Increasing the Students Ability in Readi (3)

INCREASING THE STUDENTS’ ABILITY IN READING COMPREHENSION BY USING IT SAYS, I SAY, AND SO STRATEGY AT THE TENTH GRADE OF SMA NEGERI 1 BOTOMUZOI IN 2015/2016 THESIS

By FERDIAN WATI WARUWU Reg. Number. 112108042

INCREASING THE STUDENTS’ ABILITY IN READING COMPREHENSION BY USING IT SAYS, I SAY, AND SO STRATEGY AT THE TENTH GRADE OF SMA NEGERI 1 BOTOMUZOI IN 2015/2016 THESIS

Submitted to Institute of Teacher Training and Education of Gunungsitoli

in Partial Fulfillment of Requirements for the Degree of Sarjana Pendidikan

By

ABSTRACT

Waruwu, Ferdian Wati. 2016. Increasing the Students’ Ability in Reading Comprehension by Using It Says, I Say, and So Strategy at the Tenth Grade of SMA Negeri 1 Botomuzoi. Thesis’ advisors (I) Drs. Ellyanus,M.Pd (II) Yasminar A. Telaumbanua,M.Pd

Key words : Reading Comprehension, It Says, I Say, and So Strategy

Reading comprehension is a complex activity that involves interaction between the readers and the text”. It shows that reading comprehension is a necessary way to know whether the students understand or not with the written sources and the meaning of the text. Without comprehending a text the student is unable to conclude the message from a text because in reading activity, the important aspect is comprehension. In other words, if the students want to know the whole content of the reading text, they must comprehend it as detail as possible. The purpose of the research is to increase the students’ ability in reading comprehension. In increasing the students’ ability in reading comprehension, the researcher uses It Says, I Say, and So Strategy. The subject of the research is the student of SMA Negeri 1 Botomuzoi at the Tenth Grade, which is the total number of students, is 24 students. To achieve the purpose the researcher uses Classroom Action Research (CAR). The research was applied in two cycles. Each cycle consists of two meetings. The procedures of each meeting consist of planning, action, observation, and reflection. The instruments used by the researcher to collect the data are observation sheet, evaluation sheet and field note. In the students’ observation sheet, the researcher searched about the students’ activities during teaching-learning process. While the observation sheet for the

ACKNOWLEDGEMENTS

First of all the researcher thanks to Jesus Christ, the only one Son of God as strength in her life, because He has granted the researcher to finish this thesis entitled “Incresing the Students’ Ability in Reading Comprehension by Using It Says, I Say, and So Strategy at the Tenth Grade of SMA Negeri 1 Botomuzoi”.

In arranging this thesis, the researcher has been supported by many sides that motivate her; in giving the idea and time to study well until she finishes her study. Hence, she wants to express her sincere appreciation and thanks to:

1. Mr. Drs. Bezisokhi Laoli, M.M., as the Rector of IKIP Gunungsitoli for his best service and advice for students of IKIP Gunungsitoli.

2. Mr. Adieli Laoli, S.Pd., M.Pd., as the Dean of the Faculty of Education of Languages and Arts who has always given his time when the researcher needs his opinion to finish this thesis.

Especially, when he gave the opinions for the researcher how to apply the researcher’s strategy.

6. All of the lecturers of the English department at IKIP Gunungsitoli, who has taught her well during studying at IKIP Gunungsitoli.

7. Mr. Syukur Arman Mendrofa, S.IP as the secretary of Education Department who helps and gives permission research for the researcher in doing her research in SMA Negeri 1 Botomuzoi.

8. Mr. Sama’aro Laoli, S.Pd, as the Headmaster of SMA Negeri 1 Botomuzoi, who facilitates the researcher in collecting the data.

9. Mr. Yosea Halawa, S.Pd, as a teacher-collaborator, who helps the researcher in observing theTenth Grade of SMA Negeri 1 Botomuzoi.

10. All of the students at the Tenth Grade of SMA Negeri 1 Botomuzoi, who have collaborated to the researcher in doing her research.

2011 who always gave her the big spirits, motivation and the best service in finishing the thesis.

13. The last to all of people who have given many advices, suggestions, and altered the researcher’s life in good ways, have learned lots of experiences from all of them. Thank you for all your supports and motivations, may Jesus Christ bless you.

