THE USE OF GRAB GAME VARIATIONS TO IMPROVE STUDENTS’ READING COMPREHENSION (A CLASSROOM ACTION RESEARCH FOR THE FOURTH GRADE OF MI SRUWEN 01 IN THE ACADEMIC YEAR OF 20162017) A GRADUATING PAPER

  

THE USE OF GRAB GAME VARIATIONS TO IMPROVE

STUDENTS’ READING COMPREHENSION (A

CLASSROOM ACTION RESEARCH FOR THE FOURTH

GRADE OF MI SRUWEN 01 IN THE ACADEMIC YEAR

  

OF 2016/2017)

A GRADUATING PAPER

  Submitted to the Board of Examiners in Particle Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Department of Educational Faculty

  

SUTIKNO

NIM : 113-12-168

ENGLISH DEPARTMENT

TEACHER TARINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES

  

(IAIN) SALATIGA

2017

  

DECLARATION

In the name of Allah the most gracious and merciful.

  Hereby the writer fully declares that this graduating paper is written by the writer himself, and it is not containing materials written or has been published by other people and other peoples’ ideas except the information from the references.

  The writer is capable to account to his graduating paper if in future it can be proved of containing others’ idea or in fact, the writer imitates others’ graduating paper.

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

  Salatiga, 3 April 2017 Writer, Sutikno NIM : 113 12 168 MINISTRY OF RELIGIOUS AFFAIRS

  INSTITUTE OF ISLAMIC STUDIES (IAIN) SALATIGA

  Jl. Tentara pelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50724 Website

  Hanung Triyoko, S.S.,M.Hum. M.Ed Salatiga, 3 April 2017 The lecturer of English Education Department State Institute for Islamic Studies (IAIN) Salatiga

  ATTENTIVE CONSELOR’S NOTE

  Case : Sutikno’s Graduating Paper

  Dear: Dean of Teacher Training and Education Faculty

  Assalamu’alaikum Wr. Wb

  After reading and correcting Sutikno’s graduating paper entitled “The use

  of grab game variat ions to improve students’ reading comprehension (A

Classroom Action Research for the Fourth Grade of MI Sruwen 01 in the

academic year of 2016/2017)”. I have decided and would like to propose that it

  could be accepted in the Education Faculty and I hope this graduating paper can be examined as soon as possible.

  Wassalamu’alaikum Wr. Wb

  Counselor

  Hanung Triyoko, S.S.,M.Hum., M.Ed

  NIP. 19730815 199903 1003 MINISTRY OF RELIGIOUS AFFAIRS

  INSTITUTE OF ISLAMIC STUDIES (IAIN) SALATIGA

  Jl. Tentara pelajar 02 Telp (0298) 323433 Fax 323433 Salatiga 50724 Website

  

A GRADUATING PAPER

THE USE OF GRAB GAME VARIATIONS TO IMPROVE STUDENTS’

  

READING COMPREHENSION (A CLASSROOM ACTION RESEARCH

FOR THE FOURTH GRADE OF MI SRUWEN 01 IN THE ACADEMIC

YEAR OF 2016/2017)

WRITTEN BY:

  

SUTIKNO

NIM: 113-12-168

  Has been brought to the Board of Examiners of English Education Department of Teacher Training and Education Faculty at State Institute for Islamic Studies

  (IAIN) Salatiga, on March 31

  th

  2017, and hereby considered to complete the requirements for the degree of Sarjana Pendidikan (S.Pd) in English Education. Board of Examiners

  Head : Mashlihatul Umami, M.A Secretary : Hanung Triyoko, S.S.,M.Hum., M.Ed.

  First examiner : Sari Famularsih, M.A Second examiner : Faizal Risdianto,S.S.,M.Hum.

  Salatiga, April 3 2017 Dean of Teacher Training and Education Faculty,

  Suwardi,S.Pd.,M.Pd NIP.19670121 199903 1 002

  MOTTO

  “LIFE IS A COMPETITION” “TOMORROW IS AN ADVENTURE THAT UNDISCOVER YET”

  (THE WRITER)

  DEDICATION

  This graduating paper is whole-heartedly decided to: 1. My dearest Father and Mother; Mr. Suparno and Mrs. Munjayanah, thanks a billion for your great affection, kindness, encouragement, education, and everything you have given to me.

  2. My beloved sister and brother; Siti Aminah and Santoso, thanks a lots for your support. Your support gives confidence in my action.

