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CHAPTER I

INTRODUCTION

1.1 Background of the Study


Reading comprehension is the process of deriving meaning from
connected text. It involves word knowledge (vocabulary) as well as thinking and
reasoning. Therefore, it is not passive process but an active one. The readers
actively engage with the text to construct meaning. This active engagement
includes making use of prior knowledge. It involves drawing inference from the
word and expression that the writer uses to communicate information, ideas and
viewpoints.
In the School Based English Curriculum of junior high school, the purpose
of teaching reading is that students can comprehend the functional meaning of
written text and short essay on the form of description, recount and narrative.
Moreover, in other to a text/passage, there are some basic competencies of
reading, that should be mastered by the students of junior high school, namely
finding main idea, finding specific information, finding the word meaning, and
finding textual reference of a paragraph/passage. If they cannot properly
understand the text reading, they would not be able to gain all the information
provided in the reading text completely.
The teaching of reading has been developed longer before, but the learners
are still face problem in reading comprehension. They cannot understand a

reading text because they do not know the meaning of the most words, phrases, or
sentences in the text. Other factors that can improve the students achievement in
reading also depend on the teachers technique in teaching and learning. In
implementing reading as the main emphasis of teaching activities, every English
teacher believes that the students differ in their ability to read. To attain the
benefits of the highest goal, the teachers should be able to motivate them to read.
Reading is about understanding written texts. This is a complex activity
that involves both perception and thinking. Reading consists of two related
processes such as word recognition and comprehension. The introduction of the
word refers to the process of understanding how the symbols written in
accordance with one of the languages spoken. Comprehension is the process of
making meaning of words, sentence of text, is connected. Readers typically use
background knowledge, vocabulary, grammar knowledge, experience with text
and other strategies to help them understand the written text (Walberg, 2003:6)
In developing reading skill, it is advisable to develop the ability in order to
guess meaning from the content to make the students read more opportunities in
many occupational areas. The effective and efficient readers do not underline
every letter or word, but choose any cues which are minimal as possible, but
sufficient to form the basis of intelligent guesses for meaning.
Brown (2004:185) writes that for learners of English, two primary hurdles
mush be cleared in order to become efficient readers. First, they need to be able to
master fundamental bottom-up strategies for processing separate letters, words,
and phrases, as well as top-down, conceptually driven strategies for

comprehension. Second, as part of that top-down approach, second language


readers mush develop appropriate content and formal schemata-background
information and cultural experience to carry but those interpretations effectively.
This theory views reading as a top-down or reader driven processing. Top-down
processing occurs when the reader activities his or her previous knowledge to
make predictions about the information to be finding in the text.
Actually, there had been many teaching techniques which had been applied
to activate students prior knowledge in order to improved reading
comprehension, but in a real situation the students of SMP Widya Sakti Denpasar
still found difficulties when they were asked to read the text they could not find
the main ideas and specific ideas of the text. The researcher assumed that it was
due to the students having low motivation and interest or having unclear
information about what they were going to read. Therefore, they feel pressured to
continue reading.
The ability of the students in reading text and particularly the reading
comprehension is not quite easy. Considering about the facts, the researcher is
highly motivated to conduct a research on improving reading comprehension by
using top-down processing technique of the seventh grade of SMP Widya Sakti
Denpasar in academic year 2013/2014.
1.2 Research Problem
Based on the discussion in the background of the study that junior high
school students still have problem in reading so the problem statement of the
present study can be formulated as follow : can the reading comprehension of the

seventh grade students of SMP Widya Sakti Denpasar in academic year


2013/2014 be improved through top-down processing strategies?
1.3 Objective of the Study
This study is aimed at finding out whether the top-down processing
strategies can improve reading comprehension of the seventh grade students of
SMP Widya Sakti Denpasar in academic year 2013/2014.
1.4 The Limitation of the Study
Based on the purpose above, this study will restrict on improving students
ability in reading comprehension text by using top-down processing strategies.
Reading comprehension will cover four skills of reading namely, finding main
idea, identifying specific information, and understanding word meaning/phrase,
finding out textual references. Furthermore, the present study will carry out
towards the students of seventh grade students of SMP Widya Sakti Denpasar in
academic year 2012/2013.
1.5 Significance of the Study
The researcher is concerned with teaching reading comprehension through
collaborative learning. Top-down processing strategies can help students to
improve reading ability and students will find the task very challenging and
interesting. In the classroom, the teacher needs to know to faster the students
expectation about reading. Therefore, the findings of the present research are
expected to indicate significance theoretical and practical information on the
importance of collaborative learning.

