113 13 151 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2017

IMPROVING THE STUDENTS’ READING
COMPREHENSION BY USING PICTOGRAM
(A Classroom Action Research of the Students of X IPA-2 of SMA Kartika
III-1 in the Academic Year 2017/2018)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan (S.Pd)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga

By:
IZZAH KHOIRI
113 13 151

ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2017

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iii

iv

MOTTO

“IT WOULD BE YOU IF YOU NEVER EVER GIVE UP”
“SETIAP ORANG ITU SPESIAL JIKA KAMU TIDAK SETUJU, BERARTI KURANG
PERHATIAN”
(The Writer)

v

DEDICATION

I hereby dedicate this graduating paper for:
1. My beloved parents to be patient and the best parents, I love you so
much

2. My little brother, Mahfud and Harun, for being a good and happy
children
3. My big family, Bani Harun and Bani Amat Iman, thanks was
support me.
4. Mas Irawan Fuadi,S.TH.I thanks for was waiting for me. It was the
most beautiful thing I got from Allah.
5. My Tantru, Alvina Fitria who has being my friend, my assistant,
my mom, my sister, my roommate that always give too much thing
I need.

vi

ACKNOWLEDGEMENT

Allhamdulillahirobbil „alamin, all praises due to Allah, the Most Gracious
and the Most Merciful Bless and the mercy is upon great prophet Muhammad
SAW for his guide is from the darkness the lightness.
However, this paper will not be finished without supports, advices, help,
and encouragement from some people and the institution. I would like to say
thanks to:

1. Dr. Rahmat Hariyadi, M.Pd as the Rector of States Institute for Islamic
Studies Salatiga
2. Suwardi,M.Pd, the Dean of Teacher Training and Education Faculty
3. Noor Malihah, Ph.D, the Head of English Education Department
4. Rr. Dewi Wahyu M,S.S.,M.Pd as my counselor.
5. All of the lecturers
6. All of the staff
7. International class program batch 2013 who was accompany me from the
first semester. There is no family like them.
8. LPM DinamikA, thanks a bunch make me more and more be adult person
9. The big family of Ma‟had al-Jami‟ah Putri, Drs. Abdul Syukur,M.Si (the
director), KH. M. Ali Zamroni, Lc.,M.A (the caregiver), also the organizer
from 2013-2017 that I cannot mention one by one.

vii

10. SMA Kartika III-1 Banyubiru as my angel in this last project, Mr. Imam
Hidayat and his students, just Allah will give you the best thing you want,
thanks for the kindness.

Salatiga, September 16th 2017
The writer

Izzah Khoiri
NIM. 11313151

viii

ABSTRACT

Khoiri,

Izzah. 2017. IMPROVING THE STUDENTS‟ READING
COMPREHENSION BU USING PICTOGRAM (A Classroom Action
Research of the X IPA-2 of SMA Kartika III-1 in the Academic year
2017/2018). AGraduating Paper, Teacher Training and Education
Faculty, English Education Department, State Institute for Islamic Studies
(IAIN) Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari.,S.S.,M.Pd.

Keywords: Pictogram, reading comprehension, classroom action research.

The writer and the teacher used pictogram to improve the students‟ reading
comprehension. The objectives of this study are (1) to describe the
implementation of using pictogram to improve the students‟ reading
comprehension of the X IPA-2 of SMA Kartika III-1 Banyubiru in the academic
year of 2017/2018. (2) To identify how far the improvement of the students‟
reading comprehension in the X IPA-2 of SMA Kartika III-1 in the academic year
of 2017/2018 after being taught by using pictogram. This study is Classroom
Action Research (CAR). It was conducted in two cycles. Each cycle consisted of
four steps. They were planning, acting, observing, and reflecting. The writer took
role as an observer who observed everything that happened in the class while the
teacher performed CAR for the students. The result shows that (1) The
implementation of using pictogram to improve students‟ reading comprehension
is really successful. The students who pass the passing grade improve gradually
from the cycle 1 and the cycle 2. The passing grade is 75. In the pre-test of cycle
1, 9,4% of the students pass the passing grade. In the post-test of cycle 1, 54% of
the students pass the passing grade. Then, in the pre-test of cycle 2, 11% of the
students pass the passing grade. In the post-test of cycle 2, 79% of the students
successfully pass the passing grade, (2) The improvement of the students‟ reading
comprehension by using pictogram in the X IPA-2 of SMA Kartika III-1 is really
significant. In the cycle 1, the t-test is 2, 7, and the t-table is 2,039. The significant

level is 5%. Then, in the cycle 2, the t-test is 5, 4.

