Improving student`s reading comprehension through lecfenco.

ABSTRACT

Joko Sulistya. 2015. Improving Students’ Reading Comprehension through Lecfenco: A Classroom Action Research. Yogyakarta: The

Graduate Program in English Language, Sanata Dharma University.

Reading comprehension still becomes a problem for students grade IX in SMPN 2 Bambanglipuro. In fact, most tests conducted in school are reading form. There are 5 (five) kinds of genre texts in the grade IX and procedure text are one of the difficult texts for students. There are seven indicators in a procedure text namely (1) determine general information, (2) find out certain information, (3) find out implicit information, (4) identify explicit information, (5) determine reference, (6) determine communicative purpose, and (7) identify word meaning. Therefore, the seven indicators have to be mastered by students of grade IX. The problem above will be solved by applying Lecfenco. Then the question of research was Can the use

of Lecfenco improves the English reading comprehension of Junior High School in the 2015-2016 academic year and how can the use of Lecfenco improve the English reading comprehension?

The writer conducted classroom action research in SMPN 2 Bambanglipuro from August 2015 up to November 2015. The subjects of the research were the students of class IXD of SMPN 2 Bambanglipuro, Bantul,in the academic year of 2015-2016. The research conducted in two cycles in which in the first cycle, there were two meetings and in the second cycle, there were two meetings. The writer applied Lecfenco to teach and practice reading, especially a procedure text. There were two kinds of data: qualitative and quantitative data. The qualitative data were collected by doing observation and giving questionnaire. Then the quantitative data were collected by giving tests: pre-test, post-test in cycle 1 and post test in cycle 2. The test consisted of seven indicators as the students’ problem. The quantitative data were analyzed by descriptive statistics to calculate the mean scores of the pre test, the post test in Cycle 1, and the post test in cycle 2.

The research findings showed that Lecfenco can improve the seven indicators of procedure questions. The improvement can be seen from the students’ mean score in pre test (54.05), post-test in Cycle 1 (70.52), and post test in Cycle 2 (77.41). Meanwhile, the minimum passing grade (KKM) was 70. Therefore, it can be concluded that (1) Lecfenco can improve the English reading comprehension of Junior High School in the 2015-2016 academic year; (2) Lecfenco can be succesful because the writer applied the steps of Lecfenco such as word map, pit stop, word meaning, grammar and etcetera in his teaching learning activity.

ABSTRAK

Joko Sulistya. 2015. Improving Students’ Reading Comprehension through Lecfenco: A Classroom Action Research. Yogyakarta: The

Graduate Program in English Language, Sanata Dharma University.

Pemahaman bacaan masih menjadi sebuah masalah bagi siswa kelas

IX di SMPN 2 Bambanglipuro. Kenyataannya, banyak tes yang

dilaksanakan di sekolah berbentuk bacaan. Ada 5 jenis teks yang diajarkan di kelas IX dan teks prosedur adalah salah satu teks yang sulit bagi siswa. Ada 7 indikator yang ditanyakan dalam teks prosedur yaitu (1) menentukan informasi umum, (2) menemukan informasi tertentu, (3) menemukan informasi tersirat, (4) mengidentifikasi informasi tersurat, (5) menentukan reference, (6) menentukan tujuan komunikatif, dan (7) mengidentifikasi arti kata. Oleh karena itu, tujuh indikator tersebut perlu dikuasai oleh siswa kelas IX. Masalah tersebut di atas akan dipecahkan dengan menggunkan Lecfenco. Kemudian pertanyaan penelitiannya adalah Dapatkah penggunaan Lecfecno meningkatkan kemampuan memahami bacaan siswa SMP pada tahun akademik 2015-2016 dan Bagaimanakah caranya penggunaan Lecfenco dapat meningkatkan kemampuan memahami bacaan siswa SMP pada tahun akademik 2015-2016?

