perpustakaan.uns.ac.id digilib.uns.ac.

id

IMPROVING STUDENTS’ GRAMMATICAL COMPETENCE

TO UNDERSTAND ENGLISH TEXTS USING SELF-
INSTRUCTION

(A Classroom Action Research in the Tenth Grade Students of SMAN 1

Gerung in Academic Year of 2013/2014)

THESIS

By:
HIZBULLAH

NIM. S891202023

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY OF
SEBELAS MARET UNIVERSITY
2014
commit to user

i
perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

ii
perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

iii
perpustakaan.uns.ac.id digilib.uns.ac.id

commit to user

iv
perpustakaan.uns.ac.id digilib.uns.ac.id

ABSTRACT

HIZBULLAH. NIM: S891202023. Improving Students’ Grammatical

Competence to Understand English Texts Using Self-Instruction: (A Classroom
Action Research in the Tenth Grade Students of SMAN 1 Gerung in Academic
Year of 2013/2014). Thesis. Consultant I: Prof. Dr. Joko Nurkamto, M.Pd. II: Dr.
Ngadiso, M.Pd. English Education Department Program of Graduate School,
Teacher Training and Education Faculty, Sebelas Maret University, Surakarta,
2014
The objectives of this research are (1) to know whether Self-Instruction can
improve grammatical competence and understand English texts at SMAN I
Gerung especially at Class X-7 or not; (2) to describe the situation when the Self-
Instruction is implemented in teaching grammar to understand English texts.
The method of the research is Classroom Action Research. The subject of the
research is tenth grade students of SMAN 1 Gerung – especially X-7 class - West
Lombok. The research was conducted from July to September at SMAN 1 Gerung
and it was carried out in three cycles with 9 meetings. The procedures of the
research consist of planning, action, observation, and reflection. In collecting the
data, the researcher used observation, questionnaire, interview, and test. To
analyze the quantitative data, the researcher used descriptive statistics to compare
the scores and means of pre-test and post-test. The-pre-test was conducted in the
pre-research while the post-test was conducted at the end of each cycle. The result
of the test was used to know how well the students understand the grammatical
competence. To analyze the qualitative data, the researcher analyzed the
improvement of teaching learning process based on the result of observation,
questionnaire, and interview by using Constant Comparative Method which is
suggested by Glaser and Strauss in Hopkins (2008: 131).
The result of the research showed that Self -Instruction could
improve students‘ grammatical competence in (a) identifying tenses (simple
present and past tense) related to texts; (b) identifying voice form (passive voice)
related to texts; (c) finding the noun (subject) and verb in texts; and (d) finding
reference of pronouns in texts. From the classroom situation, the researcher found
that (a) the students were motivated to work harder and harder in classroom; (b)
the students were more active during teaching and learning process; (c) Self-
Instruction gave students responsibility in teaching and learning process; and (d)
students felt enthusiastic when the researcher implemented Self-Instruction during
teaching and learning process.
Based on the result of the research, it can be concluded that Self -
Instruction method can improve students‘ grammatical competence to
understand English texts. Therefore, the researcher recommended teachers,
students, and other researchers to use Self-Instruction method as an
alternative method in teaching and learning of grammar.
Keywords: Grammatical Competence, English texts, Self-Instruction Method,
commit to user
Classroom Action Research

v
perpustakaan.uns.ac.id digilib.uns.ac.id

MOTTO

It may be that you dislike a thing while it is good for you, and it may
be that you love a thing while it is evil for you (QS. Al-baqarah)

When you face difficult times, know that challenges are not sent to
destroy you. They are sent to promote, increase, and strengthen you
(Joel Osteen)

commit to user

vi
perpustakaan.uns.ac.id digilib.uns.ac.id

DEDICATION

This thesis is dedicated to:

My beloved parents H.Bukhari Zaenal (alm) and Hj.Husniah Yusuf for

their love, care, support, irreplaceable encouragement and patience to

motivate the writer to finish his study:

My greatest sister: Miratul Husna, S.Pd, for her love, care, and support

My grandfather: TGH. Yusuf Abdussatar for his prayer and advice

commit to user

vii
perpustakaan.uns.ac.id digilib.uns.ac.id

ACKNOWLEDGMENT

All praises be to ALLAH SWT, most merciful, most compassionate that

blessed the researcher with health and inspiration during the completion of this

thesis. Shalawat and salam will always be with beloved Prophet Muhammad

SAW, his families, companions, and his follower. In this great opportunity, the

researcher would like to express his gratitude to those who have given their

guidance, help, inspiration, cooperation and supports to write this thesis.

1. Dean of Teacher Training and Education Faculty of Sebelas Maret University for

giving his permission to write his thesis

2. Director of Graduate School of Sebelas Maret University for giving his permission to

study at Sebelas Maret University

3. Prof. Dr. Joko Nurkamto, M. Pd, and Dr. Ngadiso, M.Pd, the first and the second

consultant for their time, valuable guidance, suggestion, and advice in writing this

thesis, without them this thesis would not finish.

