IMPROVING STUDENTS’ READING COMPREHENSION USING MAKE A MATCH TECHNIQUE AT THE VIII 3 GRADE STUDENTS OF SMP NEGERI 3 PRINGSEWU

ABSTRACT

IMPROVING STUDENTS’ READING COMPREHENSION USING MAKE
A MATCH TECHNIQUE AT THE VIII 3 GRADE STUDENTS OF SMP
NEGERI 3 PRINGSEWU
By
HAYATI
Keywords : Reading Comprehension, Make A Match Technique
Reading is one of important skills in English. Reading is a complex
cognitive process of decoding symbols in order to construct or derive meaning
(reading comprehension). The problem of this research was that the students still
had difficulties to understand the reading text. And the objectives of this research
were (1) to describe how the make a match technique improves the students’
reading comprehension achievement (2) to describe the students’ opinion of make
a match technique in learning reading comprehension (3) to describe how make a
match technique makes the students active in learning reading comprehension.
The Make a Match technique was implemented as alternative technique to
improve the students’ reading comprehension skill.
The subject of this research was the VIII3 grade students of SMPN 3
Pringsewu. This research was conducted in two cycles. An action research was
carried out in order to improve the students’ reading comprehension by using

Make a Match Technique in the class.
The result of this research showed that Make a Match Technique improved
the students’ reading comprehension. There were two indicators that were used in
this research, i.e. learning process and learning product. Learning process showed
that more of the students were lack of vocabulary. Giving good strategy in
learning vocabulary was done to overcome the problem of learning process. In
learning product, there was improvement of students’ reading comprehension
achievement in group discussion about 31,14% and 34,61% in individual test.
The conclusion were drawn that there were an improvement of the
students’ reading comprehension after the Make a Match Technique implemented.
The students also believed that Make a Match Technique made them easier to
comprehend the reading text faster. Therefore, the Make a Match Technique could
be recommended to be used to English teachers to improve the students’ reading
comprehension.

ii

CURRICULUM VITAE

The writer’s name is Hayati. She was born in Klaten, Gadingrejo, Pringsewu, on

March 30th, 1972. She is the second daughter of a harmonious couple, Sarwo and
Suwarni. She has a brother named Handoko and a sister Handayani.
She began her study at Elementary School at SD Negeri 3 Yogyakarta, Gadingrejo
in 1979 and graduated in 1985. She continued her study to SMP Negeri 1
Gadingrejo and graduated in 1988. After graduating from Junior High School, she
entered SPG Negeri Pringsewu and graduated in1991. She continued her study to
Diploma 3 of English Education Study Program at Teacher Training and
Education STKIP Muhammadiyah Pringsewu and graduated in1995. In 2003, she
was accepted as S1 student of Indonesian Education Study Program STKIP
Muhammadiyah Pringsewu and graduated in 2005. In 2013, She registered as an S
1 student of English Education Study Program at Teacher Training and Education
Faculty (FKIP) of lampung University.
She has been an English teacher since 1995 at MTs Negeri Liwa, West Lampung,
and she moved to MTs Negeri Pringsewu in 2000. She moved from Mts Negeri
Pringsewu to SMP Negeri 3 Pringsewu in 2012. And now, she is an English
teacher of SMP Negeri 3 Pringsewu.

v

DEDICATION

This script is dedicated to
My beloved mother who never stops praying for me (Hj.Suwarni) and to the late
of my father (Sarwo)
My husband (Heri Satriono) and my sons ( Ryan and Rizki)

My siblings ( Handoko and Handayani)
All my friends of English Departement 2013
(Septi, Vivi, Melisa, Halusa, Erna, Iin and Heru)
Almamater UNILA

vi

MOTTO

The Success and the Happiness will be meaningful, if you want to split up to
another
( Albert Camus )

vii

ACKNOWLEDGEMENTS

Alhamdulillahirobbil’aalamiin, Praised be merely to Alloh SWT for the blessing
and gracious mercy that enable the writer to accomplish this script entitled
Improving Students’ Reading Comprehension Using Make a Match Technique at
The VIII 3 Grade Students of SMP Negeri 3 Pringsewu.
It is necessary to be known that this script will never have come into its existence
without any supports, encouragements, and assistances by several outstanding
people. Therefore, The writer would like to express her deepest gratitude and
respect to her first advisor, Prof.Ag.Bambang Setiyadi, M.A, Ph.D, and her
second advisor Drs. Sudirman, M.Pd, who have guided, assisted and encouraged
her during the completion of this script. Her gratitude is also extended to Drs.
Ujang Suparman, M.A, Ph.D, who has given valuable suggestion as her examiner.
To all lecturers of English Study Program, who have contributed their guidance
and knowledge for the writer, thank you.
In case, the writer also want to extend her great appreciation to Mr.Suprapto,
M.Pd, Headmaster of SMP Negeri 3 Pringsewu, Mr. Andi Mukriadi, M.Pd,
Supervisor of SMP Negeri 3 Pringsewu, Mr. Solah, M.Pd and Mrs. Triyanti
Viandany, M.Pd, the English teachers of SMP Negeri 3 Pringsewu

viii

The greatest honor and appreciation would be dedicated to the writer’s beloved
mother, her husband, her sons and her siblings who have given support and pray
for her.
The writer hopes that this script will be useful and beneficial for the readers,
especially those who are involved in English teaching instruction.

