TEACHING READING COMPREHENSION THROUGH
SILENT WAY TO THE EIGHTH GRADE STUDENTS OF SMP
NEGERI 2 MENGWI IN ACADEMIC YEAR
2012-2013
BY
I PUTU ADI SUJAYA
NPM: 09.8.03.51.31.2.5.3242
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
i
TEACHING READING COMPREHENSION THROUGH
SILENT WAY TO THE EIGHTH GRADE STUDENTS OF SMP
NEGERI 2 MENGWI IN ACADEMIC YEAR
2012-2013
BY
I PUTU ADI SUJAYA
NPM: 09.8.03.51.31.2.5.3242
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
ii
TEACHING READING COMPREHENSION THROUGH SILENT
WAY TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2
MENGWI IN ACADEMIC YEAR
2012-2013
THESIS
As Partial Fulfillment of the Requirement for the Sarjana Pendidikan Degree in
English Department Faculty of Teacher Training and Education
Mahasaraswati Denpasar
BY
I PUTU ADI SUJAYA
NPM: 09.8.03.51.31.2.5.3242
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2013
iii
APPROVAL SHEET1
This thesis entitled “Teaching Reading Comprehension through Silent
Way to the Eighth Grade Students of SMP Negeri 2 Mengwi in Academic Year
2012/2013” has been approved and accepted as Partial Fulfillment for Sarjana
Pendidikan degree in English Education Study Program Faculty of Teacher
Training and Education, Mahasaraswati Denpasar University.
Advisor 1 Advisor 2
Dr. Drs. I Made Sukamerta, M.Pd Drs. Nyoman Winata, M.HumNIP. 195505071982031003 NIP. 13 0795 908
iv
APPROVAL SHEET2
This thesis has been examined by the committee on oral examination on
Monday, 12th August 2013.
Chief Examiner
Drs. I Nengah Astawa, M.HumNIP. 19571113 198603 1 001
Examiner I Examiner II
Dr. Drs. I Made Sukamerta, M.Pd Drs. Nyoman Winata, M.HumNIP. 195505071982031003 NIP. 13 0795 908
Approved by
Dean of the Faculty of Teacher Head of the English DepartmentTraining and Education
Prof.Dr.Wayan Maba I Komang Budiarta, S.Pd.NIP. 19581231 198303 1 032 NPK. 82 8208 306
v
ACKNOWLEDGEMENT
First of all, the researcher wishes to express his sincere and heartfelt
gratitude to the Almighty God, Ida Sang Hyang Widhi Wasa, for His everlasting
blessing and endlessly merciful love, since he is so firmly confident that without
His blessing he could never accomplish the writing of this thesis which is a partial
requirement for taking the final examination.
Second, he wishes to extend his deep and profound gratitude to his first
and second adviser, Dr. Drs. I Made Sukamertha, M.Pd Drs. Nyoman Winata,
M.Hum. for their invaluable guidance and corrections in the course of writing this
thesis. Next, he also wishes to share out her sincere gratitude to the Dean Faculty
of Teacher Training and Education of Mahasaraswati University for their
permission, help and encouragement complete this thesis. His special sincere
gratitude further goes to head of the English Department, Lecture, and all staffs of
the English Department, Faculty of Teacher Training and Education of
Mahasaraswati University for their motivation teaching and help write this thesis.
Besides, he would also like to express his thank to Drs. I Ketut Suanda as
the headmaster and Dra. Basiroh as an English teacher of SMP Negeri 2 Mengwi
for their permission and suggestion to complete this thesis. A special
acknowledgement is also forwarded to all of the eighth grade students of SMP
Negeri 2 Mengwi for their good cooperation to help get the data of this study to
complete this thesis.
Last but not least, he is greatly summoned to share out his sincere and his
heartfelt gratitude to his parents, brother and friends, for their eternal spirit and
support to finish this thesis. He is so convinced that without his help and spirit his
might not be able to finish this thesis. He deeply feels indebted to all of them.
Denpasar, August 2013
The Researcher
vi
TABEL OF CONTENTS
COVER ………………………………………………………………………. i
APPROVAL SHEET 1 …………………….………………………………. iii
APPROVAL SHEET 1 ..…………………………………………………… iv
ACKNOWLEDMENT ……………………………………………………… v
TABEL OF CONTENTS …………………………………………………….. vi
LIST OF TABELS …………………………………………………………... viii
LIST OF GRAPHS ………………………………………………………….. ix
LIST OF ABBREVIATION AND SYMBOL ……………………………… x
ABSTRACT …………………………………………………………………. xi
CHAPTER I INTRODUCTION …………………………………………… 1
1.1 Background of the Study ……………………………….. 1
1.2 Statement of Research Question ……………………...... 4
1.3 Objective of the Study …………………………………. 5
1.4 Limitation of the Study …………………………………. 5
1.5 Hypothesis ……………………………………………… 5
1.6 Assumption …………………………………………….. 6
1.7 Significance of the Study ……………………………… 6
1.8 Definition of Key Terms ………………………………. 7
1.9 Theoretical Frame Works ……………………………… 8
CHAPTER II REVIEW OF RELATED LITERATURE …………………… 9
2.1 Conception of Reading …………………………………. 9
2.2 Types of Reading …………………………………….. 10
2.3 The Importance of Teaching Reading ………………… 12
vii
2.4 Teaching Reading through Silent Way................................ 13
2.5 Reading Assesment........................................... .................. 16
CHAPTER III RESEARCH METHOD
3.1 Subject of Study ……………………………………….. 18
3.2 Research Design ………………………………………… 18
3.2.1 Initial Reflection …………………………………. 20
3.2.2 Planning ………………………………………….. 20
3.2.3 Action ……………………………………………. 21
3.2.4 Observation ……………………………………… 23
3.2.5 Reflection ………………………………………… 23
3.2.6 Points of Revision ……………………………….. 24
3.3 Research Instruments …………………………………… 24
3.4 Data Collection ………………………………………… 26
3.5 Data Analysis …………………………………………… 26
CHAPTER IV THE PRESENTATION OF FINDING ……………………… 29
4.1 Data …………………………………………………….. 29
4.2 Data Analysis …………………………………………… 32
4.3 Discussion of Finding …………………………………... 34
CHAPTER V CONCLUSION AND SUGESTION ……………………….. 38
5.1 Conclusion ……………………………………………… 38
5.2 Suggestion ……………………………………………… 39
REFERENCES ……………………………………………………………… 41
APPENDICES
viii
LIST OF TABELS
Table 1 : Rubric to Measure the Student’s Ability in ReadingComprehension through Silent Technique.................………………. 27
Table 2 : Tabulation of Showing the Subjects’ Progressing Score inSilent Reading Comprehension ……………………………………. 30
Table 3 : Tabulation of Data Showing the Subject’s Changing Attitudeand Motivation in Learning Reading Skill through SilentWay.............………………………………………………………… 31
Table 4 : Table of Data Showing the Frequency Distribution of InitialReflection (IR) and Post Test Score in Reading DescriptiveParagraph through Silent Way................…………………………… 31
Table 5 : Summary of the Research Findings show the Mean of eachSession and the Grand Mean Score for Cycle I and II …………… 33
ix
LIST OF GRAPHS
Graph 1 : Depicting the Subjects’ Progressing Ability in ReadingDescriptive Paragraph through Silent Way in Cycle I ……………. 35
Graph 2 : Depicting the Subjects’ Progressing Ability in ReadingDescriptive Paragraph through Silent Way in Cycle II...................... 35
Graph 3 : The Subjects’ Progressing Grand Mean Taught in ReadingSkill through Silent Way...................……..………………………… 36
Graph 4 : Showing Percentage Rate of Questionnaire in TeachingReading Skill through Silent Way.......................……………..……… 31
x
LIST OF ABBREVIATION AND SYMBOL
A : Action
IR : Initial Reflection
R : Reflection
O : Observation
P : Planning
RP : Revised Planning
SMP : Sekolah Menengah Pertama
F : Frequency
M : Mean Score
N : The Total Number of the Students
X : Total Score
X : The Sum of Total Score
xi
ABSTRACT
I Putu Adi Sujaya. 2013. Teaching Reading Comprehension through Silent Wayto the Eighth Grade Students of SMP Negeri 2 Mengwi in Academic Year2012/2013. First advisor is Dr. Drs. I Made Sukamertha, M.Pd. and thesecond advisor is Drs. Nyoman Winata, M.Hum.
Key Words : Teaching, Reading, and Silent Technique
The present classroom action study dealt with the teaching reading comprehensionthrough silent way to the eighth grade students of SMP Negeri 2 Mengwi inacademic year 2012/2013. The present classroom action investigation wasbasically triggered by the fact that the subject under study still faced problem instudying English especially reading. Teaching reading comprehension wasexpected to be an effective way in improving the reading skill of class VIIIa of theeighth grade students of SMP Negeri 2 Mengwi. The present classroom actionstudy made use of pre-test, post-test research design with descriptive analysis. Itconsisted of two cycles and in each cycle there were two successive sessions. Thepresent classroom action study started with administering Initial Reflection to thesubjects under study. The IR was intended to establish the real preexisting ofsubjects under study in English. The result of the IR clearly showed thatpreexisting descriptive paragraph reading ability was still low with the mean scoreof 56.33. The result of the data analysis of the reflection scores for cycle I figuredout the increasing mean figures of 61.50 and 67.33 for S1 and S2 respectively.The result of the data analysis of the reflection scores for cycle II clearly figuredout the increasing mean figures of 86.33 and 95.33 for S3 and S4 respectively.The grand mean figure for cycle I and cycle II showed figure of 64.42 and 90.83.There was a different mean figure of 26.4 between the two cycles. These findingsclearly showed that teaching reading skill through silent way was effectiveenough in helping class VIIIa eighth grade students of SMP Negeri 2 Mengwiimprove their reading skill in English. The result of the analysis of thequestionnaire score showed the comparative percentage figures of 50.3 %, 44.2%, 5.5 % and 0 % for the items of the questionnaire showing the total responsesgiven for A, B, C and D respectively. The result of comparative percentagefigures clearly showed the subjects’ attitudes and motivation in learning readingcomprehension through silent way changed positively.
