THE ABILITY OF READING RECOUNT TEXT OF THE EIGHTH …dari tes bahasa Inggris seperti tes sumatif, tes mid ataupun tes formatif adalah berbentuk bacaan. Meskipun kegiatan membaca sering

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THE ABILITY OF READING RECOUNT TEXT OF THE

EIGHTH GRADE STUDENTS OF MTs NURUL HUDA

KALIWUNGU KUDUS IN ACADEMIC YEAR 2013/2014

TAUGHT BY USING TWO STAY TWO STRAY

By:

MARIA ULFAH

2009-32-124

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2013

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THE ABILITY OF READING RECOUNT TEXT OF THE

EIGHTH GRADE STUDENTS OF MTs NURUL HUDA

KALIWUNGU KUDUS IN ACADEMIC YEAR 2013/2014

TAUGHT BY USING TWO STAY TWO STRAY

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing the Sarjana Program

in English Education

By:

Maria Ulfah

NIM 2009-32-124

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY

2013

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MOTTO AND DEDICATION

MOTTO:

“There is a will, there is a way.”

“Don’t wait until tomorrow what you can do today, because tomorrow may be

too late”

“Do not assume any constraint as an obstacle, but look as the challenging

opportunities.”

DEDICATION:

I dedicate this research to:

Allah SWT

My beloved Parents

My beloved Brothers and Sisters

My Nephew

My close Friend, especially in Course E class

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ADVISORS’ APPROVAL

This is to certify that the Sarjana Skripsi of Maria Ulfah has been approved by the

Skripsi advisors for further approval by the Examining Committee.

Kudus, September 2013

Advisor I

Drs. Suprihadi, M.Pd

NIP. 19570616 198403 1 015

Advisor II

Nuraeningsih, S.Pd, M.Pd

NIS. 0610701000001201

Acknowledged by:

The Faculty of Teacher Training and Education

Dean,

Dr. Slamet Utomo, M.Pd

NIP. 19621219 198703 1 001

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EXAMINERS’ APPROVAL

This is to certify that the Skripsi of Maria Ulfah (2009-32-124) has been approved by

the Examining Committee as a requirement for the Sarjana Degree of English

Education


Skripsi Examining Committee:

Drs. Suprihadi, M.Pd Chairperson

NIP. 19570616 198403 1 015

Nuraeningsih, S.Pd, M.Pd Member

NIS. 0610701000001201

Drs. Muh Syafei, M.Pd Member

NIP. 19620413 198803 1 002

Atik Rokhayani, S.Pd, M.Pd Member

NIS. 0610701000001207

Acknowledged by

The Faculty of Teacher Training and Education

Dean,

Dr. Slamet Utomo, M.Pd

NIP. 19621219 198703 1 001

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ACKNOWLEDGEMENT

Thanks God for the blessing, mercy and compassionate given to the writer, so

that the writer can accomplish this final project entitled “The Ability of Reading

Recount Text of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in

the Academic Year 2013/2014 Taught by Using Two Stay Two Stray.”

The writer realizes that she is not able to complete herfinal project without

support, advice, and encouragement for many people. Therefore, the writer would

like to express her sincerest gratitude, to those who are directly or indirectly involved

in the completion of this final project.

1. Dr. Slamet Utomo, M.Pd as the Dean of Teacher Training and education Faculty

of Muria Kudus University.

2. Diah Kurniati, M.Pd as the Head of English education Department of Teacher

Training and education Faculty of Muria Kudus University.

3. Drs. Suprihadi, M.Pd as the first advisor who has given guidance, correction, and

suggestion wisely in accomplishing this research.

4. Nuraeningsih, S.Pd, M.Pd as the second advisor who has given guidance,

correction, and suggestion wisely in accomplishing this research.

5. Zaenuri, S.Pd.I as the principle of MTs Nurul Huda Kaliwungu Kudus who has

given the writer a permission and support to do the research.

