Giving Rewards and Punishment in Improving Students’ Reading Skill: A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat

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GIVING REWARDS AND PUNISHMENT IN IMPROVING

STUDENTS’ READING SKILL

(A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat)

A “Skripsi”

Presented to the Faculty of Tarbiyah and Teachers Training in Partial of Fulfillment

of the Requirement for the Degree of Strata 1 (Bachelor of Art) in Department of

English Education

By:

NUR AIZA MA’RIFAH

106014000340

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

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DEPARTEMEN AGAMA

UNIVERSITAS ISLAM NEGERI (UIN)

SYARIF HIDAYATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925

Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama

: Nur Aiza Ma’rifah

Tempat/Tanggal lahir : Banjarmasin, 20 Mei 1987

NIM

: 106014000340

Program Studi

: Pendidikan Bahasa Inggris

Judul Skripsi :

Giving Rewards and Punishment in Improving Students’

Reading Skill

(A Classroom Action Research at VII Grade of

SMP Dua mei Ciputat)

Dosen Pembimbing : Drs. Nasrun Mahmud, M. Pd

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya

sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 6 Desember 2010

Mahasiswa Ybs.

Nur Aiza Ma’rifah

NIM. 106014000340

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GIVING REWARDS AND PUNISHMENT IN IMPROVING

STUDENTS’ READING SKILL

(A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat)

A “Skripsi”

Submitted to the Faculty of Tarbiyah and Teachers’ Training in Partial of Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in

English Education Department

by:

Nur Aiza Ma’rifah NIM: 106014000340

Approved by Advisor

Drs. Nasrun Mahmud, M. Pd NIP: 150 041 070

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2010

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ENDORSEMENT SHEET

The “Skripsi” (Scientific Paper) entitle “GIVING REWARDS AND

PUNISHMENT IN IMPROVING STUDENTS’ READING SKILL (A Classroom Action

Research at VII Grade of SMP Dua Mei Ciputat), written by

NUR

AIZA MA’RIFAH,

student’s registration number 106014000340 was examined in the examination session of

the Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic

University Jakarta on Desember, 3

2010. The “skripsi” has been accepted and declared

to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in

English Language Education at Department of English Education.

Jakarta, December 8

2010

EXAMINATION COMMITTEE

CHAIRMAN :

Drs. Syauki, M.Pd

(

)

NIP. 19641212 199103 1 002

SECRETARY :

Neneng Sunengsih, S.Pd

(

)

NIP. 19730625 199903 2 001

EXAMINERS : 1.

Dr. Fahriany, M.Pd

(

)

NIP. 19700611 199101 2 001

2. Drs. Sunardi Kartowisastro. Dipl. Ed

(

)

NIP. 19440719 196510 2 001

Acknowledged by:

Dean of Tarbiyah and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA

NIP. 19571005 198703 1 003

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v ABSTRACT

MA’RIFAH, NUR AIZA, 2010, Giving Rewards and Punishment in Improving Students’ Reading Skill (A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat), Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training, State Islamic University Syarif Hidayatullah Jakarta.

Advisor : Drs. Nasrun Mahmud, M. Pd Key Words : Rewards, Punishment, Reading skill

The aim of this research is to see how the implementation of giving rewards and punishment in reading section process, especially in improving reading skill and also to help English teacher of SMP Dua Mei in managing classroom activities effectively, so that it will encourage the students’ behavior to increase their score.

In conducting this Classroom Action Research, the researcher uses Kurt Lewin’ Model for conducting the action research then the researcher takes two cycles, every cycle has four steps and they are: Planning, Acting, Observing and Reflecting. Each cycle was conducted in two meetings, so the researcher conducted this research in four meetings for one month. To analyze and collect the data, the researcher gained the information from interview, observation, field notes and the students’ achievement from pre-test, post-test after cycle I and post test II after cycle II.

The result of this Classroom Action Research showed that technique of giving rewards and punishment in improving students’ reading skill at VII Grade of SMP Dua Mei can motivate them to read text selectively and effectively that could be showed from the students who passed the KKM (65) or Kriteria Ketuntasan Minimal after cycle I and cycle II. The students’ responses showed they were interested in English reading. Moreover, the result of students’ achievement showed significant improvement from cycle I to cycle II. The students’ average in pre-test was 62. 58, the students’ average in post-test I was 68. 23 and the students’ average in post-test II was 79. 68. While the improvement score from pre-tes to post-test I was 5. 65, then from post-test I to post-test II was 11. 45. From this result, the researcher concluded that the implementation of giving rewards and punishment at VII grade students of SMP Dua Mei can improve students’ reading skill effectively.

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vi ABSTRAK

MA’RIFAH, NUR AIZA, 2010, Giving Rewards and Punishment in Improving Students’ Reading Skill (A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.

Pembimbing : Drs. Nasrun Mahmud, M. Pd

Kata Kunci : Rewards, Punishment, Reading Skill

Penelitian ini bertujuan untuk mengetahui penerapan pemberian imbalan dan hukuman dalam proses pembelajaran bahasa Inggris. Khususnya penigkatan kemampuan membaca siswa serta membantu guru bahasa Inggris di SMP Dua Mei Ciputat Timur dalam mengatur aktivitas siswa di kelas VII SMP Dua Mei secara efektif sehingga mendorong perasaan setiap siswa agar meningatkan nilai mereka.

Dalam pelaksanaan Penilitian Tindakan Kelas ini, peneliti menggunakan Model Kurt Lewin dalam pelaksanaan penilitian tindakan ini. Peneliti menggunakan dua siklus dalam proses pembelajaran bahasa Inggris di kelas, setiap siklus terdiri dari: Perencanaan, Pelaksanaan, Observasi dan Refleksi. Setiap siklus terdiri dari dua kali tatap muka di dalam kelas. Secara keseluruhan peneliti melakukan empat kali tatap muka di dalam kelas dalam satu bulan. Untuk menganalisa dan mengumpulkan data, peneliti memperoleh informasi dari wawancara, observasi, catatan lapangan dan pencapaian dari siswa setelah melaksanakan pre-test, post-test setelah siklus I dan post-test setelah siklus II.

Hasil dari Penelitian Tindakan Kelas ini menunjukkan bahwa tehnik pemberian imbalan dan hukuman dalam meningkatkan kemampuan Membaca para siswa kelas VII di SMP Dua Mei Ciputat bisa memotivasi para siswa membaca teks lebih selektif dan efektif di mana bisa dilihat dari para siswa yang mampu mencapai batas Kriteria Ketuntasan Minimal (KKM) 65 setelah pelaksanaan siklus I dan siklus II. Respon para siswa juga menunjukkan bahwa mereka merasa lebih berminat pada saat Reading Activities berlangsung. Selanjutnya, hasil dari pencapaian siswa dalam reading nenunjukan peningkatan yang signifikan. Rata-rata skor reading siswa setelah melaksanakan pre-test adalah 62. 56, rata-rata skor Reading siswa setelah post-test I adalah 68. 23, rata-rata skor Reading siswa setela post-test II adalah 79. 68. Dengan demikian, peningkatan skor dari pre-test ke post-test I adalah 5. 65, lalu dari post-test I ke post-test II adalah 11. 45. Dari hasil penelitian ini, peneliti menyimpulkan bahwa penerapan pemberian imbalan dan hukuman kepada para siswa di SMP Dua Mei Ciputat Timur mampu meningkatkan kemampuan membaca para siswa.