1
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Language is a means to give or exchange information; news, idea or
opinions, through language people learn from one another the things they want to
know. Imagine if human beings could not communicate with one another. If a
person cannot communicate, he will not talk to other people, and no other people
will talk to him anything. So it would be impossible for him to learn anything.
English as an international language has an important role to develop
science and technologies many countries in the world use English as a medium of
communication among people in different countries, and also of writing many
kinds of books in which those are spread in different countries. In Indonesia there
are many kinds of foreign books written in English, whether they are medical,
Economical, Botanical, or other books, they claim Indonesian students to be able
to learn and to use English in schools or in society in order that the books they
read can be applied in various fields so that the development of science and
technologies in Indonesia can be obtained.
It is a compulsory subject in Indonesia that English must be learned by the
Indonesian students from the primary school up to University English as a foreign
language will arise some difficulties which are faced by students because in
learning a new language will arise some difficulties which are faced by
1
2
Indonesian people/students because in learning a new language the students tend
to transfer their native language habit to the new language.
In English, there are four skills that should be mastered, they are: listening,
speaking, reading, and writing. The reading skill became very important in the
education field, students need to be exercised and trained in order to have a good
reading skill. Reading is also something crucial and indispensable for the students
because the success of their study depends on the greater part of their ability to
read. If their reading skill is poor they are very likely to fail in their study or at
least they will have difficulty in making progress. On the other hand, if they have
a good ability in reading, they will have a better chance to succeed in their study.
In reading, to comprehend the text the readers should be able to manage
every part of the text, because it is easy to gain the comprehension in reading
when the readers are able to organize the text. Sometimes, they may find form of
pre-questioning and it is important for them to comprehend a reading text with
having knowledge in general view of the text. Theoretically, pre-questioning itself
can build the students’ interest and motivation before students read the whole text.
Moreover, the students can predict what will be discussed on the text. In line with
this study, students may improve their reading comprehension if they know about
pre-questioning and it is very important to understand about pre-questioning in
order to get good comprehension in reading.
In fact the learners often make mistakes and even errors in learning
English, especially when they try to arrange sentences or use tenses in their
writing. As a result, they will write sentences ungrammatically. Actually,
3
ungrammatical sentences have great influence when the learners are writing
sentences. That can be influenced by the first language which is different from the
second language in written form. Therefore, the first language can interfere
learners in the process of the second language.
Making Errors are a natural and unavoidable part of the process of
learning English. Many kinds of errors arise when the learners write because they
do not master the English structure well. Also, errors are the inability of the
students in using rules of the components and elements of the second language.
Second language learning is a process that is clearly not unlike first language
learning in its trial and errors nature.It means that the learners cannot avoid errors
in learning second language. So, almost all learners must make errors when they
are learning English because it is difficult to separate error in the process of
learning English.
Considering to the problems encountered by students and the description
of related strategy explained above, It is decided to apply the technique to
improve the students’ reading skill through silent way technique on the students of
eighth grade students of SMP Negeri2 Mengwi. Systematically, the students under
study will deduce the meaning of words by understanding word formation and
contextual clues. Students should dig deep in three different knowledge of
linguistic, textual, and prior knowledge.
Todetermine the ability of the studentstomastering readingskillin SMP
Negeri 2 Mengwi in eighth grade. For that it is gave some simple questions about
daily life as much as 20 questions to students in eighth gradeand the test that gave
4
reference to the reading skill. After observing the results of tests that gave, there
are still many students cannot answer the test well.
By giving this kind of test and know the results, expected later teachers
can provide more deeply lessons to their students. It is useful for my own to learn
to overcome these problems. Teachers should motivate students to study harder
again, especially reading. Here the mastery of vocabulary is required in
determining the meaning of a word or phrase contained in the English language. It
describes that learners’ ability in English is still poor and they need to be taught
more effectively.
To determine the level of students' ability in mastering reading skills, for
the future are expected to be more active students learn and teachers can provide
appropriate learning methods, so students can receive the lessons well.
It is believed this silent way technique can encourage the students’ reading
skill and increases their results that consequently support their motivation. This
classroom reading technique can be one of the challenging learning activities to
improve reading skill of eighth grade students of SMP Negeri 2 Mengwi.
1.2 Statement of Research Question
As already discussed in the background of the study, the process of
teaching is never completed because of it is very bulk and complex. Although the
teaching of reading is broad and complex process, Junior High School students
need to be equipped with adequate mastery of reading skill because word are the
means whereby they can communicate their ideas, massages and feelings. As far
as the researcher is concerned the students’ inability to reading in English is due
5
to their limited comprehension mastery. Based on the background of the
researcher, the researcher question can be formulated as follow: “Can the silent
way technique improve the reading skill of eighth grade students of SMP Negeri 2
Mengwi?”
1.3 Objective of the Study
The objective of the present study is to know the extent of the
improvement of the students’ reading skill. Specific investigation is intended to
find a scientific solution about research question. On the basis of research
question above, an action classroom research is developed with the main purpose
to know whether good or not the technique can improve student abilities ofreading
skill to the eighth grade students of SMP Negeri 2 Mengwi. In this study is
focused on improving reading skill comprehension.
1.4 Limitation of the Study
The teaching of reading actually has a broad and wide scope of
coveragealsocomplex to be concerned in one single discussion.In the present
study is only focused on improving reading skill through silent way technique and
the subject is being conducted in eighth grade of SMP Negeri 2 Mengwi. The
study is limited to students’ ability to silent way technique.
1.5 Hypothesis
On attempting to give a tentative solution to the problem, the hypothesis is
stated based on the research question above. The hypothesis could be drawn as
6
follows: The students’ reading ability of the eighth grade of SMP Negeri 2
Mengwi can be improved through silent way reading techniquein academic year
2012/2013.
1.6 Assumption
Because of the limitation of time, finance, and investigator’s ability, not all
variable can be controlled.There are some variable that effect to this research.
However it is only concerned with variable stated research question. Statement
was assumed as follows:
1. Students of eighth grade of SMP Negeri 2 Mengwi is assumed have a good
ability in English.
2. The eighth grade students of SMP Negeri 2 Mengwi are assumed to have
learnt English for same period of time.
3. All English teachers who are on duty in SMP Negeri 2 Mengwi are considered
as professional and qualified.
4. The test which was used to measure the reading ability of eighth grade of
SMP Negeri 2 Mengwi in reading session are assumedmust be valid and
reliable.
1.7 Significance of the study
The outcome of this study aims at providing both theoretical and practical
significant. Theoretically, this present study is expected to be used as evidence
that silent reading technique is an effective technique in teaching reading.
Practically, the outcome of this study is meant to give English teacher a more
7
understanding of the importance of silent reading to improve students’
readingskill.Giving a reference to development of teaching learning process
especially in reading, that silent reading can make the students’ reading
comprehension will be better. It is expected teacher should use right technique in
teaching learning process especially in teaching reading.For students, it is
expected giving a contribution, how to improve their skill in comprehending about
the reading text.
A profitable description to any further researcher which wants to study the same
case, so this study become helpful information and useful reference for the next
study.
1.8 Definition of Key Terms
The terms in scientific research sounds complicated to the readers because
they are too broad, and the definition does not give clear cut clarification. To
avoid incorrect interpretation that causes confusion about contact of the study,
there are some terms in this study that should be clarified as follows:
1. Reading
Reading is a process of interaction between the reader with the text and the
reader relates the idea from the text to prior experiences and their knowledge.
2. Improving
Improving can be defined as a progress of activities or action conducted
trough process from down points of knowledge level ability and value to
higher level of understanding.
8
3. Technique
Antony (1963:48) states that technique are specific activities manifested in the
class that are consistent with method in harmony with an approach as well.
4. Skill
Skill is a ability to do something well. Skillwasgainedfromthe
experienceandtrainingwhich is donecontinuously.
1.9 Theoretical Frame Works
The present investigation is based on the following theoretical frame work
which will be completely discussed in next chapter that includes:
(1) Conceptionof reading, (2) types of reading, (3) the importance of teaching
reading, (4) teaching reading through silent way, and (5) the assessment of
reading.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter concerns with the review of some related literature
concerning to the topic of the problems. The review of related literature in this
study will use some references which are quoted from linguists and related expert
aboutconception of reading, types of reading, the importance of teaching reading,
teaching reading through silent way, and the assessment of reading.
2.1 Conception of Reading
Reading can be seen as an “interactive” process between a reader and a
text which leadsto reading fluency. In this process, the reader interacts
dynamically with thetext as he/she tries to elicit the meaning and where various
kinds of knowledge are being used. Since reading is a complex process, Grabe
(1991:379) arguesthat “many researchers attempt to understand and explain the
fluent reading process by analyzingthe process into a set of component skills”. in
reading; consequently researchersproposed at least six general component skills
and knowledge areas:
1. Automatic recognition skills
2. Vocabulary and structural knowledge
3. Formal discourse structure knowledge
4. Content/world background knowledge
5. Synthesis and evaluation skills/strategies
6. Metacognitive knowledge and skills monitoring
9
10
2.2 Types of Reading
Reading as it refers to comprehension has a broad and complex coverage.
