theme fruits through word search puzzle to the seventh

grade students of the State Junior High School 16 of Palembang?

3. Objective of the Research

The objective of this study is to find out whether it is significantly effective teaching

vocabulary with the theme fruits through word search puzzle to the seventh grade students of

the State Junior High School 16 of Palembang.

4. Significances of the Research

By using this study, there are some significance to the students, teachers, other

researchers, and writer herself.

- For students

This study will be helpful for students in vocabulary and the students apply word search

puzzle to increase their vocabulary skills.

- For teachers of English

After knowing effectiveness in teaching vocabulary of the word search, the teacher can

implement this method when they teaching vocabulary.

- For other researchers

To be the source of information for other researchers who are also investigating word

search puzzle.

- For the writer herself

The result of this study can be useful to enlarge her knowledge about teaching

vocabulary through word search puzzle.

5. Hypotheses

The hypothesis is a tentative answer to the problem of research, until proven by the data

collected. (Arikunto, 2006:71)

The hypothesis is a temporary answer to the problem of theoretical research that is

considered most likely or highest level of truth. Technically, the hypothesis is a statement about

the state of the population to be tested for truth through data obtained from the

research sample.Statistically, the hypothesis is a declaration of state of the parameters that willbe tested through astatistical sample. (Margono, S, 2009:67).

The hypotheses of the study are proposed in terms of null hypotheses (Ho) and

alternative hypotheses (Ha). They are follows:

1. (Ho) : It is not effective in teaching vocabulary with the theme fruits

through word search puzzle to the seventh grade students of the State

Junior High School 16 of Palembang.


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2. (Ha) : It is effective in teaching vocabulary with the theme fruits through

word search puzzle to the seventh grade students of the State Junior

High School 16 of Palembang.

6. The Criteria for Testing the Hypotheses

In this research, the hypotheses will be tested by the critical value of t- distribution table

for one tailed test. Since the degree of freedom (df) is 39 (40-1=39) with 95% or 0, 05

significance level for one-tailed test, the criteria value in the t-table is 1.684. If the result of the

matched t-test is the same or less than 1.684, the null hypotheses (Ho) will be accepted. On the

other hand, if the result of matched t-test is equal to or exceeds 1.684, the alternative

hypotheses (Ha) will be accepted and consequently the null hypotheses (Ho) will be rejected

(Hatch and Farhady, 1982:272).

7. Literature Review

In literature review, the writer discusses:

(1) Concept of teaching

(2) Concept of vocabulary

(3) Concept of word search puzzle

(4) Teaching vocabulary through word search puzzle

(5) Related previous study.

7.1 Concept of Teaching

According to Newton (1992: ii), teaching is a profession conducted by using a

combination of art, science, and skill. It is an art because it relies on the teachers creative

provision of the best possible learning environment and activities for his/her students. It is ascience since it is a system and ordered set ideas and method used by the teacher in doing

his/her job. Further more teaching is skill for it demands the ability-attained from relevant theories

and that they are able to gain linguistic and communicative competence in the target language.

According to Finocchiaro, 1982:5), teaching is trying to keep the students motivation high

by using a variety of short activities-four to six different activities-within a 45-minute period

cantering around the same teaching point, whether a grammatical feature, a notion, or a function

of language, through the cognitive-code theory, that is, the inductive presentation of a linguistic

item or category, with tasks and activities that will lead to habit formation of features of

pronunciation, morphology, and syntax, which will in turn, lead to fluency and accuracy by

focusing more specifically on social communication as the major of objective of languageteaching.

Teaching is an interactive process between the teacher and students and among

students themselves. The students need to comprehend the new language, but can best do this

when allowed asking about what it is they do not understand rather than rely on their teacher or

textbook to anticipate areas of comprehension difficulty and simplify a priority (Pica, 1992:4)

Teaching is accompanied by evaluation to know the results of teaching-learning activities

because evaluation is a necessary component of all activities, especially in TEFL, whose main


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objective is to monitor, to help, and to grade the students use of the language. (Oller, Jr, 1987:

21)

Teaching is showing or helping someone to learn, giving instructions guiding providing

with knowledge causing to know or understand. (Brown, H. Douglas, 2007:391)

7.2 Concept of VocabularyVocabulary is a set of LEXEMES, including single words, COMPOUND

WORDS andIDIOMS(Richard, Jack: John Platt and Heidi Weber, 1985:307).

