The Application of Graded Reading Materials to Improve the Third Year Students’ Reading Comprehension (A Classroom Action Research at MA Madani Pao-Pao) - Repositori UIN Alauddin Makassar
THE APPLICATION OF GRADED READING MATERIALS
TO IMPROVE THE 3 RD YEAR STUDENTS’ READING
COMPREHENSION (A CLASSROOM ACTION
RESEARCH AT MA MADANI PAO-PAO)
A Thesis
Submitted in Partial Fulfillment of the Requirements for Degree of Sarjana
Pendidikan in English Education of Tarbiyah and Teaching
Training Faculty of UIN Alauddin Makassar
By:
ANDI NOVIA DWI AYUNINGTIAS
Reg. Number: 20400113042
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND
ACKNOWLEDGEMENT
Alhamdulillahi Rabbil Alamin, the writer would like to express her deepestgratitude to the Almighty Allah SWT. who has been giving mercies, blessings, inspiration and good health all the time to conduct the writing of this thesis. Also, Shalawat and Salam are delivered to our great prophet Muhammad SAW. who has brought us from the darkness into the lightness.
During the writing of this thesis, the writer received much assistance from a number of people for their valuable guidances, corrections, suggestions, advices and golden supports. Without them, the writing of this thesis would have never been possible completed especially for the writer’s beloved parents Muh. Adras and Andi
Wahidah, who always give attention to their daughter and their strong motivation
both material and spirit until the completing of this thesis. In addition, the writer would like to express the greatest thankful and appreciation for those people, they are:
1. Prof. Dr. H. Musafir Pababbari, M.Si. as the Rector of Alauddin State Islamic University (UIN) of Makassar.
2. Dr. H. Muhammad Amri, Lc., M. Ag. as the Dean of Tarbiyah and Teaching Scince Faculty of Alauddin State Islamic University (UIN) of Makassar.
3. Dr. Kamsinah, M. Pd. I. and Sitti Nurpahmi, S. Pd., M. Pd. As the Head and Secretary of English Education Department of Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University (UIN) of Makassar.
4. Dr. Hj. Mardiana, M.Hum. and Dr. M. Rusdi T, M.Ag., as the first and the
5. The most profound thanks to all lecturers of English Department and all staffs of Tarbiyah and Teaching Scince Faculty for their help, support, and guidance during the writer has been studying at Alauddin State Islamic University (UIN) of Makassar.
6. The Headmaster of MA MADANI Pao-Pao, Rina Kurnia, S.Pd., M.Pd., Who gave permission to conduct a research at MA MADANI Pao-Pao.
7. The English teacher of MA MADANI Pao-Pao, Nur Aida, S.Pd., M.Pd., who helped, guided, and supported the researcher during the research of the writer thesis.
8. All of the staffs of MA MADANI Pao-Pao who were willing to spend their time to participate in this research.
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9. The students of the 3 grade MA MADANI Pao-Pao who spends their time so willingly to participate the writer research.
10. Her lovely sister and brother, Andi Sartika Pratiwi Dewi, Andi Indri Tri
Damayanti, Andi Muh. Dirgantara who always support and help her in her day.
11. The writer’s classmates in English Education Department PBI 3 and 4 (2013),
Nurtiala, Zulhulaefah Burhan, Husni Mubarak, Jusni, Nilasari, Rika Anggari, Megawati, Bella Aldama, and all friends who could not be mentioned one by one. Thanks for the friendship and suggestions to finish this research.
12. The writer’s best friend from Senior High School, Aprilia Ramayanti, Intan
NurIndah Sari, Eunike Lenina Theresia, thank you for always gave motivation to the writer to finish their thesis.
14. Special thanks delivered to Tri Prasetya Bayu Aji, for always supports the writer, helps her to wake up in the morning with his called.
15. Everyone who has helped the writer, not only in the making of this thesis, but through the ups and downs of her university’s life. The writer could not mention them one by one. All the writer can say is the writer could not be more grateful for their contribution. May Allah bless them all.