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TABLE OF CONTENTS

TITLE ......................................................................................................................i
DECLARATION .................................................................................................. ii
ATTENTIVE COUNSELOR’S NOTE ............................................................. iii
STATEMENT OF CERTIFICATION ..............................................................iv
MOTTO ................................................................................................................. v
DEDICATION ......................................................................................................vi
ACKNOWLEDGMENT ................................................................................... vii
ABSTRACT ..........................................................................................................ix
TABLE OF CONTENTS ..................................................................................... x
LIST OF FIGURES .......................................................................................... xiii
LIST OF TABLES .............................................................................................xiv
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................ 1
B. Problems of the Study ................................................................................ 5

C. Objectives of the Study .............................................................................. 5
D. Significances of the Study .......................................................................... 5
E. Limitation of the Study .............................................................................. 7
F. Definitions of the Key Terms ..................................................................... 7
G. Graduating Paper Outline ........................................................................ 7

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CHAPTER II LITERATURE REVIEW
A. Review of Previous Studies .......................................................................... 9
B. Educational Technology and Other Teaching Equipment ..................... 11
C. Pictogram ..................................................................................................... 12
1. History of Pictogram .............................................................................. 12
2. Definition of Pictogram ......................................................................... 13
3. Classification of Pictogram ................................................................... 14
4. Advantages of Pictogram ...................................................................... 16
5. Pictogram as an Aid in Reading ........................................................... 17
D. Reading ........................................................................................................ 18
1. Definition of Reading ............................................................................. 18
2. Purpose of Reading ................................................................................ 19

3. Techniques of Reading .......................................................................... 19
E. Reading Comprehension ............................................................................ 20
1. Definition of Reading Comprehension .................................................. 20
2. Components of Reading Comprehension ............................................. 21
3. Levels of Comprehension ...................................................................... 21
4. Factor Affecting Students on Reading Comprehension ..................... 22
5. Strategies for Improving Comprehension Skills ................................. 23
CHAPTER III METHODOLOGY OF THE STUDY
A. Location of the Study ................................................................................. 24
B. Design of the Study ..................................................................................... 24
C. Subject of the Study ................................................................................... 25
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D. Schedule of the Study ................................................................................. 25
E. Techniques of collecting the data .............................................................. 26
1. Test .......................................................................................................... 26
2. Observation ............................................................................................ 27
3. Interview ................................................................................................. 27
4. Documentation ....................................................................................... 27
F. Cycles of Classroom Action Research ....................................................... 28

G. Rubric of Reading Comprehension .......................................................... 31
H. Techniques of Analyzing the Data ............................................................ 32
1. Qualitative Data ..................................................................................... 33
2. Quantitative Data ................................................................................... 33
CHAPTER IV DATA ANALYSIS
A. Findings ........................................................................................................ 33
B. Discussions ................................................................................................... 63
CHAPTER V CLOSURE
A. Conclusions .................................................................................................. 65
B. Suggestions ................................................................................................... 67
REFERENCES
APPENDICES

xii

LIST OF FIGURES
Figure 2.1 Representational Pictogram ................................................................. 14
Figure 2.2 Abstract Pictogram .............................................................................. 15
Figure 2.4 Descriptive Pictogram ......................................................................... 16
Figure 2.7 Pictogram as an Aid in Reading ........................................................... 17

Figure 3.1 Cyclical Action Research model ......................................................... 31

xiii

LIST OF THE TABLES

Tables 3.1 Schedule of Study ................................................................................ 25
Table 3.2 Field note of the teacher‟s activities ...................................................... 29
Table 3.3 Field note of the student‟s activities ...................................................... 30
Table 3.4 Rubric of Reading Comprehension ........................................................ 32
Table 4.1 Students‟ score in the pre-test of the cycle 1 ......................................... 46
Table 4.2 Count of Passing Grade of the Pre-Test in the Cycle 1 ......................... 48
Table 4.3 Students‟ Score in the Post-Test of the Cycle 1..................................... 49
Table 4.4 Count of Passing Grade of the Post-Test in the Cycle 1 ....................... 50
Table 4.5 Difference square of Pre and Post-Test Score in Cycle 1 ...................... 51
Table 4.6 Students‟ Score in the Pre-Test of the Cycle 2 ...................................... 55
Table 4.7 Count of Passing Grade of the Pre-Test in the Cycle 2 ........................ 56
Table 4.8 Students‟ Score in the Post-Test of the Cycle 2 .................................... 57
Table 4.9 Count of Passing Grade of the Post-Test in the Cycle 2 ........................ 58
Table 4.10 Difference square of Pre and Post-Test Score in Cycle 2 ................... 59

Table 4.11 Table of Data Analysis ........................................................................ 63

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CHAPTER I
INTRODUCTION

A. Background of the Study
Humans need a language to communicate each other. Along with
language, human can express the thing to be conveyed and receive well
the things put forward. Language is not only as communication, but also as
unifying nation.
Language is a city to the building of which every human being
brought a stone. Emerson (1876) as cited in Fromkin (2011, p. 430) states
that “Language has built by every human‟s contribution”. So that, it is the
responsibility by each people to have an ability on language.
Harmer (2011, p.1) states that “Although English is not the
language with the largest number of native or „first language‟ speaker, it
has become a lingua franca. A lingua franca can be defined as language is
different from each other‟s and where one or both speakers whose native
languages are different from each other‟s and where one or both speakers
are using it as a „second‟ language.” English will become a priority
language in the future. Even, it has just become lingua franca. But, that is
not change anything because finally people use English as unifying
language.
Learning English is very needed for every people in this era.
Because Graddol (1997) as a cited in Harmer (2011, p.5), considers
1