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iii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficient, the Merciful. All praise be to Allah,

who has given the writer chance, ability, in finishing this “skripsi”, entitled: Giving

Reward and Punishment in Improving Students’ Reading Skill (Classroom Action

Research at VII Grade of SMP of Dua Mei Ciputat Timur. Mercy and peace of Allah

be upon the prophet Muhammad Peace be upon Him, His family and followers.

This “skripsi” is presented to the faculty of Tarbiya and Teachers’ Training in

partial fulfillment of the requirement for the degree of Strata 1 (S1) at Department of

English Education.

In this process of finishing this “skripsi”, the writer got motivation from

people around her. Therefore, the writer would like to express her deepest gratitude to

her parents and her sibling who give support for doing her ‘skripsi”. The writer would

like to express her special gratitude to her adviser, Drs. Nasrun Mahmud, M. Pd for

his patience, encouragement, comment and suggestion for completing her “skripsi”.

The writer would like to express her gratitude to:

1. All the lecturers in Department of English Education who had transferred

their knowledge and also for their valuable guidance and encouragment to the

writer.

2. The Head of Department of English Education, Drs. Syauki, M. Pd.

3. The Secretary of Department of English Education, Neneng Sunengsih, S. Pd.

4. The Dean of Tarbiyah and Teachers’ Training Faculty, Prof. Dr. Dede

Rosyada, M. A.

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6. The English Teacher of SMP Dua Mei Ciputat Timur, Dwi Yuli Prihani, S. Pd

who help her in doing her “skripsi”.

7. The writer’s sisters and brothers: Siti Fatimah, Saiful Anwar, Ibnu Fatahillah,

Jumratul Qomah and Isya Abdurahman who motivated her in doing “skripsi”.

8. Her beloved fiance, Munajat Sirri, S. Pd.i who has prayed and motivated her.

9. All friends in English Department especially in class A-2006 and her close

friends, Hannisa, Ririe, Ochie, Fivi, Nana, Dilah who helped and supported

her in this “skripsi”.

10. All Best friends, Isty, Murni, Ulvi, Uvie for thier support and motivation

May Allah, the Almighty bless them all, so be it.

Finally, the writer realizes that this “Skripsi” is still far from being perfect.

Criticism and suggestions would be acceptable to make it better.

Jakarta, October , 2010

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vii

TABLE OF CONTENTS

APPROVAL LETTER ………...

ENDORSEMENT BY THE EXAMINATION COMMITTEE ……….

ACKNOWLEDGEMENT ……….

ABSTRACT ………...

TABLE OF CONTENTS ………..

LIST OF FIGURES AND TABLE………

CHAPTER I: INTRODUCTION

A. The Background of Study ……… B. The Objective of Study ……… C. The Formulation of Study ……….... D. The Significance of Study ………... E. The Organization of Study………...

CHAPTER II THEORETICAL FRAMEWORK

A. Rewards

1.The Definition of Rewards………. 2.The Purpose of Rewards………. 3.Types of Rewards……… B. Punishment

1.The Definition Punishment………. 2.The Purpose of Punishment……….... 3.Types of Punishment……….. C. Reading Skill

1. The Definition of Reading ………... 2. Kinds of Reading……….. 3. The Purpose of Reading……….. 4. Reading Principles………..

i ii iii v vii x 1 3 4 4 4 6 7 8 8 9 10 10 12 13 14

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viii

CHAPTER III RESEARCH METHODOLOGY

A. Time and Place of Research………... B. Subject of Research………... C. Role of the Researcher in Classroom Action

Research……….... D. Technique of Collecting Data……… E. Technique of Data Analyzing………. F. Design of Action’s Intervention………. G. Planning Development of Action Classroom….. CHAPTER IV RESEARCH FINDINGS

A. Data Description……… 1. Data of Observation……… 2. Data of Interview……….

3. Pre-Test ………

B. Data Interpretation………. 1. Cycle I……….... 1.1 Planning……….. . 1.2Acting……….. . 1.3 Observing………... 1.4 Reflecting………. 2. Cycle II……….

2.1 Planning………. 2.2 Acting……….

2.3Observing………

2.4 Reflecting……… C. The Result of Data after Classroom Action

Research………. 1. The Result of Pre-Test, Post-Test I, Post-Test

II………. 2. The Result of Post Interview……….. 3. The Result of Post Observation………….

16 16 16 17 18 20 23 26 26 27 28 28 29 29 30 31 31 32 32 32 33 34 35 35 45 46

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CHPATER V CONCLUSION AND SUGGESTION

A. Conclusion………

B. Suggestion………

BIBLIOGRAPHY

APPENDICES

A. SK and KD………...

B. Lesson Plan………..

C. Interview Guideline before CAR………... D. Observational Note in Cycle I……….. E. Observational Note in Cycle II……… F. Field Note in Cycle I……… G. Field Note in Cycle II………... H. Instrument of Pre-Test……….. I. Instrument of Post-Test I……….. J. Instrument of Post-Test II………

K. Answer Keys………

L. Format of Item Analysis………..

47 48

52 54 63 67 69 73 75 77 82 87 91 93

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LIST OF FIGURES AD TABLE

3.1Design of Kurt Lewin’s Model ... 21

3.2 Modifying Design Adapted from Kurt Lewin ... 22

4.1 The Students’ Reading Score of Pre-Test, Post-Test I and Post-Test II ... 36

4.1 The Result of Students’ Reading Score before Implementation ...38

4.2 The Result of Students’ Reading Score in Post-Test I ... 40

4.3 The Result of Students’ Reading Score in Post-Test II ... 43

4.4 The Result of Students’ Reading Score in Pre-Test, Post-Test I and Post-Test II ... 50

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CHAPTER I

INTRODUCTION

A. The Background of Study

Nowadays, In English learning process, students of Junior High School should master productive skills and receptive skills. Productive skills are writing and speaking which the students should be provided opportunities to be active or to produce the language. Receptive skills, reading and listening which the students receive the language from the teachers, facilitators or other resources. Reading skill is the way that people understanding and gaining the information and idea, reading skill makes the students understand the meaning of the passage and the main point from the text through the passage. Some people think that reading is a “passive” skill, but nothing could be further from the truth. Rubin and Irene wrote in their book: In reality, reading is an active information seeking process in which readers relate information in the text to what they already know.1

Among the four skills, reading skill is seen more difficult skill to be learnt, because it needs to comprehend more. Reading as an active skill, so it may be true enough that people learn to read by reading and that good readers are people who read a lot. Usually, the students in Junior High School, especially at seventh Grade don’t understand yet about reading comprehension.

Joan Rubin and Irene Thompson. How to be a more Successful Language Learner: Toward Learner Aotunomy. (USA: Heinle and Heinle Publishers, 1994), Second Edition, p. 91

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In fact, VII grade students should have mastered the descriptive text that based on the KTSP 2006. VII grade students have to learn and master some genres including descriptive text. It has been stated on SKKD or Standard Competency and Basic Competence.