According to Hornby (1974:959), vocabulary is a total number of words which (with rules

for combining them) make up the language.

According to lexical field theory, the vocabulary of a language is essentially a dynamic

and well-integrated system of lexemes structured by relationships of meaning. (Howard

Jackson, 2000: 14)

Websters (1988:110 p.9) states that vocabulary is a list of words, usually arranges

alphabetically and defined, explained, or translated.

In learning vocabulary, the learners should emphasize on the aspect of words. Thesuccess in learning a foreign language is determined by the size of vocabulary one has learned.

7.2.1 The Important of Vocabulary

Vocabulary is very important in language, a large number of vocabularies are so difficult

to learn, and because of that, the teacher should use good method in teaching vocabulary. Since

the teaching of English in Indonesia is aimed increasing that teaching vocabulary? The English

teacher much takes deep concern of vocabulary lesson. However, vocabulary teaching has not

always been very responsive to such problems, and the teachers have not fully recognised the

tremendous communicative advantage in developing an extensive vocabulary.

According to Websters (1988:9), in learning language, someone will learn the words ofthat language since we have learned that it is the essential area of language. From the

statements above, we assumed that vocabulary is a very important element of a language.

Although there are many techniques of teaching vocabulary. Nation (1974: 10, p.9) says,

when we teach a word we must teach three things: (1) we must teach the shape or the form of

the word, (2) we must teach the meaning of the word, (3) and we must teach that the form and

the meaning of the word together.

7.3 Concept of Word Search Puzzle

According to Hornby (1995: 947), puzzle is a thing that is difficult to understand or answer

a mystery or a question or toy that is designed to test a persons knowledge, skill, intelligence,etc.

A word search puzzle is a word game that is letters of a word in a grid that usually has a

rectangular or square shape. The objective of this puzzle is to find and mark all the words hidden

inside the box. The words may be horizontally, vertically or diagonally. Often a list of the hidden

words is provided, but more challenging puzzles may let the player figure them out. Many word

search games have a theme to which all the hidden words are related. The puzzle it self kind to


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play that can be used to practice certain language features at certain phases in learning process

in order to develop communication skill.

7.4. Teaching Vocabulary through Word Search Games

To success in teaching vocabulary through word search puzzle, the teacher should have

different technique for different level.

Teaching vocabulary through word search puzzle enables the students to find out toinformation or guests the meaning on unfamiliar words. So, the word search puzzle can help the

students. The students may be happy and interesting in learning and they always try to know the

new words from word search puzzle.

Relating to the importance of teaching vocabulary through word search puzzle, as far as

it is know some students are always confused with the problem of through puzzle. In this case,

there are many ways to making the students interested in what they are learning the teacher can

create a game, which the student can think about new words that related with the topic of word

search puzzle. Teaching vocabulary by using word search puzzle make students more relax,

enjoyable, happy and the students understanding the material. And also can improve their

achievement.Children without an extensive vocabulary have a hard time understanding what theyre

reading, especially as they get older and reading material becomes more difficult. To complicate

matters, most young readers, including different learners, have a larger spoken vocabulary than

a reading vocabulary. (Goodman, Lori. Wordplay, 2003:13)

7.5 Related Previous Study

In this study there is one related studies, which is similar to this present study, she is

written by Supriyani (2001). The title of her thesis is: TEACHING ENGLISH VOCABULARY

USING PUZZLE TO THE SEVENTH YEAR STUDENTS OF THE STATE JUNIOR HIGH

SCHOOL YAYASAN PEMBINA PALEMBANG. The purposes of her thesis are:

(1) To find out the whether or not there are differences in vocabulary using puzzle and thestudents who are not taught without puzzle.

(2) To know how the students ability in vocabulary mastery after they are taught using puzzle.

From the study above, the writer compares her research with those of Supriyani. There

are similarities and differences between her and the writer. The similarities between the previous

study and this study: (1) the instrument used by the previous study was the puzzles, (2) the

puzzle was used by the previous study for teaching vocabulary. This studies the experimental

method for teaching vocabulary. And the differences are the location of the research and the

samples of the research. The result of Supriyanis thesis is teaching vocabulary through puzzle

was effective to the seventh year students of SMP Yayasan Pembina Palembang.

