Proposal Skill Reading,,,

7/31/2019 Proposal Skill Reading,,,

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CHAPTER I

INTRODUCTION

A. BackgroundThe language teaching deals with the four skills of language namely, speaking,

reading, writing, and listening. The priority of teaching English in school is reading

because it can cover the three other skills. Reading skills involves the three other

skills: listening, speaking, and writing.

Based on Curriculum mount set of education one of aims study language

English in junior high school is improving communicative skill in English language

during the type oral although writing. Communication skill is cover speaking,

reading, writing, and listening. The four competences are hope the able draw up and

supply the student of junior high school for continue stage level education.

The use of curriculum adult the orientation at competence, that mean the

student demand own certain competence or proficiency as the result process study in

the school. Competence always calls curriculum mount set of education. Competence

is general skill dominate, because graduated or level education. However during

action process study language English in SMP Negeri 2 Bulukumpa, especially eighth

A, the teacher always discovers difficulties experience achieves to the situation based

competence. This case, the causes during answer the question, the student not able

answer the question with right.


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One of cause, less right during answer the question, because less questioning

technique to give from the teacher and focus study at the teacher with the result that

interaction active accompany students with the teacher or the student with the student

seldom occur, beside that, study process have the quality monotonous, use still

method conventional, the teacher deliver material only speech, give example question

and the next carry out question.

According to the information, the researcher has gotten the real fact of the

situation in learning at SMP Negeri 2 bulukumpa. The researcher has gotten

information from the English teacher, colleagues at the eighth A class in SMP Negeri

2 Bulukumpa. Which in fact, eighth A class keep a big potency but is not sharpened

better. Student ability seen less is proportional where there are student which so

predominate the class other student tend to passive.

Based on the result interview that also obtained by that like most school of

generally smp negeri 2 bulukumpa also experience of the some thing that result learn

the English student still be pertained to lower. This matter is visible from average

value of mid test only reach 35% or 50% from ideal score. this average value is

complete to in comparison from from ideal score this with learn according to

curriculum going into effect in smp negeri 2 bulukumpa namely egual to 65 or 90%

can be said that by a value reside in complete bellow the mark explanation.

By looking at this fact, the English teachers are expected to always and make

some effort to help the students to improve their reading comprehension, teachers


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This research aims to find out;

1.

To explain the effectiveness of the students literal comprehension by using

judgmental questions?

2 To explain the effectiveness of the students literal comprehension by usingexplanatory questions?

D. Significance of the StudyThe significance of this research is expected to be useful information and

positive contributions for English teachers, especially in teaching reading mainly

for the teachers and the students at SMP Negeri 2 Bulukumpa. Therefore they are

expected to apply the finest method or technique teaching reading in their class.

E. Scope of the StudyThis research was focused on the study to improve the students reading

comprehension through questioning technique at class eight of SMP Negeri 2

bulukumpa. Questioning technique here is focused on giving question during

reading process. And there were two kinds of questioning technique that were

applied in this research, they were judgmental question and explanatory questions

in literal comprehension


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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Questioning TechniqueThe definition of the question are made based on the points of view , as

Both rothkop in J.Estill Alexander (1979:150) concluded that questioning

techinique play important part in comprehension and learning. The legth of

passage read and the amount of time that leps between reading and answering

question appear to be significant factors to consider in using questioning

tecnique.

Questioning technique can set the prurpose for reading. Some time to

read for the student read relax, to find out, to be inspired to experiense

adventure vicariously, for intrique, for romance, and for excitement. In fact

for every reason imaginable, approaching a reading task, a student need to

have identifinable and direct reason for reading .

According to Allen and Unwin in Gerry Abboth (1981: 157) say that

questioning techinique is focus attention on the specific propose that are

appropriete to the reading situation. From definiton above reading to answer

the question seeking a detail as ( the color of animal in the story) can be

accomplihed by the skimming.

