The use of pictures to teach speed reading to the fifth grade students of Kanisius Gowongan elementary school yogyakarta : classroom action research.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE USE OF PICTURES TO TEACH SPEED READING
TO THE FIFTH GRADE STUDENTS OF
KANISIUS GOWONGAN ELEMENTARY SCHOOL
YOGYAKARTA:
CLASSROOM ACTION RESEARCH

A THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By

Astri Ayu Rahmawati
Student Number: 021214010

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2009

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ACKNOWLEDGEMENTS

First of all, I would like to give thank Jesus Christ for His patience,
mercy, love, guidance, and grace for I had accomplished this thesis. He always
gives me strength to keep struggling in doing this research.
I dedicate my great gratitude to my adored mom and dad for being
patient and for supporting me in finishing this thesis. This is my first little present
for both of them in my life. Hopefully, I could give them more and more precious
presents as my gratitude for their love, attent ion, patience, and prayer in my whole
life. I also give my thank to my little sister (Ita), brother (Bagus), my family
(especially Bulik Titik, Om Iksan, Ryan) in Yogyakarta, and my family in
Jepara for their prayer and reminding me to finish this thesis.
I would like to thank A. Hardi Prasetyo, S.Pd., MA for giving me time to
discuss my thesis and being so patient in correcting the mistakes I made.
I thank Mbak Mia for drawing the pictures in my thesis and give her time

for me to have a discussion about my thesis.
I give my big thank to MYULANDERS (Nana, Dian, Chelsia, Kiki,
Erlita) for their prayer, support, help, and time. I thank them for being my best
friends.
I would also thank Mbak Siska, Cie Lenny, Patrice, and Sita for
supporting me in finishing my thesis.
I would also thank people who are not mentioned here. May God widen
His bless to all of them.
Yogyakarta, 16 January 2009

The writer
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TABLE OF CONTENTS
Page
TITLE PAGE ……………………………………………………………..

i

APPROVAL PAGES ……………………………………………………..

ii

PAGE OF DEDICATION ………………………………………………...

iv

STATEMENT OF WORK’S ORIGINALITY ……………………………

v

ACKNOWLEDGEMENTS …………………………………………….…

vi

TABLE OF CONTENTS …………………………………………….……

vii

LIST OF TABLES ……………………………………………………..….

x

LIST OF FIGURES ………………………………………………………..

xi

LIST OF APPENDICES …………………………………………………..

xii

ABSTRACT ………………………………………………………………

xiii

ABSTRAK …………………………………………………………………. xiv

CHAPTER I. INTRODUCTION

A. Research Background . …… ……………..…………….…

1

B. Problem Identificatio n ……….……………….…………..

4

C. Problem Formulation …….………..……………................

5

D. Problem Limitation …...……….…….…..………………..

5

E. Research Objective ………..……….........…………… ….

6

F. Research Benefits …………..…….……….………………

6

G. Definition of Terms …………………………….…………

7

CHAPTER II. REVIEW OF RELATED LITERATURE
A. Theoretical Description ………………………..…………

9

1. Classroom Action Research …………………….………..

9

a. Definition ………………………………………………..

9

b. Aims …………………………………….………………..

10

c. Characteristics ……………………………………………

10

d. Model ………………………….…………………….…… 10
2. Speed Reading ……………………………….…………... 13
a. Four Major Keys to Learn Speed Reading …..……..……. 13
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b. How to Teach Speed Reading in the Elementary Schools .. 14
c. Bad Habits …………………………………….…….….... 14
d. Measuring Reading Speed ……………………………….. 15
e. Timed reading practice …………………………………… 15

3. Pictures …………………………………………………… 16
a. Definition of Pictures ……………………………..……… 16
b. Types of Pictures …………………………………………. 16
c. The Functions of Pictures in Teaching- learning Process …. 17
d. Pictures as Instructional Materials in Teaching Reading …. 19
4. Teaching Reading Skill to the Fifth Grade Students
Elementary School ………..……………………..…..…… 20
B. Theoretical Framework ………………………..………… 21

CHAPTER III. METHODOLOGY
A. Research Procedure ……..……………...……………. ….

23

1. Preliminary Reflection (Initial Reconnaissance) …..……..

24

2. Planning …………………………………….……….…...

25

3. Action Implementing and Observing ………………….… 25
4. Reflection ……………………………………...…….…...

26

B. Research Participants …………………………………….. 26
C. Setting ………………….………..…..…………………… 26
D. Data Validation …………………………………………... 27
Triangulation …………………….……………………..… 27
E. Research Instruments ………………...…………………..

27

1. Field Notes ………………………………...…………….

27

2. Tests ……………………………………………….……..

28

a. Types of Tests ……………………………..………..……

28

1) Speed Reading Tests ……………………………………... 28
2) Reading Comprehension Tests …………………….…...… 29
b. The Procedures of Giving Tests …………………..…........ 29
c. Validity and Reliability ………………………..…………

29

1) Validity …………………………………….…………….. 30
2) Reliability …………………………….…………..………
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3. Questionnaires …………………...………………..……...