The writer does realize that this thesis is still far from being perfect and still needs more improvement to get better result, so that corrections, suggestions and advices are always expected. Therefore, the writer welcomes all kinds of corrections suggestions, and advices for a better writing. Hopefully, this thesis can give usefulness for the development of English teaching-learning.
Finally, willingly the writer prays may all our efforts be blessed by Allah SWT. Aamiin.
Samata-Gowa, 23 November 2017 The Writer,
Andi Novia Dwi Ayuningtias Reg. Number: 20400113042
LIST OF CONTENTS
Page
TITLE PAGE ..............................................................................................................i
PERNYATAAN KEASLIAN SKRIPSI ...................................................................ii
PERSETUJUAN PEMBIMBING ............................................................................iii
PENGESAHAN SKRIPSI ........................................................................................iv
ACKNOWLEDGEMENT ......................................................................................... v
LIST OF CONTENTS............................................................................................viii
LIST OF TABLES..................................................................................................... x
ABSTRACT..............................................................................................................xi
CHAPTER I. INTRODUCTION......................................................................... 1 A. Background ............................................................................. 4 B. Research Problem.................................................................... 4 C. Research Objective.................................................................. 4 D. Research Significances ........................................................... 4 E. Research Scope........................................................................ 5 F. Operational Definition of Terms............................................. 5 CHAPTER II. REVIEW OF RELATED LITERATURE..................................... 7 A. Previous of Related Research Findings .................................. 7 B. Some Pertinents Ideas............................................................. 8
CHAPTER III. RESEARCH METHOD ............................................................... 18
A. Research Design.................................................................... 18 B. Research Setting ................................................................... 20 C. Research Participants............................................................ 20CHAPTER IV. FINDINGS AND DISCUSSION ................................................ 26 A. Findings................................................................................. 26 B. Discussion ............................................................................. 40 CHAPTER V. CONCLUSION AND SUGGESTION........................................ 42 A. Conclusions ........................................................................... 42 B. Suggestions ........................................................................... 42
BIBLIOGRAPHY .................................................................................................... 43
APPENDICES CURRICULUM VITAE
LIST OF TABLES
1. The Form of Observation Checklist ..........................................................................23
2. Classification Students' Response .............................................................................
24 3. Classifications Students’ Score ...................................................................................
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4. The Result of the Observation in the First Cycle ....................................................
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5. Frequency Distribution and Percentage the Students’ Score of First Cycle Test 31 6. Comparison of the Observation between the First Cycle and the Second Cycle .
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7. Frequency Distribution and Percentage the Students Learning achievement of Second Cycle Test .......................................................................................................
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8. The Distribution of Score Frequency and Percentage after Teaching and Learning Process of Cycle I (C1) and Cycle II ........................................................................
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ABSTRACT
Title : The Application of Graded Reading Materials to Improve the ThirdYear Students’ Reading Comprehension (A Classroom Action Research at MA Madani Pao-Pao) Researcher : Andi Novia Dwi Ayuningtias Reg. Number : 20400113042 Consultant I : Dr. Hj. Mardiana, M.Hum. Consultant II : Dr. M. Rusdi T, M.Ag.
This research was conducted in order to improve students’ reading
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comprehension at the 3 grade of MA MADANI which consisted of 33 students’ with 14 men and 19 women through Graded Reading Materials.
This research used a Classroom Action Research (CAR) which was conducted to solve the students’ problem in English reading. The researcher did two cycles, in each cycle consist of planning, acting, observing and reflecting. The data were gathered through qualitative and quantitative data. The qualitative data were obtained by analyzing the test. Then, quantitative data were obtained by analyzing the observation checklist.
The finding of the research indicated that the implementation of Graded Reading Materials was successful since the criteria of success were achieved. The first cycle was 24.24% of students could exceed the target score based on the Standard Minimum Score, and 75.75% of students’ did not achieve the target score. And the second cycle showed that 100% of students had already achieved the target score based on the Standard Minimum Score.
