THE CORRELATION OF IMPLEMENTING “PUT IT TOGETHER” GAME TO THE STUDENTS’

READING INTEREST

(A Correlation Study at the Second grade of MTs Darrunadwah Kramatwatu Serang-Banten)

A PAPER

Submitted to the Department of English Education

The Faculty of Education and Teacher Training

As a Partial Fulfillment of the Requirement for the Sarjana Degree (S. Pd)

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By:

M. SYARIFUDIN

SRN: 102300913

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE INSTITUTE FOR ISLAMIC STUDIES

SULTAN MAULANA HASANUDDIN BANTEN

2015 A.D/1436 A.H

TABLE OF CONTENTS

STATEMENT OF ORIGINALITY.......................................................................... i

ABSTRACT ……………………………………………............................................ ii

THE ADVISERS’ APPROVAL .............................................................................. iii

THE BOARD OF EXAMINERS’ APPROVAL .................................................... iv

THE CHAPTER APPROVAL ................................................................................. v

MOTTO ...................................................................................................................... vi

DEDICATION …………………………………………........................................... vii

A BRIEF BIOGRAPHY ………………………………….................................... . viii

ACKNOWLEDGEMENT ………………………………........................................ ix

TABLE OF CONTENTS ………………………………...................................... .. xi

LIST OF TABLES ………………………………………........................................ xiv

LIST OF GRAPHICS ……………………………………....................................... xv

CHAPTER I INTRODUCTION

A. The Background of the Research.................................................... 1

B. The Statement of the Problem ....................................................... 5

C. The Identification of the Problem................................................... 5

D. The Limitation of the Problem.................................................... ... 6

E. The Significant of the Research...................................................... 6

F. The Previous Study ........................................................................ 7

CHAPTER II THEORITICAL FRAMEWORK

A. Description of Reading Interest................................................... 10

1. Definition of Reading......................................................... .. 10

2. Definition of Interest.......................................................... .. 13

3. Type of Reading.................................................................... 15

4. Reading Strategies................................................................. 18

5. Factor Affecting in Reading Interest.................................... 20

B. Description of “Put it Together” Game ....................................... 23

1. Definition of “Put it Together” Game ……………............ 23

2. Procedure of “Put it Together” Game ………………......... 17

CHAPTER III RESEARCH METHODOLOGY

A. The Research Procedures............................................................ .. 25

1. The Research Method............................................................... 25

2. Research Variables and Operational Definitions...................... 25

3. The Place and Time of Research …………………….............. 26

4. Population and Sample............................................................. 27

5. The Technique of Data Collecting............................................ 33

6. The Research Instrument.......................................................... 28

7. Analysis.................................................................................. .. 30

CHAPTER IV THE RESULT OF RESEARCH

A. Data Description of “Put it Together” Game Strategies................. 34

B. Data Description of Learning Interest............................................ 42

C. Correlational Analysis Between the Influence of “Put it Together” Game Strategy (Variable X) to the Students’ Learning Interest (Variable Y) in MTs Darrunadwah Kramatwatu ............................................................... 51

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions..................................................................................... 58

B. Suggestions..................................................................................... 60

BIBLIOGRAPHY.............................................................................. ....................... 61

APPENDICES

STATEMENT OF ORIGINALITY

I here with assert that this paper I wrote as a partial fulfillment of requirements for the Sarjana Degree (S.Pd), and submitted to English Education Department, the Faculty of Education and Teacher Training wholly constitutes my own original scientific writing.

As for the other persons’ work whose ideas are quoted in this paper have been referred to appropriately in accordance to the prevailing legal and intellectual ethic in the world of scientific writing tradition.

However, if the originality of this research either partially or wholly is, later on, proved or it falls under convincing plagiarism, I would be prepared to receive any consequences in the form of any sanction such as losing my related academic degree obtained from the institution as well as the other rulers prevailing in Indonesia.

Serang, October 30^th, 2015

M SYARIFUDIN

SRN : 102300913

ABSTRACT

M SYARIFUDIN, SRN 102300913,“The Correlation of Implementing “Put It Together” Game to the Students’ Reading Interest in MTs Darrunadwah Kramatwatu - Serang” (A Correlation Study at the Second grade of MTs Darrunadwah Kramatwatu, Serang).

Put It Together game strategy is a technique of learning to help students understand and remember the material by reading and can help the learning process in the classroom activities that carried out by reading a book. However, most research has not considered the effect of teaching through Put It Together game strategy on students’ learning comprehension.

The present of this paper is to prove whether it has an effect or not. Therefore, it attempts to answer the research questions: 1.)How is the students’ reading interest in English studies at the second grade of MTs Darrunadwah Kramatwatu, Serang?, 2.) How is the students' learning interest in the English studies at the second grade of MTs Darrunadwah Kramatwatu, Serang?, 3.) How is the influence of Put It Together game strategy on students' learning interest in the English studies in MTs Darrunadwah Kramatwatu, Serang?,

It also attempts to reach some goals such 1.) To find out the application of “Put It Together” Game in the English language study at MTs Darrunadwah Kramatwatu, Serang, 2.) To find out the students' reading interest through “Put It Together” Game in the English studies at second grade of MTs Darrunadwah Kramatwatu, Serang, 3.) To find out effectiveness of the “Put It Together” Game on students' reading interest in the English studies at second grade of MTs Darrunadwah Kramatwatu, Serang.

A descriptive research is a research method that seeks to describe and interpret the objects according to what as it is, and the subject of this study is just one class consisting of 29 students as a sample. While questionnaire and documentation are the research instruments to gain a significant data of this study.

The research findings indicate that there were statistically difference between students’ tests performance. The writer found that thethe influence of Put It Together game strategy (variable x) to the students’ learning interest (variable y) is 16 %, while the rest are at 84 % influenced by other factors that can affect students' interest in reading, such as factor internal review of physiological or psychological aspects of students, and external factors, namely factor family, school and community.

THE ADVISERS’ APPROVAL

This is to certify

That the undergraduate research paper of

M SYARIFUDIN (SRN : 102300913)

Entitled “The Correlation of Implementing “Put It Together” Game to the Students’ Reading Interest in MTs Darrunadwah Kramatwatu, Serang

(A Correlation Study at the Second grade of MTs Darrunadwah Kramatwatu, Serang - Banten)

has been approved by the research paper advisers for further approval by

the Board of Examiners.