Reading activities can be done at school, at home and at work or whatever the
readers want. In order to acquire reading skills the students should read different
kinds of reading texts such as intensive reading, extensive reading, reading aloud,
and silent reading.
a. Intensive Reading
Hedge (2003:202) states that in intensive reading, students ussualy read a
page to explore the meaning and to be acquainted with writing mechanisms. He
argues that, it is only through more extensive reading that learners can gain
substaintial practice in operating these strategies more independently on a range
of materials. These strategies can be either text-related or learner-related the
former includes an awareness of text organization, while the latter include
strategies like linguistic, schematic, and met cognitive strategies. The differences
between extensive reading and intensive reading, in intensive reading activities
learners are in the main exposed to relatively short text which are used either to
exemplify specific aspect of the lexical, syntactic or discourse system of the
second language, or to provide the basis for targeted reading strategy practice.
b. Extensive reading
Hedge (2003:203) states that there have been conflicting definitions of the
term extensive reading. Some use it to refer to describe skimming and scanning
activities others associate it to quantity of material. Extensive reading varies
according to students’ motivation and school resources. A well motivated and
11
trained teacher will be able to choose suitable handouts or activities books for the
students and helps in developing reading ability. In , summary, learners can build
their language competence, progress in their reading ability, become more
independent in their studies, acquire cultural knowledge, and develop convidence
and motivation to carry on learning.
c. Reading Aloud
One of the main intentions of reading aloud is to recognize the sounds of
words; however, teachers may also vary their activities to develop their students’
reading comprehension. A teacher may ask some questions after the students have
read the text. When one student reads aloud, the teacher asks the other students to
pay attention to the text rather than just listen to how their friend reads. This will
assist the students in finding the meaning of the text.
Namdi (2005:51) states that reading aloud stimulates listening skills. It
helps to familiarize pupils with the language of books and patterns. It builds
listening skills and provides examples for children in pronunciation and
expression. It is a good idea to incorporate and action as well as non-action texts.
The intonation an tone used by the teacher should be appropriate to the text being
read.
d. Silent Reading
Silent reading is the opposite of reading aloud. This activity is really
intended to improve the students’ comprehension. They have to find out the
content of the reading texts. Broughton et al (2003:92) states silent reading skill is
far from uniform. It varies according to the use to which it is being put the
12
effective oral reading requires the use of the most the techniques and skills
employed in good silent reading: word recognition, understanding of vocabulary
and concepts, reading by thought unit (prashing) and comprehension.
2.3 The Importance of TeachingReading
Hedge (2003) states that any reading component of an English language
course mayinclude a set of learning goals for:
1. the ability to read a wide range of texts in English. This is the long-range goal
most teachers seek to develop through independent readers outside EFL/ESL
classroom.
2. building a knowledge of language which will facilitate reading ability.
3. building schematic knowledge.
4. the ability to adapt the reading style according to reading purpose (i.e.
skimming, scanning).
5. developing an awareness of the structure of written texts in English.
6. taking a critical stance to the contents of the texts.
The last goal can be implemented at an advanced level. Students, however,
should bekept aware that not all Internet content is authentic since there are no
“gate keepers” and anyonecan post whatever he/she likes in this cyperspace.
Consequently, students can check theauthenticity of the text by looking at the
following indicators: whether the article gives the nameof the author or no, the
date of publication, the aim of the article, etc.
13
2.4Teaching Reading Through Silent Way
Reading is very important role in teaching learning process because the
skill of reading determines the process that the student focuses the teaching of
reading. Silent reading activity is a strategy in reading comprehension, teaching
reading consist of four sub skills (general idea, specific information, textual
references, and word meaning) and has many advantages, such as:
1. To help you read faster
Reading out loud slows down your reading speed. If you usually read out loud
you will start reading out the words in your head even when you are reading
silently and so reduce your reading speed all the time to the speed when you
are reading out loud.
2. To improve understanding
Half of your brain is concentrating on pronunciation when you read out loud,
you comprehension is much less than when you are reading silently. The same
is true when listening to other people reading out loud.
3. To help you ignore words you don’t need
When you are reading out loud you have to think about and pronounce every
word in the text, but there are many words you don’t need to be able to
pronounce and/ or understand, such as people’s names and place names. When
you are reading silently, you can just skip past anything that you think is too
difficult or not important, and then go back to it later if you need to.
4. To allow you to reread
If you are reading out loud, once you have read a word or sentence with the
14
right pronunciation it is normal to move onto the next part. If it was an
important and difficult to understand part, it can be worthwhile to read it once
or twice more. This is much easier and quicker when you are reading silently.
5. To help you read whole words at once
When you are reading out loud it is normal to read each word from the first
letter to the last in the way it is pronounced, but it is possible to read faster by
looking at a whole word or even groups of words at the same time and then
moving onto the next section.
6. To move quickly to the information you need
Reading out loud means reading each sentence in order. With most
comprehension questions in exams and textbooks, it is much quicker and
easier to read the question and then quickly skim and scan until you reach the
part of the text where that information is. You can then read that part slowly
and carefully, and as many times as you like.
7. To involve all the students
It is very difficult to concentrate when another person is reading out loud, and
even if you are listening carefully it is not good listening comprehension
practice as, unlike real life, you have the text in front of you to read too.
8. To give a good model
Other students are not usually a good model of pronunciation and speaking at
natural speed, so listening to them read out loud is not likely to improveyour
pronunciation and listening skills.
15
9. To help with exam practice
You cannot read out loud in an English language exam like FCE or TOEFL,
so reading out loud will not help if you want to take one of these exams.
10. To stop you moving your lips
Some people who have done most of their reading out loud move their lips as
if they are speaking even when reading silently. This slows down your reading
speed and can be embarrassing if people see you!
11. To allow choral drilling
It is impossible for a whole class to read a long text out together, so if the
teacher wants the whole class to loudly practice their pronunciation it will
have to be with something shorter such as a dialogue.
12. To help your confidence
Reading out loud well is a very difficult task that even some native speakers
cannot do in a way that people would want to listen to. Reading silently and
doing pronunciation with shorter passages makes both skills easier and more
enjoyable.
13. To help your listening comprehension
Texts and people you will need to listen to will be much faster than you
reading a text out loud, so reading silently and quickly is actually better
practice for real life listening comprehension than reading out loud is.
14. To give realistic pronunciation practice
Written language and spoken language are very different, so a sentence from a
magazine is not good practice for the linking, weak forms etc that are found in
16
natural speech.
15. To concentrate pronunciation on one thing at a time
A reading passage might have examples of every single sound in English and
every example of how sounds change in fast speech. It is obviously not
possible to learn all these in one lesson, so for pronunciation practice it is
much better to use carefully selected words and sentences with lots of
examples of the pronunciation point you are practicing that day.
16. To give a variety of reading tasks
Many fun and useful reading tasks like jigsaw readings (when different people
read different texts and then compare their answers) and reading races are not
possible if people read out loud.
17. To give a variety of pronunciation tasks
With the time your teacher saves by not using reading out loud, it is possible
to do lots of fun and useful pronunciation tasks such as phonemic symbols,
crosswords and identifying sentences when they are hummed without words.
2.5 Reading Assesment
According to Paris and Sthal (2008 :94), states that reading assesment are
measure phonological and comprehension skill. Most of these tests are timed,
requiring students to think quickly as well as critically. Students can be better
prepared for these tests if they have frequent opportunities to practice and
reinforce the necessary skill in the classroom or at home.
Assesment tools and methods help teachers to development and progress
of their students. Assesment methods encompass the means by which a teacher
17
wishes to assess students. Tools are the instrument for measurement for each
method. Formal methods and tools include standardized tests and age-related
developmental milestone. Informal methods and tools includes use of flash cards
and anecdotal records, Caldwell (2008 :34).
18
CHAPTER III
RESEARCH METHODOLOGY
3.1 Subject of Study
Subject of this study was concentrated on students of SMP Negeri 2
Mengwi in academic year 2012/2013. There were 30 students which 17 males and
13 females. The determination of this class as subject of the study because the
students ability of reading skill was still low and needs improving. The present
study was preceded by conducting preliminary study in which the English teacher
was questioned the currently teaching the eighth grade students of SMP Negeri 2
Mengwi.
3.2 Research Design
Research design is an investigation plan and structure which is arranged in
order to help in getting the answer of his or her research question (Muslich
2009:83). This present study applies classroom action research design (CAR).
CAR is a feature of reflective analysis done to improve the rational stability of his
or her action in executing duty and develop the comprehension toward the
condition in learning practice (Muslich, 2009:8). The teaching learning process
will apply by 2 two cycles which each cycle consisted of two sessions. Cycle I
was designed from giving initial reflection (IR) in writing, planning (P), action
(A), observation (0), and reflection (R). Whereas cycle II was designed from
revised planning (RP), action (A2), observation (02), and reflection (R2).
18
19
The IR was administered to the tenth grade students of SMP Negeri 2
Mengwi, in order to measure of the IR was compared to the corresponding mean
scores of the R administered at the end of each session for the sake of establishing
the degree of the increase in the reading skill of subjects.
The result of reflection or post test in cycle I were used as valuable input
and bases to accordingly revise the planning in cycle II. Therefore, cycle II that
started with revised planning (RP) was hoped to do much more effective and
conductive than cycle I. The degree of the effectiveness of teaching reading skill
through silent reading technique was figured out through comparing the mean
score of IR obtained by the subjects with their corresponding mean score of
reflection of post test in both cycle I (X1) and cycle II (X2).
Shortly, the design of the present classroom action study can be concisely
drawn through following table.
Cycle I Cycle II
Note:
IR = Initial Reflection A = Action O = Observation
P = Planning RP = Revised Planning, R = Reflection.
(Kemmis&McTaggart, 1982: 5)
The present classroom action research mainly intends to find out the
effectiveness of the pictures simulation in teaching reading to the subjects under
Pre testIR
RP A2 O2 R2P1 A1 O1 R1
20
study.The mean scores of the IR was later compared to the corresponding mean
scores of the R administered by the end of each session for the sake of
establishing the degree of the increasing the reading of the subjects under study.
The results of the reflections or post-test in cycle I were used as valuable input
and bases to accordingly revise the planning in cycle II.A brief discussions
concerning the activities carried out in each session from P, A, O, and R are
devoted to the subsequent discussions and for details of teaching scenarios for the
present classroom action study.
3.2.1 Initial Reflection
To determine the effectiveness of the strategy before being applied on the
study, it is compulsory to conduct a pre test or initial reflection in order to
recognize the ability and pre existing knowledge of the subject under study in
reading which students read the text loudly and answer the following questions
related the topic given. The main score of pre test was very important to get
feedback from the output by enforcing some point of the strategy that would be
applied in next step. The result was then compared with the main score of
reflection given in every session of both cycles. This was done to know the degree
of subject’s motivation; attitude and interest were observed from questionnaire
that was given to the subject by the end of cycle.
