DISERTASI dan TESIS Program Pascasarjana UM, 2009

Ukuran Huruf:  Kecil  Sedang  Besar

Improving the Reading Comprehension Ability of the Eleventh Grade Students of MAN Tambakberas Jombang through Concept Mapping Strategy. (Thesis)

Effi Fadhilah


The fact that emerged from the teaching of reading comprehension at MAN Tambakberas Jombang, was the low ability of the students in comprehending the texts. Their achievement was still under the minimum standard of learning success. To cope with the problem, the researcher applied Concept Mapping Strategy as one of the strategies in teaching reading through a study entitled "Improving the Reading Comprehension Ability of the Eleventh Grade Studnts of MAN Tambakberas Jombang through Concept Mapping Strategy.

The objective of the study is intended to improve the reading comprehension ability of the eleventh grade students at MAN Tambakberas Jombang through Concept Mapping Strategy. This study is classroom action research with a collaborative design. In conducting the study, the researcher became a practitioner while the collaborator was the observer. The procedure of the research consisted of four major steps: i.e planning, implementing, observing, and reflecting. The subject of the study was the students of the eleventh grade of IPS 3 of MAN Tambakberas Jombang comprising of 45 students in the 2008/2009 academic year. This study was conducted in three cycles, each of which consisted of two meetings. The first meeting covered the pre-reading and whilst-reading activities while the second meeting covered the post-reading activity and reading comprehension tests. For data collection, three instruments were used namely: observation checklist, field notes, and tests.

The findings of the study show that there are some activities that had to be followed in teaching reading comprehension through Concept Mapping Strategy: In the pre-reading activity, the teacher: (1) explains the objective of the lesson, (2) stimulates the students' prior knowledge by carrying out brainstorming activities, (3) records the information gained in the form of a concept map as a model for the students to make their own version based on the text. In the whilst-reading activity, after handing out the worksheets and explaining the instruction in the worksheet, the teacher: (1) assists the students in finding the Indonesian equivalent of unfamiliar words in the text. The teacher may allow them use the dictionary,(2) asks them to read the text silently, (3) helps them find the main and supporting ideas, and also the thesis, arguments, and recommendations of a hortatory exposition text. They should write in the form of phrases (key concept), (4) monitors the group discussion, (5) guides the students in making concept mapping based on the text. In the post-reading activity, the teacher: (1) asks the students to report and complete the concept map on the blackboard, (2) after asking the students to get back to their own seat and preparing everything for the test, the teacher administers the test to measure the students' comprehension of the text discussed. The students take the test individually without help from other students or from the teacher. Since the implementation of Concept Mapping Strategy covers many activities and takes a lot of time, the teacher needs provide enough time and manage the time allotment well.

 The findings of the study also show that the use of appropriate model of Concept Mapping Strategy can improve the students' reading comprehension ability. The improvement is indicated by the increase of the students' mean scores in reading which fulfill the minimum standard of learning success, that is, 52.33 in the preliminary test, 66.11in test 1, 70.33 in test 2, and 76.11 in test 3. Related to the percentage of number of the students who were successful in the tests, it shows there are merely 20% in the preliminary test, 51.11% at Cycle 1, 57.78% at Cycle 2, and 84.44% at Cycle 3. Besides, the findings indicate that Concept Mapping Strategy makes the students get involved actively in teaching and learning process. The improvement on the students' participation is 57.69% at Cycle 1, 73.08% at Cycle 2, and 86.54% at Cycle 3.

Based on the findings of the study, it is suggested that English teachers who have similar problems implement Concept Mapping Strategy as one of the alternatives for improving students' reading comprehension ability. Furthermore, future researchers are suggested that they conduct a similar study with different setting, subject, and use other text types. Besides, it is also suggested that future researchers apply more than two meetings in each Cycle in the implementation of the strategy.