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IMPROVING STUDENTS’ READING SKILL THROUGH

THEME-BASED INSTRUCTION

(A Classroom Action Research at the Second Year of Science Class

of SMA Muhammadiyah Wonosobo in the Academic Year of 2011/2012)

A Thesis

By.

PRATIKA AYUNINGTYAS

S891102034

Submitted to Fulfill One of the Requirements for the completion of Graduate

Degree in English Education

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

SEBELAS MARET UNIVERSITY

SURAKARTA

2013


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APPROVAL

IMPROVING STUDENTS’ READING SKILL

THROUGH THEME-BASED INSTRUCTION

(A Classroom Action Research at the Second Year of Science Class of SMA

Muhammadiyah Wonosobo in the Academic Year of 2011/2012)

Pratika Ayuningtyas

S891102034

This thesis entitled has been approved by the Board of Consultants of the English

Education Department, Graduate School of Sebelas Maret University, Surakarta

On January 2013.

First Consultant

Prof. Dr. Joko Nurkamto, M.Pd.

NIP: 196101241987021001

Second Consultant

Drs. Gunarso Susilohadi M.Ed

NIP: 195403151985031002

The Head of English Education Department

Graduate School

Sebelas Maret University

Dr. Abdul Asib, M.Pd.

NIP. 195203071980031005


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LEGITIMATION FROM THE BOARD OF EXAMINERS

IMPROVING STUDENTS’ READING SKILL

THROUGH THEME-BASED INSTRUCTION

A Classroom Action Research at SMA Muhammadiyah Wonosobo in the

Academic Year of 2011/2012

By

Pratika Ayuningtyas

S891102034

This thesis has been examined by the Board of Thesis Examiners of the English

Educati on Department, Graduate School of Sebelas Maret University, Surakarta on

February 13, 2013

Board of Examiners: Signatures

Chairperson: Dr. Abdul Asib, M.Pd

NIP. 195203071980031005

(………………..)

Secretary: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D

NIP. 19621231 198803 1 009

(………………..)

Members: 1. Prof. Dr. Joko Nurkamto, M.Pd.

NIP: 196101241987021001

2. Drs. Gunarso Susilohadi, M.Ed

NIP: 195403151985031002

(………………..)

(………………..)

The Director of Graduate School

of Sebelas Maret University

Prof. Dr. Ir. Ahmad Yunus, M.S

NIP. 19610717 198601 1 001

The Head of English Education

Department of Graduate School of

Sebelas Maret University

Dr. Abdul Asib, M.Pd

NIP. 19520307 198003 1 005


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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled ―Improving Students‘

Reading Skill Through Theme-Based Instruction‖ (A Classroom Action Research at

SMA Muhammadiyah Wonosobo in the Academic Year of 2001/2012). It is not

plagiarism or made by others. Anything related to others‘ works is written in

quotation, in the sources of which are listed on the list references. If the

pronouncement proves wrong, I am ready to accept any academic punishment,

including the withdrawal of cancellation of my academic degree.

Surakarta, January 2013

Pratika Ayuningtyas

S891102034


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ABSTRACT

Pratika Ayuningtyas. S891102034. “Improving Students’ Reading Skill through

Theme Based Instruction” (A Classroom Action Research in the Eleventh Grade of

SMA Muhammadiyah Wonosobo in the Academic Year of 2011/2012). Thesis.

Surakarta. English Education Department of Graduate School, Sebelas Maret

University. 2013. The first consultant: Prof. Dr. Joko Nurkamto, M.Pd. and the

second consultant: Drs. Gunarso Susilohadi M, Ed

This research is aimed to: 1) analyze whether the Theme-Based Instruction

can improve students‘ reading skill, and 2) describe the teaching and learning process

when Theme-Based Instruction is implemented.

This research was conducted in SMA Muhammadiyah Wonosobo. The

subject of this research is the Science 1 of Eleventh Grade Students of SMA

Muhammadiyah Wonosobo in the academic year of 2011/2012. The research was

done in five months from January 2012 to May 2012. This Classroom Action

Research (CAR) was done in three cycles. Each cycles consisted of four steps:

planning, acting, observing and reflecting. There were two data which were collected.

The qualitative data were collected by doing the observation and interview. The

quantitative data were collected using the pretest.

The research findings show that the implementation of Theme-Based

Instruction can: (1) improve students‘ reading skill. It could be seen through: a)

explaining the purpose of the text, b) finding the main idea, c) finding the words

meaning, d) finding the detail information, e) explaining the reference in the text, f)

explaining the implicit meaning of the text and (2) build the effective teaching and

learning which can be seen through: a) automaticity, b) meaningful learning, c) the

anticipation of reward, d) intrinsic motivation, e) strategic investment, f) language

ego, g) self-confidence, h) risk-taking, i) the language culture connection, j) the

native language effect, k) interlanguage and l) communicative competence.

In addition, it also could be seen from the increasing score per cycle: cycle I is

65.14, cycle II is 68.67, and cycle III is 72.43. Since the passing grade is 65,

therefore, the increasing score have passed it well.