Theoretically, this study will be worth for the other researcher in which
hopefully it can be used as reference and also guidance in conducting the same
study of obtaining reading comprehension. Some information and theory provided
in this study can be taken to enrich the reference. While, the procedure of
composing this research will be also a good guidance to be used to have better
result of doing research in observing reading comprehension.
Practically, this research is directed to be useful for students and teacher in
the school where the present study is done. For the students, they will have a new
experience and great improvement of reading comprehension when they join
reading class. New experience is mainly felt since the technique used allows them
to work together. With top-down processing strategies, students are able to solve
problems they face during the lesson by discussing with their friend. In addition,
students ability in reading comprehension will gradually improve because they do
not only read, but try to understand what they read. This way is actually what they
need in reading class. For teachers, the result of the study is greatly expected to be
useful when they conduct the lesson and manage student in reading class.
1.6 Definition of Key Terms
There are some key terms that are used in this study. In order to avoid
misunderstanding, they can be defined as follows:
Reading comprehension is understanding the information presented in
reading passage or text. Reading comprehension involves a series of sub skill in
reading, such as finding main idea, identifying specific information,
understanding word meaning/phrase, and identifying textual reference.

Top-down processing strategies is a technique of reading comprehension


in which students are given reading text and then they are asked to use prior
knowledge to guess the information contained in the passage.
SMP Widya Sakti is a junior high school which is located in Denpasar
regency, Bali province where the present research is conducted.

CHAPTER II
REVIEW OF RELATED LITERATURE

2.1. Theoretical Review


This chapter discusses the conception of reading comprehension, the kind
of reading, factors affecting reading comprehension, the importance of reading
comprehension in language learning, top-down processing strategies, and the
assessment of reading comprehension.
2.1.1. Top-Down Processing Strategies
Top-Down Processing Strategies is one of direct techniques of teaching
reading which is classified as memory strategies. It has important impact not only
on first language but also on second language reading studies. Alderson (2000:18)
writes that top-down processing is a global meaning of the text is obtain through
clues in the text and the readers good schema knowledge. This often associated
with good reader, who does not read word for word but quickly and efficiently.
The most compressive description of the reading process is interactive models, in
which every component. He argues this strategy emphasizes the reconstruction of
meaning rather than the decoding of form. The interaction of the reader and the
text is central to the process. In this interaction, the readers bring their motivation,
interest, and the knowledge of and expectation toward the content of the text
about own language works in the subject rather than decoding each symbol, or

even every word, the reader forms hypotheses about text elements and then makes
sample of the text to determine whether or not the hypotheses are correct.
Brown, H. Douglas ( 2006:185 ) state that top-down approaches
conceptually driven strategies for comprehension. As part of top-down approach,
second language readers must developed formal schemata appropriate content and
formal schemata-background information and cultural experience-to carry out
those interpretations effectively.
Wallberg et al. (2001:17) states that the top-down knowledge is important
in reading comprehension. Background knowledge enables readers to understand
a passage and to make sensible guess when a word or phrase is not understood.
Efficient readers make use of both top-down and bottom-up strategies; they use
one to compensate for lack of knowledge of the other. Therefore, teachers need to
provide instruction in both types of strategies in a comprehensive reading
program.
According to Wallace in Ajideh (2006:6) argues that in other to interact
efficiently with the text, the second language reader needs access to content as
well as context. in other the words,the second language readers will need to draw
on appropriate schematic knowledge to reach satisfactory interpretation of the
text. He continues that in the light of schema theory, we might think of reading as
a comprehension or understanding process that involves three stages (pre, while,
and post) the first of which is called pre-reading.
The top-down processing of a text, therefore, recruits the readers
background knowledge of both content and text genre and his/her expectations

