Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of Educational Islamic Studies (S.Pd.I) in the English Education Department of Teacher Training and Education Faculty

  

THEEFFECTIVENESSOFCIRC AND PQ4R

METHODS TOIMPROVE STUDENTS’ READING

TH

  

COMPREHENSION IN THE 10 GRADEOF SMK N 3

SALATIGAIN THE ACADEMIC YEAROF 2014/2015

A GRADUATING PAPER

  

Submitted to the Board of Examiners in Partial Fulfillment of the

Requirements for the Degree of Educational Islamic Studies (S.Pd.I)

in the English Education Department of Teacher Training and

Education Faculty

  

Written By:

FITRI ARIYANI

11311029

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE OF ISLAMIC STUDIES (IAIN)

SALATIGA

2015

  

DECLARATION

In the Name of Allah, the Most Gracious, the Most Merciful.

  Hereby the writer distinctly declares that this graduating paper is made by the writer and it does not contain materials have been written or published by other people, except the information is from some references. In addition, t he

  

writer is able to account to her graduating paper if in the future it can be proved of

containing others’ idea, in fact, the writer imitates others’ graduating paper.

  Thus, this declaration is made by the writer to be understood. th

  Salatiga, August 10 , 2015 The Writer

  Fitri Ariyani NIM. 113 11 029 th Hanung Triyoko, M.Hum. M.Ed Salatiga, August 10 , 2015

  The Lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga

  ATTENTIVE COUNSELOR’S NOTE

  Case : Fitri Ariyani’s Graduating Paper Dear Dean of Teacher Training and Education Faculty

  Assalamu’alaikum Wr. Wb

  After reading and correcting Fitri Ariyani’s graduating paper entitled

  

“THE EFFECTIVENESS OF CIRC AND PQ4R METHOD TO IMPROVE

TH

  

STUDENTS’ READING COMPREHENSION IN THE 10 GRADE OF

SMK N 3 SALATIGA IN THE ACADEMIC YEAR OF 2014/2015”, I have

  decided and would like to propose that it could be accepted in the Education Faculty and I hope this graduating paper can be examined as soon as possible.

  Wassalamu’alaikum Wr. Wb

  Counselor, Hanung Triyoko, M.Hum., M.Ed.

  NIP. 19730815 199903 1003

  

MOTTO

ْاﻮُﻨَﻣاَء َﻦﯾِﺬﱠﻟ ٱ ﺎﱠﻟِإ ٢ ٍﺮۡﺴُﺧ ﻲِﻔَﻟ َﻦَٰﺴﻧِﺈۡﻟ ٱ ﱠنِإ ١ ِﺮۡﺼَﻌۡﻟ َوٱ

  ٣ ِﺮۡﺒﱠﺼﻟ ﭑ ِﺑ ْاۡﻮَﺻاَﻮَﺗَو ﱢﻖَﺤۡﻟ ﭑ ِﺑ ْاۡﻮَﺻاَﻮَﺗَو ِﺖَٰﺤِﻠٰﱠﺼﻟ ٱ ْاﻮُﻠِﻤَﻋَو

“I swear by the time. Most surely man is in

loss.Except those who believe and do good,

and enjoin on each other truth, and enjoin on

each other patience.”

  (Al ‘Ashr: 1-3)

“Live as if you were to die tomorrow. Learn

as if you were to live forever.”

  (Mahatma Gandhi)

“Don’t let the fear of losing be greater than

the excitement of winning.”

  (Robert Kiyosaki)

  

DEDICATION

  This graduating paper is whole-heartedly dedicated to:

  1. My dearest Father and Mother; Mr. Sutarno and Mrs. Mukiyah, thanks a billion for your great affection, kindness, encouragement, education, and everything you have given to me.

  2. My beloved little ‘fussy’ Sister; Wulan Aktamiati, thanks a bunch! You always amuse me. Without you, our home is quiet.

