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A Thesis Full
A Thesis Full
A Thesis
By
Yolanda Melandita
NPM.1211040107
Yolanda Melandita
Reading is one of the four language skills taught in English language learning
process besides listening, speaking and writing. However, among of all the skills
reading is considered as the most important skill. This research is about students’
difficulties in comprehending the English reading text at the second semester of
the eight grade of SMP Darul Falah Bandar Lampung in the academic year of
2018/2019. This research to know the cause of difficulties faced by eighth Grade
Students’ at SMP Darul Falah Bandar Lampung in comprehending English
reading descriptive text.
In this research, the researcher used Survey design. In this design, researcher used
quantitative method. The sample of this study is the eighth grade students of SMP
Darul Falah Bandar Lampung. The researcher was taking 3 classes consist of 74
students. In collecting data, the researcher used a 15-item questionnaire with a 5-
point Likert scale was used to collect data.
Based on the statistical data, the overall result revealed that most of the
respondents perceived that they were not sure whether they had difficulties in
reading comprehension. Moreover, on average, the respondents completely
understood that motivation may be the first obctacle affecting reading
comprehension. Background knowledge and the lack of reading strategies were
perceived as the second and third problems respectively.
ADMISSION
Board of Examiners:
Co Advisor Rohmatillah,M.Pd
'The Dean of
Tarbiyah and Teacher Training Faculty
MOTTO
the English Reading Text at the Second Semester of The Eighth Grade of SMP
my own work. I am fully aware that I have quoted some statements and theories
from several sources and they are properly acknowledged in the text.
Yolanda Melandita
NPM: 1211040107
v
DEDICATION
From the deep of my heart. This thesis is dedicated to one people who cares and
1. My beloved parents, Mr. Hartono and Mrs. Eliyanita who always love me
and wish for my success. Thanks Ayah and Ibu for all the motivation.
2. My beloved husband, Ahmad Alfikri, M.H who always love me. Thanks
3. My beloved daughter and son, Azima Fahma Alfikri and Muhammad Azzam
all of my uncle, my aunt, also my cousin who always support me and give
motivation.
First of all, praise to Allah the Almighty, the most Merciful, the Most Beneficent
for his blessing and mercy given to the researcher during her study and
completing this thesis. Then, the best wishes and salutation be upon the great
text at the second semester of the eighth grade of SMP Darul Falah Bandar
Education study program of UIN Raden Intan Lampung. The primary aim of
obtain S1-degree.The researcher would like to thank the following people for their
1. Prof. Dr. Hj. Nirva Diana, M.Pd, the Dekan of Tarbiyah and Teacher
Training Faculty, UIN Raden Intan with all staff who give researcher
3. Syofnidah Ifrianti, M.Pd, the first advisor for his guidance, help and
4. Rohmatillah, M.Pd the second advisor who hasless hours correcting this
final project for spent countless hours correcting this final project for its
betterment.
5. All lecturers of English Department of UIN Raden Intan Lampung, who
have taught the researcher since the first year of her study.
6. My beloved friends especially PBI B Class Tiara, Aulia, Denti, Luthfy and
this research.
Finally, none or nothing is perfect and neither is this thesis. Any correction
comments and criticsm for the betterment of this thesis are always open heartedly
welcome.
The Researcher,
Yolanda Melandita
TABLE OF CONTENTS
Page
COVER ................................................................................................................i
ABSTRACT .........................................................................................................ii
MOTTO ...............................................................................................................iii
DECLARATION.................................................................................................iv
DEDICATION.....................................................................................................v
CURRICULUM VITAE.....................................................................................vi
ACKNOWLEDGEMENT..................................................................................vii
TABLE OF CONTENTS.................................................................................... viii
LIST OF TABLES ..............................................................................................ix
LIST OF APPENDICES ....................................................................................x
CHAPTER I. INTRODUCTION
A. Background of the Problem ......................................................1
B. Indentification of Problem ........................................................6
C. Limitation of Problem............................................................... 6
D. Formulation of the Research.....................................................7
E. Objective of the Research .........................................................7
F. Uses of the Research.................................................................8
G. Scope of the Research...............................................................8
i
2. Learners Background Knowledge..................................... 21
3. Motivation.........................................................................22
4. The Lack Reading Strategies ............................................22
5. Reading Process ................................................................23
E. Kind of the text........................................................................ 25
F. Descripive text ........................................................................25
1. The generic structure of descriptive text ............................26
2. language feature .................................................................26
ii
C. Situation of the teacher and staffs of SMP Darul Falah Bandar
Lampung................................................................................33
D. Result of Data ........................................................................34
E. Discussion ..............................................................................35
REFERENCES....................................................................................................45
APPENDICES .....................................................................................................46
iii
LIST OF TABLES
Table 4.1 The Building of SMP Darul Falah Bandar Lampung (rooms)............................ 40
Table 4.2 The Building of SMP Darul Falah Bandar Lampung(Support Facilities) .......... 41
INTRODUCTION
Reading is one of the four language skills taught in English language learning
process besides listening, speaking and writing. However, among of all the
skills reading is considered as the most important skill. Snow stated that
school.”2 Therefore, it can be concluded that people's daily life and reading
activity are closely related because reading is not only useful in the world of
Harmer says, reading is useful for language acquisition. Provide that student
more or less understand what they read, the better they get at it.3 So when
people read, they must understand what the people read. When they read and
1
Chaterine. Snow, Preventing Reading Difficulties in Young Learner
(http://www.nap.edu/openbook.php?record_id=6023&page=1) accessed on February 19th 2017, 2
a.m
2
Reiko. Komiyama, CAR: A Means for Motivating Students to Read. United States:
2009, 32. (http://americanenglish.state.gov/files/ae/resource_files/09-47-3-f.pdf) accessed on
February 19th 2017, 2 a.m
3
Jeremi Harmer, how to teach English (China: Longman Pearson, 2007),p.99
2
In learning reading, the students are required to comprehend the text to get the
understanding word is the goal of reading skill that should be achieved by the
Since English in Indonesia is a foreign language, there are possibilities that the
five problems students usually face while they are reading not in their first
language, especially when they try to comprehend the text. Those problems
are: the code or alphabet symbol, vocabulary and sentence structure, cohesive
devices and discourse markers, problem beyond plain sense and the conepts.5
language has different form, sound, vocabulary and structure from that of
English.
