Submitted to the Board of Examiners as a partial fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Educational Faculty State Institute for Islamic Studies (IAIN) of Sal
T HE USE OF “READ PLEASE” SOFTWARE TO IMPROVE
THE STUDENTS’ READING SKILL
(A Classroom Action Research of The Eight Grade Students ’ of Ta’mirul
Islam Boarding School Solo, in Academic Year 2015/2016)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of
the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Educational Faculty
State Institute for Islamic Studies (IAIN) of Salatiga
Dyah Novita Sari
11311129
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA
2016
MOTTO
“With the day comes new strength and new thoughts”
-Eleanor Roosevelt
“Be who you want to be, not others choose to see”
-Unknown-
“Change the way you look at the things ang the tings you look at change”
-Wayne Dyer-
DEDICATION
This graduating paper is whole-heartedly dedicated to:
Allah SWT, My Lord My God Almighty thanks for guiding me to face everything in this extraordinary world.
My beloved parents Mr. Siswanto and Mrs. Siti Sumaliyah. Thanks for love, patience and motivation which has given to me.
All My beloved brothers and sisters which has supported me in any situation.
My beloved sister Budi Astuti who always give me a big support as my parents.
My someone special who always accompany me and be my new strength
All of my beloved friends that can not be mentioned one by one
ACKNOWLEDGEMENT
Assalamu’alaikum Wr.WbIn the name of Allah, The Most Gracious and The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper as one of the requirement for the Degree of Educational Islamic Studies (S.Pd.I) at English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga in 2016.
Secondly, peace and salutation always be given to our Prophet Muhammad SAW who has guided us from the darkness into the lightness. However, this paper would not be finished without those supports, advices, guidance, helps and encouragement from individual and institution, and I somehow realize that an appropriate moment for me to deepest gratitude for: 1.
Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies Salatiga.
2. Mr. Suwardi, M.Pd., the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga 3. Mrs. Noor Malihah, Ph. D as the Head of English Department of State
Institute for Islamic Studies (IAIN) of Salatiga and the consultant of this graduating paper. Thank you for all of your suggestions, recommendations and support for this thesis from the beginning until the end.
4. Mr. Ari Setiawan, S.Pd, MM as consultant who has guiede, espoused, and given the writer advices, suggestions and recommendations for this graduating paper from the beginning until the end. Thank you for your patience and care.
5. Mr. Rifqi Aulia Erlangga, S.Fil M.Hum as my academic counselor thanks for your support and advices.
TABLE OF CONTENT
TITLE ..................................................................................................................... i DECLARATION ................................................................................................... ii ATTENTIVE COUNSELOR NOTES ................................................................. iii STATEMENT OF CERTIFICATION .................................................................. iv MOTTO .................................................................................................................. v DEDICATION ...................................................................................................... vi ACKNOWLEDGEMENT ................................................................................... vii TABLES OF CONTENTS .................................................................................... ix LIST OF TABLES ............................................................................................... xii ABSTRACT ........................................................................................................ xiii
CHAPTER I INTRODUCTION A. Background of the Study ............................................................................ 1 B. Problems Statements .................................................................................. 4 C. Objectives of the Study ............................................................................. 5 D. Benefit oh the Research.............................................................................. 5 E. Limitation of the Problem …...................................................................... 6 F. Definition of the Key Terms ...................................................................... 6 G. Review of Previous Study ..........................................................................7 H. Paper Organization ..................................................................................... 8 CHAPTER II LITERATURE REVIEW A. Definition of Software ............................................................................ 10 B.
“Read Please” Software ........................................................................... 11 C. Reading .................................................................................................... 23
CHAPTER III RESEARCH METHODOLOGY A. Research Method...................................................................................... 21 B. Research Procedure ................................................................................. 23 C. Technique of Collecting Data .................................................................. 26
D.