The result of observation checklist showed that through Graded Reading Materials, the students were more creative and confident in the classroom especially in reading activity.
Based on the finding mentioned above, the researcher suggests that English teacher could implement Graded Reading Materials in teaching reading, in order to improve students in learning English Reading.
Based on the findings mentioned above, the researcher assumes that the more students reading English text, the more their reading skill will be better.
CHAPTER I INTRODUCTION A. Background English is used as an international language by the majority of countries of
the world. As an international language, English has a very important role in the development of education, communication, commerce, diplomacy, social, and scientific research. In education field, English prompted become an important subject learnt by the student throughout the world.
In learning English, there are four skills that must be mastered. They are listening, speaking, reading, and writing. The four skills mentioned above are divided into receptive and productive skills. Speaking and writing are productive skills, while listening and reading are receptive skills. Comprehending English is a difficult thing for students if they do not have basic knowledge, especially in comprehending reading text.
Reading is a process recognition or interpretation of written materials and it ideals with the language form. Sheng, (2000: 12), stated that reading is a process of communication from the writer to the reader. It involves letters, words, phrases, and clauses. Through reading, we can increase our experience, develop new concept, solve our problem, study how the words are used, how to implement the grammatical rules, and get many knowledge.
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using various teaching strategies. One of them was using Graded Material that I applied for this research.
Using the graded reading material can motivate the students to identify what had happen? Where did it happen? When did it happen? How did it happen? And what were the results.
Reading as a part of receptive skills in the printed information is very dominant nowadays. Through reading people could improve their own knowledge, experience and broaden their horizon of thinking. Which were needed to ensure the continuing personal growth and adapt the changes in the world. Harvey (1991), argued that the purpose of reading in language is inform ourselves about something we are interested in, or challenges our knowledge on certain matters. In other words, to extend experience of the world in which people live.
The comprehension towards the reading materials was the main goals, but the fact showed that the majority of the students were not competent to comprehend English well as Halim (1987: 2), stated that most students encounter the problem in comprehending an English text.
Based on the previous observation to the students of MA MADANI Pao-Pao
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especially at the 3 grade, revealed that students’ achievement in reading was still low. The average score was 65 while the standard of curriculum is 75. It implies a poor score category. This study aimed to solve this problem until the students got a
3 By looking this fact, teachers must give some variety of teaching techniques in reading class in order motivated students to comprehend the reading text.
In this case, the writer was going to discuss one variation in teaching reading namely using Graded Reading Materials to teach effective communication. A teacher could create their own materials for using it to the class. Many teachers found it useful to use published materials. The most well-known graded or simplified materials available for the classroom were graded readers.
Graded reading materials can be applied at the upper elementary students for improving their comprehension. In this case, the researcher selected MA MADANI Pao-Pao. According to the information of the English teacher there, the students’ reading comprehension skill was poor. All of the students could read but only few of students could comprehend or could understand what they had read especially English text. The students also got difficulties in answering questions related to English text that was given to them. Referring explanation in advance, the researcher was interested in conducting a research under the title: The Application of Graded
Reading Materials to Improve the Thrid Year Students’ Reading
Comprehension (A Classroom Action Research at MA MADANI Pao-Pao).4 B. Research Problem
Based on the background above, the researcher formulated the following research question: How does the application of Graded Reading Materials improve the students’
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reading comprehension at the 3 grade students of MA MADANI Pao-Pao?
C. Research Objective
Based on the problem statement above, the objectives of the research was to identify: The use of Graded Reading Materials in improving students’ reading
rd comprehension at the 3 grade students’ of MA MADANI Pao-Pao.
D. Research Significance
The result of the research is expected to be a piece of meaningful contribution for both teachers and students in learning reading materials.
1. Theoretical Significance Graded reading materials could be used both speaking and reading skill. In the teaching reading comprehension the teacher provided the reading source. The teacher introduces a passage of text to the students; they read the text to get the main idea and comprehending it with fully.
