3 CHAPTER I-V

8/9/2019 3 CHAPTER I-V

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

In recent days, the curriculum that has been applied in SMP (junior high school) in

Indonesia is Curriculum Based Competency (CBC). As stated in epdi!nas ("##$) CBC is an

operational curriculum, %hich is constructed and implemented by each educational unit. In

other %ords, CBC is signi&ied by the reali'ation o& local autonomy in educational &ield that

ta!ing into account the standards designed by the goernment. It means that eery school

epects their students should achiee the standard competency and basic competency.

In line %ith the statements aboe, the students o& *unior +igh School are epected to master

the &our language s!ills such as eading, -istening, Spea!ing, and riting. eading in

/nglish as a 0oreign -anguage (/0-) contributes a part o& essential s!ills to be taught besides

the other s!ills. In the reading process, the students are not merely necessary to read a tet or

passage loudly, but the most important thing is ho% the tet or passage is comprehensible

according to the objecties o& reading itsel&. In short, the students are epected to be able to

comprehend reading tet that they read. 0urthermore, 1tto et al. (23$3) states that reading is

not just saying the %ords. eading must al%ays be a meaning getting process and it there&ore

needs understanding. 0urthermore he says, the teacher must use and need a ariety o& reading

s!ills to hae good understanding o& a reading passage or tet &or instance, in dra%ing

conclusions, recogni'ing details &rom selection, recogni'ing %ord meaning, identi&ying the

main idea.

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In relation to aboe eplanation, in &act it is reali'ed that many students &re4uently

hae problems in reading comprehension in general and particularly in &inding main idea and

%ord meaning. It can be seen &rom the result o& a preliminary research conducted in class

5III 6 at SMP 7 8 Singaraja. 9he researcher came into class 5III 6 and carried out

obseration to the teacher:s lessons.hen the teacher %as teaching reading, he al%ays used

the same strategy. 0irstly, he gae an eample to the students ho% to read the passage. A&ter

that, he as!ed some students to read it. 9hen, he as!ed %hether there %ere any di&&icult %ords

or not. I& there is, the teacher gae the translation directly. 0inally, he as!ed the students to

ans%er the &ollo%ing 4uestions. 0rom the result aboe, it sho%s that the teacher gae less

attention to the sub;s!ills o& reading particularly main idea and %ord meaning. As

conse4uence, the students &ound di&&iculties in comprehending the tet.

0urthermore, in order to !no% ho% serious the problem is, a pre test is administrating

to the students o& class 5III 6 at SMP 7 8 Singaraja. 9he test coered the sub s!ills in

reading particularly &inding main idea (MI) and %ord meaning (M). In addition, the test

that used in this study hae been tried out to chec! its alidity at SMP 7 8 Singaraja

especially the students in the class 5III 6 in academic year "#2"


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An interie% %as also carried out to the students in order to !no% the causes o& the

lo% comprehensions o& the students in reading particularly &inding the main idea and %ord

meaning. It %as &ound that, the problems aboe %ere caused by some &actors@ &irstly, the topic

o& the reading passage %as 4uite ne% &or them so that they did not !no% eactly %hat the

reading tet tells about. Secondly, the numbers o& un&amiliar %ords hamper the students:

comprehensions.

In teaching learning process, one &actor that contributes to the success o& reading

comprehensions might be related to the teaching techni4ue used by the teacher. In line %ith

the teacher:s responsibility &or the success o& the students, it %as then proposed a techni4ue

call irected eading 9hin!ing Actiity (9A) Strategy as an alternatie solution to cope

%ith the problems &aced by the students in the class 5III 6 o& SMP 7 8 Singaraja in reading

comprehensions.

According to the Stau&&er (233), irected eading 9hin!ing Actiity (9A)

strategy has three basic steps namely@ Predicting, eading, and Proing. Predicting inoles

%hat the students interpret as to %hat %ill happen in the tet. 9hen the students read to point

in the tet. And proing inoles the students and the teacher react to the story as a %hole.

Moreoer, +ojna!ic!i ("##2) %ho is in &aor o& the po%er o& 9A states that 9A %ill

design to get the pupils as!ing 4uestions in reading comprehension instead o& just ans%ering

the teacher:s 4uestions. 9his method teaches students to ac4uire and actiate their o%n

purpose &or reading. By setting their o%n purposes o& reading, students deelop their reading

and thin!ing process %hiles the teacher, though his 4uestioning techni4ues prescribe ho% the

students %ill interact %ith the tet.

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Considering the brie& argument aboe, the %riter beliees that 9A strategy could

be e&&ectie &or improing the reading comprehension o& the eight grade o& SMP 7 8

Singaraja, especially &or class 5III 6 on academic year "#2"


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2..8 0or the researcher, it greatly hoped that the present study %ill be use&ul and able

to gie a contribution &or other researchers %ho %ant to conduct a similar study. It is

also epects that this can be sued as guidance &or a better %or! on teaching reading.

1.* Sco+e of the Study

Considering the research objectie, this study %as restricted to improe the students:

achieement in the class 5III 6 o& SMP 7 8 Singaraja in the academic year "#2"


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2.>.2 Conce+tua# Def'n't'on

2.>.2.2 eading Comprehension

eading comprehension is de&ined as the leel o& understanding o& a tet.2.8 Main Idea

Main idea is the essences the paragraphs or rather %hat the author is trying to get

across to the reader (1phelia +ancoc! 23>$@ =).

2.>.2. ord Meaning

ord meaning is a concept or theoretical entity, %hich is related to the other concept

and action carried out by people haing the concepts (Ferti 7itiangsih "##8@ "#).

2.>.2.= irected eading 9hin!ing Actiity

irected eading 9hin!ing Actiity (9A) Strategy is the procedures used to teach

reading that consist o& three speci&ics subsections@ predicting, reading, and proing (Stau&&e

233)

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1.. O+erat'ona# Def'n't'on

2.>.".2 eading Comprehension

eading comprehension is de&ined as the leel o& understanding o& a tet.".8 Main Idea

Main idea is the essences the paragraphs or rather %hat the author is trying to get

across to the reader that used in class 5III 6 at SMP 7egeri 8 Singaraja.

2.>.". ord Meaning

ord meaning is a concept or theoretical entity, %hich is related to the other concept

and action carried out by people haing the concepts that used in class 5III 6 at SMP 7egeri

8 Singaraja.

2.>.".= irected eading 9hin!ing Actiity

irected eading 9hin!ing Actiity (9A) Strategy is the procedures used to teach reading

that consist o& three speci&ics subsections@ predicting, reading, and proing that implemented

in class 5III 6 at SMP 7egeri 8 Singaraja.

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CHAPTER II

RE0IE O2 RE3ATED 3ITERATURE

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9his chapter discusses some literatures, %hich are in accordance %ith the present

study. 9hey include de&inition o& reading, paragraph through main idea, ocabulary, and

meaning. Aid &or understand the meaning o& ne% %ords. irected reading;thin!ing actiity

and the adantages o& 9A and empirically reie%.

