1

TEACHING READING COMPREHENSION BY USING QUANTUM

LEARNING TECHNIQUE TO THE EIGHTH GRADE STUDENTS OF THE
STATE JUNIOR HIGH SCHOOL 1 OF KIKIM TIMUR LAHAT

1. Background
Everyone needs something to be the means of communication. It can be
languages, signs, or symbols. Language, as one of the means of communication is so
many and varies each other with their own characteristics such as words and its spelling,
sounds, and grammar. In other words, different countries have different languages. In
terms of communicating with people from different countries, English can be used
which is considered as the international language.
It is known that education is important and has more progress. English is very
important to be mastered by the students. In fact, English has been chosen

as an
international language. Therefore, Saleh (1997:2) states that English has been chosen as
the first foreign language to be taught as a compulsory subject from the first year of
junior high school up to the first year of college. In KTSP (the School Based
Curriculum), 2006, the instructional objective of English is to enable students to use
English as a means of communications by mastering the four language skills, such as;
reading, listening, speaking, and writing. They are important to absorb and develop the
knowledge.
As one of the four language skills required to master, reading has often been the
center of debate among teachers and scholars. It plays an important role in many aspects
of life. Cheek et.al,(1989:8) states that reading is the key to learn all aspects of life. By
reading, people can get a lot of advantages for their daily life. They can gain more

2

knowledge they need and develop their career and profession easier. Without reading
one will probably not know what is going on and perhaps will not keep up with the
development in his or her surrounding and areas of expertise.
In the process of teaching and learning reading, reading strategies play an
important role because they facilitate students to read efficiently. The teacher of
English should be certain of selecting a suitable strategy which can be used to facilitate
his or her students rapid understanding of the reading materials. By applying the
suitable reading strategy, the teacher can help the students achieve better reading skills
like how to get the main ideas of passage, understand the sequence of events, and
understand the details of the reading. In keeping with Stanovich (1992:232), reading
strategies can be defined as plans for solving problems encountered in constructing
meaning. They range from bottom-up vocabulary strategies to more comprehensive
actions.
According to Brown in Devine, Carrel, Eskey, (1987:107), reading
comprehension in general viewed in this research as resulting from the four-ways
intersection between reader-text-task-activity characteristic. The success of this
intersection depends on the availability and quality of content and strategic schemata,
and on the readers degree of expertise in transferring these schemata to new problem-
solving situation.
Because of the students difficulty in learning reading comprehension, so the
writer find one of the strategies that can be applied by the teacher in reading is Quantum
Learning technique. Charlotte Shelton (1998:1) explained about Quantum. The word
quantum literally means a quantity of something, mechanics refers to the study of
motion. Quantum mechanic is, therefore, the study of sub atomic particles in motion. It

3

is however, erroneous to think of these subatomic particle as quantities of something.
Subatomic particles are not material things; rather, they are probability tendencies-
energy with potentiality. The energy, as the term mechanics implies, is never static. It is
always in continuous motion, unceasingly changing from wave to particle and particle
to wave, forming the atoms and molecules that subsequently create a material world. It
is really quite amazing that those seemingly stable and stationary things we observe in
the material world ore composed solely of energy.
Bobbi DePorter in his article with the title The Impact of Quantum Learning
(http://www.newhorizons.org) or (http://learningforum.com) explained the meaning of
Quantum Learning (QL): Quantum Learning is a Comprehensive model that covers
both educational theory and immediate classroom implementation. Into integrates
research-based best practices in education into a unified whole, making content more
meaningful and relevant to students lives. Quantum Learning is about bringing joy to
teaching and learning with ever-increasing moment of discovery. It helps teachers to
present their content a is that engages and energizes students. This model also integrates
learning and life skills, resulting in students who become effective lifelong learners-
responsible for their own education.
So, the writer decided to choose the titled; Teaching Reading Comprehension By
Using Quantum Learning technique To The Eighth Grade Students of the State Junior
High School 1 of Kikim Timur Lahat to be investigated.





4

2. The Problem of the Study
The problem is the study,the students difficulties in understanding reading
text.
2.1 The Limitation of the Problem
The problem of this investigation is limited on teaching reading by Quantum
Learning Technique. The theme of reading is focused on narative text which titled
Cinderela and sleeping beautiful.