2. Practical Significance
a. Significance for the students
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b. Significance for the teachers This research is expected to help the teachers guiding their students in improving their students’ reading comprehension. In addition, the researcher also expected the result of this research could give positive contributions for all English teachers.
c. Significance for readers It could be used to bring positive impacts for the readers to improve their reading comprehension with easy ways.
E. Research Scope
In this study, the writer focused on improving the students’ ability to find the
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main ideas and content of reading text by using Graded Reading materials at the 3 grade students of MA MADANI Pao-Pao.
F. Operational Definition of Terms
These were the key terms of the research:
1. Reading
Nuttal (2000) stated, reading mean a result of interaction between the writer’s mind and the reader’s mind. It was the way how the reader tried to get the messages or the intended meaning from the writer. In this process, the reader’s tried to create the meanings intended by the writer, the reader can get the message and the writer’s meaning sense.
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2. Reading Comprehension
Smith and Robinson (1980: 5), defined reading comprehension as the understanding, evaluating, and utilizing of information and ideas gained through an interaction between the reader and author.
3. Graded Reading Materials
Rob Warring (1990), Graded reading is also known as basal reading or simplified reading. The rationale behind materials is to allow the reader to read without difficulty. Graded reading therefore involves reading of material which has been made easy to read. The material can be graded (i.e. simplified) according to the use of high frequency vocabulary rather than vocabulary a native speaker might use, simplified phrasing or sentences, the use of illustration, and so on.
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous of Related Research Findings A lot of researchers had already reported their researches both of motivation
as well as Graded Reading Materials. Some findings of related research are presented in section as follows: Jonathan Aliponga (2013), in his experiment research wanted to improve students’ motivation to read through Reading Journal. As the result, the reading journal motivated students to read more, enable them to understand the main idea and important details of the reading materials and enable them to think critically.
Other research, Budi Prasetyono (2014), in his research, he wanted to improves the students reading comprehension through Extensive Reading activity. In the end of his research, the implementation of Extensive Reading activity had successfully improved the students’ reading comprehension.
Furthermore, Dwi Yunitasari (2015), she wanted to Improve reading comprehension of the eight grade students of SMPN 15 Yogyakarta by using R-A-P strategy. Consequently, teaching reading by using R-A-P Strategy was very successfully improves the students’ reading comprehension skill; this strategy helps the students improve their enthusiasm and attention in the process of teaching and learning English.
8 B. Some Pertinent Ideas
1. Definition of Graded Reading Materials Yoda Schmidt from ESL articles, found out the teaching effective communication through graded reading materials will building reading speed, lexical speed access, reading fluency, and the ability when reading to move from working with words to working with ideas.
According to Palmer (2002: 2), it is an activity in reproducing information either into a fully linguistic from diagrammatic or semi diagrammatic and vice-versa.
Graded reading material method can be used both speaking and reading skill. In the speaking form, the students are able to speak to the other people. In the teaching reading comprehension the teacher provides the reading source. In this method, teacher introduces a passage of text to the students; they read the text to get the main idea and comprehending it fully. The result of the activity can show that the students have understood or not about the text they have read. Then the students write a response to a particular quotation from the reading text, which they think the most interesting or the most difficult section. After that, they use the graded reading they get from the text to do a discussion, to do a paired annotation, or for group activity.
Graded Readers (also called ‘Readers’) are books (both fiction and non- fiction) written especially for language learners to build their reading speed and fluency and to give them chances to practice ‘real’ reading for pleasure. They are
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books have many words which appear only one or two times whereas publishers control the vocabulary in graded readers to get rid of low frequency words and to make useful words appear more frequently to help learning. Graded Readers are not to be confused with books written for school year ‘grades’. A series of graded readers may have say, 6-8 difficulty levels from ‘Starter’ to ‘Advanced’ with dozens of books at each level each of approximately equal difficulty. The Starter level books have a very limited vocabulary of highly frequent words and phrases and the simplest grammar. They complement and recycle much of the language students would meet in their ‘Starter’ level textbook. Elementary level books have slightly more difficult vocabulary and grammar, a more complex plot and fewer illustrations, and matches the language taught in elementary level textbooks. The Intermediate level books are more difficult - and so on up to the Advanced levels. In this way, graded readers help students to ‘step-up’ their learning by building on previously learnt knowledge and skills.