and experiences and applies them to the interpretation of the text, as the reader
moves along from one section to the text within the text. This type processing is
easier and more effective when readers are familiar with the subject matter of the
text and it becomes more difficult when such preparatory information is not
available.
2.1.2. The Conception of Reading Comprehension
To make a clear understanding of reading, in this chapter the researcher
gives explanation about the definition of reading and reading comprehension as
follows:
2.1.2.1. Definition of reading
Reading is a language skills associated with other language skills. Reading
is active process that aims to obtain information from a text reading and need a
strategy. This is supported by some of the following definition.
Nunan (2003:68) said that reading is a fluent process of readers combining
information from a text and their own background knowledge to build meaning.
The goal of reading is comprehension. Strategic Reading is defined as the ability
of readers to use various reading strategies to achieve the purpose of reading. if
students cannot understand the text reading is given, then they cannot find the
information that is in the text. Therefore, reading comprehension is necessary to
support students success in reading comprehension.
Reading is an activity that has traditionally been more possible at home.
Perhaps a family member read you a bedtime story or encouraged you to look at

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picture books. The act of reading text is the act of interpreting the black marks
you see on page, first into words and sequences of language and then into a whole
story or meaningful sequence of events (Tory, 2008:7)
Pang et al. (2000:6) states that reading is about understanding written text.
Reading consists of two related processes: word cognition and comprehension.
Word cognition refers to the process of perceiving how written symbols
correspond to ones spoken language. Comprehension is the process of making
sense of words, sentences and connected knowledge, experience with text and
other strategies to help them understand written text.
Moreover Harmer (2007:99) writes that reading is useful for language
acquisition. Provided that the students more or less understand what they read, the
more they read the better they get at it. Reading also has positive effect on
students vocabulary knowledge on their spelling and their writing.
Based on the several definitions given previously, it can be concluded that
reading is a complex process involving skill and intelligence in which readers
make sense of the text by combining their prior knowledge, purpose of reading
and information given in the text.
2.1.2.2 Reading comprehension
Comprehension is the basic objective of reading. we have emphasized the
fact of reading without comprehension cannot properly be called reading. reading
on the factual levels pertains to the skill in understanding the information that is
directly stated in the written material. The knowledge that the reader should have
to understand ordinary text is acquired through everyday experience.

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Reading comprehension is about relating prior knowledge to new


knowledge contained in written texts. Prior knowledge, in turn depends on lived
experience. Topics that are familiar and openly discussed in one culture may be
unacceptable in another. Children growing up in rural communities will have
different experiences from those from urbanized, developed countries. Because
having more prior knowledge generally facilitates comprehension, having more
cultural knowledge will also affect. Having rich but different types of cultural
knowledge will also affect our understanding and appreciation of written text. For
example, jokes and humor depend on shared cultural knowledge between the
writer and the reader (Gee in Pang et al., 2003:19)
According to Durkin (2000:14) said that comprehension is the process of
deriving meaning from the connected text. It involves word knowledge
(vocabulary) as well as thinking and reasoning. Therefore, comprehension is not
passive process, but an active engagement includes making use of prior
knowledge. It involves drawing inferences from the words and expressions that a
writer uses to communicate information, ideas and viewpoints.
Regarding those definition above, the aspect of reading which is included
in this study is comprehension, in which the reader reads the text or passage by
actively deriving or constructing meaning, which can be seen from the
information gathered by the students or the ability to answer correctly a number of
questions following the text.
2.1.3 Kind of Reading

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Reading is one of the basic skills in learning English. Reading itself is


complex process, because the learner not only reading the text but also they
should find out the message, and takes the information of the text itself.
According to Patel and Jain (2008:117) there are four kinds of reading such as:
reading aloud, silent reading, intensive reading, and extensive reading.
2.1.3.1 Reading aloud
Reading aloud is a component in which the teacher reads a selection out
loud to the students, often a whole group activity. The selection may be a story,
poem, newspaper article, letter, morning message, chart or text from another
genre. The word reading of course has a number of common interpretations. It
may mean reading aloud, a very complex skill, which involves understanding the
black marks first and then the production of the right noises. Most people if they
are asked to read something aloud, like to have an opportunity to glance over
what it is they are being asked to read. In the actual process of reading aloud too
they usually find that their eyes are several words if not lines ahead of their
tongues. The process is something like A-C-B. If reading involves only the first
two of the components discussed above, A-B, the result is barking at print. It is
perfectly easy to learn to read an exotic language in the sense. One can learn to
make the right noises to correspond with the squiggles on the page without having
the slightest understanding of whether sense of it is (Broughton, 2003:91)
According to Neuman et al, in gold (2001:2)stated that reading aloud is the
foundation for literacy development. It is the single most important activity for
reading success. It provides children with a demonstration of phrased, fluent