31

F. Data Gathering Technique ……………………………….. 31
1. Observation ………………………………………………. 31
2. Field Notes ……………………………………..………… 32
3. Questionnaires …………………………………………....

32

4. Interviews ………………………………………………...

32

5. Tests ……………………………………………………… 33
G. Data Analysis Technique …… ……………………..……. 33

CHAPTER IV. RESEARCH PROCESS AND FINDINGS
A. Research Process ………...…..………..……….…………

36

1. Identifying the field problem (Initial Reconnaissance ) ….

36

2. Determining some actions to overcome the field problems . 38
3. Action Implementation ………………….……………….. 39
a. CYCLE I ……………….……………..………....……….. 39
1) Planning …………………….…..……….……….……...... 39
2) Action Implementation …………………….…….……….. 41
3) Observation …………….…………………….………….... 41
4) Reflection …………….……….………………………...... 44
b. CYCLE II ……….……….………………………………... 46
1) Planning …………………….…………………..…....……. 46
2) Action Imp lementation …………….……….……….…… 48
3) Observation……………….…………………...…..……...

49

4) Reflection ……………….…….……………….....…..…..

51

B. Findings ……...…………………………….…….….……

52

CHAPTER V. CONCLUSION AND SUGGESTIONS
A. Conclusion …………………………………………….….

56

B. Suggestio ns ……………..……………………………...… 57

REREFENCES ……………………………..………………………..…….. 58
APPENDICES ………………………………………………………..…….

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LIST OF TABLES

Table

Page

4.1. The improvement of the participants’ reading speed ……………..…..

53

4.2. The improvement of research participants’ reading
comprehension …………………………………………………..…...

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LIST OF FIGURES
Figure

Page

2.1. Action Research in action (Kemmis and McTaggart,
1982, p. 11) ……………………………………..................................

12

2.2. Words per Minutes (Soedarso, 2005, p. 14) ……………………......... 15
4.1. The implementation of action in Cycle I ……………….………..…… 45
4.2. The implementation of action in Cycle II ……………………..……… 52
4.3. The improvement of research participants’ reading speed ………….… 53

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LIST OF APPENDICES
Appendix 1: Teaching Materials (Texts and Pictures) …………………...

60

Appendix 2: Test Specification ………………………...………………...

70

Appendix 3: Transcript of the Interviews ……………….………..……...

73

Appendix 4: Questionnaires ……………………………...……….……...

82

Appendix 5: Field Notes …………….…………………...……….……...

106

Appendix 6: Documentation ………………………………………..…….