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6. Anida Dina Alaiya, S.Pd as the English teacher of MTs Nurul Huda Kaliwungu

Kudus who has given the writer advice and help in accomplishing this final

project.

7. The eighth grade students of MTs Nurul Huda Kaliwungu Kudus.

8. Her beloved mother, father, sisters, brothers and nephew for their love, support

and patience.

9. Her friends, especially for Heny, Fila, Ian, Arik, Zulfan, Astikha, Candra, Erni and

Vios.

10. All her friends that the writer can’t be mentioned one by one.


Maria Ulfah

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ABSTRACT

Ulfah, Maria. 2013. The Ability of Reading Recount Text of the Eighth Grade

Students of MTs Nurul Huda Kaliwungu Kudus in Academic Year 2013/2014

Taught by Using Two Stay Two Stray.Skripsi: English Education Department,

Teacher Training and Education Faculty, Muria Kudus University. Advisor:

(i) Drs. Suprihadi, M.Pd (ii) Nuraeningsih, S.Pd, M.Pd

Key words: Reading Ability, Two Stay Two Stray

Reading is one of four skills in English. Reading is taught more often than the

other language skills Most English test such as in the summative test, mid test or

formative test is in the form of readings. Even though reading is `dominant in English

classroom, the result of students’ reading text is still unsatisfactory and many students

fail. In this case the teacher should use appropriate method or strategy to make the

students more interest and active in the classroom. Two stay Two Stray is one of

strategy that can be used by the teacher in teaching English. It hopefully can improve

the students’ reading ability.

The objective of the research is to know whether there is a significant

difference between the ability of reading recount text of the eighth grade students of

MTs Nurul Huda Kaliwungu Kudus in the academic year 2013/2014 before and after

being taught by using Two Stay Two Stray.

This research was an experimental research. The writer used one group with

pretest and posttest. The population of the research was the eighth grade students of

MtsNurul Huda Kaliwungu Kudus in academic year 2013/2014 in first semester. The

writer took class VIII E as the sample. The writer used recount text as the materials.

The data were collected through written test (multiple choices).

The result of the this research shows that the ability of reading recount text of

the eighth grade students of MTs Nurul Huda Kaliwungu Kudus in academic year

2013/2014 before taught by using Two Stay Two stray is categorized “sufficient” by

the average score is 57.19 and the standard deviation is 7.12. Meanwhile,the ability of

reading recount text of the eighth grade students of MTs Nurul Huda Kaliwungu

Kudus in academic year 2013/2014 after taught by using Two Stay Two stray is

categorized “good” by the average score is 76.80 and the standard deviation is 3.64.

The hypothesis of the research that states that there is a significant difference between

the ability of reading recount text of the eighth grade students of MTs Nurul Huda

Kaliwungu Kudus in the academic year 2013/2014 before and after being taught by

using Two Stay Two Stray is confirmed, it can be seen from the calculation of t-test,

with the level significance 0.05 and degree of freedom (df) 35 showed that the data of

t table (tt) is 2.04 and t observation (t0) is 13.40. The result is to > tt (t observation is

greater than t table), so to falls into critical region.

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The conclusion of the research shows that there is a significant difference

between the ability of reading recount text of the eighth grade students of MTs Nurul

Huda Kaliwungu Kudus in the academic year 2013/2014 before and after being

taught by using Two Stay Two Stray. Because the use of Two Stay Two Stray in

teaching reading recount text shows good result, so the writer suggests to the English

teacher of junior high school to use Two Stay Two Stray as one of strategy to teach

reading skill.

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ABSTRAK

Ulfah, Maria. 2013. Kemampuan Membaca Teks Recount Siswa Kelas Delapan MTs

Nurul Huda Kaliwungu Kudus Tahun Pelajaran 2013/2014 Diajarkan dengan

Menggunakan Two Stay Two Stray. Skripsi. Pendidikan Bahasa Inggris,

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus.

