Improving Students’ Grammar Mastery in Reading by Using Aralish Contrastive Analysis; A Classroom Action Research at of MA Qudsiyyah Kudus 2013-2014

ABSTRACT Muh. Shofiyuddin. S891202039. Improving Students’ Grammar Mastery in Reading by Using Aralish Contrastive Analysis; A Classroom Action Research at of MA Qudsiyyah Kudus 2013-2014. First Consultant: Dr. Abdul Asib, M.Pd.; Second Consultant: Dra. Diah Kristina, MA., Ph. D. Thesis. English Education of Graduate School of Teacher Training and Educational Faculty of Sebelas Maret University 2013. This Classroom Action Research is intended to improve the grammar mastery of the eleventh grade students of MA Qudsiyyah Kudus in the academic year of 2013-2014 by using Aralish Contrastive Analysis. The fact that the students are not good in mastering English grammar becomes the spirit of this research. The subject of the research is the eleventh grade students in the academic year of 2013-2014. They are not able to understand and use the forms and the uses of simple present and simple past tense well. In addition, the students are not interested in studying English. I use Aralish Contrastive Analysis in order to help the students improve their grammar mastery in reading. “Aralish” is a blend deriving from Arabic and English. It is then used to name a teaching method combining the characteristics of Arabic and English languages in learning English as foreign language. The method of this research is Classroom Action Research consisting of three cycles. Each cycle has four meetings. The writer analyzes the quantitative data to find out the mean score of the pretest and the posttest to prove the improvement in each cycle. The percentage of the students’ activities in the learning process and responses toward Aralish can also be the indicators of the improvement. The research finding is that Aralish contrastive analysis can improve the grammar mastery of the eleventh grade students of MA Qudsiyyah Kudus in the academic year 2013-2014. The students could understand the forms and uses of simple present and simple past in positive, negative and interrogative of verbal and nominal sentence and passive forms after being taught by using Aralish contrastive analysis. It can be seen from the students’ mean score, 43.5 in the preliminary research increased into 69.9 after the whole cycles. Besides, the students’ who are active in the learning process also increased to 42.7% during the action. In addition, the students who used to say that English is “difficult” turn to show a significant decrease to 42.3% of the students. It implies that the learning activities were improved more after the third cycle. The difficulties in applying Aralish contrastive analysis in teaching English is the students have to master Arabic grammar before being taught by using Aralish contrastive analysis. Then, I suggest or recommend that English teacher can teach grammar to the students by using Aralish contrastive analysis technique as an interesting and easier technique, especially in Islamic senior high school. Key words: grammar mastery, reading skills, Aralish contrastive analysis, classroom action research