| dc.description.abstract | Reading is the important factor that can support the process of mastering other
language skills and improving knowledge. By reading students will be able to gain
information from the written text.
Considering the importance of reading stated above, researcher as the English
teacher of the sixth grade students of SDN Karangrejo 3 Jember in the 2011/2012
academic year, initiated to conduct a descriptive research in order to get more
detailed information from the students about their comprehension achievement in
reading, particularly on descriptive text.
The research respondents were determined by cluster random sampling
method through a lottery, because there are one superior class and two regular
classes. The researcher took the respondent from the two regular classes who got
similar capability, and 6B was students who got chosen. The total numbers of the
respondents were 26 students.
The primary data of this research were collected from the students’ scores of
reading comprehension test, while the supporting data were gained through
documentation. The primary data were collected from the post test to have detail
comprehension achievement of the students, and analyzed it by using Independent
sample T-Test (SPSS).
In this research, the researchers took place actively in teaching learning
process natural part. It was called as participant observation. To make the result of
this research valid, the researcher intended not to let the students know that they were
being observed.
Based on the score of the reading test, the six grade students’ achievement in
reading descriptive texts at SDN Karangrejo 3 Jember, particularly 6B, in the
2011/2012 academic year is categorized “poor” with the percentage of 53.52%. The
conclusion was supported by the result of the students’ reading descriptive texts of
each indicator as follows:
a. In comprehending word meaning, the achievement is 48.08% that is
categorized as “poor”.
b. In comprehending sentences, the achievement is 42.30% that is categorized as
“poor”.
c. In comprehending paragraphs, the achievement is 54.49% that is categorized
as “poor”.
d. In comprehending the whole texts, the achievement is 69.23% that is
categorized as “fair”.
So, the most achievement indicator in reading descriptive text is in
comprehending text.
Based on the result of this research, it is recommended to the researcher as the
sixth grade students’ English teacher to apply a certain technique to improve the
weaknesses of the student in reading descriptive text, particularly in word
comprehension, because it affects much the students’ comprehension in sentence
comprehension that got the lowest score in this comprehension test. | en_US |
