students were low. Moreover, the result of the test before cycles and interview also indicated that their reading competence were low. The pre-test result could be seen
below.
Table 4.2. The Pre-Test of Reading Competence
Number Minimum
Maximum Mean
28 45
75 61.7
Based on those findings, there were problems to be solved in second semester of Mechanical Engineering Diploma Program. The average mean showed that
reading competence needed to be improved in order to get higher score. It was important to do action research in this Vocational College. The aim of the research is
to improve the learning process of reading and to improve students’ achievements in reading competence.
Table 4.3. The Need of Reading Skills
No Questions Number n
Mean Mn
5 4
3 2
1 1
Skimming will make me capable to read standard operational procedure SOP and
mechanical references easier. 7
19 2
- -
4.2
2 Guessing the meaning of unknown words make
me more quickly in reading mechanical references.
7 18
3 -
- 4.1
3 My knowledge in mechanical skills will
enlarge when I capable to draw a conclusion from English references quickly.
10 12
6 -
- 4.1
4 Learning mechanical texts is easier if I can find
idea of mechanical texts quickly. 9
17 2
- -
4.2 5
Scanning makes me get specific information more quickly.
6 16
6 -
- 4
6 Interpreting text using my own background
knowledge will help me to be able to study mechanical references.
9 17
2 -
- 4.2
Based the questionnaire, It figured out that reading competence was needed to help the students to be fluent in reading, especially, mechanical engineering
references which was written in English. The students needed some micro skills in reading to master reading competence. If the mean value was 4.00-5.00 means that
most of the respondents agreed with the statements and it showed that the reading skills were needed by the students to improve their reading mastery. The questions
about the need of English figured out that the means were between 4.1- 4.25. It means that reading skills which offered by researcher were needed by students. All of the
micro skills were included in exercises using CALL. First, skimming was agreed by students. It was needed in reading to help them
in mastering reading competence. It was indicated that the score value was 4.2. The second was skill in guessing unknown vocabulary based on the text was considered
important by students. The score value in that skill was 4.1. Third, the score value of skill in drawing conclusion was 4.1. It indicated that skill in drawing conclusion
based on the text was also needed by students to improve their knowledge. The fourth was skill in finding main idea. It was really needed by students in comprehending
reading text. The score value was 4.2. Fifth, scanning was important and it was considered useful by students. The value was 4. The last was interpreting text based
on their background knowledge. It was important for students. The score value was 4.2. It indicated that it was needed by students.
Table 4.4. The Target Needs of Reading Competence
No Questions
number Mean
Mn 5
4 3
2 1
1 To get a good score in Mechanical Engineering
subject, I need to be able to read English article or 18
10 -
- -
4.64
text. 2
Kinds of jobs which I am going to apply require me to be able to read kinds of text in English.
12 12
4 -
- 4.36
3 Most books which I require to improve my
mechanical skills are in English, so that, I have to read well in English.
10 11
7 -
- 4.1
4 I will not be able to read English if I do not
practice. 18
9 1
- -
4.6
Related to students target needs, the mean value was 4.64 for reading competence which needed in order to get good score in mechanical engineering
subject. It indicated that students really agreed that reading was needed to their study. Reading competence was also important to help them to read well because most of
the books related to mechanical engineering are written in English. The mean value was 4.1. It indicated the students agreed that reading was important since their
references written in English. Moreover, the students agreed that various kinds of future jobs which they are going to apply require them to be able to read different
kinds of English texts related to their future jobs. It was figured out that the mean value was 4.36. Since having skillful reading was important, students were very
agreed that practicing reading competence enabled them to master reading competence. It was proved in the mean value that showed 4.6.
Table 4.5. Reading Competence and Technology
No Questions
numbers Mean
Mn 5
4 3
2 1
1 I realize technology electronic dictionary, short
film in YouTube, googling, help me in learning English.
18 7
3 -
- 4.5
2 When I practice reading by using computer
application, the features which I expected are able to provide interactive exercises so that I
can evaluate my reading skills. 9
17 2
- -
4.25
3 Practicing reading with computer application
which has various features will encourage studying reading.
8 13
3 -
- 4.1
4 Reading practice using computer application
will make me control the learning speed. 8
17 3
- -
4.18 5
By applying easy - used computer application in reading exercises make me capable to operate
the application. 10
12 6
- -
4.1 6
Reading practice using computer application makes me become an autonomous student.
13 12
3 -
- 4.35
7 Reading practice using computer application
provides vocabulary practice related to mechanical term.
4 21
3 -
- 4
8 Practicing reading with computer application
provide exercises directly to mechanical engineering.
9 15
4 -
- 4.18
9 Reading practice using computer application
provides me an atmosphere with an ideal stressanxiety level.
15 11
2 -
- 4.46
Based on the observation, it was figured out that all the students had a laptop and they often used it inside the class. The mean value of 4.5 indicated students
agreed that students who ever used technology in learning English in which they used electronic dictionary and Google translator tool in learning English. Therefore, the
researcher attempted to employ CALL which used Hot Potatoes software as a mean in delivering reading exercises for the students. This software was employed because
it fulfilled students wants and have some advantages. Based on the questionnaire result, it figured out that some advantages were
gotten by applying computer application. The first advantage was providing direct feedback. Providing direct feedback was useful for students. It can be seen from the
score value which showed 4.25. The second and the third advantage are providing various exercises and applying easy-used application considered important because
the score value for two advantages are 4. The fourth advantage was capable to control learning speed. Students really needed that. It was shown from the score value that is
Table 4.5. Reading Competence and Technology continued.
4.18. Students autonomy was the aspect of computer application which was considered important by students. It can be seen from the score value which was 4.35.
Fifth, the students needed application which served vocabulary exercises. It was showed from the result of the score value which was 4. The last aspect was providing
ideal stress level. The students agreed with that aspect, it was seen from the score value which was 4.46. The application should have that aspect in the reading practice.
The score value for computer application which considered important was about 4.00-4.46 means that most of the students agreed with the statements and it showed
that they needed some applications which had some advantages that helped them to improve their reading competence. By having the gathered need analysis data, the
researcher was able to find out the particular reading problems which were faced by the students and also some ways how to help them to solve their problems.
The result of need analysis indicated that the mechanical engineering students had low reading competences. On the other hand, they needed reading skills to meet
their target needs. Drawing conclusion, finding the main idea, guessing the meaning of unknown words, skimming and scanning are reading skills which were needed by
the students. The action research was done in order to achieve those skills to make students’ reading competence improves.
d. Problems of Reading
The problems were figured out from the need analysis questionnaire, observation, and interview. The researcher found the fact that the second semester of
Mechanical Engineering of Vocational School had some problems with reading competence. Students’ reading achievement was low. They needed a lot of time in
understanding the text. The result of questionnaire and pre-test indicated the students had low reading achievement. There were some causes which reflected the problem.
They were the difficulties in understanding the text, finding the meaning of the idea, drawing conclusion, and lack of vocabulary. Their low reading interest was also
another problem which was faced by the students The causes of the reading achievement which were mentioned above were
related to reading skills. The students’ reading skills needed to be improved to achieve good results. On the other hand, from the need analysis questionnaire, those
skills were required to be able to help them in reading text well. Consequently, the students should solve the problems in order to understand text well.