Pembimbing: (i) Drs. Suprihadi, M.Pd (ii) Nuraeningsih, S.Pd, M.Pd

Kata Kunci: Kemampuan membaca, Two Stay Two Stray.

Membaca merupakan salah satu dari empat kemampuan yang diajarkan dalam

bahasa Inggris. Kemampuan membaca merupakan kemampuan yang lebih banyak

diajarkan dibandingkan dengan kemampuan berbahasa yang lainnya.. Kebanyakan

dari tes bahasa Inggris seperti tes sumatif, tes mid ataupun tes formatif adalah

berbentuk bacaan. Meskipun kegiatan membaca sering diajarkan di ruang kelas

bahasa Inggris, hasil penilaian terhadap kemampuan siswa dalam membaca teks

masih kurang dan mereka dinyatakan gagal. Oleh sebab itu, guru seharusnya

menggunakan metode atau strategi yang sesuai untuk membuat siswa lebih tertarik

dan aktif dikelas. Two stay Two Stray merupakan salah satu strategi yang dapat

digunakan guru dalam mengajarkan bahasa Inggris. Strategi tersebut diharapkan

mampu meningkatkan kemampuan membaca siswa.

Tujuan penelitian ini adalah untuk mengetahui apakah ada perbedaan yang

signifikan dalam kemampuan membaca teks recount siswa kelas VIII MTs Nurul

Huda Kaliwungu Kudus pada tahun akademik 2013/2014 yang diajar dengan tanpa

menggunakan Two Stay Two Stray dan mereka yang diajar dengan menggunakan

Two Stay Two Stray.

Rancangan penelitian ini adalah penelitian eksperimen. Penulis

menggunakan satu grup dengan memberikan pre-tes dan post-tes. Populasi yang

digunakan dalam penelitian ini adalah seluruh siswa kelas VIII MTs Nurul Huda

Kaliwungu Kudus pada tahun ajaran 2013/2014 pada semester pertama. Penulis

mengambil kelas VIII E sebagai sampel. Penulis menggunakan teks recount sebagai

materi penelitian. Data dikumpulkan melalui tes tertulis (pilihan ganda).

Hasil penelitian menunjukkan bahwa kemampuan membaca teks recount

siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus pada tahun ajaran 2013/2014

sebelum diajar menggunakan Two Stay Two Stray di kategorikan cukup dengan nilai

rata-rata 57.19 dan standar deviasi 7.12. Sedangkan kemampuan membaca teks

recount siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus pada tahun ajaran

2013/2014 setelah diajar menggunakan Two Stay Two Stray di kategorikan bagus

dengan nilai rata-rata 76.80 dan standar deviasi 3.64. hipotesis penelitian yang

menyatakan bahwa ada perbedaan yang signifikan antara kemampuan membaca teks

recount siswa kelas delapan MTs Nurul Huda Kaliwungu Kudus tahun ajaran

2013/2014 sebelum dan sesudah diajar dengan menggunakan Two Stay Two Stray

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diterima, ini dapat dilihat dari perhitungan t-tes pada tingkat signifikansi 0.05 dan

derajat kebebasan 35 yang menunjukkan bahwa t tabel 2.04 dan t observasi 13.04.

hasilnya adalah to > tt ( t observasi lebih besar dari pada t tabel), sehingga t observasi

jatuh pada daerah kritis.

Kesimpulan dari penelitian ini menunjukkan bahwa ada perbedaan yang

signifikan antara kemampuan membaca teks recount siswa kelas delapan MTs Nurul

Huda Kaliwungu Kudus tahun ajaran 2013/2014 sebelum dan sesudah diajar dengan

menggunakan Two Stay Two Stray Dikarenakan penggunaan strategi Two Stay Two

Stray dalam pengajaran membaca teks recount menunjukkan hasil yang bagus,

penulis menyarankan kepada guru-guru Bahasa Inggris SMP untuk menggunakan

strategi ini dalam melatih kemampuan membaca.

