Principle 4: Prediction is a major factor in reading When the students are choosing what to read for pleasure, the teachers
should encourage them to look at covers and back cover copy to help them select what to read and then to help them get into a book.
Principle 5: Match the task to the topic when using intensive reading texts. Once a decision has been taken about what reading text, the students are
going to read, the teachers need to choose good reading tasks- the right kind of questions, appropriate activities before during and after reading,
and useful study exploitation. Principle 6: Good teachers exploit reading texts to the full
19
Any reading text is full of sentences, words, ideas, descriptions, etc. It does not make sense, in class, just to get students to read it and then drop it
and move on to something else. Good teachers integrate the reading text into interesting lesson sequences, using the topic for discussion and futher
tasks, using the language for study and then activation and using range activities to bring the text to life.
19
Jeremy Harmer, How to Teach English…, pp. 101-102.
BAB III RESEARCH METHODOLOGY
, A.
Time and Place of Research
The writer held the research at Seventh Grade of SMP Dua Mei, which is located on Jl. H. Abdul Ghani No. 135 Cempaka Putih, Ciputat Timur,
Tangerang Selatan. The writer did the Action Research on March 10
th
2010 up to August 28
th
2010.
B. Subject of Research
The Subject of the research is seventh Grade students of SMP Dua Mei Ciputat Timur. There are 68 students for seventh grade of SMP Dua Mei
Ciputat which are divided into two classes called 7.1 and 7.2.
C. Role of the Researcher in Classroom Action Research
The role of researcher in classroom action research is Teacher at seventh grade of SMP Dua Mei and her partner as observer, she conducts this
research collaboratively.
D. Technique of Collecting Data
In completing the data, the writer uses qualitative data and quantitative data, qualitative data consists of observation, interview and field note.
Quantitative data consists of pre-test and post test.
1
According to Mills that data collection techniques also include using direct observation, interviews, attitude scales and questioners.
2
Qualitative data consists of observation within the teaching learning process in the classroom and
interview to be presented to teacher’s activity and the students’ activity. And other side, the quantitative data consists of pre-test, post-test I after conducting
cycle I and post-test II after conducting cycle II.
1. Observation
The observer does the observation directly toward English teaching and learning-process in SMP Dua Mei Ciputat 20092010 Academic Year.
In this research, the writer’ partner acts as an active observer. The writer interacts with the students as well as the teacher. In Reading lesson, the
observer observes students’ reading skill, such as; words meaning, comprehending the words and sentences by comparing the knowledge
stored in the students’ brain, and identify the basic forms and meaning of the text.
2. Interview
Interview is held with the teacher and students; it means to know the real condition in applying the technique giving rewards and educative
1
Suharsimi Arikunto, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009, pp. 127- 132.
2
Geoffrey E. Mills, Action Research: A Guide for the Teacher Research, Columbus, OH: Prentice Hall, 2000, p. 43
punishment and how far the technique can motivate the students in improving students’ reading skill. The observer will interview the English
teacher and students. This interview will conduct before and after the implementation of Classroom Action Research.
3. Field notes
This field notes is taken by the observer, this is the informal notes written by teacher when she conducts teaching and learning process. The
data may already be selective and focused on a particular issue, for instance to analyze the student interaction and questioning technique
3
. The purpose of this technique is to know and analyze how far the technique giving reward
and punishment can influence students’ reading skill.
4. Test
The test is given to the students in order to know how well the students’ reading score after giving technique of giving rewards and
punishment.
E. Technique of Data Analyzing
The technique of data analysis used in this research is descriptive analysis percentage and the analysis qualitative data used in this study is the
observation of students’ activities during teaching learning process and the interview before and after classroom action research and the teacher’ activity in
classroom and the situation of classroom. In completing the numerical data, the writer tries to get the average of
students’ reading score within before the the implementation and every cycle in
3
Michael J. Wallace, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006, p. 59