Serang, October 30^th, 2015

Adviser I,

Dra. Hj. Fitri Hilmiyati, M.Ed

NIP. 19700614 199703 2 001

Adviser II,

Tatu Siti Rohbiah, S.S., M.Hum

NIP: 19830205 201101 2 009

THE CORRELATION OF IMPLEMENTING “PUT IT TOGETHER” GAME TO THE STUDENTS’ READING INTEREST

(A Correlation Study at the Second grade of MTs Darrunadwah Kramatwatu Serang-Banten)

By:

M SYARIFUDIN

SRN. 102300913

Under the Supervision of:

Adviser I,

Dra. Hj. Fitri Hilmiyati, M.Ed

NIP. 19700614 199703 2 001

Adviser II,

Tatu Siti Rohbiah, S.S., M.Hum

NIP: 19830205 201101 2 009

Acknowledged by:

The Dean of Education and

Teacher Training Faculty,

Dr. H. Subhan, M.Ed

NIP. 19680910 200003 1 003

The Head Of English

Department,

As’ari, S.S., M.Si

NIP. 19741029 200003 1 002

THE BOARD OF EXAMINERS’ APPROVAL

This is to certify that the undergraduate research paper of

M SYARIFUDIN has been approved by the Board of Examiners as

a partial fulfillment of the requirement

for the Sarjana Degree (S.Pd)

Serang, October 30^th, 2015

The Board of Examiners :

Eulis Rahmawati, M.Pd NIP. 19790713 200312 2 002	Chairman	/ .
Ali Muhtarom, S.Pd.I., M.Si NIP. 19800525 201101 1 012	Secretary	/ .
Dr. Naf’an Tarihoran, M.Hum NIP.19700103 200312 1 001	Examiner I	/ .
Yayu Heryatun, M.Pd NIP. 1973010 7200801 2 005	Examiner II	/ .
Dra. Hj. Fitri Hilmiyati, M.Ed NIP. 19700614 199703 2 001	Adviser I	/ .
Tatu Siti Rohbiah, S.S., M.Hum NIP. 19830205 201101 2 009	Adviser II	/ .

MOTTO

“Success is not measured by wealth,

success is an achievement that I want”

DEDICATION

This paper I sincerely dedicated to my beloved parents my mother Hulwiyah and my father Suhaeni for love, prayer and every happiest also to my big brother Saeful Bahri, my little brother M.Andi Rifa’i and my little sister Neni Nur Fitriyani for your support I could not have completed this process without them.

And also, this paper I dedicated to all my teachers and lectures who always guide me to be a good and worthwhile collegian

As well as my beloved friends in PBI C, Ali Sa’id, Ahmad Yani, Recky Asep Awaludin and for all PBI C that always makes me smile and make silly things in class. And also my Friends home, M. Sudadi Ukat and Fajari Mutaqin thanks for your wonderful friendship and for every happiest day in my life, and do not forget my comrade in the guidance of paper, Muaz and Sarwity.

And the last I dedicated for KEPALANGMERAHAN, HMI, RUMAH DUNIA, LABASA which makes me more doing things that I did not expect, the experience and the lessons I have never forgotten. And most importantly, makes me more courage and confidence

A BRIEF BIOGRAPHY

The writer, M Syarifudin, was born on Pandeglang, August 25^th 1992. His families and friends always call him Syarif. He is the Second brother from four children, from his beloved parents Mr. Suhaeni and Mrs. Hulwiyah. He has one Big Brother (Saeful Bahri), one Little Brother (M.Andi Rifa’i) and one Little Sister (Neni Nur Fitriyani)

The writer graduated from SDN Cigadung 2, Pandeglang in 2004. In 2005, He graduated from MTs Nurul Huda Baros Serang. And He graduated from MA At - Taqwa Pandeglang in 2010. The writer who has hobbies watching movie and adventuring. In 2010, the writer continued his study in State Institute for Islamic Studies Sultan Maulana Hasanuddin Banten at Education and Letters Faculty which over status to Education and Teacher Training Faculty program S-1 degree of English Education Department.

During his time of studentship, he involved at many organizations such as Kepalangmerahan, HMI (Islamic Student Associations), HMJ- PBI, LABASA and Rumah Dunia.

ACKNOWLEDGEMENT

In the Name of Allah, the Most Gracious, the Most Merciful

Praise and thank be to Allah SWT Lord of the world, so that the writer can finish this paper as a partial fulfillment of the requirement for the graduate degree of Sarjana Pendidikan (S.pd), the writer is fully aware that this paper still has many weakness. In addition, the paper Entitled “The Correlation of Implementing “Put It Together” Game to the Students’ Reading Interest in MTs Darrunadwah Kramatwatu, Serang” is not finished without other’s helps. Therefore, in this chance he would like to express his gratitude and appreciation to:

Mr. Prof. Dr. Fauzul Iman, MA, As The Rector of the State Institute For Islamic Studies Sultan Maulana Hasanuddin Banten.
Mr. Dr. H Subhan M.Ed, the Dean of Education and Teacher Training Faculty IAIN Sultan Maulana Hasanuddin Banten.
Mr. As’ari, SS., M.Si, the Head of English Department of Education and Teacher Training FacultyIAIN Sultan Maulana Hasanuddin Banten.
Dra.Hj. Fitri Hilmiyati, M.Ed And Tatu Siti Rohbiah, S.S., M.Hum., for their patiently help, guidance, and motivation in conducting the research.
All lectures in The State Institute for Islamic Studies Sultan Maulana Hasanuddin Banten, especially the lectures of English education department who gave the writer valuable knowledge during the writer’s study in this campus.
The Head Master of MTs Darrunadwah, Kramatwatu Serang, Gunawan, S.Sos.I who has given permission to the writer to conduct the research.
Than thanks to big family of TBI-C, BUNGA and Teh Ina who help him improving this paper, providing literatures and completeness.
Those who cannot be mentioned one by one for the help in accomplishing this research paper.