4
Bronwen. Oberholzer, The Relationship Between Reading Difficulties and Academic
Performance (Submitte in part fu1fiIment of the requirements for the degree of M Ed (Ed. Psych)
in the Department ofEducational Psychology at the University of Zululand, 2005), 1. (online)
accessed on February 25th 2017, 8 p.m.
5
Christine. Nuttal, Teaching Reading Skill in a Foreign Language (Oxford: Macmillan
Heinemann, 1983), 78.
3
should be known and solved both by the students and the teacher because the
difficulties will give negative impact on the students’ ability and motivation to
achieve the reading target. Oberholzer stated that “difficulty with reading can
this topic with the assumption that every students’ may have different
SMP Darul Falah Bandar Lampung was chosen with one of the considerations
that this phenomenon may as well happen to the students at the school.
Therefore, the researcher did the preliminary study to make sure that her
done by interviewing the English teacher of eighth grade students about his
Based on the interview, the researcher found that there was a tendency that a
lot of eighth grade students at SMP Darul Falah Bandar Lampung have
According to the English teacher, until today, he still finds a lot of students
who make mistakes while working on reading questions, the mistakes resulted
6
Bronwen. Oberholzer, op.cit,p.5
4
they do not understand the content of the text. This study was conducted in
SMP Darul Falah Bandar Lampung with several considerations. This school
hopes that she can see the reading problems faced by the students in this
school clearly, so the results of this research can give contributions for the
In this study, the researcher was chosen the eighth grade students of SMP
comprehending reading text, and the students' reading skill was still
considered as low. In junior high school, the students are expected to be able
to read a text based on five genres of English texts, they are: procedure,
However, not all of the texts were learned by the eighth grade students’ at
SMP Darul Falah Bandar Lampung. They only focused on the descriptive text.
In this study the researcher decided to used descriptive text as the test. The
choice of this text is not only based on the syllabus of the second year students
of junior high school but also the fact that the students seem to have
7
difficulties in comprehending descriptive text more than the other genres.
7
The students’ reading score (see Appendix 1) 6
5
There has been a lot of research in the field which focused on difficulties in
reading text,
such as research from abroad which is done by Albader. In his research Albader
showed the importance of text genre and reader knowledge when examining
There are also some researches related with the students’ difficulties in reading
text done in Indonesia. Ade in 2012 conducted a research to discover the ability of
The result of this study showed that there are several common problems or
difficulties faced by students such as: students still have difficulties in analyzing
the text content, the students do not allocate their time to study and students have
also have conducted a similar research with this research. It used to find out the
8
Yousuf B. Albader. Difficulties in Second Language Reading. School of Linguistics &
English Language Bangor University
9
Rachel Best, Randy G. Floyd, and Danielle S McNamara. Understanding the Fourth-
Grade Slump: Comprehension Difficulties as a Function of Reader Aptitudes and Text Genre. 202
Psychology Building, University of Memphis
10
Ade, A Study On Students’ Difficulties In Comprehending Recount Text; A Case Study
At SMAN 1 Gangga On First Grade Academic Year 2012/2013. (online). http://fkip-
unram.ac.id/ejurnal/index.php/inggris/article/view/222.
11
Eka. Sasmita, Identifying Students’ Abilities in Understanding English Reading Texts:
A Case Study at The Second Year Students of Smkn 1 Gangga in Academic Year 2012/2013.
(online). (http://fkip-unram.ac.id/ejurnal/index.php/inggris/article/view/235
6
showed that the factors that may make the students have difficulties in
This research would be different from all of those researches because in this
text faced by junior high school students. Furthermore, this research has focus on
Comprehending the English Reading Text of the Eighth Grade Students of SMP
Darul Falah Bandar Lampung in 2018/2019 academic year.” with the expectation
that the result of this research can be used by both the students and the teacher in
B. Identification of Problem
Based on the background of the study mentioned above, the researcher identified
C. Limitation of Problem
In this research, the researcher limits the focus of the reading text into the
descriptive text because the researcher found that the students’ have more
7
genres. Therefore, the researcher uses the descriptive text as a test to analyze the
students’ difficulties.
Based on the background of the study above, the researcher tries to answer the
following questions:
1. What are the difficulties faced by eighth Grade Students’ at SMP Darul
2. What are the factors causing the difficulties faced by eighth Grade
descriptive text?
descriptive text.
8
1.Theorytically
comprehending the English reading text and to be more active in learning English.
2.Practically
It is expected that this research can provide useful input in improving the quality
of learning in the school and also give information to the English teacher about
the factors that cause students difficulties in comprehend the reading text.
The subject of this research was the student at the SMP Darul Falah Bandar
reading text.
