MINI RESEARCH

ANALYSIS OF ENGLISH READING AND WRITING SKILLS OF GRADE

VI STUDENTS AT SD BUDI SATYA MEDAN

Compiled to fulfill the assignment for the English Communication course

Supporting lecturer:
Mara Untung Ritonga, S.S., M.Hum., Ph.D

Group 6

Nasya Nabila Said NIM 2233111007

Stela Parta Siagian NIM 2233111012

Stevani Br Situmorang NIM 2233111013

Jesica Simanjorang NIM 2233111030

Nabila Agustina Batubara NIM 2233311025

Icut Aprilla NIM 2233111029

INDONESIAN LANGUAGE AND LITERATURE EDUCATION STUDY

PROGRAM
FACULTY OF LANGUAGE AND ARTS
STATE UNIVERSITY OF MEDAN
2024
 PREFACE

Praise and gratitude the author conveys to God Almighty, Allah SWT for the abundance
of blessings and grace from Him the author can complete the paper assignment entitled
"Analysis of English Reading and Writing Skills of Grade VI Students at SD BuDi Satya
Medan" in the English communication course right on time. On this occasion, the author would
like to thank:

1. Mr. Mara Untung Ritonga, S.S., M.Hum., Ph.D as the lecturer in charge of the English
communication course for the Regular C class of Indonesian Language and Literature
Education Stambuk 2023.
2. Beloved parents who always pray for and provide motivation in living life.
3. Group colleagues who contributed well.

4. Regular C class colleagues who always provide direction and input as a step in
perfecting this paper.

The author realizes that the preparation of this paper is still far from perfect, but even so
the author tries to explain and present the material well through the knowledge that the author
has obtained from various relevant sources. The author has high hopes that with the formation
of this paper, it will provide additional scientific insight for all parties, especially the readers. If
there are errors in the writing and compilation of this paper, the author apologizes. The author
is always waiting for constructive criticism and suggestions so that they can be improvements
for future paper assignments.

Medan, November 2024

Group 6

i
 TABLE OF CONTENTS

PREFACE .......................................................................................................................... i
TABLE OF CONTENTS ................................................................................................. ii
CHAPTER I INTRODUCTION ..................................................................................... 1
1.1 Background ......................................................................................................... 1
1.2 Problem Formulation .............................................................................................. 2
1.3 Research Objectives ................................................................................................ 2
CHAPTER II THEORETICAL REVIEW .................................................................... 3
2.1 Difficulties faced by students in reading and writing English ................................ 3
2.2 Teaching methods of teachers in improving English literacy ................................. 5
2.3 Level of mastery of English comprehension ........................................................... 6
2.4 Role of English literacy........................................................................................... 7
CHAPTER III RESEARCH METHOD ......................................................................... 9
3.1 Location and Time of Research ............................................................................. 9
3.2 Research methods ................................................................................................... 9
3.3 Data collection technique ........................................................................................ 9
3.4 Research Steps ........................................................................................................ 10
CHAPTER IV RESULTS AND DISCUSSION ............................................................. 12
4.1 Result ...................................................................................................................... 12
4.2 DISCUSSION ........................................................................................................ 19
CHAPTER V CLOSING.................................................................................................. 26
5.1 Conclusion .............................................................................................................. 26
5.2 Suggestion ............................................................................................................... 26
BIBLIOGRAPHY ............................................................................................................. 27
APPENDIX AND DOCUMENTATION ........................................................................ 29

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 CHAPTER I
INTRODUCTION
1.1 Background

Education is essentially a process that helps someone to develop himself so that he can openly
and creatively face everything changes and problems without losing his identity. Education holds
important role in human life and development. Education is a dynamic force in everyone's life that
influences physical, mental (reason, feeling and will), social and moral development. Can be said that
current educational success is the impact of development technology. Humans are creatures that interact
with other humans.

These skills can only be achieved through continuous practice, fourth the skill is essentially a unit
or chess piece. Language development is integrated, contextual and functional, emphasizing alternately
and continuously on listening, speaking, reading, and writing. An important part of language learning is
reading, especially reading in elementary school. Reading is one of the receptive written language skills.
Called receptive, because by reading a person receives information, information and information and new
experiences. Everything you get from reading allows a person to strengthen his thinking abilities, sharpen
his views and broaden his horizons.

Acquired reading skills at the beginning of reading has a great influence on the deepening of
reading skills, because the skill behind the next skill, the ability to read, is very requires teacher attention,
starting to read in 1st grade is the basis for further learning. As a foundation, it must be strong and sturdy,
so it must serve and function effectively and seriously. Patience and thoroughness are the main
characteristics of students who are usually persistent, but not in situations learning where the material
presented has not been fully absorbed and understood by students. The teacher also explains orally the
meaning of the text read and examples on the blackboard, but some students still do not understand when
asked to answer questions in the lecture.

