ADVISORS SHEET

This is to the thesis

certify that the thesis of Dwi Mayasari has been approved by advisors for further approval by the Board of Examiners

Tulungagung, 9th June, 2011 dvisor !,

"# $ursamsu, %#&d# $!'$# 0()0*02)(+01

Tulungagung, 9th June, 2011 dvisor !!,

,ri -tami 'e.i, %#&d# $!'$# 0()0/12)+001

EXAMINERS APPROVAL

This is to certify that the thesis of Dwi Mayasari has been approved by the Board of Examiners on June 1/th, 2011# Tulungagung, 1/th June, 2011 Examiner !,

,u2irno, %#&d# $!'$# 0()1001/9)01 Tulungagung, 1/th June, 2011 Examiner !!,

"ari ,ubagyo, ,#&d#, %#T# $!'$#

pproved by The 3ice 4ector for cademic ffairs,

c2no.ledged by d !nterim "ead of the English 'epartment

"5# ,unani2, ,#&d#, %#%# $!'$# 00)1001)/+0*

gus %uharyanto, %#&d# $!'$# 0()2/0+)(102

MOTTO

LIVE YOUR LIFE FULL OF ADVANTURES EVEN IF YOU FALL DOWN JUST TRY AGAIN, TRY AND TRY AGAIN, NEVER STOP BELIEVING, TRY AGAIN, AND DONT GIVE UP ON YOUR LIFE, BECAUSE LIFE IS A STRUGGLE

DEDICATION

I dedicate thi

the i

!"#$

M% &e'"(ed )a#e*t , +% i te# , a*d +% &#"the# Tha*, !"# '"(i*- +e a*d a'.a% the#e !"# +e/ M% &e'"(ed !#ie*d 0the ,1#"2 Li!e i +"#e &ea1ti!1' .ith %"1 -1% / M% T." B" e !"# -i(i*- +e a cha*ce t" c"*ti*1e +% A'' +% teache# a*d 'ect1#e# Tha*, !"# -1idi*- +e " !a#/ E(e#%"*e .h" dedicate 'i!e !"# ed1cati"* W"#'d .i'' &e &#i-hte# &eca1 e "! %"1 a''/

Tha*,

t1d%

ABSTRACT Mayasari, Dwi# 2011# Improving Students Reading Comprehension in Hortatory Exposition Text through Save the Last Word for Me Strategy at the Second ear Students of SM!" # Trengga$e% in the !cademic ear #&'&(#&'' # -npublished Thesis# -ndergratuate &rogram in English Education, The !nstitute of Teacher Training and Education 6,T7!&8 &94! Tulungagung# dvisors: 618 "# $ursamsu, %#&d#, 628 ,ri -tami 'e.i, %#&d# Key words: "ortatory Exposition Text, !mprove, 4eading ;omprehension, ,ave the <ast =ord for %e ,trategy 4eading is one of the English s2ills that must be taught to the students of ,enior "igh ,chool# The teaching reading at ,enior "igh ,chool, especially for the second grade, has specific ob5ectives as stated in 200/ English ;urriculum that is to e>uip the students .ith a standard competence of understanding the meanings of .ritten functional texts and simple short texts in the form of report, narrative, analytical exposition, spoof, and hortatory exposition# long .ith this, the students also have to 2no. the rhetorical steps of the five texts types# -nfortunately, there are some problems faced on the teaching and learning of reading in the second year students of ,% $ 2 Trenggale2# ?ne strategy that may be able to overcome the problem above is save the last .ord for me strategy# Based on the bac2ground above, the researcher formulates the problem of this study as follo.s: "o. can the use of save the last .ord for me strategy improve the second year students reading comprehension in hortatory exposition text at ,% $ 2 Trenggale2 in the cademic year 2010@2011A Then, the ob5ective of this research is to 2no. .hether or not the use of save the last .ord for me strategy improves the second year students reading comprehension in hortatory exposition text at ,% $ 2 Trenggale2 in the cademic year 2010@2011# This study .as collaborative classroom action research concentrated on one 2ind of text that is hortatory exposition text# The procedure of this research consisted of five steps, namely, preliminary study, planning, acting, observing the action, and reflecting the action# The study .as conducted in t.o cycles follo.ed by the administration of posttest in each cycle to evaluate the studentsB achievement in reading# C1 $ The data of the study .ere obtained from the follo.ing research instruments: observation sheets, test, >uestionare, intervie., field notes and documentation# The criteria of success .ere +1D among .hole member of the students in the class# The standard value .as (0# The criteria of class success .ere analyEed by using the formula: DC F C 100D# The result of the study sho.ed that the implementation of save the last .ord for me strategy could improve the studentsB achievment in reading comprehension#