118

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ABSTRACT

Rahmawati, A. A. (2009). The Use of Pictures to Teach Speed Reading to the
Fifth Grade Students of Kanisius Gowongan Elementary School Yogyakarta:
Classroom Action Research. Yogyakarta: English Language Education Study
Program. Department of Language and Arts Education. Faculty of Teachers
Training and Education. Sanata Dharma University.
Students’ reading activities should be fostered as early as possible so that
their interest in reading could be improved. The improvement of students’ interest
in reading should be balanced with their abilities to reading fast since there is a lot
of information produced each day.
The fifth grade students of Kanisius Gowongan Elementary School
Yogyakarta have low interest in reading. Consequently, their speed in reading is
also low. This problem should be solved immediately since Curriculum at School
Level presents more texts than the previous curriculum. If this condition
continues, it will affect their reading mark and ability.
The fact above brings to an analysis about how to solve the problem.
Speed reading is chosen to solve the problem faced by the students that is
the students’ speed in reading and comprehending a text. Since the students like
drawing, speed reading is combined with pictures. Pictures could help students
visualize what they read. If the students’ ability in visualizing is improved,
the students’ speed in reading and comprehending a text is improved. The aim of
this research is to know how the use of pictures to teach speed reading helps the
fifth grade students of Kanisius Gowongan Elementary School improve
their speed in reading and comprehending a text.
The research method used in this research is classroom action research.
It is applied to improve teaching learning process in classroom. The research
analysis is the improvement process of the students’ ability in speed reading and
reading comprehension by using pictures.
Based result of the data analysis, there is a conclusion. That is, pictures
could be used as the media to teach speed reading for the fifth grade students of
Kanisius Gowongan Elementary School Yogyakarta since pictures could help
students visualize the concepts presented (Smith and Robinson: 1980). The ability
to visualize what they read could help the students read fast. It could be seen from
the time they needed to find the correct pictures decreased in each meeting.
The result of the speed reading and reading comprehension test was improved.
Besides the conclusion above, three suggestions could be drawn. They are
for the parents of the fifth grade students of Kanisius Gowongan Elementary
School, the students, and further researchers. For the parents, it is recommended
that the parents make their children be used to spend their time reading. By having
this habit, the children could practice how to read effectively and fast.
For the students, it is suggested for the fifth grade students of Kanisius Gowongan
Elementary School Yogyakarta to keep practicing speed reading especially in a
limited time. The more the students practice it, the better they improve their speed
in reading. For further researcher, it is recommended to implement this method in
other schools.
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ABSTRAK
Rahmawati, A. A. (2009). The Use of Pictures to Teach Speed Reading to The
Fifth Grade Students of Kanisius Gowongan Elementary School Yogyakarta:
Classroom Action Research. Yogyakarta: Program Studi Pendidikan Bahasa
Inggris. Pendidikan Bahasa dan Seni. Fakultas Keguruan dan Ilmu Pengetahuan.
Universitas Sanata Dharma.
Aktivitas membaca anak harus terus dipupuk sedini mungkin agar
minat membaca mereka semakin meningkat. Meningkatnya minat baca anak
seharusnya diimbangi dengan kemampuan mereka membaca cepat mengingat
semakin banyaknya informasi baru setiap hari.
Siswa-siswi kelas lima Sekolah Dasar Kanisius Gowongan Yogyakarta
mempunyai minat baca yang kurang. Dengan tidak terbiasanya mereka membaca,
kecepatan membaca mereka juga kurang. Permasalahan ini sangat penting
mengingat kurikulum yang diterapkan di Indonesia saat ini, yaitu Kurikulum
Tingkat Satuan Pendidikan (KTSP) menyajikan lebih banyak teks bila
dibandingkan dengan kurikulum pendidikan sebelumnya. Jika kondisi di kelas
lima ini terus berlanjut, maka dapat mempengaruhi nilai dan kemampuan
membaca mereka.
Fakta diatas menuntun pada sebuah analisis tentang bagaimana
memecahkan masalah yang dihadapi oleh siswa-siswi kelas lima Sekolah Dasar
Kanisius Gowongan Yogyakarta. Speed reading dipilih untuk menyelesaikan
masalah yang dihadapi para murid, ya itu kecepatan para murid dalam membaca
dan mengerti sebuah bacaan. Karena para murid menyukai menggambar, speed
reading dikombinasikan dengan penggunaan gambar. Gambar dapat membantu
para siswa memvisualisasikan apa yang mereka baca. Dan jika kemampuan para
siswa dalam memvisualisasikan meningkat, kecepatan para murid dalam
membaca dan memahami sebuah bacaan dapat meningkat. Tujuan penelitian ini
adalah bagaimana penggunaan gambar untuk mengajar speed reading membantu
para siswa kelas lima SD Kanisius Gowongan Yogyakarta para siswa tersebut
meningkatkan kemampuan dalam mengerti dan membaca cepat.
Metode penelitian yang diterapkan dalam penelitian ini adalah
penelitian tindakan kelas. Penelitian ini dilaksanakan di kelas untuk meningkatkan
kualitas proses belajar mengajar di kelas tersebut. Perhatian utama penelitian ini
adalah prosesnya, bukan hasil akhirnya. Jadi, analisis yang dilaksanakan dalam
penelitian ini adalah proses peningkatan kemampuan para siswa membaca cepat
dengan menggunakan gambar.
Berdasarkan hasil analisis, ada beberapa hal yang dapat disimpulkan.
Pertama, gambar dapat menj adi media pembelajaran untuk mengajar speed
reading untuk siswa-siswi kelas lima Sekolah Dasar Kanisius Gowongan
Yogyakarta mengingat bahwa gambar dapat membantu siswa memvisualisasikan
konsep yang disajikan (Smith and Robinson:1980). Dan kemampuan untuk
memvisualisasikan apa yang mereka baca, dapat membantu para siswa membaca
cepat. Kedua, gambar sebagai media untuk mengajar speed reading dapat
membantu siswa-siswi kelas lima Sekolah Dasar Kanisius Gowongan Yogyakarta
untuk meningkatkan kemampuan membaca cepat mereka. Berdasarkan analisis
yang dilakukan, para siswa memvisualisasikan apa yang mereka baca. Hal ini
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dapat dilihat dari proses belajar mengajar di kelas dimana semakin hari semakin
mereka perlukan waktu lebih sedikit untuk menemukan gambar yang benar. Lebih
lagi, hasil dari tes speed reading dan reading comprehension mengalami
peningkatan dalam skala kecil.
Selain kesimpulan-kesimpulan, beberapa saran juga dapat ditarik bagi
para orangtua, siswa, dan peneliti. Untuk para orangtua, disarankan mereka dapat
membiasakan anak-anak mereka menghabiskan waktu luang mereka untuk
membaca. Karena dengan memiliki kebiasaan ini, anak-anak dapat berlatih
bagaimana membaca dengan efektif dan cepat. Untuk para siswa, mengingat
bahwa dengan memiliki kemampuan memvisualisasikan apa yang mereka baca
dapat meningkatkan kecepatan mereka dalam membaca, maka disarankan para
siswa tetap terus latihan membaca cepat khususnya dengan waktu dibatasi.
Semakin rutin mereka berlatih, semakin terasah dengan baik kecepatan membaca
mereka. Untuk para peneliti, disarankan untuk menerapkan metode penggunaan
gambar untuk mengajar speed reading di sekolah lain.

