B. Review of Related Studies
Some research studies have examined SS on students and resulted that teaching by using this strategy is significant for increasing reading comprehension. This
section analyses some of related studies from some researchers. The first research is done by Bonnie J. F. Meyer in 1980. Her research reported
that SS has impact on students’ remembering ability that chief to the better
comprehension. Some people then follow her step after she publicizes the research in journal. She also conducted research, which was done with Kay Wijekumar in
Meyer and Kay 2011:142 to combine the Structure Strategy Intervention with the web-based instruction called Intelligent Tutor Structure Strategy ITSS. For each
structure, the intelligent tutor IT models the strategy and provides help at each stage of identifying signaling, naming structure, writing main idea with the text on
the screen and recalling the text. This also resulted in improving students who train to do SS. This is because Meyer trusts that reader store information correspondence
with the hierarchical text structure that they do when analyze the text. Another research study is also showed by Gaddy and Bakken. Their research
was conducted to determine the relatives of text-structure strategy instruction compared to the traditional instruction. The result of their research shows that
students in the text-structure strategy condition outperformed on the sum of combined scores across all measures. They believed that text-structure strategy
enabled student to retell more information because the information was organized clearly.
Even though the discussions above does not only exist about SS, it emphasizes the importance of using SS which may support the English teacher in improving the
students’ reading comprehension.
C. Conceptual Framework
The teaching and learning of reading at the school should be carefully prepared and managed. However, some problems of reading in the grade VIII students of SMP
N 1 Karang Nongko were found. As stated in the previous chapter, the students had no interest and motivation in reading class because the teacher rarely used interesting
strategy. The reading class became monotonous and the students get bored of this. Therefore, the teacher should be creative to solve these problems.
In line with this, the researcher proposed a solution, that is, by using SS in teaching reading to improve the students’ reading comprehension. SS is chosen to
apply in this study because it has components that will help students to understand a text. One of the steps is encouraging learners to use key or signal words to grasp the
text meaning. Structure Strategy diagram is also included to facilitate the learners in collecting the idea.
Accordingly, the researcher believes that it is necessary to use SS for teaching reading comprehension.
By using this strategy, it will promote the students’ ability in comprehending texts. The concept of this study is shown by this following diagram:
The students have low proficiency level in reading
comprehension. The use of Structure
Strategy
SS facilitates the students to increase their reading
comprehension by being aware of the important parts of the
text and what the content of each part of the text was.
The students are able to improve their reading
comprehension ability.
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CHAPTER III RESEARCH METHODS
This chapter provides information about how the researcher conducted the research. It comprises research design, research setting, research subject, data
collection technique, procedure of the research and research validity.
A. Research Design
The aim of this study is to improve the students’ reading comprehension by using Structure Strategy especially for Grade VIII B students of SMP N 1 Karang
Nongko. Hence, the type of the research is classroom action research. According to Burns 1999 action research is an application of fact finding to practical problem
solving in social situation by involving the collaboration and cooperation of researcher, practitioners, and laymen.
In doing this research, the researcher did a self-reflective, critical, and systematic approach to identify the problematic situation as a way of improvement
and changes in educational practice. The English teacher, as a collaborator, helps the researcher take decisions of determining the research subject, identifying the
problems happening in the field and implementing the research design. The researcher decided to use Kemmis and McTaggart model which consists of
four steps: planning, action, observation, and reflection Burns: 2010 with some modification. The action will be in the form of cycles based on Kemmis and
McTaggart model.
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