8. Research Procedure

In method and procedure focuses on the discussion of (1) Research Variables, (2)

Operational Definitions, (3) Method of Research, (4) Population and Sample, (5) Techniques for

collecting the Data, (6) Techniques for Analyzing Data.

8.1 Research Variables

There are two kinds of research variables. They are independent variable and dependent

variable. Independent variable is presumed to have an effect on, to influence some how another


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variable, while dependent variable is a variable that the independent variable is presumed to

affect (Fraenkel and Wallen, 1990:39)

Variable is any trait that can change values from case to case. Examples of variables

would be gender, age, income, or political party affiliation. In any specific theory, some variables

will be identified as causes and others will be identified as effects or result. In the language of

science, the causes are called independent variablesand the effects or result variables arecalled dependent variables. (Healey, Joseph F. 1999:3)

In my research variable, the independent variable on this investigation is the word search

puzzle and dependent variable is teaching vocabulary.

8.2 Operational Definitions

In this part, some important terms must be operationally defined to avoid

misinterpretation and misunderstanding on what this thesis is discussing about. They are: (1)

Teaching, (2) Vocabulary, (3) Word Search Puzzle.

(1) TeachingTeaching is activities guiding the students learning activities, arranging, and organizing

environment around. The students can stimulate and develop the students to learn the turn of the

teaching is a prove performed by the teacher to increase students learning activities.

Teaching is an activity in which teachers convey knowledge and experience to their

students. The goal is for the knowledge presented to students that can be

understood by learners.

Teaching is an organized activity or manage the environment as

well - good and connectswith the kids, and become involved in the learning process.

(2) VocabularyVocabulary is a total number of words that make up language and a list or collection of

words arranged in alphabetical order and explained a dictionary or lexicon, either of a whole

language, a single work or author, a branch of science, or the like a word-book.

A vocabulary is defined as all the words known and used by a particular person.

However, the words known and used by a particular person do not constitute all the words a

person is exposed to.

(3) Word Search Puzzle

Word search puzzles are a game in the search for the

words, either vertically, horizontally,and diagonally. This

game can help students increase their vocabulary and make them happy indoing search puzzlegame of words.

8.3 Method of Research

According to Hornby (1995:780), method is the way of doing something. In writing this

study, the writer will use the experimental design. Richards, et.al (1985:100) states that an

experimental method is an approach to educational research in which the idea of hypothesis is

tested or verified by setting up situation in which relationship between different subjects or

variables can be determined.


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The method used in conducting this research is experimental method. Dealing the

experimental method, Isaac and Michael (1982:54) states that is it use to approximate the

conditions of the true experiment in a setting, which does not allow the control and/ or

manipulation of all relevant variables. The following are the step taken in doing this research.

1. Surveying the literature relating to problem

2. Determining the type of research to be conducted, and how it will be affect the design of theresearch investigation.

3. Establishing clearly the goals and objectives of the made, and the how these translate into

testable research hypotheses.

4. Identifying the population from which inferences are made, and the limitations of the sample

drawn, for purposes of the investigation.

8.4 Population and Sample

8.4.1. Population

Population is all

data that concerns us in a scope and time that we specify. Thus,population-related data,

not human. If every human being to provide a data, the number or size of the population willbe equal to the number of humans. (Margono, S. 2009:118).

Understanding others, mentions that the whole object of the

study population wascomposed of humans, objects, animals, plants, symptoms, test

scores, or events as a source ofdata that have certain

characteristics in a study. (Hadari Nawawi, 1983:141)

The population of this research in the seventh grade student of State Junior High School

16 of Palembang in the academy year at 2009/2010. There were five classes VII A until VII E

consisted of 4 students, so the total of than was 200 students.