From the observation and interview, the causes of reading problem can be seen, first, they had to face monotonous paper exercises. They needed a new atmosphere
which was different from previous condition to build up their interest. Second, they lacked exercises. The students had little allotment of time to read English text. There
were many students that still did not use a chance to read English text either at school or in English lesson itself. Third, they only depended on the teacher as a main source
in giving reading practice, and fourth, the students’ reading habit was bad. Those all causes made their reading achievement and interest were low.
The teacher and also my colleague stated that the students’ reading competence was low because they lacked reading exercises. The other problem was vocabulary
which was related to mechanical engineering term. They seldom practiced English vocabulary which related to mechanical terms.
Mechanical engineering students need more exercises. They were lack of exercises.
They depended on the teacher. Teacher is one of sources
of giving exercises. If there is no exercises given by teacher, the students do not practice English especially reading.[ti.coll]
Aji said that his interest toward reading was low. He felt lazy when the teacher
gave reading text in class.
Reading is boring. I feel lazy when the teacher gives me reading text in class. [1[ti.1.all st][P1][P2]
Some students stated that reading problem was in the vocabulary mastery. Their vocabulary mastery was low. They also added that they needed more exercises which
encouraged them to learn reading seriously. They needed some exercises which could make them not feel in burden and bored. They said that exercises which provided in
mechanical engineering exercises were limited. Esti who are one of female students in this class stated as follow:
Reading is necessary for us as mechanical engineering students but the hardest one is when there a lot of vocabularies which I dont
know . It makes me difficult to comprehend the passage. Moreover,
mechanical terms are different from common term so, we have to pay attention more on passage. [1[ ti.1.all st][P5]
In fact the students were enthusiastic in learning English especially reading, but they still depended on what the teacher gave. Angga stated that he wanted to be able
to read well, so that he could read more the articles about mechanical without getting difficulties in understanding passage.
I want to be able to understand the reading a passage well. But, I found it is hard to understand the passage. It made me get confused
and stress. So, those problems made me lazy when I read difficult passage. As the result when I read passage which I did not understand
I became unmotivated. [1[ti.1.all st][P3]
In English class, the time to do exercises in reading was very limited. In one meeting, they can only do one reading text with the exercises. Hardy stated as follow.
I need more exercises in reading. We usually only did one reading text. More exercises will help me more to get used in reading text. By
practicing reading exercises a lot, we will be able to read English test quickly without a lot of problem. We still need the teacher to provide
us exercises. [1[ ti.1.all st][P6]
Adit said also that reading lesson in English class was interesting. He just suggested having more practices so that he would be fluent in reading. He believed
that practice would make him capable to anticipate any kinds of reading texts later. Reading lesson in my English class is interesting. It will be more useful
if the teacher gives more exercises so that I will be fluent and capable to anticipate any kinds of passage
later if I often do reading practice. [1[ ti.1.all st][P7]
Esti said that she needed to be able to read English text fluently in order to find the main idea of the text and also draw conclusion of the text. She needed more
exercises to have reading habit. For me finding mean idea and drawing conclusion from the text is
important But sometimes I find it difficult to grasp the meaning and to do those things. I needed more exercises to make me fluent to do that. I
believe that by having reading Habit, I will be able to understand the reading text fluently. [1[ti.1.all st][P7]
The result of interview figured out that reading problems which they faced were vocabulary and reading comprehension. Those problems had to be solved by
themselves so that they can empower themselves to find out their own problems. If the problems could not be solved, the reading achievement could not be achieved.
e. The Way of Solving Problem
Action research is self-reflective research. It means that the participant should find the problem and also the solution to empower them in learning English
especially in reading. In the interview before cycles, the students actually have found their own problem in reading and have tried to solve the problem. The role of the
researcher was to provide and offer the suitable techniques to solve the problem. Toni, students of D1, said that the way to solve the problem was by giving
exercises in vocabulary and finding out the main idea of the passage or each paragraph.
We need vocabulary exercises so that we are faster to read because I have known the vocabulary before. I often get difficulty to understand
the passage because vocabulary in the passage that I do not know. [1[ti.1.all st][S1]
Aji told further that vocabulary exercises would help them to comprehend passage, moreover, vocabulary which was related to mechanical term.
Vocabulary exercises which related to mechanical text will be useful
for us because some lectures use English references for the handout. Vocabulary exercises will help us to understand reading text not only
in English class but also other lectures. [1[ti.1.all st][S2]
Recognizing main idea was also needed by mechanical engineering students. Some of them stated that to comprehend the mechanical text, they needed to find the
main idea quickly. Hardy said that recognizing the main idea of the text was necessary.
Recognize the main idea of the passage is also other matter that we
need because when we read passage the purpose is to recognize the main idea so that we know what the text talked about. By recognizing
main idea quickly, we will easier to comprehend the text. [1[ti.1.all st][S5]
While, Hanif, a student of D1, also said that the way to solve the problem in reading was using a supporting media which attracted students in doing exercises. He
gave reason why they needed supporting media in reading exercises. He further stated that supporting media made students enjoy doing exercises.
Reading exercises are made in innovative way in order to make us get a new atmosphere and something new
. So that it will motivate us in reading the text. By using attractive exercises, we will more motivate
in doing he exercises. Reading exercises commonly use photocopied exercises. We sometime get bored with that. [1[ti.1.all st][S4]
Adit emphasized that the media which was needed, could give them feedback and also enough time to practice. He stated that each of them had a different learning
speed. He added exercises could give him learning atmosphere which was enjoyable and encouraged him to learn English more.
I need media which support reading exercises. By using media like computer application, it will help me to learn English especially
reading. Computer application which used may serve as media which can give direct feedback and enough time based on my learning
speed
. I want to be able to read well but in fact when I read the English text, it took long time to understand the text. I hope computer
application can provide enjoyable learning atmosphere. [1[ti.1.all st][S6]
Dina added that she needed some reading skills to make her easier to
comprehend reading passage and those would help her in reading mechanical references later in other subject.
We need exercises which make us quick in drawing conclusion in the text
. The most important thing is our reading competence improves in many skills in reading competence. [1[ti.1.all st][S5]
Rizal emphasized that more exercises would make him got used in reading because he needed it for his study.
I want my teacher provide more exercises because basically I want to be able to comprehend English text. My references are mostly in
English. By doing a lot of practice, I believe that I will be fluent in reading
competence. [1[ti.1.all st][S1] The way to solve the problem by giving exercises in reading skills based on
mechanical engineering needs. The exercises were provided in a passage which taken from some texts or articles which were related to mechanical engineering terms. The
researcher offered a technique to solve the reading problems. The technique used was applying computer application to provide some exercises. The computer application
was offered because we could see from students’ opinions that they needed exercises which were different from paper exercises. The exercises which would be given were
by applying CALL which used Hot Potatoes software.
2. Action Research Cycles
This research employed action research which consisted of three cycles. Each cycle would be reported to describe the learning process and the reading
achievement. There were two data which were analyzed. They were qualitative data and quantitative data. The qualitative data were taken from the reflection of the
participants and the quantitative data were taken from the cycle test result.
a. Cycle I
Before implementing CALL which used Hot Potatoes exercises, the teaching material which related to mechanical topic and the test were prepared. The first cycle
implemented Hot Potatoes as a media to improve students reading competence. Before the first implementation, the researcher had announced that there would be a
reading practice using different kinds of techniques. The technique was employed
using computer application. Since it was the first time implementing CALL, the teacher explained one by one how to do the exercises. The researcher explained the
way to do the exercises started from the pre-reading, while-reading and post-reading. After that, the teacher asked the students to do the exercises based on the teacher
instruction. The researcher tried to focus them in doing the exercises finally, the students did the exercises seriously it lasted for 45-60 minutes.