The improvements .ere indicated by the increasing of the percentage of class success on post test administered at the end of each cycle# ?n the preliminary test, the percentage of the class success .as 1(#1D# Then, on cycle 1, the percentage of class success .as *+#(D# Then, on cycle 2, the percentage of the class success .as 100D# Besides that, the result of intervie. sho.ed that both the teacher and the students gave the good response to.ard the implementation of save the last .ord for me strategy# The result of studentsB >uestionnaire sho.ed that the students .ere exited to follo. the activities and they .ere interested to use save the last .ord for me strategy in the teaching and learning reading# Therefore the researcher suggested the English teacher to use save the last .ord for me strategy as an alternative strategy in teaching reading# Then, for the students, the researcher suggested to use save the last .ord for me strategy as one of the strategy in learning reading# nd for the future researchers .ere suggested to use the result of the research as an input to conduct a further research dealing .ith other reading strategy or the same strategy but .ith different research design, li2e the use of save the last .ord for me strategy to improve the studentsB .riting s2ill or spea2ing s2ill#

ABSTRAK Mayasari, Dwi# 2011# Improving Students Reading Comprehension in Hortatory Exposition Text through Save the Last Word for Me Strategy at the Second ear Students of SM!" # Trengga$e% in the !cademic ear #&'&(#&''# ,2ripsi, &endidi2an Bahasa !nggris, ,T7!& &94! T-<-$9 9-$9# &embimbing: 618 "# $ursamsu, %#&d#, 628 ,ri -tami 'e.i, %#&d# Ka a !"#$i: "ortatory Exposition Text, !mprove, 4eading ;omprehension, ,ave the <ast =ord for %e ,trategy# %embaca adalah salah satu 2eterampilan bahasa !nggris yang harus dia5ar2an 2epada sis.a ,% # &ela5aran membaca di ,% , 2hususnya untu2 ,% 7elas C!, mempunyai tu5uan 2husus sebagaimana tercantum dalam 7uri2ulum 7T,& 200/ Bahasa !nggris yaitu untu2 membe2ali sis.a dengan standar 2ompetensi memahami ma2na te2s fungsional pende2 berbentu2 report) narrative) ana$ytica$ exposition) spoof) dan hortatory exposition# ,eiring dengan hal tersebut, sis.a 5uga diharus2an mengetahui lang2ah)lang2ah retori2a dari 2elima 5enis te2s tersebut# ,ayangnya, ada beberapa permasalahan yang dihadapi sis.a 2elas dua ,% $ 2 Trenggale2 dalam pembela5aran membaca# ,alah satu strategi yang mung2in dapat mengatasi permasalahan tersebut adalah save the $ast *ord for me strategy# Berdasar2an latar bela2ang di atas, peneliti merumus2an masalah penelitian ini sebagai beri2ut: Bagaimana penggunaan save the $ast *ord for me strategy dapat mening2at2an pemahaman membaca te2s hortatory exposition sis.a tahun 2edua ,% $ 2 Trenggale2 pada tahun a2ademi2 2010 @ 2011A 7emudian, tu5uan dari penelitian ini adalah untu2 mengetahui apa2ah penggunaan save the $ast *ord for me strategy dapat mening2at2an pemahaman membaca te2s hortatory exposition sis.a tahun 2edua ,% $ 2 Trenggale2 pada tahun a2ademi2 2010@2011# &enelitian ini adalah penelitian tinda2an 2elas 2olaboratif yang ber2onsentrasi pada satu 5enis te2s yaitu te2s hortatory exposition# &rosedur penelitian ini terdiri dari lima lang2ah, yaitu, studi pendahuluan, perencanaan, tinda2an, pengamatan tinda2an, dan perefle2sian# &enelitian dila2u2an dalam dua si2lus dengan memberi2an posttest pada a2hir setiap si2lus untu2 mengevaluasi 2emampuan sis.a dalam membaca# C1 $ 'ata penelitian diperoleh dari instrumen penelitian sebagai beri2ut: lembar observai, tes, 2uesioner, .a.ancara, catatan lapangan dan do2umentasi# 7riteria 2eberhassilan 2elas adalah +1D dari 5umlah seluruh sis.a di 2elas# $ilai standar 2elulusan adalah (0# 7riteria 2eberhasilan 2elas dianalisis dengan mengguna2an rumus: D C F C 100 D# "asil penelitian menun5u22an bah.a pengapli2asian save the $ast *ord for me strategy dapat mening2at2an prestasi sis.a dalam memahami bacaan#

