What is the similar meaning of the word “worried” in paragraph 5? Action Hypothesis

reference questions can be answered without understanding the content of text. Direct reference question also can be used to check the students’ word comprehension. Example: a.What is the title of the story? b.What is the similar meaning of the word “worried” in paragraph 5? 2. Indirect reference questions The main function of this question is to recognize the text cohesion. Indirect reference questions can be answered by identifying the text like the questions that deals with pronominal reference and the language feature of the text. Moreover, indirect reference questions also can be used to measure the students’ sentence comprehension. Example: a. What is the tense used in the narrative text you have read? b. Then, he shot his own dog and took its liver. He gave it to his mother Paragraph 2. What does it refers to? 3. Inference question This question requires the student to understand the vocabulary and the content of the text. By giving this question the teacher will be able to check and develop the students’ comprehension especially on paragraph comprehension and text comprehension. Example: a. What is the main idea of paragraph 4? b. How was the characteristic of the character? e. Asking the students to do the tasks individually and check the answer together. 3. Post-reading Consolidating what the students have read is the main purpose of doing post- reading activities. Besides, teachers can relate the text to the learners’ experience, knowledge, and opinions. In this research, the post reading was conducted by doing the following activities. a. Guiding the students to draw conclusion. b. Asking the students’ problem. c. Giving solution for the students’ problem. Based on the explanation above, there are three steps of teaching reading by using pictures in series that should be completed. Each step is important to be done because it has its own contribution in reading class activities.

2.7 Action Hypothesis

Based on the literature review and the research problems, the research action hypothesis were formulated as follows. 1. The use of pictures in series can improve the tenth year students’ active participation in teaching learning process of reading comprehension of narrative text at SMAN Rambipuji, Jember in the year 20142015 academic year. 2. The use of pictures in series can improve the tenth year students’ reading comprehension achievement of narrative text at SMAN Rambipuji, Jember in the 20142015 academic year. 23

CHAPTER 3. RESEARCH METHOD

This chapter presents the research methods applied in this research. This research used classroom action research with cycle model. The research area was determined by purposive method based on some considerations explained more in this chapter. Shortly, this chapter covers research design, area determination method, subject determination method, operational definition of the terms, data collection method, research procedure, and data analysis method. Each point is presented respectively below.

3.1 Research Design

This research was intended to improve the students’ reading comprehension achievement of narrative text by using pictures in series. Therefore, the research design used in this research was classroom action research. According to Elliot 1991:69 action research is the study of a social action which is conducted to improve the quality of action within it. Specifically, McMillan 1992:12 states that classroom action research is a type of applied research to solve a specific problem in the classroom and make a decision at single local site. In conducting this research, the researcher collaborated with the English teacher of class X2 at SMAN Rambipuji, Jember. The collaboration was focused on identifying the students’ problems in reading comprehension, carrying out the action, doing observation and evaluation, and reflecting the action. The action research was conducted in cycle that had four stages of activities, namely 1 planning of the action, 2 the implementation of the action, 3 the classroom observation and evaluation 4 the reflection of the action Lewin, 1980 in Elliot, 1991:70. They should be conducted in each cycle. The design of this classroom action research was illustrated in the following diagram.