Object of the Research ............................................................................ 26 E. Instrument of Data Collection ...................................................................27
CHAPTER IV RESEARCH FINDING A. Data Analysis ........................................................................................... 44 B. Discussion ........................................................................................... 62 CHAPTER V CLOSURE A. Conclusions .............................................................................................. 65 B. Suggestions .............................................................................................. 66 BIBLIOGRAPHY APPENDIXES
LIST OF TABLE
3.1 Schedule of The Research .............................................................................. 27
3.2 Observation Sheet .......................................................................................... 28
3.3 Scoring rubric of Reading .............................................................................. 30
3.4 The Criteria of Students‟ Score .................................................................... 31
3.5 List of Facilities in Ta‟mirul Islam ................................................................ 45
4.2 The Result of Pre-Test I ................................................................................. 43
4.3 The Classification .......................................................................................... 44
4.4 The Result of of Post-Test I ........................................................................... 45
4.5 The Classification of Post-Test I .................................................................... 46
4.6 The Result of Pre-Test and Post-Test I .......................................................... 47
4.7 Observation Sheet .......................................................................................... 54
4.8 The Result of Pre-Test II ................................................................................ 55
4.9 Classification of Pre-Test II .......................................................................... 56
4.10 The Result of Post-Test II ............................................................................ 57
4.11 Classification of the Students ....................................................................... 58
4.12 The Result of Pre-Test and Post-Test II ....................................................... 59
ABSTRACT
Sari, Novita Dyah. 2016. “The use of “Read Please” software to improve the
students’ reading skill (A Classroom Action Research of The Eight Grade of Ta’mirul Islam Boarding School Solo in Academic Year 2015/2016)”.
A Graduating Paper. Educational Faculty English Department State Institute of Islamic Studies (IAIN). Consultant: Ari Setiawan, S.Pd, M.M
This study is intended to improve the students‟ reading skill using “Read Please” software. The research answered these main questions (1) How is the profile of the student‟s reading skill before and after using of “Read Please” software at the eight grad e students‟ of Ta‟mirul Islam boarding school Solo in the academic year of 2015/2016? (2) Does the use of “Read Please” software improve reding skill at the eight garde students‟ of Ta‟mirul Islam boarding school Solo in academic yaer of 2015/2016? (3) How far the improvement of “Read Please” software in improving students‟ reading skill for the eight grade of Ta‟mirul Islam Boarding
School Solo in the academic year of 2015/2016? The methodology of this research used Classroom Action Research (CAR). There were two cycles. Each cycle consisted of planning, action, observation and reflecting. From the results, the writer found several findings on it. The result of this research is there is an improvement of students‟ reading comprehension by using “Read Please” software. It can be seen from: (1) Before the software implemented the students‟ are not trust and confidence with their ability in reading English text loudly. But after the software has been implemented, the students showed their ability in read English text briefly and confident. (2) After implementing the software, their skill in reading are improving. It can seen from the mean score in the first cycle and the secind cycle are increasing. The mean in the post test I is 77.57 and the maen in the post tes II is 85.71. (3) The mean of pre- test I is 72.9 and post-test I is 77.57, pre-test II is 74.57 and post-test is 81.38. And the percentage mean score of pre- test I is 14.3%, post-test I is 38.1%, pre-test II is 28.57% and post-test II is 85.71%. It can be mean that 18 of 21 students can pass the KKM after learning by using “Read Please” software. Thus, it can be concluded that there is significant improvement of students‟ reading skill by using “Read Please” software.
Key words :
“Read Please” software, Reading Skill
CHAPTER I INTRODUCTION A. Background of the Research Recently, science and technology grows well, especially in social
media. In past time, a lot of information stored in books or other print sources but this time those can find by search in the social media that require the ability to understand. For studen ts‟ at all level in education are required to master their ability in reading English text. In English learning there are four aspects that includes, speaking, reading, writting, and listening.
Science in the class, the teacher explains the material but not all from their students understand with their explanation. There are some a group of students that can not accept the point of the explanation. Every students has a different ability in understanding some material or lesson during explanation. Beside they learn the explanation from the teacher they have to read more the material themself to reach the point.
Understanding the main idea from some text is needed to read the whole text, recognize every each word, and know the meaning of the word. They have to know how to interprate the mind idea of the text by their own understanding. Many students‟ do not interest with reading and they will have difficulties when they try to accept what the mean of what they have read, it because they don‟t have skill in reading. Mastering reading skill is important for all students‟ to get the information from the printed text, most of the information is needed for their knowledge which up to date from magazine, newspaper, articles, text book, and technology.