&ening2atan tersebut dapat dilihat dari pening2atan persentase 2eberhasilan 2elas pada post test yang diberi2an pada a2hir setiap si2lus# &ada u5i pendahuluan, persentase 2eberhasilan 2elasnya adalah 1(,1D# 7emudian, pada si2lus 1, persentase 2eberhasilan 2elasnya *+,(D# 7emudian, pada si2lus 2, persentase 2eberhasilan 2elasnya adalah 100D# ,elain itu, hasil .a.ancara menun5u22an bah.a bai2 guru dan sis.a memberi2an respon yang bai2 terhadap pengapli2asian save the $ast *ord for me strategy+ "asil ang2et sis.a 5uga menun5u22an bah.a sis.a sangat berminat untu2 mengi2uti 2egiatan bela5ar menga5ar dan mere2a sangat tertari2 untu2 mengguna2an save the $ast *ord for me strategy dalam 2egiatan bela5ar menga5ar membaca# ?leh 2arena itu peneliti menyaran2an 2epada guru Bahasa !nggris untu2 mengguna2an save the $ast *ord for me strategy sebagai strategi alternatif dalam menga5ar membaca# 7emudian, bagi sis.a, peneliti menyaran2an untu2 mengguna2an save the $ast *ord for me strategy sebagai salah satu strategi dalam bela5ar membaca# 'an para peneliti di masa mendatang disaran2an untu2 mengguna2an hasil penelitian sebagai masu2an untu2 mela2u2an penelitian lebih lan5ut berhubungan dengan strategi membaca lain atau strategi yang sama tetapi dengan desain penelitian yang berbeda, seperti the use of save the $ast *ord for me strategy to improve the students *riting s%i$$ or spea%ing s%i$$+

ACKNO%LED&EMENT The .riter .ould say lhamdulillah, because of mercies and blessing of

llah ,=TG she can finish the thesis in time# !t is arranged to fulfill one of the re>uirements of the -ndergraduate &rogram at the English 'epartment of ,T7!& &94! Tulungagung# !n arranging this thesis, the .riter truly realiEes that it .ill never finish .ithout any help or interfering from other sides# Therefore, she .ould li2e to give her deep expressions for those .ho have helped her in ma2ing and reporting the research# Those being concerned are: 1H 'rs# '5o2o Edi Iu.ono, %#%# the 4ector of ,T7!& &94! TulungagungG 2H "5# ,unani2, ,#&d#, %#%# the 3ice 4ector for &94! TulungagungG 0H 'rs# Edy %ulyono, %#&d#, as the "ead of the English 'epartment of ,T7!& &94! Tulungagung for giving permission in .riting this thesisG *H gus %uharyanto, %#&d#, d !nterim "ead of the English 'epartment of cademic ffirs of ,T7!&