Place of the research was conducted at SMP Darul Falah Bandar Lampung.
The research was conducted at second semester of the eighth grade SMP Darul
A. Reading
1. Definition of Reading
as process of grasping full linguistics meaning in the new language through the
get information of some words from turn the printed symbols into the sounds
which are language. 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.”2 Meanly the reason we turn the print into sound is to get at the meaning.
On the other hand, Harris said that “reading is the meaningful interpretation of
it can be said that reading is an effort from the students to get or transfer the
and giving meaning to the written form. Therefore, it can be concluded that
reading is not only looking at word in the form of graphic symbols but also
1
Sutari, Basic Reader for Teaching, 2000, p.20.
2
McCradien and Walcutt, Basic Reading, California state Department of
Education,1969.p.4
3
Albert. Harris, Effective teaching and Reading (New York: David Mckay company,
1962), p.9.
10
getting meaning from word to word to understand the content of a text and to get
than print in the page.4 The meant of this statement is from the product like book
have we read we have to get the conclusion there is information that we get from
it. Not just read, after read we forgot all of have we read. If we just hope we can
get more many knowledge just from listening and looking it is wrong because
almost of knowledge is print in the textbook. And it is more simple for students
because must not meet with and expert to get knowledge from she or he but we
From this statement above the researcher making decision that reading is get
meaning from we have written and get the information from what we have read.
Reading is also connected between the writer and reader, the writer explain her
statement and her knowledge and the reader accept meaning and information.
Reading not only read and forgets it but also comprehension what the writer
mean.
students may get beneficial information that is not given by teachers in the
consist of reading skill. Therefore, the students should be trained in order to have
4
H.D Douglas Brown, Teaching by Principles An Interactive Approach to
Language Pedagogy (New York: Longman,2001),p.68
11
good reading skill. Harmer states that, reading is useful for language acquisition,
because it is needed for career, for study purposes, or simply for pleasure.5
Reading and understanding are the important things that we need to use in our day
“Only by reading, the people can acquire the speed and skill he will need for
practical purpose when he leaves the school. In our literate society, it is so
hard to imagine any skilled work that does not require the ability to read”.6
especially for the junior high school students because it will be useful for them
3. Reading skills
or secondary school teacher must teach reading skill in your regular contents
courses. Besides, learning to use these skills while reading material they must
A. Vocabulary
5
Jeremy Harmer, How to Teach English, (England: Pearson Longman,1998)p.68.
6
As cited in M. Luthfi Ariyanto, The Effect of Lexical Simplification in Reading Texts on
Reading Ability of the Second Year Students of SMA Negeri 1 Krian (Unpublished S-1 Thesis.
Surabaya: English Departement, IAIN Sunan Ampel, 2011),p. 12.
7
Clark and Starr, secondary and middle school teaching methods,America, Macmillan,1986.p.271
12
edelweiss, croissant).
d. Understanding how new words are coined or how they enter our
B. Comprehension
main ideas.
b. Following directions.
c. Recognizing sequence
e. Making comparisons
f. Responding to imagery
4. Types of Reading
A. Oral
B. Silent
a. Intensive
1. Linguistic
8
H.Douglas Brown. Op,cit..p.
9
Inmon, and Lenier, College Reading Book 2, New York: Prentice Hall,1992.p.156-157
13
2. content
b. Extensive
1. skimming
2. scanning
3. global
the first dustiction that can be made is whether the reading is oral or silent. Within
the category of silent reading, one encounters intensive anf extensive reading.
The text is treated as an end in itself. Extensive reading on the other hand,
reading, scanning for key details or skimming for the essential meaning. A
relatively quick and efficient read, either on its own or after scanning or
B. Comprehension
10
Catherine E. Snow, (1999), Lessons from Preventing Reading Difficulties in Young
Children for Adult Learning and Literacy, Volume 1: Chapter Two
14
This study defines that comprehension has developed for students in reading
memory (prior knowledge), but in reading comprehension at least one piece must
come from the text. The pieces of information can be simple or quite complex
ideas.12
language. To comprehend text, one’s decoding skills must allow for fluent
reading (reading that is as smooth and full of expression as when we talk), thus
strong readers. Thus, fluency is often called the “bridge” from decoding to
Comprehension is the reason for reading. If readers can read the words but do not
understand what they are reading, they are not really reading.
11
Mc.Graw Hill, Reading Comprehension, Research base Comprehension ,page: 2
12
john R.Kirby, Learned about reading comprehension , Faculty of Education, queen’s
university, page: 222
13
http://teachingasleadership.org/, Identifying the source Reading Difficulties , chapter 1
15
knowledge and previous experience, information in the text, and the stance the
aspect of all of the definition and meaning, if readers cannot understand the
During reading, the reader constructs different representations of the text that are
Texts can be difficult or easy, depending on factors inherent in the text, on the
relationship between the text and the knowledge and abilities of the reader, and
on the activities which the reader is engaged.14 It means that a reader’s must be
because it is important for our knowledge. If the readers feel difficult in text, its’
Comprehending what you read is more than just recognizing and understanding
words. True comprehension means making sense of what you read and
connecting the ideas in the text to what you already know. It also means
This means that the readers look the construct meaning in text that they found
information in text.
C. Reading Comprehension
described in the text rather than to obtain meaning from isolated words or
text.