In this era, most of school use English for their daily, and the students‟ of Ta‟mirul Islam borading school also use bilingual, Arabic and English. The students‟ should mastering these two language familiar but in fact English lesson is one of their difficult lesson beside mathematic, nahwu, and shorof. During the English lesson, students‟ get difficulties in reading, they don‟t know how to read the word and they don‟t know what is the meaning of some vocabularies. The student‟s felt that English lesson is same like nahwu and shorof lesson.
The teacher of Ta‟mirul Islam said that most of their students still difficult to spell, understand the meaning and shy during reading an English text, they felt confuse if they are false read the word. The students also have low passion to mastering English lesson especially improving their reading skill. They think Arabic language is more important than English language.
In the past problem is why most of students‟ do not like read? There are many factors why they do n‟t like read. The book is irrelevant; exposing someone only to the wrong, age-inappropriate reading material can prove detrimental for their subsequent opinion of book reading.
Variation sytle in teaching models is the best way to make students‟ interest with the lesson. Feel enjoy during the lesson can help to catch the ponit of the lesson. In mastering reading skill also need a variation style, beacuase the students‟ should know if reading have many advantages.
Actually reading have many advantages, the students will find a lot of information from various sources that can add their insights to the world and they also get more additional knowledge which has not got from lessons at school from the teacher explanations. Everything that students need can be found by reading from any resources.
The resources can be found on printed book and technology, but people usually find what need to search by their technology. Many people have their own smart phone that will help them in searching anything. Besides that, people easier to understand the main point of some information in the technology than from the printed book. Nowadays, many of people use the technology for searching some information than searching in the printed book.
According to Dechant (1982:36) said that communication always involves two elements: 1) The ideas or experience that are to be communicated; 2) the sign or symbols that are used to convey these ideas or experience.
Hudson, 2007:7) states that, the capacity to read is a truly wondrous human ability. Just the fact that over a billion and a half human brains disrtibuted around the world can read or can learn to read, while no other animal or machine can accomplish this feat, is more than merely noteworhty. It is amazing capacity that allows people in different physical locations and eras to communicate ideas, grand and worldly, to one another.
The researcher tries to use “Read Please” software to improve the students‟ reading skill of eight grade of Ta‟mirul Islam boarding school Solo. There are many reasons for using of this software are to teach them to read English correctly
, to help the students‟ reduce in reading saturation and also help the teacher in teach their subject easier, especially for reading subject.
Based on the expalantion above, it gives inspiration to the reseracher and carrying out the research entitled The Use of
“Read Please” Software To Improve The Students’ Reading Skill For The Eight Grade Student s’ Of Ta’mirul Islam Boarding School Solo In Academic Year 2015/2016.
B. Statement of the Problem
In this research, the writer would like to focus on the following problems:
1. How are the profile of the students‟ reading skill before and after using of “Read Please” software for the eight grade student of Ta‟mirul Islam boarding school Solo in academic year of 2015/2016 ?
2. Does the use “Read Please” software improve reading skill for the eight grade of Ta‟mirul Islam boarding school Solo in academic year 2015/2016? 3. How far the improvement of “Read Please” software in improve the student‟s reading skill of the eghit grade of Ta‟mirul Islam boarding school Solo in academic year of 2015/2016? C.
Objective of the Research
Based on the problem of the statement the objective of the study are;
1. To describe the profile of the student reading skill before and after the use of “Read Please” software at eight grade of Ta‟mirul Islam Boarding school Solo in academic year of 2015/2016.
2. To find out the use of “Read Please” software toward reading skill for the eight grade students of Ta‟mirul Islam boarding school Solo in academic year 2015/2016.
3. To find out the significant improvement after the use of “Read Please” software of the eight grade of Ta‟mirul Islam boarding school Solo in academic year of 2015/2016.
D. Benefits of the Research
In this research, the benefits of the study are: 1. For Students
Students are interest and have a passion to develop their skill in reading. especially for their reading skill by use “Read Please” software.
2. For Teachers This research can be one of the reference and enrich the technique in teaching reading, also help them to solve the problem about reading skill.
3. For Ta‟mirul Islam boarding school This software can be reference for teaching reading subject especially in English subject.
E. Limitation of the Problem
This research is concentrated on the implementation of the use of “Read Please” software to improve the students in reading skill of the eight grade of Ta‟mirul Islam Boarding School Solo in academic year of 2015/2016. Hopefully this research will give good influence for the student.