From the observation and interview’s the writer at SMP Dua Mei Ciputat, the writer found some obstacles to VII Grade students of SMP Dua Mei that they have difficulties in understanding the words and comprehending the sentences.

According to Paris, Punler and Walther, Reading Comprehension is the process of understanding the message that the author is trying to convey, very simple, it is making meaning from the text at hand.2

In fact, the students did not understand the meaning completely and they have lack of motivation to read the text because the teacher also used the traditional teaching which he always gave lecturing, explaining and exercising. From the observation, the writer also identified the teacher’s technique in giving reading material; the teacher used the translation method to convey the meaning of the words and sentences and this translation made the students confused about the meaning. With this activities absolutely made the students felt boring and it is can decrease the students’ behavior.

From the statements above, English teachers have to be able to organize teaching and learning activities. They have to give materials by using a suitable technique and master the lesson effectively. Especially in reading’s learning process, teachers must make the students able to comprehend such words in English language and group of new words. The statements above mean, reading is important to teach and teachers must try to find the most effective technique to teach it and how the most effectively technique to make the class reading activity can be fun and creative.

However, applying conventional technique in English classroom activity makes the students bored, makes their motivation to participate in English

Pamela J Farris ,et al., Teaching Reading: A Balanced Approach for Today’s Classroom, (United States: Mc Graw Hill, 2004), p. 321

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learning activity will be loose and lose their interest in reading material because the classroom is monotone.

In fact, a lot of English teachers motivated their students by techniques in order that students have spirit and motivation in their learning English, such as giving rewards and punishment, especially in improving their reading skill, because a lot of students have a lack of reading comprehension and also about mastery the vocabulary in the text of paragraph in reading.

Sdorow and Riekabaugh wrote in their book: Given the everyday observation that extrinsic rewards can increase achievement motivation, especially in people who initially have little or no motivation in a particular area.3

Punishment is applied following a desired action, as when a student is punished after coming forward to admit cheating on an exam. The student may associate the punishment with being honest rather than with the original offense. 4 For these reason, suitable technique should be conducted in order to make students become successful in their reading comprehension. Giving rewards and punishment is one of the techniques of teaching learning process that makes reading’s classroom activity can be effective class and can enhance their understanding and comprehending about reading material.

Based on the background of study above, the writer would like to conduct a research under the title:

“Giving Rewards and Punishment in Improving Students’ Reading Skill (Classroom Action Research at Seventh Grade of SMP Dua Mei Ciputat)”

B. The Objective of Study

The Objective of this research is to know whether giving rewards and punishment can improve students’ reading skill for VII grade students of SMP Dua Mei Ciputat.

Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, (North America: Mc Graw Hill, 2002), Fifth Edition, p. 124

Michael S. Gazzaniga and Todd F. Hearherton, Psychological Science: Mind, Brain and Behavior, (New York: W. W Norton & Company, 2003), p. 177

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4 C. The Formulation of the Problem

Here, the writer formulates the problem as follows: 1. How does giving rewards and punishment improve students’ reading skill for VII grade of SMP Dua Mei Ciputat?

2. Can giving rewards and punishment improve students’ reading skill?

D. The Significance of Study 1. The Writer

This research is expected to encourage the writer to apply this technique in English learning activity at classroom and to help the writer in getting many experiences in English learning process.

2. The Teachers

This research is expected to give further information about the technique to enhance students’ reading skill and how to motivate the students in reading’s activity at classroom.

3. The Students

This research is expected to be a substantial point for the students to improve the reading comprehension and also mastery the vocabulary by giving rewards and ducative punishment.

4. The School Principal

This research is expected to modify classroom management positively about the situation of the classroom and to make the teaching-learning process lively.

E. The Organization of Study

This‘paper’ is divided into five respective chapters:

Chapter I provides introduction which consist of background of the study, this is the main part of fives chapter as in this chapter the writer shows her acceptable reason why she runs her paper, then it also provides the objective of the study, the formulation of the study, the significance of the study and the organization of study.

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Chapter II covers theoretical framework which consist of concept giving reward and punishment, the purpose of giving reward and punishment, and types of giving reward and punishment and the concept of reading comprehension, kinds of reading and reading principles.

Chapter III is research methodology, the writer explains time and place of research, subject of research, role of the researcher in classroom action research, technique of collecting data, technique of data analyzing, design of action’s intervention and planning development of action classroom.

Chapter IV is finding research, the writer tries to explore about data description, data interpretation and the result of the data after classroom action research.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Rewards

1. The Definition of Rewards

The students’ behaviour in school or classroom is followed behaviour from their environment. Sometimes they grow up with less worship and attention. Rewards and punishment appropriate to build up their motivation related their learning, especially in English learning process. The process to apply the reinforcer to increase behaviour is called reinforcement, there are two form of reinforcement, positive and negative.

Rewards as synonym for positive reinforcement, traditional behaviorist defined reinforcement stricly in terms or whether it increased behaviour.1

Using reward in classroom helps English teacher to increase students’s motivation. The example of giving reward, English teacher tells one of the students, “congratulations. I’m really proud of how good the story that you read”. If the student work harder and reads better story the next time, the teacher’s positive comments are said to reinforce or reward the student’s reading.

Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, (Mc Graw Hill: Library of Congress in Publication Data, 2002), fifth edition, p. 186.

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Rewards convey information about one’s skill or competence when they are linked to actual performane or progress, such as when teachers praise students for learning new skill or acquaring new knowledge.2

John W. Santrock goes on to point out that classroom rewards can be useful, theya are: 1. as an incentive to engage in tasks, in which case the goal is to control the students’ behavior, 2) to convey information about mastery. 3

Referring to the statements above, when reward is given by the teacher, the student can assosiate acting and behavioring in feeling of happiness and usually make them doing something countinously. In other side, reward has purposed to make the student does everything more dillegent to correct ot to increase the score.

2. The Purpose of Rewards

Rewards can be an effective way to encourage students to begin tasks or material that initially motivate students become involved in these task or material, other factors like interest and challenge can influence motivation.

According to Soejono (1980:62) giving rewards by teacher has education value and purposes, there are:4

1. Giving rewards can increase the better norm of students’ behavior 2. Giving rewards can maintain and expand the students’ behavior 3. Giving rewards are indicators of increasing competence

4. Rewards give the good situation to students in classroom 5. Giving rewards can make the students eager to learn material.

Dale H. Schunk, Paul R Pintrich and Judith L. Meece, Motivation In Education; Theory, Research, and Applications, (Columbus: PEARSON, 2008), Third Edition, p. 261.

John W. Santrock, Educational Psychology, (New York: McGraw-Hill, 2004), Second Edition, p. 421.

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3. Types of Rewards

In study of behaviorism the students learn that reinforces increase behavior with praise, high test scores, and grade being common reinforces, because they are ends that result from students effort.

