i

THE READING COMPREHENSION OF THE TENTH GRADE

STUDENTS OF SMA ISLAM AL-HIKMAH MAYONG JEPARA TAUGHT

BY USING GUIDED NOTE TAKING TECHNIQUE IN ACADEMIC

YEAR 2012/2013

By

SITI FATHIYYAH

NIM 200832306

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2012

ii

iii

THE READING COMPREHENSION OF THE TENTH GRADE

STUDENTS OF SMA ISLAM AL-HIKMAH MAYONG JEPARA TAUGHT

BY USING GUIDED NOTE TAKING TECHNIQUE IN ACADEMIC

YEAR 2012/2013

SKRIPSI

Presented to the University of Muria Kudus

in Partial Fulfillment of the Requirements for Completing the Sarjana Program

in English Education

By

SITI FATHIYYAH

NIM 200832306

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2012

iv

ADVISORS’ APPROVAL

This is to certify that the Sarjana Skripsi of Siti Fathiyyah has been approved by

the skripsi advisors for further approval by the Examining Committee.

Kudus, September 2012

Advisor I

Dr. Slamet Utomo, M.Pd

NIP 19621219 198703 1 001

Kudus, September 2012

Advisor II

Rismiyanto, SS, M.Pd

NIS 0610701000001146

Acknowledged by

The Faculty of Teacher Training and Education

Drs. Susilo Rahardjo, M.Pd.

NIP 19560619 198503 1 002

v

EXAMINERS’ APPROVAL

This is to certify that the skripsi of Siti Fathiyyah (NIM 200832306) has been

approved by the Examining Committee as a requirement for the Sarjana Degree in

the Teaching of English as a foreign language.

Kudus, September 2012

Skripsi Examining Committee:

Fitri Budi Suryani, S.S, M.Pd Chairperson

NIS 0610701000001155

Agung Dwi Nur Cahyo, S.S, M.Pd Member

NIS 061017013010001187

Diah Kurniati, S.Pd, M.Pd Member

NIS 0610701000001190

Dr. H. A. Hilal Madjdi, MPd Member

NIS 0610713020001020

Acknowledged by

The Faculty of Teacher Training and Education

Dean,

Drs. Susilo Rahardjo, M.Pd.

NIP 19560619 198503 1 002

vi

MOTTO AND DEDICATION

MOTTO

There is no impossible word if we never give up. Keep studying and

praying to Allah.

Today must better than yesterday.

Never give up on your dreams.

DEDICATION

This skripsi is dedicated to my

beloved parents, brother, sister,

friends

vii

ACKNOWLEDGEMENT

No beautiful words to say in this wonderful occasion, but the greatest

thanks to Allah SWT for the best love, mercy, blessing and compassionate given

to the writer. So, she can finally accomplish this Skripsi entitled “The Reading

Comprehension of the Tenth Grade Students of SMA Islam Al-Hikmah Mayong

Jepara Taught by Using Guided Note Taking technique in Academic Year

2012/2013” is able to be accomplished.

This Skripsi is not merely her own work because of having been greatly

improved by some great people who suggested and guided the writer by giving

some comment and notes to make it better. Therefore, she would like to express

her deep gratitude to:

1. Drs. Susilo Rahardjo,M.Pd. the Dean of Teacher Training and Education

Faculty.

2. Fitri Budi Suryani, S.S.,M.Pd. the Head of English Education Department.

3. Dr. Slamet Utomo, M.Pd. the first advisor for all the time, advice, patience

and attention to the writer in completing this skripsi.

4. Rismiyanto, SS, M.Pd., as her second advisor who had been willing to spend

lot of time to guide and advise her in giving corrections and suggestion in

composing research.

5. The lecturers of English Education Department of Teacher Training and

Education Faculty of Muria Kudus University.

6. Aunur Rofiq, S.H as the Headmaster of SMA Islam Al-Hikmah Mayong

Jepra for giving permission to do a research in SMA Islam Al-Hikmah

Mayong Jepara.

7. Sulikan, S.Pd as the English teacher of eleventh grade students of SMA Islam

Al-Hikmah Mayong Jepara.