The writer realizes that this work is still far from being perfect, so the writer welcomes any constructive comment, criticism, and suggestion from anyone. Finally the writer also hopes that this paper will be useful for us.

Serang, October 30^th, 2015

M SYARIFUDIN

TABLE OF CONTENTS

STATEMENT OF ORIGINALITY..................................................... i

ABSTRACT........................................................................................... ii

THE ADVISERS’ APPROVAL ......................................................... iii

THE CHAPTER APPROVAL ........................................................... iv

THE BOARD OF EXAMINERS’ APPROVAL ............................... v

MOTTO ................................................................................................. vi

DEDICATION...................................................................................... vii

A BRIEF BIOGRAPHY ..................................................................... viii

ACKNOWLEDGEMENT................................................................... ix

TABLE OF CONTENTS..................................................................... xi

LIST OF TABLE.................................................................................. xiv

LIST OF GRAPHIC............................................................................. xv

CHAPTER I INTRODUCTION

A. The Background of the Research.............................. 1

B. The Statement of the Problem .................................. 5

C. The Identification of the Problem............................. 5

D. The Limitation of the Problem................................... 6

E. The Significant of the Research................................. 6

F. The Previous Study.................................................... 6

CHAPTER II THEORITICAL FRAMEWORK

A. Description of Reading Interest............................... 9

1. Definition of Reading.................................... ... 9

2. Definition of Interest..................................... .. 11

3. Type of Reading............................................... 13

4. Reading Strategies............................................ 16

5. Factor Affecting in Reading Interest............... 18

B. Description of “Put it Together” Game .................. 20

1. Definition of “Put it Together” Game............ 20

2. Procedure of “Put it Together” Game............. 22

CHAPTER III RESEARCH METHODOLOGY

A. The Research Procedures...................................... .. 24

1. The Research Method.......................................... 24

2. Research Variables and Operational Definitions 24

3. The Place and Time of Research ........................ 25

4. Population and Sample........................................ 26

5. The Technique of Data Collecting....................... 26

6. The Research Instrument..................................... 27

7. Analysis............................................................ .. 28

CHAPTER IV THE RESULT OF RESEARCH

A. Data Description of “Put it Together” Game Strategies 32

B. Data Description of Learning Interest....................... 39

C. Correlational Analysis Between the Influence of “Put it Together” Game Strategy (Variable X) to the Students’ Learning Interest (Variable Y) in MTs Darrunadwah Kramatwat, Serang - Banten..................................................................... 47

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions............................................................... 55

B. Suggestions................................................................ 57

BIBLIOGRAPHY

APPENDICES

LIST OF TABLE

Table 1.1........ Grid Research Instrument................................................ 27

Table 4.1 ....... Frequency distribution of X Variable ............................. 33

Table 4.2 ....... Normality Test of X variable .......................................... 36

Table 4.3 ....... List frequency of observation and expectation Score of Variable X 37

Table4.4 ........ The Data Categorization Mean of Value X Variable ..... 39

Table 4.5 ....... Distribusi Frekuensi Variabel Y ...................................... 41

Table4.6 ........ Normality test variable Y ................................................ 44

Table 4.7........ List frequency of observation and expectation Score of variable Y 45

Table4.8......... The Data Categorization Mean Value of Y Variable ..... 47

Table 4.9........ Data Variabel X dan Variabel Y .................................... 48

Table 4.10...... The Interpretation of Correlation Coefficient Value of "r" Product Moment 52

LIST OF GRAPHIC

Graphic 4.1 ... Graphic of x variable .................................................... .. 34

Graphic 4.2.... Graphic of y Variable ..................................................... 42

CHAPTER I

INTRODUCTION

A. The Background of the Research

Language is one of communications instruments which are done by somebody in livelihood. English language is the international language to communicate that has been used as a means of communication around the globe either orally or in listening. English has become an essential means for people all of walks of life in today’s global community. It allows individuals from different countries, different languages, different cultures and backgrounds to communicate. Furthermore, it is now widely recognized that English has a vital role in international relationship. English is very popular and has been spoken and learn by almost people in the world include in Indonesia.

English lesson is studied in all school levels from kindergarten to university in order to understand it. Jeremy Harmer says:

English will remain dominant among world languages, however there is no doubt that it is and remain a vital linguistic tool for many business people: academics, tourists, and citizens of the world who wish to communicate easily across nationalities for many years to come.[1]

Because of the above facts, English has become a compulsory subject to be learned and to be taught to the student of the fourth year of elementary school up to the university students in Indonesia.

In the learning process, it needs aqualified educator who is able to point the students into a generation that he expect in accordance with the goals and ideals of the nation. For the matter, teachers not only convey the subject, but the teachers should also be clever to create a good learning environment, and consider the use of appropriate teaching methods and strategies to the subject lesson and be in compliance with students condition.

The presence of teachers and students are very important factors which are related. Student learning activities are strongly influenced by the teaching activities of teachers, because the teachers in learning process still have an important role in providing a science to their students. One of the problems faced by the teachers in implementing the lesson is how to create a creative activities and how to make the students being active, so he can learn effectively. Therefore, success in a teaching is strongly influenced by the presence of student learning activities.

One of the most effective ways to learn is by reading. Student’s success in learning is largely determined by the skill of reading. Reading is one of our ways to improve and increase the effectiveness of ourselves. Although he have a "limited time", he still need to sharpen our ability, and the way is try to master some ways to read effectively so the time that he use is efficient.

According to Beatrice S Mikulecky Reading is one of the ways to gain knowledge[2]. With a frequently reading we are invited to see the outside world. Reading activities should be socialized from an early age, and can be done anywhere. A student who is not interested in reading will be impossible to get a best result in learning. Learning is not enough only bylistening and memorizing, but it is must be supported by many books.

The interest of reading can be shown by a strong desire to perform reading activities. Nowadays, there are many complaints that the absorptive capacity or understanding of the students' mastery of teaching materials is low. The Causes of low absorptive capacity to instructional materials from the students are not only because of potential factors, but one of the important reason is students’reading interest to the book are weak. Someone who is not interested to learn something normally cannot be expected to work well in mastering the knowledge that is learned. Conversely, if a person learns or reads with interest it will take considerable time to explore these subjects so the expected achievements will be better.