The researcher spent more time to walk around and monitor students’ works one by one. The students still had difficulties in operating the computer application.
They were still confused how to do the exercises using CALL. Some of them enjoyed and did the exercises by themselves and sometimes they asked their friends about the
exercises. They tried the same exercises for several times to ensure that their scores improved. Some students also looked at a dictionary while they were doing the
exercises. It made the time management was not well organized. The test was done in the
following day. The test of the first cycle was done to know the reading improvements. In implementing the first cycle, it needed three meetings. Two
meetings were for implementation and one meeting was for doing the test. The result of the observation indicated that the students still had difficulties in
doing the exercises. The improvement was the teaching learning process happened even some students looked not interested on doing the exercises.
1 Material
The researcher gave the materials which had been prepared using Hot Potatoes software. The first time, the teacher introduced what CALL is and how CALL helped
them to improve reading competence. Next, How CALL was implemented in exercises. The first cycle took measuring tools as a basic topic in reading exercises.
This topic was taken because it also related to other subject namely metrology. The whole exercises took 60 minutes and 30 minutes for the review. The exercises
covered some exercises namely crossword puzzle, true -false, and matching. The figure of the reading text will be showed as follows.
Figure 4.6.1. The Template of Measuring Tools Reading Exercise
The crossword puzzle and matching were used to introduce and arouse students’ interest in the topic. They were used as pre-reading activities. Crossword
exercises would give students some questions about verbs which related to students’
background knowledge. The exercises would explore students’ vocabulary knowledge. Some of verbs would appear in reading text. The figure of crossword
exercise was shown below.
Figure 4.6.2. The Crossword Template in Measuring Tools
The students just clicked the number in the crossword exercise and there would be questions appeared. The students should answer the question by typing the answer
in the box. If they got difficulty, the just click hit and they would get one alphabet as a clue.The students were able to fill the answer in which they wish to complete first.
They could do the exercises randomly. If all the answer was correct, the score would automatically show up after the students pushed the check button.
Figure 4.6.3. The Matching Template in Measuring Tools
The matching exercise would focus the students’ eagerness to read the whole text because it consisted of words which related to the text. If they knew the
vocabulary in matching exercises, it would make them easier to understand the reading text. The figure of matching exercise was shown above.
After the students did pre –reading activities, the students were asked what the relations between the words and the topic were. The teacher tried to focus students’
attention to the reading text which they would read.
Figure 4.6.4. The True-false Template in Measuring Tools
In while-reading exercises, the true-false exercise provided comprehension questions related to the reading text about measuring tools. It aimed to check the
students’ comprehension of the text after they read it. The questions in the true-false exercise covered some reading skills, like finding the main idea and unknown words
related to vocabulary, drawing conclusion, scanning, and skimming. The figure was shown above.
The matching exercise was used in post-reading activities. There were two different kinds of matching exercises. The first exercise aimed to measure students’
vocabulary knowledge related to the topic. The second is to check the students’ background knowledge in how they used the measuring tool. The figure was shown
as follows.
Figure 4.6.5. The Matching Template 2
Process of Reading
In learning process of reading practice, the exercises motivated some students in reading text. They said that although it was the first time they did those kinds of
exercises, they believed that by doing the exercises regularly, their reading achievement would improve.
The exercises motivate me in reading text. Although we got some difficulty in operating the application
, we believed that later our reading achievement will develop
if we do it regularly. We feel happy.
[14[tri.1. all.st] [L.Im.1] [L.Im.2] [L.Im.3]
Reading practice using computer application gave students new atmosphere in doing reading practice. The benefits of CALL which gives a direct feedback satisfied
the students much. Some students also added that they were not embraced because they got a bad score in the first time doing the exercises. They stated as follows.
It is a new thing doing reading practice like this. It is very interesting because we can directly recognize the score after we do the exercises.
Moreover, we do not feel embraced of getting bad score because only computer and I know it.
We feel enthusiastic doing these exercises. [14[tri.1. all.st] [L.Im.4][L.Im.5]
Reading practice served a different technique when it compared to reading practice which they usually did previously. It was more interesting and challenging
than the previous reading practices before cycles. They said as follows.
Reading practice like this is more interesting. It is economical because we can save our paper. And moreover it saves our time because we do
not have to write. It is not boring and does not make us sleepy [14[tri.1. all.st] [L.Im.6]
Handy explained that reading exercises could give him motivation to read more. He added that by using the application, many exercises could be done and he could
measure his competence because the application gave a direct score after they finished doing the exercise.
It was different from paper exercises. It can give more exercises in one meeting.
It can make us know many reading text in English. It
also can be done based on my reading speed. It is very motivated me in learning English. [2[tri.1.Hand][L.Im.1]
Reading exercises gave a new atmosphere to mechanical engineering students. The students were enthusiastic in doing the exercises. As, Esti stated
It is really different using this application, moreover, the use of media
in learning reading. It is the first time I do exercises using computer
application like this. It could reduce my moody condition. Honestly, I cannot make some notes in the text like what I have done when using
photocopied paper, but I have to get used of it. [3[tri.1.Esti][L.Im.1]
Sansan said that reading exercises were interesting and effective because practices could be done based on the students competence. The exercises served
simple and easy operation in its application.
Reading exercises become interesting and I can do the exercises based on my competence.
Every student has different competence. By using
this application, we can do based on our own reading speed. It was very easy to operate the application [5[tri.1.Sans][L.Im.1][l.Im.2]
He also added that exercises in CALL gave him a new experience in doing
reading exercises. The feedback made him eager to do the exercises quickly and correctly.
It was different from the common exercises. I was often bored when I saw exercises reading in paper moreover when I saw long passage on
the text and the question. Here, it was different. I felt that I wanted to finish the exercises quickly and correctly
because after exercises I
could see the score directly. [5[tri.1.Sans][L.Im.3]
Aji stated that reading exercises served different forms because in this application, there were pictures and colourful background which could make him
awake and focus in doing the exercises. Besides that, he was easier to comprehend the text because there was colourful background and picture which related to the text.
I usually read the text using paper based. It is different. Paper made me get bored easily on the contrary, reading exercises using this
application
make me interested more because there are pictures and colorful background
. Moreover, there are pictures which suitable with the text. These exercises made us do exercises that before.[4
[tri.1. Aji][L.Im.1][L.Im.2][L.Im.3]
Reading practice helped the students in enlarging their vocabulary. The questions in reading comprehension trained them to anticipate the similar question
when it appeared in the other text. They were also trained in drawing conclusion. The gap filling exercises trained them to understand a short paragraph and also enlarge
their vocabulary.
Reading practices help me in improving my vocabulary about mechanical term and also they trained me in drawing conclusion and
anticipating similar question in others text.
Fill – in blank exercise help me understand a short paragraph
and enlarge vocabulary. [14[tri.1. all.st] [Adv.1][Adv.2]
Crossword and matching exercises helped Handy more quickly solved the
vocabulary problem. Moreover, his vocabulary enlarged because pre - reading activities covered vocabulary which related to mechanical topic in text. He added that
vocabulary in the pre - reading could make him focus in what the text would be going on, as Handy stated as follows.