Although the use of rewards is controversial, it is still common. Some examples of rewards used in elementary classroom include:

a.Approval, such as teacher praise or being selected as a class monitor. b.Consumable items, such as candy or popcorn

c.Entertainment, like playing a computer game

d.Competition, like being the first to finish a game or drill In middle and secondary school classroom, rewards include: a. High test score

b. Teacher compliment delivered quietly and individually

c. Phone calls to parents or others care givers complimenting student work or attitudes.

d. Free time to talk to classmates.5

B. Punishment

1.The Definition of Punishment

According to Lester that punishment is applied following a desired action, as when a student is punished after coming forward to admit cheating on an examination.6

The student may also associate the punishment with being honest rather than with the original offense. The result may be that the student learns not to tell the truth.

According to Ray Flora that the way to reduce perceived need punishment and the way to reduce illegal and destructive behavior is to increase reinforcement for achievement. 7

Paul Eggen and Don Kauchak, Educational Psychology: Windows on Classrooms, (Columbus: Merril Prentife Hall, 2001), Fifth Edition, p. 413

Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, (Mc Graw Hill: Liblary of Congress in Publication Data, 2002), fifth edition, p. 177

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According to Ngalim Purwanto:

“Hukuman adalah penderitaan yang diberikan atau ditimbulkan dengan sengaja oleh seseorang (orang tua, guru atau orang lainnya), sesudah terjadi pelanggaran, kejahatan atau kesalahan”

(Punishment is suffered that gave and caused by someone (parents, teachers, or the others), after violation, crime and mistake happened).8

Punishment is the practice of imposing something negative or unpleasant on a person or animal or property, usually in response to disobedience, defiance, or behavior deemed morally wrong by individual, governmental, or religious principles.9

From the statements above that giving punishment decreases the probability that a behavior will occur and punishment is defined as using force and physical pain to get the students to control their behavior in classroom.

In classroom activities, negative and positive reinforce are consequences that strengthen or increase behavior. These consequences are called punishers and the process of using these consequences to decrease behavior is called punishment.

2.The Purpose of Educative Punishment

Punishment should be consistent and applied every time that the students engage in the misbehavior. Punishment is applied in teaching and learning activities for certain purposes, most generally to encourage and enforce proper behavior as defined by society or family.10

When teachers want to decrease children’s undesirable behavior (such as teasing and hogging), punishment should be used only as a last resort and always in conjunction with providing the child information about appropriate behavior.11

Stephen Ray Flora, The Power of Reinforcement, (New York: State of University New York Press, 2004), p. 121

Ngalim Purwanto, Ilmu Pendidikan Teoritis dan Praktis, (Bandung: Rosda Karya), 1994), p. 46

http://en.wikipedia.org/wiki/Punishment

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Punishment must be given depending on the students' actions, not teacher’s mood on fatigue level. Give the punishment immediately after the misbehavior to make the association between the act of wrongdoing and the consequence of punishment.

3.Types of Educative Punishment

These following types of punishment are not types of treatment. Types of punishment here are chosen because other methods of correction the students’ misbehavior does not work. Here, punishment divided into four types, there are:

1. Psychical punishment, such as: slapping, pinch between forefinger and thumb and striking.

2. Punishment using words and sentences, such as: griping, threatening, teasing and ridiculing.

3. Stimulus psychical punishment, such as: slope, open wide of eyes and glum.

4. Inconvient punishment, such as: the students stands up in front of class, out of class, stands beside the teacher, sits down beside the teacher or orders the student writes the sentence and rewrite for 10 times or more.12

C. Reading Skill

1. The Definition of Reading

When someone reading a text but he or she does not understand what he or she are reading, that mean they are not reading. In against, reading is understanding and comprehending. Reading is useful for language acquisition

F. Dubin defines the meaning of reading as primarily a cognitive process, which means that the brai n does most of the work”.13

http://file.upi.edu/direktorfpbs/jurpendidikanbahasaarab/195105081980031suherman/m akalah/hukuman dan ganjaran.pdf.

F. Dubin, D. E Eskey and W. Grabbe, Teaching Second Language Reading for Academis Purposes…,p. 6

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Generally, reading can be defined as an interaction with a printed message. It means that reading is not passive action: there is some intellectual energy to be expanded. Reading is the art of transmitting ideas, facts and felling.

Pang said in her book:

“Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences, and connecting text. Readers typically make use of the background knowledge, vocabulary, grammatical knowledge, experience with the text and other strategies to help them understand written text.”14

In order to get students to read enthuasiastically, English teacher needs to work to create interest in the topic and tasks. A common paradox in reading lessons is that while teachers are encouraging students to read for general understanding, without worring about the meaning of every single word, the students, on the other hand, are desperate to know what each individual word means. Many of students would rather tackle a reading passage with a dictionary in one hand and a pen in the other to write translations all over tha page.

Reading is a challenge to the teachers also because it is such as a complex process. Reading is not a general ability but a composite of many specific abilities . It is necessary to break down general comprehension into specific skills which together constitute it. It is necessary to inquire how well the students are able graps the general meaning of a passage.

According to Jemery Harmer that a word of caution needs to be added in reading passage. If students ask for the meaning of all the words they do not know and given some of the problems inherent in the explaining of different word meaning, the majority of a lesson may be taken up in this way. The teachers need to limit the amount of tie spent on vocabulary checking in the following ways:

Elizabeth S. Pang, et al., Teaching Reading, ( Switzerland: International Academy of Education, 2003), p. 6.

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Time Limit

The teachers can give a time limit of say five minutes for vocabulary enquiry, whether this involves dictionary use, language corpus searchers or questions to the teacher.

Word/Phrase Limit

The teachers can say that the teachers will only answer questions about five or eight words or phrases.

Meaning Consensus

The teachers can get students to work together to search for and find word menaings. To start the procedure, individual students write down three to five words from the text they most want to know the meaning of. When students have each doene this, they share their list with another student and come up with a new joint list of only five words. This means they probably have to discuss which words to leave out. 15

2. Kinds of Reading a. Intensive Reading

In intensive reading, as the term indicates, each vocabulary and structural item is explained and made as fact of the students’ active language, pronunciation, and intonation are stressed, and each concept allusion is clarified. Besides intensive reading is used to gain a deep understanding of a text, which is important for the reader. The process of scanning takes a more prominent role here than skimming.

Absolutely readers need to make distinction between extensive reading and intensive reading. The term intensive reading refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms. Here, the student looks at extract from magazines, poems,

Jeremy Harmer, The Practice of English Language Teaching, (Pearson; Longman, 2004), Fourth Edition, p. 287.

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internet, websites, novels, newspapers, plays and a wide range of other text genres.16

Intensive reading is usually accompanied by study activities. The teacher may ask students to work out what kind of text they are reading. Look for details of meaning, look at particular uses of grammar and vocabulary and then use the information in the text to move on to other learning activities and the teacher also encourage them to reflect on different reading skill.

b. Extensive Reading

Extensive reading should involve reading for pleasure what Richard Day calls joyful reading, the reader deals with longer texts as a whole, which requires the ability to understand the component parts and their contribution to the overall meaning. Example: reading newspaper article, short story or novel.

According to Jeremy Harmer that one of the fundamental conditions of a successful extensive reading programme is that students should be reading material which they can understand. 17

This is enhanced if students have a chance to choose what they want to read, if the students are struggling to understand every word, the students can hardly be reading for pleasure. It is the main goal of this activity. This means that English teachers need to provide books which either by chance or because they have been especially written, are readily accessible to the students.