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CHAPTER IHAPTER I
INTRODUCTION

Chapter one is divided into seven parts. They are background of
the research, problem identification, problem limitation, problem formulation,
objective of

the research, benefits of the research, and definition of the terms.

Background of the research is related to the center of attention of
the research and the reality that is used as the basis of reason why the researcher
decides to conduct this research. Problem identification identifies the problems
that emerge from the reality in the background of the research. Problem limitation
is focused on the root of the problems that are emerged. Problem formulation
describes the problems that will be discus sed in this research. Objective of the
research present the purpose of conducting this research. Benefits of the research
tell the advantages of conducting this research. The last part, the definition of the
terms list the meaning of certain terms applied in the topic of this research.

A. RESEARCH BACKGROUND
Language is an important element for individual. As Kamil (1991) says that
without language, there will be no communication among individuals or nations in
the world. English as a communication tool is widely used as foreign la nguage in
many countries. Language like English that is used in mass media enables people
to communicate so that people are able to interact indirectly with the world.
Raygor and Raygor (1985) say that reading is “a process in which we look at
words printed on a page and derive some meaning from them” (p. ix). By reading

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the written media such as books, magazines, journals, newspapers, articles, and
internet, people are able to explore a lot of information provided.
Reading, like other skills, is the subject that is influenced by inside and
outside factors of the person. The internal factors are things as general verbal
aptitudes, interests, and motivation to learn. The person is also influenced by
outside factors such as environment, available training, family background, and
opportunity to take advantage of education. The students think that reading
activity is boring. This assumption makes their speed in reading a text low.
It is true that in reading the students must have a clear purpose and
strong motivation to learn. Shepherd (1978) says that a student who does not read
due to lack of motivation does not gain the practice he needs in reading skills.
Having a purpose for reading is a part of effective motivation.
Moreover, the information that is produced in each day is conveyed quickly.
In each day, there must always be new information conveyed. To make ourselves
up to date with the recent information in all aspects in life, we also should
be able to extract the information quickly. To extract the information quickly,
people have to be able to read fast.
To read fast, the readers can use speed reading method. According to
Soedarso (2005), speed reading is the skill in selecting the main idea of the text
that is appropriate with the aim of why we read the text without spending
much time to learn the detailed points that are not needed.
According to Stancliffe (1997), in learning speed reading, learner should
be able to visualize. It means that the readers are expected to be able to picture

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what the story tells about in the readers’ mind. The effect is that the readers are
like watching a movie.
Shepherd and Unsworth-Mitchel (1997) say that the reader creates a visual
movie of himself doing the task. The reader creates a picture from a group of
words he reads in a text. Once the reader has a rich detailed internal picture,
he will not try to read the words that obviously do not make sense, because these
will seem strange in the picture or movie that he has made. The learner selects
groups of words that can only be constructed into pictures in mind.
One of the characteristics of visual storage is speed. So, increasing the pace
at which material is covered with the assistance of speed-reading exercise,
usually increases the power of visualization.
Smith and Robinson (1980) state some functions of pictures in teaching
reading. One of them is pictures help the children to visualize the concepts
presented. The better the learners are able to visualize what they read, the faster
they read the text. It is implicitly stated that using pictures could improve the
learners speed in reading. Heinich (1982) says that picture can be used as
a means to channel a message or information from resource to receiver.
Pictures arouse the students’ interests and attract their attention so that they
become more motivated to study. The use of pictures in reading activities proves
interesting to the beginner (McKim, 1958). If they have motivation to study, it
will be easier for them to understand what they have studied. Readers are more
efficient when they are motivated, which encourages greater interest,
concentration, and comprehension. By looking at the pictures, the students have
an image of what the text is about.

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Pictures can arouse the students’ motivation in reading a text.
This

motivation

can

help

the

students

to

enjoy

the

reading

class.

This statement implicitly tells that if the students enjoy the reading class,
their speed in reading will increase.
It is not an instant process to be fluent in speed reading. People need to
spend their time practicing this reading method as early as possible.
Realizing this fact, the Indonesian government makes a good start.
They prepare young generation to master English well by including English
as a compulsory subject in Indonesian education curriculum.

