Using English authentic texts to improve reading motivation of eleventh grade students of SMA Negeri I Kasihan Bantul.

ABSTRACT

Astuti, Christina Yuli. (2015). Using English Authentic Texts to Improve Reading Motivation of Eleventh Grade Students of SMA Negeri I Kasihan Bantul. Yogyakarta: English Language Education Study Program, Sanata Dharma University. English is one of the requirements to pass the final examination. School has a role to increase the students’ motivation in studying English. The students have to master reading, which is one of the language skills in studying English. There are four language skills of language: listening, speaking, reading and writing. Based on the interview with English teacher in SMA Negeri I Kasihan Bantul, most of XI IPA I students in SMA Negeri I Kasihan Bantul still had low motivation in reading. Most of the students thought that reading activity often made them bored when the reading materials were uninteresting.

This research was aimed to help XI IPA I students in SMA Negeri I Kasihan to improve their motivation in reading Hortatory Exposition. The researcher implemented authentic texts to improve the students’ motivation in reading Hortatory Exposition. This research tried to answer one research problem. That problem was formulated in one research question: how do authentic texts encourage students’ reading motivation in studying English in SMA Negeri I Kasihan Bantul?

To answer the research problem the researcher conducted a classroom action research. It consisted of two cycles. Each cycle consisted of planning, action and observation and reflection. Each cycle consisted of two meetings. The participants of the research were 32 students of XI IPA I in SMA Negeri I Kasihan Bantul in 2013/2014 academic year. The researcher gathered data from the interview, students’ reading scores, observation checklist, field notes, and questionnaire.

The result of this research showed that using authentic texts motivated XI IPA

I students in SMA Negeri I Kasihan Bantul in reading class. Based on the interview

result with the English teacher, the researcher found that most of the students had low motivation in reading class. They had high motivation in other language skills such speaking and listening. They felt bored to read reading materials which were given by the teacher. They wanted to read interesting teaching materials. They also had limited vocabulary. However, after implementing authentic texts in reading class most of the students improved their motivation in reading Hortatory Exposition and most of them passed the minimum requirement criteria. It showed that using authentic texts improved students’ motivation in studying English, especially in reading.

ABSTRAK

Astuti, Christina Yuli. (2015). Using English Authentic Texts to Improve Reading

Motivation of Eleventh Grade Students of SMA Negeri I Kasihan Bantul: Classroom Action Research. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas

Sanata Dharma.

Membaca adalah salah satu keterampilan berbahasa yang harus dikuasi oleh siswa dalam belajar bahasa Inggris. Terdapat empat keterampilan berbahasa yaitu mendengarkan, berbicara, membaca dan menulis. Sebagaimana kita tahu bahwa pelajaran bahasa Inggris adalah salah satu syarat dalam kelulusan dalam ujian akhir. Namun, sebagian besar dari siswa XI IPA I di SMA Negeri I Kasihan Bantul masih mempunyai motivasi yang rendah dalam kegiatan membaca dalam pelajaran bahasa Inggris. Sebagian besar dari mereka masih berpendapat bahwa kegiatan membaca sering menimbulkan kebosanan ketika materi pembelajarannya kurang menarik.

Penelitian ini bertujuan untuk membantu siswa XI IPA I di SMA Negeri I Kasihan Bantul untuk mempunyai motivasi yang tinggi dalam kegiatan membaca dalam pelajaran bahasa Inggris. Peneliti mengimplementasikan bacaaan otentik untuk memotivasi siswa dalam belajar bahasa Inggris di kelas membaca. Penelitian ini mencoba menjawab salah satu rumusan masalah. Rumusan masalah tersebut

adalah “bagaimana teks otentik meningkatkan motivasi membaca terhadap siswa dalam belajar bahasa Inggris di SMA Negeri I Kasihan Bantul?”.

Peneliti menggunakan metode Penelitian Tindakan Kelas untuk menjawab rumusan masalah. Metode ini terdiri dari dua siklus. Setiap siklus terdiri dari perencanaaan, tindakan dan pengamatan dan refleksi. Setiap siklus terdiri dari dua pertemuan. Responden dari penelitian ini adalah 32 siswa kelas XI IPA I di SMA Negeri I Kasihan Bantul tahun ajaran 2013/2014. Data penelitian dikumpulkan dari nilai tugas siswa dalam kegiatan membaca, lembar observasi, catatan lapangan dan kuesioner.

Hasil dari penelitian ini menunjukan bahwa penggunaan teks otentik memotivasi siswa XI IPA I di SMA Negeri I Kasihan Bantul dalam kelas membaca. Pada tahap awal sebagian besar dari siswa mempunyai motivasi yang rendah dalam kelas membaca. Mereka menginginkan bacaan yang menarik. Mereka juga mempunyai kosa kata yang terbatas. Namun, setelah mengimplementasikan penggunaan teks otentik di kelas membaca sebagian besar dari siswa mempunyai motivasi yang tinggi di kelas membaca dan sebagian besar dari mereka juga dapat mencapai kriteria ketuntasan minimal. Hal ini menunjukan bahwa penggunaan teks otentik dapat meningkatkan motivasi siswa dalam belajar bahasa Inggris terutama di kelas membaca.

USING ENGLISH AUTHENTIC TEXTS TO IMPROVE

READING MOTIVATION OF ELEVENTH GRADE

STUDENTS OF SMA NEGERI I KASIHAN BANTUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Christina Yuli Astuti Student Number: 101214051

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

ii

iv

Each day is a gift.

Open it.

Celebrate.

Enjoy it.

Stuart & Linda Macfarlane

THIS THESIS IS DEDICATED TO MY BELOVED

FAMILY

v

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Christina Yuli Astuti

Nomor Mahasiswa : 101214051

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

USING ENGLISH AUTHENTIC TEXTS TO IMPROVE READING MOTIVATION OF ELEVENTH GRADE STUDENTS OF

vii ABSTRACT

Astuti, Christina Yuli. (2015). Using English Authentic Texts to Improve Reading Motivation of Eleventh Grade Students of SMA Negeri I Kasihan Bantul. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

English is one of the requirements to pass the final examination. School has a role to increase the students’ motivation in studying English. The students have to master reading, which is one of the language skills in studying English. There are four language skills of language: listening, speaking, reading and writing. Based on the interview with English teacher in SMA Negeri I Kasihan

Bantul, most of XI IPA I students in SMA Negeri I Kasihan Bantul still had low

motivation in reading. Most of the students thought that reading activity often made them bored when the reading materials were uninteresting.

This research was aimed to help XI IPA I students in SMA Negeri I

Kasihan to improve their motivation in reading Hortatory Exposition. The

researcher implemented authentic texts to improve the students’ motivation in reading Hortatory Exposition. This research tried to answer one research problem. That problem was formulated in one research question: how do authentic texts

encourage students’ reading motivation in studying English in SMA Negeri I

Kasihan Bantul?

To answer the research problem the researcher conducted a classroom action research. It consisted of two cycles. Each cycle consisted of planning, action and observation and reflection. Each cycle consisted of two meetings. The participants of the research were 32 students of XI IPA I in SMA Negeri I Kasihan

Bantul in 2013/2014 academic year. The researcher gathered data from the interview, students’ reading scores, observation checklist, field notes, and questionnaire.

The result of this research showed that using authentic texts motivated XI

IPA I students in SMA Negeri I Kasihan Bantul in reading class. Based on the

interview result with the English teacher, the researcher found that most of the students had low motivation in reading class. They had high motivation in other language skills such speaking and listening. They felt bored to read reading materials which were given by the teacher. They wanted to read interesting teaching materials. They also had limited vocabulary. However, after implementing authentic texts in reading class most of the students improved their motivation in reading Hortatory Exposition and most of them passed the minimum requirement criteria. It showed that using authentic texts improved students’ motivation in studying English, especially in reading.

viii ABSTRAK

Astuti, Christina Yuli. (2015). Using English Authentic Texts to Improve Reading

Motivation of Eleventh Grade Students of SMA Negeri I Kasihan Bantul: Classroom Action Research. Yogyakarta: Program Studi Pendidikan Bahasa

Inggris, Universitas Sanata Dharma.