2.2 The Formulation of the Problem
The problem of this investigation is formulated in form of the question: Is it
significantly effective to apply Quantum Learning Technique in teaching reading
comprehension to the eighth grade students of the state Junior High school 1 of Kikim
Timur Lahat?

3. The Objective of the Study
Based on the problems above, the objective of the study is to find out whether
or not Quantum Learning Technique is effective in teaching reading comprehension to
the eighth grade students of the state Junor High school 1 of Kikim Timur Lahat?

4. The Significance of the Study
The significances of the study would be useful for teachers of english at junior high
school. The teachers, the students, and the teaching of English as a foreign language
(TEFL).


5

4.1 To The Teachers
It is hoped that the results of the study will be useful as guidance in teaching reading
comprehension especially by using Quantum Learning Technique.

4.2 To The Students
For the students, it is hoped that their English language skill will be improved as
well as increasing their motivation and interest in learning especially in reading
comprehension by using Quantum Learning Technique.

4.3 To The Teaching of English as a Foreign Language (TEFL)
It is hoped that this study will give valuable significant contribution for the
teaching of English as a foreign language where teacher can get more techniques related
to developing students reading skill mainly by using Quantum Learning Technique.

5. The Hypotheses
According to Richards, et. al,(1985:132), hypothesis is a speculation concerning
other observed or expected relationship among phenomena. The two hypotheses
proposed in this study are the Null hypothesis (Ho) and the Alternative hypotheses
(Ha).
a) The Null hypothesis (Ho):
It is not significantly effective to apply Quantum Learning Technique in teaching
reading comprehension to the eighth grade students of the state Junior High School
1 of Kikim Timur Lahat.


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b) The Alternative hypothesis (Ha):
It is significantly effective to apply Quantum Learning (QL) in teaching reading
comprehension the eighth grade students of the state Junior High School 1 of Kikim
Timur Lahat.
6. The Criteria for Testing the Hypotheses
The writer compares the t-test (t-obt) with the t-table. If the t-obt is higher than
or equal to the t-tab, the alternative hypothesis (Ha) will be accepted. If the t-tab is
higher than the t-obt, the null hypothesis (Ho) will be accepted and the alternative
hypothesis (Ha) will be rejected. The criteria for testing the hypotheses depend on the
samples and analyzed with the 5% significance level (0.05) in one tailed test. Since the
number of the sample is 39 students. The critical value is 1.68 (Hatch and Farhady,
(1982:272)

7. Literature Review
In this chapter, presents (1) the concept of teaching, (2) the concept of reading
comprehension, (3) the concept of Quantum Technique Learning, (4) the teaching
procedure, and (5) the previous related study are presented.

7.1 The Concept of Teaching
Teaching is the guiding and facilitating learning, enabling, the students to
learn setting the conduction for learning by providing a variety of learning experience to
accomodate the various learning styles (Brown:1980 cited in Saleh: 1997:18). Saleh
(1997:16) states, Teaching is a profession conducted by using combination of art,
science, and skill. Besides, he also states there are better concepts of teaching

7

characterized by activities perform by an out standing teacher of English as foreign
language, like the ones presented bellow.
1) Teaching is an interactive process between the teacher and students and among
students themselves. It means teaching is not explaining everything by an all-
knowing teaching, but asking problem questions, giving the students time to think
and respond so that classroom interaction may become enlightening for all
concerned Maurice, (1987:11).
2) Teaching is learned-centered and humanistic that is the teacher who serves as guide
and the learning process but it is assume come responsibility for how learning takes
place Larsen-Freeman, (1987:8).

7.2 The Concept of Reading Comprehension
According to Brown in Devine, Carrel, Eskey, (1987:107), reading
comprehension in general viewed in this research as resulting from the four-ways
intersection between reader-text-task-activity characteristic. The success of this
intersection depends on the availability and quality of content and strategic schemata,
and on the readers degree of expertise in transferring these schemata to new problem-
solving situation.
Anderson, N. (1999:201, htpp://www.NCLRC.teachingreading.com) states
Reading is an essential part of language instruction at every level because it supports
learning in multiple ways. Reading to learn the language: 1) Reading material is
language input. By giving students a variety of materials to read, instructors provide
multiple opportunities for students to absorb vocabulary, grammar, sentence structure,
and discourse structure as they occur in authentic contexts. Students thus gain a more