Gunungsitoli, December 2015 The researcher,

Ferdian Wati Waruwu

Reg. Numb. 112108042

CHAPTER I INTRODUCTION

A. Background of the Problem

Reading is one of important English skills that must be acquired well by all of English learners who want to learn English as a foreign language. It is one of the activities to know information and knowledge in the world. Reading can give some advantages to the students. First, reading will make the students to be someone who has wide knowledge. Second, it can improve the students’ ability that will support their study and will be used for them in daily life. Third, the students will get some information and ideas from the sources that are needed for certain purposes, like answering questions that are related to the text and it is a common activity that happens in the process of learning reading. In addition, the students should have an

Because reading is an essential factor that influences one’s activity in communication so that, the students in SMA Negeri 1 Botomuzoi especially at the tenth grade in 2015/2016 need to be exercised and trained in order to have a good reading skill.

Furthermore, as stated in the syllabus of KTSP 2006 at the tenth grade of SMA Negeri 1 Botomuzoi, one of the competence standards in reading skill, asserts that the students comprehend and respond the meaning of the short simple essay in the form of narrative, recount, and procedure texts to interact with environs. Then, basic competence it hopes the students comprehend the content and the meaning of the short simple functional text in narrative, recount, and procedure texts accurately, fluently, and acceptably with environs.

Each school has the independency to determine their own Minimum Competence Criterion in order to see the standard of the students’ achievement in Each school has the independency to determine their own Minimum Competence Criterion in order to see the standard of the students’ achievement in

Based on the researcher’s observation above, it can be said that some students’ problems in reading comprehension is caused by some factors, such as; the students are lack in comprehending the narrative vocabulary, the students are unable to identify the generic structure of narrative text, the students are unable to identify the linguistics features of narrative text, the students are unable to conclude the idea of the narrative text, and the students are unable to differentiate implicit and explicit information from the narrative text. Therefore their value cannot achive the MCC.

Based on the definition, the researcher wants to solve the problem in teaching reading comprehension.The researcher applies It Says, I Say, and So Strategy to increase the students’ ability in reading, by conducting a research entitled, “Increasing the Students Ability in Reading Comprehension by Using It Says, I Say, and So Strategy at the Tenth Grade of SMA Negeri 1 Botomuzoi in 2015/2016”.

B. The Identification of the Problem

Based on the background of the problem above, the researcher identifies some problems that influence the students in reading, they are:

1. The students are lack of comprehending the narrative vocabulary.

2. The students are unable to identify the generic structure of narrative text.

3. The students are unable to identify the linguistics features of narrative text.

4. The students are unable to conclude the idea of the narrative text.

D. The Formulation of the Research

The problems of the research can be formulated as follows: How does “It Says, I Say, and So Strategy increase the students ability in reading comprehension at the tenth grade of SMA Negeri 1 Botomuzoi in 2015/2016”?

E. The Purposes of the Research

The purpose of the research is to increase the students’ ability in reading comprehension by using It Says, I Say, and So Strategy at the tenth grade of SMA Negeri 1 Botomuzoi in 2015/2016.

F. The Significances of the Research

The result of the research is to give contributions for the teacher, the students, the researcher, the further researchers, and the readers.

4. For the further researchers, as a comparative material in conducting the relevant researches to the research.

5. For the readers, the research can be used by readers as information that It Says, I Say and So, Strategy can be used in increasing the students' ability in reading comprehension.

G. The Assumptions of the Research

In doing the research, the researcher has some assumptions, as follows:

1. Reading Comprehension takes an important role to master the three other language skills and language components.

2. It Says, I Say, and So Strategy is a strategy that is used in teaching-learning reading comprehension.

6. The researcher focuses on inferential comprehension.

I. The Key Terms Definitions of the Research

To avoid misunderstanding in conducting the research, the researcher wants to give explanations that concern with the definition of the research title:

1. Reading is an activity of the students to combine information from a text and their background knowledge to build a meaning. The researcher will use It Says,

I Say, and So Strategy to increase the students’ ability to comprehend a text.

2. Reading Comprehension is the ability of the students to comprehend a text especially in narrative text and extract the required information from it in literal and interpretation levels of comprehension as efficiently as possible.

3. It Says, I Say, and So Strategy is one of teaching reading strategies that the researcher applies in teaching reading comprehension, which can be applied by

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Framework

1. Reading

a. The Definition of Reading

Reading is one of four skills listening, speaking reading, writing that should

be master by the students. Reading as the one of language skills is the most natural activity in the world by having good skill in reading, the students will get the information and it will enlarge their knowledge as much as possible. In reading a text, the students must identify what the text says and utilize the student’s knowledge to know what the text means. It is clear that the students must have a good interaction with the text in utilizing it for getting meaning. According to Spratt (2005:21),

comprehend the information or the content of the text to get the meaning based on the text . So that, through reading activity the students in SMA Negeri 1 Botomuzoi especially at the tenth grade in 2015/2016 know well what the meaning from the text and give them some information that enrich their knowledge in order that, it can be increase their knowledge about something.

