Edo Ersanda , 2201411084 (2015) THE EFFECTIVENESS OF TPRC STRATEGY FOR TEACHING READING COMPREHENSION OF DESCRIPTIVE TEXTS (A Case of the Tenth Grader of SMA Negeri 1 Ungaran in the Academic Year of 2015/2016). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This final project is based on a study which attempts to examine the effectiveness of TPRC strategy for teaching reading comprehension of descriptive text. The purposes of the study were to find out whether or not the TPRC is effective to teach reading comprehension and to find out whether there is any significant difference in students‟ achievement of reading test between those who were taught using TPRC and those who were taught without using TPRC This study applied a quasi-experimental design. This research design comprised tryout, pre-test, treatment, and post-test. The students in class X MIPA 1, class X MIPA 2, class X MIPA 5 were chosen to be the participants of the study. Class X MIPA 5 was the tryout participant. Meanwhile, class X MIPA 1 was chosen to be the control group and class X MIPA 2 was chosen to be the experimental group. The control group was taught by using conventional method (lecturing) given by teacher and the experimental group was taught by TPRC. The result of the study indicated that the group taught by TPRC has better score in the test than the group taught by conventional method. The mean of posttest of experimental group (81.62) was higher than control groups‟ (77.16). T-test calculation showed that there was a significant difference between post-test of control group and experimental group. TPRC strategy can be a helpful strategy for summarizing ideas from students about topic given. Moreover, it encourages students to think about the ideas independently before they read a passage. It gives students time to consider and develop ideas more completely. After that, they can refine their understanding through prediction they have made about the description given. It leads to an effective management of time in teaching and learning process. In conclusion, TPRC is effective for teaching reading comprehension of descriptive text and there was a significant difference in students‟ achievement of reading test between those who taught using TPRC and those who taught without using TPRC.

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