  3. Mr. Sukron makmun S.Pdi., as the English Teacher in MI Sruwen 01 for fourth grader who help and direct in the process of collecting data.

  4. My best friends; Andri Triyono, Nanang dwi Setiawan, and Randika Dwi Wardana. Thank you for your support, I always manage to move on and be positive every time.

  5. my friends in English department ’12, KKN posko 37, and karang taruna “Eka Manunggal”.

  6. My special one who always stand on my side in happiness and sadness.

  

ACKNOWLEDGEMENT

Alhamdulillahira bbil’alamin, thanks to the almighty Allah. Because of

  Him, the researcher can complete this research as one of the requirements for getting the degree of Educational Islamic Studies (S,Pd.I) in English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2016.

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

  However, this success will not be achieved without support, guidance, advice, help, and encouragement from individual and institution, and I somehow realize that it is an appropriate moment to give my deepest gratitude for: 1.

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

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

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

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

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

  6. Hanung Triyoko, S.S.,M.Hum., M.Ed., who supported the writer in finding the title of this graduating paper.

  7. All of the lecturers in English Education Department.

  8. All staffs who helped the researcher in processing of graduating paper administration.

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

  Salatiga, April 3 2017 The researcher

  Sutikno

  113 12 168

  

ABSTRACT

  Sutiko. 2017. The use of grab gam

  e variations to improve students’ reading comprehension (a classroom action research for the fourth grade of MI Sruwen 01 in the academic year 2016/2071) A Graduating Paper. English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Hanung

  Triyoko, S.S.,M.Hum., M.Ed The title of this research is THE USE OF GRAB GAE VARIATIONS TO

  IMPROVE STUDENTS’ READING COMPREHENSION (A CLASSROOM ACTION RESEARCH FOR THE FOURTH GRADE OF MI SRUWEN 01 IN THE ACADEMIC YEAR 2016/017). This study is mainly focus in using grab game variation to improve students’ reading comprehension. This study has 3 questions, there are: 1) How do grab game variations improve students reading comprehension, 2) How far is the improvement of students’ reading comprehension after using grab game variations, and 3) To find out the advantages and disadvantages of using grab game variations. The writer used classroom action research method by practicing the grab game variations in teaching process in fourth grade of MI Sruwen 01. Total subjects of research are 38 students. Writer used Kemmis and Mc Tacggart model of CAR. Writer conducted two cycles in total to collect data. Each cycle writer gave pre-test and post-test. The result of this research showed that there was improvement in reading comprehension after researcher applied grab game variation in teaching process. The level of significance was set equal or less than 5%. The result from first cycle pointed out that t-test was 1.645 higher than the t-table. In the second cycle, t-test was 2.987 higher than the t-table.

  Keywords: Grab Game Variations, reading comprehension.

  Contents

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

LIST OF TABLE AND FIGURE

Figure 3.1 the action research spiral (base on kemmis and McTaggart) ……….26Table 3.2 school facility in MI Sruwen 01 ……………………………………....32Table 3.3 list of teacher in MI Sruwen 01

  ……………………………………….33

Table 3.4 research date and description

  ………………………………………….34

Table 3.5 Students list of fourth grade at MI Sruwen 01

  ……………………….35

Table 4.1 the result pre-test and post-test first cycle

  ……………………………..40

Table 4.2 Accumulative of respondents score for standard deviation…………...42Table 4.3 Distribution score of first cycle’s pre-test……………………………..45Table 4.5 distribution of first cycle post-test

  …………………………………….47

Table 4.6 Classification of respondents in first cycle’s post-test………………..48Table 4.7 sheet for classroom observation

  ……………………………………….50

Table 4.8 Observation sheet in first cycle

  ………………………………………..50

Table 4.9 the result pre-test and post-test second cycle

  …………………………57

  nd

Table 4.10 Accumulative of respondents score for standard deviation 2 cycle..59Table 4.11 Distribution score of second cycle’s pre-test………………………...61Table 4.12 The result from distribution score of second cycle pre-test

  ………….63

Table 4.13 post-test score distribution rank ……………………………………...63Table 4.14 The result of post-test score distribution rank ………………………..65Table 4.15 observation sheet for class observation

  ………………………………65

Table 4.16 Observation of students’ behavior in second cycle…………………..66Table 4.17 summary for pre-test and post-test first and second cycle

  …………...70

CHAPTER I INTRODUCTION A. Background of study Suyanto (2010;23) said that learning English involves the four

  kinds of language skills; listening, speaking, reading, and writing. Teacher should develop four language skills in order that their students can use the skills to communicate or express their thought, feeling, and opinions in English. To master those skills, the students have to master some elements of language, for instance, grammar, pronunciation, vocabulary, etc.