Writing skills are an active and creative process for conveying ideas into written language so that
communication occurs between the writer and the reader. Every student is required to be skilled in
writing, through writing students can find out their ability to express their thoughts. According to
Cahyaningrum stated that writing activities are language skills that are used in communicating both
directly and indirectly (Cahyaningrum et al., 2018)

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1.2 Problem Formulation

1. What are the difficulties faced by students in reading and writing English?

2. How are the teaching methods of teachers in improving the English literacy skills of
grade VI students?

3. What is the level of mastery of English comprehension of grade VI students in the

context of reading and writing literacy?

4. How big is the role of English literacy at SD Budi Satya Medan in improving students'
academic skills as a whole?

1.3 Research Objectives

1. To understand the difficulties faced by students in reading and writing English.

2. To know the teaching methods of teachers in improving English literacy skills of grade
VI students.

3. To understand the level of mastery of English comprehension of grade VI students in the

context of reading and writing literacy.

4. To know the role of English literacy at SD Budi Satya Medan in improving students'
academic skills as a whole.
 CHAPTER II
THEORY REVIEW

2.1 Difficulties faced by students in reading and writing English

Based on (Laily, in Nurmalasari, N., & Haryudin, A. 2021) stated that reading comprehension define
as the main skill for the students in learning English. It means that in reading, students can learn to find
out the information by the text they read with interpreted the sentence to gain the meaning and then
answering the problems of the test in the last course. The fluent in grammar will help the students read a
text easier to catch the information, because by learning the structure of the sentence in English can
improve the ability in reading as much as possible.

The students feeling trouble when they want to interpreting a text, because they have less
knowledge of translating every word and then find the main idea of the text they read, they can not
conclude and answering the questions. Hence, the students sense of tired when they faced a text in
English, an the media that they used is not interesting for them to learn more. Based on (Ganie et al., in
Nurmalasari, N., & Haryudin, A. 2021) stated to increase the students’ quality in reading comprehension is
required to support not only in terms of English language education, butalso improving all the knowledge
of the students’ quality.

However, the students in Indonesia which using English as a foreign language has the main
problem in mastery English. According to (Al-Jarrah & Ismail, in Nurmalasari, N., & Haryudin, A. 2021)
define that lack of understanding may be as an outcome of deficient knowledge of vocabulary. In reading
itself, the limited of the students knowledge in vocabulary give the implication that the key to get the
meaning of the text by how many words in English that students know. It will make their understanding
to comprehend the text easier. In other word, the basic of, listening, speaking, reading, and writing skills
is vocabulary.

In every process of learning, the students could face the difficulties. It is also happened in reading
class. Difficulty is the quality or state of being hard to do, deal with, or understand, the quality or state of
being difficult. The language learners, either second language learners or foreign language learners, may
face difficulties in comprehending English reading text. For instance, the students find some difficulties
when the tutor or lecturer asked them about some information that was not mentioned clearly in the text
but still in the context, let say about finding main idea. Most of the students have a great problems in
vocabulary mastery and it made them difficult in understanding the text.

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Sasmita (in Safura, S., & Helmanda, C. M., 2020) who conducted a research to find out the students’
problems in comprehending English reading texts. The findings showed that the factors that influenced
the students in understanding English reading texts were related to problems in vocabulary, grammar
knowledge, and reading interest. The other study which is related to the students difficulties in reading is
from Atikah (in Safura, S., & Helmanda, C. M., 2020) which was focused on finding out the students’
difficulties in linguistic problem in reading comprehension and the result showed that the students find
difficulties in vocabulary, grammar and spelling. The difficulties in comprehending English reading text
should be known and solved by the students and the tutor or lecturer because comprehending reading text
is the important skill and as an achievement indicator in reading that should be achieved by the students.

Factor difficulties that faced by students divided into external and internal. Internal factor
includes physics, intellectual and psychological. While external factors include family and school
environments (Brewster, Ellis, & Girard, in Septia, N. W., Indrawati, I., Juriana, J., & Rudini, R., 2022 ). There
are some internal factors that influence the students in reading comprehension that are generally found by
the reader during reading, namely (Westwood, 2008):

1. Difficulty in understanding long sentence In a common problem that most of students finds
difficulty in understanding the long sentence with complicated structure. It is supported by report
of Barfield, that shows almost 12% of students had difficulty in understanding long sentence in
graded story and 20 % in academic text.

2. Difficulty in using reading strategies The students who are lack of reading strategies often fail in
understanding the text. The students who are not familiar with reading strategies such as
skimming and scanning will feel down and frustrated because they are lack of tool necessary to
succeed in reading comprehension test. There are characteristics of the students who are lack of
using reading strategies. First, the students read word by word within the text, relying too heavily
on their visual information, which greatly impedes their reading speed and hampers their reading
comprehension. Second,the students spent a lot attention on detail with the result they often miss
the main idea of the text. Third, they just focused too much attention on form of the expense
meaning.

3. Difficulty in Concentration Difficulty in concentration during reading can be caused by a

psychological factor. Bad concentration will lead the students fail to comprehend the text. It can
be worse when the students do reading test. Difficulty in concentration is another reason for
students’ poor reading because concentration is an important factor for a good and effective
reading. Shaw states that comprehension of a text results from reading with concentration. But
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students, in most cases, cannot or do not concentrate properly while reading (Hung & Ngan, in
Septia, N. W., Indrawati, I., Juriana, J., & Rudini, R., 2022 ).

