98 order to encourage the students’ interest about the topic Williams, 1984 as cited
in Hedge, 2014. Most of the students tried to share their idea or experience during the discussion about the topic although some of the students spoke in
Bahasa Indonesia. In cycle two, the researcher used essay format in giving the reading test in
first meeting. Those questions were related to the text. Those questions were the main idea of the text, author’s purpose in writing the text, type of the text and
others Brown, 2004. Those questions were the questions to ask the students to do skimming. The researcher used multiple-choice format in giving the reading
test in second meeting Brown, 2004. The researcher gave the questions which were related to the text. Those questions were the main idea of the text, supporting
idea of the text, vocabulary in context and others. This type was easy to administer and could be scoresd quickly. Using this format also has the
weaknesses. The students were easy to discuss the answer with others. In cycle two the researcher gave the equal portion in questioning. Those questions
consisted of the understading of hortatory exposition text and understading the content of the hortatory exposition text although in cycle one the researcher did
not give equal portion in questioning.
B. Final Remark
In this research, the researcher conducted classroom action research in order to encourage the students’ motivation in reading class. Classroom action
research was a research which focused on improving in education field which was
99 based on the teachers’ reflection. The main aim was improving the teachers’
method in education field which based on their reflection McNiff Whitehead, 2003. In this research, the researcher used some data which taken from
observation checklist, comprehension test result and questionnaire. The researcher used those data in order to know whether the research could answer the research
questions in this research: how authentic texts encouraged students’ reading
motivation in studying English as a foreign language teaching in SMA N I Kasihan Bantul.
The researcher claimed that the use of authentic text motivate the students students in studying English was successful. The researcher used observation
results to support the claim that the use authentic text motivated the students in studying English. Based on the observation checklist, there were four elements
that showed the students motivation. Those were attention, relevance, confidence, and satisfaction Keller,
1987. The students’ motivation improved during the implementation of the action.
The first element of observation checklist was students’ attention towards
the lesson. There was one activity that showed the improvement of the students’
motivation in studying English. The percentage of the students who did the first task was increased. The percentage of the students who did the first task was 50
first meeting of cycle one. The percentage of the students’ who did the first task was increased rapidly in second meeting of cycle one 100. In cycle two, the
percentage of the students who did the first task increased from 90.3 to 100. This observation result was also supported by the students’ responses in
100 que
stionnaire. That response showed the students’ attention toward the lesson. The percentage of the students’ responses about the the use authentic text
increased. The percentage of the students who stated that strongly agreed that the use authentic text increased their knowledge increased from 14.5 cycle one to
32.2 cycle two. The second element of observation checklist was students’ relevance
toward the lesson. There were three activities that showed the improvement of the students’ motivation in studying English. The first activity was sharing the idea
during the discussion the topic. The percentage of the students who shared their idea during the discussion the topic increased rapidly. The percentage of the
students who shared the idea during the discussion increased from 26.7 first meeting of cycle one to 100 second meeting of cycle one. The percentage of
the students who shared idea in second cycle also increased. It increased from 90.3 to 100. The percentage of the students who opened the dictionary to
answer the unfamiliar words also increased. That percentage increased continuous. The percentage of the students who opened the dictionary was 20 in
the first meeting of cycle one. The percentage of the second meeting was 32.2. It increased in cycle two, that percentage increased from 80.6 to 100. The
third activities that showed the students’ relevance toward the lesson was speaking English during the lesson. The percentage of the students who spoke
English also increased. It increased from 20 and 32.2 cycle one to 48.4 and 71.4 cycle two. Based on the questionnaire result, there was one statement
that supported the students’ relevance toward the lesson. The percentage of the
101 students who stated agree that using authentic text in studying English was fun
activities increased from 53.6 cycle one to 64.3 cycle two. The third element of the observation checklist was the students’
confidence toward the lesson. There were two activities that showed the improvement of the students
’motivation toward the lesson. The percentage of the students who did the individual task was increased. It increased from 40 and
35.7 cycle one to 90.3 and 100 cycle two. The percentage of the students who were active to ask and answer during the lesson also increased. It increased
from 30 first meeting of cycle one to 64.3 second meeting of cycle one. The percentage of the students who were active to ask and answer during the
lesson also increased in cycle two. It increased from 77.4 to 89.3. Based on the questionnaire result, the students showed that they were active during the
lesson. The percentage of the students who were active during the lesson increased from 46.4 cycle one to 67.85 cycle two.
The last element of the observation checklist was students’ satisfaction toward the lesson. There was one activity that showed the improvement of the
students’ motivation in studying English. The percentage of the students who could cooperate with others increased. It increased from 40 first meeting of
cycle one to 85 second meeting of cycle one. All of the students could cooperate with others in cycle two.
Questionnaire also showed the students’ satisfaction toward the lesson. The percentage of the students who stated agree
about the satisfaction increased from 71.45 cycle one to 75 cycle two.
102 The researcher also support that claim using the
students’ scores during the implementation of the action. Based on the students’ scores, the students showed
their improvement in studying English. The minimum scores of the students increased from 6.25 first meeting of cycle one to 7 second meeting of cycle one
and all meetings in cycle two. The number of the students who passed the MPM also increased. In cycle one, the percentage of the students who passed the MPM
increased from 83.4 first meeting to 85.7 second meeting. In cycle two, the percentage of the students who passed the MPM was higher than the previous
meting although in the second meeting of cycle two reduced. The percentage of the students who passed the MPM in cycle two was 93.5 first meeting and
92.8 second meeting.
103
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
The researcher proposed to find out the process to improve the students’ motivation in reading hortatory exposition in studying English. There was one
research problem in this research. The researcher formulated the research problem using this question: ho
w does an authentic text improve the students’ motivation in reading hortatory exposition in SMA N I Kasihan Bantul?
In this chapter there are two main parts. This chapter presents the conclusions and recommendations of this research. The conclusion contains the
summary of the research findings based on the use authentic texts to motivate XI IPA I students of SMA N I Kasihan Bantul in studying English. In the second part,
the researcher provides suggestions for English teachers who will implement authentic texts in teaching English and also for the other researchers who will
conduct the same type of this research.
A. Conclusions
The researcher conducted the classroom action research in order to motivate the students’ reading motivation. The researcher implemented authentic
texts to improve the students ’ motivation in studying English as. In this research,
the researcher used Dialogue magazines as the teaching media. Based on the 103