3.2.2 Planning
This study plans all things required for a successful investigation. The plan
includes the preparation of action, observation, and reflection. Planning refer to
21
determining the steps of the action and instrument used for collecting the data.
The undertaking of the present study was substantially based on the fact that the
subject under study had low in reading skill. Therefore, silent reading technique
was used to improve and graduallyenhance the students reading, so the planning
can be formulated as follows.
1. The scenarios of the cycles are managed to further improve and adapted based
on the problems or limitations found in this study in the classroom. In this
study design and planed 4 lesson plans or teaching scenario in two cycles
which each cycle consist of 2 sessions.
2. The post-test that was administered at the end of each sessions of this cycle.
The administration of the reflection was used to measure the extended of
students’ progress in reading descriptive or recount paragraph.
3. By the end of all cycles, this study also administered questionnaire to the
subject under study which was actually intended to measure quantitatively in
improving their readingparagraph ability.
3.2.3 Action
Action refers to what in this study did during the treatment in the
classroom. It was the implementation of the planning on the teaching scenario. In
the light of actualizing communicative teaching, this study tried to manage and
conduct the classroom activities which had been planned previously in teaching
scenarios so that the objective of teaching for each session could be most
effectively and efficiently attained. What this study did in every classroom session
was principally based on three-phase techniques that were pre-activities, whilst-
22
activities, and post-activities. Those three main activities were briefly elaborated
as follows.
1. Pre-activity
The objective of this activity was to focus the attentions of the students
as to build up their interest and motivation which greeting the students and
asking student some question related the topic given. These pre-activities were
planned to last for about 10 minutes for each session.
2. Whilst activities
The objective of this activity was to know the understanding of
students’ ability in reading. Students were given the explanation about the
concept of reading and asked student to find themain idea and contents of the
text related the topic given. The student was observed and helped when they
did the exercises. The time allocation for whilst activities about 70 minutes in
each session.
3. Post activities.
In post activities, the students did post test at the end of the teaching
reading comprehension through silent technique. Student submitted the task as
a post test of each session. The post-test in each session was planned to last for
about 10 minutes.
23
3.2.4 Observation
Observation refers to the activity to observe the classroom situation and to
know the students’ behavior during the process of teaching and learning.
Observation was intended to see whether or not the teaching learning process
being undertaken could improve the reading ability of the eighth grade student of
SMP Negeri 2 Mengwi. At the end of cycle II, the students were given
questionnaires in the form of multiple-choice. The purpose of these questionnaires
is to get the information about their responses toward the treatment given to them.
The result of these questionnaires would be used as qualitative data in this study.
3.2.5 Reflection
The result of the observation could be further used to conduct reflection.
Reflection refer to the activity to reflect the teaching and learning process in order
to know the students’ problem and then find the solution, and to know strength
and weakness of the treatments. Each reflection was administered during the post
activities of each session. Reflection has very important role in an action based
classroom research. It attempts to memorize and record all action conducted on
the basis of the result at the observation.
The answers of the reflection were then corrected and scored at home. The
students' incorrect answers were soon discussed in the upcoming session. By
discussing the results of the post-tests, the students' understanding in word skills
could be expectedto continuously improve.
24
3.2.6 Points of Revision
There were significant aspects that were planning to revise. Based on pre-
test, post-test and questionnaires, in this study evaluate the teaching learning
process to get data about students’ development. There was the organization of
the teaching material that included some aspect such as procedure of teaching and
selecting material. In addition, the students were given more serious attention that
still had low ability and motivationin learning reading.
Some of revision done in this study for the session in cycle II:
1. Giving more seriously attentions to those students who still had low skill
and motivation in learning reading.
2. The using of dictionaries was important when many student did not know
how to find the meaning of words quickly and accurately
3. Giving deeper explanation of descriptive or recount paragraph started from
its definition, function, generic structures, feature and the example step of
determine a main idea in descriptive or recount paragraph.
4. Giving more exercise of readingcomprehension through silent technique.
3.3 Research Instruments
The selection and construction of appropriate, valid and reliable
research instrument are very essential step of a scientific investigation, this
were on account of the fact merely valid and reliable research instruments
could be used to collect the valid and reliable required data for the study being
25
undertaken. This research question logically suggests that there are three sets
of data or raw scores, which are required for the study. They were pre-test,
post-test and questionnaire.
1. Pre-test
The pre-test was used to measure the students’ initial ability in reading a
descriptive or recount paragraph. The instrument constructed in form of
arranges the words into a good sentence and made a descriptive paragraph
according the topic given.
2. Post-test
The post-test administrated at the end of each cycle after they taught
descriptive paragraph. The instrument being developed was constructed in
the form of multiple choice. The student reads their paragraph related the
topic was given. Theyshould have find the impotant part of descriptive
paragraph such as title, identification, and description to answer correctly.
3. Questionnaire
The questionnaire was administrated to find out the student changing
behavior when learning descriptive paragraph through silent reading.
Multiple choices are form of questionnaire which was constructed. The
purpose of the application of questionnaire was to measure qualitatively the
students’ qualitative behavior including interest, motivation or creativity.
The questionnaire consisted of ten questions which were written in Bahasa
Indonesia to avoid misunderstanding and confusion the questionnaire. The
score of questionnaire used rating scale of 0-3, and the result of the
26
questionnaire which was considered as the additional data required for this
study was descriptively analyzed in the form of comparative percentage.
3.4 Data collection
There are three kinds of instruments used to gather the data of this
classroom action study; they are pre-test, post-tests and questionnaires. Thus, the
data require to answer the research question are gathered through administering
pretest, post-tests and questionnaires to the eighth grade students of SMP Negeri
2 Mengwi in academic year 2012/213.
The primary data required to answer the research question were collected
through administering IR and post-test while the supporting data were collected
through administering questionnaires to the subjects of the study. There were
substantially three kinds of raw scores obtained for the present class action study,
those are as follow:
1. Score indicates the students' preexisting ability in descriptive paragraph,
2. Score shows students progress achievement in descriptive paragraph,
3. Score shows the students changing learning behaviors in learning reading
comprehension through silent technique.
3.5 Data Analysis
The most important data required to answer the research question under
study is collected through administering IR and post-tests, some supporting
additional data are gathered through administering questionnaires to the subjects
27
under study, that are, the eighth grade students of SMP Negeri 2 Mengwi. The
data were analyzed based on four stages.
1. Collecting and marking the students’ learning result by using the following
rubric :
Table 1
Rubric to Measure the Student’s Ability in Reading Comprehension throughSilent Technique
Score Scale: LOW 1 2 3 4 5 HIGHScore between 1 (poor) and 5 (excellent)
No. Criteria Score Weight Total
1. Organization
Identification
Description
6 (30)
2. Content
Supporting sentence support the topic
sentence
Supporting sentence are logical
Creativity in expressing the idea
It’s readable and understandable
8 (40)
3. Mechanical
Correct punctuation
Correct spelling
4 (20)
4. Grammar/Structure 2 (10)
Total 20 (100)
28
Johnson and Johnson (2002:90)
2. The quantitative data are analysed descriptively by using the following
formula :
Formula:
Where:
M : Mean Score
X : The Sum of Total Score
N : The Total Number of the Students
3. The questionnaire will be analyzed descriptively as the following of an
item:
4. The criteria of score qualification were presented in the following score
qualification table below.
SCORE QUALIFICATION
90 – 100 EXCELLENT
80 – 89 VERY GOOD
70 – 79 GOOD
60 – 69 ENOUGH
0 – 59 LOW
M = X
N
X =Number of students choosing the item
Number of whole students
x 100%
29
CHAPTER IV
THE PRESENTATION OF FINDINGS
The data obtained from the subject under study will be presented
and analyzed in this chapter. The data were collected by administering the
research instruments to the eighth grade students of SMP Negeri 2
Mengwi in the academic year 2012/2013 which the total numbers of the
students are 30 individuals.
4.1 Data
In order to obtain reliable data for this study, as stated in Chapter III, there
are three research instruments such as pre-test, post-test and questionnaire which
quantitative and qualitative data were obtained. The pre-test or initial reflection
was administered to the subjects under study in order to establish their pre-
existing ability in reading. The post-test or reflection in this present study was
administered for 4 times, that was twice in cycle I and twice in cycle II. The
quantitative findings were shown by the students’ score that could be reached by
the students in the post-test of each session. The qualitative findings were based
on what was contained in the result questionnaires of the students were
administered after the action had taken place.
As a result, there were three sets of raw scores obtained for the present
classroom action research, that is, initial reflection (IR) or pre-test scores, and
reflection (R) scores for each sessions (S1, S2, S3 and S4). The sets of scores
collected are tabulated as the following:
29
30
Table 2Tabulation of Data Showing the Subjects’ Progressing Score
In Silent Reading Comprehension.