,T7!& &94! Tulungagung .ho has given permission her to meet the examG 1H The dvisor, "# $ursamsu, %#&d#, .ho has given guidances, advices, and

valuable suggestions to ma2e this thesis betterG /H The dvisor, ,ri -tami 'e.i, %#&d#, for her guidances, advices, and

suggestions in .riting this thesisG (H ,u2irno, %#&d#, as my first examinerG +H "ari ,ubagyo, ,#&d#, %#T#, as my second examinerG

9H 'rs# ,unu =idodo, %#&d#, the "eadmaster of ,% $ 2 Trenggale2G 10H=a.an &rasetyo, ,#&d#, the English teacher of ,% $ 2 Trenggale2, the researcherBs partner in this studyG 11H ll lecturers of the English 'epartment .ho have given their valuable

2no.ledgeG 12H "er beloved parents, sisters, brother, and friends, especially JThe

7uroK .ho have given supports and helps in .riting this thesis# 10H "er t.o bosses .ho have given her a very amaEing opportunity to

continue her study# The researcher realiEes that this thesis is still imperfect# ,he .ill be happy to get criticism, suggestion or anything of that sort .hich can be helpful to her# Linally, the researcher hopes that this thesis .ill be useful to the readers, especially to the English Education#

Tulungagung,

June 2011

The 4esearcher

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TABLE O' CONTENT Pa(e '3!,?4,B &&4?3 <##########################################################################################iii EC %!$E4,B &&4?3 <#######################################################################################iv %?TT?########################################################################################################################v 'E'!; T!?$#############################################################################################################vi B,T4 ;T###############################################################################################################vii ;7$?=<E'9E%E$T###########################################################################################xi T B<E ?L ;?$TE$T#############################################################################################xiii <!,T ?L T B<E#######################################################################################################xvi <!,T ?L L!9-4E####################################################################################################xvii <!,T ?L &&E$'!CE,#########################################################################################xviii ;" &TE4 ! !$T4?'-;T!?$ 1#1# Bac2ground of the ,tudyMMMMMMMMMMMMMMMMMM###1 1#2# ,tatement of the 4esearch &roblemMMMMMMMMMMMMMM##/ 1#0# ?b5ectives of the ,tudyMMMMMMMMMMMMMMMMMMM#/ 1#*# "ypothesisMMMMMMMMMMMMMMMMMMMMMMMM#( 1#1# ,ignificance of the ,tudyMMMMMMMMMMMMMMMMMM##( ;" &TE4 !! 4E3!E= T? T"E 4E< TE' <!TE4 T-4E 2#1# $ature of 4eadingMMMMMMMMMMMMMMMMMMMMM#+ 2#2# 'efinition of 4eadingMMMMMMMMMMMMMMMMMMMM9 2#0# Theories of 4eadingMMMMMMMMMMMMMMMMMMMM10 2#*# Types of 4eadingMMMMMMMMMMMMMMMMMMMMM10