.1 Theoret'ca# Re('e4$.

.1.1 Def'n't'on of Read'ng

ue to the compleity o& the reading process and the incompleteness o& eisting

!no%ledge as the nature o& the reading act, it is not unusual that there are numerous and

diersi&ied de&inition and eplanation o& reading. +olden (23>) says that@

eading is a process o& creatie interaction bet%een the reader and the tet. I& all the

in&ormation in the tet %ere totally ne% to the reader reading %ould be a tiresome process

indeed. Gnderstanding depends both on %hat is presents to the reader (tet) and on %hat

!no%ledge o& ocabulary, grammar, and the reader:s %orld already processes be&ore he or she

start reading.

0rom the point aboe, it is clear that someone %ho read in &act interacts %ith %hat

in&ormation %ritten in the tet. It has much possibility that he &inds di&&iculty in

understanding the contents o& the tet i& all in&ormation is ne% and understands more easily i&

he possesses %hat is presented in the tet, li!e !no%ledge o& ocabulary, grammar, and

!no%ledge o& %orld.

ecant (233") de&ines reading as a language and communication process, %hich is a

process o& reader in contacting and the communicating %ith ideas@ reading, there&ore %ill not

ta!e piece %ithout the accuracy o& a reader.

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0urthermore, an 1tto (23$3) states that, reading must al%ays hae a meaning getting

process and it there&ore needs understanding. +e &urther says, to hae good understanding o&

a reading passage, the reader must use and need a arious reading s!ills, &or instance, to dra%

conclusion, to recogni'e details &rom a selection and to identi&y the main idea.

In summary, it can said that reading is an interaction and communication process

bet%een the reader and the tet %hich needs understanding and a large number o& interrelated

s!ills to in&er the in&ormation coneyed by the %riter through reading tets.

.1. Read'ng +aragra+h through !a'n 'dea

Merriam; ebster:s ictionary (233) states that a paragraph a distinct diision o&

%ritten or printed matter that:s begins on a ne% line, usually intended line, consists o& one or

more sentences and typically deals %ith a single thought or topic. A paragraph consists o&

three main parts. 9he &irst part is the topic sentence that states the main idea o& the paragraph.

9he second part o& the paragraph is set o& supporting details that deeloped the topic sentence

by giing eamples, reasons, and &acts. And, the last o& paragraph is concluding sentence that

ends the paragraph or summari'ing the ideas in a sentence.

Paragraph reading is closely related to some di&&erent abilities such as? 2. Identi&ying

the main idea,".6rouping details about the main idea. hile reading a passage, %hich consist

o& seeral paragraphs also re4uire particular s!ill, &or instance, to identi&y the main idea

through searching it in topic sentence o& the paragraph.

0inding main idea o& a paragraph is one o& the most important speci&ic comprehension

s!ills. 1phelia +ancoc! (23>$@=) de&ines that the main idea is the essences o& the paragraph,

or rather %hat the author is trying to get across to the reader. In order %ords, that is %hat the

author %ants a reader to !no% about. 9here&ore, the main idea is the important idea that the

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author deelops thought;out the paragraph. 9hen, the &unctions o& the entire paragraph are to

eplain, deelop, and support the main idea.

Gsually one sentence epresses a main idea. 9his sentence is called the topic sentence.

Sara!a (23>>) say topic sentence tells %hat a paragraph is about, and to support this point,

echant (23>") states topic sentence sets o& the theme o& paragraph. 1biously, the topic

sentence gies a clue to the reader to catch %riter:s idea in a paragraph reading. 9opic

sentence usually operates at &airly general leel and the %riter uses the rest o& the paragraph

to the do%n his idea to restating it, in other %ords by speci&ying it through illustrating and

detail. And e&&ectie paragraph %ill al%ays hae main idea that is stated in a topic sentence.

Actually, there are positions o& main idea paragraph. 9he position o& the topic sentence can be

at or near the beginning o& the paragraph in %hich it sometimes generali'es about the content

o& the paragraph. It can also be in the middle o& interior o& the paragraph. And main idea that

is also called topic sentence seres seeral purposes, it introduce the main idea o& paragraph,

then, it limits the topic o& the paragraph, and it o&ten suggest ho% the paragraph %ill be

deeloped.

In Mi!ulec!y (233#) also states that &inding the main idea is a comple tas!. 9he

instruction in the s!ill o& &inding the main idea is based on repeated practice in ans%ering the

4uestions about the main idea, presumably in the belie& that students can learn the s!ill by

trial and error. Actually, stating the author:s main idea re4uires a series o& thin!ing process,

%hich students can learn. By learning ho% to brea! the main idea tas! in to logical parts,

students can become a%are o& the process inoled and can apply these steps in ans%ering

the Hmain idea 4uestion.

By learning to identi&y topics, students %ill be able to see the connection bet%een a

tet and preiously &ormed schemata. 9his %ill help them ho% the details in the tet relate to

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each other languages may not be, it is especially important that teachers gie students the

opportunity to deelop the s!ill.

.1.% 0oca"u#ary and 5ean'ng

According to 7uttal (23>") as cited in /nglish 9eaching 0orum (5olume JJIJ, 2332@

>), reading is an interactie, actie process o& communication. e read because %e %ant Hto

get something &rom the %riting@ &acts, ideas, enjoyment, een &eelings o& &amily community

(&rom letter), to get the message that the %riter has epressed. hether %e read in our natie

language, %e concentrate on meaning, seldom paying attention to the &orm or structure o& the

reading material and %e neer &ail to get the message that %e see!. +o%eer, %hen our

students read in a &oreign language, they usually concentrate on the &orm o& the reading

material, and hae di&&iculty in meaning. It is, there&ore an important tas! o& an adanced

/0- reading course to teach students e&&ectie %ays to etract meaning &rom tet.

9eaching the meaning o& ne% %ords can be done through conceptuali'ation that is

%ay that is similar to the %ay in %hich the meaning o& grammatical items can be taught,

%here a ne% %ord can be associated %ith eperiences. 9hat eperience can be proided in the

terms o& actiities, regalia, and isual material. 9he sources &or in&ormation about the %ords,

mainly the meaning o& those %ords, can come &rom the tetual contet proide on the

learners in the group %ho already !no% something about the %ords. hen learner discussed

the meaning o& ne% %ords &rom reading tet %ith each other, the %ords discussed resulted in

use&ul and accurate in&ormation being proided about the %ords, !no%ledge o& meaning

could come &rom learners in a group or &rom the contet clues on the reading material.

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.1.) A'd for Under$tand'ng the 5ean'ng of the Ne4 ord$

Consulting a dictionary is not primary aids cope %ith the problem. ais out? s!il&ul

readers derier su&&icient meaning o& ne% %ords &orm contet clues to help the students in

understanding the meaning o& ne% %ords, they are de&inition, analysis, eperience, contrast,

in&erence, and combination o& analysis %ith one o& the &ie basic types o& contet clues.

a.e&inition

In re&ers to su&&icient eplanation %ithin the sentence and the meaning to be aailable.