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reading. it reveals the rewards of reading, and develops the listeners interest in
books and desire to be a reader.
2.1.3.2 Silent reading
Silent reading is done when student are ask to read a text independently
and done to acquire of information. Teacher has to make them read silently as and
when they are able to read without any difficulties. It is kind of habit in which
learner are enable to read without any audible whisper. Silent reading is the most
important type of reading. Silent reading should be introduced when the student
has mastered and pronounce words accurately. Silent reading enables the students
to read without making sounds and moving his lips. It helps him read with speed,
ease and fluency. It aids comprehension and expands the students vocabulary.
Silent reading is completely the opposite of reading aloud. This activity is
really intended to improve the students comprehension. They have to find out
what is the content of the reading text. The student will use all their reading ability
(words meaning/vocabulary, grammar knowledge, etc) to predict the meaning of
the whole text.
2.1.3.3 Intensive reading
Intensive reading is text reading or passage reading. In this reading the
learner read the text to get knowledge or analysis. The goal of this reading is to
read shorter text. This reading is done to carry out to get specific information.
learner reads book to acquire knowledge is the kind of intensive reading (Patel
and Jain,2008:118)

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Intensive reading is related to the further progress in language learning


under teachers guidance. Intensive reading will provide the basis for explaining
difficulties of structure and for extending knowledge of vocabulary. Carrel &
Carson (2002:296) explain that in intensive reading, students normally work with
short text with close guidance from the teacher. The aim of intensive reading is to
help students obtain detailed meaning from the text, to develop reading skill such
as identifying main ideas and recognizing text connector and to enhance the
vocabulary and grammar knowledge. It is important note that intensive reading is
done for complementary purpose. Students are asked to find out the meaning of
the text.
When the students are doing intensive reading, they are often desperate to
recognize the meaning of each word. It is the duty of the teacher as the guide to
organize them while reading, limited the time, for example. By limiting the time,
student will focus to read without asking the meaning of words every time. It can
be concluded that intensive reading is the reading or passage. in this case, the
students read the text to get knowledge or analysis. the way of this reading is to
invite student to read shorter text. furthermore, intensive reading is done to carry
out to get specific information, identify the main idea, etc.
2.1.3.4 Extensive reading
Extensive reading provides learners with rich background knowledge,
vocabulary recognition skills, and higher motivation for more reading. In addition,
it can also lead to the development of rapid reading skills, and discovery of
reading strategies. Even though extensive reading can offer so many advantages

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for language learners, how to manage the learning process and the product of
extensive learning has become a big challenge for both learners and teachers.
Reader, who want to learn from authentic online material, first have to tackle a
huge number of reading files. During the reading process, if they want to jot down
new vocabulary or sentence patterns, they need to carry a notebook with them to
record new words or phrases. They even have to copy complete sentence in other
to learn vocabulary in context.
Extensive reading can improve student overall comprehension skill and
given them wider active and passive vocabulary. By doing extensive reading,
then, student will read without constantly stopping and provide an increased word
recognition (Day & Bamford, 2000:204). Extensive reading, teacher mush
promote by allowing student to read books that they interest in.
Based on the explanation above, the researcher used a type of intensive
reading in teaching reading in class. Because students easily understand the
content of the text by using a simple reading of this type of reading. They can
understand the content of the reading, the meaning of every word and know how
to read well.
2.1.4 Factors Affecting Reading Comprehension
According to the Alderson (2000:53) states there are many factors that affect
reading such as: students intelligence, situation, place and noise, ability of
teacher, and physiological factors which will be discussed here such as motivation
and interest.
a. Motivation