F. Definition of the Key Terms
This research is composed of four main terms which are essential to be described. The writer wants to explain the meaning of the tittle consist of:
1. Software Software means computer instruction or data. Anything that can be stored electronically is software, in contrast to and display devices which are called Computer software is a general term that describes computer programs. Related term such as software program, applications, scripts, and instruction sets all fall under the category of computer software. Therefore, installing new program or application on computer is synonymous with installing new software on computer.
2. Reading There various definitions of reading, (Dechant; 1982:15) stated that reading classified definitions into those that define reading as intrepretation of experience and those that define reading as intrepretation of graphic symbols and discussed th e importance of the sign system, decoding, and semantic and language structures.
3. Skill The ability to do something well; expertise.
The ability comes from one‟s knowledge, practice, and aptitude to do something well and competent excellence in performance.
G. Review of Related Literature
To support this research, the writer takes two literature reviews, the first title is
“Improving Stdents’ reading Skill in News Item Text Through
Running Dictation game of MTsN karanggede in The Academic Year of 2013/2014”.That research was conducted by Sri Darsini 2015. The
researcher conclude that the use of news item text during reading subject is give more imoprovement than just read the text.
The second research was done by Astri Rahmawati (2014) entitled
“The Use of Group Investigation Strategi to Improve Students’ Reading Skill of MAN Tengaran in The Academic year of 2013/2014. The reseacher
conclude that making a group investigation makes the students more active in asking questions without fearing than they work individualy. Since in s group the students‟ have more breafly in asking some question, beacuse they work in group that can them feel confident. And this technique very effective in teaching reading process.
H. Paper Organization
In order to make easy to understand this paper, the writer uses of representation. The system consist of five chapters: Chapter I is introduction. It contains; background of the research, statement of the problem, the objective of the research, the benefits of the research, limitation of the problem, definition of the key terms, review of related paper, and paper organization.
Chapter II is theoretical framework. It consists of the underlying theories that include reading skill, and the use o f „read please” software.
Chapter III explains about methodology the research, the setting of the research. Subject the research, type of the research, procedures of the research, technique of collecting data, and technique analyzing data.
Chapter IV is data analysis which consist of description from
chapter I up Chapter V is closure, it is contains of conclusion and suggestion.
CHAPTER II LITERATURE RIVIEW Software means computer instruction or data. Anything that can be
stored electronically is software, in contrast Computer software is a general term that describes computer programs. Related term such as software program, applications, scripts, and instruction sets all fall under the category of computer software. Therefore, installing new program or application on computer is synonymous with installing new software on computer.
A. Definition of Software
Software can be thought of as the variable part of a computer and hardware the invariable part. Software is often divided into software (programs that do work users are directly interested in) and and any program that supports application software). The teris sometimes used to describe programming that mediates between application and system software or between two different kinds of application software (for example, sending a remote work request from an application in a computer that has one kind of operating system to an application in a computer with a different operating system).
Software used to manage and control the hardware components and which allow interaction between the hardware and the other types of software. The obvious type systemis the computer‟s operating system but device drivers include two types are utility and application software.
Utility software is a software such as anti virus, firewalls, disk sedragmenters which help to maintain and protect the computer system but does not directly interface with the hardware. Application software known as „apps‟ are designed to allow the user of the system to complete a specific task or set of tasks.
Some general kinds of application software include: 1.
Productivity software, which includes word processor, spredsheet, and tools for use by most computer users.
2. Presentation software 3.
Graphics software for graphic designer 4. Specialized scientific application 5. Vertical market or industry specific software such as, for banking, insurance, retail, and manifacturing environment.
B. “Read Please” Software 1.
Definition of “Read Please” soft ware Read please Shoft ware is a text to speech application designed to give the computer a human-sounding voice, so it can read arbitrary text to the reader from web, pages, e-mail, or the other clipboard. Through file, type association, the program can read any text file or rich text format file directly from the internet.
2. The steps of using “Read Please” software. The following term are several steps of applying the software: a.
Locate the text that have to read b. Choose the vioce c. Settle the duration or intonation of reading d. Press the green readplease play button C.
The Benefits of using “Read Please” software
“Read Please” software is a computer application that can read any text, the user can manage the speed, volume and can change the voice, female or male. The researcher used this software because there are many benefits as the teaching media. This software can teach how is the pronounce some English word, and how to read a whole of English text. It can made the teacher teach easly and can be one way how to make the students‟ interest to learn Englis especially in reading. ( http:// download.cnet.com/ ReadPlease-2003/3000-7239_4-10030557.html :3 April 2016) D.
