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NI MADE WAHYUNI
NI MADE WAHYUNI
NPM: 10.8.03.51.31.25.3945
Thesis
As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program
Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
NI MADE WAHYUNI
NPM 10.8.03.51.31.2.5.3945
Approved By
Advisor I Advisor II
I Komang Budiarta, S.Pd. M.Hum. Dewa Gd Agung Gana K., S.Pd. M.Pd.
NPK. 82 8208 306 NPK. 82 8810 338
iv
APPROVAL SHEET
2
This thesis has been examined and assessed by the examiner committee of
English Education Study Program, Faculty of Teacher Training and Education,
Mahasaraswati Denpasar University in the oral examination on 12th February
2014.
Chief Examiner
Examiner I Examiner II
I Komang Budiarta, S.Pd., M.Hum. Dewa Gd Agung Gana K., S.Pd., M.Pd.
NPK. 82 8208 306 NPK. 82 8810 338
Approved by
The researcher hereby declares that this thesis is her own writing, and it is
true and correct that there is no others work or statement, except the work or
statement that is referred in the references. All cited works were quoted in
accordance with the ethical code of academic writing.
Ni Made Wahyuni
NPM. 10.8.03.51.31.2.5.3945
vi
ACKNOWLEDGEMENT
First of all, the researcher would like to express her greatest gratitude to
the Almighty God, Ida Sang Hyang Widhi Wasa, who always gives her power and
health to solve her problem in writing this thesis. She realizes that without His
blessing and mercies she could never accomplish this thesis as a particular
requirement for taking the final assignment on time.
In arranging this thesis, a lot of people have provided motivation, advice
support, and even remark that had helped the researcher. In this valuable chance,
the researcher aims to express her gratitude and appreciation to all of them. First,
the researchers deepest appreciation goes to her first and second advisor, I
Komang Budiarta, S.Pd., M.Hum. and Dewa Gede Agung Gana K., S.Pd., M.Pd.
who have already guided her and shared their brilliant ideas for the improvement
of the thesis. In addition, she would like to thank their helpful guidance and
correction during the process of writing this thesis.
Next, she also wishes to express her gratefulness to the Headmaster of
SMP Sapta Andika Denpasar for his permission given to the researcher to do the
present study in SMP Sapta Andika Denpasar. In addition, the thank is also given
by the researcher to the students especially VIII C class for their kind assistance
during the process of gathering the data in the classroom.
Moreover, the researcher also gives the best gratitude to her beloved
parents, brothers and sister, for their everlasting sacrifices and supports during
studying and finishing her last assignment.
In addition, she would like to wish to express her special thank to Wulan,
Riki Septi, Prisma, Viera, Raniati, my other friends, classmates and the class of
2010 English Education Study Program, Faculty of Teacher Training and
Education Mahasaraswati Denpasar University, whose names could not be
mentioned one by one for their encouragement, attention and fabulous supports
during the process of writing this thesis.
Denpasar, 5th February 2014
The Researcher,
Ni Made Wahyuni
vii
ABSTRACT
viii
TABLE OF CONTENT
COVER ............................................................................................................... i
INSIDE COVER ................................................................................................. ii
PRE-REQUISITE TITLE ................................................................................... iii
APPROVAL SHEET 1 ....................................................................................... iv
APPROVAL SHEET 2 ....................................................................................... v
STATEMENT OF AUTHENTICITY ................................................................ vi
ACKNOWLEDGMENT..................................................................................... vii
ABSTRACT........................................................................................................ viii
TABLE OF CONTENTS.................................................................................... ix
LIST OF TABLES .............................................................................................. xi
LIST OF GRAPHS ............................................................................................. xii
LIST OF APPENDICES ..................................................................................... xiii
REFERENCES.................................................................................................... 41
APPENDICES .................................................................................................... 44
x
LIST OF TABLES
xi
LIST OF GRAPHS
xii
LIST OF APPENDICES
xiii
CHAPTER I
INTRODUCTION
they want to get. If you want to share the information for everyone, you should
understand the information that you want to share. Indeed, the readers are not
clearly. Reading is one of the language skills that enables you to understand the
information clearly. However, some people are not interested in reading because
they do not have good topic for reading. Reading skill is one of the basic English
skills. Kenyon (2008:5) states that when you plan reading sessions with your
learners, make sure that there is time to talk about the text (passage, story and to
write). Thus, the readers can explain what they have read from the story or
passage and they also can write some messages and explore their ideas in reading.
Stone (2009:39) states that reading is a fundamental goal that children must
The purpose of teaching language is the students are expected to master all
language skills which must be applied in teaching English. Reading is one of the
receptive skills that must be mastered by the students besides the other language
skills such as listening, speaking and writing. The importance of teaching reading
for the teacher is not similar to the importance of reading activity in the classroom
for the students. Hager (2005:5) states that in reading teachers are often guided by
what they know about the stages and components of the reading process, but they
may not share this information with learners. By understanding, how others
become fluent readers, learners can reflect on their own process of improving
1
2
reading skills. Teaching reading is a process where the teacher teaches the
students who are still difficult to understand the content of the reading text.
Generally, the teachers only provide text for students and teachers ask students to
read and look for the answers of the existing text with aids namely English
Based on the interview with one of English teachers in SMP Sapta Andika
Denpasar; the teacher said that the students were still difficult to comprehend the
reading text. The students were confused to identify general information, find
in reading text. When students were given questions by the teacher and they
looked for the answers in the text, the students were still confused how to answer
There are some ways that can be used to improve the students ability in
especially the eighth grade students of SMP Sapta Andika Denpasar, some
techniques can be used by the teachers. In this case, the researcher can apply a
under focused on this study can be stated as follows: can reading comprehension
of the eighth grade students of SMP Sapta Andika in academic year 2013/2014 be
In the light of the problem formulated before, the objective of the study is
academic year 2013/2014. The purpose of this study is also conducted to know
have benefits. Therefore, the findings of the present research are expected to
next research. Besides, it can contribute the new research finding about using
words, this study may give information about the technique that can be
for teachers, students, and researcher. For teachers, the results of this study are
expected to give benefit to the English teacher as well as the input material for
affect their learning activities in the classroom especially those who teach at the
eighth grade students of SMP Sapta Andika Denpasar. Then, this study is also
expected to benefit for students. The students enable to comprehend the reading
the students can understand the material given from the researcher and teacher.