Table seventh grade students at State Junior High School 16 of Palembang are 200students as shown in table 1 below:

Table 1

The population of the study

No Class Students

1 VII A 40

2 VII B 40

3 VII C 40

4 VII D 40

5 VII E 40

Total 200

(Source: State Junior High School 16 of Palembang)

8.4.2. Sample

Sample is any group of individual, which selected to present a population. (Richards,et

al,1992:321)


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Arikunto (1993:104) states that the sample is any number of things, people or events

which are less than the total population. In this research, the sample of the study is dawn from

the population by using cluster random and sampling.

According toFraenkel and Wallen (1990), sample is a group in a research study on

which information is obtained. It is selected in such a way that it represents, the larger group

(population) from which it is obtained. In choosing the sample for the study, the writer will usecluster random sampling method. Fraenkel and Wallen state that cluster random sampling is the

selection of individuals rather that single individual. All individuals in a cluster are included in the

sample.

8.5 Techniques for Collecting the Data

In collecting the data for this study, the written test will be used. A test is any procedure

for measuring ability, knowledge, or performance (Richards, et,al 1985:291). Test is given to help

the students assess the effect of experimentation and to know so far the students can

understand what they have learned. They will be to kinds of the best that will use by the writer.

The first will be pre-test which will by given before the treatment and the second one will by

post-test which will by given after the treatment. The test both pre-test and post-test for theexperimental group has the same procedure. The writer will be ask the student 20 item in the

multiple choices. The student to till to blanks the boxes in the puzzle from left to right or from top

to down using key words provide in the theme fruits.

8.5.1 Validity of the Test

Validity (in testing) is the degree to which a test measures what it supposed to measure,

or can be used successfully for the purposes for which it is intended. A number of different

statistical procedures generally seek to determine what the test measure, and how well it does

so. (Richard, Jack: John Platt and Heidi Weber, 1985:304)

The validity of a test is the degree to which it measure what it claims to measure. A test

is valid to the extent that inferences made from it are appropriate, meaningful, and useful.(Robert J. Gregory, 2004:116)

TABLE 2

TEST OF SPECIFICATION

Objectives Indicator No of Items Type of the Test

The student

comprehend the

words related fruits

The students are

able to fill the

blanks boxes with

the words relatedto the fruits

1- 20 Fill the blanks with

the choose a, b, c,

and d (multiple

choices) tocomplete the

sentences

8.5.2 Reliability of the Test

According to Fraenkel and Wallen (1990), reliability refers to the consistency of the

scores obtained show consistent they are for each individual from one administration of an

instrument to another and from one set of items to another.


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Realibility (in testing) is measure of the degree to which a test gives consistent results. A

test is said to be reliable if it gives the same results when it is given on different occasions or

when it is used by different people. (Richard, et, al. 1985:243). In this study, the internal

consistency of reliability of estimated through Kuder-Richardson Reliability Coefficient. Dealing

with it, Fraenkel and Wallen (1993:149) write that, for research purpose, a useful rule is that

reliability should be at lest 0,70an preferably higher. A reliability of 0.70 indicates 70%consistency in the scores and are produced by the instrument. In other words, a minimum a

reliability of required of should be higher. The following the Kuder-Richardson formula: 21 (KR

21) formulas. (Fraenkel and Wallen (1993:149)

KR 21 =

Where

KR 21 = Kuder-Richardson Reliability Coefficient

K = Number of items in the test

M = Mean of the set of test scoresSD = Standard Deviation of the set of test scores.

To find the SD the following the formula is used:

=

Where

X = Number of Correct AnswerX = Students Mean Score

n = Number of Students

8.6 Technique for Analyzing the Data

In analysing the data collected from the test, the writer will analyze them by using

matched t-test. It will be used to know significance difference between the students

achievement in the pre-test and that in the post-test. The formula in the matched t-test will be as

follow:

t=where:

t : The value by which statistical significance of the mean difference are judged

X1 : Means of the students scores in the post-test

X2 : Means of the students scores in the pre-test

SD : The Standard Errors of Differences between Two Means

(Source: Hatch and Farhady 1982:116)


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The formula of SD is:

=

Where:SD : Standard Deviation of the differences

n : Number of Pairs

Where the formula of SD is:

=

Where:

SD : Standard Deviation of the differences

n : Number of pairs

REFERENCES

Brown, H. Douglas.2007. Principle of Language Learning and Teaching. New York:

Pearson Education, Inc.