/amples @ 9eaching can be studies as an independent behaior separated &rom

consideration o& didactics that is the science o& art o& teaching.

b. Analysis

It concerns %ith loo!ing into part o& a %ord used to construct such a %ord that can be

a direct cleaning to meaning.

/amples @ 9he nature o& Secret Serice precludes public the recognition o& a number

&or understanding achieement.

Analysis @ Pre K clud Lclose be&orehand, preent. So, preclude means closes

be&orehand o& preent

c. /perience

9his may be direct %ay that is easily imagined.

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/amples@ e %al! %arily across the ice coered bridge. Clue @ ice coered. So,

%arily means care&ully, courteously.

d. In&erence

Meaning can be deliers &rom clues that are aailable thought educated guess.

/ample@ 9he guard gae only Per&unctory glance at the &orget I card and *ames

breathed easily again.

Clue@ 1nly and breathed again. So, per&unctory means routines, super&icial, or

mechanical.

e. 9he combination %ith one o& them

Clues %ithin the passage enable the students to start %ith the basic meaning then to

arrie at the modern meaning re4uired.

/amples @ hen gentler methods &ail, dramatic treatment must be used to ma!e

seeral mental patients tractable.

-iterary, tractable means pull able or a tractor pull, then the modern meaning becomes

manageable or easy to manage.

9hose si basic o& contet clues are also encouraging the students to deelop

strategies &or in&erring the meaning o& ne% %ords &rom the contet in %hich they occur, and

teaching them to use a range o& clues to determine meaning.

.1.* DRTA Strategy

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irected eading 9hin!ing Actiity (9A), %hich %as &irstly conceptuali'ed and

re&ined by Stau&&er (233), is an e&&ectie actiity that helps students in understanding the

tet. According to Stau&&er, reading li!es thin!ing metal process. 9o re4uires a reader:s use o&

eperience and !no%ledge to reconstruct the ideas or concepts procedure by the %riter. 9he

process o& reconstruction is in continual change as long as a person read.

Mean%hile according +ojnac!i ("##2) 9A or irected eading 9hin!ing

Actiities are designed to get students as!ing 4uestions to aid in reading comprehension

instead o& just ans%ering teacher:s 4uestion. +e &urther states that this strategy encourages

students to deelop their o%n reading and thin!ing processes by setting their o%n purpose &or

reading.

In turn according to Stau&&er (233), 9A has three basic sets called@ Predicting,

reading, and proing inole the students and the teacher reacts to the tet as a %hole. 9he

&ollo%ing descriptions eempli&y the stage o& 9A.

a. Predicting

In the &irst step, the teacher sets the students &or reading and helps them thin! about

%hat they are going to read be&ore begin. 9he children learn to predict %hat they are going to

read basically on aailable clues that in the tet, pictures, italic, and bold;&ace terms and

underline %ord proide in the passage or by s!imming. 9he students learn to pose 4uestions

about %hat they are going to read and to set up hypothesis be&ore reading begins. uring this

step o& the strategy, the teacher:s role is to both actiate and agitate thought by as!ing

students to de&end their hypotheses. 9his is time to guess, anticipate and hypothesi'e. As!

students Hhat do you thin! hy do you thin! so

b. eading

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9he net steps are reading. 9he students are as!ed to read the tet silently to eri&y the

accuracy o& their predictions. Some o& their hypotheses %ill be rejected and some %ill

con&irm or rejected by &urther reading. 9here are no rights or %rong predictions rather some

responses are judged to be less accurate than others are.

c. Proing

uring this step, students read bac! through the tet and point ho% they are able to

eri&y their prediction. Students eri&y the accuracy o& their predictions by &inding statements

in the tet and reading them orally to the teacher. 9he teacher seres as the mentor, re&ining,

and deepening the reading or the thin!ing process. 9his step is built on the preious stages, in

%hich the children ma!e prediction and read to &ind eidence. In this step, the children %ill

con&irm or reise their predictions.

.1., The Ad(antage$ of DRTA Strategy

a. 9A can helps students become critical readers. In this case, 9A can gie a

&reedom to the readers to eamine their o%n thin!ing to raise 4uestions and see!s

ans%er diligently and boldly.

b. It builds readers: sel& concepts. hen readers see that %hat they predict helps

them to understand better, and then eeryone:s speculations are important %hether

or not they are proen to be %hat the author concluded, they &eel more con&ident

about their reading.

In addition, the %riter ie%s that 9A is one strategy that ensures the students %ill

become actiely engage in the tet they read. 9his is line %ith McIntosh and Bear (233)

%hich state that, in order to ma!e prediction, students need to combine many pieces o&

in&ormation, and consider ho% each piece relates to the %hole tet and this !ind o& actie

construction aides comprehension and relation.

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. E!+'r'ca# Re('e4

Considering the importance o& reading s!ill &or an educational success, many

researchers had conducted studies in this issue. 0or eample, Marselinus ("##) also has

implemented 9A in reading comprehension to improe the achieement o& second year

students o& S-9P -aboratory in the academic year o& "##88 and in the second cycle %as $#.$. Moreoer, the improement inoled

the &our indicators.

0rom %hat had been done by the researchers aboe, it could be understood that %hile

the used 9A Strategy, they &ound that it %as e&&ectie to be used in teaching reading.

Based on statement aboe, the research %as necessary to be continued in order to !no%

%hether 9A Strategy %as still e&&ectie i& it %as applied &or other leel o& students that is

Senior +igh School. e&erring on that issue, the %riter then conducted a research at SMP 7 8

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Singaraja %ith the purpose to improe the student:s achieement in &inding the main idea and

%ord meaning through irected eading 9hin!ing Actiity (9A) Strategy.

CAHAPTER III

RESEARCH 5ETHODS

%. 1 Su"&ect$ of the Study

9he subjects o& the study %ere the students in the class 5III 6 o& SMP 7 8 Singaraja

in academic year o& "#2" males and 2= &emales. 9hey %ere chosen

based on the result o& interie% conducted to%ard the teacher, and the students, obseration

to the class and the result o& pre;test, %hich %as unsatis&actory.

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%. Re$earch De$'gn

In conducting the study, the %riter &ollo%ed a classroom action based research

methodology. 9he aim o& the study %as to improe the students: achieement in &inding main

idea and %ord meaning. According to Femmis and 9aggart (233>) state that an action based

research is a cyclonic o& process o& planning, action, obseration, and re&lection. 9his study

consisted o& t%o cycles. A pre;test %as administered to the students be&ore the cycle I %as

conduct. 9he cyclic process could be &igured out as &ollo%s?

2'gure %.1 The Act'on6Ba$ed Re$earch S+'ra#

%. % Data Co##ect'on

8.8.2 Instrumentation

Instrument is a means &or gathering data. 9he instruments used in collecting the data

in this study are Nuestionnaires, test and esearcherOs diary.