8. The students of X.3 and X.4 of SMA SMA Islam Al-Hikmah Mayong Jepara

thanks for giving cooperation.

viii

9. Her beloved parents (Mr. H. Ahmadi Setiawan and Mrs. Hj. Dedeh Fatimah)

who always give supports and prays for the writer.

10. Her beloved brother (Maman Abdul Rahman and Irfan Abdul Fatah) and

sister (Siti Halimatussa’diyah and Siti Nur Hikmah) thanks for giving

support.

11. All dearest best friends for their support and help in finishing this skripsi

(Nor, Nana, Indah, Hanifah, Dewi, Fafa, Cmuxalip)

12. My lovely someone who has always given me love, care, support, motivation,

suggestion, advises, spirit and inspiration in all the whole time in the

compiling this skripsi, Ahmad Fathur Rois.

13. All her supporter, beautiful men and women who cares and gives inspiration

whom could not be mentioned here.

There is no greatest obstacle in writing this skripsi than avoiding the

temptation of being perfect. Therefore, suggestion from the reader will be fully

appreciated and always awaited. She do expects that this research will be useful

for those, especially who are in the field of education.

Kudus, September 2012

Siti Fathiyyah

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ABSTRACT

Fathiyyah, Siti. 2012. “The Reading Comprehension of the Tenth Grade Students

of SMA Islam Al-Hikmah Mayong Jepara Taught by Using Guided

Note Taking technique in Academic Year 2012/2013”Skripsi. English

Education Department, Teacher Training and Education Faculty,

Muria Kudus University. Advisor: (1) Dr. Slamet Utomo, M.Pd.,(2)

Rismiyanto, S.S, M.Pd.,

Key words: Guided Note Taking Technique, Reading Comprehension

Reading is one of English skills that should be mastered by the students.

By reading they get a lot of information that can enhance their knowledge. In

SMA Islam Al-Hikmah Mayong Jepara, most of the students feel difficult to

understand the meaning of the text. It is caused by the lack of vocabulary and still

depends on the teacher in teaching learning process. They feel difficult to share

their idea about the material that is learned. This condition encourages the writer

to apply a technique in reading skill. The technique which can be used in

improving reading comprehension is Guided Note Taking. It is a technique that

uses an incomplete handout and has purpose to students in order to pay attention

the explanation from teacher with completing handout.

This research has a purpose to find out the answer from the statement of

the problem, is there any significant difference between the achievement in

reading comprehension of the tenth grade students of SMA Islam Al-Hikmah

Mayong Jepara before and after being taught by using Guided Note Taking.

This is a quantitative research, which relies on quantitative data based on

computation and measurement, operational variables and statistics. The method of

the research is experiment. This design of the study is the quasy experimental

method with pretest and posttest. There is a tryout before the test, and then it is

continued by validity and reliability test.

The data are taken from the objective multiple choice tests. The total

population is 127 students of the tenth grade. This research applied a cluster

random sampling technique to get samples. The total sample is 32 students from

the same class, X.3 class. After the students are given pretest, they are given a

treatment for six meeting. The giving of the treatment relies on the material that

taken from the syllabus of the school. Then the data is analyzed using the t-test

method to find out whether there is significant difference between the

achievement in reading comprehension before and after being taught by using

Guided Note Taking.

The research result, the mean of pretest is 59.34 and the mean of posttest is

88.37. There is 20.03% improvement difference in the group between before and

after being taught by using Guided Note Taking. Besides, it can also be concluded

that the t(obtained) value 5.77 in the level of significance 5% and the degree of

freedom 31, the t(critacal) is 2.04, So, the t(obtained) value is 5.77 falls in critical

region. Thus, Ho is refused and accept the H1. So, the hypothesis that states, there

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is a significant different between the reading comprehension of the tenth grade

students of SMA Islam Al – Hikmah in academic year 2011/2012 before and after

taught by using Guided Note Taking technique is accepted.