Penulis melaksanakan penelitian tindakan kelas di SMPN 2 Bambanglipuro dari bulan Agustus 2015 sampai bulan November 2015. Subyek penelitian adalah siswa kelas IXD SMPN 2 Bambanglipuro, Bantul pada tahun akademik 2015-2016. Penelitian dilaksanakan dalam 2 siklus yang mana pada siklus pertama ada 2 (dua) pertemuan dan pada siklus kedua juga ada 2 pertemuan. Penulis menggunakan media Lecfenco untuk mengajar dan melatih membaca, khususnya teks prosedur. Ada 2 jenis data yaitu data kualitatif dan data kuantitatif. Data kualitatif diperoleh dengan melakukan observasi dan memberikan kuesioner. Sedangkan data kuantitatif diperoleh dengan memberikan tes; pre-tes, pos tes pada siklus 1 dan pos tes pada siklus 2. Tes terdiri dari 7 (tujuh) indikator yang menjadi masalah siswa. Data kuantitatif kemudian dianalisis dengan statistik deskriptif untuk menghitung skor rata – rata pada pre-tes, pos tes pada siklus 1 dan pos tes pada siklus 2.

Hasil penelitian menunjukkan bahwa Lecfenco dapat meningkatkan 7 (tujuh) indikator pertanyaan prosedur. Peningkatan dapat dilihat dari nilai rata – rata pada pre-tes (54.05), pos tes pada siklus 1 (70.52) dan pos tes pada siklus 2 (77.41). Sedangkan kritera ketuntasan minimal (KKM) sebesar 70. Oleh karena itu dapat disimpulkan bahwa (1) Lecfenco dapat meningkatkan kemampuan memahami bacaan bahasa Inggris siswa SMP pada tahun akademik 2015-2016 dan (2) itu berhasil karena penulis menerapkan langkah – langkah yang ada pada Lecfenco seperti word map, pit stop, word meaning, grammar dan lain – lain dalam kegiatan pembelajarannya.

A Thesis Presented to

The Graduate Program in English Language Studies in Partial Fulfilment of the Requirements

for the Degree of Magister Humaniora (M.Hum)

in

English Language Studies

by Joko Sulistya

116332042

SANATA DHARMA UNIVERSITY YOGYAKARTA

IMPROVING STUDENTS’ READING COMPREHENSION

THROUGH LECFENCO

A Thesis Presented to

The Graduate Program in English Language Studies in Partial Fulfilment of the Requirements

for the Degree of Magister Humaniora (M.Hum)

in

English Language Studies

by Joko Sulistya

116332042

SANATA DHARMA UNIVERSITY YOGYAKARTA

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Program Pascasarjana Kajian Bahasa Inggris Universitas Sanata Dharma Yogyakarta

Nama : Joko Sulistya

Nomor Mahasiswa : 116332042

Demi pengembangan ilmu pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya Ilmiah saya yang berjudul

IMPROVING STUDENTS’ READING

COMPREHENSION

THROUGH LECFENCO

Beserta perangkat yang diperlukan (bila ada)

Demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberi royalty kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di : Yogyakarta Pada tanggal : 25 Mei 2016 Yang menyatakan

ACKNOWLEDGEMENTS

Praise be Allah, Lord of the world. Only by His blessing and guidance could the writer finish this study as one of the requirements of completing the Strata 2 degree in English Language Studies at Sanata Dharma University, Yogyakarta.