Bandar Lampung, 2 September 2014

Hayati

ix

CONTENT
Page

TITLE....................................................................................................

i

ABSRACT.............................................................................................

ii

APPROVAL..........................................................................................

iii

ADMISSION.........................................................................................

iv

CURRICULUM VITAE.......................................................................

v

DEDICATION......................................................................................

vi

MOTTO.................................................................................................

vii

ACKNOWLEDGEMENTS.................................................................

viii

CONTENTS............................................................................................ ix
LIST OF TABLE...................................................................................

xii

LIST OF APPENDICES.......................................................................

xiii

I.

II.

CHAPTER I – INTRODUCTION
1.1.

Background of the Problem................................................ 1

1.2.

Problems Identification....................................................... 4

1.3.

Limitation of The Problem.................................................. 5

1.4.

Problem Formulation......................................................... 5

1.5.

Objectives of The Research.............................................. 6

1.6.

Uses of The Research......................................................

1.7.

Definition of Terms........................................................... 7

CHAPTER II – FRAME OF THEORIES

6

2.1.

Concept of Reading Comprehension...............................

8

2.2.

Aspects of Reading..........................................................

11

2.3.

Strategies in Teaching Reading Comprehension............

15

2.4.

Concept of Text................................................................ 16

2.5.

Concept of Active Learning.............................................. 17

2.6.

Concept of Cooperative Learning....................................

2.7.

Make a Match Learning Technique.................................. 20

2.8.

Procedures Teaching Reading Comprehension Using
Make a Match Learning Technique..................................

III.

IV.

18

21

CHAPTER III – RESEARCH METHODS
3.1.

Classroom Action Research Design.................................. 23

3.2.

Subject of The Research................................................... 24

3.3.

Data................................................................................... 24

3.4.

Data Collection Technique................................................ 24

3.5.

Data Analysis.................................................................... 26

3.6.

Research Procedures.......................................................

3.7.

Material and Teacher’s Training procedures.................... 31

3.8.

Indicator of The Research................................................

29

33

CHAPTER IV - RESULT AND DISCUSSION OF THE RESEARCH
4.1. The Result of Cycle 1……………………………………... 35
4.2.

The Result of Cycle 2…………………………………….. 47

4.3.

Discussion ……………………………………………….. 60

V.

CHAPTER V – CONCLUSION AND SUGGESTION
5.1.

Conclusion………………………………………………… 63

5.2.

Suggestion………………………………………………… 66

REFERENCES........................................................................................

67

APPENDICES.........................................................................................

69

LIST OF TABLES

page
1. Table 3.1 Specification of Reading Comprehension…………………

26

2. Table 4.1 Frequency of Students’ Observation Sheet Cycle 1………

41

3. Table 4.2 Result of Discussion Group Cycle 1……………………….

42

4. Table 4.3 Result of Individual Test Cycle 1………………………….

43

5. Table 4.4 Result of Questionnaire List Cycle 1……………………...

43

6. Table 4.5 Frequency of Students’ Observation Sheet Cycle 2……...

53

7. Table 4.6 Result of Discussion Group Cycle 2………………………

54

8. Table 4.7 Result of Individual Test Cycle 2…………………………

55

9. Table 4.8 Result of Questionnaire List Cycle 2……………………..

55

10. Table 4.9 Comparison of Students’ Activities Cycle 1 and 2…….

57

11. Table 4.10 Comparison of Students’ Reading Comprehension
in Discussion Group Cycle 1 and 2…………………………………
12. Table 4.11 Comparison of Individual Test Cycle 1 and 2……….

59
60

LIST OF APPENDICES

page
1. Appendic 1 Lesson Plan……………………………………….....

69

2. Appendic 2 Make a Match Game………………………………..

83

3. Appendic 3 Reading Test…………………………………………

94

4. Appendic 4 Questionnaire………………………………………..

101

5. Appendic 5 Students’ Observation Sheet……………………….

108

1

I. INTRODUCTION

This chapter discusses certain points; back ground of the problem, problems
identification, limitation of the problems, problem formulation, objectives of the
research, uses of the research and definition of terms as follow:

1.1.

Background of the Problem

English is a communication tool which has been used by many people to
communicate each other. And it is requirement in globalization era at this
moment. In Indonesia English is the first foreign language which must be taught
from elementary school to university. English learning is devided into four skills.
They are listening, speaking, reading and writing. And it is supported by other
language elements like vocabulary, grammar and pronounciation suitable with the
theme as the purpose of that learning.