  3. My big family of Granpa Karman and Granpa Karjo (Deceased), thanks for always praying, motivating, and supporting.

  4. My ‘Someone’ who cherishes me, thanks for always being in my side.

  

ACKNOWLEDGEMENT

Alhamdulillahirabbil‘alamin , thanks to the Almighty Allah. Because of

  Him, the writer can complete this research as one of the requirements for getting the degree of Educational Islamic Studies (S,Pd.I) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2015.

  Secondly, peace and salutation are always given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.

  However, this success will not be achieved without support, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that it is an appropriate moment to give my deepest gratitude for:

  1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.

  3. Noor Malihah, Ph.D., as the Head of English Education Department.

  4. Drs. Kastolani, M.Ag., as the Academic Counselor.

  5. Hanung Triyoko, M.Hum., M.Ed., as the research consultant who has educated, supported, directed and given the writer advices, suggestions, and recommendations for this research from beginning until the end.

  6. Rr. Dewi Wahyu Mustikasari, M.Pd. who supported the writer in finding the title of this graduating paper.

  7. My beloved father and mother.

  8. All of the lecturers in English Education Department.

  9. Angga Arga Wastu, S.Pd., as the English teacher in SMK N 3 Salatiga who gave chance to teach.

  10. All of the staffs who helped the writer in processing of graduating paper administration.

  11. My beloved family.

  12. My indeed friends; Nida Annisa, Dyah Koes Windarti, and Yuanita Rahmawati. Keep our friendship!

  13. My big family of “Racana Kusuma Dilaga-Woro Srikandhi”; Kak Iis, Kak Ida,

  Kak Nidaul, Ndan Sofa, Kak Laily, Kak Amik, Kak Ulbi, Kak Misbah, Ndan

  Anshori, Kak Muhaimin, Ndan Jhon, etc. Please keep the unity and be sincere in devoting! Salam Pramuka!

  14. All of my friends; especially in TBI ’11, KKN Posko 25, TPQ “Baitul

Muttaqien”, BP-SPAMS “Telomoyo”, and Karang Taruna “Tunas Muda”.

  Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. Moreover, the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper.

  th

  Salatiga, 12 August 2015 The Researcher

  Fitri Ariyani

  113 11 029

  

ABSTRACT

  Ariyani, Fitri. 2015. The Effectiveness of CIRC and PQ4R Method to Improve

  th

  Students’ Reading Comprehension in the 10 Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015. A Graduating Paper.Teacher Training and Education Faculty.English Education Department.State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Hanung Triyoko, M.Hum., M.Ed.

  Keywords: CIRC Method, PQ4R Method, Reading Comprehension

  This research aimed at finding out the difference between CIRC and PQ4R methods to improve students’ reading comprehension. In addition, it intended for finding out the significant difference between CIRC and PQ4R methods to improve students’ reading comprehension. The research was an experimental research by implementing the extension of Randomized Control-Group Pretest- Posttest Design; without control group. The population was the whole tenth grade students (± 450 students) of SMK N 3 Salatiga in the academic year 2014/2015. The sample was taken from two classes (71 students) which were assigned into the first experimental group (36 students) and the second experimental group (35 students) by Cluster Sampling Technique. The data was collected through documentation, observation, and test. After collecting the data, then it was analyzed by quantitative analysis. The writer used T-test formula to investigate the significant difference of students’ reading comprehension taught by those methods. The level of significance was set equal or less than 5%. The result from CIRC method pointed out that T-test 8,525 was higher than t-table 2,030 with the degree of freedom (df) of 35. Whereas, the result from PQ4R method designated that T-test 6,203 was also higher than t-table 2,032 with the degree of freedom (df) of 34. It was assumed that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. Therefore, there is significant difference of students’ reading comprehension taught by CIRC and PQ4R methods in the tenth grade of SMK N 3 Salatiga in the academic year of 2014/2015.