2.2 Teaching methods of teachers in improving English literacy

Learning a foreign language in students is to improve their communicative competence. I.L. Bim
points out that in the process of reading, the text encoded by the author is recognized. This recognition
occurs on the basis of auditory and graphic images of linguistic phenomena (words, phrases, sentences)
created by the student in his speech memory (auditory, speech-motor and visual), which carry a certain
meaningful coloring. At the initial stage of education (1-2 years of systematic language learning), students
must master the letters of the English alphabet, learn sound-letter correspondences, be able to read aloud
and to themselves words, word combinations, individual phrases and short connected texts built on
program language material.

The ability to read is based on certain skills that must be formed by the teacher in the process of working
in the classroom and at home. And the first of these skills is “correlation of the visual image of a speech
unit with its auditory-speech-motor image” (Irkinovich, N. R., & Izatullaevna, I. I., 2022). .

Increasingly, the English language as a lingua franca has become the dominant language
throughout the world. Globally, the English language is currently the most common language of
communication amongst people of different first languages in the field of business, commerce and the
sciences as well as in academia. In the EFL context, the increasing relevance of the English language can
also be recognized in the employment and education sectors, and in consideration of the relevance of the
English language in the EFL context, new language policies have been introduced by the governments
such as the Saudi government, which demands that all students both at the high and the intermediate
school levels to compulsorily study the English language. The English language has also become the
mode of teaching in most Arab schools.

However, despite the great commitment of the governments to this course in terms of policies and
spending, the English language skills of the students remains at a basic level. Consequently, this has
exacerbated the already difficult task of using the English language as a means of communication, thereby
having negative impacts on the ability of the students to complete their studies. In consideration of this
stance, E-learning has been introduced at the intermediate and high school levels by the Ministry of
Education (MoE), to serve as an additional tool for studying English as a Foreign Language (EFL).
Technological innovations have revolutionized many sectors of human endeavor, but its acceptance in the
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English language teaching and learning sector for the facilitation of teaching and learning still faces
various challenges.

For instance, the use of technologies in the EFL classroom has only been restricted to a didactic
manner of teaching and learning in which teaching is based on the provision of electronic teaching
materials using personal computers. However, digital technology, the driving force of the fourth industrial
revolution (4IR), is far beyond the use of computers and e-materials, as its effectiveness in improving the
learning experience demands compatibility with the learner-centered approach. With the rapid diffusion
of the much-anticipated 4IR, it is expected that there will be an impact on not just the economy but also
on education.

2.3 Level of mastery of English comprehension

Indonesia is a country that is categorized own resident with interest read low .
Categorization the is results study from Central Connecticut State University (CCSU) which
compiled ranking literacy entitled “World's Most Literate Nations” which was announced in
March 2016. There are many factor reason low interest child in read , start from factor economy
until factor environment , According to Yunus in Mulyanti , W., & Hakim, LN (2021) .

Now this , activity Literacy the more often encouraged specifically in the world of
education. Students often not interested in matter read especially English . Besides being
impressed boring , sometimes The methods used by the teachers also impressed monotonous .
This is become obstacles to government programs that encourage Literacy . Asrul N., et al
(2021).

English Language Ability student grade 6 elementary school No own English Basics The
same very so that make team devotee must give material with Language simple so as not to
confuse the students and make them they Can accept at a time understand will English material .
According to Pangesti , AW, & Wibawa, EA (2023).

According to Saryono in Sitompul , LR, et al (2023) that indicators that measure literacy
public is

1) Quantity and variety material owned reading facility public ;

2) Frequency read material reading every day ;
3) Amount material literature read by the public ;
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4) Amount participation active community , institution , or agency in provision material

Bacan ;
5) Amount facility public support literacy read-write ;
6) Amount activity literacy literacy in society ;
7) Amount community read write in society ;
8) Level of participation active public in activity literacy ;
9) Amount publication books per year ;
10) Quantity user Indonesian in space public ;
11) Amount training literacy reading and writing that is applicable and has an impact on
society .
Learning Language English Already there is form writing ability ( writing ) with proven
support book package containing indicators (writing) and also when learning student assisted by
teachers with means board write For write answer question Language English given by teachers,
according to Sumarni, S., et al (2023).

Learning Language English Already there is form reading ability ( reading ) with proven
support book package containing indicators ( reading ) and students at the beginning learning
requested implementation read material learning in books respective packages . According to
Sumarni, S., et al (2023).

2.4 Role of English literacy

The role of the teacher as educator in educate student about aspect attitude literacy
reflected in its activities are aimed at For build character students and discipline reading and
writing .

A. Read . Teacher's duties as teacher in exercise reading English must seen from tightness
training carried out by the parties school when in class students who come late will depends on
discipline through understanding discussion or read text in book , so that student become used to
in reading . dialect that is not known . This is in accordance with opinion Indrani in Sari, DP,
(2023). Reading is a skill For understanding and comprehending writing as series Images
realistic and change it become meaningful discourse as inferred understanding or spoken with
loud .
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B. Writing . Writing can interpreted as action to communicate mind / thoughts with involving
structured language as means delivery . The task of educators as a recorded teacher in hard copy
form of exercise must seen from the exercise of composing text , for example compile personal
biodata student like name , date birth , location , interests side , and longing in dialect that is not
known . And then write article / section about family I was examined by the educator If student
fail For see How writing and what It means .