  However, sometime the students get difficulties in reading mastery, whereas reading is a crucial element to master foreign language especially English.

  Suyanto also explains that Teacher should apply appropriate teaching techniques or method to establish the effectiveness of English language teaching, and it make easier for students to enjoy and receive the lesson (2010;29). The use of appropriate technique is very important thing to make the student’s interested and motivated in learning English, so the leaching learning process run better and faster. Besides, a technique can be applied better if there is a real effort on it. In that way, teacher can make a progress in learning teaching process.

  One of the techniques to teaching English is by using game. Khan as quoted by Suyanto (2010;117) said: game is activities that being carried out with specific rules. So, if teaching is conduct by game, they can have fun in learning and interact with other. In the interactions, language skill can be built.

  In MI Sruwen 01 English lesson have not fully adapted to be primary subject in learning. English only became additional lesson such as Javanese language. English became primary lesson in sixth grade. More over English also determined students’ graduation. So, English lesson in fourth grade give great effect in students’ point of view in English lesson. In fourth grade, students know for the first time about English lesson. If they have good impression on English, they likely do not have problem in the future when they have to learn it in the next grade.

  Based on the explanations above, the writer is interested in conducting a research entitled “THE USE OF GRAB GAME VARIATIONS TO IMPROVE STUDENTS’ READING COMPREHENSION (A CLASSROOM ACTION RESEARCH FOR THE FOURTH GRADE OF MI SRUWEN 01 IN THE ACADEMIC YEAR OF 2016/2017).

B. Limitation of the problem

  In this research researcher focuses in using grab game variations to improve st udents’ reading comprehension for the fourth grade of MI Sruwen 01 in the academic year 2016/2017.

C. Research problems

  To clarify the problems that are going to be analyzed, the statements of the problems are formulated as follows:

  1. How do grab game variations improve students reading comprehension?

  2. How far is the improvement of students’ reading comprehension after using grab game variations?

  3. What are the advantages and disadvantages of using grab game

  variations in improving reading comprehension? D.

   Objective

  Objective of this research are: 1. To find out how grab game variations can give improvement in students’ reading comprehension.

  2. To find out how far grab game variations is improve students’ reading comprehension.

  3. To find out the advantages and disadvantages of using grab game .

  variations

E. The benefits of the study 1.

  Theoretical benefit Theoretically, researcher hopes that this study can contribute to the science of language teaching, especially in using grab game variations to improve reading comprehension.

2. Practical benefit

  Practically, researcher hopes, this study can improve the students or readers knowledge in understanding the benefit of using grab game variations to improve reading comprehension.

F. Definition of key terms 1.

  Grab Game Variations Grab game variations is one of many teaching methods in

  Richard R. Day’s book (1993;50). Grab game variations are activities to help young readers to increase their automatic decoding skills. Because it is played in form of game, students have an interest and their motivations are high. This game divides students into group, and then teacher spreads cards on the floor or table. Teacher reads a card and students should rush to grab it.

2. Reading Comprehension

  Based on Indah Nur puspita ningsih ’s research (2013;20) , Reading comprehension is a complex cognitive process. It is an effect, not a single skill, but a collection of skills. This process consist of determining what a source says literally (translation), what the author means by what he or she says (interpretation), and what the source mean to the reader (extrapolation), application, synthesis, or evaluation.

G. Methodology of Research 1.

  The Setting of Research The Research was conducted in MI Sruwen 01 which is located in Sruwen 01 kec. Tengaran. The subjects of this research were the students of the fourth grade in the academic year of 2016/2017. There were 38 students who became the subject of research. They were students from class A and B. The writer took all students as subject of research based on the agreement which writer and homeroom teacher made before research being conducted.

2. The Methodology of the Research

  Type of research was Classroom Action Research. It means that, the researcher described the phenomenon that arises from the object of the research factually, accurately by statistic method. According to Elliot (1991: 24), action research is concerned with social practice, aim towards improvement, and a cyclical process, pursue by systematic enquiry a reflective process, determine by the practitioners.