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Motivation is probably the most often to catch all term for explaining
the success or failure of any complex task.
b. Interest
Interest and motivation often work in cause and effect relationship.
Students who are interested in reading material tend to be motivated in
reading material contrary wise, student who are not interested in
reading material tend not to be motivated in reading material.
2.1.4.1 The important of reading in learning
Many experts state that the ability of reading effect our life. Benhardt
(2011:1) said that in language learning, reading becomes a subject of the language
learning curriculum. In that role, it buttresses language learning dimension in
particular the learning of grammatical form. Reading development in a second
language notes the important of reading within the field of the language teaching
because of the durability of reading skills as juxtaposed to speaking skills that
attrite rapidly.
According to Pang et al. (2003:6) writes that learning to read is an
important educational goal. for both children and adults, the ability to read opens
up new worlds and opportunities. It enable us to gain new knowledge, enjoy
literature, and do everyday thing that are part and parcel of modern life, such as
reading in newspapers, job listings, instruction manuals, and maps. Most people
learn to read in their native language without difficulty. Many, but not all, learn to
read as children. some children and adults need additional help. Yet others learn to
read a second, third or additional language, with or without having learned to read
in their first language. Reading instruction needs to take into account different

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types of learners and their needs. Researcher has shown that there is a great deal
of transfer from learning to read in one language to learning to read in a second
language.
2.1.5 Assessment of Reading
Assessment is done to measure the students ability and also to see
whether or not student have improve their ability especially in reading
comprehension. In addition, an assessment will also be able motivate the student
to learn more and more since it is the nature of human to do something better. If
an educational assessment practice is to be considered valid, it must inform
instruction and lead to improved teaching and learning.
Pang et al. (2003:18) states that there are two forms of reading assessment.
The first is to find out how well children are reading in order to help them
improve (diagnosis). The second to measure how much progress has been made.
According to Alderson (2000:211) states that multiple choice test items are
so popular because they provide testers with the means to controls tast-takers
thought process when responding. Multiple choice tests often require less time to
administer for a given amount of material than would tests requiring written
responses. This results in more comprehensive evaluation of the candidates extent
of knowledge. Even greater efficiency can be created by the use of online
examination delivery software. this increase in efficiency can offset the
advantages offered by free response items. that is, if free response items provide
twice as much information but take four time as long to complete, multiple choice
items present a better measurement tool.

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In addition, the research decides to use multiple choices as the assessment


method of the research. In many educational contexts, an assessment of students
reading ability is often inferred on the basis of offline measure, such as answering
multiple choice questions that are presented after the factual reading.
2.2 Empirical Review
In line with this study, it was found one studies explain about top-down
processing technique. She is:
1. I Gusti Ayu Herlin purbha laksmi, Ii. 2012. Entitled Improving Reading
Comprehension by Using Top-down Processing Technique (A Classroom
Action Research at the 8th Grade Students of SMP Negeri 2 Mengwi in the
Academic Year of 2011/2012).
The result of the research showed that: (1) Top-down Processing Technique
could give many improvements of the students reading comprehension which
includes: (a) the students got easy in comprehending English text, (b) the
students could identify main idea, detail information, reference, vocabularies
and the generic structure of reading text easily.
The improvement of students reading comprehension could be seen from
the mean score of the pre-test, post-test 1 and post-test 2. The mean score of
pre-test conducted before research was 5.6. The mean score of post-test 1 of the
first cycle was 6.35 and the mean score of post-test 2 of second cycle was 7.58.
(2) Top-down Processing Technique gave advantages in the teaching learning
process which includes: (a) the atmosphere of the classroom was alive and

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interesting, (b) the students participation in class was high, they had a willing
to participate in class activities, (c) the students were more active.
2.3 Hypothesis
Based on the background of the study and the research question that is stated
above on attempt to give a tentative solution problem. The hypothesis will be
stated as the following:
Reading comprehension of eighth grade students of class A SMP Widya
Sakti Denpasar be improved through Top-down processing strategies.

CHAPTER III
RESEARCH METHOD

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3.1 Subject of the Study


This present study is conducted in SMP Widya Sakti Denpasar of the subject
will be focused on eighth grade A, this class has 33 students that consist of 18
males and 15 females
The determination classroom as subject of study is based on the fact that:
Students still faced problem in reading especially in understanding the meaning of
the text, therefore this study is conducted to top-down processing strategies.
3.2 Research Design
In this study, the researcher used Classroom Action Research (CAR)
design. The research design was chosen to improve the learning and teaching
activities in his classroom. This study was conducted in the form of cycles using
the research design proposed by Kemmis and Mc Taggart (2007: 278). It covered
planning, action, observation, and reflection. as the following detail:
Cycle I

: P1

Cycle II

:RP

A1

P2

O1

A2

R1

O2

R2

This class room action can be defined as a cycling process of action,


namely initial Reflection (IR), Planning (P) and Action (A), in which each of
these elaborated in the following part of this section. each cycle is divided into
two session of treatments.
This study will be conducted in two cycles, I and II as about to be viewed

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The focus of this study is the implementation of top-down processing strategies to


improve the eighth grade students reading comprehension of the explanatory text.