B. PROBLEM IDENTIFICATION
Realizing the fact that the students regard reading activity as boring,
a teacher is expected to change the students’ mindset toward reading activity.
Having no motivation, students take much time when they have a text problem in
a test which then may become an obstacle for students to finish the test on time.
Their slow reading can be influenced by many factors. According to Wiryodijoyo
(1989), there are three factors which determine one’s reading speed:
eye movement, vocabulary, and concentration. To enhance the reading speed,
these three factors have to be trained more.
Teaching reading for the students in elementary schools age is not
easy. The main factor is because it is often hard to attract students’ attention.
The teacher has to apply the teaching method that can make the students enjoy
the activity. One of the methods is by using pictures.
Pictures can catch the students’ attention and make them not be bored when
they do reading activity. By using pictures, the students can improve their speed-

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reading ability. Applying pictures combined with a competition element or fastmoving activities can stimulate the students to think and act in a certain time.
If the teacher can combine the competition, fast- moving activities, pictures, and
reading materials, the students will be able to learn and practice speed reading
ability easily. Besides, the atmosphere of competition can change the learning
activities to be more interesting for the students.

C. PROBLEM FORMULATION
The researcher would like to figure out how the research could help
the fifth grade students of Kanisius Gowongan Elementary School Yogyakarta
to understand the text given easier and faster.
The researcher would like to present the problem that can be formulated
as follows:
How does the use of pictures to teach speed reading help the fifth grade
students of Kanisius Gowongan Elementary School Yogyakarta improve
their reading speed toward texts given?

D. PROBLEM LIMITATION
This research discusses the problems faced by the fifth grade students of
Kanisius Gowongan Elementary School Yogyakarta in learning English.
They have their most difficult problem when they learn English in a text.
Moreover, they do not have motivation to learn it. That is why, they feel bored
when there is a reading session.

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In this research, the researcher would like to help the student solve their
problem by implementing a new reading teaching methodology. It is expected by
implementing this new teaching method, the students do not feel bored. Besides,
the students can easily understand the content of the text and their speed in
reading a text can be improved.
The researcher chooses pictures to teach speed reading for the fifth grade
students of Kanisius Gowongan Elementary School Yogyakarta. It is chosen
because most children like pictures and by using this method the aim of this
research is able to be fulfilled. That aim is by using pictures, the students do not
feel bored when they have reading activity and their reading speed is improved.

E. RESEARCH OBJECTIVE
The objective of this research is to find solution of the problem in reading
activity faced by the fifth grade students of Kanisius Gowongan Elementary
School Yogyakarta. The solution is taken by designing an English reading
material and implementing it. Its aim is to figure out how the use of pictures to
teach speed reading helps the fifth grade students of Kanisius Gowongan
Elementary School Yogyakarta improve their reading speed toward texts given

F. RESEARCH BENEFITS
By applying the method of using pictures in teaching speed reading,
the researcher expects that it will be able to help the students understand the texts
given because the teaching material is created based on the students’ needs and
level. For the students, the researcher hopes they will not feel bored again
when they have a reading activity. Moreover, their speed in reading is improved.

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G. DEFINITION OF THE TERMS
The key words of this research as reflected in the research title are defined
as follows:
1. Classroom Action Research
According to Aqib (2007), classroom action research is a research done by
the teacher where she/he teaches by focusing on teaching learning process
and teaching learning practice improvement.
In this research, the definition used is the researcher’s way to improve the
teaching learning process and teaching learning practice in her classroom where
she teaches.
2. Speed Reading
According to Soedarso (2005), speed reading is the skill in selecting the
main idea of the text that is appropriate with the reason why we read the text
without spending much time to learn the detailed points that is not needed. In this
research, the term speed reading is understood as the skill to understand the text
by visualizing what the readers read to gain the main idea in order to fasten their
reading speed.
3. Pictures
According to Heinich (1982), pictures are photographic, representative of
people, places, and things are available in most subject areas and le vels from
kindergarten to adult. In this research, the researcher finds out that the pictures are
used to help the students read fast.

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4. Fifth Grade Students of Elementary School
According to Piaget’s stage theory, fifth grade students of elementary
school are in the concrete operatio nal period. This period starts from
approximately the age of six or seven to the age of eleven or twelve is the highest
achievement of the stage of progression ( Smith & Lurtherman, 1979).
This research conducted toward the fifth grade students of Kanisius Gowongan
Elementary School Yogyakarta.

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CHAPTER II
LITERATURE REVIEW

This chapter is divided into two main parts, namely theoretical description
and theoretical framework. In the theoretical description, there is the review of
some theories that support the process in conducting this research for
the fifth grade students of Kanisius Gowongan Elementary School Yogyakarta.
In theoretical framework, there is a framework based on the review of
the related literature that gives the shapes and supports this research.

