the result of test is cycle two is better than the result of test in cycle one, it means that the test is successful.
J. The Trustworthiness of Study.
To analyze the examiner test items, the writer implements the trustworthiness of the test. There are some phases including:
1. Item Discriminating
The analysis of item discriminating is tests items are to compare the good students and the poor students in terms of how they perform on each
item. Item discriminating provides a more detailed analysis of the test items than does item difficulty, because it shows how the top scores and
lower scores performed on each item.
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2. Item Facility
Item facility also called item difficulty, item easiness, or simple IF is a statistic used to examine the percentage of students who correctly
answer a given. To calculate IF, the formula as following:
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IF : Item Facility
N correct : number of students answering correctly
N total : total number of students taking the best
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Kathleen M. Bailey, Learning about Language Assessment: Dilemmas, Decision, and Direction, London: Heinle Publisher, 1988, p. 135.
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James Dean Brown, Testing in Language Programs: A comprehensive Guide to English Language Assessment, New York: McGraw-HillESLELT, 2005, p.66.
K. The Criterion of The Action Success
Classroom Action Research CAR is able to be called successful if it can fulfill the criteria which have been determined, and fail if it cannot fulfill the
criteria which have been determined. In this study, when there is 70 of students could achieve the target score KKM 60 seventy of reading
comprehension test from the pre-test until the second post test in cycle two. It means that this research could be called successful. Then the next action
would be stopped, but if this condition has not been reached yet, the alternative action would be done in the next cycle.
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CHAPTER IV RESEARCH FINDINGS
This chapter presents the result of the research. The writer presents the data that have been collected. The data description consists of the data from interview
and data from observation ;pre-test; the implementation and the improvement result of teaching reading texts by using pre questionings at first grade students of
Gita Kirtti Senior High School; and data analysis, consist of the result of pre-test, post test 1, post test 2, and the result of post interview.
A. Data Description
1. Data from Interview
a. Data from Interview with the Teacher
The interview was conducted by the writer to the English teacher of Gita Kirtti Senior High School. It was held on April 6
th
2013. Here, the writer asked the teacher some questions which divided into three
categories. The first category was about the general condition in English class primarily on students’ reading achievement and
performance. It contains of five questions. The second category was about the difficulties faced by students in reading comprehension
ability. It contains of two questions. The last category was about the kinds of strategies implemented by the teacher previously before
Classroom Action Research CAR in solving the students’ difficulties in reading comprehension and it contains of three questions.
First category discussed about the general condition in English class primarily on students’ reading activities and students’ reading
achievement of the test. The teacher said that some students still gain low score in reading activities. Some of the students got the score
under the criterion of minimum completeness KKM concerning the
school policy. Some students still get 50 or 55 for the score; meanwhile the criterion of minimum completeness KKM is 60.
Second category related about the difficulties faced by students in reading comprehension. The teacher said that the students in Gita
Kirtti Senior High School still cannot understand the reading text. They cannot answer some questions related about comprehension of
reading texts, some students did not understand to convey the meaning of word by word. Students have no enough background
knowledge about the text, so that it will difficult for students to understand the content of the texts. Next, the class was also noisy and
some students did not keep attention when teacher given the teaching material. That is the difficulty and weakness that the students have in
reading. Third category was about the strategies implemented by the
teacher in teaching reading. At the previous strategies, the teacher gave the reading text to the students and asked them to read the text
loudly. Next she asked students to translate some unfamiliar vocabularies into Bahasa Indonesia and finally the teacher asked
students to answer the questions following the text. This strategy still cannot help students to improve their reading comprehension. It is
proved by the low score that some students still have, 50-55, and under the criterion of KKM, that is 60. The teacher suggested the
writer to implement technique that can build background knowledge and make students interest in reading text
b. Data from Interview of the Students
Besides having an interview with the teacher, the writer also had an interview with the students. The writer chose 2 of 20 students by
random to be interviewed. Here the writer asked to the students several questions about English teaching learning process at Gita