4. All lectures in English Education Department of Master Program for their

encouragement to the writer during his study at Sebelas Maret University

5. H. Nasrun, S. Pd., MM, the Principal of SMAN 1 Gerung, West Lombok who has

given his permission to the writer to conduct the research in his school

6. Rudi Laili Fajria Hamzah, S.Pd., the English Teacher of the tenth grade students of

SMAN 1 Gerung, West Lombok for his help during conducting the research.

7. All students at Class X-7 in the Tenth Grade Students of SMAN 1 Gerung in

Academic Year of 2013/2014 for their help and support during conducting research
commit to user

viii
perpustakaan.uns.ac.id digilib.uns.ac.id

Finally, this thesis still needs some improvements and revisions.

Therefore, the researcher would like to accept any suggestions and criticisms for

the improvement of this thesis widely open heart. Hopefully this thesis will be

useful for all readers.

Surakarta, April 15th 2014

Hizbullah

commit to user

ix
perpustakaan.uns.ac.id digilib.uns.ac.id

TABLE OF CONTENT

TITLE……………………………………………………………………… i
APPROVAL…………..…………………………………………………… ii
LEGITIMATION………………………………………………………… iii
PRONOUNCEMENT……………………………………………………. iv
ABSTRACT……………………………………………………………….. v
MOTTO…………………………………………………………………… vi
DEDICATION…………………………………………………………….. vii
AKNOWLEDGEMENT………………………………………………….. viii
TABLE OF CONTENTS…………………………………………………. x
LIST OF TABLES………………………………………………………… xiii
LIST OF APPENDICES…………………………………………………. xv

CHAPTER I INTRODUCTION
A. Background of the Study ................................................. 1
B. Problem Statement .......................................................... 9
C. Objectives of the Study ................................................... 9
D. Benefits of the Study ....................................................... 9

CHAPTER II REVIEW OF RELATED LITERATURES

A. Grammatical Competence ............................................... 13
1. Definitions of Grammar ............................................. 13
2. Definition of Grammatical Competence ..................... 13
3. The Categories of English Grammar ......................... 14
4. How to Teach Grammar ............................................. 25
B. Reading ............................................................................ 26
1. Definition of reading ................................................. 26
2. Elements of Reading ............................................... 28
3. The Micro and Macro Skills of Reading .................... 31
4. Purposes ofcommit to user
Reading .................................................. 33

x
perpustakaan.uns.ac.id digilib.uns.ac.id

5. Strategies for Teaching Reading .................................. 37

6. Reading Comprehension ............................................. 38
C. The Concept of Self-Instruction ......................................... 39
1. Definition of Self-Instruction ..................................... 39
2. Reason of Using Self-Instruction ................................. 40
3. The Steps of Using Self-Instruction ............................. 47
D. Review of Related Studies ................................................ 48
E. Rationale ......................................................................... 50

CHAPTER III RESEARCH METHODOLOGY

A. The Setting and the Time of the Research ........................ 54
B. The Subject of the Research ............................................... 55
C. The Method of the Research .............................................. 55
D. The Procedure of the Research .......................................... 58
E. Technique of Collecting the Data ...................................... 60
F. The Technique of Analyzing the Data ............................... 61

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Description before the Cycle 1 ......................................... 64
B. The Description of the Cycle 1 ......................................... 66
1. Planning ...................................................................... 67
2. Action .......................................................................... 68
3. Observation ................................................................. 91
4. Reflection .................................................................... 98
C. The Description of Cycle 2 ............................................... 102
1. Planning ...................................................................... 102
2. Action .......................................................................... 103
3. Observation ................................................................. 122
4. Reflection ..................................................................... 127
D. The Description of Cycle 3 ................................................ 132
1. Planning ...................................................................... 132
commit to user
2. Action .......................................................................... 133

xi
perpustakaan.uns.ac.id digilib.uns.ac.id

3. Observation ................................................................. 153

4. Reflection .................................................................... 158
E. Research Findings ............................................................. 160
F. Discussion ......................................................................... 162

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ......................................................................... 168
B. Implication ......................................................................... 170
C. Suggestion .......................................................................... 171

BIBLIOGRAPHY .......................................................................................... 173

APPENDICES ............................................................................................... 177

commit to user

xii
perpustakaan.uns.ac.id digilib.uns.ac.id

LIST OF TABLES

Table 3.1 The activities of research ................................................................. 54