In this case, the writer would like to discuss about English teaching and learning
at Junior High School. According to the 2006 English Curriculum for Junior high
School, English is taught to the students of Junior High School as compulsory
subject and it must be given to the student continuously in order to make the
student is able to communicate in oral or written form.

At SMP Negeri 3 Pringsewu, English learning for the eighth grade student has
been suitable with the School Based Curricullum (KTSP) in 2006, with the
number of face to face 4X40 minutes per class in a week, and 72 is the minimum

2

standard score (KKM) must be achieved by the student. In this study, the writer
focuses in teaching reading comprehension especially for the eighth three grade
students of SMP Negeri 3 Pringsewu. Why do I take this class?

The first reason is that, some of the students have difficulties to understand or
comprehend the reading text like finding the mind idea of the text, , identifying
the specific information of the text, determining word reference, making
inference, understanding the purpose of the reading, knowing the tense mostly
used and also the generic structure of reading text. It is shown when they answer
the questions of the reading text. Some of them get score under the minimum
standard score (KKM). They do not know which sentence is suitable to answer the
question given. The writer is concious that, it might cause the way of teaching
reading of the writer as a teacher has not been appropriate and appeal for the
students. The writer teaches reading is still using conventional way that is the
teacher asks the students to read the reading together and then they try to answer
the question after that.

The second reason is that, there are only a few students who are active in
learning. And the other students are only playing. It might cause some of them do
not understand and comprehend of the reading text. And the last reason is that,
there is different competence of English at the eighth three grade student. So in
this case, the writer wants to do the classroom action research because the writer
wants to improve her teaching performance and she wants to make her students
able to comprehend the reading better than before. As we know that reading is one

3

of the skills should be mastered well by the students, because reading is an
essential factor that influences one’s activity in communication.
Reading is one of important skill in English. Reading is a complex cognitive
process of decoding symbols in order to construct or derive meaning (reading
comprehesion). It is a means of language acquisition of communication, and of
sharing information and ideas. According to William (1984), he defines reading as
a processs whereby one looks at and understands what has been written. Ariffin
(1992:1) in her book entitled Anthropology of Poetry fo Young People defines
reading as highly personal activity that is mainly done silently alone. There is a
clear understanding that reading is something related to the activity of acquiring
information and it is done either silently or aloud.

As it is described at the objectives of teaching reading at Junior High School
according to the School Based Curriculum (KTSP) are to make the students be
able to identify some information based on the text is like the main idea of the
text, identify the specific information of the text, word reference, making
inference, understand the purpose of the reading, knows the tense mostly used and
also the generic structure of the text. In addition the teacher also wants to make
the students are active in english learning. Because a good learning is, if all of the
students are involved in doing all the activities in teaching learning process. Here
is the important situation that all the students have learning strategy which it will
make possible of them to expand theirselves according to their style of learn. The
skill and willingness to involve actively represents parameter that learning walks
truly. As Paulson and Faust define active learning is anything that students do in a

4

classroom other than merely passivelly listening to instructor’s lecture. And the
active learning techniques grouped into 6 categories: Individual Exercises,
Questions and Answers, Immediate Feedback, Critical Thinking, Share/Pair, and
Cooperative Learning (http://cte.umdnj.edu/active_learning/active_general.cfm)

Based on the reasons above the writer tries to apply the technique of teaching
reading comprehension using make a match learning technique. Make a Match is
cooperative learning technique that is developed by Curran (1994). It is fun
cooperative learning for students. And it can be applied for all lesson and all
grade. This technique is done with the way that the students must match the
things or question they got with the pair of the answer. It can be done by alone,
pairs, or group.

1.2.

Problems Identification

Based on the background of the problem, the writer identified the problem as
follow :
1.

Some of the students get low score or get score under the minimum standard
criterion in answering reading text test.

2.

Some of the students have difficulties to comprehend reading text.

3.

Only a few students are able to comprehend reading text.

4.

The way of teaching reading of the teacher has not been appropriate and
appeal for the students.

5.

The teacher is still using the conventional way in teaching English.

6.

Only a few students are active in learning.

1.3.

Limitation of the Problems

5

Refering to the limitation of the problems, the writer focuses her study on reading
comprehension that is improving students’ reading comprehension using make a
match technique learning.

1.4.

Problem Formulation

Based on the limitation of the problems above, the writer formulates the research
problems as follow:
1. How is the technique (make a match) used to improve the students’ reading
comprehension achievement at the VIII3 grade students of Junior High
School 3 Pringsewu?
2. How is the students’ opinion of the technique (make a match) in learning
reading comprehension at the VIII3 grade students of Junior High School 3
Pringsewu?
3. How is the technique (make a match) used to make the students active in
learning reading comprehension at the VIII3 grade students of Junior High
School 3 Pringsewu?