There are currently thousands of these books available from dozens of publishers worldwide. A comprehensive list of graded reader series is available on the Extensive Reading Foundation website (2011).
2. Characteristic of Graded Reading Materials
a. Graded reading uses specially prepared materials while extensive reading can, but need not do so.
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d. Graded reading has specific purposes: for readers to read enough material at one level to develop sufficient fluency and other forms of linguistic knowledge to enable them to move to higher level. The ultimate goal of graded reading is to do so much of it that the learner can deal with native level text fluently.
3. The Reason of Graded Reading There are several reasons. I shall discuss four linguistic benefits:
a. Building reading speed;
b. Lexical speed access;
c. Reading fluency;
d. The ability when reading to move from working with words to working with ideas; e. Students to meet lots of comprehensible language;
f. Students to ‘step-up’ their reading ability gradually level by level;
g. Provide motivating interesting reading materials are a bridge to the eventual reading of native-level reading materials;
4. Concept of Reading
a. Definition of Reading Several linguist’ has define the terms of reading. Some of whose definitions have basically the same key term-getting information from the printed symbols.
William (1984: 2), Reading is a process where by one looks at and
11 Reinking and Sceiner (1985) in Kustaryo (1988: 2) say that, Reading is
instantaneous recognition of various written symbols with existing knowledge and comprehension of the information and ideas communicated.
Beck and McKeown, (1998: 2), state that meaning, learning, and pleasure are the finals goals of learning to read, although fundamental skill such as phonics and fluency are important building blocks of reading. Reading comprehension is much more important. Knowing how to read words has ultimately little value if the students could not construct the text.
b. Reading process There are eight processes in reading according to Burn (1994) as follows: 1) Sensory Process means perceives the printed symbol visually.
2) Perceptual Process means interpret what they see as symbols or words. 3) Sequential Process means follow the linear, logical, and grammatical patterns of the written words.
4) Associational Process means recognize the connections between symbols and sounds, between words and what they represent.
5) Experiential process means relate words back to direct experience to give words meaning.
6) Thinking process means make inferences from and evaluate the material. 7) Learning process means remember what they learned in the past and
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c. Some Reading Techniques In English there are three kinds of reading techniques, namely: survey reading, Skimming and scanning.
1) Survey Reading In survey reading, a reader surveys some information he wants. Thus before coming to reading process, he must set some kinds of information he needs. In survey reading, a schemata or previous knowledge is very helpful because it enables the readers to comprehend the main point in the text easily (Brown 1987: 17).
2) Skimming Skimming reading is glancing rapidly through a text to determine the gist, for example, in order to get the general area of idea of what the text is about (Nuttal, 1982: 34)
3) Scanning Scanning means glancing rapidly through a text either to search for specific information or to get an initial impression of weather the text is suitable for a given purpose. When scanning the reader tries to located the specific in information and often he does not even follow the linearity of the passage to do (Nuttal, 1982: 34).
d. What Is Reading Comprehension?
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reads loudly but cannot understand the content of the passage, it means he/she fails in comprehending the passage. He also says that during reading comprehension process, the students must pay full attention in order to be able to catch all ideas written in the passage. As what he says, students reading ability is very important in dealing with reading comprehension because reading can comprehend the passage if he/she is able to understand the meaning of every word or sentences and their correlation among one and others.
Goodman in Otto etc. al. (1979: 151-152), defined that reading comprehension is an interaction between taught and language. How far the reader can comprehend the passage in reading process is represented by his ability to understand and criticize the author’s messages.