8

complete picture of the ways in which the elements of the language work together to
convey meaning. 2) Reading for content information: Students' purpose for reading in
their native language is often to obtain information about a subject they are studying,
and this purpose can be useful in the language learning classroom as well. 3) Reading
for content information in the language classroom gives students both authentic reading
material and an authentic purpose for reading. 4) Reading for cultural knowledge and
awareness: Reading everyday materials that are designed for native speakers can give
students insight into the lifestyles and worldviews of the people whose language they
are studying. When students have access to newspapers, magazines, and Web sites, they
are exposed to culture in all its variety, and monolithic cultural stereotypes begin to
break down.
Rubin (1988:50) says that reading is a dynamic complex act involving the
bringing out of and getting meaning from the written page. This definition implies that
the readers bring their background, their experience as well as their emotions.
Furthermore, gunning (1992:9) considers reading as an active constructive process with
the forms on the reader whose experience, culture background and point of view
determine his or her comprehension of a written piece. Cooper et.al. (1988:3) defines
reading as a process of constructing or developing meaning from printed text reading is
also a kind of process of interaction between the reader and the writer through the
printed text which involves the act of thinking and feeling to produce meaning or get the
message from the printed text.
According to Harris et.al (1981:38) comprehension means the process of getting
meaning of communication in a personal letter, speech and sign language. Moreover,
Cooper et.al (1988:27) state that comprehension is process of constructing meaning

9

from the clues in the text and information in the readers background and experience. It
involves interaction between the reader and the text. In other words, comprehension is
an understanding what has been read.
When reading to learn, students need to follow four basic steps: 1) Figure out
the purpose for reading. Activate background knowledge of the topic in order to predict
or anticipate content and identify appropriate reading strategies. 2) Attend to the parts
of the text that are relevant to the identified purpose and ignore the rest. This selectivity
enables students to focus on specific items in the input and reduces the amount of
information they have to hold in short-term memory. 3) Select strategies that are
appropriate to the reading task and use them flexibly and interactively. Students'
comprehension improves and their confidence increases when they use top-down and
bottom-up skills simultaneously to construct meaning. 4) Check comprehension while
reading and when the reading task is completed. Monitoring comprehension helps
students detect inconsistencies and comprehension failures, helping them learn to use
alternate strategies.
Since reading is a process of communication from the writer to the reader. It
involves the recognition of letters, words, phrases, and clauses, and in some respects, it
can be considered a simpler process than comprehension, and on the other hand,
comprehension is a process of negotiating understanding between the writer and the
reader. It is a more complex psychological process and includes linguistic factors, such
as phonological, morphological, syntactic, and semantic elements, in addition to
cognitive and emotional factors. Here, the reader receives information from the author
via the words, sentences, paragraphs, and so forth, and tries to understanding the inner
feelings of the writer Sheng, (2000:12). Therefore, it can be understood that reading

10

comprehension is not only able to read but also to understand every meaning both stated
and or unstated in the reading passages.

7.3 The Concept of Quantum Learning Technique
In this research, the writer interests to apply one technique, which will apply in
teaching at the class room and make the students, enjoy reading comprehension by
using Quantum Learning Technique.
Based on Bobbi DePorter in his article with the title The Impact of Quantum
Learning (http://www.newhorizons.org) or (http://learningforum.com) explain the
meaning of Quantum Learning (QL); Quantum Learning is a Comprehensive model
that covers both educational theory and immediate classroom implementation. Into
integrates research-based best practices in education into a unified whole, making
content more meaningful and relevant to students lives.
Quantum Learning is about bringing joy to teaching and learning with ever-
increasing Aha moment of discovery. It helps teachers to present their content a way
that engages and energizes students. This model also integrates learning and life skills,
resulting in students who become effective lifelong learners-resposible for their own
education.
The FADE modelFoundation, Atmosphere, Design, Environmentcreates
the context of Quantum Learning. We know when the context is strong, it 'fades' into
the background and creates the structure for learning to occur. Quantum Learning
begins with a strong foundation built on the principles of the 8 Keys of Excellence. It
holds the beliefs that: All people can learn, people learn differently, and learning is
effective when it is joyful, engaging and challenging. The 8 Keys of Excellence include:

11

Integrity, Commitment, Failure Leads to Success, Ownership, Speak with Good
Purpose, Flexibility, This Is It!, and Balance. The 8 Keys of Excellence can be
integrated into all subjects and grade levels. The 8 Keys are best implemented when
parents and community leaders support and reinforce the Keys.
Quantum Learning creates a supportive physical environment that enhances and
reinforces learning. Ideal learning environments include proper lighting, purposeful
color, positive affirmation posters, plants, props and music. These elements are easy to
include in one's classroom, and students enjoy learning more in a comfortable setting.
And also based on htpp://www.thehomeofquantumreading.com/ Quantum
Reading is a total cognitive approach to reading using the latest knowledge of how the
brain processes information. Joining the logic of the left brain with the conceptual
abilities of the right brain it integrates our conscious and sub-conscious mind so we can
process written information more rapidly and retrieve the content readily. In a nutshell,
it makes what you read more meaningful and personal to you. Quantum Reading
improves your reading and saves time so you can become more effective whilst
studying or at work. It changes the way you look at words and you can download the
contents of a book into your long-term memory at speeds of 20,000 30,000 words per
minute by the end of the training.
The key is to create empowering school environments that build engaging and
dynamic communities of learning. The results are enhanced teacher capacity and
increased student achievement.




12

7.4 Teaching Procedure
Teaching and learning activities always proceed through a format that consists
of three major components Saleh, (1997:58). The three stages are pre activity, whilst
activity, post activity.
a. Pre Activity
(i) Introduction, (such as; greeting).
(ii) Motivation, (such as; ask students about the lesson).
(iii) Apperception, (such as; connect the lesson with the real life).
b. Whilst Activity
(i) The teacher gives the students a reading text.
(ii) The teacher guides the students to brainstorm the lesson.
(iii) The teacher gives explanations to students about the lesson.
(iv) The teacher gives the specific information about the lesson and learning to use the
dictionary effectively.
c. Post Activity
(i) The teacher gives the written test to get the students score to know their ability in
reading comprehension by applying Quantum Learning Technique.
(ii) Review / conclusion.
(iii) Closing.

7.4.1 The Purpose of Using Quantum Learning Technique
The main purpose of learning method is really to transform teaching and
learning system that has taken hold in Indonesia. A method of learning the same pattern

13

every year. The teacher explains and students listen. Outside the context of students
can understand the lesson very well or not.
7.5 The Previous Related Study
There is a previous study which is closely to the writers research at the
library of Faculty of Teacher Training and Education PGRI University. The thesis
entitled Improving the Second Year Students Through Guided Procedure at SMP
Negeri 22 Palembang written by Hermi in 2002. She focused to find out whether or not
guided reading procedure is effective to improve the students ability in reading
comprehension.
The problem of this study; is it effective to apply the reading through guided
reading procedure. The thesis used experimental method. The population was the third
year students. The total number of third year students was 246 comprising 6 classes.
The samples were 80 students. The data were obtained through a written test in the form
of pre test and the post test. The result data were classified into three forms: the
percentage analyses, the conversion of percentage range and the matched t-test.
The result of the data analyses showed the guided reading procedure was
effective in teaching reading comprehension because they increase the students reading
comprehension.
The similarities between the previous related study and this study are: (1)
collecting the data, the written test to collect the data, (2) in analyzing the data, the
conversion percentage ranges and matched t-test is used by the previous study is
experimental method. This study is used pre experimental method because there is no
control group. The differences are: (1) the objective of the previous study is to find out
the effectiveness of request procedure for teaching reading comprehension, and (2) the

14

sample students used by previous study taken from the ninth year students. The sample
students used for this study are taken from the seventh year students.
8. Research Procedure
In this part; 1) research method, 2) operational definition, 3) population and
sample, 4) technique for collecting the data, and 5) technique for analyzing the data are
presented.

8.1 The Research Method
The method can be said a way of doing something. Every researcher has to
consider this before carries out a study or research. In this study, the writer used a pre
experimental method that is one group pre test and post test. Fraenkel and Wallen
(1990:236) state that, in one group pretest-posttest method is a single group is measured
or observed not only after being exposed to a treatment of some sort, but also before.
The diagram of this design is as follows:

O

Pre test

X

Treatment

O

Post test

8.2 The Operational Definition
For the purpose of this research, it is necessary to define the key terms used to
avoid misunderstanding and misinterpretation. The main terms are Teaching,
Reading Comprehension, and Quantum Learning Technique.