Furthermore , Grellet (1998:7) defines “Reading as an active skill that constantly involves guessing, predicting, checking, and asking oneself questions”. Based on the definitions above, it can be concluded that reading is an active and communicative process that involves the ability of the students to guessing, predicting, checking, and asking oneself questions to get the content of the text. In guessing, predicting, checking and oneself questions the students must be able to comprehend the text. In comprehending a text the students use knowledge, skills, and

ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read.

Based on the opinion that there are many purposes of reading such as to gain information, to enhance knowledge, to critique a writer’s ideas, to get enjoyment of what s/he reads. As a normal human being who has an active brain, when someone wants to do something, of course s/he has a certain purpose in the students mind to make the difference between success and failure of the students activities.

Furthermore, Grabe and Stoller (2002: 12) also explain some purposes of reading, as follows:

1) Reading to search for simple information Reading to search for simple information is a common ability. It is used so often in reading tasks that is probably best seen as a type of reading ability. In reading to search, the readers typically scan the text for a specific piece of

3) Reading to learn from texts Reading to learn typically occurs in academic and professional contexts which a person needs to learn a considerable amount of information from a text. It requires abilities to:

a) Remember main ideas as well as a number of details that elaborate the main and supporting ideas in the text.

b) Recognize and build rhetorical frames that organize the information in the text.

c) Link the text to the reader’s knowledge base.

4) Reading to integrate information Reading to integrate information requires critical evaluation of the information being read so that the reader can decide what information to integrate and how to integrate it for the reader’s goal.

7) Reading for general comprehension Reading for general comprehension is the most basic purpose of reading and actually it is more complex. The reader’s purpose is to understand information in

a text and interpret it appropriately. In addition, Rivers and Temperly (1978) in Nunan (1999: 251) suggest that there are seven main purposes for reading:

1) To get information for one purpose or feel angered about one topic;

2) To be action in a drama, playing game, overcome riddle;

3) To get instruction about how to do something (e.g., how an appliance works);

4) To make a communication with the friends by using letters or understanding the business letter;

5) To know when or where something will take place or what is available;

for many purposes, and those purposes require a comprehension skill in term of achieving the purpose itself.

All kinds of texts (genres) also provide the purposes of each text. In this case, the students in SMA Negeri 1 Botomuzoi especially at the tenth grade in 2015/2016 can know what the purpose of reading before they are going to read the texts in order that they can comprehend and get the information from the text. These purposes are available in form of the generic structure of the text. For example, in narrative text, the students will find general information of the text in orientation and in complication the students will find specific information. Then, if the students just read a text for a pleasure or for interest it is available in there solution. In the generic structure, the students just read the ending of the text. In this matter, the purposes of reading above helps the students and the researcher to determine and understand their

Based on the types of reading above, the researcher concludes that there are four types of reading such as, receptive reading is the type when the students read the text quickly and automatic, reflective reading is the type of reading when the students stop read for a while and reflect on what they have read, the third is skim reading in this type the students read the text quickly to build a meaning from the text and the last is scanning the type of reading to search a specific information from the text.

Actually the types of reading above are so complex. However, the researcher chooses the scanning reading only because this type focuses on searching for specific information from the text and this type is appropriate to It Says, I Say and So Strategy.

d. The Process of Reading

In addition, Nunan (2003:70-72) states that there are three processes inreading, namely:

1) Bottom-up Model Bottom-up models typically consist of lower-level reading process. Students start with the fundamental basic of letter and sound recognition which in turn allows for morpheme recognition followed by word recognition, building up to the identification of grammatical structures, sentences, and longer text. Letter, letter clusters, words, phrases, sentences, longer text and finally meaning is the order in achieving comprehension.

2) Top-down Model Top-down models, on the other hand, begin with the idea that comprehension resides in the reader. The reader uses background knowledge, makes prediction,

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longer text. Then by using the background knowledge, making prediction and searching the text to confirm or reject the prediction that are made, the last by combining elements of both bottom-up and top-down models of reading to reach comprehension or building a meaning. In the research, the researcher focuses on interactive model, because the model combines two elements of both bottom-up and top-down model. It makes the students in SMA Negeri 1 Botomuzoi especially at the tenth grade in 2015/2016 are know what the process of reading before they are going to read the text, recognize of letter and sound, identify grammatical structure and sentences then, use their prior knowledge in predicting the text, before they read it to reach comprehension. In this case they can get satisfaction and some information in reading the texts.

In this stage, the teacher introduces the topic and reading purpose, the teacher may give a brief discussion question that engages the students to the text.