H. Graduation Paper Organization

  In order to have guidance for researcher in writing the thesis or reader on the whole content of the thesis, the researcher sets up the organization of the thesis writing as follow:

  Chapter I is introduction it contents background of the study, the limitation of the study, the statement of the problem, the objective and benefit of the study, research method and thesis organization. Chapter II is a review of related literature. It reveals some ideas and opinion to the topic. It consists of definition of teaching aids, the types of teaching aids, the consideration of teaching aids, definition of reading, types of reading, reading comprehension, the relation of teaching aids and reading comprehension. Chapter III is research process; it is consist of history of MI Sruwen 01, the situation of teachers, the situation of students, and data presentation. Chapter IV is discussion consist of data analysis and summary. Chapter V is closure consist of conclusion and suggestion. The last part is bibliography.

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

  for young learner and theoretical information about Grab game variations to improve reading comprehension.

A. Young learner 1. Definition of young learner

  Looking at teaching English lesson for kids or English for

  young learners (EYL), we need to understand who the subject of

  matter is. Suyanto (2010;14) explains that Students of EYL are young learners who learn English lesson. They are children in elementary school who get English lesson as local content lesson. Commonly they are beginner at learning, so teacher cannot fairly treat them in the same condition by giving them the same task or lesson.

  Suyanto (2010;15) sad that Young learner is elementary school students in 6-12 years old. They divide into 2 groups, first is

  younger group (6-8 years old) and older group (9-10 years old). st nd rd

  So, younger group is students in lower class (1 , 2 , 3 grader) and older group in upper class (4 th , 5 th , 6 th grader). Meanwhile, Scott and Ytreberg (1990) divide them in 2 groups; level one (5-7 years old) and level two (8-10 years old). Group of level two can be beginners if they recently learn English.

  Nowadays, lots of preschool’s students have learned English lesson. In this matter, it can be included in group of very

  young learners. In learning English, the achievement cannot be

  decided only by age or grade. There are other factors which can be considered such as ; environment, culture, motivation, and parent’s influence. Thus, programs and kind of activities that teacher uses to teach mostly being decided by their understanding in environment, behavior, motivation, and student’s background.

  Basically, teacher should remember that the main purpose in teaching English in elementary school is to grow student’s motivation or interest in learning English. To achieve this purpose, teacher needs to understand students’ characteristic to make good method and learning material, and also enough knowledge about their students. So, in the end EYL class can be fun experience for them.

2. Characteristic of young learner

  Young learners generally display an enthusiasm for learning and a curiosity about the world around them. They tend to be keen and enthusiastic learners. This is mainly because of the fact that they do not have inhibitions about learning which older children and teenagers often bring to school. Young learners are able to respond to meaning even if they do not understand the meaning of individual words. Harmer also mentions that young learners “find abstract concepts such as grammar rules difficult to grasp” (2007;82). So, intonation, gestures, facial expressions, actions and circumstances help young learners to tell what the unknown words or phrases mean. This general message- interpreting skill is already highly developed in primary school children. Beside from this ability, young learners also show great skill in using their new limited language resources creatively and meaningfully. It is very common that young learners frequently learn indirectly rather than directly. From this explanation, hammer (2007;82) explains as follow:

  They take in information from all sides, learning from everything around them rather than only focusing on the precise 11 topic they are being taught. Their understanding comes not just from explanation, but also from what they see and hear and, crucially, have a chance to touch and interact with.

  Moreover, they have difficulty to grasp abstract concept such as grammar rules. This happen because their skill on learning of forms and grammatical patterns is still relatively undeveloped. However, in contrast to this weakness in learning, they possess an enormous instinct for indirect way of learning.

  The other matter that young learner also have short span of attention and concentration. That is why, teacher should make a class that can make them active and far from boredom. The activity should be as attractive as possible. Because another features on young learner is their instinct for fun and play. Halliwell said that children take great pleasure in finding and creating fun in what they do (1992;3). That is why, young learner always love to play.

  Other than that, young learner commonly takes seriously anything they are doing. They cannot distinguish between fiction and reality. Halliwell explains that reality for young learners still includes imagination and fantasy as well (1992;7). Finally, young learner easily learns by using themselves to be the object of learning by making their life as the main topic in the classroom.

B. Reading 1. Definition of reading

  Many definitions and explanation of reading have been proposed, some complementary to one another, others contradictory. Because of the complexity of reading process and because of the incompleteness of exiting knowledge as to the nature of the reading act, it is not strange that they are numerous and diversified.