Media that can used in learn vocabulary is one of them with card image . Card picture
expected can help student in master vocabulary and help teachers in give material vocabulary
Language English for students class VII.4. Each student will get card picture so that students
expected can learn abouthowto read vocabulary Language English in a way independent .
According to Novianti , Y. (2020).

At Budi Satya Elementary School Medan The teacher's way to increase literacy or
understanding student about English as following :

1. Teaching students English through picture.

2. Give English memorization.
3. Suggest that students take lessons outside school for English can realized outside school.
 CHAPTER III
RESEARCH METHOD
3.1 Location and Time of Research

1. Location

This research was conducted at Budisatrya Private Elementary School Medan. Located on Jalan.
Letda Sujono No.166, Bandar Selamat, District. Medan Tembung, Medan City, North Sumatra 20225

2. Research Time

The time used by researchers for this research was carried out at:

Day : Friday

Date : November 08, 2024

Time : (08.00-09.00 WIB)

Activity : Asking permission from the principal to conduct mini research at

Budi Satrya Medan Private Elementary School.

3.2 Research methods

The research method is a way used by researchers in collecting research data. The method used
by researchers in this study is the Descriptive Qualitative method.observation or observation of teachers
and students, interviews with teachers, and documentation related to data relevant to the research results.
The use of this descriptive research method with provide a questionnaire to students to collect facts that
exist or occur in the field so that they can be understood in depth, so that in the end we obtain The
findings of the data needed are in accordance with the objectives of the study. The findings of the data are
a picture or description of the Analysis of English Reading and Writing Skills of Grade VI Students of
Swa Elementary School

3.3 Data collection technique

The data collection technique used in this study is by using the observation method, conducting
interviews, and documentation related to data relevant to the results.

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a. Observation. Observation is a method of data collection, where researchers directly come to the
location to conduct the observation process. Researchers use the observation data collection
method Private Budisatrya Medan.

b. Interview. In this study, the researcher also used a direct interview method with one of the
English teachers at Budisatrya Medan Private Elementary School. The researcher support related
to research objects. Interview techniques are used to explore data in research. Researchers
interview by interacting with research subjects so that researchers can analyze and interpret the
answers of those interviewed.

c. Documentation. In this study, in addition to researchers conducting observations and interviews,

researchers also conducted documentation related to data relevant to the research results. This
technique is used to collect written data from a condition and activity of the research subject. This
documentation technique is needed as a complement that can strengthen or as a supplement.

3.4 Research Steps

The research procedures or steps in the data collection process are:

a. The researcher conducted the research at Budisatrya Medan Private Elementary School. Before
conducting the research, the researcher had asked permission from the school through a mini
research permit letter. issued by the State University of Medan signed by the Dean of the Faculty
of Languages and Arts and the Head of the Department of Indonesian Language and Literature.

b. Peneliti melakukan observasi atau pengamatan secara langsung ke sekolah SD Swasta Budisatrya
Medan related to reading and writing skill strategies in English language learning.

c. The researcher conducted an interview with one of the Indonesian language teachers at
Budisatrya Medan Private Elementary School, named Mrs. Dra Endang Listiyowati. The
researcher provided several The question to the teacher is related to the Analysis of English
Reading and Writing Skills of Grade VI Students of Budisatrya Private Elementary School
Medan. This aims to obtain additional information that supports the research object.

d. After the researcher conducted observations and interviews, the researcher took documentation
related to data relevant to research results.
 11

e. Based on the research that has been conducted, researchers can compile a report on the results.
presearch related to the Analysis of English Reading and Writing Skills of Grade VI Students of
Budisatrya Private Elementary School, Medan.
 CHAPTER IV
RESULTS AND DISCUSSION
4.1 Result

In this section, the researcher will present the results obtained from the questionnaires
distributed to 15 students in the 6th grade at Budisatrya Private Elementary School, Medan, as
well as an interview with one of the English teachers at the school. The data will be presented
descriptively, with interpretations for each question in the questionnaire. To create a table of the
questionnaire results in order to determine the level of development of the students' English
literacy, the researcher will categorize and group the responses based on the answers provided by
the students and the teacher.

Below is the format for the table of the questionnaire results:

N QUESTIO ANSWER RESPO PRESENTAT INTERPRETATION

O N CHOICES DENTS ION
1 Can you Very easy: 0, 15 Very easy: 0%, Most students (80%)
understand Fairly easy: 12, Students Fairly easy: felt that they found it
short texts Difficult: 3, 80%, Hard: quite easy to
in English? Very difficult: 0. 20%, Very understand short
hard: 0% English texts. Some
students found it
difficult (20%).
2 How do Using pictures: 0, 15 Repeating The majority of
you learn to Repeating words: Students words: 93%, students (93%) use the
understand 14, Looking up Looking up word repetition method
new meanings in a meaning in to remember new
vocabulary dictionary: 1, dictionary: 7% vocabulary. Some
in English? Not knowing a students (7%) use a
particular way: 0 dictionary.