3. The Purpose of Reading

Students read a text learn to find out information, to be entertained, to reflect or as religious practice. The purpose for reading is closely connected to a person’s motivation for reading. It will also affect the way a book is read. Jeremy Harmer said in his book that many students want to be able to read texts in English either for their career and their pleasure. 18

Jeremy Harmer, How to Teach English, (Pearson: Longman, 2007), new edition, p. 99

Jeremy Harmer, The Practice of English Language Teaching,…p. 283

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The essential purpose of reading generally is to get new information or pleasure. Reading for information is reading that we do not stop to analyze the grammatical structures; we understand the structure without thinking about it. Reading for information requires that we understand the meaning of passage.

Reading for information may range from the scanning of documents and the reading of letters to in depth understanding of articles of books. Whether we are reading for pleasure or information, the nature of the reading depends on what the readers want from the text.

4. Reading Principles

Principle 1: Encourage students to read as often and as much as possible

The more students read, the better they get. Everything the English teachers do should encourage them to read extensively as well as – if not more than – intensively. It is a good idea to discuss this principle with students.

Principle 2: Students need to be engaged with what they are reading

Outside normal lesson time, when students are reading extensively, they should be involved in joyful reading, the teachers try to help them get as much pleasure from it as possible. But during lesson, the teachers will do our best to ensure that they are engaged with the topic of a reading text and the activities they are asked to do while dealing with it.

Principle 3: Encourage students to respond to the content of a text (and explore their feelings about it), not just concentrate on its construction.

It is important for students to study reading texts in class in order to find out such things as the way they use language, the number of paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important as this. As a result, the teachers must give students a chance to respond to that message in some way. It is especially important that they should be allowed to show their feelings about the topic.

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Principle 4: Prediction is a major factor in reading

When the students are choosing what to read for pleasure, the teachers should encourage them to look at covers and back cover copy to help them select what to read and then to help them get into a book.

Principle 5: Match the task to the topic when using intensive reading texts.

Once a decision has been taken about what reading text, the students are going to read, the teachers need to choose good reading tasks- the right kind of questions, appropriate activities before during and after reading, and useful study exploitation.

Principle 6: Good teachers exploit reading texts to the full19

Any reading text is full of sentences, words, ideas, descriptions, etc. It does not make sense, in class, just to get students to read it and then drop it and move on to something else. Good teachers integrate the reading text into interesting lesson sequences, using the topic for discussion and futher tasks, using the language for study and then activation and using range activities to bring the text to life.

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16 BAB III

RESEARCH METHODOLOGY

,

A. Time and Place of Research

The writer held the research at Seventh Grade of SMP Dua Mei, which

is located on Jl. H. Abdul Ghani No. 135 Cempaka Putih, Ciputat Timur,

Tangerang Selatan. The writer did the Action Research on March 10

2010 up to

August 28

2010.

B. Subject of Research

The Subject of the research is seventh Grade students of SMP Dua

Mei Ciputat Timur. There are 68 students for seventh grade of SMP Dua Mei

Ciputat which are divided into two classes called 7.1 and 7.2.

C. Role of the Researcher in Classroom Action Research

The role of researcher in classroom action research is Teacher at

seventh grade of SMP Dua Mei and her partner as observer, she conducts this

research collaboratively.

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17

D. Technique of Collecting Data

In completing the data, the writer uses qualitative data and quantitative

data, qualitative data consists of observation, interview and field note.

Quantitative data consists of pre-test and post test.

According to Mills that data collection techniques also include using

direct observation, interviews, attitude scales and questioners.

Qualitative data

consists of observation within the teaching learning process in the classroom and

interview to be presented to teacher’s activity and the students’ activity. And

other side, the quantitative data consists of pre-test, post-test I after conducting

cycle I and post-test II after conducting cycle II.

1. Observation

The observer does the observation directly toward English teaching

and learning-process in SMP Dua Mei Ciputat 2009/2010 Academic Year.

In this research, the writer’ partner acts as an active observer. The writer

interacts with the students as well as the teacher. In Reading lesson, the

observer observes students’ reading skill, such as; words meaning,

comprehending the words and sentences by comparing the knowledge

stored in the students’ brain, and identify the basic forms and meaning of

the text.

2. Interview

Interview is held with the teacher and students; it means to know the

real condition in applying the technique giving rewards and educative

1 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp.

127-132.

Geoffrey E. Mills, Action Research: A Guide for the Teacher Research, (Columbus, OH: Prentice Hall, 2000), p. 43

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18 punishment and how far the technique can motivate the students in

improving students’ reading skill. The observer will interview the English

teacher and students. This interview will conduct before and after the

implementation of Classroom Action Research.

3. Field notes

This field notes is taken by the observer, this is the informal notes

written by teacher when she conducts teaching and learning process. The

data may already be selective and focused on a particular issue, for instance

to analyze the student interaction and questioning technique

. The purpose of

this technique is to know and analyze how far the technique giving reward

and punishment can influence students’ reading skill.

4. Test

The test is given to the students in order to know how well the

students’ reading score after giving technique of giving rewards and

punishment.

E. Technique of Data Analyzing

The technique of data analysis used in this research is descriptive

analysis (percentage) and the analysis qualitative data used in this study is the

observation of students’ activities during teaching learning process and the

interview before and after classroom action research and the teacher’ activity in

classroom and the situation of classroom.

In completing the numerical data, the writer tries to get the average of

students’ reading score within before the the implementation and every cycle in

Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 2006), p. 59

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19 order to know how well the technique giving reward and punishment in the

classroom.

It is the formula;

x

X =

N

X : mean

x : individual score

N : number of students

Then, the writer tries to get the class percentages which pass the KKM

(65) of English lesson at SMP Dua Mei Ciputat. It is the formula:

F

P = X 100%

N

P : the class percentage

F : total percentage score

N : number of students

Then, the writer analyzes the students’ reading score from pre-test up to

post-test and she uses the formula:

y1 - y

P =

X 100%

Y

P : percentage of students’ improvement

y : pre-test result

Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.

Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008), p. 43.

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20 y1 : post-test 1

F. Design of Action’s Intervention

According to Santrock, action research is research used to solve a

specific classroom or school problem, improve teaching and other educational

strategies or make a decision at a specific level.

Also according to Chamot, Action research is classroom based

research conducted by the teachers in order to reflect upon and evolve their

teaching.

In this design’s classroom action research (CAR), the writer used Kurt

Lewin Model, this concept consists of planning, acting, observing, and

reflecting

. According to Stringer and Christensen that action research is

presented as a cyclical and repetitive process of inquiry that guides teacher

preparation.

The relationship among those concepts formed one cycle. Basically,

amount of cycle depends on with the issue or issues happened in teaching and

learning activities and also the achievement. The writer describes the scheme of

action research designed by Kurt Lewin.