Richard, Jack, John Platt and Heidi Weber.1985. Longman Dictionary of Applied

Linguistics. Harlow England: Longman Group Limited.

Fraenkel, Jack. R and Norman.E. Wallen. 1990. How to Design and EvaluateResearch. New York: Mc.Graw Hill.Inc.

Saleh, Yuslizal.1997. Methodology of TEFL in the Indonesian Context Book

I. Palembang: Faculty of Teacher Training and Education University of

Sriwijaya Palembang.

Healey, Joseph F.1999. Statistics: a Tool for Social Research. New York: Wadsworth

Publishing Company.

Hornby, A.S.1995. Oxford Advanced Learners Dictionary. Oxford: OxfordUniversity Prees.

Jackson, Howard. 2000. Words, Meaning, and Vocabulary. Newyork: The Gromwell

Press. Trowbridge.

Margono, S. 2009. Metodologi Penelitian Pendidikan. Jakarta: PT. RINEKA CIPTA


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Rositasari, Tri. 1997. Increasing Students Vocabulary Through Quartet Game in the

Fifth Year at SD Methodist 1 Palembang. Unpublished: Faculty of Teacher

Training and Education Sriwijaya University Indralaya.

Goodman, Lori. 2003. Wordplay. USA: McGraw-Hill Companies.

Arikunto, Suharsimi. 2006. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: PT.

RINEKA CIPTA.

THE FACTORS THAT CAUSE STUDENTS DFFICULTIES IN

COMPREHENDING THE ENGLISH READING TEXT OF THE EIGHT

YEAR STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 1 OF

PAGARALAM

1. Background

English is an international language beside that English means of communication. English

has important position in every aspect of the life, it is not only in education but also in business,

social, tourism, etc. the importance of English can be seen form other side. Nowadays many

things have been written printed in English i.e. magazine, newspaper, and scientific book.

In education English has been chosen as one of the subject that should be mastered by

the student in junior high school, senior high school, and university level. In Indonesia teaching

English focus on four basic skills, namely listening, reading, speaking and writing.

Reading is first of all, and essentially, the mechanical skill of decoding, of turning the

printed symbols into the sounds which are language (McCracken and Walcutt, 1969: 6). Of

course the reason we turn the print into sound is to get at the meaning.

According Clark and Starr (1986: 270-271) Reading is a difficult skill that takes your to

master. For most of us it is skill we must continue to learn well into our adult lives. Undoubtedly

most of your best student will not have mastered all the skill they need to because efficient,

effective readers and some of your students will be truly disabled readers.

According to Harmer (1995: 6) Reading for detailed comprehension, whether. Looking for

detailed information or language, must be seen by students as something very different from the

reading skill mentioned above. When looking for details, we expect students to concentrate on

the minutiae of what they are reading.

According to Bartlet in Nunan (1995: 68) Discourse comprehension is process of utilizing

linguistics cues background knowledge to reconstruct meaning, these schemata important,

particularly to second and foreign language learners.In fact, many students get difficulties in comprehending the English reading text getting the

general information, specific information, vocabulary, grammatical, and main idea of paragraph

of a text (Lusiana, 2007:2). Block in Putri(2003:11) states that there are number of causes of

poor comprehension, such as lack of vocabulary knowledge, inappropriate reading strategies

and reading speeds, some factors associated with students (boring activities in reading), text ( of

low interest materials), situation (uncomfortable situation towards learning), and Insufficient time


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spent in reading. It means that the factors that cause students difficulties in comprehending the

reading text, not only from the teacher strategies, text and also the students self. The interaction

between the teacher and also the students has influence to the students in comprehending the

text, some of the reason it may methodology that the teacher uses in teaching.

The lack of ability in comprehend the reading text, because the students dont know to

apply some of reading skill and they have no ability in comprehend it, such as inability inscanning, skimming, guessing meaning from the context, etc. the students unable in getting the

message from the text and they will be failure in answering the question related to the text.

Based on fact above, the writer interest to do this research entitle The Factors That Cause

Students Difficulties in Comprehending the English Reading Text of the Eight Year Students of

the State Junior High School 1 of Pagaralam.