I feel happy because reading practice like this makes me enlarge my vocabulary related to mechanical term in text.
In the beginning of the
reading text, there are crossword and matching which give vocabulary practice
to me in order to be able to read the following
text. This exercises served as a warming up so that we can be more focus in reading. [2[tri.1.Hand][L.Im.3]
Esti gave some comments that crossword challenged her to be creative and she had to guess what the answers of the questions. She also stated that the computer
application helped her to answer the questions although she sometimes could answer them by clicking hint button. Although she was lack of mechanical vocabulary, the
application helped her to find out the answers.
Crossword exercises in this application challenge me to answer the
questions. It trains my creativity to do those exercises. Honestly, Most
of the crossword questions make me confused because I am lack of vocabulary about mechanical term but this application help me a lot
in solving the vocabulary problem by just clicking the hint button, it will direct me slowly to the answer. [3[tri.1.Esti][L.Im.3]
Aji agreed with Estis statement. He said that crossword exercises in CALL were very interesting, but those were also confusing because he lacked vocabulary.
By doing those exercises, His vocabulary gradually enlarged.
In my opinion, crossword exercises are very interesting but it is also confusing because maybe I have a little knowledge about mechanical
term. But, I did not like it, but now I like it. My vocabulary is low. [4[tri.1. Aji][l.Im.4]
Aji explained that matching practice made him more quickly in comprehending the text. By mastering the vocabulary related to the text, finding the main idea and
specific information would be easier. The way of exercises served the practice made him interested in doing the exercises.
I think vocabulary is the most important aspect to understand the reading text. I will be easier to find out mean idea, looking for
specific information and drawing conclusion by mastering
vocabulary. Moreover, vocabularies in mechanical terms are different from common vocabularies. I am interested doing matching exercises.
[4[tri.1. Aji][Adv.2]
Handy added that crossword and matching made him focus more in doing next activities which related to the text. He felt pleased that these exercises enlarged his
vocabulary related to mechanical terms.
I am happy because crossword and matching give me more vocabulary exercises related to mechanical terms
and they are also
make me more focus in reading passage. [2[tri.1.Hand][L.Im.3]
While-reading activities which were presented in the true-false made Handy more comprehend the reading text. Moreover, he saved his time because he did not
have to write down the answer in long sentences and explanations. By clicking the answer, He could answer the questions and directly get the feedback from it. Handy
stated in the following comments.
True false exercises which were served really help me in
comprehending the reading text . I can save my time because I just
click the provided answer and directly I know the correct answer and also feedback
. I do not have to write down the answer. Save my time and paper. [2[tri.1.Hand][L.Im.4]
Esti said that the exercises were effective in the true-false. While-reading activities had helped her to find out the main idea of the text and also draw
conclusion of the text. The true-false exercise could help her much to comprehend the text quickly. It was really important for her because later, she had to read a lot of
references which related to mechanical text and those forced her to draw conclusion and find the idea of the text.
In my opinion, true-false exercises are effective for my understanding in text. I have to understand the text first before doing the exercises.
Reading activities had train me to find out the main idea of the text and also draw conclusion of the text quickly. There are a lot of
mechanical terms used to practice. [3[tri.1.Esti][L.Im.4]
The gap filling exercises gave a challanging experience in learning reading. As stated by Sansan. He was challenged by that exercises because they made him focus
on doing that. He got pleasure and vocabulary knowledge.
The exercise is very challanging. I have to concetrate to do this exercise because my answer should be mached with the content of the
reading passage
. I really need the vocabulary exercise like this. It is
really happy doing this kind of exercise. [5[tri.1.Sans][L.Im.4] Reading is a process where readers combine information from a text and their
own background knowledge to build meaning Nunan, 2003: 68. These exercises
were used to make that process work well. The researcher combined information from the text with mechanical engineering students’ background knowledge.
Reading process in reading exercises which they had done indicated positive changes. The students felt satisfied with kinds of exercises which were offered.
Crossword puzzle gave them the solution for their vocabulary knowledge. Crossword puzzle made students more focus and interested with exercises because it provided
interesting display. Although, the students had little vocabulary knowledge, they were interested in doing the exercises because it was like a game in puzzle. They tried hard
to finish the crossword. Matching gave the students fun learning in matching the measuring tools and their functions. Matching was also given an overview of the
reading text. The students worked happily with the exercises because when they were doing the exercises, they played with their computer by matching the correct answer.
The true-false exercise helped the students in comprehending text related to the topic. In true - false exercises consist of some reading skills which were needed
by the students for their study and job. The exercises gave him advantages for example, he did not have to write the answer on the paper, and it also provided direct
feedbacks. All of the exercises which cover the topic could make students interested
doing the exercises. The exercises could reduce their burden and boringness in the exercises which given by paper exercises. They were enthusiastic doing all the
exercises given. The most likeable was crossword because they thought that it was fun and built up their vocabulary knowledge related to the topic.
3 Reflection
The summary of reflection at first cycle were most of students were excited doing the given exercises. The students said that reading using CALL were very
challenging and gave a new atmosphere for learning reading in English. According to Harmer 2001, engaging students to read is crucial. Nonetheless, even when the
reading material is interesting for the students and the teacher plans different activities to study this material, students eventually got tired of working with the
traditional paper-based approach, a situation which constituted a great challenge for language teachers. Indeed, using traditional approaches to teaching reading
comprehension aided by technology can be of great help to face the challenge. By employing a computer application can be used as a means to support teaching
learning process. The use of Computer Assisted Language Learning CALL can offer viable
opportunities for the promotion of the concept of responsibility for one’s learning, by putting control of the learning in the hands of the students Benson, 2006. It was in
line with my reflection in first cycle. The students got opportunities to do the exercises by themselves, control their learning speed. According to Egbert et.al.
2009, there are some conditions which promote optimal learning condition. Learners have enough time and feedback. In process of learning, the students got
enough time and direct feedback in doing all exercises given. The students were curious to know what kinds of exercises they would do. They
were also excited that the exercises related to mechanical engineering. The students felt satisfied in the exercises in CALL because the exercises had given them feedback
directly. On the other hand, some of them were not serious doing exercises. Some of them only saw the exercises and after that moved to other exercises without doing
exercises. They seem that they wanted to try a new technique which was given without doing the exercises seriously. It happened for fifteen minutes.
The first cycle showed that students got a new situation in learning reading. The students were introduced with a new learning strategy which made them could
control their learning speed and give direct feedback. Although the students got confused of the software, they did the reading exercises. They interacted with the
media enthusiastically. The average students’ result of the test was not achieved yet. However, there were improvements of students’ participation and motivation in doing
reading practices. The test also showed there were any improvements, although it was not significant
4 Test Result
In descriptive statistics, the researcher would analyze and interpret the result of the students works. The raw data from the test of cycle I would be used to find out
learning improvement. There were twenty eight students of second semester of Mechanical Engineering who were involved in the study.
The average result of first cycle was 67.5. There is an improvement from the average score from the pre-test and the cycle I test. The finding showed there was
any improvement of reading achievement from pre-test to Cycle I test. The result described in the comparison below.
Table 4.6. The Comparison between Pre-test Result and Test Result of Cycle I
Variable N
Minimum Maximum
Mean Std.