8.8.2.2 9est

9he tests %ere used to collect the data o& the students: achieement in &inding main

idea and %ord meaning. 9here %ere t%o di&&erent tests conducted in this study, namely? pre;

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test and post;test. 9he pre;test %as administrated to the students be&ore the treatment gien. It

is conducted as a diagnostic to chec! the real problems encountered in &inding main idea and

%ord meaning.

0urthermore, there are t%o post;test conducted in orders to eamine %hether or not

the action done e&&ectiely in improing the students: achieement. /ach o& them %as done at

the end o& eery cycle. /ery test contained "# items in the &orm o& multiple choose. /ach

test coered the t%o s!ills o& reading comprehensions? Main Idea (MI) and ord Meaning

(M)

8.8.2." Nuestionnaire

9he 4uestionnaire used in this study consisted o& si 4uestions about the students:

response to %ard 9A strategy. It %as gien at the end o& each cycle.

8.8.2.8 esearcher:s iary

9he diary %as in the &orm o& unstructured obseration sheet. It %as used to record

ho% the classroom actiities ran in each meeting and to note %hat %as happening during the

process.

8.8.2. etailed Procedure o& ata Collection

9his research %as designed in the &orm o& action based research. It consisted o& "

cycles, in %hich each cycle hae &our steps? planning, action, obseration, and re&lection. In

an addition, each cycle %as conducted in &our meeting. Be&ore giing the treatment, the pre;

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test %as conducted in order to measure the initial achieement o& the students. 9he actiities

coered in each step o& the t%o cycles %ere presented as &ollo%?

2. Planning

Be&ore implementing the 9A strategy, the researcher planned some preparation

such as@

a. esigning the pre;test to diagnose the student:s problem.

b. Ma!ing instructional planning (teacher:s scenario) &or action

c. Preparing reading materials

d. Constructing post test &or respectie cycle

e. Setting up the 4uestionnaire.

". Action

Action re&ers to the treatment conducted. In this study, the actions inoled the

teaching and learning process through the implementation o& 9A strategy. 9he actiities in

the &irst and second cycle %ould be presented as the &ollo%ing?

Cycle I

9he action coered the &ollo%ing actiities?

a. 9he teacher discussed the strategies that are used to understand the passage.

b. 9he teacher as!ed the students to predict %hat %ould the author presented in

the passage using the title and any aailable pictures.

c. 9he teacher as!ed the students to read the passage.

d. 9he teacher as!ed the students to stop reading in a certain part o& passage.

e. 9he teacher as!ed the students i& their predictions %ere accurate or not.

f. 9he teacher as!ed the students to support their ans%er using the in&ormation in

the tet.

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g. 9he teacher as!ed the students to reise prediction.

h. 9he students read to the tet turning point o& the passage.

i. hen the students &inished reading, the teacher and the students reacted to the

passage as a %hole.

j. 9he teacher as!ed the students to ans%er the 4uestions &ollo%ing the passage. Cycle II

9he action coered the &ollo%ing actiities?

a. 9he teacher discussed the strategies that %ere used to understand the passage

b. 9he teacher as!ed the groups to predict %hat %ould the author presented in the

passage using the title and any aailable pictures.

c. 9he teacher as!ed the students to read the passage.

d. 9he teacher as!ed the students to stop reading in a certain part o& passage

e. 9he teacher as!ed the students i& their predictions %ere accurate or not.

&. 9he teacher as!ed the students to support their ans%er using the in&ormation in

the tet.

g. 9he teacher as!ed the students to reise prediction

h. 9he students read to the tet turning point o& the passage

i. hen the students &inished reading, the teacher and the students reacted to the

passage as a %hole

j. 9he teacher as!ed the students to ans%er the 4uestions &ollo%ing the passage

8. 1bseration

9he aim o& the obseration %as to obsere the students: attitude to%ard the teaching

learning process through the application o& 9A strategy. It %as also to eamine the result

o& the post;test in both cycle I and cycle II and &ind out i& there %ere any %ea!nesses o& the

teaching and learning process through 9A processing.

. e&lection

e&lection %as conducted at the end o& the action. In steps, the result o& the test %as

analy'ed to see %hether there is signi&icant improement or not. In addition, it %as also used

to decide %hether or not the study %ill be continued.

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%. ) Data Ana#y$'$

9he data &rom the 4uestionnaires %ere analy'ed descriptiely in order to !no% the

in&ormation be related to students: motiation, &elling, interest, and learning style. hile the

data that %ere gathered &rom the diagnostic;test, post;test cycle I and cycle II are in &orm o&

interal data, %hich %ere represented by scores o& the subject. 9hen the mean o& the pretest

%as compared %ith the mean o& the post;test I and post;test II in order to !no% %hether there

%as improement o& the students: reading comprehension or not.

0urthermore, the &ollo%ing &ormulas are used in analy'ing the data@

a. The mean score of each student

The mean score of the whole students were calculated as in the following

formula

b. The class mean score

c. The data from questionnaire were analyzed by using the following

formula

23

, - The total score obtained by the students , *''.

The total number o students

. - #umber o students ans/er an item , *''.

X =The total number of items answered correctly X

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Masidjo (233=@2"8)

9he mean scores %ould sho% the improement made by the students. I& the main

score $= the cycle %ould be stopped.

0urthermore, the net step is to &ind out the percentage o& both correct and incorrect

ans%ers out &rom pre;test and the post;test in each cycle by the total number o& students. 9he

result then multiplied by one hundred.

0inally, the norm o& passing score according to Masidjo (233=@2"8) could be seen in

the &ollo%ing table?

PROCENTA7E 89: CRITERIA

3# 2##

># >3

= $3

==

# =

/cellent

5ery good

6ood

Su&&icient

Insu&&icient

Masidjo (233=@2"8)

9he criteria aboe means@

2. /cellent @9he achieement o& the students %ho are able to ans%er

3# 2## correctly.

". 5ery good @ 9he achieement o& the students %ho are able to ans%er

># >3 correctly.

8. 6ood @ 9he achieement o& the students %ho are able to ans%er

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= $3 correctly.

. Su&&icient @ 9he achieement o& the students %ho are able to ans%er

== correctly.

=. Insu&&icient @ 9he achieement o& the students %ho are able to ans%er

# = correctly.

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CHAPTER I0

2INDIN7 AND DISCUSSION

).1 O(er('e4

As stated in chapter I, the students in class 5III at SMP 7 8 Singaraja, especially o&

5III 6 &aced some problems in reading comprehension. 9he problems %ere then speci&ied

into sub;s!ills, namely@ comprehension o& tet:s main idea and %ord meaning.