  There are some explanations about reading from many experts: DeBoer and Dallmann (1960:19) consider that reading involves the comprehension and interpretation of ideas symbolized by the written or printed page. Dalmann also mention that reading as a process involving meaningful reaction to printed symbols in the other book (Dalmann, Rouch, Char, and DeBoer 1978:33). Bond and Tinker (1967:22) said that reading contain the recognition of printed or written symbols which serve as incitement for interpretation of meaning through the reader’s past experience. Haris and Sipay (1975:5) defined reading as “the meaningful interpretation of written or printed verbal symbols.” Dechant (1970:19) also defined reading as the process of giving the significance intended by the writer to the graphic symbols by relating them to one’s own fund of experience.

  From the explanations above, reading is more than knowing what each letter of the alp habet “stand for”. Researcher endorses the point of view that reading involves more than word recognitions. In which comprehension is an essential of reading.

  So, it cannot be call reading if there is no comprehension in process. Reader reacts to what is recorded in writing when they read. This reaction is determined to a considerable extent by his past experience. Both for his own or the other, that what the reader brings to the page is at times as significant to reading as what is actually written on it. In the process of reading give instruction should be done both to assist an individual in the acquisition of reading skills and concurrently to help him acquire the reading habit of value to him as an individual and as a member of society.

C. Reading comprehension 1. Definition of reading comprehension

  Reading comprehension is a complex cognitive process. It is an effect, not a single skill, but a collection of skills. This process consist of determining what a source says literally (translation), what the author means by what he or she says (interpretation), and the source means to the reader (extrapolation), application, synthesis, or evaluation. In reading the reader seek to identify and make relationship by using the type of analysis and synthesis in two ways: in other hand in relating one sentence to another and one the other hand in relating what we read to what we already know and expect or wish to find. Reader inters meanings positive relationship and uncovers bids and unstated assumption. They evaluate what they read and seek meaning in terms of our own perception and past knowledge. In short, reading comprehension involves a complex processing of information and ideas, this effect, is thinking (Barry K Beyer, 1979:94). Comprehension includes the correct association of meanings with word symbols, the selection of the right meanings suggested by the context, the organization and retention of meanings, the ability of reasoning way through smaller ideas segments and the ability to grasp the meaning of a large unitary idea (Barry, 1979:95).

  Comprehension is a thinking process, it is through reading. As such, it is dependent upon the learner’s basic cognitive and intellectual skills upon the background of experience (vocabulary, knowledge, concepts and ideas) and upon their language skills (knowledge of morphology, syntax and grammar).

2. Developing comprehension in the classroom

  Two widely accepted requirements for the development of comprehension in the classroom are (1) establishing a purpose error to reading and (2) asking question before during and after reading. Other technique for developing comprehension includes (Lee. T. T, 1998): a.

  Having pupils show by an illustration of the event by retelling the story, or by demonstration.

  b.

  Having pupils identify and state the topic sentence, write a little for the paragraph or story on sequence of material read.

  c.

  Having pupils develop a formal outline of what they have.

  d.

  Having pupils summarize what they have read. e.

  Having pupils provide the ending for a story which has not been read to completion.

  f.

  Having pupils match the pictures with sentences or phrase.

D. Teaching reading comprehension 1. The teacher’s Role in Teaching Reading Comprehension

  Smith (1982:181) argues that teachers have a critical role in helping students learn to read. The primary roles are to ensure that the students have adequate demonstration of reading being used for evident meaningful purposes, and to help them to fulfill such purposes. For instance, the teachers must provide a model when the students see little relevance in reading. Otherwise, they must create more interesting situation when the students find little interest in reading. When the students have difficulty in reading, they must also help the students to read what they would like to read.

  According to Grellet (2011:3), it is not enough to understand the gist of the text but necessarily to have more detailed comprehension. In this case, in order to fully comprehend a text, the teachers necessarily should develop reading skills. The first reading skill is the ability to recognize and infer meanings of unfamiliar words that can be developed through vocabulary exercise. The second reading skill is the ability to understand the text structure that is a schematic representation examined by students in the process of comprehending the texts. The third reading skill is the ability to recognize relations of meanings through the use of cohesive devices such as co-reference and pronouns.

  Smith (1982:182) elucidates that teaching reading comprehension is a bit difficult. The teachers should strive to ensure the students that reading is comprehensible. However, the thing that should be considered by the teachers is to understand the factors that make reading difficult including materials or activities used in the teaching process. It frequently happens that unsuitable material is given to the students, consequently, they will not understand. Thus, the teachers can give any material as long as the students are expected to read because they can never learn to read by not reading.