“English is a number of future possibilities, all of which question the
certainty of English as the number one of the world.” As Graddol says, at
the internet and the World Wide Web, Graddol try to remind people that
most of the communication in the internet use English language. It is
clearly enough that English will be common language in the several
aspects such as: economics, geographies, trades, arts, socials, cultures,
educations, etc. People need English language to make transactions even
just a communication. Moreover, as the students, they have to an ability
and capability in English. At least, students can understanding English a
pieces.
Harmer (1989, p.16) states that “English has four languages skills.
They are reading, listening, speaking, and writing. Speaking and writing
include language production, they are productive skills. On the other hand,
listening and reading involve accepting the message, so they are as
receptive skills.” Students have to learn all of the skills above because
government had been arranged the curriculum of English lesson. But, not
all of them are capable in those skills.
One of those skills above is reading skill. According to Elizabeth
(2013, p. 6-7) “Reading is one of the parts of daily activities. People read
many kinds material of written, such as read message, newspaper, book,
magazine, novels, advertisement, and so on. From reading people can get a
lot of information, knowledge, solution, entertain, and so on. To get all the
purposes is so need reading skill absolutely.” From that explanation,
2

reading actually is the part of daily activity. Without reading, people
cannot understand something around them.
Students also can start to understand English from reading
comprehension. By reading comprehension, students can understand the
idea or the meaning of the text. As Scanlon et al (2010, p. 276) explained
that “Comprehension is an active, constructive process in which the
ultimate understanding of the content is determined by combination of
what is stated directly in the text and the readers‟ knowledge related to the
topic of the text.”
In the fact, several students did not like reading. As the case in the
SMA Kartika III-1 Banyubiru, some students did not like reading because
feel lazy and too tired to read. Even, the other did not know about the
meaning of vocabularies. That made the students does not find anything in
the text. Moreover, SMA Kartika III-1 is one of military school that
prepared them to be an Indonesian National Armed Forces for students
wants to be.
From the explanation above, the teacher has to find some methods
and equipment that suitable with this condition. To solve the problem in
reading comprehension, the writer proposes to use pictogram to improve
students‟ reading comprehension. Pictogram should be applied in teaching
reading to make the students interested in the text. They also will be ready
than before. Therefore, they will have high motivation in learning English
to increase their comprehension especially in reading skill.
3

Otsubo (1988, p. 536) explains that “Pictogram is a stylized
figurative drawing that is used to convey information of an analogical or
figurative nature directly to indicate an object or to express an idea.”
Another definition by Noble and Bestley (2003, p. 119) states that
“Pictograms as visual communication design are meant to be easily
understood and modernist design movements such as „De Stijl,
Constructivism, and the Bauhaus endeavored to celebrate functionalism
and rationality under the maxim that „form follows function”. Pictogram
has a simple shape but full of meaning. By pictogram, students can express
their idea widely.
Many people who are mentally retarded learn to read simple
“cementing-words” as they read. If pictogram is supplemented with a
number of such words, the text becomes linguistically correct. Falck
(2001, p. 34) suggest “With new functions in “Write with Pictures”,
pictogram inspires those who are mentally retarded to enjoy some exciting
reading.
By the explanation above, the writer tries to solve those problems
by doing classroom action research there. The writer conducts the study
entitled “Improving the Students Reading Comprehension by Using
Pictogram (A Classroom Action Research of the students of X IPA-2 in
the Academic Year of 2017/2018).

4

B. Problems of the Study
Based on the background of the study, there are some problems of
the study are as follows:
1. How is the implementation of Pictogram to improve the students‟
reading comprehension of the students of X IPA-2 of SMA Kartika III1 in the academic year of 2017/2018?
2. How far is the improvement of the students‟ reading comprehension of
the students of X IPA-2 of SMA Kartika III-1 in the academic year of
2017/2018 after being taught by using pictogram?
C. Objectives of the Study
According to the problems above, the objectives of the study are as
follows:
1. To describe the implementation of using Pictogram to improve the
students‟ reading comprehension of the students of X IPA-2 of SMA
Kartika III-1 in the academic year of 2017/2018.
2. To identify how far the improvement of the students‟ reading
comprehension of the students of X IPA-2 of SMA Kartika III-1 in the
academic year of 2017/2018 after being taught by using pictogram.
D. Significances of the study
This study is expected to be used theoretically and practically:
1. Theoretically
This study is expected to give explanation about the use of
pictogram to improve students‟ reading comprehension. Furthermore,
5

it can be used by other writer as a reference for those who want to
conduct a study in English teaching and learning process.
2. Practically
The result of this study is expected to be useful for the students,
English teachers, and institution:
a. Students
The finding of this study can motivate the students in order to
involve them in learning process actively. Another finding is hoped
to improve their reading comprehension especially by using
pictogram.
b. English teachers
The finding of this study can be a new knowledge for the
English teachers in teaching reading comprehension. The writer
hopes the teachers know the importance of Pictogram to improve
the students‟ reading comprehension. The teachers can improve
their capability through many ways to develop the new methods of
language learning to increase the knowledge about reading
comprehension.
c. Institution
The quality of teaching and learning in the institution can
be better than before. This study can be published in the library
too.

