Contoh Skripsi Bahasa Inggris Tentang Reading: Improving the Students' Reading Comprehension Through Retelling Technique

Improving the Students' Reading Comprehension Through Retelling Technique (Classroom Action Research at Third Year Students  of  MA  Mir'atul Muslimien  Grobogan  2012)

ABSTRACT

Khisbulloh, Dedy. 2012. Improving the Students' Reading Comprehension Through Retelling Technique (Classroom Action Research at Third Year Students  of  MA  Mir'atul Muslimien  Grobogan  2012).  A  Graduaring Paper. Educational Faculty. English Department. State Institute of Islamic Studies (STAIN). Consultant: Maslihatul Umami, S. Pd. I, M. A.

Keywords: Reading Instruction; Reading Comprehension; Retelling Technique

This research is aimed to improve the students' reading comprehension through retelling technique. This research examined how the profile of the use of retelling technique to improve the students' English reading comprehension, How far the improvement of the students‟ reading comprehension of the third year students of MA  Mir'atul Muslimien  2012  through  retelling  technique.

This  research  was conducted in MA Mir'atul Muslimien Jl. Kauman No 038 Ngambakrejo, Tanggungharjo, Grobogan.   Twenty five students of the third year students of MA Mir'atul Muslimien Grobogan 2012 were instructed through retelling technique to improve their reading comprehension. The methodology of this research used Classroom Action Research (CAR). There were three cycles to give the students more opportunities to improve their understanding about how to retell the passage well  and  effectively.

The results  show  that  the students' reading comprehension improves significantly. The T-calculation results shows that the T- calculation  of  cycle  I  is  17,69,  cycle  II  is  16,4,  and  cycle  III  is  20,9.  This technique uses the students' cognitive skill to recall the text that they have read. This technique can help the students to remember the information and the details of the text and to rewrite the gist of the passage. In the implementation of retelling technique, the students could enrich their vocabularies and be confident to recall and rewrite what they have read. They also performed their understanding with good connecting the information to another details. Based on the results, the research recommends using retelling technique in reading instruction.

CHAPTER I

INTRODUCTION

A.  Background of Research

Reading is one of language competences that have important role. This competence is acquired to develop understanding about others‟ idea through a book or writing form. By reading, people are able to observe the idea given by the writing. This is common that ideas are revealed by writing form.  (Beene  &  Kopple,  1992,  p.  2)  states  “most  ideas,  issues,  and information are communicated through writing.” By this reason, people are required to have good skill in reading comprehension. This skill is able to help them find out the new idea by their critical thinking. In addition, in fact, many modern countries have good reading culture such as America, Japan and Australia. This means that to increase the quality of a country, the society should be aware to read from other sources.

In order to increase the human source, reading culture has to be promoted in a country. This would make the country more qualified in every field. Indonesia is then one of development country which needs also reading culture for the society to increase the quality of the human source. This effort has  been  designed  by  the  government  for  every  level  of  education  in Indonesia. Every Indonesian student has to face reading lesson in English class. Reading is also one of the competences of English that is considered as their final examination.

However, the problems sometimes arise when people are getting difficulty in understanding the main idea of writing text. They read the whole chapters of a book but they cannot reveal what contain of that book. This problem also occurs for some second language (L2) learners. The second language (L2) learners are usually having difficulties in understanding the main point of what they have read. The learners actually know throughout the meaning of single word of the texts but they do not really understand the ideas given by the writer of that text. After repeating the reading, the L2 learners probably understand what they have read. However, the problem is that they are easy to forget it when they move to the next text. This happens also in the instruction process. When the instructor command to the learners to tell about what they read, they for many times say “I have nothing to tell” or “Sorry I don‟t remember”. The comprehension that the learners get will lose easily because they do not understand deeply of the texts. The learners should aware that reading is necessary for them and they have to struggle in constructing the conceptual text. ” Comprehension doesn‟t “happen” at one point; rather, it is a process that takes place over time (Blachowicz & Olge, 2008, p.27). To be the good readers, they are acquired to have collective efforts in comprehending a text. Regarding  with  the  above  problems,  the  instructor  should  use  a strategy to solve this problem. The strategy to teach appropriately will help either  the  learners  or  instructor  make  the  learning  process  effectively.

Iskandarmassid and Sunendar (2008) explain that in the learning process of every level, the instructor needs to find the appropriate learning strategy in order to obtain the goal of the learning. In the context L2, the instructor can implement the practically best approach in teaching the learners about how read English text. This competence needs some strategies to catch Reading Comprehension, the strategy to read effectively in order the L2 learners comprehend the provided ideas of texts. For a couple of times, the study of Reading Comprehension is examined to help people understanding how to read effectively and to construct the meaning to the target language, using the text information to build conceptual understanding.

In order to comprehend meaning from text, the instructor should engage the learners in the learning process. The participation of the learner enables them think critically during reading. They will gain much information of the text and the gist. Blachowicz and Olge (2008) argue “Oral reading, dramatic reading, and forms of interpretation provide powerful ways to help students connect the emotions and perspective of characters”. This implies that by totally engaging in the reading the students will feel that they are involved in the text. To recall the memory of the text information, they then should be able to reveal in their own text or paraphrase them. Here they will stick the gist and gain the information or understand the ideas delivered by the writer of the text.

Based on the above explanation, the writer is going to specify the teaching  reading  by  applying  retelling  technique  to  boost  the  students‟ reading comprehension. The researcher then titles this writing by “Improving the  Students‟ Reading  Comprehension through  Retelling Technique (Classroom  Action  Research at  the Third Year Students  of MA  Mir‟atul Muslimien Grobogan2012)”.

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