The Reading Comprehension of the Tenth Grade Students of MAN 2 Kudus In Academic 2011/2012 taught by using Classroom Discussion Strategy

Reading becomes one of the most important skills. By reading we are able to know the new vocabularies and how to pronoun them. Many students still have difficulties in reading, and tenth grade students of MAN 2 Kudus are one of them. Concerning this condition, the writer thinks it would be better to apply the model in order to help for teaching reading comprehension. The objective of this research is to find out whether there is a significant difference of the reading comprehension of then Tenth grade students of MAN 2 Kudus in academic year 2011/2012 before and after being taught by using classroom discussion strategy. The subjects of the research were the tenth grade students of MAN 2 Kudus in academic year 2011/2012 with number of students is 36 from the population students 356. In choosing the sample of the research was then writer used cluster random sampling. The design of this research was experimental research because it is to find out whether there is effect relation to the variable or not. There was one experimental group. The result showed that the reading comprehension of tenth grade students of MAN 2 Kudus in academic year 2011/2012 before being taught by using classroom discussion strategywas categorized sufficient. The score of mean and deviation standard are 66.72and 10.6. Meanwhile, the reading comprehension of tenth grade students of MAN 2 Kudus in academic year 2011/2012 after being taught by using classroom discussion strategy was categorized good. The score of mean and deviation standard are 75.02 and 11.6. the calculation of t-test gets result 8.3 and in the level of significant 0.05 and the degree of freedom (df) 36 which is gained N1-1 t-table is 2.04. It is concluded that there is any significant differences of the reading comprehension of tenth grade students in academic 2011/2012 before and after classroom discussion strategy. Therefore, then the writer use suggest that it would be better for the teacher to use Classroom Discussion Strategy as one of the model in teaching English reading. Students also need to develop their learning so that they can learn and practice confidently and independently