2. General Procedures for improving comprehension

  Dallmann et al. (1982:174) connote that activities used to improve reading comprehension are not always independently carried out. It can be implemented in the same manner as almost all other reading abilities. Basically, the comprehension can be attained during the reading activities which may be through reading in context and practice exercises. Besides that, activities other than reading can serve an important endeavor in improving reading comprehension. There are four general procedures suggested developing comprehension, as follows:

  a. Improvement through Incidental Means

  Reading comprehension can be improved through incidental means that includes all types of reading situations. A creative teacher probably creates many ways to develop comprehension during the regular reading period. Most common means is giving the students questions deal with a story. In order to answer the questions, they will read the story that indirectly it helps them to develop their comprehension. In addition, asking the students to make a drama, puppet show, or movies based on books also encourages them to read with more comprehension.

  b. Improvement through practice exercises

  Giving the students direct practice in the form of exercises is greatly profitable to improve their reading comprehension. However, the teachers must determine which students need special practice by diagnosing them. It is because every student has different reading ability. Otherwise, the teachers must consider about the basic principles in the use of practice exercise, such as: 1) having a clearly defined goal to be accomplished with each of the practice materials; 2) explaining the students about the purpose of each practice exercise; 3) helping the students to see the importance of the skill to be developed by means of a given exercise; and 4) with the students knowing what, if any, progress is being made.

  c.

questioning as a Technique for Improving

Comprehension

  Questions can serve as one of the most effective means of improving comprehension which is commonly employed during the school day. In fact, questioning has been over-used as a teaching tool, rather that under-used.

  However, the teacher must know that questions should be on all levels of comprehension. Besides that, questions should interest people in reading a selection, increase comprehension, and check the comprehension. Moreover, questions should be within the learner’s capability to answer and adapted to individual differences within a group.

d. Use of Close Procedure

  In close procedure, the readers are confronted with the need of supplying words that have been omitted. The words should fit the meaning of the passage. Thus, they have to put meanings together in the process of reading.

E. GRAB GAME VARIATION

  Before writer explain about grab game variation, writer want to try to explain a little about game. Ioannou (2010;1) said that Games are a valuable activity for language learning, especially for very young learners. Children enjoy games and participate without anxiety. Games can motivate children greatly and they are activities which are usually familiar to children as regards structure, rules etc. Games are mostly inclusive activities in that they involve all the children and they can cater to different learning styles and different personalities.

  Fleta as quoted by Ioannou (2010;1) said that Games are simple structured activities which may involve little language but are meaningful to students. It also involves the whole self (cognitively and emotionally) that creating strong associations with the language used.

  Ioannou (2010;1) also explains that Game has special place for young learner in learning foreign language. For the first time they need time to adapt to its pronunciation, intonation, and sound etc. they need to feel and experience the used of language, even only words or phrase.

  Children will gladly say even they don’t know the meaning, As long as it is part of the game. Even they will be some children who are shy and need more time to involve.

  This ‘silent’ time/period should be offered to the children and they should never be pressured into producing language.

  Games, therefore, offer an important tool which allows children to listen to and comprehend language without requiring production. They can participate fully in all the activities without being pressured to produce language.

  Finally game is a good tool to make young learner to know how to work in group or to associate with their friend in class.

  There are some example of game that often teacher use in English class. For example:

• Simon says The teacher asks the students to perform actions. Teacher:

  “Simon says sit down”

• Question-Answer

  This game help student to think fast in understanding a question and try to answer quickly base on the clues which have been given.

  Example:

  Guess what fruit! Teacher : it is yellow, it is long, it is sweet.

  Student : it is banana.

• Whisper game

  Students sit in row or enclose. Teacher will whisper to the first student. Next, the student will also whisper the words to students next to him, and it will move on until the last student. The last student should state the words that have been passed to him.

  The important thing in using game is fun. The game should contain fun activity. Fun is activities that can make the player feel happy. Player should enjoy the time in game. A good game is game that can make children have fun. In other side, they also learn something from it.

  Now, the writer would like to explain about grab game variation which he useed in teaching reading comprehension.