2) Whilst reading activities

In this stage to develop students’ ability in tackling text by developing their scheme (prior knowledge) and linguistic knowledge (the ability to recognize the elements of the writing system to include knowledge of vocabulary and knowledge of how words are structured into sentences). Both of this knowledge are integrated while reading to construct the meaning from the printed text. The students may verify their prediction and check for inaccurate guesses.

3) Post reading activities

This stage is used to enhance learning comprehension through the use of matching exercises or comprehension questions. In this stage, the researcher

f. Micro Skills of Reading

According to Davis in Alderson (2000:9) there are eight micro skills of reading, as follows:

1) Recalling word meanings.

2) Drawing inferences about the meaning of a word in context.

3) Finding answer to questions answered explicitly or in paraphrase.

4) Weaving together ideas in the content.

5) Drawing inferences from the content.

6) Recognizing a writer’s purpose.

7) Attitude, tone, and mood.

8) Identifying a writer’s technique, and following the structure of a passage.

Those microskills above, outlined by Davis and Munby it is concluded that microskills of reading is to recognize the important aspect of the text, get the concept and understand the language of a text, select the implicit meaning of a text, get the main point and the main idea of a text, and get the information and the purpose of a

g. Reading Comprehension

1) The Definition of Reading Comprehension

Success in all academic areas is dependent upon the ability to read and comprehend. Reading comprehension is a dynamic process, which requires interaction between the reader and the text. It is one of the five essential components of reading instruction. Mastery of the other components: phonemic awareness, phonics, vocabulary development, and fluency, facilitates reading comprehension.

Snow (2002:11) states, “Reading comprehension is a complex activity that involves interaction between the readers and the text”. It shows that reading comprehension is a necessary way to know whether the students understand or not with the written sources. In other words, reading comprehension is a process which involves between the readers and the reading materials to get comprehension and

On the other hand, the main goal of reading activity is to comprehend the text. The students will comprehend word by word, sentence by sentence, paragraph by paragraph, and finally will get message in the text.

In reading comprehension, the readers expect to understand contents of source to interpret the meaning. In addition, Grabe and Stoller (2002:17) say, “Reading comprehension is ability to understand the information in a text and interpret it appropriately”. As well as the definition above, reading comprehension is an ability to understand the meaning or information from the text and then interpret the text as well as getting the sense of meaning, information, ideas from the text.

In summary, reading comprehension is very important to the students especially for the students in SMA Negeri 1 Botomuzoi especially at the tenth grade

At the literal level the basic facts are understood. The questions in literal level can be answered by reading the text at glance, because it is usually directly stated in the text.

b). Inferential level

Inferential comprehension, therefers to the ability of a reader to take in information that is inferred or implied within a text. If a text indicates that a character. Inferential comprehension is more sophisticated than literal comprehension because it requires the orchestration and manipulation of information from the text as well as information that resides within the readers their background knowledge.

c). Critical level At the critical level the reader assesses the good sense of what he or she is

so, that the students may enrich their knowledge as to present information in the text by use inferential comprehension.

3) The Ways to Increase the Reading Comprehension

According to Harris (1979: 351-435) there are some ways to increase the students’ ability in reading comprehension, namely; a). Vocabulary development Vocabulary is so closely related to comprehension and reasoning that a good vocabulary test can serve effectively as a measure of general intelligences, and most intelligence tests contain many vocabulary items. A minimum essential for comprehension in reading is an understanding of words used by the authors. So, the students have to develop their vocabulary.

b). Reading in thought units

one that requires careful reading and analytical reasoning. In answering the specific questions, the students should practice the skimming.

d). Ability to select and answer the main idea To find the main idea or central thought of a paragraph, a student should be able to distinguish between essentials and non-essentials, between the most important idea and subordinate details or illustration.

e). Ability to understand a sequence of events An essential part of the understanding of narrative material, whether fictional or historical is the ability of the students to understand a sequence of events,

to grasp the cause-effect relationships involved and to anticipate the rest of the story.

f). Ability to grasp the author’s plan

h). Developments of critical reading ability Here, the students are expected to guess what the author has to say which sometimes it is not explicitly stated on a text, find out the main idea of a paragraph, and distinguish between facts and opinions.

i). Ability in remembering what one has read Here, the students are expected to be able to remember what have been read in order the students can retell or can write what have been read according to their comprehension about the text.

j). Ability in learning to locate information The students should courage to find information which sometimes provided in the index, encyclopedias, and so on.

k). Ability in reading maps, grasp, charts, and tables

As the conclusion of the statement, there are some ways to increase reading comprehension that can be used by the teacher to increase the students’ ability in reading comprehension. And some of the ways are used by the researcher in conducting her research. In the research, the researcher uses vocabulary development, and ability to select and answer the main idea. The researcher chooses some ways because it can help the researcher to solve the students’ problems in SMA Negeri 1 Botomuzoi especially at the tenth grade in 2015/2016 in reading comprehension.