3.3 Research Procedure


In line of this study, research procedure consists of 5 main steps that
explained as follow:
1. Initial Reflection
This primary step of action is conducted in order to know pre-existing
activity of the students in reading that can be used as feedback to apply further
action. This study is begun by asking some questions to the English teacher,
especially in SMP Widya Sakti Denpasar. The students still find the difficulties in
studying English especially in reading. Then, this study is conducted an initial
reflection by the information to measure the pre-existing reading. In the initial
reflection the subjects is requested to answer the question which are 10 objective
test. Besides that, this study is conducted a questionnaire to know the initial
motivation of the students before the technique is applied.
2. Planning
Before beginning the first cycle, however at the very beginning step as the
preliminary, a diagnostic evaluation is done to investigate the degree of the
students reading skill. It is done by applying a pre-test to the students. The result
of pre-test is telling the researcher how far the students ability. The details of the
research planning can be describe as follows; before implementing the determined

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action, the teacher will prepare all need and supportive material as well as the
steps applied. They are:
a. Making the lesson plan for example the step of presenting the teacher
material based on the technique and the activity as done by the students.
b. Preparing all facilities and supportive material in presenting the teaching
materials.
c. Setting up teaching scenario that will be used as teachers planning in
conducting the action.
d. Constructing and administering reflection or post test at the end of each
session by giving questionnaire to the subject under study, for build up the
students behavior of the subjects in teaching reading skill through topdown processing strategies.

3. Action
Action refers to what the researcher does in the classroom and how the
researcher manages the class based on the teaching scenario. In this researcher, the
action was divided into three activities, namely: pre-reading activities, whilstreading activities and post-reading activities. The activities of each stage ae
presented as follows:
Pre-activities, the first thing to be done by the teacher is to ensure that
students pay attention to the teachers explanations. It aims to enable students to
understand the material well. After that, the teacher introduces the topics to be
discussed and giving the examples to support the explanation. The teacher will
introduce a certain topic and giving an explanation about what students would do

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during the lesson. Lastly, the teacher will ask the students to make predictions
about the topic by using their prior knowledge about the topic.
Whilst-activities, this stage requires the teacher to guide and monitor the
interaction between the reader and the text. the activities of this stage are
presented as follows: First, the teacher asks the students to read the text in their
own reading text. After reading, the teacher asks students to find key word that
made them difficult to comprehend the passage. Second, the teacher asks the
students to find the mine idea of the passage and ask each of the students to share
their answer with other students. Third, teachers monitor students activities to
know whether they are active or not. Lastly, the students discuss the answer under
the teachers guidance.
Post-activities, teacher give a conclusion to the students about the subject
matter discussed and the students collect the reflection or assessment.

4.

Observation
Observing the action is the process of recording and gathering all relevant

data about any aspects that was happening during the teaching and learning
process. In classroom action research, the observation is focus on collecting what
the data relating with the treatment activity this observation take an important role
in this research since what happens within the process of treatment may influence
the result of this research.

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5. Reflection
Reflection is the stage of stage of assessing all outcomes gained whether or
not the teaching reading is satisfying after the chosen technique is implemented.
The result of the diagnostic test and the post test will show whether or not the
students have achieved an improvement in reading comprehension specifically in
comprehending the text main idea, specific information, reference, and word
meaning. Besides, in this stage the researcher has to find out an effective solution
for further cycle if it is considered important to be held. In this section, the
researcher also conduct informal interview to the students at the end of the action.
3.4 Research Instrument
Research instrument is entirely important in any research to measure the
effectiveness of discovery process. There are instruments that used in this study
namely; tests, lesson plan, questionnaire, and teachers note which are concisely
displayed.

