THE ANALYSIS OF STUDENTS’ DIFFICULTIES IN MAKING INFERENCE IN READING NARRATIVE PASSAGES AT THE SOCIAL ELEVENTH GRADE OF SMAN 1 CURUP

Nining, Warnidah and Bambang, Suwarno and Arono, Arono (2018) THE ANALYSIS OF STUDENTS’ DIFFICULTIES IN MAKING INFERENCE IN READING NARRATIVE PASSAGES AT THE SOCIAL ELEVENTH GRADE OF SMAN 1 CURUP. Undergraduated thesis, Universitas Bengkulu.

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Abstract

This study aimed to find out the students‟ difficulties in making inference in reading narrative passages, the students‟ perception of difficulties in making inference in reading narrative passages, and the relationship between students‟ difficulties and students‟ perception of difficulties in making inference in reading narrative passages. The population of this study included the eleventh graders of SMAN 1 Curup, and the students of XI SOS 4, which consisted of 34 students, became the research sample. For the instrument, the researcher used reading test which consisted of 40 questions and questionnaire which consisted of 30 items. The result was as follows: Firstly, the students‟ overall difficulty in making inference in reading narrative passages belonged to “moderate” category. It was proved by the students‟ reading error mean sco re which was 47.5. The stu de n ts‟ h igh e st difficulty wa s o n inf e re n ce s a bo u t th e a utho r‟s a tt itud e (5.8 8%, o r “ve r y h igh ”); secondly, th e stu d en ts‟ p e rcep tio n of diff icultie s in ma king infe ren ce in rea d ing n a rra tive p assa ge s b e lon ge d to the “m o de rate ” cate go ry. It wa s shown by the means score obtained from the overall indicators (83.79). The highest mean score was on the indicato r of inf e ren ce s ab o ut the au th o r‟s a tt itud e (23 .2 9 , o r “m od e rate ”) am on g th e o th e r in dicators (I.C = 16.58 or “lo w”, I. MF = 2 1 .6 2 o r “m o d e rate ”; a nd I. I = 2 2 .0 3 o r “mod e rate ”). A d d ition a lly, th e p e rcen ta ge of th e stu de n ts‟ p e rcep tio n of d iff icultie s w as th e h igh e st in th e in d ica to r of th e a uth o r‟s a tt itu d e (2.94 %) with th e ca te go ry of “ve r y h igh ” ; thirdly, th e re wa s n o relat ion sh ip be twe e n th e stu d en ts‟ d iff icu lties a nd t h e stu de n ts‟ p e rcep tio n of d iff icu lties in m a king infe ren ce in reading narrative passages. This was shown by the fact that r-count total that was lower than r-table (r-count total < r-table; 0.061 < 0.339). In addition, r-count for each indicator was also lower than r-table (r-count I.C=-0.133; I.MF=-0.096; I.AA=-0.1345; I.I=0.2789; r-table=0.339). T he ref o re, the stu d en ts‟ p e rcep tion of difficulties, as indicated by questionnaire score, could not be used as an indicator for difficulties because it did not have significant correlation with their actual difficulties as indicated by the test score.

Item Type: Thesis (Undergraduated)
Subjects: L Education > L Education (General)
Divisions: Faculty of Education > Department of English Education
Depositing User: Septi Septi
Date Deposited: 15 Jul 2019 04:38
Last Modified: 15 Jul 2019 04:38
URI: http://repository.unib.ac.id/id/eprint/18763

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