One way to generate the interest students' in reading is to change their monotonous activities in learning. One of the ways is to implement learning “Put It Together” game in English studies. Put it Together Game is a technique of learning to help students understand and remember the material by reading and can help the learning process in the classroom activities that carried out by reading a book.

In selecting strategies, the teacher must be guided by the 3 criteria that are the characteristic of the learning objectives that must be achieved, the need to enrich students' learning experience, and capabilities of the students’ that included in the task.[3]

“Put It Together” game is used to improve memory performance in understanding the content of the text that may encourage the reader to process the material more deeply and widely[4]. Nowadays, many students are not interested in reading a book with a variety of reasons. Because the teacher is role to provide a strategy that makes the students interested in reading, and the strategy that fits is a “Put It Together” game.

By using “Put It Together” game in learning English, students are expected to be an active readers and focused directly on the gist or main contents in the material. Moreover, it can motivate students to learn and they will be able to understand, remember and apply the message of the material contained in the English language.

To find out how extent the application of learning “Put It Together” game in influencing the motivation of learners to read an English texts and understand the material, the writer examines and explores the issue of this paper entitled “The Correlation of Implementing “Put It Together” Game to the Students’ Reading Interest in MTs Darrunadwah Kramatwatu, Serang - Banten”

B. The Statement of the Problem

Based on the background of the research above, the writer can identify the problem follow:

1. How is the application of “Put It Together” game in teaching reading?

2. How is the students' reading interest in the English studies at the second grade of MTs Darrunadwah Kramatwatu, Serang?

3. How is the influence of “Put It Together” game on students' reading interest in the English studies in MTs Darrunadwah Kramatwatu, Serang?

C. The Identification of the Problem

Based on the statement of the problem above, the writer drawn the objectives of the research as follow:

1. To find out the application of “Put It Together” Game in the English language study at MTs Darrunadwah Kramatwatu, Serang.

2. To find out the students' reading interest through “Put It Together” Game in the English studies at second grade of MTs Darrunadwah Kramatwatu, Serang.

3. To find out effectiveness of the “Put It Together” Game on students' reading interest in the English studies at second grade of MTs Darrunadwah Kramatwatu, Serang.

D. The Limitation of the Problem

Focus on students’ reading interest by using descriptive text through “Put It Together” game at second grade of MTs Darrunadwah Kramatwatu, Serang.

E. The Significant of the Research

The benefits that hoped from this research are:

1. For The English Teacher

a. It can help in developing students reading interest in the next time.

b. It can help the teacher to decide the technique in instilling students’ reading interest.

2. For the school

a. As recommendation to interest students in teaching learning process.

b. To prepare suitable material that more interesting.

3. For The Student

a. It can increase their reading comprehension.

F. Previous Study

Put it together game that is not only help students to remember what they have read and their comprehension, this game strategy also can help students in learning process about reading activities. The following review of literature will highlight the effectiveness of Put it together which has been provided and conducted by many researchers on their action research and experimental. An action research was done by Mediana Manalu on her research title was Improving Students’ Achievement in Reading Comprehension Through “Put It Together” Game (a Classroom Action Research at ehe second grade of SMP N 1 Pagaran)

Her study concerned on improving students’ achievement in reading comprehension, and the objective of this study was to find out the improvement of student, achievement on reading comprehension through Put it together technique. The technique for data analysis were quantitative data and qualitative data. In analyzing the quantitative data, the mean of students’ score for test I cycle I was 53.62, the mean score of test II in cycle II was 73.28, the mean of test III in cycle II was 75.65. the conclusion is that Put it together game can improve the students’ achievement in reading comprehension.[5]

Another study on Put it together game also was ever conducted by Muhamad Bayu the student of Indonesia Education University (UPI). On this research title was The Use of “Put It Together” Game in Teaching Students’ Reading Comprehension on Narrative Text (An experimental research at the first grade of Cianjur Senior High School). The aims of this study were to know whether or not Put it together game is effective to improve students’ reading comprehension of narrative text and to find out the students’ responses toward Put it together game.

The result of his study showed that Put it together game highly improved students’ reading comprehension of narrative text it can be seen from the result of (t_o > t_tor 2.654 > 2.000) and the result of students’ responses toward Put it together game showed that students’ gave the positive responses toward Put it together game on teaching reading narrative text. [6]

From all the previous studies above, there is a similarity between their research and the writer’s research. The similarity is they use Put it together game, but there are differences between their researches with the writer’s research; those are participant, grade of students, and teaching skill.

[1]Jeremy Harmer, The Practice of English Language Teaching (Cambridge: Longman, 2001), 2.

[2] Beatrice S Mikulecky, Speaking, Reading, and Writing in Children with Language Learning Disabilities, (London: Lawrence Erlbaum Associates, 2002)p.5

[3] Ivor K Davies, Pengelolaan Belajar, (Jakarta: Rajawali Pers, 1991), P. 248.

[4]Andrew Wright David Betteridge and Michael Buckby, Games for Language Learning,(New York:Cambridge university Press, 1983) P.181

[5] Mediana Manalu, Improving Students’ Achievement in Reading Comprehension Through “Put It Together” Game, (Medan: Unpublished Paper of Medan University, 2014)

[6] Muhammad Bayu, “The Use of “Put It Together” Game in Teaching Students’ Reading Comprehension on Narrative Text (an experimental research at the first grade of Cianjur Senior High School”, (Malang: Unpublished Paper of The State Malang University, 2013).

CHAPTER II

THEORITICAL FRAMEWORK

A. Description of Reading Interest

1. Definition of Reading

Reading is the process of looking at a series of written symbols and getting meaning from them. It use eyes to receive written symbols (letters, punctuation marks and spaces) and it use brain to convert them into words, sentences and paragraphs that communicate something. Reading can be silent (in our head) or aloud (so that other people can hear).