  

TABLE OF CONTENTS

  TITLE .................................................................................................................. i DECLARATION ................................................................................................. ii ATTENTIVE COUNSELOR NOTES ................................................................ iii CERTIFICATION PAGE ................................................................................... iv MOTTO .............................................................................................................. v DEDICATION ................................................................................................... vi ACKNOWLEDGMENT .................................................................................... vii ABSTRACT ....................................................................................................... ix TABLE OF CONTENTS ..................................................................................... x LIST OF FIGURE ........................................................................................... xiv LIST OF TABLE .............................................................................................. xv

  CHAPTER I : INTRODUCTION A. Background of the Research ....................................................................... 1 B. Questions of Problem ................................................................................ 5 C. Objectives of the Research.......................................................................... 6 D. Hypothesis ................................................................................................. 6 E. Benefits of the Research ............................................................................. 7 F. Definition of Key Terms ............................................................................ 8 G. Review of Previous Researches ................................................................ 11 H. Graduating Paper Organization ................................................................ 12

  CHAPTER II : LITERATURE REVIEW A. Reading ................................................................................................... 14

  1. The Definition of Reading ................................................................. 14

  2. The Process of Reading ..................................................................... 16

  3. The Aspects of Reading ..................................................................... 18

  4. The Purposes of Reading ................................................................... 23

  B. Teaching Reading Comprehension ........................................................... 24

  1. The Teacher’s Role in Teaching Reading Comprehension .................. 24

  2. General Procedures for Improving Comprehension ............................. 25

  C. CIRC and PQ4R for Teaching Reading Comprehension ........................... 27

  1. Cooperative Learning ......................................................................... 27

  a. The Definition of Cooperative Learning ........................................ 27

  b. The Components of Cooperative Learning .................................... 28

  c. The Purposes of Cooperative Learning .......................................... 29

  d. The Characteristics of Cooperative Learning ................................. 29

  e. The Steps to Do Cooperative Learning .......................................... 30

  2. CIRC (Cooperative Integrated Reading and Composition) .................. 31

  a. The Definition of CIRC ................................................................ 31

  b. The Components of CIRC ............................................................. 31

  c. The Objectives of CIRC ................................................................ 33

  d. The Strength of CIRC ................................................................... 34

  e. The Weakness of CIRC ................................................................. 34

  f. The Steps to Do CIRC .................................................................. 35

  2. Sample................................................................................................ 51

  F. The Technique of Analyzing Data ............................................................ 60

  E. The Research Instrument .......................................................................... 59

  3. Test .................................................................................................... 59

  2. Observation ........................................................................................ 56

  1. Documentation ................................................................................... 56

  D. The Techniques of Collecting Data .......................................................... 55

  3. Sampling Technique ........................................................................... 51

  1. Population .......................................................................................... 50

  3. PQ4R (Preview, Question, Read, Reflect, Recite, Review).................. 35

  C. The Subject of Research .......................................................................... 50

  B. The Method of Research .......................................................................... 48

  2. Time of the Research .......................................................................... 47

  1. Place of the Research ......................................................................... 40

  CHAPTER III : RESEARCH METHODOLOGY A. Place and Time of the Research ............................................................... 40

  b. The Steps to Do PQ4R .................................................................. 36

  a. The Definition of PQ4R ................................................................ 35

  G. The Statistical Hypothesis ........................................................................ 63

  CHAPTER IV : ANALYSIS AND DISCUSSION A. Data Presentation ..................................................................................... 64

  1. Pre-Test ............................................................................................. 64

  2. Post-Test ............................................................................................ 68

  B. Distribution of Rank ................................................................................ 71

  1. The First Experimental Class ............................................................. 71

  2. The Second Experimental Class ......................................................... 76

  C. Data Analysis .......................................................................................... 81

  1. Mean ................................................................................................. 84

  2. Standard Deviation ............................................................................ 86

  3. Standard Error of Mean Difference .................................................... 87

  4. T-Test ................................................................................................ 88

  5. T-Table .............................................................................................. 90

  D. Discussion ............................................................................................... 91

  CHAPTER V : CLOSURE A. Conclusion .............................................................................................. 94 B. Suggestion ............................................................................................... 96 REFERENCES APPENDICES

  

LISTS OF FIGURE

  Figure 3.1The Randomized Control-Group Pretest-Posttest Design (Extented) ......................................................................................................... 49