Because the use of Guided Note Taking in teaching reading

comprehension shows good result, the English teacher of senior high school

should be more creative and innovative in selecting the suitable methods and

media in teaching learning process, Guided Note Taking can be use as alternative

technique to tech reading comprehension. In fact, Guided Note Taking can

improve the students’ achievement in reading comprehension. Besides, the

students should be more active during teaching learning process.

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ABSTRAKSI

Fathiyyah, Siti. 2012. “Pemahaman Membaca Siswa Kelas Sepuluh SMA Islam

Al-Hikmah Mayong Jepara Menggunakan Teknik Guided Note Taking

Tahun Pelajaran 2012/2013. Skripsi. ”Program Studi Pendidikan

Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas

Muria Kudus. Dosen Pembimbing: (1) Dr. Slamet Utomo, M.Pd.,(2)

Rismiyanto, S.S, M.Pd.,

Key words: Teknik Guided Note Taking, Kemampuan Membaca

Membaca merupakan salah satu skill dalam bahasa Inggris yang harus

dikuasai oleh para siswa. Dengan membaca mereka memperoleh banyak

informasi yang dapat meningkatkan pengetahuan mereka. Di SMA Islam Al-

Hikmah Mayong Jepara , sebagian besar siswa merasa kesulitan untuk memahami

arti dari sebuah text. Ini disebabkan kurangnya penguasaan kosakata dan masih

tergantung pada guru dalam proses belajar mengajar. Mereka merasa kesulitan

untuk mengungkapkan ide mereka tentang sebuah materi yang dipelalajari.

Kondisi seperti ini mendorong penulis untuk menerapkan sebuah tehnik dalam

skill membaca. Tehnik yang dapat digunakan dalam meningkatkan pemahaman

membaca yaitu Guided Note Taking. Ini adalah sebuah tehnik yang menggunakan

handout yang tidak lengkap dan mempunyai tujuan agar siswa-siswa

memperhatikan penjelasan guru dengan mengisi handout.

Penelitian ini mempunyai tujuan untuk mencari jawaban dari pernyataan

masalah apakah ada perbedaan yang berarti antara kemampuan dalam pemahaman

membaca siswa kelas X SMA Islam Al-Hikmah Mayong Jepara sebelum dan

sesudah diajar menggunakan Guided Note Taking.

Ini adalah penelitian kuantitatif yang mana bergantung pada data

kuantitatif berdasarkan perhitungan dan pengukuran, variable operesional dan

satistik. Metode penelitian ini adalah eksperiment.metode penelitian ini adalah

metode kuasi eksperimental dengan pretest dan posttest. Ada sebuah triout

sebelum tes dan kemudian dilanjutkan dengan test validitas dan reliabilitas.

Data diambil dari tes pilihan ganda yang obyektif. Total opulasi 127

siswa dari kelas sepuluh. Penelitian ini menerapkan sebuah tehnik sampling acak

untuk mendapatkan sample. Total sample adalah 32 siswa dari kelas yang sama,

kelas X.3. setelah siswa diberikan pretest, mereka diberi perlakuan selama 6 kali

pertemuan. Pemberian perlakuan bergantung pada materi yang diambil dari

silabus sekolah. Kemudian data dianalisis menggunakan t-test untyk mengetahui

apakah ada perbedaan yang berarti antara prestasi dalam pemahaman membaca

antara sebelum dan sesudah diajar dengan menggunakan Guided Note Taking.

Hasil penelitian, rata-rta pretest adalah 59.34 dan rata-rata posttest adalah

87.37. ada 20.3% peningkatan perbedaan dalam kelompok antara sebelum dan

sesudah diajar dengan menggunakan Guided Note Taking. Selain itu juga dapat

disimpulkan bahwa t(diperoleh) nilai 5.77 pada tingkat signifikansi 5% dan

derajat kebebasan 31, t(critis) adalah 2.04, jadi t(diperoleh) nilai jatuh didaerah

xii

critis. Dengan demikian, Ho ditolak dan menerima His 1. Jadi, hipotesis yang

menyatakan,”ada perbedaan prestasi yang signifikan dalam pemahamn membaca

siswa kelas sepuluh SMA Islam Al-Hikmah Mayong Jepara antara sebelum dan

sesuda diajar menggunakan Guided Note Taking”, diterima.