4) The Reading Comprehension Assessment

After the teacher teaches the students about reading, the step then s/he can do is to assess the students’ reading ability. It is one way to measure the students’ understanding concerning the given material. As Cohen (1994: 211) defines that

c). General question, which refers to the questions’ range from personal to common matters, may use to ask someone’s experience; his job, his family, his and so on.

In summary, the researcher uses the comprehension questions to test the comprehension degree of the students in reading by using WH-questions. Djiwandono (2008: 116) says that WH-question are suitable to test the students when they are asked to comprehend the words meaning in the text, to know the arrangement of the paragraph organization, get the main idea of the paragraph, and able to answer the questions explicitly stated in the text.

In addition, Djiwandono (2008:68) enhances that detailed of criteria in test scoring by using WH-questions as described in Table 1:

The Table 1

THE SCORING CRITERIA of USING WH-QUESTIONS

students based on the indicator above. The content accuracy with the clarity organization score revolves between (2+2) or 4, (2+1 or 1+2) or 3 (1+1) or 2, (1+0 or 0+1) or 1, and 0. So, the maximal score from each item wh-question is 4, and the low score is 0.

The researcher formulates the students’ score above as follows:

Score = The content accuracy + the clarity organization

After getting the score above, the researcher accounts the total of the students’ score by suming up all the scores that the students’ get. The formula as follows:

Student’s total score = The sum of all scores of each question number

In evaluating the students’ ability in reading comprehension, the researcher

After getting the students’ mark, the researcher decides the whole percentage of the students’ ability by using a formula as Tuckman in Nurgiyantoro (1986: 345 347) as follows:

TP (%)= x 100

Which: TP : The percentace degree. FB : The amount of the frequency N : The amound subject.

As Tuckman in Nurgiyantoro (1986: 363), classifies in some categories, the score between 0%-39% is fail level, 40%-59% is less level, 60%-74% is enough level,

5) The Syllabus of Reading Skill at the Tenth Grade of SMA Negeri 1 Botomuzoi

In the syllabus of the tenth Grade of SMA Negeri 1 Botomuzoi the competence standards in reading skill, asserts that the students comprehend and respond the meaning of the short simple essay in the form of narrative, recount, and procedure texts to interact with environs. Then, basic competence should be mastered by the students is reading comprehension. It hopes the students comprehend the content and the meaning of the short simple functional text in narrative, recount, and procedure texts accurately, fluently, and acceptably with environs.

There are three text types which are learned by the students, they are narrative text, recount text, and procedure texts. In other words, that the syllabus of SMA Negeri 1 Botomuzoi hopes the students to be able to understand three of texts in their daily activities.

Furthermore, Anderson and Anderson (2002: 26) point out that the narrative text can be divided into four general components of understanding, they are: Orientation-introducing about the characters and setting, Complication-

introducing the crisis or problem arises, Resolution-introducing the crisis and how the problem is solved, both are also called plot, and Coda-introducing the moral value or message optional from the author.

A narrative text is organized by using generic structure. In generic structure the stories are organized with the beginning of the story containing the setting, characters, and character problems.

The middle of the narrative is organized around the plot. The plot includes a series of episodes that are written by author to hold our attention and build excitement as the story progresses. The plot contains an initiating event, the event that tells the main character on the series of events to solve the problem. The excitement builds until the climax, the high point in the story where the problem is solved. In the

For Example:

The Fortune Teller

In the great city of Taipei, there lived a man called Lin and his wife. They had no children. Because of this, they were very unhappy. One day, they found a baby boy outside their door. He was wrapped in a blanket and crying. They took the baby into their house and called him Sau Ling. They loved him very much. When Sau Ling was a young man, a fortune-teller came to the house. "You must send your son away," he said. "One day he will become a thief and cause you a lot of trouble."Mr and Mrs Lin were very sad to hear this. They believed what the fortune-teller said. They gave Sau Ling some clothes and money and sent him away. Several years later, Sau Ling was having a meal in an inn several miles from Taipei. He put his bag on the floor near his table. After finishing his meal, he picked up his bag. "That's strange!" he thought, "It feels so heavy." He looked inside. It was full of small gold bars. Then he realized that someone had taken his bag by mistake and left another bag, in its place. That evening, a young man came to the inn, "Has anyone seen my bag?" he asked. Sau Ling was very honest. He returned the bag to him. The young man thanked him. "You are really very honest," he said, "I shall ask my father to give you a job." The young man's father was a rich merchant. He gave Sau Ling a good job. "But go home first," he said, "and take a holiday." Sau Ling returned to Taipei. Mr. and Mrs. Lin were delighted to see him again. The fortune-teller was also present. Sau Ling told them what had happened. The fortune-teller did not know what