Owing a lot of kindness to those who motivated and guided the writer during the process of this study, therefore, the writer would like to express his gratitude to the following persons. First and foremost, I want to thank F.X. Mukarto, M.S.,Ph.D, my thesis advisor, for his feedback and encouragement at every stage of this study. Most of all, I am grateful to his warmth, patience and continued moral support. I feel extremely fortunate to have learned from him. My deepest thank also goes to Dr.Ir. Gatot Hari Priowirjanto and SEAMOLEC’s team for the funding and their dedication in teaching and promoting technology in education. My deepest thank also goes to ibu Dra. Denok Widarti, M.Pd, M.A, the headmistress of SMPN 2 Bambanglipuro for the permission of conducting this study in her school. I also give my greatest appreciation to ibuNurul Hidayati, S.S as the writer’s colleague for her participation, support, and help. My special thanks go to my SEAMOLEC friends; Hebi, Siska, Uke, Dias, Risang, Daniel, Ditha. You are more than friends to me. It was wonderful moment that I never forgot when we met and learnt together. Do you think so, my brother and sister?

The gratitude extends to all lecturers of English Language Studies at Sanata Dharma University from whom the writer got a lot of knowledge that made this study easier to conduct. Last but not least, my special gratitude goes to my wife Atni Setiyoningsih, my daughter Haura Andari Janni and my son Mirza Anlaqi Janni for the love, support, patience and the time. You all are my everything and May God bless us.