Readers who struggle with word-level tasks use up valuable cognitive space that
16
pardo, (2004), , Guiding Comprehensi
17
G. Woolley, (2011), Reading Comprehension: Assisting Children with Learning
Difficulties,Chapter 2
17
knowledge, the information inferred by the written language, and the reading
situation context is constructing meaning.19 This research shows that the readers
Besides, the researcher wants to show about the strategies in reading especially
ability to understand about the something and make the students are able to
These comprehension skill categories are cumulative in that one is built on other.
are some criteria that are commonly used in measuring students reading
18
Ruth McQuirter Scott, Ed.D. Word Study and Reading Comprehension, Brock
University, Faculty of Education, page: 1
19
Constance Ulmer, Creating Games as Reader Response and Comprehension
Assessment, page:1
20
H.Douglas Brown. Op,cit..p.306
18
c. Grammatical Features
f. Supporting idea
g. Vocabulary in Context.
To satisfy the above criteria, there are some strategies for reading comprehension
2. Use graphemic rules and patterns to aid in bottom-up decoding ( especially for
3. Use efficient silent reading technique for relatively rapid comprehension (for
8. Analyze vocabulary
21
H. Douglas Brown. Op, cit.p. 306.
19
1. Text Variables
a. Vocabulary
b. Text type
d. Automaticity
e. Syntax
2. Reader variables
a. Purpose of reading
d. Culture
22
Ibid.,p.306
20
Based on explanation above, the researcher concluded that the students’ reading
comprehension is the interaction process between the reader and the text,
comprehend the words, to relate the words with the target language and
When reading a text, students may encounter many factors contribute as the cause
1. Language knowledge
It has always been ecpected that readers must acquire language knowledge
first before they can read in second and fereign language24. Word knowledge
cannot comprehend the sentence without attaching the meaning to the word25
cannot comprehend the sentence without attaching the meaning to the word
23
Alderson, J.C. Assessing reading. Cambridge University Press.2000.p.34.
24
Ibid,p.36
25
Devine, 1986
26
Krashen,S.D.,& Terrel, T.D. The natural approach: Language acquisition in the
classroom. Prentice Hall Europe.1998.p.67
21
comprehension.
attemped to find how what readers know affects what they understand. For
cannot follow and understand it because they do not know what the text is
know what kind the text is, such as newspapers, fairy tales, or business letters,
they cannot follow and understand what the text is about. Readers can
understand a text well if they are familiar with the text type.27
27
Alderson, J.C. Op.Cit.p.42
22
3. Motivation
Readers’ motivation and the reason why readers read the text affect their
reading achievement. If readers are not interested in the topic they’re reading.
They may fail to read. That motivation of readers can affect the outcome of
reading. Studies of poor readers from first and second language have shown
that poor readers lack motivation to read or improve their reading abilities; as
On the other hand, it has been widely known that if readers are really
interested in reading content, this interest can outweigh other factors to a large
reading.30 Prior knowledge and reading strategies will become inactivated and
useless if readers do not have the motivation to read.31 Therefore, reading fails
The lack of reading strategies is another issue that cause difficulty in reading
28
Alderson, J.C. Op.Cit.p.44
29
Krashen & terrel. Op.Cit.p.81
30
Grabe, W. Reading in second language: Moving from theory to practice.
Cambridge University Press.2009.p.56.
31
O’Donnell, M. P., & Wood, M. becoming a reader: A development approach to
reading instruction. Boston: Pearson Education.2004.p.82.
23
process text efficiently.32 That reading is an active process in which the reader
task, how they can process to read, and do what they do when reading
behaviors, problem solving or study skills which make learning more effective
the strategies, they will not have the ability to surpass reading difficulties and
reach comprehension.
5. Reading process
The process of reading is the interaction between a reader and the text. During
the process, there are many things happening in the readers mind when they
read. While looking at the print text, readers are decoding it, deciding what it
means, how parts relate to each other, or to things they know, predicting what
to come next, and expecting which purpose to read for. As explained, many
various things occur when a reader reads: the process seems to be dynamic,
variable, and different for the same reader on the same text at a different time
32
Alderson, J.C. Op.Cit.p.50
33
Goodman, K. S. analysis of oral reading miscues: Applied psycholinguistics.
Reading Research Quarterly,1969.from https://www.jstor.org/stable/747158
34
Singhal, M. Reading proficiency, readingstrategies, metacognitive awareness and L2
readersThe Reading Matrix.2001. From http://www.readingmatrix,com/articles/singhal/
35
Oxford, R., & Crookall, D.1989. Research on language learning strategies: Methods,
findings, and instructional issues. The Modern Language Journal,.p.404
24
all the information on the page; therefore, they do not need to know every
single word to comprehend the text. Although the long sentences with
has indicated that readers can understand a text that is beyond their syntactic
ability. They can ignore grammar difficulties and extract the meaning from
passage.
This is where readers must select the most productive language cues to
reading strategies, and reading process. the language knowledge are readers
cannot comprehend the sentence without attaching the meaning to the word
36
Alderson, J.C. Op.Cit.p.55
37
Goodman, K. S. psycholinguistic guessing game, from https://uascentral.uas.al aska
edu/onlinelib/Fall-2007/ED674-JD1/Goodman_article.pdf.