A. Test
In concluding the research, at the preliminary stage, the researcher uses a
pre-test. It is conducted in order to find out the real problem, which is faced by the
students. The test particularly consists of pre-test and post-test. The pre-test will
be used to know the reading ability of the students before applying the technique.
The post-test aim is to know students reading ability after the technique applied,
in this case through top-down processing technique.
B. Lesson Plan

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Lesson plan is a plan which is made for managing time during teaching
learning process. In lesson plan, there are the steps of teaching learning process,
allocation of time, material, and source of the material. In this research, there are
four meetings, two meeting in cycle I, and two meeting in cycle II. So, there are
four lesson plans that were prepared. One lesson plan is for one meeting. All of
the lesson plans is about teaching reading through top-down processing strategies.
C. Questionnaire
Questionnaire is used for knowing the students response on the
application of the language game in order to help them to improve their reading
skill. The questionnaire contains some items and it is distributed to all students at
the end of each cycle.
3.5 Data Collection
Data collection is taken through population of SMP Widya Sakti Denpasar
which the action applied. There are two kinds of data collection gather in study;
quantitative and qualitative data. The quantitative data showed the finding of
students abilities in reading skill in the form of mean score taken from pre-test
and post-test in each cycle while, the qualitative data is taken from the pre-test,
post-tests, and questionnaire.
3.6 Data Analysis
The most valuable data required to answer the research under study is to
collect data from giving IR (initial reflection) pre-test and post-test, and some
additional questionnaire data. Questioner is additional data gathering to the

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subject under study which is in eighth grade students of SMP Widya Sakti
Denpasar. In this study there are two types of data gathered. They are qualitative
and quantitative data. The data obtained for the present classroom action study is
descriptively analyzed so as to reveal the extent of the subject progress or
increasing ability in reading comprehension.
The analyzed data involved three stages:
1. Correcting the students answers of the last each meeting in every cycle.
2. Computing the data with the following formula:

X
N

Note:
X

= the mean score obtained by the students

= the summarize of the total score

= the number of the subject under the study


(Donal Ary 1972:72)

3. Determining the qualification of the students achievement.


From the mean score, the researcher can evaluate whether or not task
based learning is effective to improve the students comprehension in reading.
In relationship to the main score researcher used the criteria as shown in
the following table:
Score Qualification
Scor

Criteria

Score

Criteria

27

e
0
1
2
3
4
5

Fail
Very Bad
Bad
Very Low
Low
Almost enough

6
7
8
9
10

Enough
More than enough
Good
Very Good
Excellent

( The qualification above was adapted from the report book for SMP produced by
KANWIL DEPDIKBUD Provinsi Bali, 1994)

The additional supporting data will collected by means of administering


questionnaire by the end of cycle II to the subject under study. The data obtained
from the questionnaire have to be computed.. The following is formula used by
the researcher to collect the required data:

R
x100%
N

Where:
X

= Score in percentage

= Score of total item chosen

= Total of all item chosen

3.7 Success Indicator


The data in each cycle (post test) is compared to the data the pre test. It is
done to know the improvement of the students ability. The study can be said
successful if 80% of the students have achieved standard score. The score is put

28

into percentage and it is based upon the criteria used in SMP Widya Sakti
Denpasar in academic year 2013/2014.

29

REFERENCES

Alderson, J. Charles.2000. Assessing Reading. New York: Cambridge University


Press.

Nunan, D. 1999. Second Language Teaching & Learning. Boston: Heinle & Heinle
Publishers.

Brown, H. D. 2007. Teaching by Principles: An Interactive Approach to Language


Pedagogy. New York: Pearson Education, Inc.

Benhardt, Elizabeth. 2011. Understanding Advanced Second Language Reading. New


York: Routledge

Jones, Raymond. Strategies for Reading Comprehension Graphic Organizers.

Leipzig, Diane Henry. 2001. What is Reading? Accessed on


15th April 2012.

30

Manzo, Anthony V. et.al. 2004. Reading assessment for Diagnostic-Prescriptive Teaching.


Canada: Wadsworth, a Division of Thomson Learning, inc.

Masidjo, Ing.Drs. 1995. Penilaian Pencapaian Hasil Belajar Siswa di Sekolah.


Yogyakarta: Kanisius

Miller, Christine A. 2007. Action Research: Making Sense of Data.

Parsons, Rick D., and Kimberlee S. Brown. 2002. Teacher as Reflective Practitioner
and Action Researcher. Belmont, Calif.: Wadsworth/Thomson Learning.

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