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2#1# ,2ill and ,trategies for 4eadingMMMMMMMMMMMMMMM##1+ 2#/# The !mportance of 4eadingMMMMMMMMMMMMMMMMM#01 2#(# Teaching 4eadingMMMMMMMMMMMMMMMMMMMMM0/ 2#+# &rinciples of Teaching 4eadingMMMMMMMMMMMMMMM##0( 2#9# Teaching 4eading Based on 200/ English ;urriculum for ,% MM###09 2#10# 7inds of TextMMMMMMMMMMMMMMMMMMMMMM#*0 2#11# "ortatory Exposition TextMMMMMMMMMMMMMMMMM##*2 2#12# !nteractive <earningMMMMMMMMMMMMMMMMMMM###** 2#10# ;lassroom ,trategies for !nteractive <earningMMMMMMMMM###*/ 2#1*# ,ave the <ast =ord for %e ,trategyMMMMMMMMMMMMM##10 2#11# Testing 4eading ;omprehensionMMMMMMMMMMMMMM###11 2#1/# 4eading ;omprehension Nuestion TypesMMMMMMMMMMM##1/ 2#1(# Types of 4eading ;omprehension TestMMMMMMMMMMMM#/1 ;" &TE4 !!! 4E,E 4;" %ET"?' 0#1# 4esearch 'esignMMMMMMMMMMMMMMMMMMMMM##/* 0#2# 4esearch &rocedureMMMMMMMMMMMMMMMMMMMM#/+ 0#0# 4esearcher ttendenceMMMMMMMMMMMMMMMMMMM(* 0#*# 4esearch ,etting and ,ub5ect of the ,tudyMMMMMMMMMMM#(1 0#1# 'ata and ,ource of 'ataMMMMMMMMMMMMMMMMMM#(/ 0#/# The Techni>ue of 'ata ;ollectionMMMMMMMMMMMMMM##(( 0#(# 'ata nalysisMMMMMMMMMMMMMMMMMMMMMM##+1 0#+# ;hec2ing the 3alidityMMMMMMMMMMMMMMMMMMM#+*

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;" &TE4 !3 4E,E 4;" L!$'!$9, $' '!,;-,,!?$ *#1# 4esearch LindingMMMMMMMMMMMMMMMMMMM##++ *#2# 'iscussion of the LindingMMMMMMMMMMMMMMM##101 ;" &TE4 3# ;?$;<-,!?$ $' ,-99E,T!?$ 1#1# ;onclusionMMMMMMMMMMMMMMMMMMMMM#112 1#2# ,uggestionMMMMMMMMMMMMMMMMMMMMM##110 BIBLIO&RAPH)###################################################################################################111 APPENDICES#########################################################################################################119

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LIST O' TABLE

2#1 7inds of Text########################################################################################################*0 2#2 n Example of "ortatory Exposition TextMMMMMMMMMMMMMM###*0 2#0 ;lassroom ,trategies for !nteractive <earningMMMMMM#############################*+ *#1 The ,tudentsB 4eading ;omprehension Test ,core on &reliminary ,tudy##########90 *#2 The ,tudentsB 4eading ;omprehension Test ,core on ;ycle 1###########################9/ *#0 The ,tudentsB 4eading ;omprehension Test ,core on ;ycle 2#########################100 *#* The Test 4esult on &reliminary ,tudy, ;ycle 1 and ;ycle 2MMMMMMM##101

1*

LIST O' 'I&*RE

2#1 ,emantic %apMMMMMMMMMMMMMMMMMMMMMMMMM###20 0#1 ;lassroom ction 4esearch &rocedures MMMMMMMMMMMMMM######// *#1 'iagram &ercentage of ;lass ,uccess################################################################10(

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LIST O' APPENDICES

ppendix 1 &rofil ,e2olah ,% $ 2 Trenggale2#####################################################119 ppendix 2 Building ;ondition of ,% $ 2 Trenggale2#########################################120 ppendix 0 Teachers <ist of ,% $ 2 Trenggale2##################################################121 ppendix * ,tudents 'istribution ;lasses of ,% $ 2 Trenggale2#########################122 ppendix 1 ,tudentsB &resent <ist of C! !& 1 ,% $ 2 Trenggale2#####################120 ppendix / The ,chedule of The ;lassroom ction 4esearch################################12* ppendix ( !ntervie. 9uide#####################################################################################121 ppendix + &reliminary Test####################################################################################12/ ppendix 9 <esson &lan ;ycle !###############################################################################102 ppendix 10 <esson &lan ;ycle !!###########################################################################1*9 ppendix 11 ?bservation ,heet###############################################################################1/1 ppendix 12 Nuestionnaire Lorm#############################################################################1(( ppendix 10 Lield $otes##########################################################################################1(+ ppendix 1* The ,tudentsB 4eading ;omprehension ,cores##################################1+2 ppendix 11 'ocumentation of ;lassroom ction 4eearch####################################1+/

1/