6

E. Limitation of the Study
In this study, the writer only focuses on the use of pictogram to
improve reading comprehension. The aspects of reading comprehension
are the completeness of answer, understandable contain, and clear
information.
F. Definition of The Key Terms
To avoid misinterpretation and make easy to understand the title of
this study, the writer clarify and explain the terms used in this study as
follows:
1. Pictogram
“Pictogram is a stylized figurative drawing that is used to convey
information of an analogical or figurative nature directly to indicate an
object or to express an idea” (Otsubo , 1998, p.536)
2. Reading Comprehension
Arthur (2007, p. 5-6) states that “Reading is exceptionally
performance one of considers the number of levels and component that
be mastered. Comprehension is an active process in arrange of
meaning. Reading comprehension is a cognitive action that is
contextual condition. With the purpose of improve aspect of
comprehension.”
G. Graduating Paper Outline
This study is organized into five chapters as follows: Chapter I is
introduction. Chapter II is review of related literature. Chapter III presents
7

methodology of the study. Chapter IV presents findings and discussions.
Chapter V is closure. After that, it is followed by references, curriculum
vitae, and appendices.

8

CHAPTER II
LITERATURE REVIEW
A. Review of Previous Studies
In this study, the writer takes three previous studies from previous
researches. Firstly, a graduating paper by Tugiyarti (2016) with the topic:
improving students reading comprehension by using Lectora Inspire. This
research is aimed to improve the students‟ reading comprehension through
Lectora Inspire. Tugiyarti gave the treatment by using Lectora Inspire to
the students by two cycle, cyle I and cycle II. Each cycle was containing
pre-test and post-test. The result showed that students reading
comprehension improves significantly. The T-calculation result showed
that T-calculation of cycle I is 4, 87 and T-calculation of cycle II is 9, 69.
The next writer had taken from Adams (2013). Adams used a
system of pictograms designed to take the place of verbal instruction for
the game The Legend of Zelda: the Wind Waker. The objective of The
Legend of Pictograms is to increase the relevancy of console gaming,
while expanding the audience to younger children that are not yet able to
read. He was making the pictogram system on a series of icons, progress
markers and short visual instruction along with outside elements. Adams
also researched by watching the game being played through in its entirety
on YouTube, and listing everything of importance in the game, then
sketching the items, places, characters, and action. The result of this
research such as: applying a pictogram system to full-length gaming is
9

definitely a way to reach a larger audience, while at the same time altering
gameplay enough to be exciting, but not changing the fundamental feeling
of console gaming that has been recognized and loved since the 1980‟s.
The last is a dissertation by Scott (201opics 0). Scott use PicTopics
(an educational tool presented as a set of card and each card has different
pictograph or pictogram) the objectives of this research to find PicTopics
could trigger and cultivated storytelling, enable engagement between
people and opened communication channels between the educator and
students. The writer used pictures of objects and people interpreted in a
graphic style that the writer saw every day to facilitate creativity and storytelling, made perfect sense. So that, the writer made his own PicTopics to
encourage the reader to use the PicTopics in any way that would be of
benefit to learning process. The result were the PicTopics could be used as
way to encourage a creative approach to teaching and learning and the
cards could play a transformational role. It was demonstrated by the stories
documented at the artSpace Gallery, and by the storied performances of
the DUT drama students.
Form the previous studies above it could be concluded that
pictogram used to facilitate the reader to understand the meaning. That
was similar with the objectives of this study. But, this study was focused
in the reading comprehension. The writer used a collaboration of
descriptive and narrative text by pictogram.

10

B. Educational Technology and Other Teaching Equipment
Harmer (2011, p. 134) said that a language teachers used a variety
of teaching language to understand the meaning or the construction, made
the students feel interested in the whole activity. Some of that variety
could be helpful both for practical and for motivational reasons, such as:
1. Pictures and images
Students were already familiar with some pictures in their daily
activity. So that, the teachers could use picture or image to use in the
teaching language. The picture or image could take from books,
newspapers and magazines, or photographs. Picture also could be in
the form of flashcards (a card that made the students easy to learn),
large wall pictures (another picture with more big size), cue cards (a
small cards that could be used by pairwork), photographs, or
illustrations (typically in a textbook). Furthermore, images could be
from slides or drawn by the teacher at the white board.
Another picture or image could be a pictogram. Because Fromkin
(2011, p. 542) explained that “Pictograms are clearly „picture writing‟.
Unlike modern writing systems, each picture or pictogram is a direct
image of the object it represents.” By pictogram, students actually
could read without the text. Pictogram could replace the function of the
text by interested picture. Even, students still catches the meaning of
the text without feel bored to read many words.