The achievement in reading comprehension is really based on how far a reader can comprehend or understand and gain meaningful information encoded by the author. Reading achievement can be gained toward reading skills and reading competence. Besides that, good in reading strategies also treated as a requirement.
1) Levels of Comprehension When the reader has no clearly defined specific, purpose but is simply reading, he may be said to comprehend at one or more levels, the term “level” does not mean simply different degree of difficulties it refers to the attitude and reaction to what is read (Alexander, 2003: 16).
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word, main ideas or sentences in context. The basic of literal comprehension are recognizing is fundamental to all reading skill at any levels because a reader must first understand what the author said before he can draw an inference or make an evaluation.
(a) Main Ideas The most valuable reading comprehension skill are the probably the ability to determine the most importance thing in our her is saying. Read the following paragraph to see if you can distinguish between assential and non-essential information and between the main idea.
(b) Meaning of Words From Context As we probably know, the text way to improved your vocabulary is to read as often and as much as possible, we sometimes learn award what we don’t know by looking at it is sentence, that is by looking at its context.
b) Interpretive or Inferential Comprehension Higher of level comprehension involves reading beyond or the lines. The reader brings knowledge and experience to the act of reading and draws inferences.
Interpretive of referential comprehension includes thinking process such as drawing conclusion, making generalization out comes.
c) Critical or applied reading comprehension.
For literal comprehension, the reader needs only to clay what it is state to
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d) Creative Comprehension Creative comprehension involves the positve response of listener or readers to what has been heard or read. Sometimes a response may not be evident and therefore one person’s response may very dfferent from other.
Understanding at the creative level involves appyling new knowledge to an exsisting situation, or applying exsisting knowledge to a new situation. It s also concerned with the production of new ideas and solving of problems of an open- ended kind, where more than one corse of action is possible.
2) The sub-skill of comprehension Lunzer and Gardner (1986: 40), promotes the sub-skills of comprehension based on this reserarch, as follows: a) Identifying word meanings;
b) Drawing inferences;
c) Identifying the writer‘s technique and recognizing the mood of passage; and d) Finding answers to questions.
3) The Process of Reading Comprehension Davies and Whitney (1983: 11) state there are three vital process involved in reading comprehension, as follows: a) Previewing-scanning, searching, reading bits (heading, illusrations, paragraph openers) and setting p some expectation.
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c) Checking: comfirm, exchancing or extending predictions or pre-knowledge by using feartures within the text or resources outside it.
The process above must be done onderly since its aim is to make the students better guessers. Thework is directed as setting up situation where students work closely as individals or together in teaching, by gessing immediate context, wider context, part of speech or part od words.
In connection with the reading activities, the process of the teaching learning should be task-oriented; in the sense that the students have to do or perform something based on the task given. Therefore the students in the learning reading have.
4) Reading Test At literal level of comprehension, Gergson et. Al (1983: 4) state that in specific context of comprehension exercises requres answer which involve reiterating details of the text. Such answers can be copied directly from the text, and do not necessary demand any undestanding other than that of simlply syntax.
5) Reason for Reading According to Jeremy Harmer, (1995: 190), there are reasons for reading:
b) Reading in language learning Reading is an exercise Dom mated by the eyes and the brain. The eyes receives message and the brain has to work out the significance of these message.
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d) Reading for pleasure Reading for pleasure is done without other people’s reader but according to an individual reader’s wish and taste.
6) The Reading Material is easy This clearly separates extensive reading from other approaches to teaching foreign language reading. In discussing first language reading development, try observes that begining reader do better with easier materials.
The used of easy materials is controversial. There is still a pervasive view that, to accustom student to real—world reading, real—world texts should be used for extensive reading. This is to confuse the means with the end, and paradoxically to rob read more and study more, and to be able to ladder up as their foreign texts that reflect their language ability—texts They find easy and enjoyable at every step of the way (Waris Hamid, 2011: 67).