25
motivation of readers can affect the outcome of reading. If readers are not
interested in the topic they’re reading. They may fail to read. reading
strategies indicate how readers perceive or comprehend a task, how they can
do not use all the information on the page; therefore, they do not need to know
every single word to comprehend the text. readers can ignore grammar
difficulties and extract the meaning from other sources such as vocabulary, or
Based on generic structure and language feature dominantly used, texts are
divided into several types. They are narrative, recount, descriptive, report,
discussion,review, anecdote, spoof, and news item.38 These variations are known
G. Descriptive text
Descriptive text is one of the texts taught in junior high school besides procedure,
recount, narrative, and report text. Based on English Curriculum for Junior high
38
https://www.google.com/amp/s/freeenglishcourse.info/kind-of-thr-text/amp/
26
or place in details.39 The purpose this text is to tell the reader what the writer feels.
a. Identification
b. Description
2. Language feature
The noun is something that will be described in the text. For example: my
It is used to give detail information about the subject. For example: it has
39
As cited in Ninis Fauziyah, Using Brochure As A Media In Teaching Reading
Descriptive Text Among The Eighth Grade Students Of Smp Bilingual Terpadu, Krian
(Unpublished S-1 Thesis. Surabaya: English Departement, IAIN Sunan Ampel, 2012).p.14.
40
Depdiknas, kurikulum 2004 Standart kompetensi Mata Pelajaran Bahasa Inggris SMP
dan MTS,(Jakarta: Pusat Kurikulum Balitbang Depdiknas).p.52.
27
very beautiful.
It is used to tell the condition clearly. For example: my dog licks my foot.
They are used to express the writer’s personal view of the subject. For
Descriptive used figurative speech such as, simile, metaphor. For example:
i. Using adverbials
Isern explains that reading a descriptive text is like drawing a picture for the
Therefore, in reading descriptive text, the readers should be able to close their
eyes and imagine what the picture described in the text, and what the picture looks
like through reading the text. However, in fact, it is very difficult to imagine
something which is not real. The students have to comprehend the whole content
of the text in order to get the point and be able to answer the question from the
text. Therefore, there are many students who have difficulties in comprehending
descriptive text.
41
Kelly. Kennedy-Isern, The write path: Basic of paragraph writing,.p.50.
CHAPTER III
RESEARCH METHOD
A. Research Design
This study, the researcher used quantitative. The researcher choose this
method because looking for the students’ difficulty used respondents’ needs
or interviews(e.g.,one-on-one interviews)26.
people, the vital facts of people, and their beliefs, opinions, attitudes,
26
John w.Creswell, (2012), Educational research: planning, conducting, and evaluating
quantitative
and qualitative research, Pearson fourth edition, 375
27
T. Mathiyazhagan Deoki Nandan, (2010). Survey research method. Media Mimansa
29
It was concerned with the statistic that result when data were abstracted a
population. This research concerned with what people think and students
From the statements above, it can be concluded that the study was
semester of the eighth grade students of SMP Darul Falah Bandar lampung in
B. Research Subject.
1. Population
The population refers to all the members of particular group. It is
the group. It is group of interest to the researcher, the group of whom the
28
John W. Creswell. (2002). Research Design Qualitative & Quantitative Approaches.
29
Loc. Cit. P. 121
30
research is the eight year students’ of SMP Darul Falah Bandar Lampung in
Table 3.1
Research Population
Students
Numbers Class Total
Male Female
1 VIIIA 11 14 25
2 VIIIB 10 14 24
3 VIIIC 12 13 25
Total 33 41 74
To make the researcher easier in doing the research, taking sample is very
needed by her. It is because the researcher does not have enough time,
Ridwan, the quality of the research not only always depend on big sample but
30
Fraenkel, and Wallen, How to Design and Evaluate Research in Education. America: Mc
Graw-Hill, Inc,1990.p.84
31
also depend on the basic of the research, design of the research, quality of the
2. Sample
The sample of this study is the eighth grade students of SMP Darul Fallah
make easy collecting of the data, this research was conducted in the class. In term
of time, the researcher will discuss with the teacher about the best time to do the
research. If the research population was less than 100, then the sample taken was
all of them. On the other hand, if the research population was more than 100, then
the sample of the study. The number of sample was adequate to get information
take all of the sample size from the three classes. Quantitative research generally
needs a large sample size. The larger sample was taken, the more accurate the data
is also acquired.
Data collection technique is very important on the research because the main
purpose of the research was collecting the data.33 Because this study was
survey research, to collect the data researcher would use some techniques like
31
Ridwan, M.B.A. (2003). Dasar-dasarStatistika, Bandung: Alfabeta., Page. 11
32
Suharsimi Arikuntoro. (2007). Prosedur Penelitian Suatu Pendekatan Praktek. Hlm.134
33
Sugiyono, (2013), metode penelitian pendidikan.p.35.
32
sample there of through some form or direct solicitation, such as face to face
a. Questionnaire
normally from a related interest area. The dictionary definition gave a clearer
submitted to one or more persons. From the questionnaire, the writer would
get more data about the students’difficulties. The reason, the information
would identify the students’ problem and many additional information. The
collect the data because the questionnaire could be the representative for the
Additionally, the questionnaire could be written by the data that can help the
based on a questionnaire contains list of the questions that had been arrange
and analysis of quantitative data was derived from the results of the
questionnaire.37
D. Research Instrument
The researcher arranges and makes the instrument for her research that is used
a. Questionniare
The type of questionnaire here used rating scale questionnaire where the
research used likert scale to get information from participant. Likert scale
36
Slatter (1990). P.62
37
Singarimbun.(1989).p.175
34
scale which consists of the responses very disagree, disagree, neutral, agree
and very agree. For each item, scoring was determined such the responses
those were at the other end of the scale as score 1 point. The students were
Table 3.2
b. Lack of knowledge
about grammar
3.