Derived from the research findings, it can be concluded that the

implementation of Theme-Based Instruction not only improved students‘ reading

skill but also made the teaching and learning process effective. Therefore, it is

recommended for the English teachers to employ Theme-Based Instruction as it can

improve students‘ reading as well as the effectiveness of the teaching and learning.

Keywords: reading, Theme-Based Instruction, effective teaching and learning,

classroom action research


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MOTTO

You can never cross the ocean unless you have the courage to lose sight of the shore.

(Christopher Columbus)


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DEDICATION

To:

My super mom

My great dad

My wonderful sister

My adorable fiancé

My lovely friends


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ACKNOWLEDGEMENT

I would like to praise Allah SWT, The Most Gracious – The Most Merciful

that I can finish the thesis as one of the requirement for achieving the Graduate

Degree of the English Education Department. In addition, I am aware that it would be

impossible to complete the thesis without help and encouragement from other people.

Therefore, I would like to express my appreciation and gratitude to the Rector

of Sebelas Maret University for giving me the authorization to write this thesis. I

present my great appreciation to The Director of Graduate School Sebelas Maret

University for the permission in writing this thesis. Also, to The Head of the English

Education Department for arranging me the examination schedule and guiding me

during the examination and Drs. Dewi Rochsantiningsih, M.Ed., Ph. D. as the

secretary of English Education Department Graduate School, for giving me great

suggestions and valuable guidance.

My greatest gratitude goes to my first consultant, Prof. Dr. Joko Nurkamto,

M.Pd, who has given me the best suggestions, criticism, and remarkable guidance in

accomplishing this thesis and Drs. Gunarso Susilohadi, M.Ed. TESOL, the second

consultant for the valuable guidance, advice, and feedback in writing this thesis.

My gratitude goes also to the principal of SMA Muhammadiyah Wonosobo,

for his permission to conduct the research at the school and to my collaborator,

Hening Andriastuti, S.Pd for the great cooperative team work and support. I also want

to thank the teachers of SMA Muhammadiyah Wonosobo for the supportive attitude

and the students of Science 1 of Eleventh Grade Students of SMA Muhammadiyah

Wonosobo for the hard word and the unforgettable experience.

I hereby gladly invite any kind of suggestions and constructive criticism to

improve my personal and academic development.

Surakarta, February 2013

PA


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TABLE OF CONTENTS

TITLE ......................................................................................................... i

APPROVAL .............................................................................................. ii

LEGITIMATION FROM THE BOARD OF EXAMINERS .................... iii

PRONOUNCEMENT ................................................................................ iv

ABSTRACT ............................................................................................... v

MOTTO ..................................................................................................... vi

DEDICATION ........................................................................................... vii

ACKNOWLEDGEMENT ......................................................................... viii

TABLE OF CONTENTS ........................................................................... ix

LIST OF FIGURE ...................................................................................... xii

LIST OF TABLES ..................................................................................... xiii

LIST OF APPENDICES ............................................................................ xiv

CHAPTER I : INTRODUCTION

A. Background of the Study......................................................... 1

B. Problem Statement .................................................................. 12

C. The Objectives of the Study .................................................... 12

D. The Benefits of the Study........................................................ 13

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Theoretical Description .......................................................... 16

1. Reading ............................................................................... 16

a. Definitions of Reading ............................................... 16

b. Reading and Language Teaching ............................... 18

c. Reading Models ........................................................ 21

d. Reading Strategy ........................................................ 24

e. The Activities for Teaching Reading ......................... 27

2. Theme-Based Instruction ................................................... 29

a. Definition of Theme-Based Instruction ..................... 29

b. Characteristics of Theme-Based Instruction .............. 34

c. Theoretical Foundation .............................................. 36

d. Activities for Theme-Based Instruction ..................... 38

e. Advantages of Theme-Based Instruction ................... 40

3. Effective Teaching and Learning ........................................ 41

a. Definition of Effective Teaching and Learning… ..... 41

b. Models of Thinking of Effective Teaching................ 44

c. Characteristics of Teaching and Learning ................. 45

1) 12 Teaching Principles by Brown ......................... 45

2) Characteristics of Effective Teacher by

Walker…………… .............................................. 52

3) 12 Characteristics of Effective Teacher by Thompson and

Greers………… ................................................... 56

4) 10 Effective Teaching Principles by Ellis et.al. .... 60


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d. Managing Change for Effective Learning ................ 67

B. Review of Relevant Studies............................................ ....... 69

C. Rationale.................................................................................. 73

D. Action Hypothesis ................................................................... 74

CHAPTER III : RESEARCH METHODOLOGY

A. Context of the Research .......................................................... 75

B. The Method of the Research……… ....................................... 79

C. Procedures of the Study........................................................... 79

D. Techniques of Collecting the Data .......................................... 83

E. Techniques of Analyzing the Data …………………. ............ 90

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ................................................................... 93

