32
May 21
st
2013 at VIII class of SMP N 245 Jakarta, academic year 20122013. This class consisted of 32 students. The table below showed
the result of pre questionnaire.
The Result of Questionnaire before Classroom Action Research
No Questions
Percentage SS
S A
TS STS
1
Saya sering membaca buku, komik, koran, novel, atau
majalah yang
berbahasa Inggris.
15.62 28.12
31.25 12.5
12.5
2
Saya selalu bertanya kepada guru
atau teman
ketika menemukan kesulitan dalam
mempelajari pelajaran bahasa inggris.
18.75 12.5
46.88 15.62
6.25
3
Saya selalu memperhatikan penjelasan
guru selama
kegiatan belajar mengajar berlangsung.
56.25 21.88
56.25 6.25
4
Dari empat
skill dalam
bahasa Iggris
Listening, Speaking,
Reading dan
Writing reading membaca merupakan yang paling susah
saya pahami.
15.62 6.25
40.62 21.88
15.62
5
Saya sangat
mudah menyelesaikan soal-soal atau
tugas yang diberikan guru
25 21.88
31.25 15.62
6.25
6
Setiap hari saya mempelajari ulang
pelajaran bahasa
inggris di rumah.
3.12 12.5
31.25 31.25
21.88
7
Cara guru saya mengajar pada
pelajaran membaca
dalam bahasa Inggris sangat membantu saya memahami
topik atau
tema yang
diajarkan.
28.12 21.88
50
33
8
Saya merasa
kesulitan memahami teks-teks yang
berbahasa Inggris.
46.88 31.25
12.5 6.25
3.12
9
Saya sangat
mudah memahami
teks-teks narrative yang diajarkan guru
di kelas.
6.25 6.25
3.12 46.88
31.25
10
Saya sangat
mudah menyelesaikan soal-soal yang
berkaitan dengan teks-teks narrative
9.37 3.12
46.88 21.88
18.75
Keterangan: SS : Sangat Setuju
S : Setuju A : Abstain
TS : Tidak Setuju
STS: Sangat Tidak Setuju
Table 4.1 The Result Questionnaires in the Preliminary of Study
The description of the pre questionnaire as follow:
1. The feeling to read English text
The result of the questionnaire showed that 15.62 of students like to read English text very much, 28.12 of students
like to read English text, 31.25 students felt fair to read the English text, 12.5 students
didn’t like to read English text. And, 12.5 students didn’t like to read English text very much. It can be
drawn the conclusion that most of the students of eighth grade class like to read English text.
2. The feeling to solve their problem in understanding the lesson
The result of questionnaire showed that 18.75 of students always ask to the teacher about their problem in understanding
English lesson. 12.5 of students like to share their problem in
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English lesson. 46.88 of the students felt fair to share their problem in English lesson. 15.62 of students did not like to share
their problem in English lesson. 6.25 of students didn’t like to
share their problem in understanding the English lesson very much. As a conclusion, some students seldom to share their problem in
understanding the English lesson. 3.
The Feeling to pay attention to teachers’ explanation The result showed that 56.25 of students always give
their attention to the teachers’ explanation and 21.88 of the students
usually give their attention to the teachers’ explanation. 56.25 of them felt fair
to give attention to the teachers’ explanation. 12.5 of them sometime give their attention to the
teachers’ explanation. It was indicated that the students gave their att
ention to the teachers;’ explanation. 4.
The feeling if Reading is the most difficult skill in English lesson It showed that 15.62 of the students did not agree very
much that reading is the most difficult skill and 6.25 of students also did not agree about that. 40.62 of them felt fair about that.
21.88 of them stated that reading is the most difficult English skill. Other 15.62 of them agreed very much that reading is the
most difficult skill. It meant that many of students got difficulties in comprehending the text, so they felt that reading was difficult
skill. 5.
The feeling to complete the task or questions about reading. It showed that 25 of the students could complete the
reading task. 21.88 of the students usually could complete the reading task. 31.25 of them felt fair to complete the reading task.
15.62 of the students felt that they got difficult in completing the reading task. And 6.25 of them agreed very much that they got
difficult in completing the reading task. So, some of the students still got difficult in completing the reading task.
35
6. The activity to study English lesson at home
It showed that 3.12 of the students agreed very much that they learnt again what they learnt at class. 12.5 of them also
agreed about that. 31.25 of them felt fair. 31.25 of them did not learn again what they learned at class. Then 21.88 of them did
not agree very much if they learnt again their lesson at home. It meant most of the students did not study again what they got at
school. 7.
The way of the teacher to teach English. The result showed that 28.12 of the students like the
teacher’s method very much. 21.88 of them also like the teacher’s method. 50 of them felt fair. So, it indicated that most
of the students like the teacher’s method in teaching English.