And for the researcher, the result of this study is to improve her knowledge in
reading comprehension and the researcher gets more experience on how to teach,
answer the questions with correct grammar in reading text. In the present study,
the first step is identifying general information and specific information in reading
text. Then, in the second step is finding textual meaning and textual references in
reading text. Next, the researcher teaches the students how to answer the questions
based on reading text with correct grammatical forms. In addition, the researcher
gives 10 questions and the students answer the questions by looking back the
correct answer in reading text and the students do it individually. SMP Sapta
Andika Denpasar is junior high school which is located in Jalan Gunung Patuha
and should be conducted on the basis of some relevant theoretical constructs and
process which people gain information and ideas from books, newspapers, letters,
advertisements and other materials. Thus, people find any information in various
media. Patel and Jain (2008:133) state that reading comprehension involves
6
7
Moreover, the students are also given the opportunity to explore the language that
Reading is important skill that enables you to find some information for
your knowledge and you can share the information for everyone when they need
it. Walberg (2003:6) states learning to read is an important educational goal. For
both children and adults, the ability to read opens up new worlds and
everyday things that are part and parcel of modern life, such as, reading the
Broadway (2006:91) states that the reading process is the same whether
the text is long or short, complex or simple and the way to respond to the
questions correctly. Patel and Jain (2008:113) state that reading is an active
important activity in life which one can update his/her knowledge. Tae (2005:4)
states that reading includes intricate processes and skills which differ according to
Teaching reading is a process that you use knowledge, strategies and skill
to find what that meaning is. Santa (2000:1) states that every child deserves
everything from the students book choices to how she plows through each page.
We need to get underneath how she/he does what she/he does so that we can help
her/his to engage with texts and think with more sophistication as she/he reads.
We need to assess well and make teaching decisions based on those assessments.
who learns it. They will be able to benefit from the store of knowledge in printed
students to learn to read and read to learn. Langer (2000:4) states that to give
students practice, teachers prepare or find simulated activities that ask students to
apply concepts and rules within a targeted unit of reading, writing, or oral
language. Students are expected to read or write short units of text with the
readers can use to construct meaning from text and to monitor their
meaning) and fluency instruction can support comprehension and develop the
Namdi (2005:7) states that the manual explores various methods and
they can also be used as an effective comprehension practice when they teach
such as the question and the answer were explicitly stated in the text, questions
and answer in the text but some searching and inferential text connections were
required to make the link and the question was motivated by some text element or
item of information but the answer had to be generated from the students prior
knowledge and able to help students develop a sense of efficacy and confidence in
therefore to learn more as they read. In this instruction, readers learn to answer
two or more sentences); or scriptal (not found in the text at all, but part of the
- Text explicit: it means anything that is clear, detail and easy to understand.
Answer the question in the text not beating around the bush or being
- Text implicit: it means that something is understood but not detail and
- Scriptal: the answer is not found in the text. It means that the answer is
Andika Denpasar. This technique could be useful to find answers of the questions
that they cannot answer after the initial reading by looking back in the text.
of the students to comprehend text. Edge (2002:5) states that assessment and
methods and strategies should be used to ensure that the student is being assessed
knowledge and ability. It shows the areas in the reading program where learners
have weakness and strengths. It shows they are able to extract information and
analyze what are reading. Caldwell (2008:26) states that there is a tendency to
from instruction such as asking students to answer questions after they have read a
purpose of measuring. Some measurements are rather broad and inexact, while
others are quantified in mathematically precise terms. Kaner (2003:2) states that a
11
test idea is a brief statement of something that should be tested. Alderson (2000:1)
states that all these aspects of reading are important, but will probably never be
analyzing texts since the nature of what we read must have some relation to how
In this classroom action study, the researcher carries out a series of test
while teaching learning process to access the students ability. Deciding the test of
reading is related how the researcher teaches it. In this case, the researcher makes
takes into account learning styles, strengths, and needs. Effective assessment takes
and as the references for this study. There are two reviews study that had been
Academic Year 2010/2011. The result showed that after giving the treatment, the
students ability in reading comprehension was much better than the previous one
result showed that the students had difficulty in identifying explicit and implicit
information, the students had difficulty in identifying the main idea, and the
students had difficulty in identifying the moral value of a narrative text. Question-
reading comprehension. This strategy was selected because it could facilitate the
higher level thinking and in gaining higher achievement. Thus, the students
ability in reading comprehension was better than previously before the students
were given treatment and the students gained higher achievement in reading.