9he studies %ere conducted by means o& applying the irected eading 9hin!ing

Actiity (9A) Strategy in order to improe the students: reading comprehensions. It %as

conducted in t%o cycles, each cycle consists o& three meetings, in %hich t%o meeting %ere

concentrated on the teaching and learning process and one meeting %as directed &or giing

test. 9he obtained data %ere then diided into 4uantitatie and 4ualitatie data. 9he

4uantitatie data re&er to the students: comprehension in terms o& the means score that could

be achieed by the students &rom the pre;test, post;test I, and post;test II. hile the

4ualitatie data %ere deried &rom the researchers is diary in each session o& cycle I and cycle

II. 9he 4uestionnaires %ere gien to the students a&ter ans%ering post;test I and post;test II.

9he &ollo%ings sections discuss the &inding o& the study in details.

). 2'nd'ng$

.".2 0inding o& Pre;9est

9he pre; test %as done by administering the pre;achieement test to the students. It

%as conducted in order to inestigate the initial achieement in reading comprehension o& the

students. 9he test consisted o& t%enty items, %hich %ere diided into t%o sub;s!ills in

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reading, namely main idea (2# items) and %ord meaning (2# items). 9his pre;test %as gien

to the subject one %ee! be&ore the researcher set up the &irst cycle in this action research.

2. 9he esult o& the Pre;9est

A&ter pre;test %as conducted, the result %as poor. A&ter pre; test %as analy'e, among the

"# items o& the test gien, the students could only ans%er items correctly or only 8#D o&

the total number o& items. here %as the students could not ans%er 2 correctly or $#D o&

the total number o& items. And it %as &ound that, 8# (32,D) students had score belo% =

(poor) and 8 (>,D) students got score more than = (insu&&icient). 9he mean score %as 8,.

Based on the minimum standard o& passing score (Q $=D) all students could not pass the

passing score.

". e&lection

Based on the result o& the obseration, some possible &actors made the students obtained

lo% score in the test. 0irst o& all, in doing the test, some students had a tendency to %ait the

ans%er &rom their &riends %ho %ere considered cleerer in the class. 9he %orst %as that, most

o& the students ans%ered the test %ithout analy'ing %hether the ans%ers %ere correct or not.

Besides that, they seemed not serious in ans%ering the 4uestions, in %hich they did it %ith

hal&; hearted. 9here&ore, the &inished ans%ering the test earlier then the time allocated. In

other %ord, they did not spend the time e&&ectiely. Based on the possible &actors mentioned

preiously, it could be conclude that the students seemed to learn %ith a little e&&ort and the

considered reading as a boring actiity.

In addition, the researcher also conducted an in&ormal interie% %ith 88 students. 0rom

the result o& the in&ormal interie%, it %as re&lected that some o& the students &ound di&&iculty

in comprehending the tet in the test. Some o& the students also said that the /nglish teacher

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&re4uently trans&erred the meaning o& in&ormation by eplaining the content o& the passage

rather than directed the students to eplore the contents by using their o%n content

interpretation such as situation made the students &elt unmotiated and uninterested in the

&ollo%ing the teaching and learning actiity.

egarding to the re&lection aboe, it %as considered that the techni4ue, %hich %as used

by the /nglish teacher in reading class, %as not appropriate. It %as indicated by the result o&

the students: means score in reading comprehension that %as 8, in %hich things &igure

suggest as poor leel.

."." 0inding o& Cycle I

9he result o& the pre;test indicates that the students had some problems in reading

comprehension, especially in comprehending main idea and %ord meaning. 9he researchers

then conducted cycle I to sole the students: problems in reading comprehensions. In this

study, the &irs cycle %as carried out in the three sessions, in %hich t%o sessions %ere intended

&or implementing 9A strategy and one &or giing a post;test.

9he results o& the actions in cycles I are presented in the &orm o& 4uantitatie &inding

that %ere ta!en &rom the result o& the post;test. 0urthermore, the 4ualitatie &indings %ere

ta!en &rom the researcher:s diary and 4uestionnaire.

.".".20inding on the esearcher:s iary

A. esearcher:s iary ta!en on the 0irst Session

Be&ore the teaching and learning process %as held, the researcher at &irst planned all

the actiities that %ere going to be done. 9he purpose %as to minimi'e the problems that

might directly come &rom researcher. 9he plan included designing the teaching scenario,

researcher diary and preparing reading materials. 9rough this %ay, the researcher epects that

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there %ould not be unnecessary mista!en committed during the teaching and learning

process.

9he researcher came to the class, the students greeted her, she replied the greeting,

and then she chec!ed the students presents: list. Be&ore the action %as applied, the researcher

introduced 9A strategy as %ell as its procedures (steps) brie&ly. A&ter the eplanation o&

9A strategy, the researcher distributed the tet to the students. 9he researcher began the

lesson that %as started &rom the &irst phase HPredicting. In this phase, the students %ere

as!ed to predict %hat they %ere going to read based on aailable clues in the tet, such as@ the

title and the picture proide in the passage. A&ter the passage %as distributed, the students did

not notice, the clues proide in the passage as instructed by the researcher. 9here %ere only a

&e% students loo!ed seriously to ma!e predictions %hile the rest !ept playing %ith each other.

0urthermore, there %ere some students in ma!ing predictions beyond the contents o& the

passage. And there %ere some students %ho coneyed their prediction in Indonesia. 9hen the

researcher recorded the prediction on the %hite board. 9his actiity %as held &or about &i&teen

minutes. 1n the net Heading, the students %ere as!ed to read the tet silently and orally to

eri&y the accuracy o& the prediction. At &irst, they %ere as!ed to read the passage silently.

9hen the researcher as!ed some students to read orally. A&ter that, she as!ed the students to

stop reading at a certain part o& a passage to ma!e another prediction. In this actiity, the

situation o& the class %as a little noisy because %hen the students read the tet orally, the

other students %ere chatting to each other een some o& them also read orally. Conse4uently,

the researcher needed an etra time to calm them do%n. Besides, only the students that ma!e

the predictions changed the ans%er and the rest o& %as busy %ith their o%n business.

0inally, on the last phase, HProing the students %as as!ed to proe their predictions.

Most o& the students could not do it %ell %hen the researcher as!ed them to &ind the eidence

in the passage. 9hey still &ound di&&iculty in &inding the in&ormation, especially those that29


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%ere out o& contet. At the end o& the session, the researcher as!ed the students to ans%er

&ollo%ing 4uestions o& the passage. e&erring to those actiities aboe, the researcher got an

impression that most the students did not enjoy the class, because they started %as 4uite ne%

&or them.

B. esearcher:s iary 9a!en on the Second Session

In the second session, the students %ere as!ed %hether they still remembered their

preious lesson or not.

A&ter greeting the class, as usually the researcher chec!ed students present list. 9here

%ere t%o students absent. 9hen the researcher distributed the reading tet to the students. In

this session, the researcher still applied the same strategy? here the researcher %as more

actie in superising the students in the class that %as by going around &rom one student to

another student to gie an opportunity &or the %hole class.