1.2. Problems

1.2.1. Limitation of Problem

The limitation in this research is limited toward the factors that cause students difficulties in

comprehending the English reading text of the eight year students of the State Junior HighSchool 1 of Pagaralam.

1.2.2. Formulation of the problems

The writer formulates the following questions:

1. What are the students difficulties in comprehending the English reading text?

2. What are the factors that cause students difficulties in comprehending the English reading text?

3. What is dominant factor that faced by students in comprehending the English reading text?

1.3. The objectives of the study

The objectives of this study are:

1. To find out the students difficulties in comprehending the English reading text.

2. To find out the factors that causes the student difficulties in comprehending the English readingtext.

3. To find the dominant factor that causes the students difficulties in comprehending the English

reading text.

1.4. The significance of the study

1. Be useful for the teacher in helping their students in comprehending the English reading text after

the teacher find out the factors that cause students difficulties in comprehend the reading text.

2. Be useful for the students to improve their ability in comprehending the English reading text and

to be more active in learning English.

3. It is hoped that this thesis will be useful for the next researchers.

2. Literature review

This chapter presents: 1) The concept of reading, 2) Reading skills, 3) The concept

reading comprehension, 4) The difficulties in reading comprehension, 5) The factors that cause

students difficulties in comprehending the reading text, 6) Previous related study.

2.1. The concept of Reading

According to Elizabeth (2008:1-2) Reading is the process of constructing meaning from

print and from other symbol. Reading involves not just the print and the illustrations, but also


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readers bringing to the process their knowledge of the world and their past experiences. The

reading process does not involve reading every single letter and that is why proofreading is so

difficult: when you are very familiar with the ideas you hardly need to read the words at all.

Reading is interactive process---as conversation is because is both reader and writer

depend on each other. The interaction is complicated by the fact that the writer is absent at the

time of reading so he gets no feedback and cannot know what parts of her text will causemisunderstanding. He has to guess and shape the text accordingly, but as he never knows who

the readers will be, he will never completely succeed (Nuttal, 1996:11).

According to Rudd (1989:5) Reading is a highly complicated process which relies on

great variety of skill, and skills is the operative word here. Reading is vital to daily life. Not, a day

goes past without reading, even if its only selecting the correct packet from the kitchen shelf or

reading street sign.

According to McCracken and Walcutt (1969:4) Reading is to get information of some sort

from the printed page. But since we get information in the same way from spoken language, this

purposes does not define reading in a way that distinguishes it from talking.

Reading is seen as selective process taking place between the reader and the text, inwhich background knowledge and various of language interact with information in the text to

contribute to text comprehension.

Based on explanation above, its can be concluded that reading means a process between the

readers to understanding the messaging that is written from the text.

2.2. Reading skills

Reading skills should be taught functionally. Therefore, as you as a middle or secondary

school teacher must teach reading skill in your regular contents courses. Besides, learning to

use these skills while reading material they must study anyway gives students a reason for trying

them. (Clark and Starr, 1981:271)

According to Cochran (1993: 12) Reading skills contents of :1. Vocabulary

a. Learning terms to English (e.g., apostrophe, adjective)

b. Learning English (literary or grammatical) meaning for common words (e.g., romantic, subject,

act).

c. Understanding words change in meaning and pronunciation (e.g., edelweiss, croissant).

d. Understanding how new words are coined or how they enter our language (e.g., snafu,

morpheme).

2. Comprehension

a. Selecting significance details, classifying convergently, formulating main ideas.

b. Following directions.c. Recognizing sequence

d. Inferring time, place, mood, motive of characters

e. Making comparisons

f. Responding to imagery

g. Recognizing semantic and literary devices

h. Distinguishing between fact and literary devices

i. Detecting fallacies of reasoning.


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According to Inmon and Lenier(1992:156-157) There are four basic types of reading: study

reading, rapid reading, skimming, and scanning. Each type suited to a particular type of reading

material and reading purpose, and each should be practiced at different speeds.

1. Study readingon difficult textbook or technical material when your purpose is thorough

understanding and/or memorization. study reading rates usually do not exceed 250 words per

minute.2. Rapid readingshould be used when your purpose is to get a general idea of what you read and

when the material is not extremely complicated. types. types of material suitable for rapid

reading include newspapers, magazines, novels, and light nonfiction.