From those two researches that had been explained above by using
be improved. The result of each research explained that after giving the treatment,
the students ability in reading comprehension was much better and higher than
the previous one before the students were given treatment. However, in those two
experts said that the essay test is used to understand the questions and realize their
ideas through written language, so the type of essay test is more powerful test. In
addition, the present research uses essay test to measure the students
understanding based on the text that has been read and the students can learn how
to answer the question correctly based on the reading text. Thus, the research is
This study was conducted of the eighth grade students of SMP Sapta
Andika which is located in Denpasar. The researcher chose class VIII C for the
research. The class consisted of 18 males and 18 females subjects. The subjects of
the study which total 36 subjects were considered to be representative enough for
the purpose of this study. Based on the researcher observation, the subjects in this
class were still difficult to comprehend text especially in identifying the general
Strategy of research design was in the form of action study. This study was
Vaccarino et al. (2007:10) states that when individuals decide to carry out
circumstances and contexts better, and find out what changes can be made to
improve and enrich both their own situations and others. Shapiro (2001:2) states
that planning is a complex process that can take many forms. There are different
kinds of planning and different ways of planning. Knowing what kind of planning is
13
14
needed for what situation is a skill in itself. This toolkit is intended to help you
sort out what kinds of planning you need when, and the tools that are appropriate
to your needs. The toolkits that deal with strategic planning, action planning and
monitoring and evaluation will give you more details of how to carry out the
actual processes. Brannick and Coghlan (2005:40) state that planning action
follows from the analysis of the context and purpose of the project, the framing of
the issue and is consistent with them. It may be that this action planning focuses
Elliott (2001:1) states that action research is the process through which
personal theory; articulate a shared conception of values; try out new strategies to
render the values expressed in their practice more consistent with the educational
values they espouse; record their work in a form which is readily available to and
researching practice. Pelton (2010:4) states that action means pretty much what
you might think it would. In terms of action research, the action is what you do as
without influencing. Ary et al. (2010:216) state that observations are made in an
research and allows researchers to plan what changes can be made, implement
15
these changes, and then reflect once again. Action researchers not only enquire
into others lives, but also simultaneously address their own function as
researchers and practitioners. Brannick and Coghlan (2005:52) state that reflection
is the process of stepping back from experience to process what the experience
In this present study, the teaching and learning process was divided in
some cycles. In addition, each cycle consisted of two sessions. This research
design was suitable with the aim of the research which could improve the
This research used classroom action research that was carried out by
following the research procedure that were done by the researcher such as, initial
researcher and subjects did some process which expected to improve reading
comprehension of the eighth grade students of SMP Sapta Andika Denpasar. All
of the activities took place repeatedly in the form of cycles. Thus, the learning
process was conducted through classroom action research with some cycles.
Initial reflection in this research was intended to find the problem of the
teaching reading comprehension. Based on the interview with one of the English
teachers in SMP Sapta Andika Denpasar; the teacher said that the subjects still
3.3.2 Planning
Before the present classroom action study could be effectively carried out,
the researcher had to prepare instructional planning for all sessions. As mentioned
previously, the subjects of the present study were the eighth grade students of
SMP Sapta Andika Denpasar. The undertaking of the present study was
substantially based on the fact that subjects under study were still difficult to
Andika Denpasar. In order to achieve the objective of the present classroom action
study, the researcher planned the instructional activities by doing the followings:
3.3.3 Action
referred to what the researcher did in the classroom and how the class was
17
managed based on the lesson plan. In the action, the researcher applied question-
classroom action research based on the lesson plan. There were some steps that
intended to generate, motivate and focus the attention of the subjects. In pre-
activity, the researcher did brainstorming; the researcher asked some questions
based on the topic that would be taught to the subjects and also explained the
subjects roles in doing the activity and the objective of the lesson.
explained the roles in doing the activity and the objective of the lesson. Next, the
researcher gave the subjects examples to practice before applying the technique in
the reading activity. In this activity, the subjects were taught about identifying
general information and specific information in reading text. Then, the subjects
were taught about are finding textual meaning and textual references in reading
texts. Next, the researcher taught the subjects how to answer the questions
correctly based on the reading text. In addition, the researcher gave 10 questions
and the subjects answered the questions by looking back the correct answer in
post-activity in which researcher gave a chance for the subjects to ask some
questions and discuss the problems that they faced during the teaching and
learning process in the classroom. Then the subjects were distributed the post-test.
Then, after doing post-test, teacher ended the class by saying good bye.
18
3.3.4 Observation
know the learning process. In this case teaching reading comprehension through
3.3.5 Reflection
ability in reading comprehension after they have been taught through question-
answering instruction. Reflection was done in order to find out the result of the
action and observation. Based on result of the observation, the researcher tried to
collect the intended data, this study made use of the following instrumentation.
The data of the present study were collected by administering test (pre-test and
post-test) and questionnaire to the eighth grade students of SMP Sapta Andika
3.4.1 Test
understanding of the material provided. There were two kinds of tests in this
research, those were pre-test and post-test. Pre-test was conducted in order to find
19
out the problem which was faced by the eighth grade students of SMP Sapta
Andika Denpasar in academic year 2013/2014. The result of the pre-test was used
as reference for conducting the research before using the technique to solve the
comprehension before the treatment was given for the subjects. Post tests were
used to examine the result of the action. In other words, post-test was used in
order to know the extent to which the technique can improve reading
comprehension of the eighth grade students of SMP Sapta Andika Denpasar . The
post-test was administered at the end of each session after teaching reading to the
The tests which were administered were in the form of essay test which
consisted of ten questions. The answers of the pre-test and post-test were analyzed
Table 3.1
Scoring Rubric
Criteria Maximum Score Actual Score
The answer is correct and grammatical 2
The answer correct but ungrammatical 1
The answer is incorrect 0
Total
3.4.2 Questionnaire
Questionnaire was used to know the responses of the subjects about the
reading in the classroom. In this research, the language used in questionnaire was
Bahasa Indonesia; the form of questionnaire was multiple choice and it consisted
strongly agreed, B meant agreed, C meant quite agreed, and D was disagreed. In
20
addition, those options had scales. When the students chose option A, the scale
was 4. The scale of B was 3; the scale of C was 2; and D was 1. The questionnaire
The data was obtained for analysis in this study involving participation of
collecting the result of pre-test, post-test, and questionnaire. Therefore, there are
considerably three kinds of raw scores obtain for the present class action study.