CHAPTER III RESEARCH METHOD A. Research Design In this research, the researcher used the Classroom Action Research principle
(CAR). The researcher applied Graded Reading Materials to improve the students’ reading comprehension. It was done under the CAR’s implementation which consisted of planning, action, observation and reflection.
Below is Classroom Action Research model based on Kemmis and McTaggart (1998) was adapted from Burns, (2010: 9).
Cycle 1 Cycle 2 Action Research typically involves four broad phases in a cycle of research.
The first cycle might become a continuing, or iterative, spiral of cycles which recur
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a) Planning
In this phase, the teacher made:
1. The lesson plan before doing classroom action research, the teacher set up equipment such as, lesson plan and observation checklist.
2. Instrument evaluation that was used in classroom action research.
b) Action
The action of each meeting was described as follows:
1. The students were given descriptive text, and then they have to understand the text.
2. The teacher introduced a passage of text to the students.
3. The students read the text to get the main idea and comprehending it with fully concentration.
4. The students mentioned a response to a particular quotation from the reading text, which they thought the most interesting or the most difficult section.
5. The students discussed about the text they read.
6. The teachers checked the students’ understanding and gave feedback or correction but only in the last activity.
7. The teacher gave some question for the students.
c) Observation
In this part the teacher observed:
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d) Reflection
At this point, the researcher evaluated the teaching-learning process. Then, did reflection by seeing the result of the observation, whether the teaching learning process of improving reading comprehension through “Graded Reading Materials” comprehension success criteria based on the test result of the first action.
B. Research Setting
This research lasted for more than 10 months, started on January, 2017 until November, 2017. It was the time from observing until collecting data. In the other words, the researcher first conducted preliminary study on January 2017. This research at least took time for ten months. The researcher took MA MADANI Pao- Pao as a place for this research which is located on Jln. Bontotangnga no.46 Gowa regency. The reason of taking this school was because the researcher hoped that this research would give a big contribution especially for the English teachers there.
C. Research Participants rd
The research participants of this classroom action research were the 3 grade students in MA MADANI Pao-Pao. The class consisted of 33 students with 14 man and 19 women. The reason of taking this school as the research participant was because the teacher used monotonous activities in learning process and reading activities. This situation can give negative effect to the students in which the students would not be motivated and interested to learn more about English.
21 D. Research Target
To achieves the successfulness indicator of students’ score of MA MADANI Pao-Pao, i.e., 75.
The students’ achievement and failure in doing the planned activities will be assessed by referring the criterion issued of MA MADANI Pao-Pao, namely Kriteria Ketuntasan Minimal (Minimum Passing grade Criteria). Based on the minimum ability criteria in the school, the school decides that the minimun ability criteria that the students have to reach is 75. A class can be said reach the standard value if 75% students have catched the minimun ability criteria.
E. Research Instrument
To find out the students’ motivation to read graded reading materials, the researcher used observation check list and test.
1. Observation Checklist
Observation check list used to know the students’ activeness in the teaching and learning process. The observation checklist would be used as guide information in the teaching and learning process when the action was conducted. It contained some aspects with several indicators of each aspect. Those aspects were related to how the teacher taught reading, students’ behavior and the learning materials. The data were recorded every time through some descriptions in the form of field notes.
2. Test
22 questions related to the text. The reading comprehension tests was multiple-choice.
The tests contained 10 number questions and 4 options of the multi level marketing.
F. Data Collecting Procedure
The procedures of collecting data were as follows:
1. Observation Checklist The researcher and the collaborator observed the students in each activity to identify the attitudes of the students to learn through Graded Reading Materials. This lasted from the beginning of the class until the end of the class in each cycle. The learning achievement and interasting atmosphere of the class created by the teacher.
2. Test Achievement test was given at the end of each cycle. It was used to know the improvement of the 33 students’ skill in reading through Graded Reading Materials in teaching and learning process.