12
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3 How often Daily: 0, 15 Once a week: Most students speak

do you Once a week:9, Students 60%, Several English once a week
speak Several times a times a week: (60%) or several times
English in week:6 40% a week (40%).
class? Never: 0 Conversational
engagement in English
still needs to be
improved.
4 Are you Very confident: 5, 15 Very confident: Most students feel
confident Quite confident: 5, Students 33%, Quite confident enough to
speaking Not too confident: confident: speak English (66%).
English in 4, 33%, Not too However, some
front of confident: students still feel less
Not confident: 1
your 27%, Not confident.
friends? confident: 7%
5 How is Very good: 2, 15 Very good: The majority of
your ability Fairly good: 7, Students 13%, Fairly students (60%) have
to write Not good: 4, good: 47%, quite good ability in
short Very bad: 2 Poor: 27%, writing short sentences
sentences in Very poor: in English, although
English? 13% there are still some who
find it difficult.
6 Do you Often: 0, 15 Sometimes: Most students rarely or
often write Sometimes: 3, Students 20%, Rarely: never write stories or
stories or Rarely: 6, 40%, Never: sentences in English
sentences in Never: 6 40% outside of class hours.
English This shows a lack of
outside of habit of writing English
class hours? outside of school.
7 Do you Every day: 1, 15 Every day: 7%, Only a few students
read Several times a Students Several times a read English books
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English week: 3, Rarely: 7, week: 20%, every day. The majority

books or Never: 4 Rarely: 47%, of students rarely or
stories at Never: 27% never read English
home? books at home.
8 What type Story books: 3, 15 Story books: Students tend to read
of English Short Students 20%, Short short stories, novels,
language stories/novels: 4, stories/novels: comics/magazines, and
material do Comics/magazines 27%, English song lyrics.
you read : 4, Song lyrics: 4 Comics/magazi Preferences for these
most often? nes: 27%, Song materials indicate
lyrics: 27% varying interests in
English texts.
9 Do you feel Very helpful: 5, 15 Very helpful: Most students feel that
that reading Somewhat helpful: Students 33%, reading in English
in English 6, Not very Somewhat helps them learn. Only
helps you helpful: 4, Not helpful: 40%, a few students feel that
learn? helpful at all: 0 Not very it is less helpful.
helpful: 27%

10 How was Very enjoyable: 2, 15 Very The majority of

your Enjoyable: 1, So- Students enjoyable: students feel that
experience so: 11, Not 13%, learning English at
in learning enjoyable: 1 Enjoyable: 7%, school is either
English at So-so: 73%, ordinary or not very
school? Not enjoyable: enjoyable. This shows
7% the need for innovation
in teaching methods.
11 What do Listening to 15 Listening to Students most enjoy
you enjoy stories: 6, Playing Students stories: 40%, listening to stories in
most about English games: 2, Playing English lessons, but
English Writing/drawing: English games: also enjoy other
 15

lessons? 4, Speaking: 1 13%, activities such as

Writing/drawin writing and playing
g: 27%, educational games.
Speaking: 7%
12 What Difficult 15 Difficult The main difficulties
makes it vocabulary: 4, Students vocabulary: faced by students are
difficult for Can't speak 27%, Can't difficult vocabulary and
you to learn fluently: 5, speak fluently: difficulty in speaking
English? Difficult grammar: 33%, Difficult fluently. This indicates
4, Not interested: 2 grammar: 27%, the need for
Not interested: improvement in
13% vocabulary mastery and
speaking skills.
13 What are Can speak 15 Can speak Students hope that they
your fluently: 5, Students fluently: 33%, will be able to speak
expectation Improve writing Improve fluently and understand
s for skills: 1, Can writing skills: stories or songs in
learning understand 7%, Can English.
English at stories/songs: 6, understand
school? Can read books: 3 stories/songs:
40%, Can read
books: 20%
14 What can Answers varied: 15 All answers The majority of
teachers do Students answered Students vary students want teachers
to help more about to provide more
learn practicing conversation exercises,
English conversation, educational games, and
well? holding storytelling in English
educational games, learning.
and telling stories.
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Results of English Literacy Measurement (Multiple Choice Questions):

No QUESTION CORRECT WRONG PERCENTAGE

AMOUNT AMOUNT OF CORRECT
ANSWERS (%)
1 The cat is very _______ (besar). 13 2 86%
2 hoose the correct meaning of the 14 1 93%
word "happy":
3 Choose the opposite word to "hot": 12 3 80%
4 What does the word "fast" mean in 10 5 67%
Indonesian?
5 What is Tom's favorite color? 14 1 93%
6 What does Tom like to eat? 14 1 93%
7 When do Tom and his friends play 13 2 86%
football?
8 Who plays football with Tom?? 14 1 93%
9 Write three simple sentences about - -
Many students
your favorite activity. answered
correctly such
as

I like playing
basketball.