Reading is something that it can do on your own and that greatly broadens your vocabulary, thus helping in speaking, listening and writing). Reading is therefore a highly valuable skill and activity, and it is recommended that English learners try to read as much as possible in English. According to William Grabe “Reading is the recognition of printed or written symbols which serve as stimuli to recall the built up memory through the reader’s past experience”.^{^[1]}

In short, the reading process involves both the question of meaning intended by the writer and the reader’s own contribution in the form of interpretation, evaluation, and reflection of these meanings.

Reading is one of the four language skills. In reading, the activities more focused on reading skills than reading theories it self. the three components of the skills of reading, namely: Introduction to the script, as well as the signs read, alphabet and their correlation -sign punctuation with linguistic elements form.

William Grabe stated that “Reading is a strategy that needs some skills and reading also is the process used in reading call for effort on the part of the reader to anticipate text information, select key information, organize and summarize information, monitor the comprehension, repair comprehension breakdowns and match comprehension output to reader goals.” ^{^[2]} While David Nunan et al, stated that “Reading is fluent process of readers combining information from a text and their own background knowledge to build meaning.”^{^[3]}

Reading has a several purpose. The purpose of reading is to get information, including the content, understand the meaning of the reading. Here the author pointed out several purposes for reading that is read or obtain details for the facts, read to obtain the main ideas, read on to find the order or arrangement, read to conclude, read to group or classify reading, read to assess or evaluate, read to compare or to contrast.

Reading as an activity which is complex, has a complex goal and an assortment of problems. The purpose of the complex is the general purpose of the reading.

In addition to the general purpose of course there are also a wide variety of special purpose that cause the types of reading, in terms of whether or not the silent reading time was divided into: 1) Reading with Voice,it is an activity which is a tool for teachers, students, or readers together. 2) Reading with No-Voice, it is the activity of reading by relying on visual memory involving the activation of the eyes and memories.

2. Definition of Interest

Interest is a fixed tendency to pay attention and remember some activities. The activities interest by a person, constantly attention and accompanied by a sense of fun, and the interest is always followed by feelings of pleasure and satisfaction derived from it.^{^[4]}

Interest means inclination and a high enthusiasm or excitement to something great.^{^[5]} Interest does not include a term popular in psychology because the dependence that much on internal factors such as: concentration of attention, curiosity, motivation and needs.

Learning interest of the students is one of the factors that can affect their learning results. If someone has a high interest in something, it will keep trying to do so that he can achieved what he wants. Reading activities will be carried out by an individual or it is not determined by the interests of individuals against such activity. Here it appears that the interest is a powerful motivator to do an activity. Generally, interest can be interpreted as a tendency that causes a person trying to look for or try the activities in a particular field. Interest can also be interpreted as a positive attitude towards environmental aspects.

Wordof interest has been found in the Indonesian dictionary defined that interest is to establish an attitude that causes people to do active in an activity so that it can be said that the interest is a cause to perform an activity. Interest obtained from the results of learning activities is obtained similarly to the way students in learning various skills, science and other habits. The interest is a persistent tendency in the subject to feel interested in field or certain things and feel happy working in that field. ^{^[6]}

Interest has a large influence on learning or activity. Subjects that interest the students more easily learned and rememberbecause the interest increases the learning acitivity. To increase a student's interest in receiving the lesson, students are expected to develop their interest.

Learning with interest will encouraging student to learning better than learning without interest. Interest would arise if students are interested in something because according to his needs or feeling that something to be studied felt meaningful to him. Nevertheless, interest without a good effort is also difficult to succeed.^{^[7]}

Factors that establishindevelop interests, not always clearly visible because the factors that influence it does not seem like the needs are not based on feeling aggressive, desireability and so forth. An understanding Interests provide important evidence that to know what is desired by the children and the factors that influence behavior and attitude.

From the various definitions of interests and reading above, it can be concluded that the interest in reading is an activity that is carried out with diligence and tend to settle in order to establish patterns of communication with ourselves so that readers can find the meaning of the writing and transmission of information as a process thought to develop intellect and long-life learning as well as be done with full awareness and bring a sense of excitement, love and joy.

3. Types of Reading

a. Intensive Reading

Intensive reading is text reading or passage reading. In this reading the learner read the text to get knowledge or analysis. The goal of this reading is to read shorter text. This reading is done to carry out to get specific information. The term intensive reading, on the other hand, refers to detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms. Intensive reading is usually accompanied by study activities.^{^[8]}

Intensive reading will provide a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. It will also provide material for developing greater control of the language in speech and writing.

b. Extensive Reading

Material for extensive reading will be selected at a lower level of difficulty than that for intensive reading. The purpose of extensive reading will be to train the student to read directly and fluently in the target language for enjoyment, without the aid of the teacher.

According to Mary lee field ”Extensive Reading is the most efficient way to help students change old habits and become confident second language readers.” Besides Stephen Krashen pointed out that “Extensive reading is the major source of our reading competence, our vocabulary and our ability to handle complex grammatical constructions”.^{^[9]}

Based on the definitions above, it can be defined that extensive reading is reading for pleasure and away from the classroom or academic rules. They may read novel, web pages, newspaper, magazines or any other reference material.

c. Aloud Reading

Reading aloud also play important role in teaching of English. Teacher should know that the training of reading aloud must be given at primary level because it is the base of words pronunciation.

“According to J Chalres Alderson “In reading aloud simple texts pupils recognize familiar words accurately and easily. They use their knowledge of the alphabet and of sound-symbol relationships in order to read words and establish meaning. In these activities they sometimes require support. They express their response to poems and stories by identifying aspects they like”.^{^[10]}

d. Silent Reading

Silent reading is a very important skill in teaching of English. This reading should be employed to increase reading ability among learners. Silent reading is done to acquire a lot of information. Teacher has to make the students read silently as and when they are able to read without any difficulties. According to Alderson “Silent reading should be encouraged to develop automaticity, confidence and enjoyment.”^{^[11]}

4. Reading Strategies

When students understand what skilled reading involves, they learn to monitor their own reading comprehension and development. The following are some strategies to gain the information and comprehension of reading. “Reading strategies like guessing from context, scanning, skimming, and careful decoding.”^{^[12]}

a. Guessing Context

Guessing context is if you do not know the meaning of a word or structure, try to work it out for yourself, don’t hesitate to do it, and don’t worry if you are wrong because you will never learn if you never make mistakes.[13]

b. Skimming

In skimming the reader goes through a text quickly, not noting every word but trying to get the main idea of what the text is about. This is sometimes called getting the gist of the text. After such reading the reader is unlikely to have noticed details, but should be able to say in a general way what the text is about. The more background knowledge that a reader brings to skimming, the faster the skimming speed is likely to be. [14]