Reading
In English, there are four basic skills that the students have to master in study. They are listening, speaking, reading, and writing. One of those is reading. Reading is important skill in English. The students learn reading to acquire knowledge and source of information. They need to practice continually and extensively to develop reading skill.
1. Definition of reading
There various definitions of reading, (Dechant; 1982:15) stated that reading classified definitions into those that define reading as interpretation of experience and those that define reading as interpretation of graphic symbols and discussed the importance of the sign system, decoding, and semantic and language structures. It also meant by Charles (1963: 120) states that reading is the process of learning to read in ones native language is the process transfer from the auditory signs for language signals, which the child has already learned, to the new visual signs for the same signals. In addition, Grabe (2009: 15) says that reading is a strategic process in that a number of the skills and process used in reading call for effort on the part of the reader to anticipate text information, select key information, organize and mentally summarize information, monitor comprehension, repair comprehension breakdowns, and match comprehension output to reader goals.
Based on the definitions above the writer concludes that reading is an effort to get the point or information from some text. And be the way how the reader gets the idea, knowledge or feeling that expressed by the writer.
2. Types of Reading
Reading skill can be divided into four types, there are: a.
Scanning reading It is making quickly over view of passage, looking for specific information.
b.
Skimming reading It is making quick uses the same approach, expert that instead of concentrating on specific information. We are looking for the main idea or the general gist of passage.
c.
Intensive reading It is reading for complete understanding of entire of it.
d.
Extensive reading It is rapid for main ideas of a large amount of the text.
3. Aims of Reading
Grabe (2009: 8) states that the aims of reading, there are: a.
Reading for information (scanning and skimming) To seek information can combine scanning (identifying a specific graphic form in the text) and skimming (to search information the reader has to build a simple quick understanding in the text) b.
Reading for quick understanding (skimming) Skimming is used the readers when they need to read many texts. Then, they want to determine what a text about and choose one text to focus more attention. They don‟t need to read all the materials. They just want to know some material in details.
c.
Reading to learn Reading is often carried out in academic and professional settings. They read to learn when the information in a text is identified as important (often by a teacher or textbook) and when that information will be used for some task or may be needed in the future.
d.
Reading to integrate information The type of reading to integrate information is that the reader synthesizes information from multiple texts or brings together information from different part a long text, and creates their own understanding about the information.
e.
Reading to evaluate and critique This happen in academic and professional settings, after reading a long text they have been asked to evaluate and critique.
They make their decisions about which aspect of the text are most important, persuasive, least persuasive or most controversial.
f.
Reading for general comprehension The most common purpose for reading among fluent readers, and it is the default assumptions for the term reading comprehension. g.
Develop the students knowledge of vocabulary and idiom Reading can come from any resourchers, printed book or online. Every text consist many of vocabulary and idiom which usually reader do not understand. Its make stimulus to the writter in understanding, exactly it develop their vocabulary and idiom.
4. The Principals of Reading
According to Harmer (2001:70) the principles of reading are: a.
Reading is not passive skill. Reading is an incredibly active occupation. To do it successfully, we have to understand what the words mean.
b.
Students need to be engaged with what they are reading. As with everything else lessons, student who are not engaged with the reading text, not actively interested in what they are doing.
c.
Students should be encouraged to responds to the content of reading text, not just to the language. It is important to study reading text for the way they use language, the number of paragraphs they contain and how many times they use relative clauses.
d.
Prediction is a major factor in reading. When we read texts in our own language, we frequently have a good idea of the content before we actually read. e.
Match the text to the topic. Once a decision has been taken about what reading text the students are going to read, we need to choose a good topic for them that suitable for their ability.
5. Aspect of Reading
Some of the aspects of reading which deserve both specific attention in isolated learning situations and, at other times, more balanced attention in a more normal reading situation are word recognition, comprehension, and reflection. Dallman (1982: 25) states that aspect of reading are: a.
Word recognition The degree of excellence in reading is determind to a large extent by the ability to recognize and pronounce words. The chiefly skill in recognizing words continues to enjoy support in respectable and influential quarters.
b.