For example:

My Day

I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when I was making breakfast. After breakfast, I got dressed so quickly that I forgot to wear socks. Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted to take a taxi, but I didn't have enough money. Finally, I walked the three miles to my school only to discover that it was Sunday! I hope I never have a day as the one I had yesterday

Source: Ready to Write, 2003

3) Procedure text The purpose procedural text is to tell the reader how to do or make something. The information is presented in a logical sequence of events which is broken up into small sequenced steps. These texts are usually written in the present tense. The most common example of a procedural text is a recipe.

However, in the research, the researcher just teaches the students to increase the students’ ability in reading comprehension especially in the narrative text.

2. It Says, I Say, and So Strategy

a. The Definition of It Says, I Say, and So Strategy

It says, I say and So Strategy is a strategy to be applied in teaching reading because by using the strategy the teacher guides the students to find some information and obtain meanings from the text. The strategy is designed to helps students in enhancing their comprehension about reading text. The strategy will enrich the knowledge of the students in making a conclusion or inference of what the text s/he already read. According to Beers (2003), “An inference is the ability to connect what the text with what is in the mind to create and educated guess”.

According to Guzzardo (2005:23),” It Says I Say and So is a strategy that helps students organize their thoughts, existing knowledge and prior knowledge to make inference”. On the other hand that where the prior knowledge is connected with existing knowledge to collaborate information into a conception which can lead the students to comprehension. The new information or knowledge is checked by answering the question which relates toward new information or knowledge, if the new information or knowledge can be answered based on students’ opinion, so the new one can be saved in long term memory.

In addition, Houts (2008:102) avers, The strategy helps students to understand and creates meaning in drawing

conclusion from text. It can provide an opportunity for the students to make connection between their knowledge and the text content.

As the conclusion, the strategy asks the students to correlate their background

7) The teacher asks students to complete I Say questions and invite students’ response to I Say.

8) The teacher asks students to complete and So questions and invite students response to And So.

Additionally, Beers (2003) states the four steps of the strategy as follows:

1) The students have to find out what the reading says

2) The students find the information from the text that will help answer the question

3) The students add, in their own words, their thoughts about what reading says.

4) Finally, the students combine what the reading say and their thoughts to answer the question and thus create new meaning.

Then, Billmeyer and Barton say, there are four steps to implement It Says, I Say, and So Strategy they are:

1) Students find section in the reading that relate to the question.

2) Students summarize the related information in the “It Says” coloumn.

3) Students write out their own thinking that builds on the portion that they are summarized. This goes in the “I Say” column.

4) Students draw conclusion that proposes to answer the question.

6) The researcher gives the paper of It Says, I Say, and So strategy to the students.

7) The researcher asks students to read the questions in the first column and after that, students answer each questions in I Say column. The students answer the questions in column I Say by using their own opinions.

8) Then, the researcher asks the students to complete It Says column and the students fill It Says column by find the information in the text.

9) The researcher guides the students to discuss their questions (I Say) column and compare them with the true answers in the text (It Says).

10) Based on the two columns (It Says and I Say) the researcher and the students conclude the answer and put the conclusion in the So column.

11) The researcher guides the students the discussions with the structure of narrative.

3) Teachers can “see” student thinking and determine strengths and next steps. Besides the advantages there are some disadvantages of It Says, I Say, and So Strategy, they are:

1) The student will get the difficulty to answer the questions and fill the charts of It Says, I Say and So chart if they do not have background knowledge about the material or story.

2) Some students will get the difficulty to comprehend the main idea and supporting

details of the text and connected what is in the text to their prior knowledge.

3) It needs much time. In conclusion, It Says, I Say, and So Strategy is the strategy that provides a visual cues to help the students organize their thoughts as they connect what is in the text to their prior knowledge. The strategy is one way that makes the students activate and more enjoyable in the teaching-learning process.

In applying the strategy, all of students have opportunity to respond statements which can help them to understand the reading text. Eventhough, It Says, I

kinds of the strategy that is interesting and fun to apply it in classroom because it makes the students more active and thinking deeply how to comprehend a text, and if the students do it many times it can enrich the students knowledge how to answer the questions and make the conclusion based on the text they have already read. In the research, the researcher applies it to increase the students’ ability in reading comprehension. So, to anticipate disadvantages, the researcher managed time well in teaching students, and guided them how to answer and fill each columns especially in column “I Say”. The researcher guided them to answer by providing an example.

d. The Relationship between It Says, I Say, and So Strategy and Reading Comprehension

According to Houts (2008:102), The strategy of It Says, I Say, and So strategy, helps students to understand and

questions that are related to the text what they have already read about the text. Then they compare with their own thinking to make an inference or conclusion. By doing this, it can help the students to comprehend the text more.