Being able to skim text is a useful skill because skimming can be used to help decide if a text or section of a text deserves careful reading.

c. Scanning

Scanning involves searching for a particular piece of information in a text, such as looking for a particular name or a particular number. It is probably better to spend time increasing skimming speed than to devise scanning activities. This is because eﬀective scanning depends on good careful reading and skimming skills, and training in scanning is unlikely to result in more ﬂuent access to items. This is worth researching. Typical scanning tasks include searching a text for a particular quotation, someone’s name, a particular date or number, or a particular word; or searching a list for a telephone number, someone’s name, or a particular word or phrase.[15]

d. Careful Decoding

Decoding stage is marked by the absence of painful pronounciation and in its place the sounds of a smoother, more confident reader. In this phase of learning to read, the reader adds at least 3,000 words to what they can decode. For example, in the English language, that readers need to now learn the variations of the vowel-based rhymes and vowel pairs It is essential during this stage, if a reader is going to become fluent, the reader needs to acquire a sufficient repertoire of the letter-patterns and vowel-pairs that help to make up words that go beyond the basic level.[16]

5. Factors Affecting in Reading Interest

According to Sutrisno, there are several factors that affect in reading interest:

a. Factor which improve students' reading interest

To develop students’ reading interest, it can’t be separated from the development of students' reading ability, because it has explained that to be the person who's interest in readingmust be able to read. Without the reading ability, it is impossible to feel comfort in reading. In order to carry out the mission of the school library, teacher, librarian as a manager of the school library should make every effort to foster reading skills of students, so it will grow a pleasure of reading in theirselves.

Tobuild the reading skills of students, teachers, librarians must truly understand the intricacies of reading, so that reading becomes an activity that is fun and worthwhile. Of course, literacy coaching and development in order to develop students' interest in reading will vary according to the school level.

b. Factors support students’ reading interest

In order the coaching and development of students' interest in reading can run smoothly and well, so the students can also reap the benefits of reading which is required from several contributing factors, among others:

1. Availability of adequate library

Parents can make a small library with shelves of books which arranged neatly that appealed children to read. Preparation of textbooks should be prepared in accordance with the type of reading. Children’s reading books should be separated by an adult’s reading book and put in the bottom of bookshelf. To facilitate the children in searching of books.

Parents should be able to build a library atmosphere conducive, comfortable and attractive to children with adequate lighting, good air circulation and moisture.

2. Reading materials or books that support

Reading materials or books which provided are the books that support subjects such as folklore, light magazines and general magazines. [17]

c. Factors that inhibitor the interest of reading

The Low reading interest is influenced by several factors, among others:

1. There are many unperceived benefits directly from the reading.

2. The literature has not been evenly distributed.

3. Development of the library has not been evenly distributed.

4. The advance in technology more attractive.

5. The purchasing power of reading materials is still lack.[18]

To increase students' interest in reading, one of those factors is the availability of library. But the fact of the school library is often confronted with common problems, such as:

1. Many schools have not held the school library.

2. The existence and activities of the school library is very dependent on the attitude of the school principal because she/he who holds the wisdom in funding.

3. The absence of librarians who remain, most of the libraries are managed by a teacher or school administrators who do not understand about the library out completely.

4. Library collection is generally very weak and not focused.

5. Very limited financial resources.

6. Many schools do not have a special room for the library.[19]

B. “Put it Together” Game

1. Description of “Put it Together” Game

Put It Together game is one of learning game strategy to improve memory performance in understanding the content of the text that may encourage the reader to process the material more deeply and widely.[20] Nowadays, many students are not interested in reading a book with a variety of reasons. Because the teacher is role to provide a strategy that makes the students interested in reading, and the strategy that fits is a “Put It Together” game.

Language learning is hard work. One must make an effort to understand, to repeat accurately, to manipulate newly understood language and to use the whole range of known language in conversation or written composition. Effort is required at every moment and must be maintained over a long period of time.

Games help and encourage many learners to sustain their interest and work. Games also help the teacher to create contexts in which the language is useful and meaningful. The learners want to take part and in order to do so must understand what others are saying or have written, and they must speak or write in order to express their own point of view or give information.

If it is accepted that games can provide intense and meaningful practice of language, then they must be regarded as central to a teacher's repertoire. They ate thus not for use solely on wet days and at the end of term! Games can be found to give practice in all the skills (reading, writing, listening and speaking), in all the stages of the teaching/learning.

2. Procedure of “Put it Together” Game

Find Some short articles in magazines, newspapers or books which will interest your learners. Cut them up into rectangles, cutting between lines, not through words. (As the aim is ro put the pieces together again you must not cut the pieces in an irregular way because this will help the learners too much) You may prefer to cut up photocopies of the texts. Interest is added if you choose illustrated articles. Keep each article in a separate envelope. For your own record you might retain a complete photocopy of the article before cutting it up.

The game can be graded in difficulty by:

a. the text you choose;

b. the number of pieces you cut the text into;

c. the degree to which pictures help to give the meaning of the text.[21]

In this game have two variations:

a. Pair or individual work.

Give out the envelopes and ask the learners to read each of the pieces and then place them together in the correct order. The learners should ask you to check that the order is correct.

b. Group work.