  

LISTS OF TABLE

Table 2.1 Processes that Define Reading ................................................................. 16Table 2.2 Examples of the Comprehension Levels .................................................. 21Table 2.3 The Steps to Do Cooperative Learning ................................................... 30Table 2.4 The Steps to Implement PQ4R in Classroom ........................................... 38Table 3.1 The Data of School’s Accreditation and Curriculum Implementation ....... 43Table 3.2 The Profile of Students of SMK Negeri 3 Salatiga ................................... 44Table 3.3 The Profile of Teachers and Staffs of SMK Negeri 3 Salatiga ................. 45Table 3.4 The Profile of Education Facilities of SMK Negeri 3 Salatiga ................. 46Table 3.5 The Phases of the Research ..................................................................... 47Table 3.6 The Different Procedures in Treating the Two Experimental Groups ........ 49Table 3.7 The List of Students in the First Experimental Class (R ) ......................... 52

  1 Table 3.8 The List of Students in the Second Experimental Class (R ) ..................... 54

  2 Table 3.9 The Time Schedule of the Meeting .......................................................... 56

Table 3.10 The Criterions of the Observation .......................................................... 57Table 3.11 Evaluation Criteria ................................................................................ 60Table 4.1 The Pre-test Scores of the First Experimental Class ................................. 64Table 4.2 The Pre-test Scores of the Second Experimental Class ............................ 66Table 4.3 The Post-test Scores of the First Experimental Class .............................. 68Table 4.4 The Post-test Scores of the Second Experimental Class ........................... 70Table 4.5 Distribution of Pre-test Rank in the First Experimental Class ................... 71Table 4.6 Classification of Respondents’ Reading Comprehension in Pre-test ......... 73Table 4.7 Distribution of Post-test Rank in the First Experimental Class ................. 74Table 4.8 Classification of Respondents’ Reading Comprehension in Post-Test.. ..... 76Table 4.9 Distribution of Pre-test Rank in the Second Experimental Class .............. 76Table 4.10 Classification of Respondents’ Reading Comprehension in Pre-Test ..... 78Table 4.11 Distribution of Post-test Rank in the Second Experimental Class ........... 79Table 4.12 Classification of Respondents’ Reading Comprehension in Post-Test .... 80Table 4.13 Score of Respondents’ Reading Comprehension in Pre-Test and Post-Test

  (The First Experimental Class) ............................................................................... 81

Table 4.14 Score of Respondents’ Reading Comprehension in Pre-Test and Post-Test

  (The Second Experimental Class) ........................................................................... 83

Table 4.15 The Result of the Research .................................................................... 91

CHAPTER I INTRODUCTION Chapter one concentrates on introductory explanation of the research. It

  serves background of the research that discusses students’ less comprehension of reading, afterwards, solving the problem by using certain learning methods. The purpose of the methods is to help the students to comprehend the text easily when reading.

A. Background of the Research

  Language is a system of communication in speech and writing used by people of a particular country (Oxford University, 2008: 247). Discussing about language, Risdianto (2013: 1) asserts that language is produced as a vital means to deliver or communicate messages by the use of speech (the act of sound production) or written symbols. Language is very important in human beings’ life since by the use of language they are able to deliver messages and make interaction with others; particularly in their position as the members of society. Consequently, humans cannot interact without language because it is as a source to create the interaction among the humans.

  English is very crucial to be learnt in this globalization era in which people are obligated to struggle for advancement and enhance their competence in order to be able to encounter the challenges. It has significant roles to develop intellectual, social, and work aspects.In the intellectual aspect, people will succeed in learning because the incredible amounts of information are in English. In addition, people will have greater cultural understanding when they contact with ones who speak English so that they easily socialize with them. Last aspect but not least, in the work aspect, people who have the ability to speak English will get a proper job and even get a higher position in their job because it is the most language used in the global workforce.In the upcoming years, Indonesia will be predicted as the country which majority of the investors are foreigners. Thus, many business entities will require people who master English to be the employees.