TABLE OF CONTENTS

TITLE... i

ADVISOR APPROVAL PAGE ... ii

DEFENSE APPROVAL PAGE... iii

STATEMENT OF ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES ... x

ABSTRACT... xi

ABSTRAK ... xii

CHAPTER I : INTRODUCTION... 1

A. Background of the Research... 1

B. Research Problem... 10

C. Research Objectives ... 10

D. Significance of the Problem ... 10

CHAPTER II: LITERATURE REVIEW ... 12

A. English Teaching Learning Based on the Curriculum ... 12

B. National Standard of Process in English Teaching Learning Activities .... 13

C. Reading... 14

1. The Nature of Reading... 14

2. The Process of Reading ... 15

a. The bottom up model ... 15

b. The top-down model ... 16

c. The interative model ... 16

3. Techniques of Reading ... 17

4. Macro & Micro Reading Skills... 18

5. Reading Comprehension ... 20

6. Reading in the Language Classroom ... 22

7. Factors Affecting Comprehension Skills ... 23

8. Assessment of Reading Comprehension ... 25

D. E-Learning in Teaching Learning Activity ... 27

1. E-learning ... 27

2. Lecfenco as A learning media... 29

a. Theory of Electronic Media ... 29

b. Lectora ... 31

d. How to install Lectora ... 37

CHAPTER III: RESEARCH METHODS ... 42

A. Setting of Research... 42

B. Research Design ... 43

C. Research Procedure ... 48

1. Planning ... 48

2. Implementing... 54

D. Data Collection Technique ... 55

E. Data Collection Instrument ... 56

F. Data Analysis ... 57

1. Quantitative Data Analysis ... 57

2. Qualitative Data Analysis ... 59

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 60

A. Research Findings ... 60

1. Students’ Reading Comprehension in Pre-test ... 60

2. Students’ Reading Comprehension in Cycle 1 ... 62

a. Planning ... 62

b. Action ... 67

c. Observation ... 79

d. Reflection ... 83

e. Summary of Finding in Cycle 1... 85

3. Students’ Reading Comprehension in Cycle 2... 87

a. Planning ... 87

b. Action ... 91

c. Observation ... 97

d. Reflection ... 100

e. Summary Finding during the Research ... 102

B. Discussion ... 107

CHAPTER V: CONCLUSION AND SUGGESTION ... 111

A. Conclusion ... 111

B. Suggestion ... 112

BIBLIOGRAPHY ... 114

LIST OF TABLES

Table 2.1 : Comparison of Traditional and E-Learning ... 28

Table 3.1 : Overview Of Research ... 48

Table 3.2 : Standard and Based Competence Of Reading Comprehension ... 49

Table 3.3 : Observation List Before, During and After Reading... 53

Table 3.4 : Scoring Of Result Assessment And Criteria Of Success... 53

Table 3.5 : Data, Data Collection and Data Collection Instrument... 56

Table 3.6 : The Criteria of the Mean Score... 58

Table 4.1 : Students’ Score Of Pre-Test ... 61

Table 4.2 : Students’Score Per Indicator... 61

Table 4.3 : The Elements Of Lesson Plan... 64

Table 4.4 : The Activities For Main Teaching Reading Comprehension .. 66

Table 4.5 : The Overall Implementation Of Cycle 1 ... 67

Table 4.6 : Students’ Score Of Post-Test In Cycle 1 ... 82

Table 4.7 : The Element Of Lesson Plan ... 89

Table 4.8 : The Activities For Main Teaching Reading Comprehension ... 90

Table 4.9 : The Overall Implementation Of Cycle 2 ... 91

Table 4.10 : The Comparison Among Students’ Reading Comprehension Score in The Pre-Test, The Post-Test in Cycle 1 and The Post-Test in Cycle 2... 103

Table 4.11 : The Comparison Among Students’ Mean Score of indicators in The Pre-test, The Post-Test in Cycle 1 and The Post-Test in Cycle 2... 104

Table 4.12 : The Improvement After Implementation... 105

LIST OF FIGURES

Figure 2.1 : Install Lectora Inspire Demo ... 37

Figure 2.2 : Select the Language ... 37

Figure 2.3 : Read and Click License Agreement ... 38

Figure 2.4 : Select the Type of Install ... 38

Figure 2.5 : Select the optional components ... 39

Figure 2.6 : Choose Install Location... 39

Figure 2.7 : Lectora is being installed ... 39

Figure 2.8 : The installation was finished ... 40

Figure 2.9 : Lectora icon appears on Desktop ... 40

Figure 3.1 : Clicking the Lectora icon ... 50

Figure 3.2 : Create the Template ... 50

Figure 3.3 : Name and Choose the Location ... 51

Figure 3.4 : Determine the Page Size ... 51

Figure 3.5 : Organize the Chapter and Page ... 52

Figure 3.6 : Template was ready... 52

Figure 4.1 :Students’ Score Of Pre-Test ... 60

Figure 4.2 : Front Page ... 69

Figure 4.3 : Main Menu of Lecfenco ... 70

Figure 4.4 : Indicators of Reading Skill... 70

Figure 4.5 : Word Map of Procedure Text... 71

Figure 4.6 : Pit Stop of Procedure Text ... 71

Figure 4.7 :Sample of Students’ work ... 72

Figure 4.8 : Word Meaning of Verb ... 73

Figure 4.9 : Grammar used in Procedure text ... 74

Figure 4.10 : Video of Procedure Text ... 75

Figure 4.11 : Synonym of Verbs... 76

Figure 4.12 :Enter the Testee’s Name ... 77

Figure 4.13 : Sample of Post-test... 78

Figure 4.14 : Result of Post test ... 78

Figure 4.15 :Students’ Score Of Post-Test in Cycle 1... 81

LIST OF APPENDICES

Appendix 1. Rencana Pelaksanaan Pembelajaran ... 1

Appendix 2. Garis Besar Isi Program Media (GBIPM) ... 11

Appendix 3. Story board of Media ... 13

Appendix 4. Lembar Pemantauan PBM di Kelas ... 24

Appendix 5. Observation Check list ... 33

Appendix 6. Soal dan Kisi–kisi Pre test ... 34

Appendix 7. Result Of Internal Validity And Reliability ... 35

Appendix 8. Analisi Hasil Post-Test... 36

Appendix 9. Results Of Data Analisis ... 38

Appendix 10. Lembar Kuesioner... 42

ABSTRACT

Joko Sulistya. 2015. Improving Students’ Reading Comprehension through Lecfenco: A Classroom Action Research. Yogyakarta: The

Graduate Program in English Language, Sanata Dharma University.

