ABSTRACT

Ilma, Mufahidayatul, 2013.Improving Students Reading Comprehension on

Descriptive Text through CALLA to the First Year Students of SMPN 1
Ponggok.
Advisors I : Feri Huda, M.Pd Advisors II : M. AliMulhuda,
M.Pd

Key Terms : Improving, Reading Comprehension, Descriptive Text, and
CALLA, SMPN 1 Ponggok

English is one of important subject in this globalization era. It has four
skills. They are speaking, listening, reading, and writing. Reading is the main and
the most important skill which is studied by the students since they are in
elementary school until they continue to the higher level of education. Thus, the
students must master this skill as good as possible.
On the other hand, there are many students who find some difficulties in
learning English, especially reading. It happened because they do not have a great
motivation and they are lazy to read some given passage. Moreover, they are often
passive in teaching learning process, lack of self confident, and can not cooperate
with their friends in solving their problem in learning their lesson. It can be
proved by the writers observation in last semester score of the first grade students
and a pre-test which she had done. More than a half of the students got low score
or under 70, it means most of them are in the bad category. Besides, many
teachers always use monotonous method in teaching and learning process. They
only teach and deliver the material without caring the students attention and
motivation. So, it makes the students boring and less motivation.
The purposes of this study are to describe how is the process of teaching
descriptive text through CALLA to the First Students at SMPN 1 Ponggok and
how can CALLA improve the students Reading Comprehension on Descriptive
text to the First year students at SMPN 1 Ponggok.
Research design by the researcher is CAR. The researcher uses Classroom
Action Research (CAR) spiral by Kemmis and Taggart theory (1988). In this
research, researcher does in action, experiment, and specifically observed
continuously, seen from plus and minus value, then the researcher makes
controlled modification until the maximal effort in appropriate action. The
research subjects of this study are the first year students of 7D of SMPN 1
Ponggok in academic year 2012-2013 and the teacher who teaches there. In her
research, the researcher held two cycles in this study to maximize the result of the
study.
In the last of the study, the researcher concludes that CALLA method is able
to improve the students Reading Comprehension achievement. It can be seen the
students Reading Comprehension achievement progress in each cycle. In the pre-
test, the students mean score is 60,46. Based on the pre-test 60% students did not
pass and 40% students only passed the minimum criteria of mastery learning. In
the fist post-test, the students mean score becomes 69,37. 50% students did not




pass and 50% students passed the minimum criteria of mastery learning based on
the first post-test. In the second post-test, the students mean score has a
significant progress. It becomes 83,90 and 100% students passed the English
minimum criteria of mastery learning in SMPN 1 Ponggok.
For that reason above, the teacher in the first year students of SMP are hoped
to used CALLA method in English teaching and learning process especially in
reading comprehension this is because CALLA method is proved able to improve
the process of teaching reading, develop the students motivation and increase the
students achievement in learning reading in the first year students of SMPN 1
Ponggok. The writers hoped that there will be another research in the same
topic/object so that will be more proof that CALLA is suitable method to improve
the process of teaching reading and the reading achievement of the first year
students of SMP.





FINAL PROJECT
ERROR ANALYSIS

Presented in Error Analysis Course
Taught by Hendro, S. Pd











By:





By :

Yeni Darwati (2010121169)





INSTITUTE OF TEACHER TRAINING AND EDUCATION PGRI BLITAR
FACULTY OF LANGUAGE AND ART EDUCATION
DEPARTMENT OF ENGLISH EDUCATION
JUNI 2014





* BOOK I *
Chapter 1. A Long-expected Party
When Mr. Bilbo Baggins of Bag End announced that he would shortly be
celebrating his eleventy-first birthday with a party of special
magnificence, there was much talk and excitement in Hobbiton.
Bilbo was very rich and very peculiar, and had been the wonder of the
Shire for sixty years, ever since his remarkable disappearance and
unexpected return. The riches he had brought back from his travels had now
become a local legend, and it was popularly believed, whatever the old folk
might say, that the Hill at Bag End was full of tunnels stuffed with
treasure. And if that was not enough for fame, there was also his prolonged
vigour to marvel at. Time wore on, but it seemed to have little effect on
Mr. Baggins. At ninety he was much the same as at fifty. At ninety-nine they
began to call him well-preserved, but unchanged would have been nearer the
mark. There were some that shook their heads and thought this was too much
of a good thing; it seemed unfair that anyone should possess (apparently)
perpetual youth as well as (reputedly) inexhaustible wealth.
'It will have to be paid for,' they said. 'It isn't natural, and
trouble will come of it!'
But so far trouble had not come; and as Mr. Baggins was generous with
his money, most people were willing to forgive him his oddities and his good
fortune. He remained on visiting terms with his relatives (except, of
course, the Sackville-Bagginses), and he had many devoted admirers among
the
hobbits of poor and unimportant families. But he had no close friends, until
some of his younger cousins began to grow up.
The eldest of these, and Bilbo's favourite, was young Frodo Baggins.




When Bilbo was ninety-nine, he adopted Frodo as his heir, and brought him to
live at Bag End; and the hopes of the Sackville-Bagginses were finally
dashed. Bilbo and Frodo happened to have the same birthday, September
22nd.
'You had better come and live here, Frodo my lad,' said Bilbo one day; 'and
then we can celebrate our birthday-parties comfortably together.

Analysis :
Theory 1