comprehension. Pre-test was conducted before the treatment was carried out to
find the existing subjects ability in reading comprehension and to know the
problems that the subjects faced. The researcher asked the subjects to answer the
questions based on the topic given by the researcher. The score of pre-test showed
Post-test was given in the end of each cycle after teaching reading to the
The last was questionnaire. Questionnaire was applied after data of post
test finished to know the response towards learning English especially reading
comprehension; and
answering instruction
The most important data required to answer the researcher question under
the subjects under study, the eighth grade students of SMP Sapta Andika
Denpasar. When the data from pre-test and post-test were gathered, then they
X
M
N
Note:
Furthermore, the minimum passing grade of the eighth grade students of SMP
Sapta Andika Denpasar in academic year 2013/2014 was ideally 71. Therefore,
based on minimum passing grade from the school, this research would be ended if
80% of all subjects in this study got 71 as the minimum passing grade for their
4.1 Findings
There were two kinds of instruments used to collect the data for the
present classroom action research. The researcher collected the data from the
2013/2014. The researcher gathered the data by using test (pre-test and post-test)
and questionnaire. The process of collecting the data was started with pre-test.
The result of the pre-test was used as the basic consideration of giving treatment
reading comprehension. Post-test was given after the results of the subjects pre-
test was low and needed to be improved. Post-test was administered for four times
those were two times in cycle I and two times cycle II. These findings would be
Therefore, there were five sets of raw scores showing the improvement of
academic year 2013/2014. Questionnaire was given to the eighth grade subjects of
SMP Sapta Andika Denpasar in academic year 2013/2014 to find out the subjects'
the result of the questionnaire at the end of the last cycle was described in this
part. Thus, the result of the pre-test in pre-cycle and the result of the post-test in
cycle I and cycle II were described in this part. The five sets of result of the
23
24
Table 4.1
Tabulation of Data Showing the Subjects Progressing Score of Reading
Comprehension after Being Taught through Question-Answering Instruction
33 30 40 60 70 75
34 40 55 70 70 75
35 30 40 65 70 80
36 50 55 70 70 70
Total 1405 1940 2505 2690 2845
In this study, the data needed were gathered through questionnaire. The
answer of the questionnaire was scored using the rating scale of 1-4, meaning that
if the subjects strongly agreed (A), the scale would be 4, if the subjects agreed, the
scale would be 3, if the subjects quite agreed (C), the scale would be 2, and if the
subjects disagreed (D), the scale would be 1. The following table showed the
Table 4.2
Tabulation of Data Showing the Subjects Responses
on the Implementation of Question-Answering Instruction
Questionnaire
Subject
A B C D
1 40 - - -
2 20 15 - -
3 40 - - -
4 24 12 - -
5 40 - - -
6 24 12 - -
7 4 18 6 -
8 40 - - -
9 32 6 - -
10 40 - - -
11 24 12 - -
12 40 - - -
13 20 15 - -
14 40 - - -
15 16 18 - -
16 40 - - -
17 24 9 2 -
26
18 40 - - -
19 20 15 - -
20 36 3 - -
21 20 15 - -
22 40 - - -
23 20 15 - -
24 24 12 - -
25 24 12 - -
26 24 12 - -
27 8 24 - -
28 16 18 - -
29 20 15 - -
30 20 15 - -
31 20 15 - -
32 20 15 - -
33 24 12 - -
34 24 12 - -
35 24 12 - -
36 32 6 - -
Total 964 345 8 -
Grand Total A+B+C+D = 1317
The data presented on the tables above were the findings of the present
study after the researcher gave the pre-test, post-test in cycle I and cycle II. In
could be seen from the scores of the subjects which increased from pre-test and
post-tests. Moreover, it also showed the subjects responses after they were
The data were collected from the beginning until the end of the study that
had been well-designed into cycles in which each cycle consisted of planning,
action, observation and reflection. However, before conducting the cycles, the
4.1.1 Pre-Cycle
the text. The subjects ability in reading comprehension was poor; therefore,
the study. Pre-test was followed by 36 subjects. Pre-test was used to examine the
subjects ability in reading comprehension before the treatment was given. In the
pre-test, the subjects were asked to answer the questions about reading text
entitled Family and Nina Live in Small House (see appendix 2). The subjects
were given 30 minutes to finish the pre-test. The subjects ability in reading
minimum score of mastering English in the eighth grade students of SMP Sapta
Andika Denpasar in academic year 2013/2014 that was 71. The result of the post-
tests can be seen in table 4.1. To get the mean score of the pre-test, the researcher
X 1405
Mean Score of Pre-Test 39.02
N 36
Based on the mean score of the pre-test which was 39.02, it was
categorized as very poor it was compared with the minimum passing grade used in
SMP Sapta Andika Denpasar which (i.e.71). Moreover, there were no subjects of
study who could reach the minimum passing grade. The subjects needed an
28
4.1.2 Cycle I
the result of the pre-test in the pre-cycle, cycle I was a chance and also a challenge
for the researcher. It was a chance since the researcher could apply the technique
which was question-answering instruction. Cycle I was administered after the pre-
test and it was based on the result of the pre-test. In this case, the researcher
implemented the research procedure that had been prepared before. There were
the lesson plan, learning material which consisted of suitable reading texts that
were used in the eighth grade students of junior high school and fixed with the
time allotment 2 x 80 minutes and also applicable with the technique used which
was question-answering instruction. The materials were descriptive text and the
topic of cycle I was My Lovely Mother. More detail information about the
After making planning, the action was then conducted. The researcher did
the teaching learning activities based on the lesson plan which had been designed.
There were two sessions in cycle I. Session 1 was done on January 8th 2014 and
session 2 was done on January 10th 2014. It was a great chance to apply the
technique as well as to collect the data. In cycle I, the researcher spent 80 minutes.
The researcher introduced the material to the subjects. The subjects were taught
29
descriptive text for the first and second session. Then, the subjects learned the
material and discussed in post-test cycle I session 1. The reading text entitled My
Lovely Mother (see appendix 3). This test consisted of 10 essay items.