Comprehension The vast majority of teachers do not endorse the claim that the individual who can regognize words can read. To them comprehension ia an absolute necessity in reading. And practice of equating the pronunciation of words in context with reading is faulty.
c.
Reflection Many educators have pointed out that word recognition and comprehension do not comprise the total of the reading act. During the process of reading, when defined as gaining meaning from the printed page, it is necessary to be able to hold ideas as they occur and to conceptualize meaningful interpretation through reflection.
6. Purposes of Reading
Mahmoud (1992: 10) states that the purpose of reading are: a. Reading for specific information
Reading for specific information is a common form of reading used to discover specific or limited information.
b.
Reading for application Reading for application is used to accomplish a special task.
c.
Reading for pleasure and intertainment It includes reading from magazine, newspaper, novels and similar material.
d.
Reading for ideas The type of reading requires paying special attention to main ideas, cocepts and the nature of the presented information.
The readre skims through major topics, headings, illustrations, and conclusions in order to obtain a general idea of the text. Reading for idea is enhanced through familiarity with the overal field of study, realted topics, facts, and discussions.
e.
Reading for understanding
It requires comprehension of the relationship between the information introduced and overall knowledge of the subject. It requires understanding the relationship of topics to sentences, paragraphs, and the main ideas.
7. Causes of the Poor Reader
The rate of comprehension of poor readers is often significantly below the norm for their age and grade level. They cannot read as many words per minute as would be normal for a pupil their age. Emerald (1982: 350) says that the causes commonly adducted to explain a slow reading rate are: a.
The pupils move the lips and vocalizes excessively during silent reading. An over emphasis on auditory methods of oral reading may lead to excessive lip movements, inner vocalization, and word by word reading b.
The pupil sounds out every word c. The material is too difficult, the pupils has not had the experintial background and lacks the intellectual maturity to bring meaning to the printed materials.
8. Elements to Develop Reading Skill
Dallman (1982: 27) says that the student‟s reading skill can be develop by some important elements. They are: a.
Physical health Reasonable measure of physical health is essential to all school learning. Nerveous tension and even ordinary physical fatigue can reduce enjoyment and interest in reading. The physical health include: sight, heraing, and speech. And it all should in a good condition.
b.
Mental health Among the basic developmental needs of children that affect growth in reading is feeling of security, of being accepted and loved. To assure success for every student in the process of learning to read, the teacher must know theie student‟s capabilities. Havea good mental can build a self confidence and a strong desire to achive the point.
c.
Attitude of the learner The desire to read is the motivating force that leads to reading.
For the beginner learner they honestly eclaim that they hate reading. That attidue should be lost from the student mind, teacher should select stories, or the other interest text to force that mind and build a good attidue about reading.
d.
Attitude of the teacher The teacher and the school do not bear exclusive responsibility for developing reading skill but taecher can be the important element in develop reading skill. During learning process teacher should shows respect for each indivudual. Getting respect from the teacher make the students feel comfort in learning process.
CHAPTER III RESEARCH METHOD This chapter presents the research method. It focuses on the method used in
conducting the research. It describes setting and schedule of the research, subject of the research, research design, research procedure, data and data source, instrument of data collection and technique of analyzing data.
A. Research Method The method of research is applying Classroom Action Research.
According to Arikunto (2006: 2-3) there are three words that can explain in applying CAR. So, there are three definitions that can be explained: research, action, and class. Research is an activity to observe the object by using of ways methodologies to get te useful data or information to improve the quality of thing and that is necessary for researcher. Action is a movement activity delibaretaly with a specific purpose. A group of students,whom got the lesson in the same time and place.
Then she concludes, that Classroom Action Research means the research that undertaken by teachers to improve their performance and teaching skill in the classroom.
The aim of action research is to feed practical judgment in concrete situation, and the validity of the theories or hypothesis it is not generate depends so much on scientific test of truth as an their usefulness in helping people to act more intelligently and skillfully. In recent years, action research has been applied to problem involving curriculum development, and in service education, particularly within the field of self-evaluation (Arikunto: 2006: 57).
Kemmis in Hopkins (1993: 44) said that action research is a form of self reflecting enquiry undertaken by participants in social including educational situations in order to improve the rationality and justice of their own social or educational practice, their understanding of these practice and the situations in which the practices are carried out. And taken from Division of Education, Indiana University, South Bend, said that classroom action reserach is research designed to help the teacher to find out what is happening in his or her own classroom, and to use that information to take action for future improvement Basrowi (2008: 27).