B. The Latest Related Research

The latest related research is searched by Ningsih (2010) entitled, “The Effect of It Says, I Say, and So Strategy towards Students’ Reading Comprehension at the Eighth Grade of SMP Bhayangkari Sungai Raya in 2010/2011.”In her research the researcher used true-experimental research as the research. The researcher used two classes they were control class and experimental class. In class experimental the researcher applied Question-Answer Relationship Strategy.

In the research the researcher wanted to know It Says I Say and So strategy

After the researcher did test, the researcher found the value of t-test 4.05 was higher than t-table 2.02 with the degree of freedom was 54 and level of significant was 0.05. Finally, the result of the research proved that there was significant effect of It Says, I Say, and So Strategy toward student’s Reading Comprhension at the Eighth Grade of SMP Bhayangkari Sungai Raya in 2010/2011. Based on the data analysis, the result of the research proved that there was a significant effect of It Says I Say and So Strategy toward students’ reading comprehension.

The conclusion is, the strategy used by Ningsih is successful and it helps the students to comprehend the text easily, because after read the text the researcher asks the students to comprehend the text by answering some questions. In answer the questions the students find the answer from the text, then answer the question also by using their own opinion, and the last, the research asks them to compare what they

C. Conceptual Framework

In teaching-learning process, strategy is very important in teaching students. Strategy of the teacher is able to help the students to understand the material well. Based on the syllabus of KTSP 2006 in SMA Negeri 1 Botomuzoi, the students are expected to comprehending the meaning of the short and simple essay in recount, procedure, and narrative text to interact with the environment, and the MCC that the students should be achieved in studying reading skill is 70. But in the reality, the students cannot achieve these expectations because there are some problems that affect the students’ ability in reading comprehension. Therefore, strategy is also as a tool in teaching for success. In the teaching reading process the researcher should be able to apply many strategies to improve the students’ ability to comprehend reading texts and to make the teaching-learning process are really interesting. In this case, the

Says, I Say, and So columns, the students draw conclusion based on the students answer in It Says, and I Say columns, the students read their conclusion and the last, the researcher measures or analyzes how the evaluation paper students’ ability in reading comprehension. To make it clearly defined, on the next page the researcher provides conceptual framework.

The researcher makes a figure to describe the content of the research as follows:

The Syllabus of Reading Skill at the Eighth Grade of SMA Negeri 1 Botomuzoi

The urgent problems in The MCC could

RESEARCHER

reading comprehension: not be achieved

1. The students are lack of comprehending the narrative vocabulary.

2. The students are unable to

Reading Comprehension

identify the generic structure of narrative text.

Narrative Text

3. The students are unable to identify the linguistics features of narrative text.

4. The students are unable to It Says, I Say, and So Strategy conclude the idea of the

1. The students read the text. narrative text.

2. The students fill It Says, I Say,

5. The students are unable to

and So columns.

differentiate implicit and

3. The students draw conclusion

44

CHAPTER III RESEARCH METHOD

A. The Object of the Action Research

In the research, the researcher uses Classroom Action Research to solve the students’ problem in reading comprehension. Classroom Action Research uses to increase the students’ ability in teaching and learning process. As Wallace in Edge (2001: 46) says, “This view of action research suggests that is a means whereby teachers can improve their professional action by reflecting on it in a more structured way than would normally the case.” This statement explains that Classroom Action Research is done by the teacher and its result can be used as tool to develop curriculum, school, and teacher’s teaching ability.

The object of the research is to increase the students’ ability in reading

the teacher-collaborator in the research in order to help the researcher to observe the teaching-learning process in the classroom. The total number of the teachers is 16 persons and the total number of students is 136 persons consisting of 6 classes. In the research, the researcher takes the students at the tenth grade especially at X-A which consists of 24 students. To make it clearly, the condition of the students at the tenth grade is shown in the following table :

Table 2 THE TOTAL NUMBER of THE STUDENTS

in TENTH GRADE of SMA NEGERI

1 BOTOMUZOI

No.

Class

Total

1. X-A

24 students

2. X–B

27 students

3. XI – IPA

26 students

4. XI – IPS

20 students

5. XII – IPA

20 students

6. XII – IPS

19 students

D. The Procedure of Implementing the Action

In Classroom Action Research, the procedure of the research conveys in cycles. In the research, the researcher was used one or more cycles, based on the students’ achievement whether they can get the goal or not. The goal of the research is to make the students get Minimum Competence Criterion.