Sometimes questioning technique can be used a means of direction. The

student reading to something the migth pay otherwise miss or to which the


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migth pay insufficient attention. Questioning technique may be use in this

way ,for example when several stories one type are read. The teacher may use

questioning technique to get help the students to compare setting, main

character development, plot authors style, vocobulary or other features

amoung starategies withing a singel story a teacher may want to use focusing

questioning technique to call attention to the importance of the detail in

developing the total impression the story makes.

Thomas N Turner in J. Estill Alexander ( 1979: 149 ) states Questioning

technique are principle tool. The teacher uses to discover the degree to which

children have understood what they for guiding growth in comprehension.

The ability to ask question and to teach children to ask themselves

questions. It contribuses not only to the total development of reader but also to

the childs success in all areas of the school curriculum and life it. Question

can be a focusing and refining device for expanding vocabulary and for

developing all levels of comprehension, including critical and creative

reading. Questioning technique helps to direction of inquiry and to identify

problems.

From the definition above, the Questioning technique of children must

be developed if the teacher questioning carry over into independent reading.

cunningham( 1971 : 83) say that points out that the question techique is

a verbal utterance that seeks a response from the person to whom it is

directed. Cunningham (1971 :84) say that asking the question tecnique is one


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of the ways by the teacher, in other the students can improve their reading

comprehension. Nornby (1980 : 1187) say that a question technique is a form

of expressing in speech or writing that requests an answer from somebody. A

question of finding out and interpreting information, however is more than a

logical grouping of words punctuated by question mark.

Norby (1980: 1187) continue explain that question tecnique is an

effective stimulus and is readily availed to the teacher. A well develop

understanding of the characteristic and potential of the question as well as

skill is used effectively, it become one of the most valuable device and the

teacher can assume responsibility as a manager of learning. Frankel (1980 :

153) say that points out that the essence of any effective teaching learning

strategy lies on the question what the people asks

Franze and schwartz, (1975) state that Several technique are employ to

encourage readers to generate question while reading text. Manzo Helfeldt

and Lalik (1976) stated that instruction in devising multiple choice question to

much instructional to generate objective question about main idea and

material of idea. Singer and Donlan (1982) state that the result indicate that

the student generation of the question while reading process improves

comprehension.

Darkin ( 1978/1979) state that observe also that the teacher tend to ask

question after the reading text, and the student response to question are

usually short and at the literal level, this question answer format is one


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which offend led to the students assuming that their rote in the discourse is

only to answer the question at the end story are those posed by the teacher.

Nettles (2006) stated that teacher often fail to ask appropriate question in

the class room because they use to read narrative text can be transferred to

expository or informational text. Because some teacher are not strong in their

content knowledge or have deeper understanding of the text themselves they

have difficulty asking the higher level question.

Another reason for the poor attempt at appropriate question relate teacher

failing to match with students ability. Also, critical is that a number of teacher

are sometimes not able to label in the various types or level of the question

they pose to student neither can they identify the actual level of students

response to their question, because the question teacher ask are often not well.

They are often not effective in strengthening students proficiency in

comprehension.

1. Form the question


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CHAPTER III

RESEARCH METHOD

A. Research DesignThe method used, research was classroom action research (CAR) it has

stage are planning, action, observation, evaluation and reflection.

In this classroom action research in implement of SMP Negeri 2

Bulukumpa for lesson English language, eighth A class

In this research had been implement at the first year new precept

2010/2011,that is August to with November 2010, the time act of determining of

the research refer to calendar academic in the school, because classroom action

research a need of several cycle that want for teaching study process is effective

in the classroom.

In this research the writer conducted in four stage those are, planning,

action, observation and reflection consist of two cycle such as : a) the first cycle

(4 time meeting) and b) the second cycle (4 time meeting)

The first cycle will be described as follow:

Cycle I

1. Planninga. In this section, the teacher prepare the material about reading would give

to the students.