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TABLE OF CONTENTS

COVER ........................................................................................................... i

LOGO .............................................................................................................. ii

TITLE ............................................................................................................. iii

MOTTO AND DEDICATION ...................................................................... iv

ADVISORS’ APPROVAL ............................................................................ v

EXAMINERS’ APPROVAL ......................................................................... vi

ACKNOWLEDGEMENT ............................................................................. vii

ABSTRACT .................................................................................................... ix

ABSTRAK ...................................................................................................... xi

TABLE OF CONTENTS ............................................................................... xiii

LIST OF TABLES ......................................................................................... xvi

LIST OF FIGURES ....................................................................................... xvii

LIST OF APPENDICES ............................................................................... xviii

CHAPTER I INTRODUCTION

1.1 Background of the Research ................................................................... 1

1.2 Statement of the Problems ...................................................................... 5

1.3 Objective of the Research ....................................................................... 5

1.4 Significance of the Research .................................................................. 5

1.5 Scope of the Research ............................................................................. 6

1.6 Operational Definition ............................................................................ 6

CHAPTER IIREVIEW TO RELATED LITERATURE AND

HYPOTHESIS

2.1 Teaching English in Junior High School ................................................ 8

2.1.1 Teaching English in MTs Nurul Huda Kaliwungu Kudus ..................... 9

2.1.2 The Curriculum of Teaching English in MTs Nurul Huda

Kaliwungu Kudus ................................................................................... 9

2.1.3 The Purpose of Teaching English in MTs Nurul Huda Kaliwungu

Kudus. ..................................................................................................... 11

2.1.4 The Material of Teaching English in MTs Nurul Huda Kaliwungu

Kudus ...................................................................................................... 12

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2.2 Reading ................................................................................................... 13

2.2.1 Definition of Reading ............................................................................. 13

2.2.2 The Purpose of Reading.......................................................................... 14

2.2.3 The Importance of Reading. ................................................................... 16

2.3 Recount Text ........................................................................................... 16

2.3.1 Social Function of Recount Text ............................................................ 16

2.3.2 Generic Structure of Recount Text ......................................................... 17

2.3.3 Language Feature of Recount Text......................................................... 17

2.3.4 Type of Recount Text ............................................................................. 18

2.4 Two Stay Two Stay Strategy .................................................................. 18

2.4.1 Definition of Two Stay Two Stray ......................................................... 19

2.4.2 The Advantages and Disadvantages of Two Stay Two Stray................. 20

2.5 Teaching Recount Text Using Two Stay Two Stray .............................. 21

2.6 Review of Previous Research ................................................................. 24

2.7 Theoretical Framework. .......................................................................... 25

2.8 Hypothesis .............................................................................................. 26

CHAPTER III METHOD OF THE RESEARCH

3.1 Design of the Research ........................................................................... 27

3.2 Population and Sample ........................................................................... 28

3.3 Instrument of the Research ..................................................................... 29

3.4 Data Collecting ....................................................................................... 32

3.5 Data Analysis .......................................................................................... 33

CHAPTER IV FINDING OF THE RESEARCH

4.1 The Ability of Reading Recount Text of The Eighth Grade Students

of MTs Nurul Huda Kaliwungu Kudus in the Academic Year

2013/2014 Before Being Taught by Using Two Stay Two Stray ........... 36



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2013/2014 After Being Taught by Using Two Stay Two Stray ............. 39

4.3 Hypothesis Testing ................................................................................. 41

CHAPTER V DISCUSSION



2013/2014 Before Being Taught by Using Two Stay Two Stray ........... 45



2013/2014 After Being Taught by Using Two Stay Two Stray ............. 46

5.3 The Significant Difference of The Ability of Reading Recount Text

of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus

in Academic Year 2013/2014 Before and After Being Taught

by Using Two Stay Two Stray................................................................ 47

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion .............................................................................................. 50

