Author (Penulis)

TIHIN KHUSNUL KHOTIMAH
Universitas Nusantara PGRI Kediri

Author Identity (NPM)

11.1.01.08.0196

Abstract

Reading is one of the English skill that should be mastered by the students. In real class, reading has been a bored material. And the others, the old teaching methods such as grammar translation method, doing the exercise, giving the students task, and ask the students to read the text. the old teaching method makes the students bored it makes their motivation in learning reading become poor and the last result of their mark will be poor. In this thesis, the researcher wants to introduce the strategy named Concept Attainment (CA) strategy to make their reading comprehension can be better. The problem of the research are: 1) How is the students’ score of reading comprehension before using Concept Attainment strategy at the seventh grade students of SMPN 1 Semen Kediri in academic year 2014/2015? 2) How is the students’ score of reading comprehension after using Concept Attainment strategy at the seventh grade students of SMPN 1 Semen Kediri in academic year 2014/2015? 3) Is there any significant effect of Concept Attainment strategy on the students’ score of reading comprehension at the seventh grade students of SMPN 1 Semen Kediri in academic year 2014/2015? The research was conducted in SMPN 1 Semen Kediri. The sample of this research is the seventh grade students of SMPN 1 Semen Kediri that consist of 36 students. This research use quantitative method especially uses One-group of Pre-test and Post-test design. The research was done in 4 meetings. In this design there is pre-test before given treatment, so that the result of treatment can be known more accurately, because it can be compared with the condition before given a treatment. In order to know whether using CA has effect or not in teaching reading, the researcher gave a post-test to the students. The result of the data analysis of the second year students at SMPN 1 Semen Kediri still low in their reading in pre-test. In post-test showed that there was increasing scores of the students after being taught using CA strategy. Related to the hypothesis and the data that have been analyzed, it is shown that teaching reading using CA strategy has significant effect. It is shown by the score of post-test is higher than the score of pre-test. Best on the t-test result, it has significant effect. Finally, the researcher concludes that this effort will be useful for teaching reading especially reading comprehension because it arouses the students interest in studying reading and the researcher suggest that the teachers should be able apply CA strategy which are appropriate for the students so that the students will enjoy and they can understand the material easily.

Keyword

a

Reference

PUBLISHED

2015-12-28

JOURNAL

Simki-Pedagogia

ISSN

2599-073X

ISSUE

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