Membaca adalah salah satu keterampilan berbahasa yang harus dikuasi oleh siswa dalam belajar bahasa Inggris. Terdapat empat keterampilan berbahasa yaitu mendengarkan, berbicara, membaca dan menulis. Sebagaimana kita tahu bahwa pelajaran bahasa Inggris adalah salah satu syarat dalam kelulusan dalam ujian akhir. Namun, sebagian besar dari siswa XI IPA I di SMA Negeri I Kasihan Bantul masih mempunyai motivasi yang rendah dalam kegiatan membaca dalam pelajaran bahasa Inggris. Sebagian besar dari mereka masih berpendapat bahwa kegiatan membaca sering menimbulkan kebosanan ketika materi pembelajarannya kurang menarik.

Penelitian ini bertujuan untuk membantu siswa XI IPA I di SMA Negeri I Kasihan Bantul untuk mempunyai motivasi yang tinggi dalam kegiatan membaca dalam pelajaran bahasa Inggris. Peneliti mengimplementasikan bacaaan otentik untuk memotivasi siswa dalam belajar bahasa Inggris di kelas membaca. Penelitian ini mencoba menjawab salah satu rumusan masalah. Rumusan masalah tersebut adalah “bagaimana teks otentik meningkatkan motivasi membaca terhadap siswa dalam belajar bahasa Inggris di SMA Negeri I Kasihan

Bantul?”.

Peneliti menggunakan metode Penelitian Tindakan Kelas untuk menjawab rumusan masalah. Metode ini terdiri dari dua siklus. Setiap siklus terdiri dari perencanaaan, tindakan dan pengamatan dan refleksi. Setiap siklus terdiri dari dua pertemuan. Responden dari penelitian ini adalah 32 siswa kelas XI IPA I di SMA Negeri I Kasihan Bantul tahun ajaran 2013/2014. Data penelitian dikumpulkan dari nilai tugas siswa dalam kegiatan membaca, lembar observasi, catatan lapangan dan kuesioner.

Hasil dari penelitian ini menunjukan bahwa penggunaan teks otentik memotivasi siswa XI IPA I di SMA Negeri I Kasihan Bantul dalam kelas membaca. Pada tahap awal sebagian besar dari siswa mempunyai motivasi yang rendah dalam kelas membaca. Mereka menginginkan bacaan yang menarik. Mereka juga mempunyai kosa kata yang terbatas. Namun, setelah mengimplementasikan penggunaan teks otentik di kelas membaca sebagian besar dari siswa mempunyai motivasi yang tinggi di kelas membaca dan sebagian besar dari mereka juga dapat mencapai kriteria ketuntasan minimal. Hal ini menunjukan bahwa penggunaan teks otentik dapat meningkatkan motivasi siswa dalam belajar bahasa Inggris terutama di kelas membaca.

ix

ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Jesus Christ who has always given me His grace and guidance so that I could finish my thesis and graduate from Sanata Dharma University. He always gives me strength to keep struggling in doing this research. I am so thankful that I have passed another step in my journey. All my steps that I chose were based on His plan.

My greatest gratitude goes to my advisor, Bapak Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D., for giving of his time, attention, guidance, patience, support, critism and comments to help me finish my thesis. I also thank him for his advice, correction and time to read my thesis. I sincerely thank Ibu Caecilia Tutyandari, S.Pd., M.Pd., my academic advisor for her guidance and support during my study. Moreover, I would also like to thank all of lecturers of English Language Education Study Program for their valuable knowledge and guidance. I would also thank PBI staff, Mbak Dhaniek and Mbak Tari for the cooperation and assistance. It is also important to thank all Sanata Dharma Librarians for giving best service for me during my study in PBI. I would like to show my gratitude to Bapak Drs. H. Suharja, M.Pd., the headmaster of SMA N I Kasihan

Bantul, Ibu Arsianti Widyaningsih, S.Pd., the English teacher of SMA N I

Kasihan Bantul, and XI IPA I students of SMA N I Kasihan Bantul in academic

year of 2013/2014 for their cooperation during the research process.

My deep gratitude goes to my beloved parents, Bapak Petrus Damianus Sugiyatno and Ibu Cicilia Sugiyarti, my brother’s family Antonius Didik

x

Haryono, Laurentia Rista Handayani, and Gregorius Haris Pratama for their love, prayers and supports. I address my thanks to Christina Aan Ervy Arista, Woro Wiratsih, Valentina Wenang, Setyarini, and Ema Martawijaya my lovely friends for their help, support and love. I also give my thanks to my family in kost putri Panuluh 71 for their love, support, friendship and all the happiness.

I also give my special thanks to my best friends Damariska Oktaviani, Aprilia Arnis Ginting, Eswara Kathina Dewi, and Regita Permana Putri who have given their care and support to finish this thesis. I also give my thanks to my family in KKN for their love, support, friendship and all the happiness. I would also thank Maria Caroline Samodra for her help in proofreading my thesis. My cheerful gratitude also goes to my friends in PBI 2010. Last but not least, my gratitude also goes to all the people whose names cannot be mentioned one by one here. May God always bless us forever.