Karena penggunaan Guided Note Taking dalam pengajaran pemahaman

membaca menunjukan hasil yang bagus, guru bahasa inggris SMA seharusnya

lebih kreatif dan innovatif dalam memilih metode dan media yang cocock dalam

proses belajar mengajar, Guided Note Taking dapat digunakah sebagia media

alternatif untuk mengajar pemahaman membaca. Berdasarkan fakta bahwa Guided

Note Taking dapat meningkatkan prestasi siswa dalam pemahaman membaca,

selain itu, siswa hendaknya lebih aktif dalam proses belajar mengajar.

xiii

TABLE OF CONTENT

Page

COVER………………………………………………………………. I

PAGE OF LOGO…………………………………………………… ii

PAGE OF TITLE…………………………………………………… iii

PAGE APPROVAL………………………………………………… iv

EXAMINERS’ APPROVAL………………………………………. v

MOTTO AND DEDICATION……………………………………... vi

ACKNOWLEDGEMENT…………………………………………. vii

ABSTRACT………………………………………………………… ix

ABSTRAKSI……………………………………………………….. xi

TABLE OF CONTENT……………………………………………. xiii

LIST OF TABLE…………………………………………………… xvi

LIST OF APPENDICES…………………………………………… xvii

LIST OF FIGURE………………………………………………….. xix

CHAPTER I INTRODUCTION

1.1 Background of the Research…………………………………… 1

1.2 Statement of the Problem……………………………………… 4

1.3 Objective of the Research……………………………………… 4

1.4 Significance of the Research…………………………………... 4

1.5 Scope of the Research…………………………………………. 5

1.6 Operational Definition………………………………………… 6

CHAPTER II REVIEW TO RELATED LITERATURE AND

HYPOTHESIS

2.1 Teaching English in SMA Islam Al- Hikmah Mayong Jepara... 7

2.1.1 Curriculum of Teaching English in SMA Islam

Al- Hikmah Mayong Jepara ………………………… 8

2.1.2 Material of Teaching English in SMA Islam

Al- Hikmah Mayong Jepara ………………………. 9

xiv

2.1.3 Technique of Teaching English in SMA Islam

Al- Hikmah Mayong Jepara ………………………... 10

2.2 Reading………………..………………………………………. 10

2.3 Reading Comprehension……………………………………… 11

2.3.1 The Purpose of Reading Comprehension…………… 12

2.4 Kinds of Reading…………………………………………….. 13

2.5 Types of Genre……………………………………… 14

2.5.1 Recount……………………………………………… 14

2.5.2 The Definition of Recount Text……………………. 14

2.5.3 The Generic Structure of Recount Text…………… 14

2.5.4 The Significant Lexicogrammatical of Recount Text 16

2.6 Guided Note Taking Technique…………………………….. 16

2.6.1 Definition of Guided Note Taking…………………….. 16

2.6.2 The Example of Guided Note Taking………………… 17

2.6.3 Advantages of Guided Note Taking Technique…….. 19

2.6.4 Guided Note Taking in Reading Learning Process…. 20

2.7 Review to Previous Research………………………………… 20

2.8 Theoretical Framework……………………….……………….. 21

2.9 Hypothesis…………………………………………….………. 21

CHAPTER III METHOD OF THE RESEARCH

3.1 Design of Research …............................................................... 22

3.2 Population and Sample………………………………………… 24

3.2.1 Population……………………………………………. 24

xv

3.2.2 Sample……………………………………………….. 24

3.3 Instrument of the Research……………………………………. 25

3.4 Data Collection……………..………………………………….. 28

3.5 Data Analyzing ………………………………………………. 28

CHAPTER IV FINDING OF THE RESEARCH

4.1 The Reading Comprehension of the Tenht Grade Students of

SMA Islam Al-Hikamh Mayong Jepara before Being Taught By

Using Guided Note Taking.......................................................... 32