No SUBJECT IR CYCLE I CYCLE IIX0 X1 X2 X3 X4
1 I Putu Agus Arie S.W 40 55 65 90 952 Agus Hendra Kusuma 60 60 70 75 953 Agus Md Wira Hadi K. 50 60 70 95 954 Ni Putu Anom Aryani P. 60 70 75 90 955 Ni Kadek Apri Yanditini 55 60 75 90 956 I Nym Ardi Kartika 50 60 60 90 907 I Gd Ari Sukma W. 60 60 65 90 958 Ni Kdk Ari Widiasih 55 65 70 80 959 I Nym Gd Ariyana 55 60 65 90 10010 Ni Pt Ayu Dewi Antari 65 65 70 90 9511 Putu Ayu Prastika Dewi 60 65 70 90 9512 I Pt Gd Bagas Surya P. 60 60 65 90 9513 I Gst N.A. Brama W.D. 65 65 75 90 10014 Ni Pt Citra Aprilia C. 50 65 70 90 10015 I Gd Dandyana P. 60 70 75 80 8016 I Kd Dede Ari Setiawan 65 70 75 90 9517 Kd Pande Dimas Prastya 60 65 70 90 9018 Ni Luh Pt Erna Larasati 55 55 60 95 9519 I pt Indrayana 50 60 60 90 9520 Ni Luh Gd Izta Mawarni 45 55 60 75 10021 Ni pt Linda Kusuma W. 50 50 65 65 9522 Ni Nym Sri Anggreni 60 65 70 90 9523 Ni Kdk Nesa Indrayanti 50 55 60 75 10024 Ni Kd Novi Kusuma D. 60 65 70 80 10025 Putu Novik Pratiwi 60 65 70 95 10026 I Gd Prasetya Maha P. 55 60 60 85 9527 I Gst N. Rai Panji 60 60 70 90 9528 Rai Putri Diantari 60 60 70 85 9029 Rai Yogi Iswara 55 55 60 80 10030 S.Ngurah Md Sagita N. 60 65 60 85 95
Total 1690 1845 2020 2590 2860
31
To make this findings more significant, therefore further data required for
the present classroom action study were collected through administering
questionnaire to the subject under study at the end of cycle II. The answer of the
questionnaire were scored using the rating scale 0-3 which score option A loads 3,
B loads 2, C loads 1, and D loads 0.
Those scores showed the subject changing attitude and motivation in
learning reading skill through silent way. The obtained data showing the subject’s
data scores for item of the questionnaires were tabulated as the followings:
Table 3Tabulation of Data Showing the Subject’s Changing Attitude and Motivation
in Learning Reading Skill through Silent Way
NO SUBJECTS A(3) B(2) C(1) D(0) TOTAL1 I Putu Agus Arie S.W 15 8 1 0 242 Agus Hendra Kusuma 18 6 1 0 253 Agus Md Wira Hadi K. 9 12 1 0 224 Ni Putu Anom Aryani P. 12 12 0 0 245 Ni Kadek Apri Yanditini 9 14 0 0 236 I Nym Ardi Kartika 6 12 2 0 207 I Gd Ari Sukma W. 15 10 0 0 258 Ni Kdk Ari Widiasih 12 8 2 0 229 I Nym Gd Ariyana 9 10 2 0 2110 Ni Pt Ayu Dewi Antari 12 6 3 0 2111 Putu Ayu Prastika Dewi 9 8 3 0 2012 I Pt Gd Bagas Surya P. 15 6 2 0 2313 I Gst N.A. Brama W.D. 6 14 1 0 2114 Ni Pt Citra Aprilia C. 3 18 0 0 2115 I Gd Dandyana P. 6 14 1 0 2116 I Kd Dede Ari Setiawan 12 8 2 0 2217 Kd Pande Dimas Prastya 12 8 2 0 2218 Ni Luh Pt Erna Larasati 15 6 2 0 2319 I pt Indrayana 12 10 0 0 2220 Ni Luh Gd Izta Mawarni 6 16 0 0 22
32
4.2 Data Analysis
Based on the research instruments in this study, the data was administered
frompretest and posttest in each cycle. Consequently, there were five sets of raw
scores, which show the students’ progress in reading descriptive paragraph
through silent way. These data should be analyzed and then the results of the
analysis are to be discussed. Before the above data were analyzed, they were first
of all tabulated as the following:
Table 4Tabulation of Data Showing the Frequency Distribution of Initial Reflection(IR) and Post Test Scores in Reading Descriptive Paragraph through Silent
Way
21 Ni pt Linda Kusuma W. 18 4 2 0 2422 Ni Nym Sri Anggreni 18 6 1 0 2523 Ni Kdk Nesa Indrayanti 3 18 0 0 2124 Ni Kd Novi Kusuma D. 18 8 0 0 2625 Putu Novik Pratiwi 12 12 0 0 2426 I Gd Prasetya Maha P. 9 8 3 0 2027 I Gst N. Rai Panji 12 6 3 0 2128 Rai Putri Diantari 9 14 0 0 2329 Rai Yogi Iswara 9 10 2 0 2130 S.Ngurah Md Sagita N. 18 6 1 0 25
Total 339 298 37 0 674
IR CYCLE I CYCLE IIX0 F0 X1 F1 X2 F2 X3 F3 X4 F465 3 70 3 75 5 95 3 100 860 13 65 10 70 12 90 16 95 1855 6 60 11 65 5 85 3 90 350 6 55 5 60 6 80 4 80 145 1 50 1 75 340 1 65 1
33
X0
N
1690
30X1
N
1845
30
X4
N
2860
30
X2
N
2020
30X3
N
2590
30
The data presented in table 1 and table 2 above, now the mean of the IR
scores (X0) and the mean of the post test scores can be computed as the following:
1. The X0 of IR scores = = = 56.33
2. The X1 of cycle I = = = 61.50
3. The X2 of cycle I = = = 67.33
4. The X3 of Cycle II = = = 86.33
5. The X4 of Cycle II = = = 95.33
The grand mean of XI of the post test scores in cycle I:
= = 64.42
The grand mean of XII of the post test scores in cycle II:
= = 90.83
Table 5
Summary of the Research Findings show the Mean of each Session and the
Grand Mean Score for Cycle I and II.
Mean of Each Session Grand Mean Qualification
Pre-Test S0 X0 = 56.33 X0=56.33 Low
Cycle I S1 X1= 61.50
S2 X2 = 67.33X1= 64.42 Enough
Cycle II S3 X3 = 86.33
S4 X4 = 95.33X2= 90.83 Very Good
X1+X2
2
61.50+67.33
2
X3+X4
2
86.33+95.33
2
34
The data collected through the administration of questionnaire was
considered as additional supporting data. This was collected by the end of cycle
II. The computation of the comparative percentage the subject’s data scores for
item of the questionnaires were shown as follow:
1. Total percentage of item A = x 100% = 50.3 %
2. Total percentage of item B = x 100% = 44.2 %
3. Total percentage of item C = x 100% = 5.5%
4. Total percentage of item D = 0%
4.3 Discussions of the Findings
The result of data analysis of this Classroom Action Research (CAR)
showed the effectiveness of teaching reading skill through silent way of the eighth
grade students of SMP Negeri 2 Mengwi. The mean of IR or pre-test scores (X0)
was collected by the students under study in reading descriptive paragraph
showed the mean figure of 56.33. This mean figure obviously showed that the
ability of the students under study was relative low.
The result of the data analysis of the reflection scores in cycle I showed
the increasing mean figure of 61.50 and 67.33 for S1 and S2 respectively. The
mean figure obtained by the students of each session in cycle I was clearly much
higher than the mean figure of IR score. The grand mean figure of the reflection
of post-test score in cycle I was 64.42 which obtained by students under study.
298674
37
674
339674
35
This grand mean figure for cycle I showed the noticeable progress of the students’
ability in reading descriptive paragraph.
To make it clear, the main finding of the present classroom action study
that is the increasing comparative mean figure of the IR score and the post scorer
obtained by class VIII A students SMP Negeri 2 Mengwi in cycle I can be
graphically presented as following:
The result of the data analysis of the reflection or post-test scored obtained
by the students in cycle II turned out to show the processing mean figure of 86.33
and 96.33 for the S3 and S4 respectively. The grand mean figure of the reflection
of post-test score in cycle II was 90.83 which obtained by students under study.
Compared with the mean of IR score, the mean figure obtained by the students for
each session was convincingly much higher than the IR mean figure.
To make it clear, the main finding of the present classroom action study
that is the increasing comparative mean figure of the IR score and the post scorer
obtained by class VIII A students in cycle II can be graphically presented as
following:
56.33 61.50 67.33
020406080
100
X0 X1 X2
Mea
n
56.33
86.33 96.33
0
20
40
60
80
100
X0 X3 X4
Mea
n
Graph 1: Depicting the Subjects’ Progressing Ability in Reading DescriptiveParagraph through Silent way in Cycle 1
Graph 2: Depicting the Subjects’ Progressing Ability in Reading DescriptiveParagraph through Silent Way in Cycle 2
36
The grand mean figure of XI= 64.42 and XII= 90.83 is obtained by the
subjects under study for both cycle I and cycle II which the rationally much higher
than their corresponding pre-test mean scores. The grand mean of cycle II was
also rationally much higher than the grand mean of cycle I which the difference of
grand figure cycle I and II was 26.4. It means the difference was obviously
significant.
To make it clear, the main finding of the present classroom action study
that is the increasing comparative mean figure of the IR score and the grand mean
scorer obtained by class VIII A students SMP Negeri 2 Mengwi in cycle I and
cycle II can be graphically presented as following:
The questionnaires, which were actually intended to measure the changing
learning behaviour of the subject under study in teaching reading skill through
silent way, were administered by the end of cycle II. The comparative percentage
for item A, B, C and D were 50.3 %, 44.2 %, 5.5 % and 0 %. It is important to
know their changing behaviour and motivation after being taught by silent way
reading. Visibly, the comparative percentage of the items of questionnaire
indicated the subjects’ positive changing attitudes and motivation in mastering
56.3364.42
90.83
0
20
40
60
80
100
IR Cycle I Cycle II
Mea
n
Graph 3: The Subjects’ Progressing Grand Mean Taught in Reading Skill throughSilent Way
37
reading descriptive paragraph through silent way. The percentage of this study
presented as following:
Note:
A : Intensive Response
B : Positive Response
C : Ordinary Response
D : Negative Response
The findings of the present study is in accordance with the existing
research findings in which have showed the effectiveness of teaching reading
comprehension through silent way.
50,3 44,2
5,5 00
20
40
60
80
100
A B C D
Perc
enta
ges (
%)
Graph 4: Showing Percentage Rate of Questionnaire in Teaching Reading SkillThrough Silent Way
38
CHAPTER V
CONCLUSION AND SUGGESTIONS
The discussions throughout the present classroom action study which dealt
with teaching reading comprehension through silent way to the eighth grade
students of SMP Negeri 2 Mengwi could finally be concluded in this chapter.
Some practical suggestions in light to the significance of the obtained research
findings are also recommended in this chapter so that the finding of this study
could essentially give some benefit for the English teacher and the eightth grade
student of SMP Negeri 2 Mengwi.