According to Ferrance (2000:9), The procedures of the action research are planning, action, observation, and

reflection. Planning consists of the plans about what the researcher will do in the classroom. Then, the observation contains about the students’ activities and the researcher’s activities which will be observed, while the reflection will be done to improve the learning teaching process.

The procedure of the research as follows:

1) Planning is a process of Classroom Action Research that is arranged based on preliminary study. From the study, the researcher will get the general description

The figure of the research cycle can be seen as follows:

Preliminary Study See Chapter I, Part B

Planning: The researcher Action: The researcher teaches prepares the material,

the students in reading lesson plan,

comprehension by using It observation sheet, and

Says, I Say, and So evaluation sheet.

Strategy.

Re

Reflection: The researcher notes, analyzes Observation: The teacher and evaluates the result of the

collaborator assists the observation sheet and

researcher to observe evaluation sheet as reflection

the reseacher’s and the and make improvisiation for the

students’ activities, next cycle.

during teaching- learning process.

Unsuccessful

Cycle II

Revised the lesson plan and

The procedure of implementing the action in the cycle above is divided in two meetings. The allotted time for each meeting is 2 x 45 minutes. The procedure based on the lesson plan arranged by the researcher to be conducted in the classroom.

The steps can be seen in the sequence of the procedure in two meetings below:

A) Cycle I

1. First meeting

In the first meeting, the researcher did the activities, as follows:

a. Planning

There are some steps that researcher prepares as follows:

1) Arranging lesson plan.

2) Preparing the material (narrative text).

3) Preparing the observation sheet of the researcher and students.

7) Explaining the characteristics and example about narrative text.

8) Explaining the material as a reading text entitled “The Tiger Who Would be King” and distributes it for each student.

9) Asking the students to read a paragraph.

10) Explaining the narrative text used in the implementation of It Says, I Say, and So Strategy.

11) Explaining It Says, I Say, and So Strategy, the importance of It Says, I Say, and So Strategy and the procedures of doing it, namely (1) The researcher distributes the short story about narrative text to the

students.The researcher asks the students to read a story. (2) The researcher makes four columns. (3) The researcher provides the possible questions based on the topic to be read

12) The researcher asks the students what the difficulties in the material that they have learnt.

13) The researcher gives information for the students the material will be continue in the next meeting.

14) The researcher closes the teaching-learning process.

c. Observation

The steps of observation are:

1) Observing the situation and condition during the action.

2) Observing the students’ activities during teaching-learning process.

3) Observing the students’ attitudes during the teaching and learning process.

4) Observing the researcher’s activities during the teaching learning process which is done by the English teacher collaborator.

4) Finding out the weakness during implementation, in order that can improve in the next meeting.

2. Second meeting

In the second meeting, the researcher did the activities, as follows:

a. Planning

There are some steps that researcher prepares as follows:

1) Preparing the material.

2) Preparing the observation paper of the students’ activities.

3) Preparing the observation paper of the researcher’s activities.

4) Preparing the evaluation sheet.

5) Preparing the students’ attendance.

6) Preparing field notes.

(2) The researcher gives instruction to the student to complete answers the questions on the column. (3) Then, the researcher asks the students to complete It Says column and the students fill It Says column by find the information in the text. (4) The researcher guides the students to discuss their questions (It Says) column and compare them with the true answers in the text (It Says). (5) Based on the two columns (It Says and I Say) the researcher and the students conclude the answer and put the conclusion in the So column. (6) The researcher invites the students to make an inference or conclusion based on the student answers in It Says, and I Say column, the student combines it and concludes it to fill So question. And the steps to inference, such as below:

9) Assessing the students’ comprehension by giving each student a reading text (a story), and the text is in narrative type.

10) Distributing a text entitled “Rapunzel” to each student.

11) Distributing evaluation paper to the students.

12) Giving instruction to the students how to do test.

13) Controlling the students during the test is conducted.

14) Collecting the evaluation sheet of the students.

15) Making a discussion with the students about the evaluation.

16) Motivating the students to prepare themselves in the next meeting.

17) Ending teaching-learning process by greeting students.

c. Observation

1) Observing the students’ behavior during teaching-learning process.

B) Cycle II

Based on the result of Cycle I shows that based on Minimum Criterion Competence (MCC), the students’ ability in reading comprehension does not increase by using It Says, I Say, and So Strategy , the researcher was conducted Cycle II. The researcher did this cycle in two meetings.

1. First Meeting

First meeting consists of four components such as below:

a. Planning

In planning the researcher does some activities, they are:

1) Preparing the lesson plan

2) Preparing the material (narrative text).