1.5.

Objectives of the Research

Based on the formulation of the problems, there are three objectives of the study:
1. To describe how the make a match technique improves the students’ reading
comprehension achievement at the VIII3 grade students of Junior High school
3 Pringewu

6

2. To describe the students’ opinion of make a match technique in learning
reading comprehension at the VIII3 grade students of Junior High School 3
Pringsewu.
3. To describe how make a match technique makes the students active in
learning reading comprehension at the VIII3 grade students of Junior High
School 3 Pringsewu.

1.6.

Uses of the Research

This result of the research can be used as follows:
Theoritical use:
1. To support the next researcher who will concentrate on students’ reading
comprehension achievement, students’ activity in teaching learning process of
make a match technique and teaching performance.
Practical uses:
1. As a help to english teacher in finding appropriate technique in improving
students’ reading comprehension achievement, students’ activity in learning
and teacher’s performance.
2. As a help to the students in improving reading comprehension skill
achievement.

1.7.

Definition of Terms

These terms are used below to provide clear ideas of the topic that will be
discussed.
Reading comprehension means relating to what someone does not know or new
information to what he already knows through printed messages being read. It

7

may be regarded as relating aspects of the world around human being including
what is being read to the knowledge, intention and expectations are already have
in readers’head (Smith,1982:15).
Active learning is anything that students do in a classroom other than merely
passivelly listening to instructor’s lecture (Paulson and Faust). Active learning
techniques grouped into 6 categories: Individual Exercises, Questions and
Answers, Immediate Feedback, Critical Thinking, Share/Pair, and Cooperative
Learning.

Cooperative learning is small group of learners working together as a team to
solve a problem, complete a task, or accomplish a common goal (Artz and
Newman, 1990 ).

Make a match technique learning is the technique which is done with the way that
the students must match the things or question they got with the pair of the
answer. It can be done by alone, pairs, or group (Curran,1994).

8

II.

FRAME OF THEORIES

In this chapter will be discussed several concepts such as concept of reading
comprehension, aspects of reading, strategies in teaching reading comprehension,
concept of text, concept of active learning, concept of cooperative learning, Make
a Match learning technique, and procedure teaching reading comprehension using
Make a Match learning technique.

2.1 Concept of Reading Comprehension
Reading is a cognitive process of decoding symbols in order to construct or
derive meaning (reading comprehension). It is a mean of language acquisition of
communication and sharing information and ideas. Like all languages, it is a
complex interaction between the text and the reader which is shaped by the
reader’s prior knowledge, experiences, and attitude, and language community
which is culturally socially situated.

According to William (1984), reading is a processs whereby one looks at and
understands what has been written. Ariffin (1992:1) in her book entitled
Anthropology of Poetry fo Young People defines reading as highly personal
activity that is mainly done silently alone. There is a clear understanding that
reading is something related to the activity of acquiring information and it is done
either silently or aloud. Clark and Silberstain( 1987) define reading as an active
cognitive process of interacting with print and monitoring comprehension to
establish meaning. Furthermore, Smith (1982) defines that reading is a matter of

9

identifying letter in order to get the meaning from what is read, involving making
connection among word and presented in the text and the readers’own background
knowledge.

These concepts basically state that reading always deal with printed materials,
which stress on the grasping meaning from the printed language. It seems that
reading activity is the interaction process between the text and the reader’s
language skill and cognitive skills. In this process, the reader tries to create the
meaning intended by the writer.

Meanwhile, comprehension can be said as crucial aspect of reading. In fact, it has
been emphasized that true reading is reading with understanding, that is
comprehension. As Simanjutak (1988) states that the first point to be made about
reading process is comprehension and the meaning is the basic element for
comprehension. She also adds that comprehending a text is interactive process
between the readers’ background knowledge and the text itself. Similarly,
Dallman (1982) states that reading is more than knowing what each alphabet stand
for; reading involves more than word recognition; that comprehension is an
essential of reading, without comprehension no reading takes place.

It is also supported by Richard (1986) who defines comprehension as the process
by which the person understands the meaning of the written or spoken language.
Then Williams (1981) says that comprehension is mind’s act or power of
understanding what has been written. Moreover, Smith (1982) defines
comprehension in reading as matter of “making sense” of text, of relating to what
someone does not know or new information to what he already knows through

10

printed messages being read. It may be regarded as relating aspects of the world
around human being including what being read to the knowledge, intention and
expectations are already have in readers’head.
From the definitions above, it can be said that reading comprehension is readers’
ability in gaining meaning or understanding what has been read from the content
of the text. Reading and comprehension are one activity to extract the meaning of
written materials with full understanding. There is no reading without
comprehension and background knowledge is involved in the process of building
up the comprehension.