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b. The teacher made lesson planning for the first meeting, the secondmeeting, the third and the forth meeting about reading material.

c. Making checklist observation to observe the students activity.d. Making research instrument.

2. ActionIn this section the researcher conducted two cycles, where each cycle

consists of four meeting. Each meeting the researcher will give the reading

material trought questioning technique namely used judgmental question

and explanatory questions in cycle 1 there is four meeting, each two

meeting to explain about judgmental question and two meeting to explain

judgmental questions and than the cycle 2 too. The action each meeting will

be describing as follow:

1) The first meeting:

In the first meeting, the researcher gave material about reading

comprehension through questioning technique step procedure:

a. Before teaching- learning process, the firstly the teacher gave explanationabout questioning technique and the type of question.

b. After giving explanation above, the teacher gave a reading text by the title The Zoo, the teacher giving the students to answer the question

c. the teacher and students are encouraged about the answer the questionfrom the reading material

2). The second meeting:


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a. The teacher explained a new material about reading text Cable CarSituations of sentosa to the student.

b. After read Cable Car Situations of Sentosa the students answer thequestion and the students practice their idea.

3). The third meeting:

a. In this section, the teacher explains about reading text Beuty and theBeast to the students.

b. Then the teacher gave twenty minutes to the students answer thequestion

c. The students practice their answer the question.d. The students encouraged to use answer the question together.

4). The forth meeting:

a. The teacher explained a material about the reading text and the tittleFamily.

b. In this section, answer the question of the reading text about the tittleFamily.

c. The teacher gives apritiation about the all reading text3. Observation

In this case, the teacher had been observe the students activity in

learning- process by using checklist observation to know the active students


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(active or not active). The teacher gave evaluation to the students to know

the skills the students during answer the question.

4. ReflectionThe data value from evaluation would gather for data analysis, so the

researcher can reflect data value evaluation in the cycle I to the cycle II.

B. Research Variable and IndicatorThere were two variable namely dependent variable and independent

variable. Dependent variables are: word recognition, understanding main idea.

Independent variable was questioning technique.

The indicator focuses in literal comprehension.

C. Subject of the ResearchThe sample was the students of SMP Negeri 2 Bulukumpa in academic year

2010/2011 there was one class. The number of the population 27 students.

D. Instrument of the ResearchIn this research the writer use questioning test that consists of ten items for

each reading and the gives four reading test. The teacher gave test in each cycle

to find out the improvement of the students reading comprehension.

E. Technique of Data AnalysisIn the collecting data bases on the data quality to analyze the calculative of

percentage. This technique used to get the general score to be present. The

students attitude present the implementation, for the research action in the class,

they required the result of the students study. The criteria completeness from


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the students used questioning test. The research is completing considered to get

the minimal scores 65. The score of the students study, give the maximal the

scores 100.

The contribution the students score:

96100 was classified as excellent

8695 was classified as very good

7685 was classified as good

6675 was classified as fairly good

5665 was classified as fair

Depdikbud( 1985 : 5)

1. Find out the mean score of the students achievement in reading throughquestioning technique by using the following formula :

X = x

X = Mean Score

= The sum of all score

N = the total number of sample

2. To analyze the percentage technique by using this formula:P =

P = percentage

F = Number of correct


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N = Number of sample


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2. Form the questionThere are two main forms of questions, namely yes questions, and

Wh - Question (an information questions).

A yes / no question are a question that may be answered by yes or no

without any explanation. Below are some examples of yes / no questions:

Are you a student? Yes, I am, orNo, I'm not

Does hehave cas? Yes, she does, orNo, she doesn't

Will Alice come to your party? Yes, she will, orNo, she will not

Did John tell you the news? Yes, he did, orNo, he didn't

Have you finished your work? Yes, I have, orNo, I have not

Wh - Question is a question that asks for information by using a

question word (Wh). it is also called an information question. An

information question should be answered with a quite long answer / response.