A. THEORETICAL DESCRIPTION
In the theoretical description, the researcher discusses the theories related
to the research conducted for the fifth grade students of Kanisius Gowongan
Elementary School Yogyakarta. They are Classroom Action Research,
Speed Reading, Pictures, and Teaching Reading to the Fifth Grade of Elementary
School Students.
1. Classroom action research
a. Definition
According to Lewin as cited by Kemmis and McTaggart (1982),
action research is the way groups of people can organize the conditions under
which they can learn from their own experience, and make this experience
accessible to others.
There are some kinds of action research and one of the m is classroom action
research. According to Aqib (2007), classroom action research is a research done

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by the teacher in the classroom where she/he teaches by focusing on teaching learning
process and teaching learning practice improvement.
b. Aims
Classroom action research is a strategy to improve education service in class
and school program quality. It could be done since its aim is to improve teaching
learning process continuously. Besides, the researcher as the teacher carries out
action research in her own classroom. (Aqib, 2007)
c. Characteristics
The following features are the characteristics of classroom action research
(Ibnu, 2000 as cited by Aqib). They are:
1. Classroom action research is done based on the problem faced by the teacher
in class.
2. There is collaboration in the implementation of action.
3. Researcher as a teacher reflects what is done in her/his class.
4. Its aim is to improve instructional practice quality.
5. Classroom action research is done in a sequence of cycles.
d. Model
Lewin, as cited by Kemmis and McTaggart (1982) describes action research as
a proceeding in a spiral of steps, each of which is composed of planning, action,
and the evaluation of the result of the action. Through the spirals of these activities,
action research creates conditions under which learning communities may
be established; that is, communities of enquirers committed to learning about and

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understanding the problems and effects of their own strategic action, and
the improvement of this strategic action in practice.
According to Kemmis and McTaggart (1982), in doing action research,
the researcher undertakes:
1. to develop a plan of action to improve what is already happening
2. to act to implement the plan
3. to observe the effects of action in the context in which it occurs
4. to reflect on these effects as a basis for further planning; subsequent action and
so on, through a succession of cycles

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The representation of the cycle

How can I stimulate enquiry in
my students? Change the curriculum?
change my questioning? Settle on
questioning strategies.
My enquiry questioning is disrupted
by my needto keep control in ways
Shift questioning strategy to encourage
students to explore answers to their own
questions.
Record questions and responses on
tape for a couple of lessons to see
what is happening.

Try questions which are let students say
what they mean, what interests them

Enquiry developing but students
are more unruly. How can I keep

Continue general aim but reduce number

them on track? By listening to

control statements

each other, probing their questions?
What lessons help?

Use less control statements for a couple
Record on tape questioning and

of lessons

control statement. Note in diary effects on
students’ behaviour.

Figure 2.1. Action Research in action
(

Kemmis and McTaggart, 1982, p. 11)

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2. Speed reading
Nurhadi (1987) says that reading ability is an individual’s ability to read in
a certain period of time and with a comprehension of the materials. Nurhadi mentions
that reading ability involves a fast reading activity in a certain time and
a

good

comprehension.

Fast

reading,

which

is

the

main

characteristic

of speed reading, is needed in reading ability.
Principally, speed reading is a matter of reading speed and comprehension.
If the readers can find out the information needed, they are able to read faster.
The readers should be able to interpret the texts if they want to comprehend the text.
In speed reading, 70% to 80% of comprehension ability is not impossible,
but it is a target (Wiryodiyono, 1989). It means that comprehension ability
is needed in speed-reading. However, if comprehension ability just slows down
the speed in reading, the readers can focus their speed to get 70% to 80% of
comprehension. In other words, 70% of comprehension is still acceptable
in speed-reading ability.
a. Four Major Keys to Learn Speed R eading
George Stancliffe (1997) says that there are four major keys in learning speed
reading. They are:
1) Natural Vision: Arrangement to decide the distance between the reader and
the book.
2) Visualize: the readers should be able to picture what they read.

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3) Relax: to get maximum comprehension, the reader has to be relaxed
while concentrating (visualizing).
4) Daily Practice: the readers who practice daily are the ones who get really good at
speed reading.
b. How to Teach Speed Reading in the Elementary Schools
Quinn (1974) says that to learn speed reading, the readers should read
easy material, try to read as quickly as possible, and try to read each passage
more quickly that the ones you read before. According to Raygor & Raygor (1985),
the aim of choosing the easy materials is because it is easier to improve speed in
reading. It means that the text should be in the readers’ level.
Besides finding the easy materials, the readers should practice speed reading a
lot. (Raygor & Raygor, 1985). A lot of practices can make the students familiar with
this reading technique.
c. Bad Habits
In reading a passage, there are some bad habits often done by the students,
which can slow down their reading speed. Soedarso (2005) mentioned about them.
They are:
1) Vocalization, reading by pronouncing aloud each word as it is read.
2) Lip movement, saying each word as it is read by moving the lips.
3) Head movement, reading by following each word with head movement instead of
eye movement.