  Learning a language especially English, there are four skills to complete communication namely listening, reading, speaking, and writing.

  They can be divided into two parts; input skills and output skills. The input skills include listening and reading, whereas, the output skills consist of speaking and writing. The input skills can be simply achieved instead of the output skills because they are passive and the others are active. Furthermore, among the skills relate each other which must be passed sequentially. People are capable to speak and write because they listen and read first.

  One of the language skills that must be mastered is reading. According to Spencer (1946) in Dechant (1982), reading is the process of interpreting sense stimuli and performed whenever one experiences sensory stimulation. Other point of view, Bond and Tinker (1967: 22) via Dechant (1982) point out that reading involves the recognition of printed or written symbols which serve as stimuli for the recall of meanings built up through the reader’s past experience. Moreover, Dechant (1970: 19) defines reading as the process of giving the significance intended by the writer to the graphic symbols by relating them to one’s own fund of experience. It can be inferred that reading is perceived as twofold process such as (1) identification of the symbols; and (2) association of appropriate meanings with them.

  Reading necessarily requires comprehension. Comprehension includes the correct association of meanings with word symbols, the selection of the correct meaning suggested by the context, the organization and retention of meanings, the ability to reason one’s way through smaller ideas segments, and the ability to grasp the meaning of a larger unitary idea (Dechant, 1982: 311). Smith (1982) describes that it is an active process that meaning does not reside in surface structure but it is always relative to what the readers already know and to what they want to know. Otherwise, Davis (1972) notes that comprehension is two general mental abilities. They are (1) the ability to remember word meanings and (2) the ability to reason with verbal concepts, and hence with words. Thus, it can be deduced that comprehension in reading is as a matter of making sense of text.

  Every aspect of life included education involves reading. Students need to read because reading is the foundation for most of the successful future academic endeavors. It is also known that in the learning process, there is a high correlation between reading comprehension and academic achievement. By reading, the students are able to gain some knowledge and information easily. The sources may come from the internet, magazine, newspaper, journal, advertisement, and other printed texts.

  However, the fact of the students in SMK Negeri 3 Salatiga experienced by the writer when having a teaching practice there shows that they are not fond of reading. The students prefer to watch a video rather than read such kind of text. Besides that, they don’t like searching the difficult words in the dictionary. When the teachers give an assignment contains reading practice, they only read the text without understand the meaning.

  Sometimes they are lazy and sleepy during the lesson. Consequently, they get low scores for reading comprehension. It points out that the goal of learning has not been accomplished yet.

  Since, learning a language is a process of experiencing how to use the language, therefore, the language cannot be transferred but it must be felt, done and practiced (Sriadi, 2012: 5). The teachers’ role is demanded to reach the goal of language learning. It concerns for the proper learning methods that must be equipped by the teachers. The methods must give opportunity for the students to use the language. Moreover, it must facilitate them to participate actively during the lesson. The teachers also have to consider about the use of learning media and strategies which are appropriate for the students’ condition and the class situation. By designing an effective learning situation will contribute to increase the students’ motivation and scores as well.

  Hanze and Berger (2007) in Durukan (2011) elucidate that cooperative learning can be defined as a learning approach in which small and mixed student groups form both in-the-class and out-of-the-class environments to ensure students help each other in learning an academic subject in the scope of a common goal; where their self-esteem increases and their communication, problem-solving and critical thinking skills develop; and where they actively participate in the teaching-learning process.Roger and Johnson in Suprijono (2011: 58) explain that there are five elements in cooperative learning namely (1) positive interdependence, (2) personal responsibility, (3) face to face promotive interaction, (4) interpersonal skill, and (5) group processing. It may be one of good ideas to solve the problem above and to support in attaining the goal of language learning.

  By recognizing the obvious condition about the students’ weaknesses as appeared above, the teacher may implement the right methods to teach reading. The purpose is to help the students to comprehend the texts that they read. Based on the explanation above, the writer is interested in conducting a research entitled “The Effectiveness of CIRC and PQ4R Method to Improve

  th

  Students’ Reading Comprehension in the 10 Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015”.