b. Knowledge of
vocabulary
38
Dane Bertram, Likert Scales
35
a. No desire to read
English text
a. Uninteresting learning
technique of reading
The lack of reading strategies 10,11,12 3
b. Read every single word
to comprehend the text
b. Reader miss
Reading process 13,14,15 3
concentration of the
long sentences in text
E. Research Procedure
There were some procedures to be followed during the research, in order to find
research
2. The researcher prepares all the instruments to collect the data. There were
many steps in preparing the instruments: Making the questionnaire. The questions
a. The researcher looking for the information where the participants have
c. After getting the data, the researcher analyze the data and made the
1. Validity
2. Reliability
(percentage) and entered the data to quantitative findings. In Frankel and Wallen
say that about “Analyzing the data in Quantitative researchers usually base their
work one belief that facts and feelings can be separated, that the world is a single
reality made up of facts that can be discovered. on the other hand, assume that the
quantitative method. Survey data were collected from respondents. In this part, the
40
Ibid .p.133
38
researcher analyzed the data from the result data collection. Then, the researcher
classified the data into quantitative data. It also helped the observer to concluded,
made some decisions and answered the problem research. The data analysis
1. Questionnaire
After the researcher got the questionnaires, the researcher calculated the
percentage and counted the students’ answer through the total of each item
was multiplied with a hundred percent then the result of it was divided with
researcher used the percentage result using Likert scale. It was explained as
scale. it was assessed with the following scale42 this was likert scale for
students’ difficulties:
a.Very agree =1
b. Agree =2
c. Neutral =3
d. Disagree =4
e. Very disagree =5
41
Sugiyono. (1997). P.73
42
Sugiyono, Statistika untuk Penelitian, (Bandung; Penerbit Alfabeta, 2010) P. 93-95
39
The score of students’ response was calculated with the every single question
∑SRS
% = x 100%
SRS maksimum
Information:
∑SRS : the total of students’ response score was gotten by calculating SRS
The percentage result could be measured by using Likert scale. It was explained
as
follows:
Percentage Criterion
0% - 20% Very Weak
21% - 40% Weak
41% - 60% Average
61% - 80% Strong
81 – 100% Very Strong
CHAPTER IV
SMP Darul Falah Bandar Lampung is located on Jl. Kampung Baru, Batu
SMP Darul Falah Bandar Lampung has a permanent building condition and in
good working order. The details can be seen in the table below :
Table 4.1
Clases 10 Good
Mosque 1 Good
Library 1 Good
41
2. Support Facilities
Table 4.2
C. Situation of the teacher and staffs of SMP Darul Falah Bandar Lampung
The condition of the teacher and staff of SMP Darul Falah Bandar Lampung
D. Result of Data
the researcher had done the research and had gotten the complete data from
the research, the researcher had analyzed the data systematically and curately.
42
Then the data were analyzed in order to draw conclusion about the objective
The first research question of this study was about the students’ difficulties
Disagree (D), Neutral (N), Agree (A), and Very Agree (VA). Respondents
which most represents what they felt. Then, the students’ response scores
a.Very agree =1
b. Agree =2
c. Neutral =3
d. Disagree =4
e. Very disagree =5
response and looked for the percentage. After that, the researcher looked
for the criterion from the percentage in each item with the following table:
43
Table 4.3
Student response Criteria for students’ difficulties
Percentage Criterion
Result
Strongly
27%
Average
73%
From the percentage of each item above, it can be found that there were 27%
were favored with “STRONG” criterion. It means that the students had difficulty
44
in reading comprehension. The researcher had opinion of the first question was
the second Learner’s background knowledge, the third Motivation, The lack of
reading strategies, and the Reading process. The results of each component
contained 73% average, it means that the students had a Neutral and 27% strong,
it means that the students had difficulty. So, the students had really difficult. The
average was obtained from the data which had five questions from each
component then made percent. From the percent of he outcome had criteria.
In this section, The researcher emphasized in the part one only. Based on the
a. Language knowledge
1) Saya tidak mengetahui tentang generic structure pada teks deskriptif, jadi saya
Table 4.4
Percentage of the first statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
45
Based on that percentage, students’ response score had strong criterion with
61%. It shows that students Lack of language knowledge about descriptive text in
reading comprehension by 31.1%. Then among of them in 9.5% felt very agree of
the statement. In other hand, they got Neutral and it was indicated by 21.6%, but
9.5% of them could not agree , whether in disagree and very disagree level.
2) Saya kesulitan menguasai tata bahasa di dalam suatu teks yang di pelajari
Table 4.5
Percentage of the second statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
The data above shows that students felt agree of the statement
and it could be known the percentage by 24.3%, and the students got very agree
by 4.1% in the statment then 21.6% of students had Neutral to solve this problem.
In fact, the students Disagree by percentage 31.1%, but very Disagree by 18.9%.
students response score 54% with average criterion. It means students had
3) terkadang saya tahu sebagian kata yang berhubungan dengan kebudayaan pada
teks,tapi saya masih kesulitan dalam memahami seluruh bagian dan memahami
Table 4.6
Percentage of the third statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
The data presented that 13.5% of students were Neutral in Unfamiliar cultural
context and 29.7% of them had Agree in this problem and several of them got
very agree in the statement by 6.8%. The opposite of it was 18.9% that students
could solve this problem disagree and they rarely knew by 31.1%. From this data,
4) Saya kesulitan dalam memahami makna dari kosakata bahasa Inggris yang saya
Table 4.7
Percentage of the fourth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
Based on data above, students’ response score had Average criterion with,
61%. By this criterion, most of students in 6.8% had neutral and it could be
known that students who did not have any strategies to solve this problem will be
neutral in English reading comprehension, then among of students got 33.8% and
12.2% with agree and very agree, and 17.6% of students felt very disagree.