10 Write a sentence using the word - -

Many students
"because". answered
correctly such
as. I like
reading books
because it is
fun.
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11 Choose the correct sentence: (She 11 4 73%

can sing very well).
12 Complete the sentences with the 4 11 27%
correct words: My sister _______
(eat) an apple now.
13 Determine the correct sentence: (I 6 9 40%
go to school).
14 Complete the sentence with the 10 5 67%
correct choice: They _______ (play)
basketball every day.
15 "Hello, my name is Sarah. I like 14 1 93%
reading books. What about you?"
"Hi, I am Jack. I like playing
football."
What Sarah like?

The following are the results of an interview with an English teacher, Mrs. Dra Endang
Listiyowati, as follows:

In the context of analyzing the English reading and writing skills of grade VI students at
SD Budi Satrya Medan, an interview with Mrs. Dra. Endang Listiyowati provided in-depth
insight into the practice of English literacy at the school. Mrs.Dra Endang Listiyowati explained
that English literacy is an integral part of the curriculum implemented in schools, where students
are often involved in reading activities in the classroom. These activities are not only limited to
learning at school, but are also encouraged to be continued at home, so that students can
strengthen their understanding of English continuously. With this approach, it is hoped that
students will not only master reading skills, but also be able to apply the knowledge they have
acquired in a broader context, both in the school environment and in everyday life.

Mrs. Dra Endang Listiyowati emphasized the importance of the role of teachers in
integrating English literacy into the teaching and learning process. By providing relevant
motivation, such as linking English language needs to students' aspirations, teachers can help
 18

students understand the importance of English in their lives. This is in line with the broader goal
of education, which is to prepare students to face challenges in an increasingly competitive
global world. Through this integrated approach, students are expected to be more motivated to
learn and develop their English skills. Thus, English literacy is not just a subject, but also an
important tool for students to achieve their aspirations and contribute to an increasingly globally
connected society.

Although English literacy in the classroom is well underway, opportunities for students to
apply this literacy outside the classroom are still limited. At Budi Satya School, for example,
there is no specific program that allows students to use English outside the school environment.
This indicates a gap in the application of literacy that should be expanded to a wider context.
However, many students take additional lessons after school in an effort to improve their English
skills. These lessons are a significant alternative for students to practice and apply English
literacy, giving them the opportunity to interact in English outside the formal classroom
environment, and strengthening the skills they have learned.

The importance of English literacy in schools cannot be underestimated. According to

teachers, the development of English literacy is very important and is the basis for students to
compete in the current era of globalization. English is not just a subject, but also a vital
communication tool in various fields, including technology, business, and education. Thus,
mastery of English is the key to opening up various opportunities in the future. Therefore, the
development of English literacy must be a priority in the education curriculum in schools, so that
students are not only ready to face academic challenges, but also able to contribute effectively in
an increasingly globally connected society. With the right approach, it is hoped that students can
develop their English skills comprehensively, both inside and outside the classroom.

To overcome these challenges, the teacher applies various methods in teaching English
literacy. One of the methods used is Integrated Skills, which includes listening, speaking,
reading, and writing. This method is designed to train various language skills simultaneously, so
that students can understand and use English more effectively. With this comprehensive
approach, it is hoped that students can more easily master English and feel more confident in
communicating. In addition, Mrs. Dra Endang Listiyowati also tries to relate the subject matter
 19

to students' daily lives, so that they can see the relevance of English in a broader context and are
motivated to learn.

The use of aids is also an important aspect in teaching English literacy at Budi Satrya
Elementary School. Mrs.Dra Endang Listiyowati explained that she often uses picture cards and
illustrations to help students understand the vocabulary and concepts being taught. These visual
aids not only make it easier for students to remember the material, but also make the learning
process more interesting and enjoyable. With a combination of the right methods and effective
aids, it is hoped that the English reading and writing skills of grade VI students at Budi Satrya
Elementary School can develop well, providing significant benefits for their future. Through a
holistic and creative approach, teachers strive to create a supportive learning environment, where
each student feels valued and motivated to learn English with enthusiasm.

4.2 DISCUSSION

Based on the survey results given to the 6th grade students of SD Swasta Budisatrya
Medan, the following conclusions can be drawn:

1. Understanding English Texts

From the survey, most students find it relatively easy to understand English texts, with
80% of students stating that they find the texts "fairly easy" to understand. However, about
20% of the students still experience difficulties in understanding the texts. This indicates that
while the majority of students in the 6th grade have a basic understanding of English texts,
there are still challenges for those who struggle. Moving forward, teachers can support these
students by providing more practice with texts that match their level and by incorporating
more interactive learning techniques, such as group discussions or text-based assignments.