John W Santrock, Educatiobal Psychology, (New York: Mc Graw, 2004), second Edition, p. 23

Chamot Uhl, et al, Conducting Action Research in the Foreign Language Classroom, 1998, Retrieved on 5 November 2010 from http://

www.nclrc.org/about_teaching/report_pub/conducting_action_reaseacrh.pdf

Wijaya Kusuma, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT MALTA PRINTINDO, 2009), hal. 19-20

Ernest T. Stringer and Lois McFadyen Christensen, Integreting Teaching, Learning and Action Research, (London: SAGE Publications, 2009), pp. 1-2

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21 Figure 3. 1

(Adapted from Suharsimi Arikunto, 2009)

Design of Kurt Lewin model

In detailing the design of action research, the writer modifies the

Action Research that according to Kurt Lewin Model:

Planning

Cycle I

Planning

Reflecting

Acting

Observing

Reflecting

Observing

Cycle II

Acting

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22 Figure 3.2

CYCLE 1

d

CYCLE 2

(Modifying design adapted from Kurt Lewin’s Design)

Planning

The teacher makes the lesson plan The teacher choices the appropriate material and topic related with syllabus The teacher prepares the form observation for observer

The teacher prepares form evaluation and post-test I

Acting

Conducts the lesson plan

Teaches the descriptive text and applies the technique with a praise when the students read correctly and carefully

Gives the vocabularies if needed

Observing

Observes the class situation

Identifies the students’ achievement in learning reading

The observer observes the students’ behavior when they are given the technique

Does the post-test I after the implementation in cycle I

Asks the students’ responses after applying the technique.

Reflecting

The teacher and the observer discuss collaboratively students’ achievement and also the technique

Revises the lesson plan and the implementation if needed

Modifies the lesson plan for the next cycle and prepares for post-test II in order to know the improvement of students’ score

Planning

Revises the lesson plan and modifies the technique

Reselects the topic and the meterial and also the task

Prepares the form observation

Reflecting

Discusses with the observer about the students’ achievement in classroom Discusses about students’ behavior when the teacher gives the technique Discusses with the observer the improvement of students’ score and also analyzes the result from post-test I to post-test II

Acting

Teaches the material according to lesson plan

Gives other reward and punishment in order to make the student more enthusiasm

Orders the students make time table and give the note to their paper

Observing

The observes identifies the teacher’s activity in classroom

The observer observes the students’ behavior when they are given the technique.

The observer observes the students’ responses

Does the post-test II in ending of cycle II

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23

G. Planning Development of Action Classrooms

Cycle I

Planning

In this phase, the writer as English teacher makes lesson plan based on

the issue in classroom. The writer and the observer conduct Action Research

collaboratively. The purpose of this phase is to reform the process of students’

reading skill in classroom and to improve the result of students’ score by giving

rewards such as giving the students praise or consumable items (candy, book or

treasure) and educative punishment such as ordering the students to memorize

some vocabularies or text and rewrite the material once or more in the classroom

during the material is to be taught.

Before the teacher does the acting, the teacher makes lesson plan, hand

out related to reading material that will be taught in classroom, prepares the

instrument (observation, interview and field notes). Here, the teacher also makes

the post-test I in order to know how far the students’ achievement after giving

technique of rewards and punishment at the end of this cycle.

Acting

After the teacher makes lesson plan that has described above then the

teacher arranges the scenario of teaching learning activities related reading

material. The teacher uses the determined strategy as she is teaching while the

observer observes the class during the teacher teach the class. The teacher gives

reading material depend on the syllabus or annual program designed by the

teacher. The teacher gives the descriptive text then gives the dialog about

introducing. So, the teacher instructs the students to read carefully the dialog in a

pair then she gives the questions to students, when the student answers it well

then the teacher gives the good reward like consumables item and praise such as

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24 “good” if the student answers it right but incomplete and “excellent” if the student

answers it right and complete. Here, if the student cannot answer the question, the

teacher has to take punishment like order them to memorize the dialog or to read

aloud the dialog or the teacher gives time out to students.

Observing

The writer’s partner as observer observes the students’ response,

participation, achievement and everything which is found during the teaching and

learning process and she also observes the teacher’s activity. Sometimes, the

observer also asks some students’ opinion about the process of teaching and

learning using technique giving rewards and punishment. In order to make this

phase real and concrete, the observer also takes note in order to know how far the

technique influence students’ reading skill in classroom. Here, the role of

observer is important. She has to take note real situation that appeared in the

classroom activities by giving rewards and punishment.

Reflecting

In this reflection has evaluation aspect that teacher and observer

evaluate and realize the process of teaching and learning students’ reading skill

through giving rewards and educative punishment.

In this phase, the teacher has to understand the issue of teaching

learning process and the situation the class that to be taught. After the data has

been collecting by observer and teacher, the teacher and observer will discuss and

analyze the data of teaching-learning process and also identify less of teaching

reading material by giving rewards and punishment to students and how to

improve it at classroom. The teacher will reflect herself by seeing and analyzing

the result of the observation whether the teaching learning reading material by

giving technique rewards and educative punishment influence is good to imply in

teaching learning process at VII grade students of SMP Dua Mei East Ciputat or

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25 not. If the first cycle is unsuccessful that proven by students’ achievement such as

test, observation and field notes. Then, the writer should make the next plan to

solve the students’ problem in reading’s skill.

Cycle II

Planning

In cycle one, the teacher identifies and analyzes the issue then she or

he finds the problems based on issue that appeared in the classroom. So, in this

phase, the teacher will revise and modify lesson plan and reselect reading material

that will be taught selectively then she uses again kinds of rewards like give the

note and high score on students’ task after they do the task related with reading

material. The aim of this reward is to increase students’ behavior to read

selectively reading material such as descriptive text and the teacher also gives

technique educative punishment in order to decrease students’ behavior when

they read descriptive text well without mistake and wrong.

Acting

In this phase, the teacher gives the hand out to students and orders

them to read carefully the dialog about personal identity in a pair then she would

instruct them to practice it with pair. After the students read it well then teacher

gives many questions orally to students. Then, if the questions are answered well

then the teacher again gives the exercise, she orders them to fill the table based on

the dialog. In this cycle, teacher takes indifferent reward and punishment. After

the students fill the table the teacher gives rewards and punishment based on the

students’ score. If they do it well, teacher would give the high score and note on

their table and if they do it incorrect, the teacher gives the minimum score then

orders them to do it once more until it is done well.

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26 Observing

The observer as teacher’s partner observes the situation and the

students’ responses, teacher’s activities and students’ achievement and the

situation is found during the teaching and learning process. The observer also

asks some students’ opinion about the process of teaching and learning using

technique giving rewards and punishment. In order to make this phase real and

concrete, the observer also takes note and juts down field note to know how far

the technique of rewards and punishment such as gives the students’ task a note,

high score or orders the students rewrite and memorize the material and gives a

present can influence students’ reading skill in classroom.

Reflecting

This phase is aimed to reflect the completely done the action research.

In this phase, the teacher and observer evaluate and discuss about teaching and

learning process. They have to discuss further some problem appeared in the

class. Thus, the reflection is able to be determined after implementing the action

and the observation outcomes. Therefore, the unfinished problems yet could be

solved.

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CHAPTER IV

RESEARCH FINDINGS

A. Data Description

Before the implementation of the action, the writer has divided three parts of data description in order to know the obstacles of teaching learning in reading activities selectively, those are data of observation, data of interview and post-test.