1. Situation Before the Research ............................................ 93

2. Research Implementation .................................................... 98

a. Cycle 1 ....................................................................... 98

1) General Planning .................................................. 98

2) Acting ................................................................... 102

a) First Meeting .................................................... 102

b) Second Meeting ............................................... 106

c) Third Meeting ................................................... 110

d) Fourth Meeting ................................................. 113

3) Observing .............................................................. 116

4) Reflecting .............................................................. 124

b. Cycle 2 ....................................................................... 129

1)Planning ................................................................. 129

2)Acting .................................................................... 130

a) Fifth Meeting .................................................... 130

b) Sixth Meeting ................................................... 134

c) Seventh Meeting ............................................... 139

d) Eighth Meeting ................................................. 144

3) Observing .............................................................. 146

4) Reflecting .............................................................. 157

c. Cycle 3 ....................................................................... 160

1) Planning ................................................................ 160

2) Acting ................................................................... 161

a) Ninth Meeting .................................................. 161

b) Tenth Meeting .................................................. 165

c) Eleventh Meeting ............................................. 171

d) Twelfth Meeting ............................................... 176

3) Observing .............................................................. 181

4) Reflecting .............................................................. 193

3. Summary of the Findings .................................................... 196

B. Discussion ............................................................................... 198


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1. The Improvement of Students‘ Reading Skill ......................... 198

2.The Effectiveness of Teaching and Learning ........................... 200

a. Automaticity .............................................................. 200

b. Meaningful Learning ................................................. 201

c. The Anticipation of Rewards ..................................... 202

d. Intrinsic Motivation ................................................... 203

e. Strategic Investment ................................................... 205

f. Language Ego ............................................................. 206

g. Self-Confidence ......................................................... 207

h. Risk-Taking ............................................................... 208

i. The Language-Culture Connection ............................ 209

j. The Native Language Effect ....................................... 210

k. Interlanguage ............................................................ 211

l. Communicative Competence ...................................... 211

C. Weaknesses of the Research ................................................... 213

CHAPTER V. CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion ............................................................................... 215

B. Implication .............................................................................. 216

C. Suggestion ............................................................................... 217

BIBLIOGRAPHY ...................................................................................... 219

APPENDICES ........................................................................................... 227


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LIST OF FIGURES

Figure 1. Bottom Up Model ............................................................................ 21

Figure 2. Top-Down Model ............................................................................ 22

Figure 3. Interactive Model ............................................................................. 23

Figure 4. Action Research Model by Elliot .................................................... 80


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LIST OF TABLES

Table 3.1. The Schedule of the Research ...................................................... 76

Table 4.1. Students‘ Reading Skill Before the Treatment ............................ 94

Table 4.2. Teacher‘s Answer from the Pre-Interview ................................... 94

Table 4.3. Students‘ Answer from the Interview .......................................... 95

Table 4.4. Situation Before the Research ...................................................... 96

Table 4.5. The Average Score after Cycle 1 ................................................. 118

Table 4.6. The Result of Cycle 1................................................................... 123





Table 4.11. The Result of all Post Test ........................................................... 193

Table 4.12. The Summary of Students‘ Reading Skill Improvement ............. 196

Table 4.13. The Summary of the Effectiveness of Teaching and Learning .... 196


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LIST OF APPENDICES

1. Surat Ijin Penelitian .................................................................................. 228

2. Teacher Pre- Interview Questions ............................................................ 229

3. Interview Field Note ................................................................................ 230

4. Students‘ Pre-Interview Questions .......................................................... 231

5. Students‘ Interview Field Note ................................................................ 232

6. Pre-Observation Field Note ..................................................................... 233

7. Pre-test Blueprint ..................................................................................... 234

8. Result of Pre-Test .................................................................................... 236

9. Lesson plan 1 ........................................................................................... 237

10. Lesson plan 2 ........................................................................................... 243

11. Lesson plan 3 ........................................................................................... 249

12. Lesson plan 4 ........................................................................................... 256

13. Lesson plan 5 ........................................................................................... 262

14. Lesson plan 6 ........................................................................................... 270

15. Lesson plan 7 ........................................................................................... 276

16. Post Test I Blueprint ................................................................................ 286

17. Post Test II Blueprint ............................................................................... 287

18. Post Test III Blueprint .............................................................................. 289

19. Pre-Test Item ............................................................................................ 291

20. Post Test I Item ........................................................................................ 296

21. Post Test II Item ....................................................................................... 303

22. Post Test III Item ..................................................................................... 311

23. Cycle 1 Post Test Result .......................................................................... 317



26. Interview Questions for Students from Cycle 1 ....................................... 320



29. Students‘ Worksheet Example of Cycle 1 ............................................... 323



32. The Effectiveness of T&L Checklist ....................................................... 326

33. Field Note from Cycle 1 .......................................................................... 328



36. Pictures of the Process of Research ......................................................... 331

37. Surat Keterangan Selesai Penelitian ........................................................ 335

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