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C. Pictogram
1. History of Pictogram
At the first time pictogram used for writing by several
peoples in the past time. The ancient humans use pictogram to
represents their activity or anything. Then the people who were
living in the present time try to read the pictogram. By degrees,
pictogram was developing for any kind sector.

“The roots of

writing were the early drawings made by ancient humans, cave art,
called petroglyphs, such as those found in the Altamira cave in
northern Spain, created by humans living more than 20.000 years
ago, can be „read‟ today” (Fromkin, 2011, p.542)
Meanwhile, people were not using pictogram at the time.
They need a process to arrive in the pictogram era. Abdullah and
Hubner (2006) as cited in Scott (2011, p. 62) said that the system
of pictograms developed by Viennese educator and philosopher
Otto Neurath (1882-1945) and illustrator Gerd Armtz (1900-1988)
was developed as the International System of Typographic Picture
Education (ISOTYPE).
According to Paramita (2011, p.2) “The first used of
pictogram in the England Olympiads in 1948. Then pictogram is
often used start from Japan Olympiads in 1964.” Pictogram used at
the time because there are too much people in the Olympiads. So
12

that, pictogram was used for make the communication easier.
Lupton (1989) as cited in Scott (2011, p. 63) stated that Neurath
hoped to establish a “global standard for education and to unite
humanity through one ordered, universality readable language of
vision. Furthermore, the use of pictogram was advanced by
degrees.
2. Definition of Pictogram
There are many definitions of pictograms like Abdullah and
Hubner (2006) as cited in Scott (2011, p. 63) said that pictogram is
a pictorial representations, ISOTYPE, an iconic sign which
represents complex facts through visual carriers of meaning.
Pictograms are used to warn, guide, or protect and need to be
immediately decipherable. According to Noble and Bestley, (2003,
p.119) “Pictograms as visual communication design are meant to
be easily understood and modernist design movements such as „De
Stijl, Constructivism, and the Bauhaus endeavored to celebrate
functionalism and rationality under the maxim that „form follows
function”. Although pictogram contained some complex meaning,
it has a simple shape until used in the daily activity. It means that
pictogram was very easy to understand by the people.
Otsubo (1988, p.536) said “Pictogram is a stylized figurative
drawing that is used to convey information of an analogical or
figurative nature directly to indicate an object or to express an idea.
13

From that explanation, it can conclude that pictograms are one of
the ways to communicate each other by using picture or symbol
which has a meaning.
3. Classification of pictograms
Pictogram has some classification that provided by Dreyfus
as cited in Davies et al (1972, p. 6) Collect and reviewed twenty
thousand graphic symbols and developed three categories, such as:
representational, abstract, and arbitrary. But, this study just used
representational and abstract.
a. Representational
Representational is a simple pictogram that contains of
picture or symbol briefly. It was used to representation of
the objects.
Figure 2.1 Representational Pictogram

Source: www.conceptdraw.com
b. Abstract
Abstract was more difficult to understand than
representational pictogram. Abstract showed the main
14

elements to inform the message into graphic terms.
Abstract showed a resemblance of activity.
Figure 2.2 Abstract Pictogram

Source: www.raleighgreeninc.com
Pictogram not only has a classification, but also content of a
sign. Easterby and Hakiel (1977) as cited in Davies, et, al (1972, p.
6) described:
a. Descriptive
In the descriptive pictogram, it showed the description of
something. The writer used descriptive pictogram because this
content was appropriate with the study. It was applied in the
material and test.

15

Figure 2.4 Descriptive Pictogram

Source: www.conceptdraw.com
4. Advantages of Pictogram
Pictogram has some advantages in the daily activity according
to Ismagilova. The writer use some advantages related to the study
such as:
a. Pictograms are the more quickly and accurately interpreted than
words. By using pictogram, students could translate the meaning to
their own language. Because some of them did not understand
every vocabulary they got.
b. Pictograms could improve understanding of warnings by visual or
literacy difficulties.
c. Pictograms could compare by textual information to make the
readers‟ understanding easily. In this study, the writer compared
the

text

and

pictogram

comprehension.

16

to

build

the

students‟

reading

5. Pictogram as an Aid in Reading
Many people who are mentally retarded learn to read simple
“cementing-words” as they read. If pictogram is supplemented with a
number of such words, the texts becomes linguistically correct. Falck
(2001: 34) suggested “With new functions in “Write with Pictures”,
pictogram inspires those who are mentally retarded to enjoy some
exciting reading”. It means that pictogram could compare by the
information text as an aid in reading. The writer applied this way in the
treatment and post-test of cycle 2. The writer compared pictogram and
narrative text.
Figure 2.7 Pictogram as an Aid in Reading

Source: The Practical Application of Pictogram.