B. Questions of the Problem

  Based on the background of the research, there are many problems that arise. The problems that are discussed in this research can be questioned as follows:

  1. How is the difference between CIRC and PQ4R methods to improve students’ reading comprehension in the 10

  th

  Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015?

  2. How is the significance difference between CIRC and PQ4R methods to improve students’ reading comprehension in the 10

  th

  Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015?

  C. Objectives of the Reseacrh

  Based on the problems mentioned above, the objectives of the research are described as follows:

  1. To find out the difference between CIRC and PQ4R methods to improve students’ reading comprehension in the 10

  th

  Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015.

  2. To find out the significance difference between CIRC and PQ4R methods to improve students’ reading comprehension in the 10

  th

  Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015.

  D. Hypothesis

  Sugiyono (2010: 96) contends that hypothesis is a theoretic answer toward the statement of research problem instead of an empiric answer by using data.The hypothesis used in this research is comparative hypothesis.Based on problem statements presented by the writer, the research hypotheses are stated as follows:

  1. There is significance difference of students’ reading comprehension between those taught by CIRC (Cooperative Integrated Reading and Composition) and PQ4R (Preview, Question, Read, Reflect, Recite, and Review) methods.

  2. There is no significance difference of students’ reading comprehension between those taught by CIRC (Cooperative Integrated Reading and Composition) and PQ4R (Preview, Question, Read, Reflect, Recite, and Review) methods.

E. Benefits of the Research

  This research is expected to give benefits in language education field and enhance knowledge either directly or indirectly, therefore the benefits of the research can be described in theoretical and practical benefits as follows:

  1. Theoretical Benefits The result of the research is expected to improve knowledge or develop insight of the readers in teaching English particularly reading comprehension in high schools by using CIRC or PQ4R. In addition, it can be a guide for the same type of study.

  2. Practical Benefits

  a. The Students By using CIRC or PQ4R in learning English, it will create an active and cooperative situation so that the students are able to comprehend the reading text. Moreover, it can motivate the students and increase the result of language learning.

  b. The Teachers The teachers can get information and alternative choice to carry out an effective language teaching which suggests to engage the students actively in the class and gives knowledge about the effectiveness of CIRC and PQ4R method to improve students’ reading comprehension.

  c. The School The result of the research is expected to be a reference for the school to develop the learning quality specifically in reading skill in order to improve the students’ achievement in the reading comprehension.

F. Definition of Key Terms

  Avoiding some incorrect interpretations in the title of research, the writer would like to clarify and explain the terms used.

  1. Effectiveness Effectiveness is producing the result that is wanted or intended

  (Oxford University, 2008: 143). In addition, Hornby (1974: 277) states that effectiveness is having an effect and able to bring about the result intended. Whereas according to Scheerens (1992: 11), effectiveness is to the degree to which educational means processes result in the attainment of educational goals. In this study context, it can be inferred that effectiveness is reaching the goal of reading (comprehension) by implementing such a learning method.

  2. CIRC CIRC is abbreviated from Cooperative Integrated Reading and

  Composition. Gupta and Ahuja (2014: 3) note that it is a comprehensive approach to instruction in reading, composition, and spelling for upper grades of elementary level. In CIRC, students are taught in reading groups and then return to mixed ability teams to work on a series of cooperative activities, including partner reading, making predictions, identification of characters, settings, problems and problem solutions, summarization, vocabulary, spelling and reading comprehension exercises. In addition, it provides a structure to help teachers and students succeed in helping all students become effective reader. According to Suprijono (2011: 130), there are six steps to do CIRC such as (1) teacher divides students heterogeneously into groups in which each group consists of four people, (2) the teacher gives the students a discourse deals with the topic, (3) the students work together to find the main idea, respond the discourse, and then write it down, (4) the students present the result of group work, (5) the teacher concludes the lesson, and (6) closing.