5.1 Conclusion
This classroom action research could be concluded by stating that Silent
Reading could build up students’ ability in reading descriptive paragraph which
based on the result of data analysis of the present study and throughout discussion
presented in chapter IV. In this study took X1 as the subject which have crucial
problem in reading skill. In order to get objectives fulfilled, then this study
conducted a classroom based action research by directly teaching the students in
the classroom. There were two cycles which each cycle was made up of two
sessions. To know the result of the treatment, this study administered four post-
test and one questionnaire in the end of cycle II. The result of the post-test and
also the questionnaire in each cycle are clearly discussed in chapter IV.
Base on the clear discussed in chapter IV, Silent Reading was very
effective to be used as a good technique in teaching reading skill. It could be seen
38
39
from the result of the students mean score that constantly increased from the
Initial Reflection to Cycle I and from Cycle I to Cycle II. As it previously shown
that students’ average score in pre-test (56.33), post test 1 (61.50), post test 2
(67.33), post test 3 (86.33) and post test 4 (96.33) which the grand mean in cycle I
(64.42) and cycle II (90.83). Besides that, teaching reading skill through Silent
Way also able improve and maintain the students’ motivation, desire, interest, and
enjoyment in learning English as it was shown by the result of the questionnaire.
The student enjoyed the teaching and learning process of reading descriptive
paragraph through Silent Way. Therefore, the technique could also reduce the
students’ boredom in learning English especially in reading descriptive paragraph.
Consequently, it could be concluded that the teaching reading skill
through Silent Way can significantly improve the students’ skill in reading
descriptive paragraph of the eighth grade students of SMP Negeri 2 Mengwi in
academic year 2012/2013. It proved that hypothesis was accepted.
5.2 Suggestions
Base on the result of the study above, there are some other suggestion
might be considered to increase the students’ ability in reading were addressed to
the English teachers, students, institution and other researchers.
1. The English teachers of SMP Negeri 2 Mengwi is suggested to use Silent
Reading as one alternative of good technique in teaching reading descriptive
paragraph in particular.
40
2. The students of SMP Negeri 2 Mengwi are also suggested to be more active
and innovative to learning English especially to improve their mastery in
reading. It is important because reading is one of four major skills of English.
3. As it has been mentioned in conclusion above, the use of Silent Reading give
good contributes to the students in term of motivation, interest, enjoyment
and achievement as well. Therefore the school should give positive support to
maintain and develop the students’ mastery in reading.
4. This study is still away from the state of being perfect. The reader can give
any kinds of suggestion and critic for the perfectness of this study is hoped
and appreciates all of the suggestions and critics. This paper can be used as a
reference if they should make further research on this component.
41
REFERENCES
Bertil. 2005. Ict and formative assessment in the learning society. Sweden: UmeaUniversity
Byrne, Don. 1979. Teaching Writing Skill.England : Longman Group Ltd.
Cottrell, Stella. 2003. The Study Skills Hand Book. New York: PalgraveMacmillan Ltd
Crystal, David. 2003. English as a global language (second edition). New York:Cambridge University Press
Field, Marion. 2009. Improve Your Written English. United Kingdom: How ToContent
Graddol, David. 2000. The future of English. British: The English Company ltd.
Hartley, James. 2008. Academic Writing and Publishing a practical handbook.New York: Taylor and Francis Group
Johnson, David W. and Jhonson, Roger T. 2002. Meaning Assessment:Manageable and Cooperative Process. Boston: a Pearson EducationCompany.
Kurikulum. 2004. KurikulumStandarKompetensi Mata PelajaranBahasaInggris.DinasPendidikandanKebudayaanKarangasem
Langan, John. 2005. College Writing Skill. England: McGraw-Hill Companies.
Leo, Sutanto. 2007. English for Academic Purpose: Essay Writing. Yogyakarta:Andi Offset.
Loannou, Sophie, Georgio and PalvlouPavlos. 2002. Assessing Young Learner.New York: Oxford Unyversity Press.
Muslich, Mansur. 2009. Melaksanakan PTK: PenelitianTindakanKelasItuMudah.Jakarta: Pt. BumiAksara.
Nicola, Barden, Tina. 2007. Words and Symbols. Language and Communicationin Therapy. England: Oven University Press
Taylor, Gordon. 2009. A Student’s Writing Guide. New York: Cambridge
42
Whitaker, Charles. 2004. Best Practice in Teaching Writing: Identifying Kinds ofGenre. Bandung: PakarKarya
Winter. 1999. Writing Paragraphs &The Writing Process. Canada: NationalLiteracy Secretariat
Widiyastiari. 2011. Improving Descriptive Writing Skill through Free WritingApproach of The Eight Grade Student Of SmpSlubSaraswati Denpasar.FKIP UniversitasMahasaraswati Denpasar.
Zemach, Doronthy and Rumisek, Lisa A. 2005.Academic Writing from Paragraphto Essay. Oxford: McMillan Publisher Ltd.
LIST OF APPENDICES
Appendix 1 List of Students’ name
Appendix 2 Pre Test
Appendix 3a Lesson Plan Session 1
Appendix 3b Lesson Plan Session 2
Appendix 3c Lesson Plan Session 3
Appendix 3d Lesson Plan Session 4
Appendix 4 Post Test
Appendix 5 Questionnaire
APPENDIX 1
LIST OF STUDENTS’ NAME
NO SUBJECTS GENDERMALE/FEMALE
1 I Putu Agus Arie S.W MALE2 Agus Hendra Kusuma MALE3 Agus Md Wira Hadi K. MALE4 Ni Putu Anom Aryani P. FEMALE5 Ni Kadek Apri Yanditini FEMALE6 I Nym Ardi Kartika MALE7 I Gd Ari Sukma W. MALE8 Ni Kdk Ari Widiasih FEMALE9 I Nym Gd Ariyana MALE10 Ni Pt Ayu Dewi Antari FEMALE11 Putu Ayu Prastika Dewi FEMALE12 I Pt Gd Bagas Surya P. MALE13 I Gst N.A. Brama W.D. MALE14 Ni Pt Citra Aprilia C. FEMALE15 I Gd Dandyana P. MALE16 I Kd Dede Ari Setiawan MALE17 Kd Pande Dimas Prastya MALE18 Ni Luh Pt Erna Larasati FEMALE19 I pt Indrayana MALE20 Ni Luh Gd Izta Mawarni FEMALE21 Ni pt Linda Kusuma W. FEMALE22 Ni Nym Sri Anggreni FEMALE23 Ni Kdk Nesa Indrayanti FEMALE24 Ni Kd Novi Kusuma D. FEMALE25 Putu Novik Pratiwi FEMALE26 I Gd Prasetya Maha P. MALE27 I Gst N. Rai Panji MALE28 Rai Putri Diantari FEMALE29 Rai Yogi Iswara MALE30 S.Ngurah Md Sagita N. MALE
APPENDIX 2
PRE-TEST
School : SMP Negeri 2 MengwiGrade/Semester : VIII/2Semester : 2Date : June 2013
The text for no 1-6
Hello, my name is Dina. I have pets, they are dogs because i like dogs
very much. I keep two dogs in my house. I love them because they are so
clever. I can train them to do many things. My dog can sit down when i ask
them to sit down. They can walk on their two hind legs. They can also catch a
ball with their mouth. My dog’s name are Casper and Jeany. Casper is a
dachshund. He is short with long body and four strong legs. Jeany is collie.
She has long and thick fur. What color is her fur? It is brownish. She is very
beautiful and clean. I always take care of my dogs. I feed them three times a
day. Every evening my sister and I take the dogs out and walk them. I bath
them twice a week and brush them. Once in two months. I take my dog to the
veterinarian to have them checked.
1. Why does Dina keep dogs as her pets? Because...
a. she has two dogs c. she trains dogs
b. she love dogs very much d. she asks dogs to do
many activities
2. What is Casper like?
a. It has long and thick fur c. Its very beautiful
b. It is yellow brownish dog d. Its short with long body
and strong legs
3. I love “them” because...(fourth sentence). What does them here refer
to?
a. Dina and her pets c. Dina’s two dogs
b. Dina and her dogs d. Dina and her friends
4. How many activities can Dina’s dogs do? They are...
a. four c. two
b. three d. only one
5. How often does Dina take her dogs to the veterinarian?
a. Three times a day c. Once in two month
b. Once in a month d. Every evening
6. These are done by Dina to take careof her dogs, except...
a. feed them three times a day c. check the dogs to the
veterinarian
every two month
b. take the dogs for a walk d. bath them once in two
weeks
The text for no 7-11
Dion is Indonesian and Janet is American, but they are very good
friend. They were born in Bandung and live there. Dion’s house is only three
doors next to Janet’s. They go to the same school together. They always help
each other. When Dion has a lot of works, Janet helps him, and when Janet has
a lot of works, Dion help her too. Usually they study together in the afternoon.
They study in Dion’s house from Monday to Wednesday, and in Janet’s house
from Thursday to Saturday.
7. The topic of the text is...
a. Janet’s friend c. Janet and Dion are
friends
b. Dion’s friends d. very good friends
8. Janet was born in...
a. America c. Indonesia
b. Australia d. Singapore
9. From the text we know that...
a. Dion and Janet are not students
b. Dion and Janet are students of different school
c. Dion and Janet are students of the same school
d. Dion ad Janet are students of the same school but different classes
10. Which statement is “true’ about the text?
a. Dion always helps Janet c. Dion and Janet always
help each other
b. Janet always helps Dion d. Dion and Janet do not
always help each
other
11. Dion and Janet do not study together on...
a. Monday c. Friday
b. Tuesday d. Sunday
The text for no 12-17
Last week we went on trip to see a waterfall. We left from school at
seven thirty in the morning. We arrived at the waterfall site at nine o’clock. It
was nice place, especially the waterfall. Its so high, more than 100 meters. The
air was so fresh, and the water from up was so clear and cool. Some of us
played with the water, and the other just watched the scenery. At noon, we had
lunch together. We were really happy.