17

D. Reading
1. Definition of Reading
There are many definitions of „reading presented by the experts
like Dallman, Rouch, Char, and Deboer (1982, p. 23). They stated
“Reading is verbal process related with thinking and all the other
skills, listening, speaking, and writing. Specially, reading is a process
of reconstructing from the printed pattern on the page, ideas, and
information intended by author”. Even, reading became a part of daily
activity. So that, students has to be able to read anything around them.
Harmer (2001, p. 68) explained “Reading is useful for other
purpose too: any exposure to English (present the students understand
it more or less) is a good thing for language pupils. Reading text also
provides good models for writing, and the opportunities to study
language: vocabulary, grammar, punctuations, the way make
sentences, paragraph, and text”. The explanation means that reading
was important in the several of sector.
“Reading is also a language and communication process, it means
that the process of laying down the readers in contact and
communication with ideas. Reading always involves an interaction
between the writer and the reader. Reading also as interaction by
which meaning encoded in visual stimuli by author becomes meaning
in the main of the reader.” (Dechant, 1982, p.5). From the definition
above, it can be conclude that reading is one of the ways to open the
18

window of the world. It is process to understand the text even the
structure, the semantic, and the pragmatic of the sentences.
2. Purpose of Reading
Reading has several purpose according to Grabe (2009, p. 810). There are several purpose related with this study such as:
a. Reading for information
Students actually search information by reading. Sometimes
students understand what they looking for but the other was not.
b. Reading to learn
Another purpose of reading was to learn. Students read the text
then answered the question. They try to remember the main ideas
and pull down the information as needed.
c. Reading for general comprehension
Reading for general comprehension is the most general purpose
for reading range from fluent readers, and it is the dereliction
judgments for the term reading comprehension
d. Techniques of Reading
There was several technique of reading by Wright (1989, p.159). In
this study, the writer use:
a. Intensive reading
Intensive reading was taking the point to get specific
information. Students used this technique because they have
enough time to finish their activity.
19

E. Reading Comprehension
1. Definition of Reading Comprehension
“Reading comprehension involves abilities to recognize words
rapidly and efficiently, develop, and use a very large introduction
vocabulary, process sentence to build comprehension, use a row of
strategic process and underlying cognitive skills, interpretation
meaning in relation to background knowledge, and evaluate texts in
line with the reader goals, and process texts fluently” (Grabe, 2009, p.
8). Reading comprehension was a series of process to make the readers
understanding well. By reading comprehension, students not only get
the information but also understand the text.
According to Scallon et al (2010, p. 276), “Comprehension is an
active, constructive process in which the ultimate understanding of the
content is determined by combination of what is stated directly in the
text and the readers knowledge related to the topic of the text.” It
means that comprehension was mastered all of the meaning even the
topic outside related by the text.
Another definition of reading comprehension is explained by
Dechant (1982, p. 311), comprehension includes the correct
association of meanings with word symbols, the selection of the true
meaning by the content, the organization and retention of meanings,
the skill to reason a way through smaller idea and the skill to
20

understand the meaning of the larger idea. From the explanation above,
it can be concluded that reading comprehension was a phase to build
an understanding of idea that can express it by the readers‟ language
and give some benefits for others.
2. Components of Reading Comprehension
Some of componets of reading comprehension by Davis as cited in
Heilman et al (1961, p. 241) become five skills. The component used
by the writer such as:
a. Recalling word meaning (vocabulary knowledge)
The writer was recalling word meaning in the treatment of
cycle 1 and 2. Even, several question related to the material also
used.
3. Levels of Comprehension
The readers may have different types or levels of thinking.
Following to Heilman, Blair, and Rupley (1961, p. 246), there are
three levels of comprehension. The writer used the levels of
comprehension in this study such as:
a. Literal Comprehension
Literal comprehension is an understanding the ideas and
information clearly whole in the passage. The abilities are
following:
1) Knowledge of word meaning

21

2) Recall of details directly stated and paraphrased in own
words.
3) Considering of main idea explicitly stated.
4) Ability of ordering information presented in passage.
This study was focused in the literal comprehension. It was
the based levels of comprehension because the ability of the
students was appropriate with this level.
4. Factor Affecting Students on Reading Comprehension
The teachers have to understand the factors that influence
comprehension. So that, Dallman, et al (1982, p. 25) stated that there
were some factor affecting students on reading comprehension. But the
factor influenced this study such as:
a. Difficulty of material
The students always thinking that the material gave by the
teacher are difficult. That was why the students pessimistic to read
the material
b. Intelligence
Some of intelligence among students was different. It made the
ability of reading the text was different too.
c. Environment
Environment

absolutely

comprehension each students.
.
22

influenced

the

reading

5. Strategies for Improving Comprehension Skills
Many strategies

can

be

used

effectively to

develop

comprehension skill. Some are important to build background, others
useful for teaching the technical comprehension skills, and overcoming
specific difficulties.
There are general principles of instruction which can be used as
guides in implementing programs to develop the abilities which make
up the specific skills of comprehension. Following to Kennedy (1984,
p. 197-198), there are the strategies that could be used profitably in
most classroom. But in this study, the writer used:
a. Providing practice in reading easy material
Practice is the best facility to development comprehension.
Systematic exercise should involve reading materials that are
within the experience and achievement formation of reader. The
writer used practice in the easy material. According to the writer,
pictogram was the practice and easy material to be applied in this
study.
.