Some examples are presented as follows:

a. When is used to ask questions about time.Examples: When did they arrive?

When did you come?


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When do you get up?

b.

Where is used to ask questions about place.

Examples: Where is she?

Where do you buy this cloth?

Where do you live?

c. Why is used to ask questions about reason.Examples: Why did he leave early?

Why do you come late?

Why did you do that?

d. 1. How generally ask about manner.Examples: How did you come to school?

How does he arrive?

How do you start the engine?

2. How is used with much and many.

Examples: How many did you buy?

How much money does it cost?

How much money do you want?

3. How is also used with adjective and adverbs

Examples: How often do you go abroad?

How important is this letter?

How strong are you?

How fast does he drive?


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e. Who is used as the subject of questions? It refers to people.Examples: Who do you want to speak to?

Who are you?

Who is your English teacher?

f. 1. What is used at the subject of a question? It refers to things.Examples: What do you need?

What is your name?

What is your father/Mother?

2. Whatis kind of asks about particular or type of something.

Examples: What kinds of soup is that?

What is your favorite film?

What is your hobby?

3. What + a form of do is used to ask questions about activities.

Examples: What did you do last night?

What are you doing here?

What do you do?

4. 'What' may accompany a noun?

Examples: What color is her hair?

What time did her corm?

What song do you like?

5. 'What' + be like asks for general description of questions.

Examples: What is Niar like?


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What is the weather like in Bogor?

What was the exam like?

6. 'What' + look like asks for a physical description.

Examples: What does Rina look like?

What town did he visit?

1.Level of QuestionsThe basic criteria used to distinguish between a lower and higher level

of questions is its complexity. More complex questions will higher its level.

The complexity of a question appears in the cognitive (thinking) skill required

to answer the questions.

a. The level of questions / knowledge (eve! of questions Knowledge of terminology what terms and symbols will the students

need to know.

Knowledge of specific facts what specific fact will the students needto know.

Knowledge of way and means of dealing with specific knowledge ofconventions what sets of rules will the students need to know.

Knowledge of trends and sequences what awareness of trends andsequences will the students need to know.


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Knowledge of classification what classification and categories willthe students need to know.

Knowledge of criteria what sets of criteria will the students need toable to apply.

Knowledge of methodology, what sort of methodology will thestudents to master.

Knowledge of the universal and abstraction a field general principlesand generation. What general principles will the students need to

know.

Knowledge of theories and structures, what general theories will thestudents to know?

b. Higher level of questions Comprehension

Translate ability to put a communication into another form.

ApplicationAbility to apply principles to actual situation.

AnalysisAnalysis to distinguish and to comprehend interrelationship and to

makes critical analysis.

SynthesisAbility to rearrange component of ideas a new whole


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B.Questioning Technique for Reading Comprehension1.

Types of Questioning Technique

There are many kinds of questions. Frankle (1980: 154) points out six

types of questions considering from their function. Those types of questions

are as follow:

1) Recognitions questionThe questions determine if students have acquired a desire amount of

factual information they are asked to remember certain specific

information they have learned.

Example: Who is the fourth President of Indonesia?

What is the main idea of the reading text?

2) Descriptive questionsDescriptive questions ask students to put together and organized factual

details in some ways to make sense out their data. Students are asked to

describe data in more details.

Example: What are the advantages of recreation?

3) Explanatory questionThese questions ask students not only to remember and organize

materials, but also to make inferences and seek causes effects. Students

are asked to analyze, to break information into its component parts and


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they explain how this part is related. Example: What do you think of the

beach?

4) Synthesizing questionThe out come hoped for here is to get students to suggest connection or

relationship that they believe certain data support, and on what basic.

Synthesizing questions require students to put things together, to combine,

relate, or connect pieces or previously unrelated content. They are ask to

seek out relationships, from connections, and draw conclusion. Example:

What does the second paragraph tell us about?