G. Technique of Data Analysis
After collecting data, the researcher analyzed them to get valid data. In this research, the researcher use two techniques in analyzing the data, namely qualitative data and quantitative data.
1. Qualitative data Qualitative data was analyzed by using Huberman and Miles (1984:137).
Data analysis procedure such as data reduction, display, draw, conclusion and
23 Table 3.1 The Form of Observation Checklist No. Learning Process Percentage
The students respond the greeting from the 1. teacher. The students listen to the material explained 2. by the teacher. The students answer the question about 3. descriptive text. The students listens the purpose of the 4. learning by the teacher. Sttudents accept descriptive text from the 5. teacher. The students read the descriptive text were 6. given The students ask the teacher about
7. vocabulary that they do not understand in that text.
The students explain what they understand 8. from the descriptive text. The students mention the main idea of the 9. text. The students answer the question in 10. worksheet. The students summarize what they 11. understand from the text. The students mention unfamiliar words that 12. they get. The students together with the teacher make
13. a summary of the material that has been studied.
The students respond the closed learning 14. process.
Total Mean score
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2. Quantitative data
a. The criterion of scoring from the observation scheme such as below (Mabruroh, 2011)
Table 3.2 Classification Students’ Response Classification of students’ response Percentage intervalExcellent response 86%-100% Good response 71%-85%
56%-70%
Sufficient response
<55%
Bad response
b. Measuring students’ mean score The researcher calculated the mean of test to measure the improvement of students’ in every cycle after calculated the percentage of individual students’ score.
The researcher will calculate the mean by using formula as stated by Arikunto, (2006) which follow:
X X
=
N
Explanation : ̅ : The average of students score
Σ : Frequency of the students score : The number of the students
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c. Computing the frequency percentage of students score
100% P =
Explanation: F : Frequency of students’ score N : The total number of students’ score
P : Rate percentage
d. The score of students’ achievement can be calculated by using this following formula (Cohen, 2000): ℎ ℎ
Score = er × 100
Tℎ
After counting the result statistically, the researcher will classify the score into e. some levels by using the level achievement table (Depdikbud in Andi Herdiana, 2016).
Table 3.3 Classification Students’ ScoreThe students that exceed the Standard
≤ 75 Minimum Score (KKM).
The students that achieve the Standard
= 75 Minimum Score (KKM).
The students does not achieve the
CHAPTER IV FINDINGS AND DISCUSSION This chapter deals with the findings and the discussion of this research. A. Findings
1. The first cycle
a. Plan In this step, researcher prepared what have to do in action step, such as all required materials namely: lesson plans, test (test in each cycle), reading materials, observation checklist, students’ work paper, students’ answer sheet and camera.
In teaching reading, researcher applied Graded Reading Materials. In every meeting used different reading materials and was focused on reading a descriptive text.
During the teaching and learning process, the researcher observed the students by using observation checklist. It consisted of some indicators of achievements to know the students’ response through the use of Graded Reading Materials in improving students’ reading skill.
b. Action Action consisted of four meetings; in every meetings applied Graded Reading Materials in teaching and learning process.
1) The first meeting
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idea, topic sentence, supporting detail and content of descriptive text. In this meeting applied Graded Reading Materials, and the procedures are: a) Teacher explained about Graded Reading Materials to the students.
b) Teacher asked the students what they know about descriptive text.
c) Teacher distributed the passage to the students.
d) Teacher asked the students to explain what they understand from the text that has been shared.
e) Teacher asked the students to mention the main idea of the descriptive text that has been distributed.
f) Teacher asked the students to answer the question contained in the text.
g) Teacher asked one of the students to conclude what they understand from the text in front of class.
h) Teacher aksed the students to mention the most interesting and most elusive part of the text. i) Teacher asked the students to mention what is the new vocabulary that they got.
2) The second meeting
th
The second meeting was conducted on October, 6 2017 from 10.10 a.m. – 11.45 a.m. and the procedures in this meeting were same with the first meeting.
3) The third meeting
th
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4) The fourth meeting
rd