xi

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xvi

LIST OF FIGURES ... xvii

LIST OF APPENDICES ... xviii

CHAPTER I: INTRODUCTION ... 1

A. Research Background ... 1

B. Research Problem ... 3

C. Research Limitation ... 3

D. Research Objective ... 4

E. Research Benefits ... 4

xii

CHAPTER II: REVIEW OF RELATED LITERATURE ... 8

A. Theoretical Description ... 8

1. Classroom Action Research ... 8

a. Definition of Classroom Action Research ... 9

b. Aim of Classroom Action Research ... 9

c. Steps and Characteristics of Classroom Action Research ... 10

d. Model of Classroom Action Research ... 11

2. Motivation... 12

a. Definition of Motivation ... 12

b. Types of Motivation ... 12

c. Problem in Motivation ... 13

d. Approach and Technique in Motivation ... 13

e. Methods of Assessing Motivation ... 15

3. Reading ... 16

a. The Definition of Reading ... 16

b. Reading Purposes... 16

c. Reading Techniques... 17

d. Teaching Reading ... 17

e. Problem in Reading ... 19

4. KTSP ... 20

xiii

6. Authentic Materials ... 23

a. The Definition of Authentic Materials ... 23

b. Reason Using Authentic Materials ... 24

c. Authentic Materials for Reading ... 24

7. Hortatory Exposition ... 25

8. Content Based Instruction... 26

B. Theoretical Framework ... 27

CHAPTER III: RESEARCH METHODOLOGY ... 30

A. Research Method ... 30

1. Preliminary Information Gathering ... 32

2. First Cycle ... 32

a. Planning ... 32

b. Acting and Observing ... 33

c. Reflecting ... 34

3. Second Cycle ... 34

a. Planning ... 35

b. Acting and Observing ... 35

c. Reflecting ... 36

B. Research Setting ... 37

C. Research subjects ... 37

xiv

1. Interview ... 38

2. Questionnaire ... 39

3. Observation ... 40

a. Observation Checklist ... 40

b. Field Notes ... 42

4. Test ... 43

E. Data Analysis Technique ... 43

F. Research Procedure ... 48

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ... 51

A. Research Process of Classroom Action Research ... 52

1. Preliminary Information Gathering ... 53

2. Cycle One ... 56

a. Planning ... 57

b. Action ... 60

c. Observation ... 66

d. Reflection ... 75

3. Cycle Two ... 77

a. Planning ... 78

b. Action ... 81

c. Observation ... 88

xv

B. Final Remark ... 98

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ... 103

A. Conclusions ... 103

B. Recommendations ... 105

1. Recommendations for English Teachers ... 105

2. Recommendations for Future Researchers ... 106

xvi

LIST OF TABLES

Table Page

3.1 Observation Checklist for Students’ Activities ... 41

4.1 Observation Checklist Result of Preliminary Gathering Information... 54

4.2 Observation Checklist Result of Cycle One ... 67

4.3 The List of Weaknesses and Strengths in Cycle One ... 75

4.4 Observation Checklist Result of Cycle Two ... 89

xvii

LIST OF FIGURES

Figure Page

2.1 Kemmis and McTaggart’s Model of Action Research ... 11

3.1 The Formula of Central Tendency ... 44

3.2 The Formula for Calculating Observation Checklist ... 45

3.3 The Formula for Calculating Questionnaire ... 46

3.4 The Formula for Calculating Mean Scores ... 47

3.5 The Formula for Calculating the Students Who Pass the MPM ... 48

3.6 Kemmis and McTaggart’s Model of Action Research ... 49

4.1 The Students’ Reading Scores in Cycle One ... 71

4.2 The Students’ Progress in Reading in Cycle One ... 71

4.3 The Percentage of The Students’ Progress in Reading in Cycle One ... 72

4.4 The Students’ Reading Scores in Cycle Two ... 92

4.5 The Students’ Progress in Reading in Cycle Two ... 93

xviii

LIST OF APPENDICES

Appendix Page

APPENDIX 1 Permission Letter for the Governor Office of DIY ... 111

APPENDIX 2 Permission Letter from the Governor Office of DIY ... 113

APPENDIX 3 Permission Letter from the Mayor of Bantul ... 115

APPENDIX 4 Surat Permohonan Menjadi Responden ... 117

APPENDIX 5 Observation Checklists for Preliminary Information Gathering .. 119

APPENDIX 6 Interview Guidelines ... 123

APPENDIX 7 Lesson Plan and Teaching Materials ... 125

APPENDIX 8 Observation Checklists ... 165

APPENDIX 9 Field Notes ... 172

APPENDIX 10 Questionnaires ... 181

1

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the introduction of the research. The researcher divides this chapter into six parts. In this research, the researcher discusses the background of the research, research problem, the limitation of the research, objective of the study, benefits of the research, and definition of terms.

A. Research Background

This research focuses on the use of authentic texts to improve students’ motivation in reading Hortatory Exposition of XI IPA I of SMA N I Kasihan

Bantul. English is one of the subjects of study which has main role in the

education of Indonesia. English is one of the requirements to pass the final examination. Therefore, school especially English teachers have the main role to

encourage the students’ motivation in studying English well.

There are four skills of language: listening, speaking, reading and writing. Kustaryo (1988) states, “Reading is one of the most important skills in learning language besides listening, speaking and writing” (p. 1). Farrell (2009) also adds that reading helps in many ways. Reading skills helps us in giving entertaiment, education, communication, and information about the past, the present and even the future. Therefore, reading is one of the important activities. However, this condition is not the same as the reality. Based on the interview result with the

2 English teacher in SMA N I Kasihan Bantul, reading often made the students bored when the reading materials were uninteresting. Anthony and Richards (1980) state that not all of the students want to read the reading materials which are given by the teachers and follow the teachers’ instruction in reading class. This condition leads the researcher to do the research about reading in SMA

N I Kasihan Bantul.

The researcher conducted an interview in March, 18 2014 with the English teacher of SMA N I Kasihan Bantul in order to get deep information about teaching and learning English. The result of the interview showed that most of the students felt bored in reading class. Some of the students joined the teaching and learning activity of reading in order to pass the English. Simanjuntak (1988) adds

that most of the students’ goals in reading class are only “passing the course” (p.

2). Marx and Tombaugh (1997) argue that the aim of education is building the

students’ learning motivation continuously (as cited in Prayitno, 1989). The researcher considers that teaching materials of which the topics are related to and appropriate for senior high school students can encourage their reading motivation.

This school used Kurikulum Tingkat Satuan Pendidikan (KTSP) or School Based Curriculum. Muslich (2007) argues that in this curriculum, every school is given an opportunity to develop and manage the curriculum based on its condition and aspiration. In order to encourage the students’ reading motivation in studying English, the researcher proposes to use authentic texts. The researcher is going to

use Dialogue English magazines as the reading source in teaching reading in SMA

N I Kasihan Bantul.

This research focused on using authentic texts in reading Hortatory Exposition in senior high school. Gebhard (1983) states, “Authentic materials include anything that is used as a part of communication” (p. 100). Jordan (1997) adds that authentic materials are the bridge between the classroom and the real world. Therefore, the researcher is going to implement authentic texts in order to improve students’ motivation toward their reading activities in class.

The researcher conducted Classroom Action Research (CAR) to implement authentic texts in teaching reading. Ary, Jacobs, and Sorensen (2010) explain the researchers use action research in education field such as curriculum development, teaching strategies and school reform. McNiff and Whitehead (2003) add that action research is a process of learning from experience which is gained from practice, reflection, and learning.

B. Research Problem

The researcher formulated the research problem using this research question: how does an authentic text improve students’ motivation in reading Hortatory Exposition in SMA N I Kasihan Bantul?

C. Research Limitation

This research focused on three main points dealing with the use of authentic texts in studying English:

4

1. The purpose of this research is to overcome one of the problems which are related to the students’ motivation in studying English especially in reading Hortatory Exposition.

2. The researcher intends to investigate the use of authentic texts to improve

students’ reading motivation in studying English.

3. In this research, the researcher only discussed hortatory exposition texts taken from English magazines as authentic texts.

D. Research Objective

The objective of this research is to find out the answer to the question as stated in the research question. This research was conducted to describe the process of implementing authentic texts to improve students’ motivation in reading Hortatory Exposition for grade eleventh IPA 1 of SMA Negeri 1 Kasihan

Bantul.

E. Research Benefits

The researcher expects this research to be beneficial to those who are concerned with education especially for:

1. English Teachers

The teachers of eleventh grade students of senior high school may consider using authentic texts to encourage their students’ reading motivation in studying English and develop their students’ reading skill. The English teachers may

consider using authentic texts in teaching other genre of texts such teaching procedure text using recipes from cooking magazines.

2. The Eleventh Grade Students of Senior High School

Using authentic texts encourages their reading motivation and enhances their vocabulary in studying English. The students are also expected to be accustomed to English articles. Using authentic texts gives to the students many benefits. An authentic text provides entertaiment, education, information, and other benefits for the students.

3. Future Researchers

The researcher hopes that the results of the research enrich knowledge about teaching reading by using authentic texts in studying English. The researcher also hopes that the future researchers conduct other researches using authentic texts. The future researcher may conduct experimental research about the use of authentic texts.

F. Definition of Terms

The following are the definitions of the terms and how the definitions are related to the research. Understading the definition of terms is very important in order to avoid misuderstanding or misinterpretation. The following definitions are:

6

1. Reading

In studying English the students have to master reading that is one of the language skills. Reading is an activity which is associated with written symbol such as sentences, articles, texts, and other written media in order to understand the idea. Simanjuntak (1988) defines, “Reading is the process of putting the

reader in contact and communication with ideas” (p. 3). Kustaryo (1988) also adds

that reading is an activity of recognition of the various written symbols which contains of knowledge, information, and ideas. In this research, reading means an activity of interpreting and getting information from various written symbols of hortatory exposition texts in English magazine in order to encourage students’

reading motivation and enhance students’ vocabulary in learning English as a

foreign language.

2. Motivation

There are various definitions of motivation. The word motivation means the need or reason for doing something. In education field, motivation is an essential condition of learning. Simanjuntak (1988) also adds, “Motivation is seen as the fulfilment of needs” (p. 3). Murray (1964) defines, “A motive is an internal factor that arouses, directs and integrates person behaviour” (p. 7). In this research, the motivation is the power inside the students that arouses, directs, and integrates their behaviours in studying English especially in reading activities.

3. Authentic Texts

Media is the best tool to help the students in creating and exploring their ideas and imaginations. It is important for teachers to implement many techniques and media as possible in order to enhance students in learning. Using authentic materials for reading is one of teaching methods in studying English.

There are various definitions of authentic materials. Jordan (1997)

explains, “Authentic texts are not written for language teaching purposes” (p.

113). Gebhard (1983) adds, “Authentic materials include anything that is used as a

part of communication” (p. 100). In this research, the authentic materials refer to hortatory exposition text from English magazines. The researcher uses hortatory exposition texts from English magazines as the reading source to encourage the

students’ reading motivation in studying English.