While doing the action, the researcher also did the observation by signing
researcher was not only as a teacher but also an observer. The observation was
mainly focused on identifying the situation of the lessons and analyzing the data
taken from the action. Here, the researcher acted as observer to know the subjects
response toward the technique. The first reaction of the subjects when they were
Then, the researcher used 80 minutes for doing exercises and post-test.
The post-test was administered in the end of the lesson. It required the subjects to
answer 10 questions after reading text. The post-test of cycle I session 1 could be
Climbing (see appendix 5) and the post-test cycle I session 2 could be seen in
appendix 6. The result of the post-test 1 and post-test 2 can be seen in table 4.1 in
which the total score of post-test cycle I session 1 was 1940 and the total score of
post-test cycle I session 2 was 2505. In this study, the researcher did some steps
that had been planned such as pre-activity, whilst-activity and post-activity could
To know whether the subjects ability had improved or not, the results of
the post-tests were calculated to have the mean score as could be seen below:
X1 1940
Mean score of Post-Test 1 53.89
N 36
30
X2 2505
Mean score of Post-Test 2 69.58
N 36
In cycle I post-test 1, there were no subjects who got 71 and most of the
subjects still failed in doing the test. On the other hand, the technique used was
also new for them, it may cause confusion since they did not used to the
achieved. The result of this second post-test also showed that 11 subjects
successfully obtained minimum passing grade 71. One subject even could obtain
80. Thus, the researcher continued this study to cycle II. In addition, the success
indicator had not yet been achieved in the first cycle. Therefore, the researcher
4.1.3 Cycle II
this cycle, there were four steps which were the same with the steps in cycle I. As
the same as cycle I, cycle II was also divided into two sessions, session 1 and
session 2 and there were four interconnected activities including planning, action,
observation and reflection. However, there were some changes in constructing the
planning in the second cycle based on the result of cycle I. In general, the teaching
In planning, the first preparation was about material. Reading texts were
provided also. Then, those things were well-contracted to fix the time allotment 2
In action, the researcher started adopting the change of the planning. The
action of each session consisted of three main activities. They were pre-activities,
instruction was used in two sessions of the teaching learning process in the
classroom. It was done on January 15th 2014 and January 17th 2014. Here, the
main duty of the researcher was to do all the planning that had been made before,
instruction, of course to explore the subjects knowledge about reading text, the
In the observation, the researcher was not only a teacher, but also as an
observer. The observation was done to know the mean score of both post-tests that
had been administered in cycle II. The researcher gave some questions for the
subjects then the subjects wrote the answers on the whiteboard. The purpose of
this activity made the learning process more interesting and made the subjects
more focused in receiving the lesson. The purpose of this observation was to
worksheet. In session 2, the subjects were more focused on learning the generic
structure of the descriptive text and also practiced in reading comprehension. The
last was to assess the subjects by administering the post-test 3 and post-test 4. The
(see in appendix 7), while in post-test 4 the reading passages were Losari Beach
and Kuta Beach (appendix 9). The result of the post-tests can be seen in the
table 4.1. The means scores were then compared to see the improvement of the
X3 2690
Mean score of Post-Test 3 74.72
N 36
X4 2845
Mean score of Post-Test 1 79.03
N 36
given to the subjects on January 17th, 2014. The scores gathered from
know the subjects responses after having lessons that applied question-answering
instruction. The data were taken to find out the percentage of subjects who
strongly agreed (A/4), agreed (B/3), quite agreed (C/2), and disagreed (D/1) of the
Based on table 4.2, the total response of option A was 964, B was 345, C
was 8 and D was 0. The total responses were then accumulated and it was found
that the total responses of all options were 1317. Then to figure out the
964
1. Total Percentage of item A x 100 % 73.20 %
1317
345
2. Total Percentage of item B x 100 % 26.19 %
1317
33
8
3. Total Percentage of item C x 100 % 00.61 %
1317
3. It showed that question-answering instruction did help a lot. Even though the
subjects mean score in post-test 3 was really satisfying in which it was more than
minimum passing grade used in SMP Sapta Andika Denpasar; however, the study
could not be stopped yet because from 36 subjects; there were only 25 subjects
could obtain score 71. Based on the success indicator mentioned in chapter I, the
study only could be stopped if 80 % of the subjects could obtain 71. The result of
the post-test 4 was good news. The mean score, 79.03, was more than enough to
subjects could obtain the minimum passing grade. It meant that there was
score had reached success indicator. Thus, the study could be stopped.
The result of the questionnaire could be seen as what had been presented
in the table 4.2. Based on the result of the data of the questionnaire above, it can
be seen the percentages of the subjects strongly agreed, agreed, quite agreed, and
disagreed were 73.20%, 26.19%, 00.61% and 0%. From the result of
questionnaire, it could be stated that most of the subjects gave positive responses
100
90
79.03
80 74.72
69.58
70
60 53.89
50
39.02
40
30
20
10
0
Pre-Test Post-Test 1 Post-Test 2 Post-Test 3 Post-Test 4
100.00%
90.00%
80.00% 73.20%
70.00%
60.00%
50.00%
40.00%
26.19%
30.00%
20.00%
10.00% 0.61% 0%
0.00%
Item A Item B Item C Item D
4.2 Discussion
In this research, the researcher used classroom action research and there
were two cycles of two sessions in each cycle. According to the findings in the pre
cycle, cycle I, and cycle II, it needed to do deep discussion in order to clarify
eighth grade students of SMP Sapta Andika Denpasar was seen from the result of
the subjects post-tests that had been collected during the study. Then, there were
compared with result of the pre-test to see how far the improvement was achieved.