In the &irst phase Hpredicting as the &irst session, the researcher as!ed the students to

predict %hat %ould the tet might be about based on the aailable clues (title, picture, italic,

bold;&aced term, and underline %ord) be&ore reading the passage. Almost all o& the students

gae their predictions about the passage, %hich %as supported or rejected, by other students:

predictions. 9hen the researcher records all the prediction on the %hite board.

Be&ore conducting the second phase, the researcher reminded the students to !eep

silent, because some o& students%ere not tal!ing about the lesson but about something else.

9he net steps %ere Hreading. 9he researcher as!ed the students to read the tet

silently. 9hen she as!ed some students read orally. 9hey did it enthusiastically een though

some students committed mispronunciations to read the passage orally. A&ter reading the tet,

the researcher as!ed the students %hether they %anted to ma!e other predictions or not. And

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some o& them tried to reise their predictions. 9hen the researcher recorded the reision on

the %hite board. In this phase, the researcher also guided students ho% to &ind the main idea

in the tet. Because the tet %as 4uite ne% &or them, some o& the students as!ed the meaning

o& di&&icult %ords. +ere the researcher did not translate the di&&icult %ords directly, but she

pre&erred to gie them the synonym or antonym. And een the researcher put them in ne%

contet. It made students to be more actie and motiated in &ollo%ing the teaching learning

process.

0inally, in the last phase Hproing the students %as as!ed to &ind eidence to support

their predictions. 1nly some o& the students could proe their predictions %ere accurate. 9he

students: comprehension seemed better in this session, again at the end o& this session? the

students %ere gien an eercise that %as related to the passage especially in &inding main

idea and %ord meaning.

In conclusion, all o& the actiities aboe reealed that the class commonly processed

smoothly. 9his strategy could change the students to be more seriously in reading the tet.

C. esearcher:s iary 9a!en &rom the 9hird Session

1n the last session o& this cycle, the students %ere gien a post;test. 9he purpose %as

to !no% %hether the students could comprehend the tet a&ter the treatment %as gien or not.

9he number o& items %as the same as in the pre;test ("# items). 9he time allotment

%as # minutes in %hich 8= minute ans%ering the test and then another = minutes &or &illing

the 4uestionnaires. In ans%ering the test, the researcher obsered that all o& the students did it

alone because the researcher stayed in the class all time. 0urthermore, there %ere many

students, %ho did not understand the instruction in &illing the 4uestionnaires, so that the

researcher had to eplain it more than once.

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hen the tet and 4uestionnaires had already been ans%ered, the researcher as!ed

them to collect it and ended the class. 9he researcher then analy'ed the result o& the test and

the student:s responses to%ard the 4uestionnaires at home.

."."." 9he esult o& Post; 9est I

9he result o& the test could indicate the students: comprehensions in reading

especially in &inding main idea and %ord meaning.

Being compared to the result o& pre;test, the post;test I %ould signi&y %hether the

students comprehensions in reading could improe or not. 0or &urther eplanation, the result

o& post;test I can be seen in the &ollo%ing table.

9able .2 9he esult o& Post;9est I

7o eading Sub;S!ill Percentage (D)

2 Main Idea (MI) $#.

" ord Meaning (M) 2,=

Aerage ,2

9he table aboe sho%s that the aerage score o& the students: comprehensions in reading on

the test conducted in the &irst cycle %as , 2, %hich demonstrated that the students: mastery

can be categori'ed as insu&&icient. 9he result o& the post;test I also sho%ed that 2" (8", )

students could pass the passing score (Q $#D) and "2 ($,D) students still got score belo%

$# 0rom the "# items gien, items that could be ans%ered correctly %as 2" (#D) and >

(#D) items %ere ans%ered in correctly. Speci&ically, the students means score in

comprehending the tet:s main idea %as $#, (su&&icient) and in comprehending the tet:s

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%ord meaning 2,= (insu&&icient). 9he improements re&lect that a&ter the techni4ue %as

implemented, the aerage brought changes 8#,2 points increasing in cycle I &rom the pre;test.

.".".8 9he esult o& the Nuestionnaire

hen they hae &inished %ith the test, the researcher distributed the 4uestionnaires

consisting o& si items to the students in order that they honesty ans%ered the 4uestion. 9he

4uestionnaires in cycle I %as intended to obtain the students responses to%ard the 9A

strategy used in teaching reading.

9he result o& the 4uestionnaires indicated that "#D o& the students really li!ed the

implementation o& 9A strategy? =, ">D li!ed the strategy, and the rest "=,$2D sho%ed

that they &elt nothing o& the use o& 9A strategy. Besides, ", >D the students said 9A

strategy could help them ery much in comprehension the %hole tet@ #D o& the students

&elt 9A strategy could help them, and the rest 2$, 2 &elt in bet%een.

In relation to the sub;s!ill in reading, #D o& the students said that the strategy could

help them ery much in &inding out main idea? =,$2D stated that it could help them, and the

rest 2,">D said that it neither helped or helpless. In &inding the %ord meaning, they said the

strategy really helped them "",>D, =$,2D o& the students stated that it could help? 2$,2D

said in bet%een and the rest ",>D said that it could not help them.

0inally, the result o& the 4uestionnaire in relation to the students motiation in using

9A strategy indicated that 2$, 2D o& the students said that they %ere really motiated in

predicting the tet? >,=$D o& the students %ere motiated "#D o& then said in bet%een and

the rest 2,">D &elt less motiated. Besides that 8,">D o& the students &elt strongly

motiated in comprehending the tet because the use o& 9A strategy? 8$,2D o& the

students %ere motiated and the rest ">, =$D &elt nothing.

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.".". e&lection

hen the third session %as completed and the &irst cycle had &inished. It %as then

pre&erable to ma!e a detailed re&lection o& %hat %as actually going on this cycle.

1bsering the class room actiity, it could be said that the teaching and learning

atmosphere ran 4uite %ell, een though the classrooms situation %as a little bit noisy. uring

the actiities, most o& the students seemed to be highly motiated, especially in second

session. +o%eer, some o& the students &elt con&use to catch the main point o& 9A strategy.

It seemed that it %as hard &or them to &ollo% the class and it %as due to &act that the strategy

%as 4uite ne% &rom them especially in the &irst session.

9he result o& the 4uestionnaire pointed a good result as it %as sho%n on the &indings,

in %hich more than hal& o& the students admitted that they li!e the class and &elt motiated

taught by using 9A strategy. Speci&ically most o& them said that 9A strategy could help

them in &inding the main idea and %ord meaning.

In the relation to the result o& the test, it %as &ound that aerage score o& the students

comprehension in reading %as , 2 (su&&icient). I& the result o& the post;test I is compared to

the pre;test, the means score increased 8#, 2 point (&rom 8, # to , 2). Particularly, the

improement also occurred to the t%o sub;s!ill o& reading. 9he means score o& the students

comprehension in &inding the main idea increased 8$, 8 points (&rom 88.8 to $#, ).

0urthermore, the increasing also occurred to the students comprehension in &inding %ord

meaning that %as "", > (&rom 8>, $ to 2, =).