4. Hortatory Exposition

Hortatory exposition is a text which the social function is persuading the reader that something should or should not be the case (Gerot & Wignell, 1995 & Sudarwati & Grace, 2007). Hortatory exposition text has three main components. Gerot and Wignell (1995) argue that there are three components in the generic structure of hortatory exposition: thesis, arguments, and recommendation. Kistono, Cahyono, Purnama, Tupan, and Kastaredja (2007) argue that hortatory exposition texts can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, and research report. In this research, the researcher took hortatory exposition text from Dialogue magazines.

9

8

CHAPTER II

REVIEW OF RELATED LITERATURE

The researcher divides this chapter into two main parts, namely theoretical description and theoretical framework. In the theoretical description, the researcher discussed classroom action research (CAR), motivation, authentic materials, teaching reading and content-based instruction (CBI). In the theoretical framework, the researcher summarizes and sythesizes those theories in order to focus in conducting the research.

A. Theoretical Description

In theoretical description, the researcher discusses the theories related to this research. The researcher divided this part into eight parts. The researcher discusses classroom action research, motivation, reading, authentic materials,

KTSP, hortatory exposition, vocabulary, and content-based instruction.

1. Classroom Action Research

This part presents a discussion of classroom action research. In this part, the researcher divides the discussion of classroom action research into four parts. The researcher discusses definitions of classroom action research, aim of

classroom action research, steps and characteristics of classroom action research, and model of classroom action research.

a. Definition of Classroom Action Research

McNiff and Whitehead (2003) argue, “Action research is a name given to particular way of researching the own learning” (p. 15). Shanks, Miller, and Rosendale (2012) also define action research as a form of research which the teachers learn to improve their practice. Ary et al. (2010) also add that action research in education field conduct research about curriculum development, teaching strategies and school reform. Kemmis and McTaggart (1982) define action research “as an approach to improving education by changing it and

learning from the consequences of changes” (p. 22). In this research, the

definition of classroom action research is the researcher’s way to improve the

teaching and learning practice based on the researcher’s reflection.

b. Aim of Classroom Action Research

The main aim of classroom action research is improving the teachers’ performance in education field based on their reflection. Mills (2011) defines:

Classroom action research is any systematic inquiry conducted by teacher

researchers, principals’ school counselors, or other stakeholders in the

teaching/learning enviroment to gather information about how their particular schools operate, how they teach, and how well their students learn (p. 5).

O’Connor et al. (2006) argue that action research allows the teachers to be the researchers in order to improve their practices. The teachers should know what is

10 happening in the classroom, how to evaluate the teaching-learning activities, and also how to do something solve the problem in teaching-learning activities.

c. Steps and chracteristics of Classroom Action Research

Steps of classroom action research are the ways to conduct research which the steps consist of two cycles. Each cycle consists of planning, action and observation and reflection. Kemmis and McTaggart (1988) argue that action research develops the steps by using self-reflective spiral which consists of plan, action and observation and reflection in cycle one. In cycle two, the steps consist of revised plan, action and observation and reflection. Ary et al. (2010) also explain the steps in conducting classroom action research. Those steps namely: plan, act, observe, and reflect. A plan is developed for taking action and gathering information and data in order to observe the practice (Ary et al., 2010). In action, the researcher implements the plan and collects data. The next step is observing. In this step, the researcher synthesizes and analyzes the data (Ary et al., 2010). The last step is reflecting. The researcher reflects and interprets the information and reports to others (Ary et al., 2010).

Classroom action research has the certain characteristics which are different with other research. O’Connor et al. (2006) also add that the characteristics of classroom action research are the research which occurs in an eduactional setting; the research design is systematic and the research focuses on

the researchers’ practice. Shanks et al. (2012) also add that action research gives the opportunity to the teachers to examine their own teaching practices. The

characteristics of classroom action research are improving and reflecting the educators’ practice. Ary et al. (2010) argued that improving and reflecting is the

process of “Reducing the gap between theory and practice” (p. 516).

d. Model of Classroom Action Research

There are many models in classroom action research in order to improve

the teachers’ practice. Ary et al. (2010) conclude the process in doing action research. There are eight steps. The process of classroom action research consists of two cycles. Each of the cycles consists of plan, action, observation, and reflection.

In this research, the researcher uses Kemmis and McTaggart’s model which the steps are planning, acting and observing and reflecting (Kemmis & McTaggart, 1988). In this model, acting and observing are done at the same time. Kemmis and McTaggart also explain those cycles using the picture which is in figure 2.1.

Figure 2.1: Kemmis and McTaggart’s Model of Action Research

12 2. Motivation

a. Definition of Motivation

There are many definitions of motivation. The word motivation means the need or reason for doing something. Motivation is the power and reason of

someone in doing activity. Brown (1994) defines that motivation is “commonly

thought of as an inner drive, impulse, emotion or desire that moves one to

particular action” (p. 152). Simanjuntak (1988) also adds, “Motivation is seen as the fulfillment of needs” (p. 3). Murray (1964) defines, “A motive is an internal factor that arouses, directs, and integrates person behaviour” (p. 7). Gooding and Gooding and Woolfolk (1987) define that motivation is “Something that energizes and directs behaviour toward a goal“(p. 83). Gooding and Woolfolk (1987) also add that motivation is an action which is stimulated by environmental events or physical conditions. Schunk, Pintrich, and Meece (2008) state “Motivation is the process whereby goal-directed activity is insighted and sustained” (p. 4). Ryan

and Deci (2000) add, “To be motivated means to be moved to do something” (p. 54). In education, motivation is an essential condition of learning. Motivation encourages students to make effort in achiving the learning objectives. Motivation

is also a factor that affects students’ performance. This factor is important in

teaching learning process.

b. Types of Motivation

There are two types of motivation, namely intrinsic and extrinsic motivation. Ryan and Deci (2000) argue that there are two types of motivation

based on the reasons or goal of action. They are intrinsic and extrinsic motivation. Ryan and Deci (2000) state intrinsic motivation is “an action which done based

on satisfactions rather than consequence” (p. 56). Extrinsic motivation is “an action which is done to reach some separable outcome” (p. 60).

c. Problem in Motivation

The teachers can not deny that motivation plays vital role in students’ achivevement. Stronger motivation gives great effect on students’ learning result. Murray (1964) argues that the strength of intrinsic and extrinsic motivation

“influence the way we see the world, the things we think about and the actions in

which we engage” (p. 9). Motivation encourages students to make effort in

achieving the learning objectives. Schunk, Pintrich, and Meece (2008) argue that high motivated students show their interest in activities, work diligently, feel self-confident, do the tasks, and perform well. On the opposite, unmotivated students show their poor performance. High motivated students can reach the good result in the class. Good (1970) argues that students who do not have motivation in certain course but he must study it. The students may dislike that course. They are going to skip that course in the future (as cited in Prayitno, 1989).

d. Approach and Technique in Motivation

Building a good atsmosphere during teaching learning activities is an

important thing that should be done by the teacher in order to encourage students’

14 factor that affects students’ performance. This is important in teaching learning

process. In order to encourage students’ motivation the researcher uses some

theories. Gooding and Woolfolk (1987) states that there are general motivational approaches:

(1) Arrange extrinsic rewards, (2) use students’ interest in lessons, (3) give more challenging work, (4) praise success, (5) provide a safer learning situation, (6) communicate your expectations, (7) structure a cooperative learning task, (8) set up an individualized goal structure, (9) use individualized instruction, (10) involve student in setting reasonable goals, (11) fulfill need for affiliating and belonging, (12) provide realistic success experiences (p. 89).

There are some techniques in order to encourage the students’ motivation

especially when the teacher opens classroom activities. The effect of motivation on learning and performance is the important factor in success of the learning. Prayitno (1989) agues that there are three ways in order to motivate the students in classroom activity:

1) Attract the students’ interest about the topic. There are some ways in order to

attract the students’ interest about the topic: asking the students some

questions which are related to the topic, telling them about the recent news or issue which is related to the topic and explaining the importance about the topic.