Refering to the concept above, it may be inferred that one essential aspect in
reading comprehension is the use of reading strategy. In order to improve
students’ reading comprehension, the teacher must use the most appropriate
teaching reading strategy. It means that appropriate reading strategy may assist the
comprehension of reading. The reading strategy which is intended to boost up
students thinking, creativity and social ability.

2.2 Aspects of Reading
There are five aspects of reading which help the students to comprehend the
English text; main idea, specific information, references, inference and
vocabulary.

11

1. Identifying Main Idea
Main idea refers to important information that tells more about overall idea of a
paragraph or section of a text. In line with Mc Whorter (2012) the sentence that
states this main idea is called the topic sentence. She adds that the topic sentence
tells what the rest paragraph is about in some paragraph, the main idea is not
explicitly started in any of sentence. Instead, it is left to the reader to infer, or
reason out. In other words, main idea is the most important idea that author
develops throughout the paragraph.

According to Hood and Soloman in Dararat (2012:10), reading for main idea is a
skill that requires carefully reading a text to identify the main point without
worrying about unnecessary detail. The main idea is the statement made abot the
topic which is supported by detail. Therefore, the main idea is directly related to
both the topic and the details in the paragraph. The main idea of paragraph is the
central thought of paragraph and what the paragrap is about. Without a main idea,
the paragraph would just be confusion of sentences. All the sentences in paragraph
should develop the main idea. According to Dararat (2012) to find the main idea
of paragraph, a reader must find what common element the sentences shared.
Some text book writer place the main idea at the beginning of the paragraph and
may actually put the topic of paragraph in bold print in order to emphasize it, but
in literature this is not a common practice.

Segretto in Dewi (2013:22) states that the main idea of a reading selection is what
the passage is mostly about. The author often states the main idea in the first or
last few sentences of the first paragraph. However, the author may state the main

12

idea anywhere in the passage. Sometimes the author suggests the main idea by
leaving the clues within the passage. Longer reading passage can have more than
one main idea. Sometimes the main idea of a literary passage is called theme. The
question of main idea can be for example: (1) What is the main idea of the first
paragraph? (2) What is the main idea in last paragraph?

2. Identifying Specific Information
Supporting sentence or specific information develops the topic by giving
definitions, examples, facts, an incidents, comparison, analogy, cause and effect
and quotation. According to Hood and Solomon in Dararat (2012:11), reading for
detail is skill that a reader to get all information of the text thoroughly. Reader
need to be more careful and slower assuring that they have correctly understood
the message. According to Dararat (2012) in order to find details that support the
main idea, the reader should be able to identity which are more important that the
others.

Segretto in Dewi (2013:23) states that supporting details provide the reader with
more about the main idea or subject of a passage. For example, after reading story
about Bawang Putih and Bawang Merah, general questions related to specific
information can be for example: (1) Where was Bawang Putih washing some
clothes? (2) How was Bawang Putih character?

3. Determining References
Reference is a relation between objects in which one object designates, or act as a
means by which to connect to or link to another object. According to Reimer
(2009) references is a relation that obtains between expressions and what speakers

13

use expressions to talk about. Reference are words or phrase used either before or
after the reference of the material.

According to Young in Dewi (2013:24) one of sub process in sentence
comprehension is referential representation; this process identifies the references
that words in a sentence make to external word. Referential representation is aided
by making referents easy to identify. Readers take less tone to identify the
referents of a pronoun when the referent has been mentioned recently in the text
than when it was mentioned earlier. In addition, Martin (2003:123) states that
pronouns are unique in that they have no inherent meaning; they can be
understood only in relation to their referents. In general question related to this
type of reading can be for example: What does the word “she” in line 5 refer to?
4. Making Inference
Kathleen (2011) states that an inference is an educational guess or prediction
about something unknown based on available facts and information. It is logical
connection that the reader draw between his observes or unknown and what he do
not know. According to Moreillon in Dewi (2013:23) inference requires that each
reader constructs a meaning that makes the text a reflection of her experiences.

Dararat (2012) said that inference was defined as understanding that was derived
from an indirect suggestion of what is stated. To understanding the reading text,
the reader must be able to detect the clues that the author give. In general
questions related to this type of reading can be for examples: (1) What was the
first paragraph talking about? (2) What is the best title for the passage? (3) All of

14

the following statement is true according to the passage, except...(4) Who was the
main character of the story?

5. Understanding Difficult Vocabulary
Vocabulary is all of the words known and used by a person. Hammer (2004)
states “ if language structures make up the skeleton of language, then it is
vocabulary that provides the vital organs and flesh”. Linan et al.(2007) states that
the role of vocabulary in reading is clearly understood: vocabulary knowledge, the
understanding of word meanings and their use, contributes to reading
comprehension and knowledge building. The question of understanding difficult
vocabulary can be for instance: (1) what is the closest meaning of the underlined
word?