6.2 Suggestion .............................................................................................. 50

REFERENCES ............................................................................................... 52

APPENDICES ................................................................................................ 53

STATEMENT ................................................................................................. 93

CURRICULUM VITAE ................................................................................ 94

`

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LIST OF TABLES

Tables Page

3.1 The criteria of measuring the test score ..................................................... 30

3.2 The Criteria of Reliability Test .................................................................. 32

4.1 The Ability of Reading Recount Text of the Eighth Grade Students of

MTs Nurul Huda Kaliwungu Kudus in the Academic Year 2013/2014

Before Being Taught by Using Two Stay Two Stray ............................... 37

4.2 Frequency Distribution of the Ability of Reading Recount Text of the

Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in the

Academic Year 2013/2014 Before Being Taught by Using Two Stay

Two Stray .................................................................................................. 38

4.4 The Ability of Reading Recount Text of the Eighth Grade Students of

MTs Nurul Huda Kaliwungu Kudus in the Academic Year 2013/2014

After Being Taught by Using Two Stay Two Stray.................................. 40

4.5 Frequency Distribution of the Ability of Reading Recount Text of the

Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in the

Academic Year 2013/2014 After Being Taught by Using Two Stay

Two Stray .................................................................................................. 40

4.5 The Summary of t-test Result of the Ability of Reading Recount Text

of the Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus

in the Academic Year 2013/2014 Before and After Being Taught by

Using Two Stay Two Stray ....................................................................... 43

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LIST OF FIGURES

Figure Page

4.1 The Bar Chart of The Ability of Reading Recount Text of The Eighth

Grade Students of MTs Nurul Huda Kaliwungu Kudus in Academic

Year 2013/2014 Before Being Taught by Using Two Stay Two Stray .... 38

4.2 The Bar Chart of The Ability of Reading Recount Text of The Eighth


Year 2013/2014 After Being Taught by Using Two Stay Two Stray ....... 41

4.3 The Curve of t-test result of eighth grade students of MTs Nurul Huda

Kaliwungu Kudus in academic year 2013/2014 ....................................... 43

.

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LIST OF APPENDICES

Appendices Page

1. The Syllabus of First Semester of Eighth Students of MTs Nurul Huda

Kaliwungu Kudus in Academic Year 2013/2014 ..................................... 54

2. The Lesson Plan of Teaching English Reading Recount Text Using

Two Stay Two Stray ................................................................................. 57

3. The Table Specification of the Ability of Reading Recount Text of the

Eighth Grade Students of MTs Nurul Huda Kaliwungu Kudus in

Academic Year 2013/2014........................................................................ 71

4. The Item Test of Try-out, Pretest and Posttest of the Ability of

Reading Recount Text of the Eighth Grade Students of MTs Nurul

Huda Kaliwungu Kudus in Academic Year 2013/2014............................ 72

5. The Key Answer of the Ability of Reading Recount Text of the Eighth


Year 2013/2014. ....................................................................................... 78

6. The Tabulation of Reliability of Try Out .................................................. 79

7. The Calculation of Reliability of the Pre Test and Post Test For

Measuring the Ability of Reading Recount Text of the Eighth Grade

Students of MTs Nurul Huda Kaliwungu Kudus In Academic Year

2013/2014 ................................................................................................. 80

8. Calculation of Mean and Standard Deviation of Pre-Test Score of the

Students’ Reading Ability in Recount Text ................................................ 82

9. Calculation of Mean and Standard Deviation of Pre-Test Score of the

Students’ Reading Ability in Recount Text ................................................ 85

10. The T-test of the Means of Pretest and Posttest Score of the Ability of

Reading Recount Text of the Eighth Grade Students of MTs Nurul

Huda Kaliwungu Kudus in the Academic Year 2013/2014 After

Taught by Using Two Stay Two Stray ..................................................... 88

11. The Table Significance at 0.05 ................................................................. 91

THE ABILITY OF READING RECOUNT TEXT OF THE EIGHTH …dari tes bahasa Inggris seperti tes sumatif, tes mid ataupun tes formatif adalah berbentuk bacaan. Meskipun kegiatan membaca sering

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