Deviation Pre test
28 45
75 61.7
7.84 First-cycle
28 55
85 67.5
7.51
Next, the mean of cycle I test was 67.5. It means some students’ scores improved from the previous test. The improvement of the mean was 5.71 for the mean and the
percentage’ improvement from pre-test to cycle I was 9.25. The students got the improvement but in low scale. There was little improvement of students’
achievements on the average mean. Statistically, the standard deviation told us that the larger the standard deviation, the more variability from the central point in
distribution. The result of cycle I test was 67.5. There were 7.51 which vary or deviate from the result of the mean. The cycle I test result showed that standard
deviation was closer to the central point than the pre test result.
5 Planning for the Next Cycle
The next cycle planning was based on the students’ opinions, comments and also the reflection. Esti, a student of second semester, gave an important comment for
the next steps. She said that the students needed more vocabulary exercises in CALL. She suggested adding more number in crossword and matching the synonym of
words. She wanted to enlarge her vocabularies related to mechanical engineering terms.
Vocabulary exercises should be added more so that we can enlarge
our vocabularies related to mechanical term. Crossword exercises were interest me more because I could get pleasure and knowledge. If
it is possible crossword puzzle not just one exercise. [3[tri.1.Esti][sug.1]
Another student also asked the similar exercises like Esti did. He asked more exercises that could be done outside class so that he could practice reading more. He
was interested in exercises because it was interesting and did not make him bored. He added he previously felt bored whenever his teacher gave him reading exercises
through paper exercises. By using the media, it was a solution to improve his reading competence without making him bored.
We have to practice reading continuously in order to comprehend English text and recognize the main idea, draw conclusion quickly. If
it is possible give us exercises to be done outside. Exercises made us curious to do all exercises in it. [2[tri.1. hand][sug.2]
Aji stated that the exercises needed to be added pictures or animations so that it more interesting. He also suggested that using picture in vocabulary which related to
some mechanical tools in exercises will make him remembered easily on the vocabulary given.
Give the picture or animation to learn vocabulary related to
mecahnical tools It will make me easier to remember the vocabulary. [4[tri.1.Aji][Sug.1]
Esti and Handy agreed that reading exercises were good. They just suggested adding more numbers of comprehension questions, so that they could understand the
text better. Their suggestion was acceptable because by adding more numbers of exercises, it would help students comprehend the text well.
You should add more exercises in reading comprehension because it will help me understand the text and I can easily understand what the
text talk about.[3[tri.1.Esti] [Sug.1]and [1[ tri.1. Hand][Sug.2]
The comments, opinions, and reflection from first cycle were used as the base for preparing exercises in the next cycle. According to Dornyei 2001 learners with
sufficient motivation can achieve a working knowledge of an L2. It means that by having a high motivation, students could achieve their learning. In the process of
learning, the use of computer application can make the students motivated. By motivating the students, it was hoped that their achievement would improve. The
result of the test showed that there were any improvements in reading achievement The students had started like reading through the use of technology. It could be
seen from students’ opinions to the exercises using computer application. They got a new learning condition and it made them enthusiastic to do the exercises. By doing
exercises regularly, the students would be familiar with the application and it would not be a problem in operating it anymore. The exercises in reading had also made
students enlarge their knowledge and fluent in reading. Vandergrift 2003 believed that guiding learners through the process of reading not only provides them with the
knowledge through which they can become more skilled readers, but also motivates them and puts them in control of their learning. By adding some more numbers and
exercises, it would make students improve their reading habit and knowledge. The students had also empowered themselves in solving the reading problems by giving
suggestions to the next cycle in this research
b. Cycle II
The second cycle was done after getting some feedbacks from the students. The feedbacks could be used as the improvement to the next cycle. The feedbacks were
acceptable because what they suggested was what they should achieve at the end of the cycle. Some suggestions were acceptable because they supported the
improvement of reading skills and enlarged the advantages of computer application. It could be used to answer the first research question. They suggested adding
vocabulary exercises in crossword which related to the mechanical engineering text. The students participations in giving feedbacks were very useful for this research
because students empowered to find out their own solution of their reading problem.
1 Material
The second cycle employed one of the materials which related to the basic electricity and physic lecture. The topic was electricity in the workshop. The teacher
came to the class and did the warming-up activity. She gave a game to focus the students’ attention and attack students’ attention. The game was about guessing
games. The game was related to the electronic appliance and its function. The students grouped and one of the members of the group should mimic the appliance
and the rest guessed what the appliance was. By doing that, it was hoped that the students would be able to relate what they had done with the topic they would be
talked. After the warming up activity which lasted in 10-15 minutes, the teacher asked the students to do the reading exercises which were about the electricity. The
students were excited doing the exercises because it related to one of their mechanical lecture. The figure of the exercises was shown in the following.
Figure 4.6.6. The Electricity Template
The electricity exercises were completed by the crosswords, multiple choices, true false, and gap filling. They are made varied because the students needed various
kinds of exercises to support their reading. The numbers of vocabulary and exercises were added.
Crossword was added in pre – reading activities. The exercise was used to help learners brainstorm and predict how the information fits in with their previous
knowledge. They had to refresh their previous knowledge. One exercise was provided to review on what they have studied before. The matching exercise was used to
review the previous topic which they had studied. The aim was to recall their knowledge about the last topic. The figure 4.7 was the display of the matching
exercise.
Figure 4.6.7. The Matching Template in Electricity
The gap filling exercise was used to warm the students up on the next topic. It was related to the vocabularies which appeared in reading text. By doing this exercise, it
would help them to arouse their interest to the reading text. This is the figure of filling gap exercises in the electricity material.
Figure 4.6.8. The Gap Filling Template in Electricity
In the while - reading, the students should read the text and answer the provided exercises. The exercise was multiple choices exercises. The students should answer
the questions given. The aim was to make students comprehend the text. The figure was the display of multiple choices.
Figure 4.6.9. The Multiple-Choice Template in Electricity
There was the true false exercise to deepen students understanding of the text. The true-false exercise consisted of the questions of main idea, scanning, skimming
and vocabulary and drawing conclusion. This was figure of the true false exercise.
Figure 4.6.10. The True-False Template in Electricity
The last activity in the electricity was the crossword. This exercise would check student’s background knowledge related to the reading text. Figure of crossword was
shown as follows.
Figure 4.6.11. The Crossword Template in Electricity
From the observation, it figured out that the students directly opened the exercises and did the reading exercises. The teacher spent less time to go around the
class because the students had known what they should do. Once they opened the laptop and did the exercises, they were serious and enjoy themselves in doing the
exercises. They talked with their fiends when they found difficulties to do the exercises and sometimes they had a joke and some of them competed with friends
who got the higher score. The teacher and students discussed the exercises one by one in class together,
after all the students did the exercises, It was used to check students understanding
and see whether the student did the exercises seriously or not. On the second meeting, the teacher asked the students to retell about what they leant in reading text. The
students grouped. Then, they were asked about what they got in the reading text and the conclusion of the text.
The second cycle was similar with the first cycle exercises. The difference was in the number of exercises. The kinds of activities in reading exercises were also
added. In pre-reading activities, the exercises were added one exercise in matching the pictures with their names. While-reading activities consisted of multiple-choices,
short-answer and true-false. The post-reading exercises employed gap filling exercise.