1. Data of Observation

Based on the observation was conducted by the writer on 15th and 17th March 2010, Monday and Wednesday. It is to observe the process of teaching learning in students and teachers’ reading activities before implementation the action. It was held at VII Grade of SMP Dua Mei. There were 35 students in the class and was started at 07.15 A.M up to 09.00 A.M. The teacher actually dominated the classroom activity then it made the students passive in the class and less motivation to learn reading material and she also gave the lecture to students. Generally, the teacher read the text then the students had to follow what the teacher said, when the teacher read one sentence then she ordered them to follow her and directly with the students to translate it into Bahasa Indonesia using dictionary if they did not understand the meaning. This activity, of course made the students bored because the

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monotonous teaching learning in reading activity. For instance, when the teacher taught descriptive text to students, she ordered them to read carefully and after that translated it into Bahasa Indonesia, the teacher did not stop and re-read the passage that they did not understand yet and she also did not give the structure and the language features of descriptive text such as identification of descriptive text and description. Consequently the students had had less motivation in reading and made their behavior decreasing.

2. Data of Interview

This interview was conducted as unstructured interview, it was held on Wednesday, March 22nd 2010, and started 10.00 A.M up to 11.00 A.M. In this interview, the writer asked some questions related English teaching learning activity, emphasized on reading material. The writer asked the teacher about the general teaching in reading performance and also the achievement, the problems faced the students in reading material, and also the kinds of strategies that conducted by the teacher before previously implementation of Classroom Action Research (CAR).

This interview began with questions related teaching learning in reading activities and also the problems were faced by the teacher. The teacher said most of the students did not like English lesson because they had limited vocabularies to understand the discourse then they could not distinguish between explicit and implicit meaning. However, most students of VII Grade not all learning about English before. Of course, they faced many obstacles with reading material. When the writer asked with specific question about reading such as some obstacles faced reading material, the teacher said much of them could not comprehend the content of discourse, for instance when the teacher gave the text that explained about describing someone or people, the teacher ordered them read it and explained into Bahasa Indonesia, they could not explain it well. They also taught English as a complicated subject and the difficult one to understand then the result of whole complexity in reading activity is most of students VII Grade felt boring with the situation when

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reading material had been given. This is situation also made restlessness of the teacher because the teacher stated with KKM (Criteria of Minimum Completeness) that concerning with school program. In order side, the teacher gained the most students’ reading score was low and poor. Although the teacher also gave games when taught them but it was not enough to encourage their motivation to learn English well.

The next interview discussed the problems faced the student when the teacher taught the material. Most of students felt boring when the teacher conveyed the material.

3. Pre-Test

In completing the data, the writer did the pre-test before the teacher conducted Classroom Action Research, it was held on Monday, 2nd August 2010, and it began from 07.15 A.M up to 08.00 A.M. There were 31 students of VII grade followed the test. The test was 20 questions in multiple choice and the students did it during 30 minutes. From this pre-test, it is known the mean score of pre-test that was done by students was 62. 58.

The data above showed nine students who obtained the score above the KKM (Criterion of Minimum Completeness), while KKM of SMP Dua Mei was 62. So, twenty-two students were below the standard of KKM. From the data, there were two students gained the higher score and one student gained the lowest score which the higher score was 75 and lowest score was 40.

From the data above that showed almost of students’ achievement in reading was poor and low.

B. Data Interpretation

Based on the data had been collected before such as interview, observation and pre-test, most of students were not interested in learning reading and felt boring with the teacher’s technique in teaching learning activities and it was showed from the reading students’ score. In fact, this

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situation was not good if the teacher conveyed the monotonous learning, the students needed new technique to make them enthusiasm to read material and do the task well.

After knowing the students’ ability was low, which can be seen from the result of pre-test, the writer conducted two cycles which each cycle consists of four steps, there were planning, acting, observing and reflecting. After each cycle was done, the writer gave the students post-test to know the students’ achievement in reading.

This Classroom Action Research was held from 16th August 2010 up to 28th August 2010 at VII Grade of SMP Dua Mei Ciputat, there were 31 students followed this implementation. The writer conducted this research two cycles which each cycles was conducted two meetings.

1. Cycle I 1.1 Planning

In this phase, the writer as the teacher made the lesson plan and selected the appropriate material that based upon the students’ problem in reading. In this phase also the writer made the exercises related material. The writer took the descriptive text as the material because the descriptive text needed clearly information to be explained. In this lesson plan, there were some descriptive texts to be explained, here the writer only explained the structure of descriptive text that consists of identification and description because the descriptive text needed the comprehend more. Here the writer also prepared the unstructured form observation and field note to observe the teacher’ activity and the students’ behavior, the students’ achievement, also their activity in classroom during the class began until ended. To know the students’ improvement of reading skill, here also the teacher prepared post-test I after she conducted the cycle I.

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1.2 Acting

Topic : Please Call me Susan!!! Day/Date : Wednesday, April 18th, 2010

Then, in this step, the writer as English teacher taught the students of VII grade SMP Dua Mei, she implemented the teaching learning activity based on the lesson plan that had been made before. When the teacher started the class, she gave the stimulus to students in order to make them enthusiasm to learn reading. The teacher gave a game finger, she gave every finger with words that correlated with the topic and every finger had a word that consists: “Agnes Monica is famous Artist”. When the student answered with right finger, the teacher said “good” or “excellent” in order she or he was interested with the topic then when the student answered with wrong finger, the teacher gave punishment such as ordered him or her to come forward and practiced the teacher’s act. Next, the teacher asked to students some question related with the topic while the students answered it with the correct answer, the teacher directly said “excellent” or good job” to the students. After that, she explained about the descriptive text briefly then she gave the students hand out then ordered them to read silently if they did not understand the text, the teacher instructed them to look at the dictionary that they had been brought before. So, the teacher gave some questions related the topic with jumbled sentences then ordered them to arrange the sentence correctly. If the students arranged the sentence correctly, the teacher said “good job” but if the student arranged with incorrect sentence, the teacher said “not bad”. After the students had already done the task, then the instructed them to do task, they had to complete and arrange the sentence in column A to column B for 10 minutes, when the teacher said “time is over” the teacher directly instructed them to collect the answer and the first student who answered it correctly and well to give reward.

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1.3 Observing

Here, observer as a partner of the teacher observed the classroom activity while the teacher conducted the implementation of CAR. The observer carried out the observation. She observed the teaching learning process of the cycle I happened. The observer said, in fact the technique was done effective in the class, but the teacher explained the topic too fast then there were five students did not pay attention to the teacher. The students still difficult to comprehend the text it could be seen from ordered the student to arrange the word. When the teacher gave rewards, most of students felt enthusiasm to answer the question but also there were many students not enthusiasm because the teacher could not monitor the class all the time. Here, the observer also monitored the student’ behavior while the students were given the praise, they felt interested with the rewards and happy to follow the topic. It could be seen from their motivation to learn reading was increasing. So in this step, also the writer gave the post-test I to make sure and concrete whether the improvement of students’ reading skill is influence or not.