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4) Pointing at words, means that while reading students use a finger, pencil, or ruler
because they think that they will be able to focus their attention. This holds
some readers down to reading one word at a time so that only a very slow rate
of reading can be attained.
5) Regressions, moving back of eyes to reread a word or some words before.
6) Sub vocalization, pronouncing words in the mind while reading.
d. Measuring Reading Speed
According to Soedarso (2005), to measure the reading speed, we can use
the formula of measuring it below:
the number of words read
wpm =

x 60
the time spent for reading in second
Figure 2.2.
Words per Minute (Soedarso, 2005, p. 14)

Note:
Reading Speed = wpm x the percentage of comprehension
The number of words read = the average of words per line x the number of lines
The average of words per line = the number of words in five lines which
are divided by five
e. Timed Reading Practice
Smith and Robinson (1980) say that a systematic timed practice may be given to
the students from about the fifth grade level and up, to increase their rates of reading.

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Comprehension questions should always follow timed reading practice in which
materials should be carefully prepared and suitable with the level of the students.
3. Picture s
a. Definition of Picture s
According to Heinich (1982), pictures are photographic, representative of
people, places, and things that are available in most subject areas and le vels from
kindergarten to adult.
b. Types of Pictures
The writer follows the classification related with the material taught (Kustiyah,
1986, p. 94-95).
1) Situational pictures
Situational pictures are the pictures where individ uals, things, and people in
the pictures are handled in a situation, so there is a correlation between them.
This kind of picture is good for teaching and reviewing reading text, compositions
and grammatical structure as well. In a comp rehension class, situational pictures
are functioned as the texts.
2) Pictures of individuals
Pictures of individuals are pictures contain only an object, a person, or
another thing. These pictures may include actions (regular or irregular verbs),
occupations, nouns (countable or uncountable), places, methods of transportations
and adjective of comparisons.

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3) Thematic pictures
This kind of pictures may consist of a series of pictures belonging to
one conversation theme.
From these three categories, the researcher chose ‘situational pictures’ to create
this speed reading practice program. This kind of pictures could visualize what were
written in the simple texts for the fifth grade students of Kanisius Gowongan
Elementary School.
c. The Functions of Pictures in Teaching-learning Process
Rowntree (1990) states the functions of pictures in teaching learning process.
They are as follows:
1) Decoration
Pictures can be used (as can graphic devices) simply to relieve to monotony
of solid print. Almost any kind of picture can serve to give your readers
a visual break—thus helping motivate them to carry on reading.
2) Amusement
Some pictures, cartoons in particular, can deliberately motivate the readers
more by humanizing the subject and showing its lighter side. They can highlight a
key point and make it memorable.
3) Expression
Pictures can be used expressively –to convey an emotion or feeling.
Thus, photographs might be used to involve the readers in some situation of
conflict or confrontation.

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4) Persuasion
Sometimes, a picture may be used not simply to express or provoke
feelings, but also to persuade the reader towards a change of attitude.
5) Illustration
This is a superior form of decoration. It involves selecting some aspects of
the text that does not absolutely demand to be described pictorially.
6) Description
The picture is meant to convey a necessary understanding that could not
be conveyed in words alone. It shows what something looks like.
7) Explanation
Pictures do more than describe what things look like. They show how
they work, or how they can be operated.
8) Simplification
Pictures offer us a means of simplifying reality, of making it more amenable
to do inspection. Reality may be too big, such as the solar system, too small
such as the heart of a water-flea, or too fast such as the wing movements of
a humming bird. In such cases, pictures enable us to convey something of
the reality.
9) Quantification
When we need to consider quantities, compare sizes, recognize
changing proportions, pictures often help present the data pictorially.

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10) Problem posing
A picture can pose a problem or question to the learners or it can be the
focus of a question verbally. Tables, graphs, charts, and maps can be used to
involve the learners in quite complex feats of analysis and interpretation.
The functions of picture in this research are to explain more than describe what
things look like and to pose a question to the learners.
d. Pictures as Instructional Materials in Teaching Speed Reading
According to Stancliffe (1997), there are four major keys in learning speed
reading. One of them is Visualize. It means that the readers should be able to picture
what they read in order to read fast.
Smith and Robinson (1980) state some functions of pictures in teaching reading.
They are as follows:
1) Pictures most frequently serve to help the readers’ approximate words in normal
reading situation.
2) During the beginning stages of reading, particularly as an approach to introduce
word, pictures are useful in actual word identification. For example, before
reading a book, teachers might give the names of the chief characters as they
show their pictures in the book. Later, the children refer to the pictures to refresh
their memories.
3) Pictures help the children to visualize the concepts presented.
4) Pictures can anticipate the possible mental confusion, in reading interpretation
procured several colored pictures of the object.