12. What the purpose of the text above?
a. To describe something c. To retell the past events
b. To give report d. To tell how to make
something
13. What time did they leave from school?
a. 07.30 a.m c. 09.00 a.m
b. 07.30 p.m d. 09.00 p.m
14. What time did they arrive at waterfall site?
a. 07.00 a.m c. 09.00 a.m
b. 07.30 a.m d. 09.30 a.m
15. How was the air?
a. It was hot c. It was clear
b. It was cool d. It was fresh
16. Here are some activities of the children in the waterfall site, except...
a. watched the scenery c. had breakfast together
b. played with water d. had lunch together
17. We were really happy (last sentence). We here refers to...
a. the writer and his schoolmates c. the writer and his
brother
b. the writer and his family d. the writer and friends
The text for no 18-20
Marry receives a birthday present from her mother. It is a rabbit. It has
big fluffy ears and red eyes. Marry loves her pets very much. She names it
snowy because it is white.
18. What is Marry present?
a. It is birthday present c. It is snow
b. It is a rabbit d. It is a pet
19. What is color of rabbit’s eyes?
a. Snowy c. White
b. Blue d. Red
20. Why does Marry choose this name? Because...
a. she likes this name c. the pet is white
b. she likes everything in white d. her rabbit is white
APPENDIX 3a
LESSON PLANCYCLE I
Education level : SMP Negeri 2 MengwiGrade/Semester : VIII/2Subject : EnglishSession : 1Time allocation : 2 x 45 minutes
A. Competence.
1. Standard Competence.
5.Comprehending meaningful functional short simple text in essay
descriptive and recount form which environment related.
2. Basic Competence.
5.1. Reading loud meaningful functional short simple texts in essay
descriptive and recount with spell, stress and intonation thankful to
interact with the environtment.
B. Indicators.
1. Students are able to find the specific information of the text.
2. Students are able to answer the question based on the text.
C. Learning Objective
At the end of learning process, the students are expected to be able to:
1. Identify the main idea of descriptive and recount text.
2. Get information from the text.
D. Learning Materials.
Descriptive text is used to describe/explain someone, thing or specificplace. This text gives information clearly and detail with generic structuresuch as identification, and description. The characteristic of descriptiveparagraph such as (1) using simple present tense, (2) using attribute has andhave, (3) using linking verb (is, are, appears), (4) using adjective (big,beautiful, small, etc), and (5) using compound adjective and degreecomparison.
Descriptive text entitled “Dina’s Pets”.
Hello, my name is Dina. I have pets, they are dogs because i like dogsvery much. I keep two dogs in my house. I love them because they are soclever. I can train them to do many things. My dog can sit down when i askthem to sit down. They can walk on their two hind legs. They can also catch aball with their mouth. My dog’s name are Casper and Jeany. Casper is adachshund. He is short with long body and four strong legs. Jeany is collie.She has long and thick fur. What color is her fur? It is brownish. She is verybeautiful and clean. I always take care of my dogs. I feed them three times aday. Every evening my sister and I take the dogs out and walk them. I baththem twice a week and brush them. Once in two months. I take my dog to theveterinarian to have them checked.
E. Method/Technique. : Silent Reading Comprehension
F. Teaching and Learning Steps.
No Teacher’s activities Students’ activity Time1. Pre-activity
- Greeting the students andchecking studentattendance.
- Asking students somequestion related the topicgiven
- Responding the greetingand checking of teacher.
- Answering based on theprior knowledge.
10minutes
2. Whilst activitya. Elaboration- Asking students to pay
attention to the teacher.- Explaining the material
about descriptive text suchas generic structure andcharacteristic of descriptiveparagraph.
b. Elaboration- Giving an example about
descriptive text (Dina’sPets).
- Asking students to read thetext silently and carefully.
- Asking student do the posttest which choose the rightanswer by crossing a,b,c, ord.
c. Confirmation- Teacher asks student to
focus read a paragraphrelated with the questions.
- Remembering the times
- Paying attention to theteacher.
- Accepting and learning thematerial.
- Listening carefully
- Read the text carefullybefore answer thequestions.
- Doing the post test byanswer the question.
70minutes
G. Learning Source
1. Enrichment Material Book for 8th grade Unit 2.
2. Effective English for grade VIII of Junior High School.
H. Evaluation.
Form of instrument : multiple choice item
Kind of evaluation : post test
Mengwi, June 2013
Researcher
I Putu Adi Sujaya
when the students stop doesthe task.
- Focusing to the text.
3. Post-activity- Collecting students’ task
and give a conclusion aboutthe material.
- Ending the class.
- Submitting the task to theteacher
- Saying thanks to theteacher.
10minutes
APPENDIX 3b
LESSON PLANCYCLE I
Education level : SMP Negeri 2 MengwiGrade/Semester : VIII/2Subject : EnglishSession : 2Time allocation : 2 x 45 minutes
A. Competence.
1. Standard Competence.
5.Comprehending meaningful functional short simple text in essay
descriptive and recount form which environment related.
2. Basic Competence.
5.1. Reading loud meaningful functional short simple texts in essay
descriptive and recount with spell, stress and intonation thankful to
interact with the environtment.
B. Indicators.
1. Students are able to find the specific information of the text.
2. Students are able to answer the question based on the text.
C. Learning Objective
At the end of learning process, the students are expected to be able to:
1. Identify the main idea of descriptive and recount text.
2. Get information from the text.
D. Learning Materials.
Descriptive text is used to describe/explain someone, thing or specificplace. This text gives information clearly and detail with generic structuresuch as identification, and description. The characteristic of descriptiveparagraph such as (1) using simple present tense, (2) using attribute has andhave, (3) using linking verb (is, are, appears), (4) using adjective (big,beautiful, small, etc), and (5) using compound adjective and degreecomparison.
Descriptive text entitled “They are friends”.
Dion is Indonesian and Janet is American, but they are very good friend.
They were born in Bandung and live there. Dion’s house is only three doors
next to Janet’s. They go to the same school together. They always help each
other. When Dion has a lot of works, Janet helps him, and when Janet has a
lot of works, Dion help her too. Usually they study together in the afternoon.
They study in Dion’s house from Monday to Wednesday, and in Janet’s
house from Thursday to Saturday
E. Method/Technique. : Silent Reading Comprehension
F. Teaching and Learning Steps.
No Teacher’s activities Students’ activity Time1. Pre-activity
- Greeting the students andchecking studentattendance.
- Asking students somequestion related the topicgiven
- Responding the greetingand checking of teacher.
- Answering based on theprior knowledge.
10minutes
2. Whilst activityd. Elaboration- Asking students to pay
attention to the teacher.- Explaining the material
about descriptive text suchas generic structure andcharacteristic of descriptiveparagraph.
e. Elaboration- Giving an example about
descriptive text (Dina’sPets).
- Asking students to read thetext silently and carefully.
- Asking student do the posttest which choose the rightanswer by crossing a,b,c, ord.
f. Confirmation- Teacher asks student to
focus read a paragraphrelated with the questions.
- Remembering the timeswhen the students stop doesthe task.
- Paying attention to theteacher.
- Accepting and learning thematerial.
- Listening carefully
- Read the text carefullybefore answer thequestions.
- Doing the post test byanswer the question.
70minutes
G. Learning Source
1. Enrichment Material Book for 8th grade Unit 2.
2. Effective English for grade VIII of Junior High School.
H. Evaluation.
Form of instrument : multiple choice item
Kind of evaluation : post test
Mengwi, June 2013
Researcher
I Putu Adi Sujaya
- Focusing to the text.
3. Post-activity- Collecting students’ task
and give a conclusion aboutthe material.
- Ending the class.
- Submitting the task to theteacher
- Saying thanks to theteacher.
10minutes
APPENDIX 3c
LESSON PLANCYCLE II
Education level : SMP Negeri 2 MengwiGrade/Semester : VIII/2Subject : EnglishSession : 3Time allocation : 2 x 45 minutes
A. Competence.
1. Standard Competence.
5.Comprehending meaningful functional short simple text in essay
descriptive and recount form which environment related.
2. Basic Competence.
5.1. Reading loud meaningful functional short simple texts in essay
descriptive and recount with spell, stress and intonation thankful to
interact with the environtment.
B. Indicators.
1. Students are able to find the specific information of the text.
2. Students are able to answer the question based on the text.
C. Learning Objective
At the end of learning process, the students are expected to be able to:
1. Identify the main idea of descriptive and recount text.
2. Get information from the text.
D. Learning Materials.
Descriptive text is used to describe/explain someone, thing or specificplace. This text gives information clearly and detail with generic structuresuch as identification, and description. The characteristic of descriptiveparagraph such as (1) using simple present tense, (2) using attribute has andhave, (3) using linking verb (is, are, appears), (4) using adjective (big,beautiful, small, etc), and (5) using compound adjective and degreecomparison.
Descriptive text entitled “Nice Trip”.
Last week we went on trip to see a waterfall. We left from school at
seven thirty in the morning. We arrived at the waterfall site at nine o’clock. It
was nice place, especially the waterfall. Its so high, more than 100 meters.
The air was so fresh, and the water from up was so clear and cool. Some of us
played with the water, and the other just watched the scenery. At noon, we
had lunch together. We were really happy.
E. Method/Technique. : Silent Reading Comprehension
F. Teaching and Learning Steps.
No Teacher’s activities Students’ activity Time1. Pre-activity
- Greeting the students andchecking studentattendance.
- Asking students somequestion related the topicgiven
- Responding the greetingand checking of teacher.
- Answering based on theprior knowledge.
10minutes
2. Whilst activityg. Elaboration- Asking students to pay
attention to the teacher.- Explaining the material
about descriptive text suchas generic structure andcharacteristic of descriptiveparagraph.
h. Elaboration- Giving an example about
descriptive text (Dina’sPets).
- Asking students to read thetext silently and carefully.
- Asking student do the posttest which choose the rightanswer by crossing a,b,c, ord.
i. Confirmation- Teacher asks student to
focus read a paragraphrelated with the questions.