48
5) Saya kesulitan menghafal kosakata baru bahasa Inggris yang panjang dan rumit
Table 4.8
Percentage of the fifth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
could be seen in the percentage of 62% above. Then it was followed by 27%
students that they were difficult in it, 21.6% of them chose agree. But the rest of
students very disagree by 21.6%, and they felt agree in this situation by 20.3%.
So that way, percentage of students response score was 62% which was
6) Saya belum terlalu paham dengan tipe-tipe teks yang saya baca, karena latar
Table 4.9
Percentage of the sixth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
This data showed that percentage of students’ response score was average
criterion by 52%. All students could be known by this percentage, they mostly got
disagree in the statements with percentage of 37.8%, and 21.6% of them got very
disagree better than 13.5% them who had very agree. Beside this data, there
percentage of 20%. By their ability, students with 13.5% percentage felt neutral in
the statements.
c. Motivation
To analyze this problem, the researcher developed that theory into three
Table 4.10
Percentage of the seventh statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
students’ response score with 56% in Average criterion. It means that students felt
likes reading a book, and it could be in the top of students’ very disagree by
still had agree in the statement by percentage of 27% above. Fortunately, one of
8) Saya malas membaca ketika teks terlalu sulit, membosankan dan tidak menarik
Table 4.11
Percentage of the eight statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
reading, because they were still borred to read a long text, because students had
very agree by 21.6%, then it was followed by students who got agree in it by
percentage of 17.6%. In the other hand, several students could disagree by 20.3%
and the rest of them was 31.1% that could find out this problem very disagree.
9) Saya menemukan banyak kesulitan ketika saya tidak tertarik dengan topic yang
dibahas
Table 4.12
Percentage of the ninth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
51
This data explained that students disagree and it could be known by 20.3%, then
the following percentage was very agree by 21.6%. But the other students could
choose very disagree were 31.1%. So based on data above, it could be concluded
that the students’ responses score by 56% with the Average criterion.
To analyze this problem, the researcher developed that theory into three
10) Saya membaca dengan suara yang keras untuk membantu saya mengingat
dengan baik
Table 4.13
Percentage of the tenth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
response score with average criterion. From this data above, it could be identified
that students was neutral 24.3%, then it be followed by 10.8% of them who were
52
very agree to know it. On the other hand, students who very disagree were 27.0%,
1) Saya selalu mencari arti dari kosa kata yang tidak saya kenal dan sulit di
kamus.
Table 4.14
Percentage of the eleventh statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
The read every single word to comprehend the text and it can be known by 32.4%.
Agree, 13.5% of students felt very agree to solve it, then the following data was
27.0% of students who were very disagree. The same percentages were 18.9% for
students whether neutral level. From this data above, it could be indicated by 59%
12) Saya membaca setiap kata perkata pada teks untuk memahami isi teks tersebut
Table 4.15
Percentage of the twelfth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
This data showed that percentage of students’ response score was Strong
criterion by 62%. All students could be seen by this data, they mostly got neutral
better than 14.9% them who had very disagree in memorizing many vocabularies.
In the ontrarily,
e. Reading process
To analyze this problem, the researcher developed that theory into three
Table 4.16
Percentage of the thirteenth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
In this data, they mostly got mistakes in predicting what to come next in text by
percentage of 18.9%, then 18.9% of them were in disagree level, 17.6% for
students who felt neutral, 23.0% of students still had capable of doing this
statements very diagree, then it was only 18.9% of them can solve it very
54
criterion.
14) Saya kesulitan untuk berkonsentrasi membaca suatu teks yang panjang dan
Table 4.17
Percentage of the fourteenth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
response score with 59% in average criterion. It showed that students felt neutral
were still difficult to miss concentration it. But 18.9% students were very good,
15) Saya tidak memahami informasi setiap bagian, jadi saya tidak paham pesan
Table 4.18
Percentage of the fifteenth statement
Percentage of answer
Percentage of
No Very Very Criterion
Disagree Neutral Agree students’
Disagree Agree
reponse score
This statement wanted to explore about Reader do not use all the information on
the page . Based on the table, it could be analyzed that 29.7% of students got
difficulty in understanding information on the page, and 12.2% of them were very
difficult in it, but 36.5% of students mostly felt neutral to face the problem. In the
contrarily, there were several students who had learnt the expression, and they
by 8.1% of students who were disagree to understand the information on the page.
Based on the table, it also showed that that statement had Strong
criterion with the percentage 6.4%. It means that most of students did not know
how to understanding the information on. After analyzing fifteen questions, the
Result Percentages
4
Strongly x 100% = 27%
15
11
Average x 100% = 73%
15
E. DISCUSSION
1. Language knowledge
3. Motivation
5. Reading process
the result from the average indicated how the respondents perceived overall
difficulties of reading comprehension. The respondents were not sure if they had
difficulties in those five categories while reading. However, there were 3 items
respondents completely agreed that motivation was the first difficulties that could
affect the outcome of reading. Studies of poor readers from first and second-
language have shown that poor readers lack motivation to read or improve their
comprehension. In addition, readers identified the main idea causes of the low
textbook, novels and cartoons or materials in English which can engage the
students’ interest in self-initiated learning. In other words, the teacher is the one
who can motivate students to read by selecting appropriate texts for their interest.