The raising graph in graph 4.1 showed that subjects of the study had successfully
achieved a very significant improvement from the pre-cycle, cycle I, and cycle II.
recognizing textual meaning, and recognizing textual references in the text. The
improvement was really needed. The subjects mean score was 39.02. It was far
away from what it supposed to be. If it was compared with the minimum passing
grade 71, of course, the subjects ability was considered low. Most of them failed
in understanding the reading text given that indicated the lack of grammar and
could be seen from the result of the subjects score compared with the pre-test
(see table 4.1). In cycle I of post-test 1, there were no subjects got 71 and most of
the subjects still failed in doing the test. The subjects still had difficulties in
36
textual meaning, and recognizing textual references in reading text. On the other
hand, the technique used was also new for them, it may cause confusion since
they were not used to the technique. The score of post-test 2 indicated that a better
improvement was achieved. It can be reflected that the subjects of the study were
getting comfort with the technique and grammar lesson was really useful to build
Cycle II was started by doing grammar lesson in the session 3. The mean
score the post-test 3 improved to 74.72. This score was more than minimum
passing grade used in SMP Sapta Andika Denpasar; however, if it was compared
with the data presented in graph 4.1. There were only 25 subjects who achieved
the minimum passing grade in the session 3 of cycle II. This meant that the
success indicator had not yet been achieved. Therefore, the study cannot be
stopped yet. In session 4 cycle II, there were 31 subjects who achieved the
minimum passing grade that was 71; even some of them got more that the
minimum passing grade. This result also showed that this research could be ended
since it had achieved the success indicator that had been decided.
The result of the questionnaire could be seen as what had been presented
in the table 4.2. The data of questionnaire showed that 73.20% of the subjects
this result, it could be stated that most of the subjects gave positive response about
in the classroom. Next, 26.19% of the subjects agreed with the technique used. It
meant that there were still a lot of subjects who supported to use question-
In addition, there were no subjects who disagreed with the application of the
technique. It meant that the subjects gave positive responses about the application
academic year 2013/2014. It was also supported by the result of the questionnaire
The discussion of the present study in all above chapters which dealt with
technique of the eighth grade students of SMP Sapta Andika Denpasar could
5.1 Conclusion
It had been stated in chapter I that the objective of conducting this research
was to improve reading comprehension of the eighth grade students of SMP Sapta
because of this objective, the researcher applied classroom action research. In this
classroom action research, the researcher acted as the teacher in teaching the
The data of the tests were collected from the pre-test, post-test 1, post-test
2, post-test 3, and post-test 4 where their results were 39.02, 53.9, 69.58, 74.72,
and 79.03. In the first cycle, there were no subjects who achieved the minimum
passing grade in post-test 1 and 11 subjects who achieved the minimum passing
grade in post-test 2. Then, in the post-test of cycle II, the subjects achievement
passing grade in the first post-test of cycle II. Then, in the last post-test of cycle II,
there were 31 subjects who achieved the minimum passing grade. In addition, the
mean score and the subjects who achieved the minimum passing grade in the post-
test 4 was much higher than pre-test, post-test 1, post-test 2, and post-test 3.
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Based on the analysis of the questionnaire, it was shown that there were
73.20% of the subjects who strongly agreed with the implementation of question-
answering instruction, 26.19% of the subjects agreed if this technique was applied
in the teaching reading comprehension, 00.61% of the subject quite agreed, and
Based on the results of the data which had been discussed, question-
5.2 Suggestion
Based on the findings of the present study, the researcher would like to
suggest the English teachers, the eighth grade students of SMP Sapta Andika
For the English teachers of class VIII of SMP Sapta Andika Denpasar in
Therefore, the students will have the experience of learning various kinds of
For the students of the eighth grade students of SMP Sapta Andika
homework in the form of different kinds of reading text. In this way, the students
would be able to develop and improve their reading comprehension more quickly.
Moreover, the eighth grade students of SMP Sapta Andika Denpasar are
seriously not only in the classroom but also outside classroom as well.
SMP Sapta Andika Denpasar is also suggested to improve the teaching facilities
communicate. It is suggested that the institution can use the result of this research
of SMP Sapta Andika Denpasar, contribution to enrich existed syllabus and also
For other researchers who are going to conduct an action based research
Armbruster, B. B., and Osborn, (2003). Put Reading First. National Institute for
Literacy (NIFL): Center for the Improvement of Early Reading
Achievement(CIERA).
Ary, D., Jacobs, L. C., Sorensen, C., and Razavieh, A. (2010). Introduction to
Research In Education. Belmont, USA: Nelson Education, Ltd.
Comrie, M., Murry, N., Sligo, F., and Vaccarino, F. (2007). Action Research
Reflections. New Zealand: Fusion Design Group Limited, PO BOX 12188.
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Goode, K., Kingston T., Grant. J. M and Munson L. (2010). Assessment for
Learning ShopETFO : Sucessful Teaching in Combined Grade
Jain, M., Praveen and Patel, M. F. (2008). English Language Teaching (methods,
tools &techniques). Jaipur: sunrise publishers & distributors
Kaner, C. J. D., (2003). What is a good test case? [abstrack]. Improving the
Education of Software Testers
Langer, J. A. 2000). Guidelines for Teaching Middle and High Scholl Students to
Read and Read and Write Well. Albary : Ny
Stone, R. (2009). Best Practices for Teaching Reading. United States of America:
Library of Congress Cataloging-in-Publication Data.
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APPENDIX 2
PRE-TEST
Read the text silently and carefully and answer the questions based on the
following text!
Family and Nina live in a small house. It has six rooms in my house; there
are three bedrooms, a living room, a bathroom, and a kitchen. Although Ninas
house is small but she likes living in here for fill out her spare time. When the
door is open, she can see the living room. It is so small with four chairs and a
table, nothing else. She prefers reading a book in this room.