15


8.2.1Teaching
Teaching is the activity of educating or instructing to guide, to facilitate, to
motivate, and to manage students or pupils to learn, often in school.
8.2.2 Reading Comprehension
Reading comprehension is viewed as the process of using ones own prior
knowledge and the writers cues to infer the authors meaning.
8.2.3 Quantum Learning Technique
Quantum Learning is a comprehensive model that covers both educational theory
and immediate classroom implementation.

8.3 Population and Sample
8.3.1 Population
Population is a large group who are the target of generalization in research
Sevilla, (1993:160). Moreover, population is the whole subject of the research Arikunto,
(2006:130), the population of this investigation will be the eighth grade of students of
the State Junior High School 1 of Kikim Timur Lahat in the academic of year 2011-
2012. There are five classes and the total number of students is 184. The narative is in
table bellow:






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TABLE 1

THE POPULATION OF THIS STUDY
No. Class Number of Students
1. VII.A 40
2. VII. B 39
3. VII. C 40
4. VII. D 31
5. VII. E 34
Total 184
Source: junior high school 1 of kikim timur lahat
8.3.2 Sample
Sample is a part or representative of the population investigate Arikunto,
(2006:131). Henceforth, Sample is small group observed Sevilla, (1993:160). In this
research, the writer takes the population by using cluster random sampling. According
to Fraenkel and Wallen (1993:84), the clustering random sampling is the selection of
groups of individual rather than single individual, all individual are included in the
sample.
In choosing the sample, firstly the writer writes the five classes on pieces of
paper. Secondly, the writer rolls them up and put them in her hand. Finally, the teacher
takes a paper as the sample the research. The distribution of population can be seen in
the table 2 bellow.





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TABLE 2
THE SAMPLE OF THIS STUDY
No. Class Number of Students
2. VII.B 39
TOTAL 39

8.4 Techniques for Collecting the Data
To collect the data, the writer uses written test as the instrument. A test is a set of
questions, each of which has a correct answer Tinambun, (1988:3). The aim of giving
the test is to find out the effectiveness of Quantum Learning Technique in increasing
students reading skill. In this investigation there are two kinds of test are given pre test
and post test. Pre test is administrated to the students to find out their scores before.
being taught by using Quantum Learning Technique. Post test is administrated to the
students to find out their after being taught by using Quantum Learning Technique.
In this test, students will be given text about narrative text in the titled
Cinderella and The Slepping Beautiful followed by 40 questions. The question
covered finding the main idea of each paragraph, main idea for the whole reading text,
the references, antonym, and synonym. The question used in the form of multiple
choice (a,b,c, or d). In multiple choice test, the students must choose the correct answer
based on the reading text. This texts intended to see the students ability in aswering
competency questions.




18

8.4.1 Validity
The validity of the test materials checked through the content validity.
Fraenkel and Wallen (1990:127) state that validity has been defined as referring to the
appropriateness, meaningfulness, and usefulness of the specific inferences researchers
make based on the data they collect. Validation of an instrument is the process of
collecting evidence to support such inference. In order to make the test materials have
high degree of content validity, the writer evaluated the content validity of the test
items, which is related to the instructional objectives stated in the 2006 English
syllabus.
A test is valid if it tests what it is supposed to test Harmer, (2006:322).
According to Tinambun (1988:11) validity refers to the extent to which the result of an
evaluation procedure serves the particular uses for which they are intended. In addition,
validity refers to the extent of the measurement that can be measured, by a research
instrument (test). Therefore, the validity of the test is the extent to which the test
measures what is intended to measure.










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TABLE 3
THE SPECIfICATION OF TEST ITEM
Objective Material Indicator Number of Items
Types of
Test
The
students are
able to
comprehend
by given
their some
questions
using
Quantum
Learning
Technique.
Narative
text which
titled
Cinderella
and
Selleping
beautiful.

1. Literal
Comprehension
- Finding
explicit
information
- Identifying
referents of
the reference
words
2. Inferential
Comprehension
- Finding
implicit
information
- Finding main
ideas
- Guessing
meaning of
words from
the context



1,4,5,6,8,14,18,20

3,9,21,22,23,30,31



2,15,32,36,37,38,39


11,16,17,19,24,27,28

12,13,25,26,29,33,34
35,38,40
Multiple
choice



8.4.2 Reliability
A good test should give consistent results. Reliability is enhanced by making
the test instructions absolutely clear, restricting the scope for variety in the answers, and
making sure that test conditions remain constant (Harmer, 2006:322).
According to Cohen (2005:117) reliability is a measure of consistency.
Henceforth, reliability refers to the consistency of the scores obtained how
consistency they are for each individual from one administration of an instrument to
another and from one set of items to another (Fraenkel and Wallen, 1990:133).