2. Vocabulary Mastery
The majority of students reported using repetition to memorize new vocabulary, which
suggests that this simple but effective method is a favorite among students for enriching their
vocabulary. Only a few students use a dictionary to learn the meanings of new words,
indicating that the use of technology or additional resources (such as dictionary apps) has not
been fully utilized. To enhance vocabulary instruction, teachers could introduce more modern
 20

and engaging approaches, such as using learning apps or visual media to support vocabulary
acquisition.
3. Engagement in Speaking English
Although most students report speaking in English fairly often, most only do so once or a
few times a week. This suggests that while there is awareness and a desire to communicate in
English, the frequency of English interaction in the classroom needs to be increased. In the
future, teachers can create a classroom environment that supports more regular English
conversations, for example, by incorporating daily English conversations or project-based
learning activities that require students to communicate in English.
4. Confidence in Speaking

Most students feel fairly confident speaking in English, but some still feel less confident.
This shows that while many students are ready to speak, their self-confidence needs to be
further encouraged. Teachers can provide more speaking opportunities in small groups or use
games involving language to help students feel more comfortable. Additionally, positive
feedback and praise can serve as important motivators to boost students' confidence.

5. Ability to Write Simple Sentences in English

Overall, students feel they have a fairly good ability to write simple English sentences,
although some still face difficulties. This suggests that there has been progress in students'
writing skills, but further improvement is needed, especially for those who struggle. More
structured and regular writing exercises could help students who find writing challenging.
Integrating creative writing activities or project-based writing tasks could also enhance
students' interest and proficiency in writing English.

6. Writing Habits Outside Class

The survey indicates that most students do not write in English regularly outside of class.
This is a significant challenge, as writing outside of class is essential for improving writing
skills. Teachers can encourage students to write more frequently by assigning tasks that
prompt them to write short stories or maintain a personal journal in English. Creating fun
writing habits, such as writing with friends or starting a class blog, could also be an engaging
way to improve writing habits.
 21

7. Reading Habits at Home

The majority of students do not read English books regularly at home. Only a small
percentage of students do so daily, while others read occasionally or not at all. This indicates
a gap in reading habits at home that needs to be addressed. Given the importance of reading
in improving literacy skills, teachers should encourage students to read more English books
outside of class. Teachers can provide age-appropriate books and create engaging reading
activities, such as reading competitions or book discussions.

8. Materials Most Often Read by Students

The research shows that students prefer reading short stories, comics, or song lyrics in
English. This suggests that students are more interested in light, entertaining materials. This
preference can be utilized by incorporating more diverse and engaging materials into lessons,
such as comics, song lyrics, or short stories. Such enjoyable approaches can increase students'
interest in English and make them more involved in the learning process.

9. Enjoyment in Learning English

Although most students feel that learning English at school is not very enjoyable, some
consider it to be fun. This lack of enjoyment may stem from teaching methods that are not
varied or engaging for most students. Teachers need to be more creative in designing
interactive and fun teaching methods, such as using technology, educational games, or
project-based activities that encourage active student participation. Using interesting and
relevant learning media, such as videos, music, or educational games, could also enhance
students' enjoyment and motivation.

10. Challenges in Learning English

Students identified several main barriers in learning English, such as difficult vocabulary,
challenges in speaking fluently, and complicated grammar. Fluency in speaking and difficult
vocabulary are the main challenges students face. This suggests that to improve speaking
skills, students need more practice in conversation and exposure to new vocabulary in
practical contexts. Conversation practice, role-playing, or debates could be effective ways to
address fluency difficulties, while context-based or visual approaches could help students
grasp new vocabulary more easily.
 22

11. Expectations for Learning English

Most students hope to speak fluently and understand English stories or songs. This shows
that the main goal for students is to master speaking and listening skills. Therefore, English
teaching in the classroom should focus more on developing speaking and listening skills
through various interactive activities such as discussions, presentations, or conversations.

12. Suggestions for Teachers to Support English Learning

Students want teachers to provide more conversation practice, educational games, and
storytelling in lessons. This suggests that students prefer methods that are fun and interactive.
Using educational games, group discussions, or even storytelling activities can be effective
ways to support students' development in English.

13. Students’ Hopes for Learning English

Based on the survey results, students have high expectations regarding fluency in speaking
and understanding English stories or songs. The majority of students hope to speak fluently
(33%) and understand stories or songs (40%) as their main goals in learning English. This
shows that while vocabulary and grammar mastery are important, the ability to speak fluently
in everyday communication situations is a skill highly valued by students.

Moving forward, English instruction should focus more on developing speaking and
listening skills, using techniques such as group conversations, discussions, presentations, or
even drama and role-playing, which provide students with more opportunities to speak in
English. This will motivate them to practice more often and become more confident and
fluent in speaking.

14. Role of the Teacher in English Learning

The majority of students suggested that teachers provide more conversation practice, hold
educational games, and use more English in class. Many students believe that conversation-
based activities, games, and storytelling can help them understand and master English. This
reflects that a more active and enjoyable learning approach is more effective in capturing
students' attention and developing their skills.