- Remembering the timeswhen the students stop doesthe task.
- Paying attention to theteacher.
- Accepting and learning thematerial.
- Listening carefully
- Read the text carefullybefore answer thequestions.
- Doing the post test byanswer the question.
70minutes
G. Learning Source
1. Enrichment Material Book for 8th grade Unit 2.
2. Effective English for grade VIII of Junior High School.
H. Evaluation.
Form of instrument : multiple choice item
Kind of evaluation : post test
Mengwi, June 2013
Researcher
I Putu Adi Sujaya
- Focusing to the text.
3. Post-activity- Collecting students’ task
and give a conclusion aboutthe material.
- Ending the class.
- Submitting the task to theteacher
- Saying thanks to theteacher.
10minutes
APPENDIX 3d
LESSON PLANCYCLE II
Education level : SMP Negeri 2 MengwiGrade/Semester : VIII/2Subject : EnglishSession : 4Time allocation : 2 x 45 minutes
A. Competence.
1. Standard Competence.
5.Comprehending meaningful functional short simple text in essay
descriptive and recount form which environment related.
2. Basic Competence.
5.1. Reading loud meaningful functional short simple texts in essay
descriptive and recount with spell, stress and intonation thankful to
interact with the environtment.
B. Indicators.
1. Students are able to find the specific information of the text.
2. Students are able to answer the question based on the text.
C. Learning Objective
At the end of learning process, the students are expected to be able to:
1. Identify the main idea of descriptive and recount text.
2. Get information from the text.
D. Learning Materials.
Descriptive text is used to describe/explain someone, thing or specificplace. This text gives information clearly and detail with generic structuresuch as identification, and description. The characteristic of descriptiveparagraph such as (1) using simple present tense, (2) using attribute has andhave, (3) using linking verb (is, are, appears), (4) using adjective (big,beautiful, small, etc), and (5) using compound adjective and degreecomparison.
Descriptive text entitled “Living in a Big City”.
I live in a big city. There are many streets from the north to south, fromthe west to east. Many people sometimes forget where is the west, and whereis the east as well as north to south. So, in a big city there are many signs toshow the direction of the street. To show the direction of west , people alwaysbring a compass. So, people cannot lose their way.
E. Method/Technique. : Silent Reading Comprehension
F. Teaching and Learning Steps.
No Teacher’s activities Students’ activity Time1. Pre-activity
- Greeting the students andchecking studentattendance.
- Asking students somequestion related the topicgiven
- Responding the greetingand checking of teacher.
- Answering based on theprior knowledge.
10minutes
2. Whilst activityj. Elaboration- Asking students to pay
attention to the teacher.- Explaining the material
about descriptive text suchas generic structure andcharacteristic of descriptiveparagraph.
k. Elaboration- Giving an example about
descriptive text (Dina’sPets).
- Asking students to read thetext silently and carefully.
- Asking student do the posttest which choose the rightanswer by crossing a,b,c, ord.
l. Confirmation- Teacher asks student to
focus read a paragraphrelated with the questions.
- Remembering the timeswhen the students stop doesthe task.
- Paying attention to theteacher.
- Accepting and learning thematerial.
- Listening carefully
- Read the text carefullybefore answer thequestions.
- Doing the post test byanswer the question.
- Focusing to the text.
70minutes
G. Learning Source
1. Enrichment Material Book for 8th grade Unit 2.
2. Effective English for grade VIII of Junior High School.
H. Evaluation.
Form of instrument : multiple choice item
Kind of evaluation : post test
Mengwi, June 2013
Researcher
I Putu Adi Sujaya
3. Post-activity- Collecting students’ task
and give a conclusion aboutthe material.
- Ending the class.
- Submitting the task to theteacher
- Saying thanks to theteacher.
10minutes
APPENDIX 4
POST-TESTSchool : SMP Negeri 2 MengwiGrade/Semester : VIII/2Semester : 2Date : June 2013
The text for no. 1-10
Living In A Big City
I live in a big city. There are many streets from the
north to south, from the west to east. Many people sometimes
forget where is the west, and where is the east as well as north
to south. So, in a big city there are many signs to show the
direction of the street. To show the direction of west , people
always bring a compass. So, people cannot lose their way.
1. What is the title of the passage?
a. Compass c. Lose the way
b. Many streets d. Living In A Big City
2. ……is used to show the direction of the street.
a. Street c. Signs
b. The west d. Watch
3. What is the opposite of east?
a. West c. South East
b. North d. South
4. North east in bahasa Indonesia is….
a. Barat Daya c. Tenggara
b. Timur Laut d. Barat Laut
5. To know where is the west, people always bring a….
a. stop watch c. wrist watch
b. map d. compass
6. South east in bahasa Indonesia is…..
a. Tenggara c. Timur Laut
b. Barat d. Barat Daya
7. The opposite south west is…
a. North East c. South East
b. West d. East
8. North west in bahasa Indonesia is…..
a. Barat Daya c. Barat Laut
b. Timur Laut d. Tenggara
9. How many poles (kutub) are there in the compass?
a. Two poles c. Five poles
b. Four poles d. Three poles
10. The poles of magnet in the compass are…
a. North pole and south pole c. South east pole and
north east pole
b. East pole and west pole d. Southwest pole and
north west pole
Our Classes Have a Trip
On holiday, in the middle of june our classes have a trip
to the Kuta Beach. The Kuta Beach is very beautiful, because
of the white sand. We go there by bus. All students wear sport
wear. Any students bring volley ball and football.
A long the beach we see abeautiful sight. The beach is
wide and clean. We can footballbeach, volleyball beach,
jogging, walking, lying on the sand, diving, swimming, and
playing a kite.
On the sand there were any group of girls to make
whispering. On that triping, each student bring food, fruit and
water.
11. What the title of the text?
Our Classes Have….
a. an English Test c. a Sport Test
b. a Trip d. a Biology Test
12. On what day their classes have a trip?
a. Holiday c. Friday
b. Wednesday d. Saturday
13. In what month is their classes have a trip?
a. In the middle of June c. In the middle of July
b. In the middle of August d. In the middle of March
14. What uniform do the student wear?
a. Scout uniform c. Sport wear
b. Batik d. Jacket
15. The beach is very beautiful because….
a. white sand c. black sand
b. yellow sand d. green sand
16. who makes whispering? They are…
a. any groups of tourist c. any groups of girls
b. any groups of boys d. any groups of drivers
17. On that triping student bring….
a. food, fruit,and water c. food and water
b. food and ice cream d. food and fruit
18. How many activities are there for the students on the beach?
a. Seven c. Eight
b. Five d. Three
19. How the students go to the beach?
a. horse cart c. on horse back
b. by bus d. by train
20. Putu : ….you go to the beach tomorrow?
Komang : Yes, I will.
a. Is c. Are
b. Am d. Do
APPENDIX 5
QUESTIONNAIRE
School : SMP Negeri 2 MengwiGrade/Semester : VIII/2Semester : 2Date : June 2013
Petunjuk Menjawab:1. Jawablah semua pertanyaan dalam kuesioner dibawah ini dengan cara
memberikan tanda silang (X) pada jawaban yang paling sesuai dengankeadaan Anda.
2. Semua jawaban adalah benar, karena itu jawablah dengan sejujurnya danjangan meniru pekerjaan teman.
3. Terimakasih atas bantuan Anda dalam menjawab pertanyaan kuesioner inisecara jujur.
Pertanyaan1. Apakah Anda senang dalam belajar Bahasa Inggris?
A. Sangat senangB. SenangC. Kurang senangD. Tidak senang sama sekali
2. Apakah Bahasa Inggris dapat membantu Anda dalam kehidupan sehari-hari?A. Sangat membantuB. MembantuC. Kurang membantuD. Tidak membantu sama sekali
3. Apakah Anda suka belajar reading (membaca) dalam Bahasa Inggris?A. Sangat sukaB. SukaC. Kurang sukaD. Tidak suka sama sekali
4. Dapatkah teknik Silent Reading meningkatkan ketertarikan Anda dalambelajar Bahasa Inggris?A. Sangat menarikB. MenarikC. Kurang menarikD. Tidak menarik sama sekali
5. Apakah Anda suka belajar reading dengan menggunakan teknik SilentReading?A. Sangat sukaB. SukaC. Kurang sukaD. Tidak suka sama sekali
6. Apakah Anda termotivasi untuk belajar reading dengan menggunakanteknik Silent Reading?A. Sangat memotivasiB. MemotivasiC. Kurang memotivasiD. Tidak memotivasi sama sekali
7. Pembelajaran menggunakan teknik Silent Reading ……………..dalamketerampilan membaca saya.A. sangat membantuB. membantuC. kurang membantuD. tidak membantu sama sekali
8. Bagaimana kemampuan membaca Anda setelah belajar denganmenggunakan teknik Silent Reading?A. Sangat meningkatB. MeningkatC. Kurang meningkatD. Tidak meningkat sama sekali
9. Silent Reading merupakan teknik ………………….dalam prosespembelajaran Reading Comprehension.A. sangat efektifB. efektifC. kurang efektifD. tidak efektif sama sekali
10. Apakah Anda setuju jika pembelajaran menggunakan teknik SilentReading diterapkan dalam kegiatan belajar Reading Comprehension?A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju sama sekali
AUTOBIOGRAPHY
I Putu Adi Sujaya, I was born in Kapal on 6th July
1987. I live in br. Celuk Kapal Mengwi Bali. I am
Balinese and my religion is Hinduism. My father
name’s is I Wayan Gaja and my mother name’s is Ni
Nyoman Suani. I have one sister and one brother in
my family. I was graduated from TK Kumarasthana in
1993 and continued my study at SDN 3 Kapal until 1999. Then I continued to
the junior high school at SMPN 1 Mengwi from 1999 until 2002 and the senior
high school at SMKN 1 Denpasar since 2002 until 2005. After graduated from
senior high school, I continued my study at English Education Department of
FKIP Mahasaraswati Denpasar University on 2009 until 2013.