1.4 Reflecting

After the teacher and the observer collected the result of observation, then they had to reflect and discussed the cycle one selectively. Here, they tried to modified the technique and managed the classroom well. Then teacher also evaluated the students’ reading skill. The result implied that they got a significant improvement in their reading skill but the teacher and the observer also had to think how the technique more effective in classroom in order 38% or twelve students could pass the KMM, because from the result of pre-test than showed nineteen students passed the KKM. Furthermore, the writer and observer also concluded the technique could be done effectively in classroom. In order side, the students felt interested with material that had been conveyed with the teacher, most of them said the students felt more active and enthusiasm when the teacher taught with giving praise and stimulus psychical punishment. Although there were some students not responded yet

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about the material because the large class problem. However, the writer had reached the goal of the applying technique and the lesson plan had been made with the teacher was achieved good enough in this cycle but the teacher and the observer needed more improvement about the material and modified the lesson plan.

2. Cycle II 2.1 Planning

The teacher was modified the previous lesson plan. In cycle I, the teacher found obstacles with the students’ behavior, there were some students not enthusiasm with the teaching learning process. The teacher selected the topic, here the teacher explained about Time Table or Schedule. The aim of this topic was the students were able to find out the detail information, they had to understand how to identify the time and they had to find out the meaning of the text. The teacher also prepared the task, here the teacher used the rewards and punishment after the students did the task. The teacher gave the note and high score on their task paper. Then to make sure the result of this cycle II the teacher prepared again unstructured form observation and field note to know whether the technique could improve students’ reading skill significantly or not. It showed from the teaching learning process, teacher’ activity and students’ activity and the indicators of lesson plan.

2.2 Acting

Topic :Clean the Black Board , please!!! Day/Date : Monday, August 23th, 2010

Fisrt sign, the teacher asked the students’ condition and reviewed the topic had been taught before. Then she continued about introduction the topic, asked to students about their time table or schedule every day that they had. The teacher gave game related to the topic; she gave the color paper such as blue, green and yellow. The paper was written a half past nine: 9.30 for blue paper, a quarter past nine: 9.15 for green paper and nine thirty: 9.00

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o’clock for yellow paper. She gave to each student one by one. Then she instructed them to change the hour. If the student got the right hour the teacher gave 10 point then if the student got the wrong hour the teacher gave “zoonkkkk” to her or him such as rubbish or trace of pencil or paper. The students felt satisfied with the games. After did the game, the teacher explained briefly about Schedule then she gave to students hand out “Kevin’s Activity” the hand out could be seen below:

Let me tell you about Kevin’s school activities on Monday. First, at 7.00 until 7.45 he studies Religion with Mr. M. Saleh. Then at 7.45 – 8.30, Mr. Simanjuntak will teach him Geography. After that Miss Susanti will teach him History. After break for 30 minutes, he will studies English with Mr. Arifin at 9.30 – 10.15. Mr. Suharto will teach Mathematics after that untill 11.00. The second break will last for 15 minutes. Kevin will start to study Biology with Mrs. Tini at 11.15 . Finally, at 12 o’clock Mr. Abdurahman will come to his class to teach Economics untill 12.15.

To sum up, Kevinn has seven subjects to study on Monday.

After the students and the teacher identified the hand out, then the teacher asked some question related to topic using cartoon, the teacher only opened the carton with 10 second for every question and the students had to find out the answer as soon as possible. When the teacher said “time is over” the students had to stop to look for the answer. The teacher gave 20 point for every student could answer correctly but for the students could not answer correctly, the teacher gave “zoonnkk”. Next, based on the text that given by teacher, the students were instructed by the teacher to complete the table to summarize how many subject Kevin will study on Monday. The teacher gave 15 minutes for filling the table and the first student could do the task correctly the teacher gave pencil for reward.

2.3 Observing

In this phase, after the teacher did the action and implementation of the technique. The observer observed the situation of classroom activity included the teacher’s activity, students’ activity and teaching learning process. The observation was done to obtain the data from the students’

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achievement and the teacher and it was expected the result in cycle II would be better than what had been achieved in cycle I. The observer concluded that the teaching learning was done effective and the students’ more active. The observer said that the teacher applied the technique successfully and her monitoring in the class was good enough, the teacher walked around when she explained the topic then checked the students who did not pay attention to her. The teacher’s explanation was not too fast in this cycle and students looked more active when the teacher asked some question to them. So, after the observer analyzed whole of the activities, the teacher was held the post-test II to know whether the students’ achievement in cycle II was improved or not. Based on the result of post-test II, it showed the students who passed the KKM in cycle II were 26 students or 83. 87%. It concluded there were improvements in their reading skill when the technique was conducted by the teacher.

The students also felt enthusiasm when the teacher asked some question then the teacher gave point and “zoonnkk” to students who did the task well and they did not well the exercises.

2.4 Reflecting

This reflection evaluated about the teacher’s technique, the students’ achievement during reading activity and also about the improvement the student’s score.

First, the teacher and the observer discussed about the teacher’s technique, they felt satisfied with the technique. It could be seen from the result of the observation and field note after the implementation. The goal of lesson plan also had been achieved when the teacher applied it in the classroom. Second, the students were more active when the teacher gave praise and punishment; they had encouragement to do the exercise and the task correctly and carefully. It could be seen from the field note and students’ score.

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The students are more active to answer the questions when the teacher gave material self identity and time table. From the result of interview above it is proven that the technique of giving rewards and punishment can improve students’ reading skill at VII grade SMP Dua Mei Ciputat. The improvement of students’ reading ability can be proven from by the improvement of students’ score. The result of pre-test, post-test I and post-test II showed a significant improvement. The students also can have a positive response to the implementation of giving rewards and punishment in order to improve their reading skill. Considering from the explanation above, the writes concluded that the Classroom Action Research was done successfully.

3. The Result of Post Observation

After the implementation of the Classroom Action Research, the writer also took the result of post observation to support the implementation of Classroom Action Research. From the post observation, the teacher and the observer knew whether the implementation of technique giving rewards and punishment was successful or not. In this case, the writer and the observer collaboratively discuss the how far the technique can improve the students’ reading skill.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The result of Classroom Action Research shows the technique of giving

rewards and punishment can improve students’ reading skill effectively. Based on

the research, the writer concludes that:

1. From the result of the analysis of the research, it is proven that the students’

score of reading by using technique of giving rewards and punishment is

better. This result has answered the research question that the implementation

of giving reward and punishment in teaching reading is quite effective.

2. The improvement of students’ reading skill can be seen in the improvement of

their achievements in pre-test, post-test I and post-test II. The result of mean

score of the class in pre-test who passes the KKM(65) is 9 students or 29.

03%. Then, in the cycle I, the result is 19 students or 61. 29%, next in the

cycle II, the students who pass the KKM is 26 students or 83. 87%, It showed

that learning reading through giving technique rewards and punishment is

effective. Thus, it can be said that the technique of giving rewards and

punishment in improving students’ reading skill is influence and successful.

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B. Suggestion

The writer would like to give some suggestions that might be useful in

applying technique of giving rewards and punishment. The suggestions are as

follow:

1. For the students

It is should be applied intensively because it is good for developing students’

reading skill which are the students learn how to be responsible.

2. For the teachers

The teacher should be active to monitor the students in the group for helping

some difficulties faced the students, for instance encourage the student about the

way of discussion and give the list question guidance for the student to tell about

the text.

3. For other researcher

The result of the study can be used as an additional reference or further

research with different discussion.

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