8. The feeling of difficult in understanding English text
It showed that 9.37 of students disagreed very much if they felt boring in the class. 12.5 of them also disagreed about
that. 53.12 of them felt fair. 25 of them felt boring in reading English text. It means that some students need to be given another
teaching method to motivate them in reading a text. 9.
The feeling to understand the narrative text easily. The result showed 6.25 of the students agreed very much
if they could understand the narrative text. 6.25 of them usually could understand the narrative text. 3.12 of them felt fair.
Besides, 46.88 of them stated that they got difficulties in understanding narrative text. 31.25 of students felt difficult in
understanding the narrative text very much. It could be concluded many of students felt difficult in understanding the narrative text.
10. The feeling to complete the task or questions about narrative text
easily It showed that 9.37 of the students got easy in completing
the tasks about narrative text. 3.12 of students usually felt easy
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in completing the task about narrative text. 46.88 of students sometime felt easy in completing the tasks about narrative text.
21.88 of students got difficulties in completing the tasks about narrative text. 18.75 of students felt difficult in completing the
tasks about narrative text very much. It means many of students still get the difficulties in completing the tasks about narrative text.
The conclusion in term of reading problem was the VIII grade still got difficulty in reading skill and needed improvement to reach
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM.
3. The Result of Pre Test
The pretest was held before the Classroom Action Research CAR. It was conducted on Thursday, May 21
st
2013. It started at 09.40 A.M. There were actually 20 questions in multiple-choice form in which
the students carried out the test during 25 minutes. Based on the result of the pre test, the data showed that the mean
score of pretest was 61.56. There were only six students who derived the score above the criterion of minimum completeness KKM meanwhile the
other 26 students were below that criterion. The student ’s lowest score was
35. From that analyzing, it could be seen that almost of the VIII – 6
students’ reading comprehension was still very low.
B. The Implementation of Classroom Action Research CAR 1.
The First Cycle 1.1 Planning
In this step the writer and the teacher made a planning for the action according to the problem that faced by the students in understanding
reading comprehension. First, the writer designed lesson plan for the first cycle into two lesson plans. Second, the writer employed story mapping
technique as the technique of teaching of reading with the goal of
37
facilitating the students to improve their reading comprehension. Third, the writer and the teacher decided narrative text to be taught to the
students. In this case, the writer determined the selected material and exercises into a lesson plan.
The writer also prepared the observation sheets to observe the students’ and the teacher’s activities in teaching learning process. Beside
that the writer also prepared the post test 1 to collect the data; to know whether t
here are some students’ improvement scores from pretest to posttest.
Next, the writer and the teacher determined the criteria of success. The criteria of success were 75 of the students’ reading score achieved
the Minimum Mastery Criterion- Kriteria Ketuntasan Minimal KKM of English 71 or above and 75 of students participated in reading class.
1.2 Acting
The action of the first cycle was held on May 24
th
and 28
th
2013. The teacher did the teaching learning process based on the lesson plan had
been made. The writer acted as the teacher, and the English teacher acted
as an observer. The teacher taught narrative text by using story mapping.
First meeting May, 24
th
2013
The material in the first meeting was the narrative text. The titles of the texts were The Smartest Parrot, and The Crocodile and the Mouse
Deer. The teacher began the lesson by greeting the students, then ding brainstorming to motivate the students in learning English. After that the
teacher explained the schematic structure and language features of narrative text. In this meeting the teacher divided the students into group
work. After that, the teacher asked some of the students from the different group to read the text loudly. After they read the story, the teacher asked
them to discuss in their group about the schematic structures of the text
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that they read and taking a note about the schematic structure into the story mapping sheet. Then, the teacher gave the students some questions based
on the text such as main idea, supporting details, and schematic structures from the story that they read. Besides, the teacher explained about the
concept of story mapping and gave the examples how to use it. At last, the teacher asked the students to do exercises into a story mapping sheet by
taking note the key words and by using paraphrase with the second story. This task was done by the students individually.
Second meeting May, 28
th
2013
In the second meeting the writer took a story with the title was The Beauty and the Beast. In this session the teacher started the lesson by
motivating students in learning English through a game. Then, the teacher reviewed about the topic that have discussed in the previous
meeting. After that, the teacher asked students to read the text silently. After that, some students read the text loudly. After that, the teacher
explained the schematic structures of narrative text and the language feature considering the narrative text. Then, teacher gave the students
some questions based on the text such as main idea, supporting details, and schematic structures from the story that they read. In the last
meeting, the teacher and the writer gave the post test 1 to know whether the students improved their reading comprehension or not. It was done
individually.
1.3 Observing
In this step, the observer observed the students’ participation and
teaching learning process through field notes. These notes such as: the teacher’s performance, class situation, the students’ response, and the test
that will use in the posttest 1. Besides, the writer also took a note about the suggestion from the observer for the next meeting. After finishing the first