23

CHAPTER III
METHODOLOGY OF THE STUDY
A. Location of the study
The writer conducted classroom action research in SMA
Kartika III-1 Banyubiru. It is a military school. It is located on Jl. Raya
Muncul KM 4 Banyubiru, Semarang. Now, the total number of
students of SMA Kartika III-1 in academic years of 2017/2018 is 482
students from two majors: IPA and IPS. The headmaster of this school
is Dra. Winarni.
B. Design of the Study
In this study, the writer used classroom action research. There
were some definitions of action research from experts. According to
Watt (2007, p.1) as cited in Paizaluddin and Emalinda (2014, p.8),
“Action research is a process in which participants their own
educational practice systematically and carefully using the techniques
of research.” Lodico, et al (2006, p.282) as cited in Wijaya (2016, p.
45) stated “Action research is research conducted by practitioners in
their own school setting to identify and take actions to remedy
problems that occur in their practice.” From the explanation above,
classroom action research is one of the ways in learning process to
solve the problem. Teacher and participant need to identify problems

24

in the class. To implemented classroom action research, teacher and
participant need to work together.
C. Subject of the Study
The study was applied for the students of second year of the
students of X IPA-2. There were 32 students in total. Based on the
writer‟s observation, this class has low score in English term,
especially in reading comprehension. The students have some
difficulties to understand how to read and how the teacher used Bahasa
to explain English lesson.
D. Schedule of the Study
The classroom action study was started from July 2017 and
finished on September 2017. The schedule of study can be explained in
the table below:
Tables 3.1 Schedule of Study
No.

Activities

Date

Facilitator

1.

Interviewed the students
and the teacher to find
problems that happen in
the class.

July, 2017

The writer

2.

Conducted pre-test for
cycle 1

August, 2017

The teacher

3.

Gave treatment and
conducted post-test for
cycle 1

August, 2017

The teacher

4.

Conducted pre-test cycle 2

August, 2017

The teacher

25

5.

Gave treatment and
conducted post-test cycle
2

September, 2017

The teacher

E. Techniques of Collecting Data
To carry out the study, the writer had several techniques of
collecting the data. The techniques of collecting the data could be test,
observation, interview, and documentation. In this study, the writer
used test as the main method and observation to get the data.
1. Test
a. Pre-Test
Before conducting the cycle 1 and cycle 2, the writer
give the pre-test for each cycle. The purpose tried to know the
reading comprehension of the students before they got
treatment in the cycle 1 and cycle 2. The students needed to
answer the question based the text. The writer observed the
pre-test to get data analysis.
b. Post-Test
After the students got pre-test and treatment in the cycle
1 and cycle 2 from the writer, they got post-test. They needed
to answer the question based the different text. The purpose of
conducting the post-test was to know the improvement of
26

students‟ reading comprehension after they were given
treatments.
2. Observation
According to Kothari (as cited in Wijaya, 2016, p. 48) has
argue that “The observation method is the most commonly used
method especially in studies relating to behavioral sciences.”
Therefore, in this study, the writer observed the study using
observational checklist. The writer collaborate the study with the
observer. There two kinds of observational checklist. Those were
observational checklist for the teacher and students.
3. Interview
The writer used interview method to know the problems
and the issues happening in the class. Before conducting classroom
action research, the writer interviewed the students as well as the
teacher to look for the problems.
4. Documentation
To make documentation for this study, the writer collected
photos, syllabus, lesson plan, the students scoring list, etc. those
were mentioned in the appendices.

27

F. Cycles of Classroom Action Research
According to Kusuma and Dwigatama (as cited in Tugiyarti
2016, p. 37) , “Classroom Action Research is research that doing by
teacher in their classroom with the method planning, implementation,
and reflection the action in a collaborative and participative with the
purpose to repair their work as a teacher, so can improve the student
achievement in learning.”
The writer organized the research in two cycles, cycles 1 and
cycles 2 have similar steps. There were four steps in every cycle:
1. Planning
The writer was needed to draw up instrument which is
support in teaching learning process, as:
a. Made schedule of the action research.
b. Prepared material and lesson plan.
c. Designed the steps doing the action.
d. Made an observation sheet.
e. Made Pre-Test and Post-Test to each cycle.
f. Prepared list of the students‟ name and scoring.
2. Action
a. Gave Pre-Test
28

b. Studied English lesson in reading by using Pictogram.
c. Gave Post-Test.
3.