2) Explain the competence that should be achieved. The teachers explain the clear explanation about the competence that should be achieved by the students during the teaching learning activity.

3) Explain the clear teaching objectives. The teacher should explain short and clear learning objectives of the teaching learning activity.

e. Methods of Assessing Motivation

There are some methods in assessing motivation. In this research, the researcher uses direct observation, questionnaire and also interview. Schunk et al. (2008) argue that there are three main methods for assessing motivation: direct observations, rating by others and self reports. Schunk et al., 2008 states direct observation is “behavioral instances of choice of tasks, efforts and persistence” (p.13). Schunk et al., 2008 states rating by others is “judgements by observers of students on characteristics which indicate of motivation” (p.13). Schunk et al., (2008) states self report is “People’s judgements of themselves” (p.13).

Self report method is divided in to five methods: questionnaire, interview, stimulated recall, think-aloud, and dialogue. In this research, the researcher used qustionnaire and interview. Schunk et al., 2008 states questionnaire is “written

ratings of items or answers to questions” (p.13). Schunk et al., 2008 states interview is “oral responses to questions” (p.13

Furthermore, in order to measure students’ motivation, the researcher

applies the Keller’s theory. The researcher used ARCS model to assessing the

students’ motivation in studying English. Keller (1984:2) states, “The ARCS

model is a method for improving the motivational appeal of instructional

materials” (as cited in Keller, 1987). Keller (1987) proposes four criteria of motivation. Those are attention, relevance, confidence, and satisfaction. Attention is related to the students’ curiosity and sensation of seeking. Relevance is related to the familiarity of the materials to the students’ interest, goals and daily life.

16 criterion is satisfaction. Satisfaction is related to the students’ positive reaction during the implementation.

3. Reading

a. The Definition of Reading

Reading is one of the language skills in studying English. Reading is an activity which is associated with written symbol such as sentence, text, articles and other media in order to understand the idea. There are many definitions of reading. Simanjuntak (1988) defines that “Reading is the process of putting the

reader in contact and communication with ideas” (p. 3). Kustaryo (1988) also adds

that reading is an activity of recognition of the various written symbols which contains knowledge, information and ideas. In this research, reading means an activity of interpreting and getting information from various written symbols of hortatory exposition texts in English magazines to encourage students’ reading

motivation and enhance students’ vocabulary in learning English as a foreign language.

b. Reading Purposes

There are many reading purposes. Reading the written media such as books, magazines, newspapers and others gives the chance to explore a lot of information. Farrell (2009) also states that reading is the greatest pleasures. It helps in many ways. Reading provides the reader entertaiment, education, communication and even information about past, present and even future. McNeil,

Donant and Alkin (1980) also have the same idea that reading has three main purposes: reading for entertaiment, reading for understanding and reading for information.

c. Reading Techniques

The new information is produced quickly everyday. In order to make ourselves up to date with the recent information in all aspects in life, we should be able to accept the information quickly. In order to accept the information quickly,

there are many reading techniques. Kustaryo (1988) states that “different types of reading materials call for different reading techniques” (p. 4). The students should be flexible in choosing the reading techniques. It should be fit with the aim of reading. Moyle (1972) argues that individual needs of the students are as the main factor in choosing teaching method and materials. In this research, the researcher used skimming as the reading technique. Kustaryo (1988) defines skimming as a reading technique to look for the most important pieces of information of what the author is saying without a lot of detail information.

d. Teaching Reading

Students think that reading in other language is more difficult than reading in their language. Kustaryo (1988) states reading in our own language are easier than learning other languages. Reading in our language is easier because we have mastered the vocabulary and the structure of our language. This assumtion makes the students’ reading motivation low.

18 The teacher follows the some principles in developing lesson plan in order to reach the goal of the reading activity. Richards (1990) as cited in Farrel (2009) states that there are seven principles in developing lesson plan for reading activities: using interesting reading materials, making reading as the major activity in reading class, having specific objective of each lesson, doing some activities which allow the students to express their own experience in reading class, focusing the teaching instruction, dividing the lesson into pre, during and post reading activities and choosing appropriate reading materials. Williams (1984) as cited in Hedge (2014) adds the three-phase procedure in conducting reading activities. Those three-phase are pre reading, while reading and post reading. In pre reading activities, the teacher may conduct the discussion about the topic using the pictures. The teacher gives the task to the students in while reading activities. The teacher may conduct the discussion about the students’ responses about the texts.

There are many factors that affect students’ reading habit in studying English. One of them is the teaching materials which are given by the teacher. Reading becomes boring activity when it is not modified. In teaching reading, the teacher should also select reading text which is used in reading class. Rivers and Temperley (1978) argue that there are seven criteria in selecting the text for conducting reading activities. The text should provide information, respond to curiosity about the topic, follow instruction, provide pleasure and enjoyment, keep in touch, provide the recent news and find out when and where (as cited in Hedge, 2014).

Teaching reading also has some techniques which can help the teacher in teaching reading. Khoo (1981) states that there are five techniques in teaching reading which use various media:

(1) teaching skiming, (2) teaching scanning, (3) teaching to get the main idea and nothing details, (4) teaching the ability to follow the sequences of ideas, (5) teaching reading comprehension through verbal cum visual cues (pp. 57-58).

Using skimming in teaching reading means the readers should read certain item of the reading material in order to get the general impression. Using scanning techniques in reading means the reader should find specific information from the reading material. Teaching reading in order to find the main idea can use various teaching materials. Teaching the ability to follow the sequences of ideas can be taught by asking to the students to rearrange some jumbled paragraphs in the correct sequence. Teaching reading comprehension can be practiced by asking to the students fill in the blanks which the information easily can be found in the text.

e. Problem in Reading

There are many problems that affect the students’ reading motivation in

reading class. Kustaryo (1988) states reading in our own language are easier than learning other languages. Reading in our language is easier because we have mastered the vocabulary and the structure of our language. Anthony and Richards (1980) argue that not all students want to read the reading materials which are given by their teachers. Simanjuntak (1988) adds that other problem of foreign

20 language students in reading class. The students will focus on the words rather than the text and always open the dictionary to check all the words.

4. KTSP

The researcher conducted research to senior high school students. It is important to know how national education system facilitates English teaching to senior high school students. In this research, the research setting was the senior high school which used school based curriculum. Since 2006 Kurikulum Tingkat

Satuan Pendidikan (KTSP) or School Based Curriculum is a curriculum which has

been implented in Indonesia since 2006.

Muslich (2007) argues that KTSP or School Based Curriculum is an improvement of Competency Based Curriculum which was used in 2004. Muslich (2007) adds that in this curriculum, the government gives an opportunity to develop and manage the curriculum based on its condition and aspiration for every school. Sanjaya (2010) also has the same idea with Muslich, Sanjaya (2010) defines that KTSP or Compentency Based Curriculum is a curriculum which is developed and done by every school based on standard competencies which is developed by BSNP (Badan Standar Nasional Pendidikan). It means each school may develop and manage the curriculum based on their condition and also based on standard competencies which is developed by BSNP (Badan Standar Nasional

Pendidikan).

In developing School Based Curriculum, Muslich (2007) states that there are seven principles in implementing this curriculum, those are:

Students’ potency, development, need, and concern centered various and

integrated, having response to the development of knowledge, technology, and art, relevant with life needs, comprehensive and continous, life-long education, and equality between national and regional concerns (p. 18). The teachers should implement the principles of School Based Curriculum not only in designing the lesson plan but also during teaching learning activities. It means, the the teacher should implement the principles of School Based Curriculum as guidance in developing the lesson plan and also during the teaching leaning activities.

5. Vocabulary

Vocabulary is the main component in reading. Kustaryo (1988) states reading in our own language are easier than learning other languages. Reading in our language is easier because we have mastered the vocabulary and the structure of our language. Hedge (2014) argues that vocabulary is main component of reading ability. Students usually face the difficulty in reading. They have limited vocabulary.