2 Learning Process Improvement
The exercises had been added more numbers in each task. It made students spend more time doing the exercises. The vocabulary exercises were added. There
were learning improvements in students reading competence. In the first cycle, the students started doing reading practices by applying computer application although
the students got difficulties in operating the application. They were enthusiastic doing the exercises because that was a new thing for them doing reading practice by
applying computer application. The students started to realize that reading was fun. They began to enjoy reading process. By enjoying reading process, it was the starting
point for students to improve their reading competence. The cycle II learning improvement were the students begun to have their reading habit. Their interest in
reading gradually improved.
The computer application gave positive effects for students. Mrs tanti said by using the exercises in CALL, It would reduce monotonous of paper exercises. The
students’ improvement was not perfect yet. However, the students’ motivation can be seen from their attitudes in doing exercises. Through various exercises, they could
help students achieve better result and improvement of reading competence. According to Aji, there was an improvement in learning process. He said that
learning reading English was difficult for him. However, the exercises using computer application made reading easy. He said he did the exercises with his own
speed and without disturbance. He could measure his reading achievement directly.
These exercises were easy. Just follow the steps, I can practice reading without any distubance from other people. I also feel free
doing it because just me know the result of the reading score. [8[tri.2. Aji][ Adv.1][Adv.2]
He added that there was the evidence of the improvement. He did not know how to operate the application and he was not interest much doing the exercises
previously. The following days, He did the exercises seriously. He found that it was enjoyable doing reading exercises. This could be evidence that he wanted to learn.
It is interesting doing reading exercises like this. Previously, I was not interested much
in it, but I realized that it was fun. When the teacher
asked us to bring laptop to do reading exercises, I feel happy. [8[tri.2. Aji][L.Im.1][l.Im.2]
The other student, Esti, supported Aji’s comment on the use of media in learning reading. According to her, the way of learning English was well. Her result
of the test improved. She also repeated to practice the exercise at home although in class she had done it before. She said that the use of media of learning reading was
more enjoyable
The way of learning English like the reading practice was well. My test result improved
. I also repeat the exercises at home although I
have done it in class. I can understand it easily when the exercises were delivered by computer application as learning media.
[7[tri.2.Esti][L.Im.1][L.Im.2]
The other student, Sansan, commented the way of the exercises presented in CALL. According to him, it was clear enough. It was easy to understand because by
using those kinds of exercises had made him comprehend the text quickly and easier. She added that her competence would improve if that exercise was done regularly.
It was understandable enough; it is easier to understand because using those exercises makes reading text fun. If we used exercises like
that regularly, my score reading competence will improve [9[tri.2.Sans][L.Im.1-5]
By adding more exercises, students still enjoyed the reading passage, moreover, they were more entusiastic in doing the exercises. The positive effect of the use of
CALL was enhancing the reading skills. Egbert and Hanson-Smith 1999 stated that computers can help in the reading skills of skimming, scanning, recognizing topic
sentences and supporting details, predicting what will come next, noticing transition markers, reading quickly, and evaluating the validity of a source.
In reading comprehension, they students could understand the text because the exercise which given more than one, so it helped the students more in comprehending
the text.
3 Reflection
The summary of cycle II the learning process began improving. It was shown by the students were interested in the reading practices. According to Dawson and
Bamman 1967, experience is one of five factors which affect the comprehension
skill. Students with limited experience may have difficulty in comprehending many of the ideas and activities with which other students are familiar before they come to
school. By giving many exercises in reading, It would make the students had reading habit and it would give them more experiences in reading.
They were interested on the way of reading exercises presented in CALL. They were excited in the media which could present the interesting reading exercises.
However, some students still had a problem on grasping the meaning of the text. Kim and Kamil 2002 believed that the beneficial effects of the ways of
presenting text through electronic applications are so unique that they cannot be compared with conventional printed texts. They mentioned that presenting
information by using different kinds of media may have significant effects on comprehension.
In the second cycle, the flow of the teaching learning process was smoother than the first cycle. The students did the practice without much help from the teacher.
They had understood what they should do when the teacher said we would do the reading exercises using CALL like what we had done last week.
The students concentrated doing exercises in CALL. They were familiar doing the exercises since they had done it before. They were directly did the exercises
stated from the pre-reading, while-reading and post-reading. The students were serious doing exercises.
The researcher felt satisfied on the students because the students could enjoy the exercises and realize that reading was fun. The teaching learning process was well in
implementing the exercises. The students’ achievement had improved. It could be seen from the test result of students’ achievement.
4 Test Result
The result of second cycle showed that there was the improvement in reading achievement. The average mean of previous test was 67.5. The improvement was
shown in the table below.
Table 4.7. The Comparison between Test Result of Cycle I and Cycle II
Variable N
Minimum Maximum Mean
Std. Deviation First-cycle
28 55
85 67.5
7.51 Second -cycle
28 60
80 75.0
7. 27
Next, the mean of cycle II test was 75.0. It means some students’ score improved from the previous test. The improvement of the mean was 7.50 for the mean. The
percentage’ improvement from cycle I to cycle II was 11. There was improvement of students’ achievement on the average mean. Statistically, the standard deviation
told us that the larger the standard deviation, the more variability from the central point in distribution. The result of cycle II test was 75.0. There were 7.27 which vary
or deviate from the result of the mean. The cycle I test result showed that standard deviation was closer to the central point than the cycle I result.
5 Planning for the Next Cycle
The researcher got several input to develop next cycle. The students helped me to prepare the background of the exercises. The students were willing to give the
researcher many topics to use in the next exercises.
According to Mrs Tanti, the materials which presented should be varied in order to improve students’ knowledge in the related topics to improve the computer
application which is needed. It would help the students in mastering reading competence. She hoped that by providing various kinds of exercises would encourage
students in learning reading more. To improve the reading competence which is needed, the exercises in
CALL should be varied. It used to improve students’ knowledge. I hope by providing various kinds of exercises will encourage students in
learning reading more.[ti.coll]
Esti said that there was no improvement for the exercises because she thought it was good enough and it had covered all her need such as, exercises in unknown
words, finding main idea and drawing conclusion. She added that the teacher should provide more exercises like in CALL.
Exercise which has been given is already very good, Ms. I could practice
unknown words, drawing conclusion and also finding main
idea. My suggestion just provides more exercises like that. [7[tri.2.Esti][Sug.1]
Sansan said that he actually needed more exercises because the more exercises given, the more reading competence improved. The important point in master reading
competences is reading a lot. Having more reading practice makes me improve my reading
competence. And my reading achievement will improve too. [9[tri.2.Sans][Sug1]
Handy also agreed with Esti’s suggestion. If it was possible, the exercises could be done outside class and in the class, the teacher only did the review and checked
students’ understanding on what the students had done outside the class. The teacher may give a take home assignment using computer application.
The teacher gives a take home assignment using exercises outside the class. Then, in class we just do review and check our understanding in
what we have done as our take home assignment. So, in class we can also practice speaking related to the reading topic.
[6[tri.2.Hand][Sug.1]
The students’ comments in learning improvement and reflection of the second cycle had shown that all exercises in reading made students understand more in the
text and their reading habit increased gradually. The goal of reading is comprehension Nunan, 2003, 68. It is to grasp of main ideas and supporting ideas
and related to those main ideas to background knowledge as appropriate. The exercises in reading comprehension would be added.
