achievement. Although the researcher wanted to proved the research to the second cycle but based on the result of the cycle, the English teacher suggested to stop the
cycle because she wanted to do remedial teaching for the students to meet the final test term of 20142015 academic year.
4.2 Discussion
The result of the action that was conducted in one cycle showed improvement both students’ active participation and reading comprehension achievement. Based on
the result of observation and reading comprehension test, it was found that the use of reading m
aterials from the internet was able to improve the students’ active participation in the learning process and their reading comprehension test.
During the observation, most of the students participated actively to the lesson. They showed their interest in the lesson. This fact proved the theory of
Heinich 2002:4, that instructional media and the technologies for learning provide you with the tools to engage students powerfully in the learning process. In other
words, technology successfully served to engage the students to be more active in classroom learning activities it is needed appropriate media and technology. The
availability of the Internet gave greater impact to students in learning. Based on the observation, the students were really curious when they were taught by using reading
materials adapted from the internet. Some of them asked questions to the teacher about what they learnt. It happened because the teacher never uses the media such as
reading materials from internet before and showed it on the LCD projector. They showed their enthusiasm when the teacher asked them to read the text showed on
LCD projector. It means that materials from the internet could attract students’
attention, so the students really involved actively in the action. The result of observation in one cycle, the students showed improvement in their participation
during the teaching learning process of reading narrative text. The participation of the
students increased from the first meeting to the second meeting. The percentage was 67 increased to 77 in the first cycle.
From the result of reading comprehension test, it was found that most of the students could achieve the target score which was 70. There were 27 77 of 35
students achieved the target score; meanwhile the 8 23 students had not achieved the target score. The use of reading materials adapted from the internet as the media
promotes the students enthusiasm. The media helped the students to comprehend the content of the text easier than they are only read the text book and deliver important
information from the text. According to Kozma as quoted in Hill et al. 2004:443, learning from the Internet is a vehicle for the delivery of information. Therefore, the
use of the Internet in teaching and learning activities can serve as a medium to deliver information to students. The information can be distributed as learning materials.
The results of this action research supported the research finding that was done by the previous researchers. The first study was carried out by Sampoernawati
2013, who conducted a classroom action research that was intended to investigate the use of online resources as a material of teaching and learning activity of reading
comprehension skills in class. The participants were the VII-A and VII-B grade students of Madrasah Tsanawiyah Negeri 2 Surabaya. The results indicated that the
use of online resources as a material of teaching and learning activity of reading comprehension skills was successful in improving the
students’ reading comprehension achievement and their active participation.
Similar with the first research finding, Zhao 2008 found that the use of internet to improve EFL
students’ through reading and writing for communicative purpose in China can increases intrinsic motivation to learn English which affects
their reading achievement too. Chinese students who are serious about learning English for the purpose of real communication appear ready to try something new.
The use of the other internet capabilities such as audio, video, and voice chat could make an English classroom truly lively and interesting.
The third study was done by Bilgin 2010, who had conducted an experimental research in ITU School of Foreign Language. She investigated the
effects of two online programs, Active Reading and Tense Buster, on beginner level ELT preparatory students’ reading and grammar achievement. It was found that the
use of online program from the Internet affects students’ interest so they can learn
English easier and more convenient resulting in the improvement of their achievement.
Those three research findings and the outcomes of the present research proved the use of materials adapted from the internet can be applied for reading
skills. The research findings showed the same result that the use of materials from the internet could improve students’ comprehension or ability. This present research
finding strengthened the previous research outcomes so does the theory of using reading materials from the internet was able to improve st
udents’ active participation which resulted in the improvement of their reading comprehension achievement.
However, based on the reflection done by the researcher and the English teacher, it was found that there were some factors that influenced the result of the
observation and the students’ reading comprehension test that had been conducted in one cycle. The activities on the cycle are as follow:
1. The time was limited. It was the first time for the students to have reading
materials directly read from the internet, so they were a little bit unfamiliar with the media used in teaching learning process such as LCD projector and
reading the material from the Internet. 2.
The students faced some problem in doing the reading comprehension activity, because they were asked to read the text showed on LCD. The texts
used in teaching learning process were the story they have never heard before. So, they needed extra time to read and understand about the generic structure,
and language features of the narrative text because the English teacher rarely
asked them to read the whole text and explain in more detail about the narrative text when teaching the reading skill.
3. The students seemed unsure of the teacher’s instruction when the teacher
asked them to do the task in pair after they finished reading the text because the students do not quite understand about the instruction that were stated in
English. To overcome the problems occurred in cycle 1, meeting 1, the English teacher
suggested that in the meeting 2 the researcher gave the students the print out of the material after the students read the story from the internet to help them do the task
easier. The researcher also gave the instruction in English and Indonesian, and the students were asked to answer of the question, so it made them so interested in
finding the block in the color correct answer. After doing some modification, the implementation of meeting 2 ran smoothly. In this study the learning process was still
using the conventional method where the teacher still gave an explanation of the learning materials in advance. This was done because the students were still not
accustomed to using modern methods, but the instructional media used were no longer using a conventional way.
Thus, the result of this action research although done in one cycle, proved that the use of materials adapted from the internet can improve the XI-MIA 3 grade
students’ active participation and also their reading narrative text comprehension achievement at SMA Negeri Rambipuji Jember.
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CHAPTER 5. CONCLUSION AND SUGGESTION
This chapter presents the research conclusions and suggestions. The conclusions and suggestions will be presented in the following section. The
suggestion proposed to the English teacher, the students, and the future researcher.
5.1 Conclusion
Based on the result of data analysis and discussion, it can be concluded that the use of reading materials adapted from the internet was able to improve the XI-
MIA 3 grade students’ active participation as well as their reading narrative text comprehension achievement at SMA Negeri Rambipuji Jember in 20142015
academic year. From the result of observation, the use of reading materials from the internet
proved that the media could improve the XI- MIA 3 grade students’ active
participation during the teaching learning process of reading narrative text at SMA Negeri Rambipuji Jember. The students’ involvement during the teaching learning
process of reading narrative text increased their motivation to follow the lesson. The good collaboration between the researcher and the English teacher in building
students’ understanding of narrative text make their active participation improved. The improvement could be seen from the percentage of students’ active participation
and affective aspect from the first meeting. There were as much as 67 to 77 in the second meeting for active participation and as much as 63 to 80 in the second
meeting for affective aspect. There was as much as 10 improvement for active participation and 17 for affective aspect on that meeting.
The use of reading materials from the internet also improved the XI-MIA 3 grade students’ reading narrative text comprehension achievement at SMA Negeri
Rambipuji Jember. The improvement could be seen from the percentage of the students who obtained the passing grade of reading from the score of pre-test to