There are many factors of the level of difficulty in reading: text, prior knowledge of the reader, the ability in achiving the general word recognition,

students’ lexical knowledge and readers’ first language. Harmer (2001) states that there are some problems in teaching vocabulary: (1) language corpora, (2) word meaning, (3) extending word use, (4) word combinations (5) the grammar of words. Harmer (2001) explains that the first problem in teaching vocabulary is language corpora. The language corpora means how often words are used and in what linguistic contexts. The second problem is word meaning. Understanding

22 meaning in context will help the students to use the words in right context. In word meaning the students also face the term of words such as: synonyms, antonyms, hyponyms, and connotations. Synonym means words that the meaning exactly or nearly same as each others. Antonym means words in pairs that exactly opposite in meaning. Hyponym is relationship between a familiar word and an unfamiliar word one by looking at the general class. The last one, connotation means a word the meaning is not necessarily the same as what it suggests. The third problem in vocabulary is extending the used word. Words have different meaning; words also have different meaning when words have different contexts uses. Word combination is the fourth problem which is faced the students in learning vocabulary. Word combination means that a word which consist of some words. The last problem in vocabulary is the grammar of words. This problem means that each word have different part of speech.

The researcher used some strategies in order to overcome the students’ problem toward vocabulary. Farrell (2009) argues that one way of helping them to cope with unfamiliar words is teaching them how to guess word meaning in context. Hedge (2014) adds that developing strategies for guessing word meanings from contextual clues and background knowledge is the strategies in helping students to build vocabulary. Farrell (2009) argues that there are techniques for helping students guess the meaning of unfamiliar words: contrast, cause, consequence, explanation, hyponyms, definition, punctucation, and inference.

In this research, the researcher used contrast, explanation and definition in order to help the students in guessing the unfamiliar words. Using contrast means using the opposite word of another word or expression in the text. Using explanation means using the meaning of the word which is explained. Using definition means using definitions of words which may sometimes be found in the text. The researcher also used mactching task in order to enhance the students’ vocabulary in reading. Brown (2004) states that “The frequently criterion in matching procedures is vocabulary” (p. 197).

The students usually face many difficulties in reading. Vocabulary is one of the problems in reading. Kustaryo (1988) states that in studying English students find the difficulties in recognize new words and the words which have been learned. Simanjuntak (1988) states that the students will stop to do exercise in reading class when they find unfamiliar word and they are also afraid to read the whole of the text without opening the dictionary for checking word by word.

6. Authentic Materials

a. The Definition of Authentic Materials

There are various definitions of authentic materials. Jordan (1997) explains

“authentic text that is not written for language teaching purposes” (p. 113). Peacock (1997) adds that authentic materials as the materials that have been produced to fulfil some social purposes in the target language community. Gebhard (1983) concludes that authentic materials include anything that is used as a part of communication.

24 b. Reason Using Authentic Materials

In the classroom, teachers must create a situation that can encourage the students to read the materials. Authentic materials are one of the teaching media that can be applied in reading. Khoo (1981) argues that there is belief that language learning in classroom should reflect the needs of the language user in outside the classroom, such as everyday functions: ordering meal, applying for a job and other functions. It implies that enjoyable activities could lead students to feel confident in learning and also useful in their life. Tamo (2009) argues that

“Bringing authentic materials in to classroom can motivate the students”. It also provides the real language use (p. 75). When students recognize the topic being delivered, they feel confident and have good motivation in learning new materials.

c. Authentic Materials for Reading

Media is the best tool to help the students in creating and exploring their ideas and imagination. It is important for teachers to implement many techniques and media as possible in order to enhance students in learning. Using authentic materials for reading is one technique in order to enhance students’ motivation in studying English. There are many sources of authentic materials for teaching reading. Khoo (1981) states that taking articles from magazines, newspapers and other media can be used teaching media. Using authentic materials which based on the students interest as teaching media is also the way to build students’ reading skill. McNeil et al., (1980) argue that in order to develop students’ interest in reading the teachers may use some reading materials which can develop their

reading skill for everyday purpose, such as using: newspapers, comic books, television guides, recipes, menus, telephone books and others. In this research, the research uses English magazine as the teaching media which is one of authentic materials especially as the authentic text. The researcher hopes that the students know the current event and be accustomed to English articles. Gebhard (1983)

argues that “Authentic materials include anything that is used as a part of

communication” (pp. 100-101). One of them is authentic printed materials such as: newspaper articles, travel magazines, sport report and other printed materials.

7. Hortatory Exposition

In this research, the researcher focused on using authentic text which taken from English magazines especially hortatory exposition text. There are some definitions of hortatory exposition. Gerot and Wignell (1995) and Sudarwati and Grace (2007) define that hortatory exposition as a text of which the social function is persuading the reader that something should or should not be the case.

Hortatory exposition text has three main components. Gerot and Wignell (1995) argue that there are three components in the generic structure of hortatory exposition: thesis, arguments, and recommendation. Thesis consists of announcement about the issue of concern. Arguments consist of the reasons for concern which the function is leading to recommendation. Recommendation consists of the statement of what ought or ought not to happen. Hortatory expostion texts can be found in some sources such as magazines, newspapers, and others. Kistono, Cahyono, Purnama, Tupan, and Kastaredja (2007) argue that

26 hortatory exposition texts can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, and research report.

8. Content Based Instruction

Teachers are expected to have the right teaching techniques which can

encourage students’ motivation in learning. In implementing materials, the researcher uses content based instruction as the teaching technique in teaching reading using authentic texts. Krahnke (1987) also defines content based instruction as teaching of content or information in language teaching which does not teach the language directly but it uses the content to teach the language. Brinton, Snow, and Wesche (1989) add that content-based instruction is the

“integration of content learning with language teaching aims” (p. 2). The

researcher uses content based instruction in order to fulfil students’ needs and also

students’ interest. Larseen-Freeman and Anderson (2011) also add that CBI is usually thought as teaching language for specific purposes and in academic setting can be called teaching language for academic purposes.

There are some characteristics of content based instruction. Larseen-Freeman and Anderson (2011) state that the goal of teaching using CBI is that the teachers want the students to master both language and content. Larseen-Freeman and Anderson also add the information how to choose the content in teaching language using CBI. Larseen-Freeman and Anderson (2011) state theme of the content can be chosen based on students’ interest such as popular music, sport, and others. Using interesting materials based on the students’ needs and interest is

the main point in encouraging the students’ in learning motivation. Krahnke (1987) states unmotivated students in language teaching are going to have good motivation when the material in language teaching is based on their interest and needs. Krahnke (1987) states that “Extensive reading of literature of other content material in target language is one of teaching activities using content-based instruction” (p. 69). Larseen-Freeman and Anderson (2011) also add that the characteristic of CBI is using authentic text.

B. Theoretical Framework

In order to answer the research question in the research problem, the researcher would like to summarize and synthesize all major relevant theories which help in conducting the research. This research focused on the use authentic texts to improve students’ motivation in reading hortatory exposition. Although reading was one of language skills in learning, most of students especially in XI

IPA 1 in SMA Negeri I Kasihan Bantul had low motivation in reading activities.

Therefore, the researcher tried to use authentic texts to encourage their reading motivation in learning English. In order to cover those cases, the researcher used four main theories, namely motivation, reading, vocabulary, authentic materials,

KTSP, and content-based instruction (CBI).

In order to answer the research question the researcher implemented the theory of motivation. In this research the researcher focused on improving the

28 order to motivate the students in classroom activity (Prayitno, 1989) and also the general motivational approaches (Gooding & Woolfolk, 1987).

In order to answer the research questions the researcher also implemented the theory about reading. In this research, reading means an activity of interpreting and getting information from various written symbols of hortatory exposition texts in English magazines to encourage students’ reading motivation

and enhance students’ vocabulary in learning English (Simanjuntak, 1988 & Kustaryo, 1988). The researcher implemented the skimming as the reading technique in reading activities (Kustaryo, 1988 & Khoo, 1981).

In this research, the researcher focused on the use authentic text to

improve the students’motivation in reading hortatory exposition. The second

theory in order to answer the research question was authentic text. This research

focused on the use authentic text to improve the students’ in reading hortatory exposition. In this research, the researcher took hortatory exposition text from Dialogue magazines as the teaching media which could motivate the students in reading activities (Kistono et al., 2007, Khoo 1981 & McNeil et al., 1980).