Table 4.1 The implementation schedule of cycle 1.......................................... 67
Table 4.2 Materials of cycle 1 ......................................................................... 67
Table 4.3 The mean score of each indicator in Pre-test ................................... 69
Table 4.4 Category of Pre-Test Score .............................................................. 70
Table 4.5 The percentage of the students‘ score in Pre-test ............................ 71
Table 4.6 The average score of pre-test .......................................................... 71
Table 4.7 The mean score of each indicator in Post-test 1 of cycle 1 ............. 86
Table 4.8 Category of Post-Test 1 Score of cycle 1 ........................................ 87
Table 4.9 The percentage of the students‘ score in Post-test 1 ....................... 88
Table 4.10 The average score of post-test 1 .................................................... 88
Table 4.11 Average score of pre-test and post-test 1 ...................................... 94
Table 4.12 The percentage of the students in Pre-test and Post-test 1 ............ 95
Table 4.13 The improvement of mean score in each indicator of pre-test
and post-test 1 ............................................................................... 96
Table 4.14 Comparison between situation of pre-test and post-test 1 ............ 98
Table 4.15 The implementation schedule of cycle 2 ....................................... 103
Table 4.16 Materials of cycle 2 ....................................................................... 103
Table 4.17 The mean score of each indicator in Post-test 2 of cycle 2 ............ 119
Table 4.18 Category of Post-Test 2 Score of cycle 2 ...................................... 120
Table 4.19 The percentage of the students‘ score in Post-test 2 ..................... 121
Table 4.20 The average score of post-test 2 .................................................... 121
Table 4.21 The percentage of the students‘ score in post-test 1 and post-test 2 125
Table 4.22 The improvement in each indicator of pre-test, post-test 1
and post-test 2 ............................................................................... 126
Table 4.23 The improvement of class situation in cycle 1 and cycle 2 .......... 127
Table 4.24 The implementation schedule of cycle 3 ....................................... 133
Table 4.25 Materials of cycle 3 ....................................................................... 133
Table 4.26 The mean score of each commit
indicator to user
in Post-test 3 of cycle 3 ............ 150

xiii
perpustakaan.uns.ac.id digilib.uns.ac.id

Table 4.27 Category of Post-Test 3 Score of cycle 3 ...................................... 151

Table 4.28 The percentage of the students score in Post-Test 3 ..................... 152
Table 4.29 The average score of post-test 3 .................................................... 152
Table 4.30 The percentage of the students‘ score in post-test 2 and post-test 3 155
Table 4.31 The improvement of mean score in each indicator of pre-test,
post-test 1, post-test 2, and post-test 3 .......................................... 156
Table: 4.32. The improvement of class situation in cycle 2 and cycle 3.. ....... 158
Table: 4.33. The comparison of improvement of class situation before research
and during research. ....................................................................... 162

commit to user

xiv
perpustakaan.uns.ac.id digilib.uns.ac.id

LIST OF APPENDICES
Appendix 1 Lesson Plans ................................................................................ 177
Appendix 2 The Result Validity and Reliability of Reading Test .................. 250
Appendix 3 Blueprint of Tryout ...................................................................... 260
Appendix 4 Test of Tryout .............................................................................. 261
Appendix 5 Key Answers of Tryout ................................................................ 277
Appendix 6 Blueprint of Pre-Test .................................................................... 279
Appendix 7 Question for Pre-Test ................................................................... 280
Appendix 8 Key Answers of Pre-Test ............................................................. 295
Appendix 9 Students‘ Score of Pre-Test .......................................................... 297
Appendix 10 Category of Pre-Test Question ................................................... 299
Appendix 11 Blueprint of Post-Test 1 ............................................................ 307
Appendix 12 Question for Post-Test 1 ............................................................. 308
Appendix 13 Key Answers of Post-Test 1 ....................................................... 323
Appendix 14 Students‘ Score of Post-test 1 .................................................... 325
Appendix 15 Category of Post-Test 1 Question .............................................. 327
Appendix 16 Blueprint of Post-Test 2 ............................................................. 335
Appendix 17 Question for Post-Test 2 ............................................................. 336
Appendix 18 Key Answers of Post-Test 2 ....................................................... 351
Appendix 19 Students‘ Score of Post-test 2 .................................................... 353
Appendix 20 Category of Post-Test 2 Question ............................................. 355
Appendix 21 Blueprint of Post-Test 3 ............................................................ 363
Appendix 22 Question for Post-Test 3 ............................................................ 364
Appendix 23 Key Answers of Post-Test 3 ...................................................... 376
Appendix 24 Students‘ Score of Post-test 3 .................................................... 381
Appendix 25 Category of Post-Test 3 Question ............................................. 383
Appendix 26 The Improvement of Students‘ Scores in Every cycle .............. 391
Appendix 27 The Questions of Interview for Collaborator ............................ 393
Appendix 28 The Questions of Interview for Students ................................... 395
Appendix 29 Students‘ Questionnaire for Grammatical Competence ............ 397
commit
Appendix 30 Students‘ Questionnaire for to user
Self-Instruction Method ............... 399

xv