In summary, reading comprehension is basically about getting main ideas, specific
information, references, inference and vocabulary.
2.3 Strategies in Teaching Reading Comprehension
As mentioned previously that the use of reading strategy will contribute toward
reading. If the teacher can apply the most appropriate reading strategy which is
suitable with the students’ characteristic, it will improve the students’
comprehension to the text.

As Haris and Hodges (1995:244) define reading strategy is a systematic plan
conciously adopted and monitored to improve one’s performance in learning.
Comprehension involves constructing meaning that is reasonable and accurate by
connecting what has been read to what the reader already knows and thinks about
all of this information until understood. Comprehension is the final goal of

15

reading instruction. Comprehension strategies in reading includes comprehension
monitoring, cooperative learning, using graphic and semantic organizers including
story maps, answering questions about what has been read, having students create
their own questions what they have read, using prior knowledge to connect what
they read to what they already know, and summarizing what they have read
(Learning Point Associates, 2004;http://www.learningpt.org).

Furthermore, Suparman (2008) mentions many reading comprehension strategies
are identifying main ideas, predicting, activating prior knowledge, pre-readingpreviewing

and

predicting

analyzing

visual

and

context

clues,

making/confirming/revising prediction and mental imaging.
As mentioned above that one of strategy of reading comprehension is cooperative
learning. So, in case the writer would like to use the cooperative learning strategy
to improve students’ reading comprehension using make a match technique. Make
a match is one of cooperative learning that is developed by Curran (1994).

2.4 Concept of Text
There are five types of the text should be taught to the students of Junior High
School according School Based Curriculum/KTSP. They are descriptive text,
recount text, prosedure text, narrative text, and report text. In this case, the writer
would like to tell about narrative text.

Narrative text is the text contains about imagination story or fairy tale or legend
that intends to entertain or amuse the reader. The goal or purpose of the text is to
entertain and amuse the reader. The generic structure of the text is orientation that
is sets the scene and introduces the participants (characters) of the story, the time

16

and place where the story happened (who, what, when, and where), complication
that is a crisis arises. A series of events in which the main character attempts to
solve the problem, resolution that is the crisis is resolved, for better or worse, reorientation that is optional. The ending of the story and it sometimes contain the
solution. The language features focuses on specific participants, there are many
action verbs, verbal and mental processes, often uses direct and indirect speeches,
usually uses past tense, uses linking words related time, sometimes the tense in
some dialogue can change, descriptive language is used to create listener’s or
reader’s imagination, temporal conjunctions are also used.
Example:

Snow White
A long time ago, a child was born to a queen and king and she was called
Snow White. When the queen died, the king was married again. This new queen
was wicked and hated Snow White. The queen gave orders that Snow White must
be treated as a servant.
Snow White grew up very beautiful, and one day a prince riding by saw her at
work and fell in love with her.
The queen was beautiful too, and every day she asked her Magic Mirror,” who
is the fairest in the land?” and the mirror always answered,” you are the fairest
one of all.”
One day the mirror answered Snow White was the fairest in the land, and a
rage the queen gave orders to one of Huntsman to take Snow White into the
woods and kill her.
The Huntsman had a kind heart and couldn’t do the deed so he told her to run
away. She fled into the woods where seven little dwarfs lived in small and strange
house.

2.5 Concept of Active Learning
Active learning as an approach to instruction in which students enggage the
material they study through reading, writing, talking, listening and reflecting.
Active learning is anything that students do in a classroom other than merely

17

passivelly listening to instructor’s lecture (Paulson and Faust). Active learning
techniques grouped into 6 categories: Individual Exercises, Questions and
Answers, Immediate Feedback, Critical Thinking, Share/Pair, and Cooperative
Learning.
There are four basic elements of active learning. They are:
1. Talking and Listening
When students talk about a topic, whether answering a teacher's question or
explaining a point to another student, they organize and reinforce what they have
learned. When they listen, we want to ensure that it's meaningful listening,
relating what they hear to what they already know.
2. Writing
Like talking and active listening, writing provides a means for students to process
new information in their own words. It is particularly effective in large classrooms
where breaking students into pairs or groups may be prohibitive. It also appeals to
individuals who prefer to learn independently.
3. Reading
Students do a great deal of their learning through reading, but they often receive
little instruction in how to read effectively. Active learning exercises such as
summary and note checks can help students process what they've read and help
them develop the ability to focus on important information.
4. Reflecting

18

In the all-too-typical lecture class, the lecturer stops talking at the very end of the
period. Students gather up their notes and books and run for their next class. One
can almost see the knowledge evaporating from their brains. They have had no
time to reflect, to connect what they have just learned with what they already
know, or to use the knowledge they have gained in any way.
2.6 Concept of Cooperative learning
Cooperative learning is a group learning activity to solve the problem together.
Roger (1992), explains that cooperative learning is group learning activity
organized in such a way that learning is based on the socially structured change of
information between learners in group in which each learner is held accountable
for his or her own learning and is motivated to increase the learning others.