Observation
Observation is implementation of observation by the writer.
In the observation, the writer was analyze the result of the cycles
before, and analyze the result of exercise to detect whether the
students‟ reading comprehension improve or not.
Table 3.2
The field note of the teacher’ activities
Teacher’s Activities

No
1

Checking students’ readiness for lesson and greeting
students before the lesson begins

2

Praying before the lesson begins

3

Checking students attendance

4

Giving apperception refering the material

5

Preparing and giving the materials

6

Asking students to numbering the pictograms

7

Giving opportunity for asking question

8

Giving explanation of the materials

9

Guiding the students activity

29

10

Giving feedback after the lesson

11

Giving motivation for students

12

Asking students to summarize the lesson

13

Informing next material for next meeting

14

Closure

Table 3.3
The field note of the students’ activities
Students’ Activities

No.
1

Sharing their experience concerning material

2

Guessing the answer of the puzzled situation from teacher
and write on their books

3

Identifying the vocabularies individually then one student
presents what he/she has found

4

Summarizing and discussing what they have learnt then
interpreting picture given by teacher

5

Associating what they have learnt (include vocabularies,
generic structure and language features) with a complete
description text given by teacher

6

Doing worksheet given by teacher by group

7

Recapping main point of the lesson

30

4. Reflecting
The writer proposes once again what has done. Explained
what happened in observation and that evaluated, whether the
method can be problem solving to improve reading
comprehension.
Figure 3.1 Cyclical Action Research model based on
Kemmis and McTaggart (1998).

G. Rubric of Reading Comprehension
The pretest and the post-test contained ten questions had to be
answered by the students. It had to be answered in form of essay
answers. After students finished answering all the questions, the writer
and the teacher gave score based on the rubric. The rubric was used as
evaluation criteria. The writer and the teacher analyzed the students‟

31

reading comprehension in term of general understanding. The rubric of
reading comprehension is presented below.
Table 3.3 Rubric of Reading Comprehension
No. Description
Answers
1.

Scores
are

correct,

complete,

very 10

understandable, very clear, and include many
details.
Answers are mostly correct, mostly complete, 8

2.

mostly understandable, clear, and include
sufficient detail.
Answers are partially correct, complete enough, 6

3.

understandable enough, clear enough, and
include several detail.
Answers

4.

are

occasionally

correct,

less 4

complete, sometimes understandable, less clear,
and include few detail.

5.
6.

Student answer is mostly incorrect, incomplete, 2
difficult to understand, and there is no detail.
There is no answer at all

0

H. Techniques of Analyzing Data
In this study, the writer used mixed-methods. It used
qualitative and quantitative research. According to Lodico, Spaulding,
and Voegtle (2006, p. 282), “Mixed-methods research design are
approaches involving well-developed procedures for collecting and
32

analyzing both quantitative and qualitative data that are used primarily
by the professional researchers and program evaluator.” Therefore, this
study used qualitative and quantitative methods. The writer got the
total of number data from quantitative method and informed the reason
of the quantitative data by using qualitative method.
1. Qualitative Data
According to Kothari (2004, p.3), “Qualitative research is
especially important in the behavioral sciences where the aim is to
discover the underlying motives of human behavior.” By
qualitative data, this study was represented the result of the study.
2. Quantitative Data
To measure the data quantitatively, the writer used the
following formulas:
a. Mean of Pre-test and Post-test
M=

Explanation:
M

= Mean of the students‟ score

∑X

= Sum of the students‟ score

N

= Total number of the students.

b. Calculated Mean of Difference

33

MD =

Explanation:
MD

= Mean of Difference

∑D

= Total of difference between pre- and post-test

c. Standard Deviation Calculation

2

SDD =

Explanation:
SDD

= Standard Deviation

D

= Difference between pre- and post-test

N

= Number of the students

d. Standard error for the mean difference
SEMD =

Explanation:

SEMD

= The standard error for the mean difference.

SDD

= Standard Deviation.

N

= The total number of the students.
34

d.f

= N-1

e. Looking for T0 by using the following formula:
T0 =

Explanation:
t0

= MD /

SEMD

T0

= T-test

MD

= Mean

SEMD

= Standard

d.b.

= N-1

of difference
error of mean difference

35

CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
1. Implementation of using pictogram to improve the reading
comprehension of the students X IPA-2 of SMA Kartika III-1
Banyubiru
In this chapter, the writer would like to analyze the data from
the action study activities. The data was obtained from teaching
learning process and evaluation. The data analysis was function to
measure

improving

the

students‟

reading

comprehension

by

“Pictogram”.
In this study, the data consisted of the field note, result of pretest and post-test. There were two cycles in this study, cycle I and
cycle II. For the whole stages of each cycle is explained in the
description below:
a. Cycle 1
1) Planning
In the planning stage of the cycle 1, the writer
analyzed the syllabus, integrated pictograms in the lesson plan,
determined the rubric, prepared the pre-test and the post-test
based on indicators of the lesson plan, prepared validation
36

sheets of the lesson plan and syllabus. The writer also
discussed the lesson plan with the teacher to improve the
quality, validated the lesson plan and the syllabus with the
teacher, prepared obser