Secondly, the respondents also found a problem when they read a passage; they
tend to connect its content with their own previous knowledge related to the topic,
and this is sometimes different from what the author intended in the passage.
Although the respondents perceived that they were uncertain if they had the listed
problems, based on the average, the higher figure it was, the more students were
aware of the reading problems. From each category of overall problems, the first
was surprisingly not motivation but was actually background knowledge. The
second problem perceived by the respondents was the lack of reading strategies,
while motivation and reading process were perceived by the respondents. The last
A. Conclusion
After collecting the data and analyzing the result of the research, the researcher
The Students’ difficulties about reading comprehension include: The first was
knowledge, the third was motivation, the fourth was The lack of reading strategies
and the last reading process. Based on the data each component has 6.7%
percentages. It can be concluded the percentage had been criterion average, with
the percentage of 73%, it means that the students had a quiet difficult and strong
B. Suggestion
Considering the result of the research, the researcher would like to give some
suggestions as follow
comprehension they had faced during this semester. In order to help them
The students of eight grade of SMP Darul Falah Bandar Lampung can
increase and deep their knowledge after knowing the difficulties in reading
comprehension then can apply and used the strategies they had gotten. By
new science they get, they will try to read a text. Therefore, the student
will sharpen their knowledge when they have known how to solve the
The researcher also hoped that the next researchers will continue this study
REFERENCES
Arikunto,Suharsimi.1998.ManajemenPenelitian.Jakarta.RinekaCitra
Setiyadi,Bambang.2006.Metode Penelitian Untuk Penelitian Bahasa
Asing.Yogyakarta :Graha Ilmu
APPENDICESS
QUESTIONNAIRE
Responden : Siswa/siswi
Nama :
Kelas :
I. Penjelasan
Kuesioner ini di susun untuk megetahui pendapat anda tentang pelajaran bahasa
inggris khusus nya materi tentang belajar reading comprehension. Oleh karna itu,
jangan ragu menjawab setiap pernyataan. Jawablah pernyataan ini sejujurnya dan
sejelas- jelas nya.
Saya mengharapkan anda memberikan jawaban ini secara jujur dan benar dengan
menceklis (√) pada pernyataan-pernyataan di bawah ini berdasarkan pendapat
anda.
Keterangan :
Jika anda sangat setuju pada pernyataan tersebut, ceklis (√) pada kolom
1
Jika anda setuju pada pernyataan tersebut, ceklis (√) pada kolom 2
Jika anda netral pada pernyataan tersebut, ceklis (√) pada kolom 3
Jika anda tidak setuju pada pernyataan tersebut, ceklis (√) pada kolom 4
Jika anda sangat tidak setuju pada pernyataan tersebut, ceklis (√) pada
kolom 5
Bacalah dan pilihlah pernyataan-pernyataan di bawah ini dengan teliti dan pilihlah
pernyataan yang sesuai dengan pendapatmu!
63
Sangat
Sangat Tidak
setuju netral tidak
No Pernyataan setuju setuju
setuju
1 2 3 4 5
Saya tidak mengetahui
tentang generic structure
1. pada teks deskriptif, jadi
saya tidak bisa memahami
apa yang saya baca
Saya kesulitan menguasai
2. tata bahasa di dalam suatu
teks yang di pelajari
terkadang saya tahu
sebagian kata yang
berhubungan dengan
kebudayaan pada teks,tapi
saya masih kesulitan dalam
3.
memahami seluruh bagian
dan memahami ide
pokoknya karena latar
belakang pengetahuan saya
yang terbatas
Saya kesulitan dalam
memahami makna dari
kosakata bahasa Inggris
4.
yang saya pelajari, jadi saya
tidak paham apa yang saya
baca
Saya kesulitan menghafal
kosakata baru bahasa
5. Inggris yang panjang dan
rumit
Saya belum terlalu paham
dengan tipe-tipe teks yang
6. saya baca, karena latar
belakang pengetahuan saya
yang terbatas
7. Saya tidak suka membaca
64
buku
Frequency Table
Q1
Cumulative
Frequency Percent Valid Percent Percent
Q2
Cumulative
Frequency Percent Valid Percent Percent
Q3
Cumulative
Frequency Percent Valid Percent Percent
66
Q4
Cumulative
Frequency Percent Valid Percent Percent
Q5
Cumulative
Frequency Percent Valid Percent Percent
Q6
Cumulative
Frequency Percent Valid Percent Percent
Q7
Cumulative
Frequency Percent Valid Percent Percent
Q8
Cumulative
Frequency Percent Valid Percent Percent
Q9
Cumulative
Frequency Percent Valid Percent Percent
Q10
Cumulative
Frequency Percent Valid Percent Percent
Q11
Cumulative
Frequency Percent Valid Percent Percent
Q12
Cumulative
Frequency Percent Valid Percent Percent
Q13
Cumulative
Frequency Percent Valid Percent Percent
Q14
Cumulative
Frequency Percent Valid Percent Percent
Q15
Cumulative
Frequency Percent Valid Percent Percent
Criteria
Cumulative
Frequency Percent Valid Percent Percent
Language_Knowledge
Cumulative
Frequency Percent Valid Percent Percent
Motivation
Cumulative
Frequency Percent Valid Percent Percent
Learners
Cumulative
Frequency Percent Valid Percent Percent
Reading_Strategies
Cumulative
Frequency Percent Valid Percent Percent
Reading_Process
Cumulative
Frequency Percent Valid Percent Percent