  3. PQ4R

  PQ4R is abbreviated from Preview, Question, Read, Reflect, Recite, and Review. Thomas and Robinson (1972) in Sriadi (2012: 5) explain that PQ4R is one of the strategies proposed to be good strategy in improving the students’ reading comprehension. Based on Slavin’s (1994) opinion in Sriadi (2012), PQ4R can help the students focus in organizing information and making it meaningful. Fox, Radloff, and Hermann (1994) in Sriadi (2012) add that PQ4R also provides a series of steps aims to help the readers understand and remember what they have already read.

  4. Method Method generally refers to the path in study. Method is aparticularprocedure for accomplishing or approaching something, especially a systematic or established one (Oxford University Press, 2008: 277). Talking about method, Richards and Rodgers (2001) state that method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. A method is procedural.

  5. Improve The word “improve” means to make something better, or to become better (Pearson Education Limited, 2003: 957). Other definition, improve means to enhance in value or quality; make better (http://www.merriam-webster.com).

  6. Reading Comprehension

  Reading comprehension is as a matter of making sense of text. Snow (2002) and Baker & Brown (1984) in Blachowicz and Ogle (2008: 33)explain that good comprehenders actively construct meaning as they read, and they also direct their own comprehending by using basic strategies and by monitoring their own understanding.

G. Review of Previous Researches

  In this study, the writer reviews some research papers from the previous researches. Zulaekah (2012) conducts a research on“Penerapan

  Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) untuk Meningkatkan Minat dan Kemampuan Menulis Paragraf Deskriptif Mata Pelajaran Bahasa Indonesia: Studi Kasus pada Siswa KelasIV MI Ma’arif Klangon, Kalibawang, Kulon Progo ”.She uses Classroom

  Action Research. The findings are the students taught by CIRC method are motivated to follow the learning process and able to cooperate with others. As a result, they understand the lesson has been learned and make it more meaningful.

  In addition, Sriadi (2012) undertakes a research on “The Effect of

  PQ4R Strategy and Linguistic Intelligence on Reading Comprehension of the Tenth Grade Students of SMA N 1 Sukasada in the Academic Year

  ”. He uses Experimental Research. The findings point out that the

  2011/2012

  students who have high linguistic intelligence taught by using PQ4R strategy have the highest mean score compared to the other groups.

  Finally, Durukan (2011)carries out a research on “Effects of

  Cooperative Integrated Reading and Composition (CIRC) Technique on Reading-Writing Skills” . He uses Experimental Research. The findings

  showthat mean score of experimental group taught by CIRC increases that is found to achieve 49% of the target in the pre-test and 90% of the target in the posttest compared to mean score of control group taught by traditional teaching method.

  By considering the three previous researches, the writer would like to conduct research entitled “The Effectiveness of CIRC and PQ4R Method to

  th Improve Students’ Reading Comprehension in the 10 Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015 ”. Unlike the three which only

  focus on one method either CIRC or PQ4R, the researcher tries to analyze the effectiveness of CIRC and PQ4R to improve students’ reading comprehension and then compares them which one is more effective.

H. Graduating Paper Organization

  In this section, the writer would like to discuss some terms in chapter one into chapter five. Chapter one is introduction consists of background of the research, statements of the problem, objectives of the research, hypothesis, benefits of the research, definition of key terms, review of previous researches, methodology of research, and graduating paper organization. Chapter two is literature review discusses about reading, teaching reading comprehension, and CIRC (Cooperative Integrated Reading and Composition) and PQ4R (Preview, Question, Read, Reflect, Recite, and Review) for teaching reading comprehension. Chapter three is research methodology consists of place and time of the research, the method of research, the subject of research, the techniques of collecting data, the research instrument, the technique of analyzing data, and the statistical hypothesis. Chapter four is analysis and discussion consist of data presentation, distribution of rank, data analysis, and discussion. Chapter five is closure consists of conclusion and suggestion. The last part is references and appendices.