In addition, the second survey aimed to measure the students’ literacy development. The
questions in this survey were designed to assess various aspects of English literacy, such as
 23

vocabulary understanding, reading, writing, and speaking skills. Based on the results obtained
from the students, the following discussions can be made for each item:

1. Basic Vocabulary Understanding

The first to fourth questions measure the students' ability to recognize and understand
basic vocabulary in English. These questions used simple words related to everyday
vocabulary. The results show that most students are able to understand basic words such as
"big," "happy," "cold," and "fast." The high success rate in these questions indicates that
students are familiar with and have mastered commonly used words in daily conversations.
However, there was a slight difficulty with the word "fast," where a small number of students
gave incorrect answers, possibly due to misunderstanding or lack of knowledge about the
context of the word.
2. Understanding Simple Texts

The fifth to eighth questions focus on understanding simple English texts. These
questions asked students to comprehend information contained in longer sentences, such as
Tom’s favorite color and food. Most students were able to answer correctly, which indicates
that they are sufficiently skilled in understanding basic information in short English texts.
However, there was a slight difficulty in one question about who plays soccer with Tom,
where a small number of students failed to pay attention to details in the text. This shows that
while general understanding is good, there is a need to focus on paying attention to details in
reading.

3. Ability to Write and Use Sentence Structures

The ninth and tenth questions measure the students' ability to write simple sentences and
use conjunctions such as "because" correctly. Most students were able to write correct
sentences like "I like playing basketball" and "I like reading books because it is fun." This
indicates that students can express their favorite activities in clear and simple sentences.
However, although most students can use "because" to explain reasons, some need more
practice in constructing more complex sentences.

4. Understanding Sentence Structure and Grammar

 24

The eleventh to fourteenth questions measure students' understanding of sentence

structure, specifically the correct use of verb forms. In question 11, while most students
selected the correct sentence, some were still confused about the correct verb form after the
modal verb "can." This shows that while students understand the basic concept of sentence
formation, they still need more practice in mastering the use of tenses and verb forms in
various contexts.

In question 12, which tested the use of the present continuous tense ("My sister is eating
an apple now"), the difficulty level was quite high. Only a few students answered correctly,
indicating that mastery of this tense needs to be improved. The use of tenses in sentences
remains a challenge for some students, suggesting a gap in their grammar understanding.
Question 13, which tested the use of present simple tense ("I go to school"), showed that
many students still struggle with selecting the correct verb form. This indicates a need for
stronger instruction on basic verb forms in English.

In question 14, which tested the use of verbs in plural form ("They play basketball"),
most students selected the correct answer, suggesting that most students understand how to
use verb forms in sentences with plural subjects.

5. Understanding Simple Conversations

Question 15 assesses students' ability to understand simple English conversations. This

question asked students to identify favorite activities in a conversation between Sarah and
Jack. Most students correctly identified that Sarah enjoys reading books. This suggests that
students are able to understand simple daily conversations and can extract information from
them effectively.

Overall, based on the survey results from the 6th grade students at SD Swasta Budisatrya
Medan, it can be concluded that most students have a good understanding of basic English,
especially in terms of text comprehension and vocabulary. While 80% of students find English
texts easy to understand, there are still some challenges for a small portion of the students who
struggle. Therefore, further efforts are needed to improve their understanding, particularly
through introducing new vocabulary in more varied ways, such as using apps or visual media.
Speaking habits in English are generally good, though they are still limited in frequency, and
some students lack confidence. This highlights the need to create more opportunities for
 25

speaking practice, such as through routine conversations or project-based activities. Furthermore,

although many students feel confident in writing simple sentences, writing outside of class hours
and reading English books at home still need improvement. Students are generally more
interested in fun materials like short stories, comics, and song lyrics, which can be utilized to
boost engagement in learning. Some difficulties faced by students, such as challenging
vocabulary and incomplete mastery of tenses, suggest the need for additional practice in
understanding sentence structure and using the correct verb forms. Moving forward, English
instruction should focus more on speaking and listening skills, using more interactive and
enjoyable approaches that encourage student participation while building their confidence.
 CHAPTER V
CLOSING
5.1 Conclusion

The conclusion of the research on the reading and writing skills of sixth-grade students at
SD Budi Satya Medan indicates that the majority of students have a good understanding of
English texts and vocabulary, with 80% of students finding the texts easy to comprehend.
However, there are still challenges for a small portion of students who experience difficulties,
necessitating further efforts to enhance their understanding, particularly through the introduction
of new vocabulary and the creation of more opportunities for speaking practice. Additionally,
students' interest in engaging materials can be leveraged to boost their involvement in learning,
while the focus of instruction should be directed towards speaking and listening skills using an
interactive approach.

5.2 Suggestion

To effectively enhance English literacy among students, teachers are encouraged to adopt
more interactive and enjoyable approaches in the learning process, such as utilizing various
media, including digital technology, to capture students' interest. Additionally, it is crucial for
teachers to provide a diverse range of reading materials that align with students' interests and
proficiency levels, such as short stories, comics, and song lyrics, which can boost their
engagement in learning. Students are also advised to actively participate in reading and writing
activities outside of class hours, such as joining book clubs or keeping personal journals, to
strengthen their literacy skills. Readers, including parents and the community, are expected to
support literacy development by creating a conducive learning environment, such as providing
access to English books and encouraging discussions about the materials read at home. Through
collaboration among teachers, students, and readers, it is hoped that students' English literacy can
develop comprehensively, preparing them to face the challenges of an increasingly complex
globalized era.

26
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 APPENDIX

1. Student questionnaire

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 30

2. Giving questionnaires to students

3. English Teacher Interview

 31

4. Documentation with the principal of Budisatya Medan Private Elementary School