Asmani (2011: 46) outline the characteristic of Classroom Action Research, are: 1.
An inquiry on practice from within 2. A collaborative effort between school teacher and teacher educators 3.
Reflective practice made public Base on the definition above, it can conclude that Classroom Action
Research is the research thatundertaken by teachers to improve their performances and teaching skills in the classroom. CAR is used as one way to improve the quality of teaching and learning and a method of finding out what works best in classroom so that can improve student learning process.
The researcher uses classroom action research because the research was done to solve the problem of learning in the classroom. It also uses to explain the process of teaching reading skill use “Read Please” software.
This research is Collaborative Classroom Action Research, because the researcher directly works together with one of her partner to help conducting the research to solve the student‟s problem in the class. The collaborator is one of the students at IAIN Salatiga, named Indah Rahayu.
th
She is a student in English Education Department 2011 . In this research, the writer acts both as a teacher and researcher.
B. Research Procedures
In this classroom action research, the writer plans to conduct two cycles in teaching reading descriptive text, which is each cycle consists of four stages, they are: planning, acting, observing, and reflecting. The four stages of the CAR cycle is conducted which is integrating like spiral. The scheme of model classroom action research is as follow:
Figure 3.1 Model of Action Research based on Kemmis and Mc Teggart (1988: 14) in Hopkins (1993: 41)Here some explanation about four stages of each cycle in the procedure of this research, they are: a.
Planning Planning is the first stage of research procedure. This activity covers the problem identification. In the planning stage, the resesrcher has to identifying the problem, making some strategy to solve the problem which happened in the class. The activities in the first stage are:
1) Preparing the material, making lesson plan and design the steps in doing action
2) Preparing list of the students‟ name and list of score
3) Preparing teaching aids
4) Preparing test, pre-test and post-test b.
Action The researcher conduct an action after the first stage completed.
The action should same with what has been planed in thefirst stage. It refers on how the researcher do in the classoom and how the class will manage based on the lesson plan. This action aimed to solve the problem in the planning stage. The researcher implements the CAR with activities bellow:
1) Giving pre-test
2) Explaining descriptive text as the subject material
3) Teaching reading skill using “Read Please” software
4) Giving opportunity for students‟ to ask any difficulties
5) Giving post-test c.
Observation Obseravtion was the activity of monitoring (data collecting) to determine how much the effect of the action has reached the target.
Observation was conducted by observing and scoring through oral test to student‟s ability in reading English text.
d.
Reflection Reflection was conducted for evaluating all of the actions done in every cycle. The result of the observation is analyzed, it is to remember what occurs that has been written in observation. Reflection seeks to memorize sense of the process, problems and real issues in strategic action. The writer‟s reflection is done by discussing with his collaborator. If the researcher find problems in teaching in the first cycle, she will try to solve the problem in the next cycle.
Students minimum score (KKM) was 78. It means that students passed the test when they got score 78 or above. The writer expected that 75% students could pass the test in the cycle 1. When the number of students who pass the KKM was lower than the writer expectation, below from 75%. The writer would conduct the next cycle II in order to reach 90% students who passed the KKM.
C. Technique of Collecting Data
There are two kinds of data that were collected in this research they were quantitative data and qualitative data. The quantitative data was score of students test and the qualitative data was information about the applicat ion of “Read Please” software reaction in teaching learning process. The researcher also observes the classroom interaction and collects the needed information.
The quantitative data (score) was collected by using test which consist of written test and oral test, and qualitative data from the information about the application of the using “Read Please” software collected by using observation.
D. Object of the Research
In this research, the researcher chooses Ta‟mirul Islam boarding school as object of the study especially eighth grade students consist of 3 classes, but the researcher took one class VIII C because most of the students in this class are not confident to read aloud English text. They also have difficult in pronounce some word. There are 21 students‟ in this class and all of them are girls.
They use two languages in their daily life, Arabic and English, because they are staying in the boarding. They have English lesson at least two meetings in a week and each meeting a long with two hours lesson; one lesson is 40 minutes.
Table.3.1 Schedule of the Research No. Activities Time st
1 Observation February 21 2016
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