The students usually face many difficulties in reading. Vocabulary is one of the problems in reading. The researcher used some strategies in order to overcome the students’ problem toward vocabulary. In this research, the researcher used contrast, explanation and definition in order to help the students in guessing the unfamiliar words (Farrell, 2009 & Hedge, 2104). The researcher also

used mactching task in order to enhance the students’ vocabulary in reading

While conducting the research, the researcher used the theories of content-based instruction. The researcher prepared reading activities using this method. The researcher taught language learning and certain content or information which based on their needs or interests in target language (Krahnke, 1987 & Larseen-Freeman & Anderson, 2011). The researcher also used the principles of School Based Curriculum or KTSP as the guidance in developing in the lesson plan and also during teaching learning activities (Muslich, 2007 and Sanjaya, 2010).

Furthermore, in order to measure students’ motivation, the researcher

applies the Keller’s theory. The researcher used ARCS model to assessing the

students’ motivation in studying English. Keller (1984:2) states, “The ARCS

model is a method for improving the motivational appeal of instructional

materials” (as cited in Keller, 1987). Keller (1987) proposes four criteria of motivation. They are attention, relevance, confidence, and satisfaction.

In order to implement the use authentic texts to improve the students’ motivation in reading hortatory exposition, the researcher conducted classroom action research (CAR) which consisted of planning, acting and observing and reflecting. In this research, the researcher conducted CAR based on Kemmis and

McTaggart’s model (Kemmis & McTaggart, 1988). In this model, the research consisted of two cycles. Each cycle consisted of planning, acting and observing and reflecting. In this model, acting and observing were done at the same time.

30

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the discussion of the methodology which was used in the research. It is divided into six parts. It involves research method, research setting, research subjects, research instruments and data gathering techniques, and research procedure.

A. Research Method

In this research, there was one main problem which was stated in research problem. The researcher conducted this research to find how authentic texts encouraged students’ reading motivation in studying English in SMA N I Kasihan

Bantul. Based on the research background presented in chapter I, the researcher

decided to use action research.

Classroom action research was research which focused on improving in education field which was based on the teachers’ reflection. McNiff and Whitehead (2003) argued that “Action research is a name given to particular way of researching your own learning” (p. 15). The main aim of classroom action research was improving the teachers’ performance in education field which based on their reflection. O’Connor et al. (2006) also supported this idea. O’Connor et al. (2006) argued that action research allowed the teachers to be the researchers in order to improve their practices. Further, this research aimed at the improvement

of the students’ reading motivation in learning English. Action research was the research which was done by teachers for their improvement.

In this research, the researcher focused on the use authentic texts to

improve the students’ motivation in reading hortatory exposition in studying

English. The students knew that English was one of the lessons which had role in field education of Indonesia. English was one of the requirements to pass the final examination in Indonesia. Therefore, school especially English teachers had the

main role to encourage the students’ motivation in studying English well. There

were four language skills of language: listening, speaking, reading, and writing. Kustaryo (1988) stated “Reading is one of most important skills in learning language besides listening, speaking, and writing” (p. 1). The students thought that reading was a boring activity. There were many factors that affected students’ reading motivation. There were many problems that affected the students’ reading motivation in reading class. Kustaryo (1988) explained reading in our own language was easier than learning other languages. Reading in our language was easier because we had mastered the vocabulary and the structure of our language.

In this research, the researcher used Kemmis and McTaggart’s model in order to implement the action. Kemmis and McTaggart (1988) stated the research consists of two cycles. In this research, the researcher used those cycles. The first cycle consisted of plan, action and observation and reflection. The second cycle was improvement from the first cycle which was consisted of plan, action and observation, and reflection. In this model, acting and observing were done at the same time.

32 1. Preliminary Information Gathering

In this research, the research conducted several steps in condcuting classroom action research. One of those steps was conducting prelimanry information gathering. Mills (2011) stated preliminary information gathering or reconnaissance was “Taking time to reflect on your own beliefs and to understand

the nature and context of your general idea” (p. 42). Mills (2011) as cited in Mertler (2012) stated that reconnaissance was the process of gathering onformation on order to support our general idea in conducting the research. In this research, the researcher conducted a classroom observation and interview as the preliminary information gathering.

2. First Cycle

In the first cycle, the researcher conducted the action research based the steps. The steps including plan, observation, action, and reflection. Kemmis and McTaggart (1988) argued that action research develops the steps by using self-reflective spiral which consists of planning, action and observation, reflecting, and then re-planning.

a. Planning

In this step, the researcher prepared the lesson plan, the model of exercises, and authentic materials. A plan was developing action to improve what is already happening (Kemmis & McTaggart, 1988). The planning step was done after the researcher found the problem in reading class which was faced by the

students in XI IPA I of SMA Negeri I Kasihan Bantul. The main focus of this step

was preparing a good technique in order to encourage students’ reading motivation using authentic materials.

The researcher developed a plan for taking action and gathering information and data in order to observe the practice (Ary et al., 2010). Besides preparing the lesson plan and materials for cycle one, the researcher also prepared observation checklist, field notes format and questionnaire. Observation checklist would be used by the observers who would observe the researcher in implementing the action (Schunk et al., 2008). Meanwhile, questionnaire would be distributed to the students in the second meeting of the cycle one. The students would give their responses towards the action.

b. Acting and Observing

In this step, the researcher implemented the plan or changes a practice and collected data (Ary et al., 2010). After all the teaching materials were consulted to the English teacher who taught XI IPA 1, the researcher implemented what had been planned. The researcher taught students of XI IPA 1 based on the plan. When the researcher implemented the method in teaching reading to the students, two observers observed the process on what happened during the teaching and filling in the observation sheets for observing the students’ activities (Kemmis & McTaggart, 1988). The researcher also made field notes in observing the students. Field notes were used as the description of the implementation of the research (Ary et al., 2010).

34 c. Reflecting

The researcher reflected the action using the data which was gathered in observation (Ary et al., 2010). The researcher reflected the action using the observation checklist result and field notes to know what happened during the implementation the method. The researcher evaluated the action based on those two instruments and also used students’ result on the questionnaire and students’ test scores. The researcher made reflection on what she had done: what went well and what needed to be improved based on the result of the observation, students’ result on the questionnaire and students’ test scores.

3. Second Cycle

In the second cycle, the researcher conducted the same steps as the first cycle. Therefore, the researcher conducted the second cycle to improve the method which was based on the reflection of the first cycle. As Kemmis and McTaggart (1988) stated that the second cycle was improvement from the first cycle. The steps including plan, observation and action, and reflection. However, in conducting the second cycle the researcher referred to the result of the first cycle. In the second cycle, the researcher focused on improving the steps and activities which were unsuccessful in the first cycle and needed more improvements. Kemmis and McTaggart (1988) argued that action research developed the steps by using self-reflective spiral which consisted of planning, action and observation, reflecting, and then re-planning.

a. Planning

After the first cycle conducting, the researcher revised plan for taking action and gathering information and data (Kemmis & McTaggart, 1988) in the second cycle. In the second cycle, the researcher revised the lesson plan and teaching activities based on the reflection of cycle one. The researcher developed plan for taking action and gathering information and data in order to observe the practice (Ary et al., 2010). Besides preparing the lesson plan and materials for cycle one, the researcher also prepared observation checklist, field notes format, and questionnaire. Observation checklist would be used the observers who would observe the researcher in implementing the action (Schunk et al., 2008). Meanwhile, questionnaire would be distributed to the students in the second meeting of the cycle two. The students would give their responses towards the action.

b. Acting and Observing

The researcher conducted the action (Kemmis & McTaggart, 1988) using revised plan based on the reflection of cycle one. The action was implemented based on the new lesson plan. The researcher improved the teaching media and activities in reading. The action in the second cycle was implemented to solve the learning activity which was unsuccessful in the first cycle. The researcher conducted action based on the learning process which had been revised.