The text here should be a definite story, cut up into strips. A strip is given to each learner in the group, who sit in a circle. Each learner reads out his/her piece of paper, and then they have a general discussion to work out the correct order of the story. They change chairs to sit in the right order and read the whole thing out as the original story.[22]

[1]William Grabe, Reading in a Second Language: Moving from Theory to Practice, (New York: Cambridge University Press, 2009), P. 63

[2]Ibid, P. 15

[3]David Nunan (ed).Practical English Language Teaching (New York: McGraw-Hill Companies, Inc., 121 Avenue of the Americas, 2008), P.68

[4]Janette K. Klingner Sharon Vaughn Alison Boardman, Teaching Reading Comprehension to Students with Learning Difficultie, (New York: The Guilford Press 2007), P.57

[5]Alex Sobur, Psikologi Umum, ( Bandung: Pustaka Setia, 2003) P. 246

[6]Danielle S. McNamara University of Memphis, Reading Comprehension Strategies Theories, Interventions, and Technologies,(New York : Lawrence Erlbaum Associates Press 2007), P. 141

[7]Oemar Hamalik, Proses Belajar Mengajar, (Jakarta:Bumi Aksara,2001) P.33

[8]Ibid., P. 100

[9]Opcit , p.3

[10]J Chalres Alderson, Assesing Reading, (New York: Cambridge University Press, 2000) p. 273

[11]Ibid. p. 28

[12]Ibid, p. 77

[13] Ibid, p. 98

[14] Janette K. Klingner Sharon Vaughn Alison Boardman, Teaching Reading Comprehension to Students with Learning Difficultie, (New York: The Guilford Press 2007), P.125

[15] Ibid, P.127

[16] Ibid, P.129

[17] Ibid, P.39

[18] Ibid, P.77

[19] Ibid, P.123

[20]Andrew Wright David Betteridge and Michael Buckby, Games for Language Learning,(New York:Cambridge university Press, 1983) P.181

[21]Andrew Wright David Betteridge and Michael Buckby, Games for Language Learning,(New York:Cambridge university Press, 1983) P.181

[22]Ibid, P.182

CHAPTER III

RESEARCH METHODOLOGY

A. The Research Procedures

1. The Research Method

The research method is the way the researchers in collecting data. The method that is use in this research is descriptive method. According to Sukardi, descriptive research is a research method that seeks to describe and interpret the objects according to what as it is. To obtain the data, facts and information that will reveal and explain the problem in this paper, the writer uses descriptive method that is supported by the data that is obtained through field research (field research). This study used a descriptive quantitative approach. [1]

2. Research variables and Operational Definitions

The variable is the object of research or what became a focal point of research. Based on the issues above which influence the learning game “Put It Together” interest in reading English at MTs Darrunadwah are defined into two variables: The first is independent variables; The independent variable is the variable that does not live alone influenced other variables, in this study, the researcher makes “Put It Together” game influence learning strategies as independent variables which is given by symbol X. The second is dependent variable; Dependent variable is the variable that is affected the independent variables. In this study the dependent variable is the interest to read the English language which is given by symbol Y. For more details about the definition of these two variables are described as follows:

Put It Together game is used to help students remember what they read and can help the learning process in the classroom which is implemented by reading activities. English operational interest in reading involves three factors, namely attention, feelings, and responses. Attention with respect to frequency, leisure time, and the number of books read. Feelings associated with feelings of pleasure and interest towards reading and satisfaction after reading the literature. Responses associated with understanding the contents of the book, find and pick up problems in the book and the importance of reading.

3. The place and time of study

a. Place of research

The writer chooses research sites at MTs Darrunadwah Kramatwatu, Serang. The reason why thewriter chooses the location as follows: There is an interesting problem to be studied scientifically, and no one has done research relate to issues that the writer research. The writer is quite familiar with the location. MTs Darrunadwah Kramatwatu, Serang is one of the formal educational institutions that locate in the Village District of Kramatwatu, Serang.

b. Timeof Study

The time that writer spent for this research in order to develop scientific papers was begunfrom preliminary observation, it was from June 2015 to August 2015

4. Population and Sample

Population is the subject of research.^{^[2]} Whilesample is a part of population which is taken in a way that can be justified.^{^[3]}The population in this study were students of MTs Darrunadwah Kramatwatu, Serang. The amount of students is 105. The samples in this study were eighth grade students who were 29. The writer takes samples of eighth grade because the class has used “Put It Together” game. In this study the writer use a sampling purposive technique.

5. Technique of Data Collecting

To collect the data as a data processing research, the writer use data collection techniques are as follows:

a. Questionnaire

Questionnaire technique is a technique of data collection by using a number of questions in writing with the answer alternatives available. This technique is use to obtain data on the effect of learning strategies on reading interests using “Put It Together” game.

b. Documentation

Documentation means the written stuff, because the information we pay attention to three different sources namely: writing (paper), where (place), and a paper or person (people). This technique is use to obtain the data values or morals Aqeedah learning achievement mind term of eighth grade students at MTs Darrunadwah Kramatwatu, Serang.

6. Research instruments

The instrument is a tool or facility that is use by researchers in collecting data that makes job easier and the results is better, in the sense that a more accurate, complete and systematic so easy to be process. The grille research instruments that researcher makes are as follows:

Table 1

Grid Research Instrument

Variables X	Indicators	Items	Total
“Put It Together” game	a. Fast Reading b. Make a question c. Reading carefully d. Remembering the content e. Asking and answering f. Repeating the essence of reading	4,12,11 2,5,15 3,8,9 1,6,13 7,14,16 10,17,18	3 3 3 3 3 3
Total			18

Variables Y	Indicators	Items	Total
Interest in reading English text	1. Focus of attention 2. The Use of Reading Time 3. Motivation in reading 4. Emotions in reading 5. Interest and satisfaction after reading. 6. Attempts to read	8, 2, 1, 7, 14, 4, 5, 10, 17 6, 11, 16 3, 13, 15, 18, 9, 12,	2 3 4 3 4 2
Total			30

7. Analysis

To obtain the correct interpretation, then the data need to be analyzed. Data analysis was performed using two approaches, namely: qualitative and quantitative approaches. It is tailored to the type of data in this study, the qualitative data and quantitative data. Qualitative data processing is done by using a rational approach and conducted a quantitative approach with statistical approaches. Having collected the data obtained, the next step is to process the data to prove the hypothesis was accepted or rejected. There is a data analysis can be done with the following steps:

1. Sort the data value questionnaire results “Put It Together” game (X) with students' reading interest (Y). Data previously analyzed questionnaire results first using a Likert scale, qualified as follows:

a. Answer A was given a score of 5

b. Answer B was given a score of 4

c. Answer C was given a score of 3

d. Answer D was given a score of 2

e. Answer E was given a score of 1

2. Determine the range of scores (R), with the formula:

R = (H-L) + 1 Notes: H = largest value

L =Smallest value^{^[4]}

3. Determine the class interval

K = 1 + 3,3 Log n

Notes: n = Number questioned many things.^{^[5]}

4. Determine the length of class (P), with the formula:

5. Make a frequency distribution table of each variable

6. Analysis of central tendency of each variable by calculating

a. Looking for mean with the formula::^{^[6]}

b. Looking for median, with the formula:^{^[7]}

Md = b + p

c. Looking for modus, with the formula :^{^[8]}

Mo = b + p

7. Finding Standard Deviation (SD), with the formula:

SD =

8. Test for normality

a. Calculating the value of Z, with the formula:

Z =

Ket:

Z = Normality Test

X = mean

X = Mean (rata-rata)

b. the value of χ2 (Chi-Cuadrat), with the formula :

9. Calculating linear regression, with the formula:^{^[9]}

Y= a + bx

10. Correlation analysis with the formula: ^{^[10]}

rxy=

11. Establishes the interpretation of correlation as follows:

1. 0,00 – 0, 20 = very weak or very low

2. 0,20 – 0,40 = low

3. 0,40 – 0,70 = moderate or fairly

4. 0,70 – 0,90 = strong or high

5. 0,90 – 1,00 = very strong or very high^{^[11]}

12. The hypothesis with the t test with the formula:^{^[12]}

t =

13. Determining the contribution of variable X to variable Y (confusien determination), with the formula:^{^[13]}

cd = r²x 100%

[1]Sukardi, Prosedur Penelitiandan Pendekatan Praktik, (Jakarta: PT Rineka Cipta, 2009, P. 124

[2]Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT Rineka Cipta, 2010, h. 174

[3]Abdul Halim Hanafi, Metodologi Penelitian Bahasa,( Jakarta: Diadit Media,2011) h.101

[4]Anas Sudijono, Pengantar Statistik Pendidikan, ( Jakarta: PT. Grafindo Persada, 1999) , cet. Ke- 19, h. 49.

[5]Dawyan Syah Dkk, Pengantar Statistik Pendidikan, (Jakarta: UIN Jakarta Press,2006), cet. Ke-1, h. 17.

[6]Ibid, h. 34.

[7]Ibid, h. 40.

[8]Ibid, h.42

[9]Ibid,h. 85.

[10]Riduwan dan Sunarto, Pengantar Statistika, (Bandung: Alfabeta,2011) h. 80

[11]Darwyan Syah, Op.cit, h.93.

[12]Ibid, h.98.

[13]Ibid, h.99.

BIBLIOGRAPHY

Harmer, Jeremy, The Practice of English Language Teaching, (Cambridge: Longman, 2001)

Alderson, J Chalres,Assesing Reading, (New York: Cambridge University Press, 2000).

Arikunto, Suharsimi,Prosedur Penelitian: Suatu Pendekatan Praktik, (Jakarta: PT Rineka Cipta, 2010.

Butler , Katharine G. and Elaine R. Silliman, Speaking, Reading, and Writing in Children with Language Learning Disabilities, (London: Lawrence Erlbaum Associates, 2002).

Bayu, Muhammad, “The Use of “Put It Together” Game on Narrative Text (an experimental research at the first grade of Cianjur Senior High School”, (Bandung: Unpublished Paper of Indonesian Education University, 2013).

Davies, Ivor K Pengelolaan Belajar, (Jakarta: Rajawali Pers, 1991) cet ke 2.

Grabe, William,Reading in a Second Language: Moving from Theory to Practice, (New York: Cambridge University Press, 2009).

Hamdani, Strataegi Belajar Mengajar, (Bandung: Pustaka Setia,2011)

Hamalik, Oemar,Proses Belajar Mengajar, (Jakarta:Bumi Aksara,2001)

Halim Hanafi, Abdul,Metodologi Penelitian Bahasa,( Jakarta: Diadit Media,2011).

Manalu, Mediana, Improving Students’ Achievement in Reading Comprehension “Put It Together” Game Learning Strategy, (Medan: Unpublished Paper of Medan University, 2014).

Mikulecky, Beatrice S,Speaking, Reading, and Writing in Children with Language Learning Disabilities, (London: Lawrence Erlbaum Associates, 2002).

David, Andrew Wright Betteridge and Buckby Michael, Games for Language Learning,(New York:Cambridge university Press, 1983) P.181

Nunan, David , Practical English Language Teaching (New York: McGraw-Hill Companies, Inc., 121 Avenue of the Americas, 2008).

Rathus, Spencer A, Chilhood and Adolescence. (Canada :Thomson Wadsworth, 2006.).

Slameto, Belajar Dan Faktor-Faktor Yang Mempengaruhinya, ( Jakarta: Rineka Cipta,2010).

Suyanto, &K.E Kasihani, English Young Learners, (Jakarta:PT Bumi Aksara, 2007).

Syah, Muhibbin, PsikologiBelajar, (Jakarta: LOGOS, 1999).

Sudijono, Anas, Pengantar Statistik Pendidikan, ( Jakarta: PT. Grafindo Persada, 1999), cet. Ke- 19.

Syah ,Darwyan Dkk, Pengantar Statistik Pendidikan, (Jakarta: UIN Jakarta Press,2006), cet. Ke-1.

Ini adalah hasil sekripsiku untuk menyelesaikan tugas akhir s1.. terimakasih kepada sahabatku ali sa'id yang banyak membantu untuk membuat skripsi ini. dan akhirnya pada tanggal 26 Desember 2015 menjadi hari yang bersejarah untuk hidupku, aku diwisuda. alhamdulillah

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Syarif Az ziad

Rabu, 06 Januari 2016

SKRIPSI BAHASA INGRIS (MY PAPER) : THE CORRELATION OF IMPLEMENTING “PUT IT TOGETHER” GAME TO THE STUDENTS’ READING INTEREST (A Correlation Study at the Second grade of MTs Darrunadwah Kramatwatu Serang-Banten)

NIP: 19830205 201101 2 009

Tatu Siti Rohbiah, S.S., M.Hum

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