Although, the application o& 9A strategy proed to be e&&ectie in improing the

students: comprehension in reading especially in &inding main idea and %ord meaning, but

the problem %as still identi&ied. It %as due to the students aerage score that %as , 2

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(su&&icient). Based on the re&lections made in the &irst cycle, the researcher contained to

conduct the second cycle. In the net cycle, the researcher planned to hold the cycles %ith the

same strategy, but here the researcher made some modi&ication to%ard the classroom

actiities. 9he students %ere arranged to %or! in groups, in %hich each group consisted o&

&our students. 9here&ore, there %ere eight groups in these classroom actiities. 0urthermore,

to oercome the students: di&&iculty in %ord meaning, the researcher listed the di&&iculty

%ords &ound in the tet and de&ined the %ords or gae their synonyms.

.".8 0inding on Cycle II

Based on re&lection on cycle I, in %hich the increase o& the students means score in

comprehending the tet %as not satis&actory yet, the cycle II %as held. 9here %ere also three

sessions in the cycle, t%o session &or implementing 9A strategy one &or giing a post;test.

9he topic gien in the second cycle %as RAnimal: that %as diided into subtopics@ RSumatran

hinoceros: and R6oing to oo:. +o%eer di&&er &rom the &irst cycle, in cycle II the students

%ere arranged to %or! in groups.

.".8.2 0inding on the esearchers iary

As in cycle I, the researcher also planned the actiities that %ere going to be done.

9he plan included designing the teaching scenario, researchers: diary, and preparing a reading

material. 9hose %ere prepared in order to minimi'e unnecessary mista!es committed during

the teaching and learning process.

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hen the researcher came into the class, as usual, the students greeted her and she

replied the greeting and then chec!ed the students: present list. 9here %ere &our students %ho

%ere absents at time.

9hen at the beginning, the students %ere diided into groups, each group consisted o&

&our students and there %ere seen groups &ormed. A&ter the reading tet %as gien, the

researcher began the lesson that %as started %ith the &irst phase HPredicting. In this phase, as

usual, the students %ere as!ed to eamine the title o& the passage, the italic o& the bold &ace

terms and obsered the aailable picture in the tet. Be&ore they read the tet, the groups

%ere then as!ed to ma!e predictions about the tet. 9he researcher &elt di&&icult in managing

the class, because some groups stated their predictions in the same time. 9hen she recorded

all the predictions on the %hiteboard.

1n the net phase Heading, the students %ere as!ed to read the tet both silently

and orally to chec! their comprehension. In silent reading, almost all o& them did it 4uietly.

But there %ere three students disturbed the other students in the class room. 9he researcher

came to them and as!ed them to &ocus on the lesson. 9hen she as!ed some students to read

the tet orally in turn. 9he researcher as!ed them to stop reading in certain part. She as!ed the

students to ealuate the predictions they had made and either justi&ied or rejected them %ith

re&erence to the tet. Almost all o& the groups justi&ied their prediction because they had

gotten ne% in&ormation a&ter reading the tet. +ere the researcher also guided the students

ho% to &ind the main idea.

0inally, on the last phase HProing students %ere as!ed to &ind the eidence up in the

tet, %hy they stated so. In this actiity, there %ere no right or %rong ans%ers, it %as to the

groups to decide i& an ans%er could be supported by the tet or not. It %as &ound that the

students shared their idea to others students and made the discussion more interesting and

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pro&itable %hen they &ound proo& o& the prediction that they had made. A&ter all &inished, the

students %ere gien an eercise that %as related to the tet, especially in &inding the main

idea and %ord meaning.

Based on actiities aboe, the researcher got an impression that most o& the students

enjoyed the class especially in ma!ing predictions.

B. esearcher:s iary 9a!en on the Second Session

A&ter greeting the class, as usual the researcher chec!ed students present list. 9here

%as a student %ho %as absent because o& being ill. 9he students %ere as!ed to ma!e a group

o& &our in the &irst session.

In this session, the actiities conducted %ere the same %ith the preious session.

9here %ere no serious problems &ound in this section, in the sense that eerything ran

smoothly. hen the researcher conducted an in&ormal interie%, it %as &ound that the

students %ere happy %ith the class actiities. 9hey loed the use o& strategy in order to

understand the content o& the tet and much helped them in gaining the main idea. 9hey had

opportunity to ma!e predictions that helped them to master the tet. -ist o& %ord %ith the

synonyms gae good contribution to their comprehension o& %ord meanings. 0inally, an

eercise, %hich related to the topic, %as gien to the students.

All o& the actiities aboe reealed that this class commonly processed smoothly.

Most o& the students enjoyed the class ery much since they li!ed the topic and the actiities.

Moreoer, the researcher obsered that their comprehension on reading tet %as better than

in the preious meetings.

C. esearcher:s iary 9a!en &rom 9hird Session

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In the last session o& this cycle, the students %ere gien a post;test. 9he purpose is to

!no% %hether students could comprehend the tet a&ter the treatment %as gien (9A

strategy) and %hether the modi&ication (list o& di&&icult %ords) %or!ed %ell or not.

9he number o& items %as still "# as in the pre;test and post;test I. 9he time allotment

%as # minutes in %hich 8# minutes &or ans%ering the test and 2# minutes &or &illing the

4uestionnaire.

hen the tet and 4uestionnaires had been already ans%ered, the researcher then

analy'ed the result o& the test and also the students: responses to%ard the 4uestionnaires at

home.

.".8." 9he esult o& Post;9est II

9he result o& test could indicate the students: comprehension in reading especially in

&inding main idea and %ord meaning.

Being compared to the result o& pos;test I and post;test II, it %ould be !no%n %hether

the students: comprehension in reading could improe or not. 0or &urther eplanation, it can

be seen &rom the &ollo%ing results o& post;te

9able ." esult o& Post;9est II

7o eading Sub;s!ill Percentage (D)

2 Main Idea (MI) >#,

" ord Meaning (M) $8,#

Aerage $,>

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9he aboe table sho%s that the aerage score o& the students comprehension in

reading on the test conducted in the second cycle %ere $,> (see appendi 3) this score can be

categori'ed as good criteria. /specially, the students mean score can be categori'ed as good

criteria. Speci&ically, the students mean score in comprehending the tets main idea %as >#,

(good) and in comprehending the tets %ord meaning %as $8,# (su&&icient). 9he number o&

the students %ho could pass the passing score improes &rom II (82.D) students in post test

II. 0rom the "# items gien the students could ans%er 2= items ($=D) correctly and only =

("=D) %ere ans%ered incorrectly. Moreoer, there %ere 28 students %ho got score >#;3#

(good) and "# students %ho got score =;$3 (su&&icient). 9he improement re&lect that a&ter

the strategy %as implemented, the aerage score brought changes 2#,$ points increasing in

cycle II &rom the post;test I.

