ABSTRACT

Increasing Students Vocabulary Achievement Through Extensive Reading

Vocabulary is one of an important thing in English learning that cant be conveyed by people. For gaining
a good ability in listening, speaking, reading, and writing, people need to have a good vocabulary
mastery. Thats the reason why this part becomes the basic need in language learning and when the
researcher found that vocabulary mastery of high school students are very bad, then teaching
vocabulary through Extensive Reading chosen as the theme of this bachelor thesis.

Past Tense

The research was purposed to find out whether there was any significant increasing or not for the
students who have been taught by using Extensive Reading. In his first thesis, the researcher used one
group pre test post test design. The sample of this research was VIII A at SMPN . As the instrument
of the research, the objective vocabulary test was used. To analyze the data, it used repeated measure t-
test in which the significance was determined by p<0.05.

The result showed that the students mean score in pretest was 53.4 while the posttest mean score was
72.73. The result also showed that there was a significant difference of the mean score. It had increased
to be 19.33 after treatments with the significant level of 0.05, it was noted that p=0.000. It proves that
the the students score were significantly different (p<0.05). So, the hypothesis proposed in this
research was accepted. In conclusion, it can be said that Extensive Reading can be used to increase the
students voacbulary achievement.
ABSTRACT

Increasing Students Reading Comprehension Achievement By Using Collaborative Strategic Reading

A very useful skill used as a tool to communicate between a writer and a reader called as reading. By this
skill, a reader got through understanding for what was written by the writer. But, reading is not just
spelling the word one by one and then doing nothing. There is a very important activity to do, so a
whole understanding will be absolutely achieved. A reader requires comprehending, an activity which he
or she needs to have active process before, during, and after reading. There are five aspects of
comprehending the text; they are, identifying main idea, determining reference, making inference, and
understanding vocabulry. A bad reading comprehension skill of Junior High School students made the
researcher took reading and then tried to increase the students comprehension by a strategy called
collaborative strategic reading.

Finding out whether there was any significant increasing of the students reading comprehension
achievement at the second grade of SMPN . and what the most affected aspect after being taught by
using collaborative strategic reading are the objectives of this research. The researcher used one group
pre test post test design. The sample of this research was VIII A at SMPN . As the instrument of the
research, the reading comprehension test was used. Repeated measure t-test was used to analyze the
data in which the significance was determined by p<0.05.

The result showed that the pretest mean score was 58.56 while the posttest mean score was 69.42. It
showed that there was a significant increase from the first to the second mean score. It had increased to
be 11.84. So that, the result proves that the the students score were significantly different (p<0.05). It
means that the two hypothesis proposed in this bachelor thesis were accepted. The researcher then
found that determining main idea is the most affected aspect after being taught by using collaborative
strategic reading.