  Grab game variations is a game helps young readers

  increase their automatic decoding skills. Because it is played in form of a game, student interest and motivation are high. This game is made by Jack C. Richard and has been used by Matthew Taylor in Nagoya, Japan for many years and has recently obtained an MA TESOL degree from Columbia University Teachers College, Tokyo.

1. Procedure of grab game variations

  Based on Richard’s book (1993;250), the procedures of teaching process with grab game variations as follows: a.

  Set 3-10 students around a table, or several desks moved together, or a section of floor.

  b.

  Spread the word cards out on the floor. Tell students that as you read one of the word cards aloud, they should rush to grab it. The student who is with the most cards at the end wins.

2. Caveats and options a.

  Spread out the cards of either half of a matching group.

  Instead of calling out one of the cards, simply show a card from the other matching half. Students rush to find and grab the card that matches the one shown. For instance, in the case of pictures and words, all of the word cards are laid out. As you show the picture cards one by one, students try to grab the matching words. This is, of course, reversible; the picture cards could be spread out, and the word cards could be spread out, and the word cards could be shown one by one.

  b.

  Students are in teams. The cards of either half of a matching group are face down on one side of the room. The other half is face up on the other side. Students run to the face-down cards, grab one, then run to other side of the room to find and grab the matching card. The team with the most matching pairs at the end wins. This can be organized either like a relay (teams lined up, and only one students from each team making a run at any given time), or a free- for-all (all students dashing back and forth across the room at the same time). In the latter case; it is not necessary to use teams; all students could be competing against everyone else. c.

  This is a somewhat more involved version of the previous option, but definitely worth trying. Students are in two teams. Each team has caller(s) and grabber(s). Half of a matching group of cards is spread out face up on one side of the room. The other half is in one stack, face down, on the other side of the room. Calles of both teams draws from this one stack and call out the drawn card to their team members on the other side of the room. These grabbers grab the card that matches the one called and run to the callers to hand it over to them. When the callers have a matching pair in their hand, they can draw another card, which they in turn call out to their grabbers on the other side of the room. After about 5 minutes of yelling and dashing back and forth across the room, one team will end up with the most correctly matched pairs.

  d.

  For the simple grab game and option 1, sharp students can easily dominate, so it is good to periodically remove them from the competition somehow (for example, by making them callers instead of the teacher).

  e.

  It is possible in options 1-3 to use triple matches instead of pairs. Ray and Masumi Ormandy, for instance, have published a daily expressions set (pacific English Club, Tokyo) which features an expression in English on one card, in Japanese on another, and an illustration of the expression on another. Option 3, in particular, works well with the game focused on three different parts of the room and three different kinds of cards.

  Levels students: young learners who already know the alphabet and some basic phonics Aims : make finding and recognizing the written form of already familiar items rewarding through fun and competition. Class time : 5-10 minutes Contributor : Matthew Taylor has taught in Nagoya, Japan for many years and has recently obtained an MA

  TESOL degree from Columbia University Teachers College, Tokyo.

CHAPTER III METHODOLOGY OF RESEARCH A. Research method 1. Definitions of classroom action research In this research, the researcher used Classroom action research as

  research method. So, the researcher would like to provide some reference relate to the method in order to give a little picture about it.

  Classroom action research or in short (CAR) is a method that teacher, lecturer, or student of educational department used to solve problem in class. It is used to try a new method in teaching. By this, they can find the advantage, disadvantage, or the compatibility of the teaching method to the class.

  Action research combines as substantive act with research procedure; it is action disciplined by enquiry, personal attempt at understanding while engaged in process of improvement and reform.

  Here are some definitions of action research. It is taken from Robert Rapoport (1970), he said that”. . . aims to contribute both to the practical concerns people in an immediate problematic situation and the goals of social science by joint collaborating within a mutually acceptable ethical framework.

  ” Action research as Stephen Kemmis (1983) describe is a research to known their understanding of situation in social or even in education. So, it can help in the improvement of their activity on it. It can show the compatibility of their action. This can be done by group or individually.

  CAR can give more accurate result if it is been done with collaborative between participant. Even so, mostly it is done by individuals and some time with help from outside.

  This research had been used in school to curriculum development, teacher development, testing school program, and in the planning policy and new system.

  In the Dave Ebbutt (1985) paper, he emphasizes that action research help them to reflect on their action. So, they can improve their learning by experience it. As john Elliot (1991:69) says

  ” action research is the study of a social situation with a view to improving the quality of action within it”. By doing this, the result can be proven more dependable on the result of practice and not to the scientific test of trust.