The reflection indicated that the students just needed some exercises regularly to make them fluent in reading. According to Nation 2011, helping students to
achieve fluency requires continuous practice during the process. Fluency involves making the best use of what one is already familiar with. By employing the exercises
related to mechanical engineering terms which they have already familiar with, it was hoped that the students got their fluency in reading. It must be easy for them to do.
Basically, the students agreed that all exercises promoted their interest and built their reading habit. Their requests in having take home assignment using the
application showed that they were willing to learn reading. Their motivation improved. Since there were no significant improvements from the exercises, the
exercises were made similar to second cycle. The improvement was on the background and pictures.
In connection with the use of educational technology to teach reading, Erben, Ban, and Castañeda 2009 argued that the more a teacher employs instructional
technology in the classroom, the less teacher-centered and the more student-centered a classroom will become. Technology-enhanced classrooms have been found to
promote discovery learning, learner autonomy, and learner-centeredness. Therefore, it is advisable for language teachers to be on the lookout for technological options to
complement traditional approaches to teaching reading, foster students’ learning, and seek professional development and empowerment.
c. Cycle III
It is the last cycle in this research. In this cycle, the researcher added just few improvements in the backgrounds and pictures because they did agreed that reading
exercises made them get more pleasures and motivation. Moreover, the exercises had given what they needed in improving their reading competence. The result from the
pre-test to the second cycle test indicated that there was improvement of students’ achievement.
Before doing the reading practice, the teacher tried to focus the students’ attention by showing some pictures about the kinds of fuels. Then, the teacher asked
them to say what the fuels made of, how they formed, and their characteristics. The students worked in group and discussed the pictures. They felt excited in their
discussion because they talked things which they commonly used. After the teacher and students discussed all the pictures, the teacher asked the students to do reading
practices.
1 Material
The topic of the last cycle was fuels and energy. It was hoped that fuels and energy would enlarge students’ knowledge about the kinds of fuels, mechanical
properties, and also their characteristics. This topic was related to the mechanical subject named thermodynamics lecture. The cycle was done in 2 meetings. The first
meeting was for the implementation and the second meeting for the review. This was the reading exercise display. The figure 4.12 was shown below.
Figure 4.6.12. The Fuel Template
The warming-up activity was the matching exercise. This exercise was about vocabulary problems. The students should know the words because these
vocabularies would appear in the reading text. The figure 4.14. was shown below.
Figure. 4.6.13. The Matching Template in Fuel
The crossword exercise was also used because the students’ comments and opinions showed that the crossword was the most likeable exercise. This exercise was used to
refresh students’ vocabulary knowledge about fuels and energy sources.
Figure. 4.6.14. The Crossword Template in Fuel
The while - reading was about electricity in the workshop. The comprehension exercises were multiple-choice and short-answer. In the multiple-choice exercise, the
students should read the text first, and then answer the questions. It was similar with previous exercises in other topic, the comprehension exercises consisted of some
reading skills. Those skills should be practiced regularly in order to be able to comprehend the text easily. The figure was shown below.
Figure 4.6.16. Multiple-Choice Template in Fuel
In the short-answer exercise, most of the questions asked about the specific information from the text. In this exercise, the researcher focused on scanning of the
specific information of the reading text. The figure was shown below.
Figure 4. 6.17. The Short-Answer Template in Fuel
For the review exercises, the students did the gap-filling exercise. It was related the background knowledge and also the topic of the reading text. The figure was shown
below.
Figure. 4.6.18. The Gap-Filling Template in Fuel
The students did the exercises seriously. Some of the students enthusiastic. They wanted to get the highest score. They competed with friends who got the
highest score. To make sure that students did the reading text seriously. The teacher checked the students’ understanding by asking the summary and drawing conclusion
of the text orally. The teacher also gave reading exercises in Hot Potatoes which should be done outside the class.
The researcher observed and figured out that the teaching learning process in class had run well. The teacher monitored the students’ activities and the students
actively did the exercise in their laptop. The students’ reading habit had improved. It can be seen from the students’ participation in doing the reading text.
2 Learning Process Improvement
Since the students had done the exercises twice, they got used to operate exercises in CALL. The students said that exercises were good. It did not need any
improvements. Their suggestion was just giving exercises to do outside class so that they still had reading habit. They thought exercises could be done outside without the
teacher’s guidance, as Handy said as follows.
It was already good. Now, It depends on us whether we are willing to do the exercises or not. Me myself I want to be fluent reading and
grasp the meaning from text easily. So, by doing this practice
continuously I believe that I can build my reading habit because
exercise was not boring. I enjoyed doing the exercises although I spent much time on it. [10[ti.3.Hand][L.Im.2]
Esti stated that the direct feedback encouraged her to do all exercises because it would show her improvement. She said that she liked to do exercise although she did
it for several time, but by doing that she could know her improvement in one exercise.
All exercises encourage me much. Although I did the exercises for several times, I did not feel bored because the exercises provide direct
feedback so I can know my improvement. In comprehension exercises, I did it for three times to make my score 100 but It was interesting.
[11[tri.3.Esti][L.Im.1][L.Im.2]
She also added that her reading achievement gradually improved. These kinds of exercises motivated her much to read texts. The interesting types of exercises made
her enjoy the practice.
My test result increased gradually. And I felt motivated in doing the
exercises because of various kinds of exercises. [10[tri.3.esti][l.Im.2][L.Im.3]
Sansan commented that exercises made him had reading habit. Previously, he was lazy doing exercises if the teacher did not ask him to do it and submit the
exercises. Now, he likes doing the practice in class or outside class although teacher does not ask him to do it. He added that drawing conclusion was easier after doing
those exercises. I used to be lazy doing reading exercises, but I found that reading is
enjoyable. Doing reading exercises is pleasure whether in class or outside class. These exercises make me like doing reading practice.
Drawing conclusion
is easier than before. I can understand the text
easier. [13[tri.3.Sans][L.Im.3] Aji emphasized that practicing reading using the computer application gave a
solution to understand the text and vocabulary exercises enlarged his vocabulary knowledge. Doing the vocabulary exercise was fun.
The important thing for us as mechanical engineering is we could understand the reading text. Applying reading practices like this have
give us a new way to learn english and it provide us a solution to understand reading text which related to mechanical terms.
Vocabulary in this exercises have improved by vocabulary knowledge in mechanical term. Many vocabulary have included in the exercises,
it is good for us. I like doing crossword exercises.
[[tri.3.Aji][L.Im3][L.Im.4][Adv.2] The students needed exercises which provided fun learning and could engage
them to have reading habit. The exercises which they had done gave them a new experience in learning reading using computer applications in classroom. By doing
the exercises, the students were able to predict what the text would be, understand the meaning of the text, find the specific information from the text, and draw conclusion
easily. The students just needed more exercises to achieve reading competence. The computer application stimulated them to read text in an ideal stress.
According to Egbert and Hanson-Smith 1999, computer application increases self-esteem by empowering both the teacher and students regardless of certain
physical challenges or social and cultural differences. They add that it encourages and motivates students to become involved in authentic projects. By promoting optimal
learning conditions in reading, the students would get optimal achievement and reading habit would increase well.
3 Reflection
The practice must meet the conditions for fluency development. First, the students’ focus is on receiving meaning. Second, all material should be largely
familiar to them. Third, there is some pressures or encouragement to perform at a faster than usual speed. Fourth, there is a large amount of input Nation, 2011. The
exercises in reading had those criteria of the quality of practice. The materials in the exercises have been familiar to them, the reading comprehension focused them in
receiving meaning, and giving many exercises provided them a large amount of input The summary of the third cycle, there was improvement in learning process.