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5) Pictures help students to deduce the names of certain important words.
6) Pictures are used to help the cement the names of certain important characters,
this is really just a temporary use of pictures that is only useful in the beginner
stages of reading.
Using pictures is more effective than trying to describe the situation or context
of the activity to the students. Pictures help the students imagine the setting and avoid
boredom that comes when they are trying to interpret texts. Through pictures,
students become acquainted visually with the every-day life of the people whose
language they are learning (Hirsch, 1954)
Pictures can help language teachers provide an interesting atmosphere in
the classroom. As stated by Mueller and Pulgram (1954, p. 49), “Wall pictures can
bring life and color to an otherwise monotonous or sterile classroom atmosphere,
inasmuch as they can stimulate and guide the imagination of teacher and students.”
The discussion above shows that pictures are useful in teaching reading. It also
shows that pictures can help the students to visualize what they read. The easier
the students visualize the text, the faster they read and comprehend it.
4. Teaching Reading Skill to the Fifth Grade Elementary School Students
To motivate and encourage students’ interest to read English texts is not easy.
That is why, the most basic principles of reading curriculum is to be sure that
all curricular activities are directed toward the fact that all reading activities should
be geared to help insure that the reading is a pleasurable and enjoyable activity for
the students. The fifth grade students of elementary school are interested in pictures

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to understand a text. Burns (1976) states that children’s attitudes may range from
disinclination to anticipation, exhibited in such behavior as showing interest in signs,
enjoying listening to stories, enjoying looking at pictures in books, being able to
attend a sequential picture book, and making up stories about pictures.
When we aim to have a successful reading learning, we should create
the learning atmosphere as enjoyable as possible. Learning through experience makes
the learner unaware of the process in the learning of reading. The learner’s motivation
is a very important aspect. If the learners are interested and motivated to learn,
the reading lesson will run smoothly.

5. THEORETICAL FRAMEWORK
This theoretical framework presents the theories used in this research. They are
classroom action research, speed reading, and situational pictures.
Classroom action research is used since the researcher’s aim is to improve
the reading practice quality in the class where she teaches. The first thing to do in
classroom action research is Preliminary Reflection (Initial Reconnaissance). It is
done to know the problems in classroom faced by the fifth grade students of Kanisius
Gowongan Elementary School Yogyakarta. Next, the researcher applies cycles of an
action research which consists of four procedures in each cycle mentioned as follows:
a. Planning
After the problems are identified, the researcher plans the action to solve
those problems. In this step, the researcher does two steps. They are library study and

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designing the teaching program of using pictures to teach speed reading for
the fifth grade students of Kanisius Gowongan Elementary School Yogyakarta.
The library study is done by looking up books, journals, and other theses.
b. Action
The action is done when the planning is fixed. The researcher implements
the action of the technique to teach the fifth grade students of Kanisius Gowongan
Elementary School Yogyakarta.
c. Observation
In order to figure out the effect of the action implemented, the observation
is done. Having field notes as the instrument to observe could help the researcher
followed the progress of the action.
d. Reflection
This step discusses the reflection on the action’s effects as a basis
for further planning; subsequent action and so on, through a succession of cycles.
It is done until the action is regarded as the most appropriate solution for the students.
Speed reading is used as the teaching method implemented in the classroom to
improve the students’ reading speed.
The kind of picture used in this research is situational pictures. They are used to
assist speed reading in order to improve the students’ reading speed. This kind of
pictures could visualize what are writ ten in the simple texts for the fifth grade
students of Kanisius Gowongan Elementary School Yogyakarta.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III
METHODOLOGY

This chapter presents the methodology used in this research. It is divided
into seven parts. The first part is research method implemented in this research.
The second part is research participants investigated in doing the research.
The third part is setting where the research was conducted. Data gathering applies
to assemble data in this research is discussed in the forth part. Next, there is data
analysis to the problem discussed, field note data, and observation data. Then,
data validation is discussed in order to know how valid the data collected is. Last,
the researcher discusses research procedure of how the research was conducted.

A. RESEARCH PROCEDURE
Classroom action research was implemented in this research. This kind
of research is a qualitative research which based itself on a flexible research
design. Classroom action research is preceded by initial reconnaissance (problem
exploration) that produces groundwork design. This design was used as the basis
on the research and it could be re-designed.
Classroom action research as a procedure has cycles. The steps are Planning,
Action, and Evaluation. In the implementation, this process starts with general
ideas

related to the development and change that are expected. As a starting

point, the researcher had to identify the problems faced by the participants of
the research and their consequences.

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The researcher started this research from preliminary reflection (initial
reconnaissance) as the basis of formulating the research theme (thematic concern).
It was followed by Planning, Action, Observation, and Reflection.
1. Preliminary Reflection (Initial Reconnaissance)
This step was the activity when the researcher observed the real situation
where the researcher taught. This information had to be related to the research
theme chosen and used for helping the researcher decided which problem needed
to be solved.
In this research, the researcher observed:
a. Teaching method
The researcher tried to figure out what method used by the teacher in the class
and how it could influence the students’ achievement.
b. Teaching strategy
The observation of strategy implementation.

After finding the core problems and real situation faced by the research
participants, the researcher formulated the theme of the research, which was called
research problem.
Since the problem formulation was done by deciding the theme and then
preliminary reflection, the researcher added the reason why that problem became
the main point of this research. Based on the problem formulation, the writer
composed the research objective and action hypothesis formulation consisting of
action suggestion.

PLAGIAT MERU