4.2 The Reading Comprehension of the Tenht Grade Students of

SMA Islam Al-Hikamh Mayong Jepara after Being Taught By

Using Guided Note Taking……………………………………… 34

4.3 Hypothesis Testing…………………………………………….. 36

CHAPTER V DISCUSSION

5.1 The Reading Comprehension of the Tenth Grade Students of

SMA Islam Al-Hikmah Mayong Jepara in Academic Year

2012/2013 Before Being Taught by Using Guided Note

Taking………………………………………………………….. 38

5.2 The Reading Comprehension of the Tenth Grade Students of

SMA Islam Al-Hikmah Mayong Jepara in Academic Year

2012/2013 After Being Taught by Using Guided Note

Taking………………………………………………………….. 39

5.3 The Significant Difference of Reading Comprehension of the

xvi

Tenth Grade Students of SMA Islam Al-Hikmah Mayong Jepara in

Academic Year 2012/2013 before and after Being Taught by Using

Guided Note Taking………………………………………………. 42

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion……………………………………………………. 44

6.2 Suggestion……………………………………………………. 45

BIBLIOGRAPHY………………………………………………….. 46

APPENDICES……………………………………………………… 47

CURRICULUM VITAE................................................................... 108

xvii

LIST OF TABLES

Table Page

3.1 The Criteria of Measuring the Test Score .............................................................. 26

4.1 The Frequency Distribution of Reading Comprehension of the Tenth Grade

Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013

before taught by using Guided Note Taking ........................................................ 32

4.2 The Frequency Distribution of Reading Comprehension of the Tenth Grade

Students of SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013

after taught by using Guided Note Taking............................................................. 34

4.3 The summary of Reading Comprehension of the Tenth Grade Students of SMA

Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 taught by using

Guided Note Taking ............................................................................................. 37

xviii

LIST OF FIGURES

Figure Page

3.1 The scheme of One Group Pretest Posttest of Experiment…………………… 23

4.1 The Bar Chart of Reading Comprehension of the Tenth Grade Students of

SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 before

taught by using Guided Note Taking…………………………………………. 33

4.3 The Bar Chart of Reading Comprehension of the Tenth Grade Students of

SMA Islam Al-Hikmah Mayong Jepara in Academic Year 2012/2013 before

taught by using Guided Note Taking…………………………………………. 35

xix

LIST OF APPENDICES

Appendix Page

1. List of the X.3 Grade Students of SMA Islam Al Hikmah Mayong

Jepara .................................................................................................... 47

2. The Data of Tryout Test Reliability of Reading Comprehension ............ 48

3. The Reliability of the Test of Tryout for Measuring the Reading

Comprehension of the Tenth Grade Students SMA Islam A Hikmah in

Academic Year 2012/2013 .................................................................... 49

4. Score of English Reading Comprehension (Pretest)of the Tenth Grade

Students of SMA Islam Al Hikmah in Academic Year 2012/2013 .......... 51

5. The Calculation of Mean and Standard Deviation of Pretest Measuring

of the Tenth Grade Students of SMA Islam Al Hikmah in Acedemic

Year 2012/2013...................................................................................... 52

6. Score of English Reading Comprehension (Posttest)of the Tenth Grade

Students of SMA Islam Al Hikmah in Academic Year 2012/2013 .......... 55

7. The Calculation of Mean and Standard Deviation of Posttest Measuring

of the Tenth Grade Students of SMA Islam Al Hikmah in Acedemic

Year 2012/2013...................................................................................... 56

8. The T- Test Calculation ......................................................................... 59

9. The Table of Specification of the Ability Reading Comprehension of

the Tenth Grade Students of SMA Islam Al Hikmah in Acedemic Year

2012/2013 ............................................................................................. 61

10. Testing Reading .................................................................................... 62

11. Answer Key ........................................................................................... 67

12. Lesson Plan ........................................................................................... 68

13. Table Significant at 5% and 1% Level of Significant ............................. 88

14. Syllabus ................................................................................................ 89

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15. Answer Sheet Post Test .......................................................................... 96

16. Answer Sheet Post Test ......................................................................... 97