The researcher employed two observers to observer the students and teacher during the lesson. As the researcher stated in the first cycle, the aim of

36

observation was to observe the students’ motivation during the implementation (Schunk et al., 2008). When the researcher implemented the method in teaching reading to the students, two observers observed the process on what happened during the teaching and filling in the observation sheets for observing the

students’ activities (Kemmis & McTaggart, 1988). The researcher also made field notes in observing the students. Field notes were used as the description of the implementation of the research (Ary et al., 2010). The observer observed the teaching learning process that had been improved from the first cycle. It became the process to gather information during the learning process.

c. Reflecting

As the researcher had done in the first cycle, the researcher reflect on the teaching learning activity and the result of data collection in the reflection. This step, the researcher reflected the action using the data which was gathered in observation (Ary et al., 2010). The researcher evaluated the action based on observation checklist results and field notes. The researcher also used students’ scores in order to know students’ progress in learning. The researcher also used the questionnaire result to know the students’ responses towards the method used in the research. Then, the researcher made reflection on what went well and what needed to be improved. In cycle two, the researcher reflected and evaluated what had been implemented in cycle one and two. The researcher showed what she had learned from the action in cycle one and two.

undecided their opinion about language instruction which was used in reading class.

13. There were 14 students (50%) who agreed and only 3 students (10, 7%) who strongly agreed that English

teacher gave good response for students’ answer.

Meanwhile there were 10 students (35, 7%) who

undecided their opinion about teacher’s response.

14. There were 23 students (82, 2%) who agreed and only 3 students (10, 7%) who strongly agreed about conducting discussion in reading class which was leaded by the teacher.

7 The students’ opinion and feeling in studying English especially in reading class. (Question 15, 16, and 17)

15. There were 13 students (46, 4%) who agreed and only 2 students (7, 2%) who strongly agreed that they always were active during the reading class. Meanwhile there were 11 students (39, 3%) who undecided their opinion about their contribution during reading class.

16. There were 12 students (42, 8%) who agreed and 2 students (7, 2%) who strongly agreed that they made notes of the important information during the classroom activities. Meanwhile there were 13 students (46, 4%) who undecided about taking notes during the reading class.

17. There were 20 students (71, 4%) who agreed and 5 students (17, 8%) who strongly agreed that learning English was giving great satisfaction.

The Summary of Data from Questionnaire

Cycle 2

No Indicator Explanation

1 The students’ opinion about reading. (Question 1 and 2)

1. There were 14 students (50%) who agreed and only 3 students (10, 7%) who strongly agreed that they often to read English reading. Meanwhile there were 11 students (39, 9%) who undecided about reading English text.

2. There were 19 students (67, 8%) who agreed and 9 students (32, 2%) who strongly agreed that English reading text had much kind of texts. 2 The students’ opinion about authentic

text in reading class. (Question 3, 4, 5, and 6)

3. There were 18 students (64, 3%) who agreed and 8 students (28, 6%) who strongly agreed that English reading sources were easy to find. 4. There were 22 students (78, 6%) who agreed and

4 students (14, 3%) who strongly agreed that authentic text was teaching media which was easy to understand.

5. There were 22 students (78, 6%) who agreed and 5 students (17, 8%) who strongly agreed that

authentic text attracted the students’ interest and

motivation in reading class.

6. There were 19 students (67, 8%) who agreed and 9 students (32, 2%) who strongly agreed that the use of authentic text increased the students’ knowledge.

3 The students’ opinion about teaching material that is avaible in school.(Question 7)

7. There were 12 students (42, 8%) and only 2 students (7, 2%) who strongly agreed that school have prepared the reading source.

4 The students’ opinion about activities in teaching English. (Question 8)

8. There were 22 students (78, 6%) who agreed and 4 students (14, 3%) who strongly agreed that there were much kind of activities in reading class.

5 The students’ opinion about the use Content Based Instruction (CBI) in teaching reading. (Question 9, 10, and 11)

9. There were 22 students (78, 6%) who agreed and 5 students (17, 8%) who strongly that learning English using CBI was fun.

10. There were 21 students (75 %) who agreed and 6 students (21, 4%) who strongly agreed that the

use of CBI in order to increase students’

knowledge.

11. There were 21 students (75%) who agreed and 5 students (17, 8%) who strongly agreed that the

use of CBI in order was attracting students’

motivation in reading class. 6 The students’ opinion about teacher in

reading class. (Question 12, 13, and 14)

12. There were 19 students (67, 8%) who agreed and 5 students (17, 8%) who strongly agreed that teacher always used simple language instruction in reading class.

13. There were 22 students (78, 6%) who agreed and 5 students (17, 8%) who strongly agreed that the

teacher gave good response to students’ answer.

14. There were 21 students (75%) who agreed and 7 students (25%) who strongly agreed about discussion in reading class.

7 The students’ opinion and feeling in studying English especially in reading class. (Question 15, 16, and 17)

15. There were 19 students (67, 8%) who agreed and only 1 students (3, 6%) who strongly agreed that the students were active in reding class

16. There were 15 students (53, 6%) who agreed and 2 students (7, 2%) who strongly about taking notes in reading class.

17. There were 21 students (75%) who agreed and 3 students (10, 7%) who strongly agreed about satisfaction in reading class.

APPENDIX 11

Students’

Scores in Cycle 1

No Students Students’ Scores

Meet 1 Note based on

KKM

Meet 2 Note based on

KKM

1 A 6,25 failed 9 successful

2 B 10 successful absent -

3 C 10 successful 8 successful

4 D 10 successful 9 successful

5 E 8,75 successful 7 failed

6 F absent - absent -

7 G 10 successful 10 successful

8 H 8,75 successful 8,5 successful

9 I 10 successful 10 successful

10 J absent - absent -

11 K 6,25 failed 9 successful

12 L 6,25 failed 7 failed

13 M 10 successful 9 successful

14 N 10 successful 8 successful

15 O 10 successful 9 successful

16 P 10 successful 9 successful

17 Q 10 successful 9 successful

18 R 10 successful 9,5 successful

19 S 10 successful 10 successful

20 T 10 successful absent -

21 U 10 successful 8 successful

22 V 8,75 successful 7 failed

23 W 10 successful 8,5 successful

24 X 10 successful 9 successful

25 Y 10 successful 9 successful

26 Z 10 successful 9,5 successful

27 AA 10 successful 9,5 successful

28 AB 6,25 failed 9 successful

29 AC 6,25 failed 7 failed

30 AD 8,75 successful 9 successful

31 AE 8,75 successful 9 successful

32 AF 10 successful 10 successful

Average 9,2 8,76

Maximum 10 10

Minimum 6,25 7

MPM 7,6 7,6

Percentage whose passed the MPM

Students’

Scores in Cycle 2

No Students Students’ Scores

Meet 1 Note based on KKM

Meet 2 Note based on KKM

1 A 7,8 successful 8 successful

2 B 8,2 successful absent -

3 C 8,4 successful 9 successful

4 D 8,4 successful absent -

5 E 8,7 successful 8 successful

6 F 8,7 successful absent -

7 G 8,7 successful 7 failed

8 H 6,3 failed 8 successful

9 I 7,8 successful 8 successful

10 J absent - absent -

11 K 8,7 successful 8 successful

12 L 8,4 successful 9 successful

13 M 8,7 successful 8 successful

14 N 8,7 successful 9 successful

15 O 6,6 failed 8 successful

16 P 8,4 successful 9 successful

17 Q 9,4 successful 8 successful

18 R 7,8 sucessful 9 successful

19 S 8,7 successful 9 successful

20 T 9,4 successful 8 successful

21 U 7,8 successful 8 successful

22 V 8,4 successful 8 successful

23 W 7,8 successful 7 failed

24 X 7,8 successful 8 successful

25 Y 9 successful 8 successful

26 Z 7,8 successful 9 successful

27 AA 8,7 successful 9 successful

28 AB 8,4 successful 8 successful

29 AC 7,8 successful 8 successful

30 AD 8,4 successful 8 successful

31 AE 9,4 successful 8 successful

32 AF 8,4 successful 9 successful

Average 8,3 8,3

Maximum 9,4 9

Minimum 6,3 7

MPM 7,6 7,6

Percentage whose passed the MPM