TheUse of Bilingual Fable (with picture) as Supplementary to ImproveReadingAbility of the FifthGradeStudents at SDN 2SrikatonNgatruTulungagung

KukuhAwang, Wijaya, (2011) TheUse of Bilingual Fable (with picture) as Supplementary to ImproveReadingAbility of the FifthGradeStudents at SDN 2SrikatonNgatruTulungagung. [ Skripsi ]

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Abstract

Key Words: bilingual fable,improve, student’s readingability, SDN 2 Srikaton NgantruTulungagung English is one of important subject, which is learned and tought in iondonesia school at elementary until university. As foreign language, it has many students problems face by indonesia students.as specially reading english. Students cuoldn’t understand the text and they have less motivation in reading class.reading is one of have to face students in the class and should be learned, so students have to like and have more motivation in learning reading. The research problems here in reading learning in the class is how to increase student motivation in learning reading and how to improve their reading ability. To help them to solve the problems, researcher offer method through using bilingual fable (with picture) and asked them to read the bilingual text and to look at the pictures to find the meaning of the words and the text at all. Using bilingual fable (with picture) is applied in teaching reading to improve reading ability and improve students reading motivation at SDN 2 Srikaton Ngantru Tulungagung. By class room action research, researcher as the a teacher conducts classmeetings to get better result,obtained data from his notes and the result of student’s questionnaire with suggestions from teacher of class. The researcher used descriptive qualitative research. Finally, researcher get student of fifth grade at SDN 2 SrikatonNgantruTulungagung can increase their motivation in reading learning and improve their reading ability through using bilingual fable (with picture) as supplementary. It can see from the the data that is one student or 3,57% was in category bad, 18 students or 64,29% were in category enough, 6 students or 21,43% students were in category good and three students or 10,71% were in very good category.

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