3. Skimming is quickly looking over a selection to get the general idea rather than reading every

word. it is used (1) when surveying a chapter or article, (2) when all you need is a general

overview, and (3) when reviewing something you once read to refresh your memory. to give you

an example of skimming, we have emphasized some words, in the following article.

4. Scanning is locating specific information, such as a name, a place, or a date. For example,

when you look up something in the dictionary or in the telephone book, you are scanning. you run

your eyes over the page and read only the information surrounding what you are looking for. Youmay also use scanning in textbooks-for example, when you particular name or date in a chapter.

2.3. The Concept of Comprehension

2.3.1. Definition of Reading Comprehension

Comprehension is understanding the meaning of what is the read from the print,

illustrations, layout and design (Elizabeth, 2008:190). Stop think for a moment. You are probably

a very proficient reader, and proficient readers take comprehension for granted. As you read this

book the written symbols create meaning. When you comprehend the words, does this mean

that you are making that you are making a mental image of the information in the words? Does

comprehension depend on decoding and pronouncing the words on the pages? Comprehensionis both of these things.

According to Elizabeth (2008:190) is the act simultaneouslyand constructingmeaning from

the text. Students have to extract meaning from the printed words on the page by working out

how print operates to represent words. They also need to build new meanings by integrating

new ideas with old information. In doing this , they are constructing meanings.

According to Hornby in Lusiana (2007:10) reading comprehension means reading with the

power of understanding of the printed symbols.

Reading comprehension is the goal instruction in reading and recognition is a means to help

achieve that goal( Choate, 1995:153).

According to Bartlet in Nunan (1995:68), discourse comprehension involves a transactionof utilizing linguistic cues and background knowledge to reconstruct meaning, these schemata

are extremely important, particularly to second to second and foreign language.

According to Abdulaziz and Stover (1989:11-12) students can perform their own calculations

and keep their own chart in reading comprehension skill.

1. Main idea A multiple-choice main idea exercise follows each reading. Stunts are required to

distinguish a statement of the main idea from other statement of the main idea from other

statement that are true about the reading.


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2. Comprehension questions The comprehension questions are means to test students

understanding.

3. Using new vocabulary Questions on new vocabulary words are intended to lead the student

through the reading idea by idea and new word by new word.

4. Additional reading This reading usually includes only one quick exercise to test comprehension. I

is not a timed reading and is not reading and is not meant for extensive analysis.According to Richards ,et al in Jaya(2005:9) states that readers purposes in reading and

the types of reading used referred to:

1. Literal comprehension, where reading in order to understand, remembers, or recall the

information explicitly contained contained in a passage.

2. Inferential comprehension, where reading in order to find information, which is not explicitly

stated in a passage, using the readers experience and institution, and by inferring.

3. Critical or evaluation comprehension, where in order to compare information in a passage with

the readers own knowledge and values.

4. Appreciative comprehension, where reading in order to gain an emotional or other kind of valued

response from a passage.According to Wagman (1984:95) Comprehension, or understanding what has been

decoded, in the essence of reading. A readers ability to comprehend is built on aptitude in

associating meaning with printed symbols and relating these meanings to personal language

patterns and personal experience. When decoded symbols produce familiar concepts, the

readers ability to understand the authors message is greatly enhanced.

2.4. The Difficulties in Comprehending Skill

According to Edna Wagman (1984:95) Much greater difficulty in measuring

comprehension is apparent when one tries to evaluate the readers understanding in the more

intangible areas of critical reading and thinking, judging, evaluating, or applying understanding

gained from the printed page.According to Perera (1894:274 ), there are types of difficulty in reading comprehension, they

are:

1. illegible handwriting, print that is blurred or uncomfortably small, or lack of contrast between the

words and the background.

2. when the subject matter is outside the readers knowledge and experience. In this case, it is

possible for all the words of the text to be understood but for the whole not to make sense.

3. presented by unfamiliar vocabulary. Some of the book written for junior school pupils, contains

several words which are unlikely to be known by young children.

4. there may be grammatical difficulties in the text.