5) Judgmental questionJudgmental questions require students to choose among alternatives

making a judgment to which of two or more possibilities is best according

to some previously established criteria. In short, we are asking students to

choose or otherwise judge as to the quality of a relationship or

conclusions, basic their choice on a certain set of characteristic or

criteria purposed in greater degree by are of the alternatives in questions.

Example: which of the following conclusion is the most logical?

Which do you prefer, go to beach or zoo?

6) Open-ended questionThesequestions require students to seek and to determine for themselves

what are acceptable answers. No answers are more acceptable than others.


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(Fraenkel, 1980: 158) states that this type of activity as divergent and

convergent thinking.

Example; Why do many people dislike to be a teacher?

From thus explanation, it can be concluded that using questioning

technique in teaching reading is interesting for the students. Beside that using

questioning technique can improve students1 interest in teaching and learning

process, students can focus to the subject, and given students chance to

assimilation in reading comprehension from the text and to know the

difficulties that faced by the student, that is why using questioning technique

is very important for the students.

2. The Importance of Questions TechniqueQuestioning technique as one of the teacher basic tools of

communication is very effective in helping students learning how to learn, to

become independent in their learning and to think for themselves,

Cunningham (1971: 84} states that asking question is one of the ways used by

the teacher in other the students can improve their reading comprehension. In

other words, asking question is the most effective instrument for stimulating

and guided the students in teaching question. He also states that in learning

processes on the part of teaching, a teacher can begin by focusing on the kinds

of questions the teacher uses.

The greatest effect of the question is the way and to which it causes

the student to think. Further, Frankfe (1980: 153) points out that the essence


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of any effective teaching strategy lies in the question a teacher ask. The

teacher is objective is to reveal a great deal about his objectives. The ability

to ask questions is an important skill for students, as well as teachers, to

possess, since it is an important key to effective learning. He also points out

that the kind of question that the students ask reveal a good deal about their

perception of the teacher attitude. In addition the questions used in teaching

strategy directly effect thinking skills developed by students.

The impact of asking question on the teaching and learning process is

evident. If teacher stressing factual recall in their questioning, students are

not expected to do much creative thinking.

C .Concepts of Reading Comprehension

The various definition of reading comprehension are formulated some

definitions of the given reading comprehension are presented in the following

spaces.

Johnson in Burn, (1989: 148) state that reading comprehension is one of

unitary process and a set of discreet process. So, the students explore comprehensi

on from two angels. The written units that the reader must understand the

different levels of comprehension that students should achieve.

Charles in Tahir (2001: 5) states that reading is a transmitting of

informations process where the author regarded as the informants (sender) and

reader on the another hand is receiver, during reading process it means that the

reader interact with the author directly the word directly means that what the


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reader can be done during reading activity is only grasping and decoding

information, meanwhile he can not ask question or comment to author directly.

Smith and Robinson (1980: 205) state that reading comprehension means

understand, evaluating and utilize of information and ideas gained through an

interaction between the reader and the author and a reader in which the written

language becomes the medium that cause the dialogue happen when the two

persons communicate through the medium print.

Reading comprehension is key to school school success to help the student

construction meaning from text, it is important that the teacher explicit

instruction, in comprehension strategies. This entail offering the rationale for

strategies, modeling, and providing independent guiding practice in authentic text,

some component of comprehension strategies necessary to understand text.