According to Parker (1994) defines small group of cooperative as study
atmosphere where all students interact each other in small groups to do academic
assignments for the shake of reaching the groups target. Meanwhile, Davidson
(1995) defines cooperative learning is to work or act together or jointly and strive
to produce an effect. Johnson and Johnson (1998) defines cooperative learning is
working together to accomplish shared goals. Moreover, Artz and Newman
(1990) defines cooperative learning as small group of learners working together
as a team to solve a problem, complete a task, or accomplish a common goal.

Refering to the definitions of cooperative learning above, it can be said that
cooperative learning refers to study where the student works together in small
group and helps each other in learning.

19

Cooperative learning comprises many techniques which are developed by many
experts. Some of cooperative learning techniques are make a match, two stay two
stray, inside-outside circle, think-pair-share, numbered head together, structured
numbered heads, jigsaw, student team achievement division (STAD), team games
tournament (TGT), team-assisted-individualization (TAI), group investigation.
And in case the writer would like to improve the students comprehension in
reading using make a match learning technique.
2.7 Make a Match Learning Technique
Make a Match is one of cooperative learning technique that is developed by
Curran (1994). It is learning using card. It consists of questions card and the other
consist of answer from the question (Supriyono, 2009:94). This model can
generate student learners to engage actively in learning process. In case, students
look for couple while they study a certain topic or concept at the same time in
pleasant atmosphere. This technique can be applied for all class level and subject.
The procedures of this technique are:
1. The teacher prepares some cards containing some topics
2. Every student gets one card.
3. Every student thinks the answer of the question from the card holded on.
4. Every student looks for couple having card which fits in its card.
5. Every student who is able to check off its card before deadline is given the
point.
6. After one card phase and then shakes the card again so that every student gets
different card from previously.
7. And so on

20

8. Conclussion/ closing.
The Make a match learning process has advantages and disadvantages. According
to Lie (2007:56) the advantages of Make a Match learning technique are:
1. Students are more active in learning
2. Add student’s motivation in learning.
3. The learning material makes students more attention in learning.
4. Train the students’ bravery to perform in presenting their result
5. The Make a Match learning technique can be used for all subject
6. Promote team learning and collaborative skills
7. Create “fun” learning environment
The disadvantages of the Make a Match learning technique are:
1. It needs guidance from the teacher to do this activity
2. The teacher has to limit the time when the students are doing this activity, so
they do not have chance for playing
3. The teacher must prepare the materials are needed before.

2.8 Procedure Teaching Reading Comprehension using Make Match
Learning Technique
In case, the writer would like to tell the procedures of her teaching reading
comprehension using make a match learning technique.
Pre-activity
a.

The teacher /the writer opens the class and greets the students and then she
motivates them and stimulates the students’background knowledge with some
questions. (Have you ever read the tale? What titles of the tale did you read?,
who are the character in the story?)

21

b.

The teacher informs the material which is going to be learned and
introduces make a match learning

c.

The teacher/the writer explains about the objectives of her teaching about
the reading.

While activity
a.

The teacher breaks the class up into group of three students. And then the
teacher distributes a set of complete reading text paper, a set of cutting cards
of questions, and a set of cutting cards of answer couples to every group.

b. After all groups got the reading text, a set of questions and a set of answers,
then the teacher asks them to answer all questions given with the way by
matching with the answer given in group discussion, after that they write their
result in their paper, but in this case the teacher asks the students to read the
complete reading, before they match it. And the teacher gives 60 minutes for
every group to do this activity.
c. After the students finish answering all their questions, the teacher asks them to
collect their answer. And then the teacher distributes the paper to different
student to check together whether their answer have been right or false. In
case the teacher asks the students to read aloud the question and the answer
together.

Post-activity
a.

The teacher asks the students to collect their paper again and makes the
conclussion of the answer of reading text question with the students together.

22

b.

The teacher gives the questionnaire to the students about the implementation
technique that they have done to give the feedback of the teaching learning
process.

c.

The teacher closes the class.

23

III.

RESEARCH METHODS

This chapter discusses certain points: classroom action research design, subject of
the research, data, data collection technique, data analysis, research procedures,
material and teacher’s training procedure, and indicator of the reseach.
3.1 Classroom Action Research Design
Classroom Action Research (CAR) is form of qualitative research. In the
qualitative research, a researcher tries to see the subject research holistically. A
researcher does not only see the subject research from certain aspects, but also all
phenomena from the subject laboured to be united and connected to become one
portrait as a whole from accurate subject (Setiyadi, 2006:220).
This (CAR) was implemented to find whether there is improvement on students’
reading comprehension achievement using make a match technique.
In this case, the writer acted as the teacher by implementing make a match
technique based on the teacher’s problem in teaching reading comprehension and
how the teacher solved the problem by herself. She discussed the way to apply
this technique to other English teacher as observer or collaborator. The writer
asked her to observe all the learning process during the implementation of make a
match learning technique, that was the strength and the weakness when this
technique was implemented, and learning result that is reading comprehension
test. And this process was done in two cycles. When the writer has been

24

convinced that the students’ reading comprehension is good, she stopped this
action.