5. they overall of discourse organization may be unclear or unfamiliar.According to Burgmeier, Eldred, and Zimmerman (1991) the difficulty of reading

comprehension can divide establishing a context, understanding words, putting words into

sentence, and the last using word in context.

According to Cutler (1993:2) for faster reading with comprehension, you certainly should

be able to make reading and study time a more meaningful valuable, productive, and enjoyable

experience.


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In Jaya (2005:25) found that the students difficulties in comprehending the reading text,

they are Vocabulary, Grammatical structure, Literal comprehension, Inferential comprehension,

applied comprehension, Critical reading, and Format of reading text.

According to Markstein (1981: 6) Comprehensive word or phrase related to the reading

write it on the chalkboard, and then ask the students to freely associate any words that come to

mind until there are perhaps 30 to 40 words phrases on the board.2.5 The Factors that causes Students Difficulties in Comprehend the Reading Text.

According to Block in Putri (2003:11) states that there are number of causes poor

comprehension such as lack of vocabulary knowledge, inappropriate reading strategies and

reading speeds, some factor associated with students boring activities in reading), text(of low

interest materials), situation(uncomfortable situation towards learning), and insufficient time

spent in reading.

According to Latulippe (20-21) there are two groups of words that give problems to

students of a second language: referencesand connectives.

1. References. References are words or phrases that are used as substitutes for words or

phrases used either before or (less often) after the reference in the reading material. They areused to avoid unnecessary repetition of words or phrases.

2. Connectives. Connectives are words that are used to link (connect) ideas together in some kind

of relationship. Connectives can be used to signal a cause-expected result relationship in which

the result follows logically from the cause.

Puspita in Jaya (2005:18 fount that many difficulties in comprehending reading text:

1. The lack of competence to find out the main idea and specific idea in the reading text.

2. The lack of ability to predict the meaning of words in the reading texts and students has limited

vocabulary.

3. The lack of students abilities to discriminate or different between noun and adjective. The

students less comprehends in grammar of reading text. 4. The lack of background knowledge about the reading text.

5. The lack of comprehending about reading text.

There are five reasons that causes the students fault in reading (Nuttal, 1996:35), they

are:

1. Negative expectations

Perhaps you expected them not to succeed negative expectations are easily detected and

are known to influence student performance adversely.

2. Unsuitable tasks

Perhaps the task were at fault: too difficult, of the point or boring.

3. The wrong proceduresDid you use the task to promote learning (not just to test), by providing Scaffolding, to help

students to develop their capacity to interpret. Some of the steps you can take in roughly the

sequence in which you would use them in class are the following:

Encouraging: urging students to have try, praising them for what they get right, not blaming them for

what they get wrong but using it to help them improve

Prompting: Helping students complete the original task by giving cues, asking easier questions,

setting supplementary tasks.


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Probing: finding out way a students has given a particular answer, so that if need be you can help

him to see where he went wrong.

Modeling: demonstrating appropriate ways of doing thing so that the students will understand what

is wanted.

4. Expecting them to run before they can walk

Expecting too much too soon, students accustomed to a passive role must be gently easedinto active participation, and required only gradually to take responsibility for their reading.

5. The wrong texts

In this research the writer will be investigated the factors that6 cause the students difficulties

in comprehending the English reading text, such as: (1) Factor from the teacher inappropriate

reading strategies, the method in explaining the reading skills towards to students, and time . (2)

Factor from the students lack of vocabulary knowledge, situation, students attitude. (3) Factor

from the text unsuitable reading text, unfamiliar vocabulary, grammatical in text.

2.6. Previous Related Study

In this research the writer also describes the previous studies. The previous studies hereare by Putra Jaya and Septi U Putri. Jayas title is difficulties comprehending reading text faced

by third year of the State Senior High School 6 of Bengkulu. And Putris title is the factors that

cause students difficulties in reading text in the second year at the Vocational State Senior High

school of 1 Bengkulu.

Both of these have similarity and differences toward this research that will be done by the

writer. The similarity is both studies talking about the students problem in reading subject.

The differences is that the writer try to find out the factors that cause students difficulties

in comprehending the English reading text, meanwhile Jayas thesis try to find out the difficulties

comprehending reading text faced by third year of the State Senior High School 6 of

Cont Oh Aneka Thesis

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