20

Tinambun (1988:14) states that reliability refers to the consistency of test
scores that is, how consistent test scores or other evaluation results are from one
measurement to another. Before doing the real study, the instruments try out for its
reliability. In this case, the instrument would be tested to 39 students of the in the
academic of year 2011-2012.
In this investigation the internal consistency reliability estimates through
Kuder-Richard on reliability and the mean score and standard deviation. The following
is the Kuder-Richard 21 (KR-21) formulas (Tinambun, 1988:22).

(

=
2
K(SD)
M) M(K
1
1 K
K
21 KR

In which
KR 21 = : Kuder-Richardson Realibility Coefficient
K : Number of Items in the Test
M : Mean of the Students Correct Answers
SD : Standard Deviation of the Test Scores.
The formula is:
SD

X
2

=


In which:
SD : standard deviation
N : total number of scores
: the sum of

21

X
2
: deviation squared
Dealing with it, Fraenkel and Wallen (1993:149) state that test material are
considered reliable if the reliability coefficient exceeds 0.7 (KR 21>0.7) and un
reliability if it is less than 0.7 (KR 21<0.7).

8.5 Techniques for Analyzing the Data
In analyzing the data obtain from the test answered by the students, the writer
applied three techniques of analyzing the data needed; they are 1) individual score, (2)
conversion of percentage range, and 3) the match t-test, to find out the students
individual scores in reading.
8.5.1 Individual Score
In getting the individual score the formula is as follows:
100
N
R
Is =

Where :
Is : Individual score
R : Total number of correct answer
N : Number of test items
(Hatch and Farhady, 1982:43)

8.5.2 Conversion of Percentage Range
The conversion of percentage range is applied which exists in the students
report book, they are as follow:
TABLE 5

22

TABLE CONVERSION OF PERCENTAGE RANGE
SCORE QUALIFICATION
10
9
8
7
6
5
4
3
2
1
Excellent
Very good
Good
Good enough
Enough
Fairy enough
Lack
Very lack
Poor
Very poor

8.5.3 Matched t-Test
This analysis is applied to find out whether or not teaching reading
comprehension by using Quantum Learning Technique is significantly effective. After
collecting the data and counting the data which are obtained from the pre test and post
test, the writer analyzes the data and compared all the data by using t-test. The formula
is as follow:
SD

t
2 1

=




Where:
t : the t-obtained
X
1
: the mean of the students in post-test
X
2
: the mean of the students in pre-test
(Hatch and Farhady, 1982:144)

23

SD : standard error of the difference between two mean
In getting the standard error of differences ( ) SD the formula is:

n
SD
SD =

In which :
SD = Standard Deviation of the differences
N = Number of pairs
Where formula of SD is

( )( )
1 n
D
n
1
D
SD
2
2

=

















24

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Anderson, N. (1999). Exploring second language reading: Issues and strategies.
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Bernhardt, E. (1991). Reading development in a second language. Norwood, NJ: Ablex.
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Brown, H Douglas. 1994. Teaching by Principles: An interactive Approach to
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Cohen, Louis. 2005. Research Methods in Education. Fifth Edition. London: Taylor &
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Dechant, Emerald V. 1970. Improving the Teaching of Reading. Second Edition. New
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Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan.
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Dunn, Rita and Kenneth Dunn. 1978. Teaching Students Through Their Individual
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Fraenkel, Jack R and Norman E Wallen. 1990. How to Design and Evaluate Research
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Harmer, Jeremy. 2006. The Practice of English Language Teaching. Third Edition.
Longman: Cambridge, UK.

Harrison, Collin. 2004. Understanding Reading Development. London: SAGE
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Mark stein Linda & Hirasawa Louise.1981. Developing Reading Skill. The United
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Saleh, Yusrizal. 1997. Methodology of TEFL. In Indonesia Context Book 1.
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Palembang: Sriwijaya University.