3.2 Subject of the Research
This research was conducted at the VIII3 grade students of SMP Negeri 3
Pringsewu. There were seven classes consisting class VIII.1 until VIII.7. And the
subject of this research was the VIII3 grade students. The writer took the class
VIII3, because there was different ability in English. It was done after discussing
with the other English teacher.

3.3 Data
In this research the data was taken from the score of the observation of students’
reading comprehension activities, questionnaire list of the implementation
technique and reading test question.

3.4 Data Collection Technique
The writer used three kinds of instrument in collecting the data. They were
reading text question test in order to measure the students’ reading comprehension
achievement, the questionnaire list in order to get the feedback and investigated
the problem faced by the students during the implementation of make a match
technique , and observation sheet of the students’ reading comprehension
activities in order to observe all the activities of the students during the make a
match technique implemented.
3.4.1 Reading Question Test
In order to get the data about the students’ reading comprehension achievement in
groups or individually, the teacher used the test in multiple choice form. The

25

question test consisted of 10 items. And the teacher assessed the students test
result on five aspects of reading comprehension. They were mind idea, specific
information, references, inferences and vocabulary. And there were 2 items of
question each aspect.

3.4.2 Questionnaire list
The writer gave the questionnaire list in order to get the feedback and investigated
the problem faced by the students during the implementation of make a match
technique, whether the technique made the students easier to comprehend the
reading text and active in learning or not. The contents of the questionnaire were
about the students’ learning problems and opinions of the implementation learning
reading comprehension through make a match technique.

3.4.3 Observation
The

learning

process

drawing

conclusion

that

happened

during

the

implementation of make a match technique was observed by the observer. The
observer was a senior teacher of SMPN 3 Pringsewu. She has been an English
teacher since 2006. Observation sheet of the students activities were used by the
writer. In case , how the make a match technique implemented in reading
comprehension learning process.

3.5 Data Analysis
Data analysis is the process to organize the data in order to get patterns or forms
of regularity in a research (Setiyadi, 2006:255).
a. Evaluating Students’ Reading Comprehension

26

In measuring the students’ reading comprehension achievement, the writer used
the table of specification of reading comprehension. A table of spesification was
an instrument that helped the test constructor to show the validity of the test. The
test has content validity because it covers the five aspects of reading
comprehension. It is presented as follows:
Table 3.1 Specification of Reading Comprehension
Aspect
Identifying main idea
Identifying specific information
Determining references
Making inference
Understanding difficult vocabulary
Total

Items

Percentages

2
2
2
2
2
10

20%
20%
20%
20%
20%
100%

b. Analyzing the Data

In this step the writer interpreted the written form of data and tried to find the
problems during learning process using Make a Match technique.

1. Students’ Reading Comprehension Achievement
In analyzing the students’ reading comprehension achievement gained from the
result of

the reading comprehension test by implementation make a match

technique (see appendix 3).
The assessment of the students in reading comprehension is formulated below:
Student’s score
Student Value =

x 100

27

Maksimum score

A student can be said complete if she/he got score 76 or higher in answering the
reading text.

In order to know the classical completeness of the students can be formulated as
follow:
n
P=

X 100%
N

P = Percentage of completeness
n = Number of complete students
N = Number of students in the class
A class can be said complete if 75 % of the students got score 76 or higher
(Sudjana, 2001: 129).
2. Students’ Perception of the Implementation Technique
In analyzing students’ perception of the implementation make a match technique
whether the technique made the students easier to comprehend the reading text or
not, the writer used the questionnaire list ( see appendix 4). The content of the
questionnaire list was about the students’ problem and opinion about the
technique. The questionnaire was done after the teacher implemented the make a
match technique. The result of the students’ perception is formulated as follow:
F
P=

X 100%
N

P = Percentage of implementation technique
F = Number of students has good perception

28

N = Number of students in the class
The implementation of make a match learning technique can be said good when
there are 75% students feel that the technique makes the students easier to
comprehend the reading text (Sudjana, 2001:129).
3. Students’ Reading Comprehension Activities
In analyzing students’ reading comprehension activities the writer counted the
sum of the scores for all activities that the students did in pre-activity, while
activity, and post activity of teaching learning process (see appendix 5 and 6). It is
similar to analyze the result classical completeness of the student, to analyze the
students’ activity in reading comprehension learning process, the score percentage
is gained from the result of observation that can be formulated as follow:
n
P=

X 100%
N

P = Score percentage of students’ activities
n = Number of active students
N = Number of students in the class
The students’ activities in reading comprehension learning process can be
categorized good when there are 75% or more of the students are actively
involved in teaching learning process. The writer set it since according to
Arikunto (1993:210), if more th