Ninas bedroom is in the left side of the living room. In this room, there
are some equipment such as a TV, a table, a radio, and a computer. When being
bored of reading, she usually plays online games, chat with her friends via
Facebook and so on. In the right side of the living room there is the kitchen. In the
kitchen she has everything when she gets hungry. It is very pleasure when Nina
mother cooks and the smell fills her whole house. She knows it is a very small
house but it is the best place she has ever seen.
45
APPENDIX 3
LESSON PLAN
(Cycle I Session 1)
A. Standard Competence
Understanding the meaning of written text and short writing simple functional
form of descriptive related to the environment
B. Basic Competence
Responding meaning in simple short essay accurately, fluently and acceptable
related to the environment in the form of descriptive text
C. Indicator
a. Identifying general information
b. Finding specific information
c. Recognizing textual meaning
d. Recognizing textual references
D. Learning Objective
After the students are given a chance to read short passages, they are able to
identify the general information, find specific information, recognize textual
meaning, and recognize textual references of descriptive text correctly (71).
E. Learning Materials
1. Definition of Descriptive Text
Descriptive text is a text which says what a person or a thing is like, its
purpose is to describe and reveal a particular person, place, or thing.
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My mother is a beautiful person. She is not tall but not short, and she has
curly hair and brown. Her eyes colours are like honey and her skin is brown, and
she has a beautiful smile. She is a very kind person. She is very lovely, friendly,
patient, and she loves to help people. I love my mom, because she is a good
example to me. She always takes care of her family. She likes her house to be
clean and organized. She always has a smile on her face. She is so sweet and
lovely. I like when I am going to sleep or went I wake up or when I am going to
go to some places, she always give me a kiss, and when the family have a problem
she always be with us to helps us and to give us all her love.
1. What is the main idea of the text?
2. She likes her house to be clean and organized. What does the word she refer
to?
3. My mother is a beautiful person. What is antonym of the word beautiful?
4. Does she take care of her family?
H. Teaching Sources
1. Cermat Bahasa Inggris SMP Eighth Grade Students
2. Learners Pocket Dictionary
I. E valuation
1. Form : Essay
2. Instrument : Post test
J. Assessment
Indicators of Competence Technique In form of Instrument
Identifying general information,
specific information, recognize
textual meaning, recognize Written Written test Post-test
textual references in function text
in the form of descriptive text
Scoring Rubric
Criteria Maximum Score Actual Score
The answer is correct and grammatical 2
The answer correct but ungrammatical 1
The answer is incorrect 0
Total
Ni Made Wahyuni
NPM: 10.8.03.51.31.2.5.3945
APPENDIX 4
POST- TEST
(Cycle I Session 1)
Read the text and please answer the questions based on the following text!
Hello, my name is Nina. I have two pets. They are dogs because I like
dogs very much. I keep my dogs in my house. I love them because my dogs are
very clever. I can train them to do many things. My dogs can sit down when I ask
them to sit down. They can also catch a ball with their mouth.
My dogs names are Bella and Brown. Bella is a collie and she has long
and thick fur with brownish colour. Shes very beautiful and clean. Brown is a
dachshund. He is short with long body, four strong legs and brown colour. I
always take care of my dogs. I feed them three times a day. Every evening my
sister and I take the dogs out and walk them. I bathe them twice a week and brush
them. Once in two months, I take my dogs to the veterinarian to have them
checked.
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Answer: ..
APPENDIX 5
LESSON PLAN
(Cycle I Session 2)
K. Standard Competence
Understanding the meaning of written text and short writing simple functional
form of descriptive related to the environment
L. Basic Competence
Responding meaning in simple short essay accurately, fluently and acceptable
related to the environment in the form of descriptive text
M. Indicator
a. Identifying general information
b. Finding specific information
c. Recognizing textual meaning
d. Recognizing textual references
N. Learning Objective
After the students are given a chance to read short passages, they are able to
identify the general information, find specific information, recognize textual
meaning, and recognize textual references of descriptive text correctly (71).
O. Learning Materials
- Reviewing about Descriptive text
- Reviewing about generic structure of descriptive text
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TASK 2 Read the text and please answer the questions based on the following
text!
Climbing is one of the most interesting hobbies. Many people like it
because climbing is a unique hobby. Climbing is also very useful for us because it
can make us love our environment however, climbing is an extreme sport. We
must prepare for the physical and logistical mature.
Before going climbing you need to prepare simple equipments. It makes
our feeling more comfortable when we climbing. They are ropes, harness, shoes,
helmet and so on.
1. What is the title of the text?
2. What is the main idea of the first paragraph?
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3. Confirmation :
- Giving positive feedback about the students participation
in the learning process
- Asking the students about what they have just learnt 10 minutes
- Summarizing the lesson
- Asking the students whether they still have questions
about the lesson or not
C. Post- activities
- Giving the students post-test and asking them to answer
the text individually 25 minutes
- Collecting the students worksheet
- Closing the meeting by saying Good Bye
R. Teaching Sources
3. Cermat Bahasa Inggris SMP Eighth Grade Students
4. Learners Pocket Dictionary
S. E valuation
3. Form : Essay
4. Instrument : Post test
T. Assessment
Indicators of Competence Technique In form of Instrument
Identifying general information,
specific information, recognize
textual meaning, recognize
Written Written test Post-test
textual references in function
text in the form of descriptive
text
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Scoring Rubric
Ni Made Wahyuni
NPM: 10.8.03.51.31.2.5.3945
APPENDIX 6
POST- TEST
(Cycle I Session 2)
Read the text and please answer the questions based on the following text!
Camping is one of the most interesting hobbies. Many people like it
because it is not too expensive. They do not need to spend a lot of money.
Camping is also very useful for us. It can make us love our environment. It can
also make us friendlier to anybody. It can also train us to work cooperatively.
