Improving Students’ Reading Comprehension Ability in Recount Text by Using Semantic Mapping of the Eight Grade at SMPN 1 Durenan in the Academic Year 2013/2014

Durotu, Akyun (2014) Improving Students’ Reading Comprehension Ability in Recount Text by Using Semantic Mapping of the Eight Grade at SMPN 1 Durenan in the Academic Year 2013/2014. [ Skripsi ]

Preview	Text HALAMAN DEPAN.pdf Download (295kB) | Preview
Preview	Text SAMPUL.pdf Download (99kB) | Preview
Preview	Text CHAPTER I.pdf Download (77kB) | Preview
Preview	Text CHAPTER II.pdf Download (153kB) | Preview
Preview	Text CHAPTER III.pdf Download (167kB) | Preview
Preview	Text CHAPTER IV.pdf Download (643kB) | Preview
Preview	Text CHAPTER V.pdf Download (106kB) | Preview
Preview	Text REFERENCES.pdf Download (91kB) | Preview

Abstract

Key words: Reading, Semantic Mapping, Recount Text Reading is one of the most important skills in English. Practically, it insists the teacher takes special priority in teaching it. To achieve the objective of teaching reading, the teacher needs to provide a technique that can motivate and help students become independent learners without ignoring the essential purposes of studying English. Semantic Mapping is one of technique develop and employed to solve students’ problem in recount text. In this thesis, the researcher is interested in doing a study to improve students’ reading comprehension ability by using Semantic Mapping of the eight grade students at SMPN 1 Durenan. The formulation of the research problem was: “How can the modified of Semantic Mapping improve the students’ reading comprehension ability in recount text of VIIIC at SMPN 1 Durenan?”.The purpose of this study was to describe how the modified of a semantic mapping can improve the students’ reading comprehension ability in recount text of VIII C at SMPN 1 Durenan. Research method: 1) the research design in this study was Classroom Action Research, done in collaboration. 2) the subject of this study was the second year students of VIII C at SMPN 1 Durenan. 3) the research procedure of this study consisted of four steps covering planning, implementing, observing, and reflecting, 4) the criteria of success were determined in two ways; a) the students have to pass the minimum mastery criterion (KKM) at the score 75 and it was proven successfully when 25 or 75% out of 34 students achieve score ≥75. b) the improvement of students’ participation in the teaching and learning recount text using Semantic Mapping determined 80% of students’ activeness based on observation sheet. 5) the research instruments were observation sheet, field note, interview guide, questionnaire, and reading test, 6) the data analysis were using qualitative and quantitative method. The result of this study showed that the students’ mean score of preliminary test was 68.5. Then, the students’ mean score of reading test in Cycle 1 was 73.9, and in Cycle 2 was 88.7. Based on the gained score in the preliminary study there were 20.6% of students passed the test and 79.4% failed in the test. Then, in the Cycle 1, there were 41.2% students passed the test and 58.8% failed in the test. As a result, the criteria of success had not been achieved yet because the students who passed the test were less than 75% as the criteria of success so that Cycle 2 was needed to be conducted. ix In the Cycle 2, the criteria of success achieved by the students because there were 94.1% of students passed the test, and there were only 5.9% failed in test. It means that the developed strategy have solved the practical problems and the predetermined criteria had been achieved. To know students’ participation in learning using semantic mapping, the researcher gathered data using observation sheet and field notes. The data showed that the criteria of success had not been achieved yet in Cycle 1 because the students’ participation in meeting 1 was 70% and in meeting 1 was 75%. While the field notes showed that there were some problems. In Cycle 2, the students’ participation in Meeting I was 86.4% and in Meeting II was 95.4%. The students’ participation above had met the predetermined criteria. Based on the results above, it could be inferred that the classroom action research could solve the practical problems in recount text and the researcher suggested that the teacher can use Semantic Mapping as one of the alternative teaching technique in improving students reading comprehension ability.

Actions (login required)

View Item