.".8.8 9he esult o& the Nuestionnaire

9he 4uestionnaire that %as distributed to the students also consisted o& si items as the

&irst cycle. 9he 4uestionnaire gien in the cycles II %as also to obtain the students: response

to%ard the 9A strategy used in teaching reading.

9he result o& the 4uestionnaire indicates that 8, ">D o& the students li!ed the

implementation o& 9A strategy ery much@ ",>D li!ed the strategy, and the rest "",>D

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they easily caught the main point o& 9A strategy. 9his %as due to the &act that the students

already understood the main concept o& the strategy.

9he results o& the 4uestionnaire sho% a good result as it %as sho%n on the &inding in

%hich most o& the students admitted that they li!e the class taught by 9A strategy.

Particularly, most o& them said that 9A strategy could help them in &inding main idea and

%ord meaning.

In relation to the result o& the test, it %as &ound that the aerage score o& the students:

comprehensions in reading %as $, >(good). I& the result o& the post;test II is compared to the

pre;test I, the mean score increased 2#,$ points (&rom ,2 to $,>). Particularly, the

improement also occurred to the students: comprehension in &inding the main idea increased

2# point (&rom $#, to >#, ). 0urthermore, the increasing also occurred to the students:

comprehension in &inding %ord meaning that %as 22, = point (&rom 2, = to $8, #).

0rom the result o& the post;test II, it could be seen clearly that the achieement o& the

students in reading comprehensions %as $, > (good). As indicated by the result o& the study,

the students: problem in comprehending the tet in general, especially in &inding main idea

and %ord meaning had been soled %ith a good result. In other %ords, the students had

achieed the target score. 9here&ore, this study %as then stopped until cycle

).% D'$cu$$'onAs stated earlier, the objectie o& the study %as to improe the achieement o& the

students in the class 5III 6 o& SMP 7 8 Singaraja in academic year "#2"


42/46

comprehension in reading and also the students: responses to%ard the applications 9A

strategy.

It is generally agreed that the ans%er o& the 4uestionnaire o& problem statement

%hether or not 9A strategy could improe the students: achieement in &inding the main

idea and %ord meaning can be directly ans%ered. It sho%ed %ith certainly that the students:

comprehension in reading could be improed. It can be seen by comparing the result o& pre;

test %ith the result o& post;test II as in the &ollo%ing table, %hich are ta!en &rom table .2 and

.".

9able .8 9he Summary o& the Students Comprehension in eading

eading Sub;S!ills Pre;9est Cycle I Cycle II

Main Idea (MI) 88,8 $#, >#,

ord Meaning (M) 8>,$ 2,= $8,#

Mean Score 8,# ,2 $,>

Based on the table aboe, the aerage score o& students: comprehensions in &inding

main idea and %ord meaning %as insu&&icient (8.#). 9he students aerage score in cycle I

increased into , 2. It %as considered as su&&icient. I& it is compared to the mean score o&

pre;test, the students: mean score in cycle I increased ", 8 points. In cycle II, the students

means score %as $, >. It indicated that, the students: mean score increased 2#, $ point &rom

cycle I and %as categori'ed as good criteria.

9he increase o& the students: means score are also supported by the increase o& the

students: means score in &inding the main idea and %ord meaning.

0rom the table aboe, it is clearly sho% that there %as gradual increase o& the students mean

score in &inding main idea o& the tet. 9he students aerage score in pre;test %as 88, 842


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(insu&&icient), a&ter the treatment %as applied, the students mean score rapidly increased

became $#, (su&&icient) in cycle I. In cycle II, the students mean score increased until >#,

(good). It means that the students: achieement in &inding the main idea could be categori'es

as good criteria. 9he result can be dra%n as in the &ollo%ing graph. 6raph .2 Speci&ic

improements in comprehending the main idea o& the tet.

6raph .2 0inding the Main Ideas

0urthermore, the students achieement in &inding the %ord meaning increased into 2,

= (su&&icient) in cycle I. 9he students means score %as 8>, $ (insu&&icient) in the pre;test. In

the cycle II, the students: means score increased into $8, # (good). 9his improement in

comprehend the %ord meaning o& the tet. 9he result can be dra%n as in the &ollo%ing graph.

6raph ." speci&ic improements in comprehending the %ord meaning o& the tet.

6raph ." ord Meaning

43


44/46

Based on the graph aboe, it can be concluded that the aerage score o& the students

comprehensions in reading %as $, > (good). I& the result o& the post;test II is compared to the

pre;test I, the means score increased 2#,$ points (&rom ,2 to $,>). Particularly, the

improement also occurred to the students: comprehension in &inding the main idea increased

2# points (&rom $#, to >#, ). 0urthermore, the increasing also occurred to the students:

comprehension in &inding %ord meaning that %as , 3 points (&rom , 2 to $8, #).

0rom the result o& the post;test II, it could be seen clearly that the achieement o& the

students in reading comprehensions %as $, > (good). As indicated by the result o& the study,

the students: problem in comprehending the tet in general, especially in &inding main ideas

and %ord meanings had been soled %ith a good result.

CHAPTER 0

CONC3USION AND SU77ESTION

*.1Conc#u$'onBased on preious discussion, there are some points that can be concluded. 6enerally,

students: achieement in the class 5III 6 in the academic year "#2"


45/46

the pre;test %as 88,8 (insu&&icient), the students: mean score increased to $#, (su&&icient) in

cycle I. in cycle II, the students: mean score increased until >#, (good). 9he students:

comprehension in &inding %ord meaning, in pre;test %as 8>,$ (insu&&icient), the students:

mean score increased to 2,= (su&&icient) in cycle I. in cycle II, the students: mean score

increased into $8,# (good).

Based on the result o& the researcher:s diary in cycle I, it sho%s that the students did

not enjoy the class during the implementation o& 9A strategy, especially in session I, but it

%as changed in the session II. 9he students started to enjoy the strategy and became more

serious in reading the tet. In cycle II, both in session I and II, no serious problem %ere

&ound. Moreoer, it %as &ound that their comprehensions in reading tet %as better and they

&elt highly motiated than in the preious meeting.

egarding to the result o& the 4uestionnaire, it sho%s that the students li!ed to learn

reading by using 9A strategy because it helped them much in comprehension the tet.

*. Sugge$t'on

=.".2. 0or the Students

It is suggested that they can try 9A strategy in their reading. It is because 9A

strategy o&&ers many adantages to%ard the students: competence in reading, &or instance, it

could encourage the students to be more cooperatie and responsible in &inishing the tas!

gien by the teacher.

=.".". 0or the 9eacher

It is suggested that the teacher could apply 9A strategy as one o& alternatie

strategy in teaching reading comprehension. And this strategy %hen discussing a ne% topic,

%hich in neer discussed be&ore.

45


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=.".8. 0or the esearchers

It is suggested to other researcher to conduct &urther study on the application o& 9A

strategy in longer period o& time &or the purpose o& improing students: competence in

reading comprehension. And apply this strategy to higher leel o& the students.

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