Before going camping you need to prepare simple equipments. They are
the tent, ropes, sticks, cooking utensils, eating utensils, first aid, etc. There are
some activities while you have camping such play sports, enjoy the landscape of
the mountain, enjoy the forests and enjoy the fresh air.
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10. They are the tent, ropes, sticks, cooking utensils, eating utensils, first aid, etc.
What does the word they refer to?
Answer:
APPENDIX 7
LESSON PLAN
(Cycle II Session 3)
U. Standard Competence
Understanding the meaning of written text and short writing simple functional
form of descriptive related to the environment
V. Basic Competence
Responding meaning in simple short essay accurately, fluently and acceptable
related to the environment in the form of descriptive text
W. Indicator
a. Identifying general information
b. Finding specific information
c. Recognizing textual meaning
d. Recognizing textual references
X. Learning Objective
After the students are given a chance to read short passage, are able to identify
the general information, find specific information, recognize textual meaning,
and recognize textual references of descriptive text correctly (71).
Y. Learning Materials
- Reviewing about Descriptive text
- Reviewing about generic structure of descriptive text
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60
My Brother is a Postman
I have a brother. His name is Johny. He is a postman. My brother works at
the Central Post Office. Every day he delivers letters to many people. He usually
starts his job at 8 a.m.
First, he goes to the addresses near his office. Then he continues to
the addresses far from his office. He stops working at 2 p.m. He never bored with
his job. He is happy to be a postman.
1. What is the main idea of the first paragraph?
2. What is the profession of Johny?
3. He goes to the addresses near his office. What does the word he refer to?
H. Teaching Sources
5. Cermat Bahasa Inggris SMP Eighth Grade Students
6. Learners Pocket Dictionary
I. E valuation
5. Form : Essay
6. Instrument : Post test
J. Assessment
Indicators of Competence Technique In form of Instrument
Identifying general information,
specific information, recognize
textual meaning, recognize
Written Written test Post-test
textual references in function
text in the form of descriptive
text
63
Scoring Rubric
Ni Made Wahyuni
NPM: 10.8.03.51.31.2.5.3945
APPENDIX 8
POST- TEST
(Cycle II Session 3)
Read the text and please answer the questions based on the following text!
1. Who is Santi?
Answer: ..
2. How many buildings are in the hospital?
Answer: ..
3. Where do the surgeons do an operation?
Answer: ..
4. What does Santi do in the hospital?
Answer: ..
5. Where can people find the beautiful flowers in the hospital?
Answer: ..
6. What is the suitable title of the text above?
Answer: ..
7. It is open from morning to evening. What is antonym of the word open?
Answer: ..
8. Does she love her job very much?
Answer: ..
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65
DD. Indicator
a. Identifying general information
b. Finding specific information
c. Recognizing textual meaning
d. Recognizing textual references
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67
TASK II Read the text and please answer the questions based on the
following text!
Kuta Beach
Kuta Beach is a beautiful beach in a southern Bali. Its location is in
Badung Regency, 9 km from Denpasar.
It is also well-known as the right place for people to see scenic sunset in
the afternoon. People who come to Bali will be very unlucky if they do not see the
panoramic sunset in this town. It is real that tourists feel happy to be there. They
can sunbathe, swim, surf, play soccer beach, kite flying, play volleyball or just
take a walk. Yes, they can do many activities in this beach for its complete beach
activities. For persons who like playing soccer, do not forget to try the game with
68
some locals. The locals usually set up the goal posts between Hard Rock Cafe and
Discovery Shopping Mall at 16.00.
6. Teaching Sources
7. Cermat Bahasa Inggris SMP Eighth Grade Students
8. Learners Pocket Dictionary
7. E valuation
7. Form : Essay
8. Instrument : Post test
8. Assessment
Indicators of Competence Technique In form of Instrument
Identifying general information,
specific information, recognize
textual meaning, recognize Written Written test Post-test
textual references in function text
in the form of descriptive text
70
Scoring Rubric
Ni Made Wahyuni
NPM: 10.8.03.51.31.2.5.3945
APPENDIX 10
POST- TEST
(Cycle II Session 4)
Read the text carefully and answer the questions based on the text!
Dreamland Beach
Dreamland Beach is one of beautiful beaches in Bali. This is located in
Pecatu, on the South part of Bali Island. You need about 40 minutes to reach this
beach from Ngurah Rai International Airport. To get into this beach, you just need
to pay 5000 rupiahs for parking. It is very cheap compared to the happiness
brought by this beach.
The panorama in this beach is beautiful. On the beach, you can do many
things that you want. You can just walk along the beach, playing volleyball with
your friends and after that seeing the wonderful scenery. There are some facilities
that make you more comfortable to enjoy your holiday. There are umbrellas that
you can rent if you want to relax without getting dark because of the sunlight. If
you want to swim but you do not bring any swimsuit, you can buy one there. If
you are hungry or thirsty, just go to the restaurant or buy things in the stands that
selling food and drink. There are also toilets to change clothes and other facilities
that you can find in the beach. Dreamland Beach is good choice for your holiday
and your vacation.
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Pre-Test
1. Family and Nina live in a small house
2. There are six room in nina house
3. She likes living in her living room for fill out her spare time
4. Family and Nina are staying in a small house
5. When she feels bored of reading, she usually plays online games and chat
with her friends via facebook.
6. Antonym of the word small is big
7. She goes to the kitchen because she has everything when she gets hungry
8. The main idea of the first paragraph is family and Nina live in a small house
9. Yes, she can
10. The word she refer to Nina
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Petunjuk mengerjakan:
a. Jawablah kuesioner dibawah ini dengan memberikan tanda silang (X) pada
jawaban yang sesuai dengan kondisi anda.
b. Semua jawaban adalah benar, oleh karena itu jawablah dengan sejujur-
jujurnya.
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