SKRIPSI Jurusan Akutansi - Fakultas Ekonomi UM, 2018

Ukuran Huruf:  Kecil  Sedang  Besar

IMPLEMENTING SERIES OF VOCABULARY LEARNING ACTIVITIES TO IMPROVE STUDENTS' READING COMPREHENSION AT VOCATIONAL SCHOOL (SMK) ISLAMI AL-FATTAH BANJAR REGENCY SOUTH KALIMANTAN

SUAIBATUL ASLAMIAH

Abstrak


ABSTRAK

 

Aslamiah, Suaibatul. 2018. Implementing Series of Vocabulary Learning Activities to Improve Students’ Reading Comprehension at Vocational School (SMK) Islami Al-Fattah Banjar Regency South Kalimantan. Thesis, Graduate Program ofEnglish Language Teaching, State University of Malang. Advisors: (1) Dr. Suharmanto, M.Pd. (2) Dr. Furaidah, M. A.

 

Keywords: Series of vocabulary learning activities, Reading comprehension

The tenth grade students of TKJ (Computer Network Program) class had difficulty in reading comprehension. The difficulty was indicated by their low scores in reading comprehension test given in a preliminary study. The researcher found that the students had difficulty in getting main ideas, details and the meaning of difficult words. The students’ problems in reading comprehension occurred because of students’ lack of vocabulary. The issues attracted the researcher to conduct a collaborative classroom action research to improve the students’ reading comprehension using series of vocabulary learning activities.

In conductingthis action research, she collaborated with the teacher who taught the TJK class. The research was carried out following a model of CAR proposed by Kemmis and McTaggart (1998) that involved repeated cycles.

The finding showed that series of vocabulary learning activities succeeded in improving the students’ reading comprehension.The improvement was indicated by the students’ scores that achieved the criteria of success. In the preliminary study, there were only 14 out of 32(40.64%) students who achieved the minimum passing grade, 70. In Cycle 1, there were 18 out of 32 (56%) students who achieved the minimum passing grade. In Cycle 2, there were 29 out of 32 (91%) students who achieved the minimum passing grade. The improvement from the preliminary reading test to reading comprehension test 1 was 12.36%, while from reading comprehension test 2 was 38%. The data showed that the criteria of success was achieved.

In conclusion, series of vocabulary learning activities managed to improvestudents’ reading comprehension. The activities encouraged students to participate actively in the class. This technique is recommended for English teachers as an alternative strategy to improve students’ reading comprehension in an enjoyable way. Considering the success of this strategy, the finding of the study can be used as a reference for further researchers to conduct similar studies but in other area of language skills. However, this strategy is time consuming because it needs longer time to implement the various activities.