The students had enjoyed the reading lesson using computer application. When the teacher said that the next day was reading lesson, the students directly asked whether
they could bring laptop or not. It was an indicator that they realized that media could bring some positives changes to their reading improvement. The students became
autonomous. They chose reading process using CALL because they could do the exercises without any embracement when they made some mistakes.
In third cycle, the researcher just wanted to deepen students’ reading habits. The the students enjoyed doing the exercises without any burden. The advantages of
CALL have made the students feel comfortable with the exercises. They were enthusiastic when they did practice using computer application. This exercise
encouraged them to learn reading better. They could do the exercises inside and outside class. The students were satisfied because CALL provided a solution in
understanding the reading text easier. Based on the result of the action toward teaching learning process in this cycle,
the researcher was satisfied because this research improved students’ reading competence. There were many improvements after applying the second action of
action research. For example, first, the result of students’ participation in the learning reading was better than cycle II. It can be seen from students’ behavior while they
were doing exercises. They followed and did the exercises actively and seriously. In the classroom, students could improve their skills in reading competence. They felt
easy to comprehend the text and felt enthusiastic in learning reading texts. The result of the reflections and test scores figured out that the implementation
of action research can improve students’ reading competence through exercises in CALL. There was a progress of their scores from the pre-test, cycle I test to cycle II
test. It means that the action research succeeded.
4 Test Result
The result of the third cycle showed that improvement still occurred. There improvement from pre-test to cycle III. The table below showed the improvement
from the pre-test to cycle III.
Table 4.8. The Comparison between Test Result of Cycle II and Cycle III
Variable N
Minimum Maximum Mean
Std. Deviation Second -cycle
28 60
90 75
7.27 Third -cycle
28 70
90 78.2
6.26
Next, the mean of cycle III test was 78.2. It means some students’ scores improved from the previous test. The improvement of the mean was 3.21 for the
mean. The percentage’ improvement from cycle II to cycle III was 4.2. There was improvement of students’ achievement on the average mean. Statistically, the
standard deviation told us that the larger the standard deviation, the more variability from the central point in distribution. The result of the cycle III test was 78.2. There
were 6.26 which vary or deviate from the result of the mean. The cycle III test result showed that standard deviation was closer to the central point than the cycle II result.
B. Discussions
The discussion covers the learning process and learning result improvement. The learning process improvement was used to answer the first research question.
The learning result improvement would be used to describe the improvement of reading achievement every cycle.
1. Learning Process Improvement
The result of the learning process and reflection from the cycle I to III figured out that learning using CALL which was conducted in each cycle gives students more
motivation and exposures to learn reading.
From the observation of the teaching learning process in the first cycle, the researcher found that the use of CALL can motivate the students in learning English,
especially in reading. It can be seen from their activeness during the lesson when they find difficult words or unfamiliar terms. They didn’t reluctant to ask for difficult
words and how to operate the CALL to the teacher. The class could be controlled although sometimes, they were noisy during the lesson.
The cycle I indicated that there are any changes from students’ behavior toward teaching and learning process. It could be seen from students’ interest during the
lesson. They paid more attention to the material which was given using CALL. Exercises which were displayed in Hot potatoes gave students new situation in
learning reading. As Hoffman 1996 states that CALL provides students different learning atmosphere as they experience more interaction outside the class. By
utilizing computer in second language learning, it will bring good influence for the learners to improve language skills. Although some students ignored the material but
the class’ reflection assumed that CALL made them interested to deepen their reading competence.
The Cycle II indicated that students have already had reading interest. They need their interest improve become a habit. In order to get reading habit, the students
need more exercises to experience reading texts so that their reading habit improves and they can improve their reading competence. According to Dawson and Bamman
1967, experience is one of the five factors which affect the comprehension skill. Students with limited experience may have difficulty in comprehending many of the
ideas and activities with which other students are familiar before they come to school.
By giving many exercises in reading, It would make the students had reading habit and it would give them more experiences in reading.
The cycle III indicated that the practice must meet the conditions for fluency development. First, the students’ focus is on receiving meaning. Second, all material
should be largely familiar to them. Third, there is some pressures or encouragement to perform at a faster than usual speed. Fourth, there is a large amount of input
Nation, 2011. The exercises in reading had those criteria of the quality of practice. The materials in the exercises have been familiar to them, the reading comprehension
focused them in receiving meaning, and giving many exercises which provided them a large amount of input.
The reflection III indicated that it was an effective way to develop students’ reading competences by using CALL in giving exercises to students. The researcher
decided to stop the cycle since the result of the last cycle has shown a good improvement of students’ reading ability. It can be seen from the students’ response
toward the use of CALL during the teaching and learning process. The materials which were given to the students could create good situation in learning reading.
Students were active to do the exercises without any hesitation. The situation in the class becomes comfortable. The relation between the student and the teacher becomes
more comfortable so that the students weren’t afraid to ask about the difficulties they found in the materials.
From the explanation above, it could be concluded that there were some contributions using CALL as teaching technique in teaching and learning for
mechanical engineering. According to Levy 1997: 1 CALL is interdisciplinary in
nature, and it has developed the effort to find ways of using the computer for teaching. For the teacher, this technique can give some references to give students
exposure and input in teaching reading. For the students, the varieties types of exercises from Hot Potatoes can
motivate the students since Hot Potatoes exercises offered colored materials and related to their study as mechanical engineering students, so that they could feel that
reading is not boring activity anymore. The observation results of the field notes and interviews showed that there were differences of the students’ interest in reading
before and after the teacher implemented the action. Moreover, using CALL as reading materials display and exercises made students more responsible for both
participating and learning during the teaching and learning process. Hot Potatoes in CALL could be an alternative reference in teaching English and could improve
students’ reading competence for mechanical engineering students. The result of this study could give contribution to teaching learning reading.
The way of presenting the reading materials can be used as an alternative technique to develop students’ reading in class or outside class in action research by other
teachers. This technique can be used by the teacher to improve their teaching performance and help their students to develop reading competences and it gives
more opportunity for the students to explore their own reading competences with the benefits of CALL.
All of the exercises could make students interested doing the exercises. The exercises could reduce their burden and boringness in the exercises which given by
paper exercises. They got a new atmosphere using CALL as their new learning technique to develop reading.
From the learning improvement and reflection results indicated the students have empowered themselves to find out their own problems and solve their own
problems. CALL is used as a tool for them to learn reading and develop their reading competence. The research indicated that students have done their own way to
improve their reading by using CALL. As Burn 2003: 30, states that action research is used to identify and investigate problems within a specific situation. It can be used
to evaluate and reflect to bring about change and improvement in practice From the reflection figure out that the students have learned that in developing
their reading competences is by finding the new technique to motivate them to achieve their competence. They also experience that CALL can make them improve
their reading. By doing exercises in CALL regularly they believe that they can develop their competence.
This research also indicated that the action research is crucial in order to solve the problems which related to teaching learning process in class. Doing classroom
action research is a scientific action for teacher to develop themselves and also help their students to solve the problem in class. Action research will give another way to
contribute the teaching learning process and empowering students to develop their competence. This research also improves professionalism from teacher in developing
continuously the way of teaching to be better. It also improves teacher curiosity to solve the problem in class.