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Nim : 2008 111 173
Program Studi : Pendidikan Bahasa Inggris
Jurusan : Pendidikan Bahasa dan Seni
Pembimbing I : Dr. Tahrun, M.Pd
Pembimbing II : Subhan Puadi,M.Pd
Judul : TEACHING READING COMPREHENSION BY USING
QUANTUM LEARNING TECHNIQUE TO THE EIGHTH
GRADE STUDENTS OF THE STATE JUNIOR HIGH
SCHOOL 1 OF KIKIM TIMUR LAHAT

Tanggal Topik Komentar
Pembimbing
Tanda Tanga
Pembimbing I Pembimbing II





































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LESSON PLAN

I. General Objectives
The students are able to ask and answer questions about main ideas, details,
similarities and differences, and cause and effect relationship in a reading text both
orally and written.
II. Spesicific Learning Objectives
- Ask and answer questions about a reading text.
- Recognize main ideas, details, similarities and differences, and cause and effect
relationship in a reading text.
- Mention main ideas, details, similarities and differences, and cause and effect
relationship in a reading text.
III. Material and Media
- Students handbook and reading material.
IV. Teaching and Learning Activities
1) Pre Learning Activities
- As the teacher enters the class, she greets the students and makes sure that there
is no student who belongs to the class still outside.
- As a warming up activity, the teacher motivates students interest by asking
them some questions related to the vocabulary of the lesson. She differ one
answer with another by writing them down on the blackboard.
- The teacher tells the class the lesson and conveys the objectives of the lesson.

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2) During Learning Activities
a) The teacher elicits the topic of the story before showing the picture.
b) After elicitation, then she shows the story picture.
c) After the presentation by using the quantum speed reading, students should
respond to every statements and questions given to them. This is to make sure
whether they understand the story or not.
e) Then it comes the turn for the students to retell the story by using their own words
and styles.

3) Post Learning Activities
- The teacher summarizes the lesson.
- Then students do some exercises.

V. Evaluation
Process evaluation by observing the students activities

English Teacher



SAPRIL

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THE INSTRUMENTS TEST OF TEACHING READING COMPREHENSION
BY USING QUANTUM SPEED READING (QSR) TO THE SEVENTH GRADE
OF SMPN 1 MUARADUA, OKU SELATAN

NAME:___________________________________
CLASS:___________________________________
DATE OF TEST:___________________________










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Critical Values of tTable
Level of significance for one-tailed test
.10 .05 .025 .01 .005 .0005
Level of significance for two-tailed test
Df .20 .10 .05 .02 .01 .001
1
2
3
4
5
6
3.078
1.886
1.638
1.533
1.476
1.440
6.314
2.920
2.353
2.132
2.015
1.943
12.706
4.303
3.182
2.776
2.571
2.447
31.821
6.965
4.541
3.747
3.365
3.143
63.657
9.925
5.841
4.604
4.032
3.707
639.619
31.598
12.941
8.610
6.859
5.959

30

7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
1.415
1.397
1.383
1.372
1.363
1.356
1.350
1.345
1.341
1.337
1.333
1.330
1.328
1.325
1.323
1.321
1.319
1.318
1.316
1.315
1.314
1.313
1.311
1.310
1.895
1.860
1.833
1.812
1.796
1.782
1.771
1.761
1.753
1.740
1.740
1.731
1.723
1.726
1.721
1.717
1.714
1.711
1.708
1.706
1.703
1.701
1.699
1.697
2.365
2.306
2.262
2.228
2.201
2.179
2.160
2.145
2.131
2.120
2.110
2..101
2.093
2.086
2.080
2.074
2.069
2.064
2.060
2.056
2.052
2.048
2.045
2.042
2.998
2.896
2.821
2.764
2.618
2.661
2.650
2.624
2.602
2.583
2.562
2.552
2.539
2.528
2.518
2.508
2.500
2.492
2.485
2.479
2.473
2.467
2.462
2.457
3.499
3.355
2.250
2.169
2.106
2.055
2.012
2.977
2.947
2.921
2.898
2.878
2.861
2.845
2.831
2.819
2.807
2.797
2.787
2.779
2.771
2.763
2.756
2.750
5.405
5.041
4.781
4.587
4.437
4.313
4.221
4.140
4.073
4.015
3.965
3.922
3.883
3.850
3.819
3.792
3.767
3.745
3.725
3.707
3.690
3.674
3.659
3.649

31

40
60
120
1.203
1.296
1.289
1.282
1.684
1.671
1.658
1.645
2.021
2.000
1.980
1.960
2.423
2.390
2.358
2.326
2.704
2.660
2.617
2.576
3.551
3.460
3.373
3.291