By looking over those definitions above, it can be conduced that reading is

an active process where the readers try to gain the information given by the author

and understand what actually the purpose of the author is

1 . Reading strategies

The reading strategies can be categorized into several kinds. They are

effective reading, survey reading, skimming, scanning, intensive reading and

strategies with bottom-up and top-down reading understanding system.

a. Effective reading


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The effective reading means be able to read accurately and efficiently

and to understand as much of the passage as you need in order to achieve

your purpose (Greenal, et, Al: 1986)

b. Survey readingThe survey reading is specialized techniques, for getting top view of

an article, chapter, or entire book. Whit if you catch a board, overall

picture of basic essential.

c. SkimmingSkimming means enable of people to select content that they want to

read and to discard that which is quintile for their purpose. Skimming can

also be called as the eyes quickly over the text to discover what is about,

the main ideas, and the gist (Abbott, et. Al: 1981).

d. ScanningScanning is to serve two functions. They are uncover relevant,

information and accelerates your reading speed flexibility (Brown Alafia,

2000: 8) or the reader work out for particular item believes is in the text

(Abbott, et, Al: 1981), scanning is to read a test quickly on order to locate

a specific item of information

e. Intensive readingThe intensive reading strategy is study reading. This involves close

study of the text. As amount of comprehension should be high, the speed

of reading is correspondently slower (Abbott, et. Al: 1981).


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1. Reason for ReadingAccording to Jeremy Harmer (1995: 190), there are reasons for

reading. There are:

a. Reading in language learningReading is an exercise Dom mated by the eyes and the bring. The eyes

receives message and the brain has to work out the significance

of these message.

b. Reading for informationIn most cases, reading for information is relevant to accurate study of

the reader. They read to find out information to reduce their uncertain.

c. Reading for pleasureReading for pleasure is done without other people order but

according to an individual reader wish and taste.

2. Levels of comprehensionThe following are levels of reading comprehension according to Smith

and Wayne is:

1. Literal comprehension; mat is the skill of getting primary direct literalmeaning of a word, idea, orsentence in context.

2. Interpretation that is identify ideas and meaning that is not explicitlystated in the written test

3. Critical reading that is to evaluate what is read, and to examine criticallythe thought of the writer.


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4. Creative reading; that is to apply ideas from the text to new situation andto recombine authors ideas with other idea test to form new concept or to

expend old ones

Levels of reading comprehension (Carnine in Gamine 1 990) are:

1. Comprehension skill for the primary level consist of;a) Literal comprehension: mar is to receive information stared in a

passage.

b) Sequencing comprehension; that is to order several events from apassage according to when they happened.

c) Summarization: that to receive information state in a passage.2. Comprehension skill for the intermediate level consist of

b) Inferential comprehension that is to reveal relationships between twoobject and events (staled or not scared]

c) Critical reading; mat is to identify the author conclusion todetermine what evidence is presented, and to identify fealty argument

d) Comprehension skill for the advanced level mat is the appreciation ofthe author work.

3. Factor Influencing ComprehensionThere are external and internal factor in reading comprehension. All

of which share the success in reading:

1) Motivation


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Motivation is very important to the success and failure in reading

depends on one's motivation to read, when the students have high

motivation to read they will work ha/d to overcome the difficult

material. One's motivation could be influence by external and internal

factors, such as the material used by the teacher and prior knowledge

2) ConcentrationConcentration means to focus our attention clearly on purpose.

Concentration is very easy to do if we are interest in what we read,

concentration is much needed in reading comprehension.

3)Teacher's guidanceTeacher guidance influences how the students understand particular

assignment because lack of sufficient guidance may also be a major factor

in low reading comprehension,

4)The length and difficult to the material for reading5)Vocabulary acquisition and the ability to form concept are essential for

reading


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E Conceptual Framework

Learning process is the main activity in the school. There is interaction

between teacher and students. Teaching and learning process is done and guided to

reach the maximal result. To reach the maximal result, the teacher must be able to

design the learning model based on the material subject and to practice the students

thinking.

Many factors can improve the students ability in reading; one of them is

using questioning technique. Namely judgmental questions and explanatory questions

Questioning technique

Judgmental Question Explanatory Question

A Classroom Action Research

Reading Comprehension

Literal Comprehension


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and can used in the class room action research in reading comprehension of the

students level literal comprehension.


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