CHAPTER II LITERATURE REVIEW In this chapter, the theoretical books and other relevant information will be discussed. They are very important to be the basic theory of teaching reading. Hence, the writer wants to deliberate about literature review of reading, teaching

  reading comprehension, and CIRC (Cooperative Integrated Reading and Composition) and PQ4R (Previewing, Questioning, Reading, Reflecting, Reciting, and Reviewing) for teaching reading comprehension.

A. Reading

1. The Definition of Reading

  Dechant (1982) in “Improving the Teaching of Reading” states the definitions of reading are divided into two major types, namely (a) reading as interpretation of experience and (b) reading as interpretation of graphics symbols. Similarly, Spencer (1946)in Dechant (1982: 4) declares that reading is the process of interpreting sense stimuli and performed whenever someone experiences sensory stimulation. DeBoer and Dallmann (1960) in Dechant (1982: 4) also add that reading involves the comprehension and interpretation of ideas symbolized by the written or printed page.

  On the other hand, Hittlemen in Dallmann etal., (1982: 22-23) clearly claims other definition of reading.

  Reading is a verbal process interrelated with thinking and with all other communication abilities – listening, speaking, and writing. Specifically, reading is the process of reconstructing from the printed patterns on the page the ideas and information intended by the author. He implies that in the oral process of reading, people importantly need to think and use the other language skills such as listening, speaking, and writing in order to grasp the gist from the author. Hence, they may reconstitute ideas and information from the text.

  Conversely, Nunan (1999: 248) declares that reading is sometimes viewed as a passive skill. He also states that although it is passive but it includes lot of things. The reason is it involves processing ideas generated by others that are transmitted through language. Since reading implicates the processing of written language, there is an interaction between the reader and the writer. Moreover, it concerns highly complex cognitive processing operations which are complicated to define. More specifically, it relates with the process how the reader comprehends the text.

  Nevertheless, Arthur I. Gates (1977) in Dallmann et al. (1982: 22)argues “Reading is not a simple mechanical skill; nor is it a narrow scholastic tool. Properly cultivated, it is essentially a thoughtful process. ...

  It should be developed as a complex organization of patterns of higher mental processes”. According to him, reading is more than knowing what each letter of the alphabet stands for. It involves not only word recognition but also comprehension. Comprehension is an essential of reading; that in reading the reader reacts to what is recorded in writing; that what the reader brings to the page is at times as significant to reading as what is actually written on it.

2. The Process of Reading

  The process of reading is extremely complex. When the readers look at the text on a book, there may only appear marks made from ink.

  There is seemingly no meaning on the marks. However, the marks can bring about such mental and physical experiences to the readers. It potentially make them laugh, smile, excited, even cry. It indicates that the marks arouse some concept that is already in the readers’ mind. Then, the new meaning is gained from the context called forth and the relations among the concepts. Thus, the meaning is actually in the readers’ mind (Dallmann et al., 1982: 23-24).

  In addition, Grabe (2009: 14) points out that there is no single statement is going to capture the complexity of reading if it is linked with the different purposes of reading and the varying processes that are called into play. He also emphasizes that reading is understood as a complex combination of processes. The processes are explained in the table below:

Table 2.1 Process that Define Reading No Process Explanation

1. A Rapid Process It is rapid in the sense that the reader reads most

  materials at about 250-300 wpm.

  2. An Efficient Process The reader coordinates rapid and automatic word recognition, syntactic parsing, meaning formation, text-comprehension building, inferencing, critical evaluation, and linkages to prior knowledge resources.

  3. A Comprehending Process The reader reads to understand what the writer intended to convey in writing, though he also does more.

  4. An Interactive Process There is an interaction between the reader and the writer.

  

5. A Strategic Process A number of the skills and processes used in reading

call for effort on the part of the reader to organize and mentally summarize information, monitor comprehension, match comprehension output to

reader goals, etc.

  6. A Flexible Process As reader purpose shifts, as comprehension is impeded, or as interest varies, the readers adjusts reading processes and goals.

  7. A Purposeful Process There is an alignment between processes and purposes of reading.

  8. An Evaluative Process The reader evaluates how well he is reading

  

9. A Learning Process The reader makes decisions about how to respond to

  

the text.