Reading comprehension still becomes a problem for students grade IX in SMPN 2 Bambanglipuro. In fact, most tests conducted in school are reading form. There are 5 (five) kinds of genre texts in the grade IX and procedure text are one of the difficult texts for students. There are seven indicators in a procedure text namely (1) determine general information, (2) find out certain information, (3) find out implicit information, (4) identify explicit information, (5) determine reference, (6) determine communicative purpose, and (7) identify word meaning. Therefore, the seven indicators have to be mastered by students of grade IX. The problem above will be solved by applying Lecfenco. Then the question of research was Can the use

of Lecfenco improves the English reading comprehension of Junior High School in the 2015-2016 academic year and how can the use of Lecfenco improve the English reading comprehension?

The writer conducted classroom action research in SMPN 2 Bambanglipuro from August 2015 up to November 2015. The subjects of the research were the students of class IXD of SMPN 2 Bambanglipuro, Bantul,in the academic year of 2015-2016. The research conducted in two cycles in which in the first cycle, there were two meetings and in the second cycle, there were two meetings. The writer applied Lecfenco to teach and practice reading, especially a procedure text. There were two kinds of data: qualitative and quantitative data. The qualitative data were collected by doing observation and giving questionnaire. Then the quantitative data were collected by giving tests: pre-test, post-test in cycle 1 and post test in cycle 2. The test consisted of seven indicators as the students’ problem. The quantitative data were analyzed by descriptive statistics to calculate the mean scores of the pre test, the post test in Cycle 1, and the post test in cycle 2.

The research findings showed that Lecfenco can improve the seven indicators of procedure questions. The improvement can be seen from the students’ mean score in pre test (54.05), post-test in Cycle 1 (70.52), and post test in Cycle 2 (77.41). Meanwhile, the minimum passing grade (KKM) was 70. Therefore, it can be concluded that (1) Lecfenco can improve the English reading comprehension of Junior High School in the 2015-2016 academic year; (2) Lecfenco can be succesful because the writer applied the steps of Lecfenco such as word map, pit stop, word meaning, grammar and etcetera in his teaching learning activity.

ABSTRAK

Joko Sulistya. 2015. Improving Students’ Reading Comprehension through Lecfenco: A Classroom Action Research. Yogyakarta: The

Graduate Program in English Language, Sanata Dharma University.

Pemahaman bacaan masih menjadi sebuah masalah bagi siswa kelas

IX di SMPN 2 Bambanglipuro. Kenyataannya, banyak tes yang

dilaksanakan di sekolah berbentuk bacaan. Ada 5 jenis teks yang diajarkan di kelas IX dan teks prosedur adalah salah satu teks yang sulit bagi siswa. Ada 7 indikator yang ditanyakan dalam teks prosedur yaitu (1) menentukan informasi umum, (2) menemukan informasi tertentu, (3) menemukan informasi tersirat, (4) mengidentifikasi informasi tersurat, (5) menentukan reference, (6) menentukan tujuan komunikatif, dan (7) mengidentifikasi arti kata. Oleh karena itu, tujuh indikator tersebut perlu dikuasai oleh siswa kelas IX. Masalah tersebut di atas akan dipecahkan dengan menggunkan Lecfenco. Kemudian pertanyaan penelitiannya adalah Dapatkah penggunaan Lecfecno meningkatkan kemampuan memahami bacaan siswa SMP pada tahun akademik 2015-2016 dan Bagaimanakah caranya penggunaan Lecfenco dapat meningkatkan kemampuan memahami bacaan siswa SMP pada tahun akademik 2015-2016?

Penulis melaksanakan penelitian tindakan kelas di SMPN 2 Bambanglipuro dari bulan Agustus 2015 sampai bulan November 2015. Subyek penelitian adalah siswa kelas IXD SMPN 2 Bambanglipuro, Bantul pada tahun akademik 2015-2016. Penelitian dilaksanakan dalam 2 siklus yang mana pada siklus pertama ada 2 (dua) pertemuan dan pada siklus kedua juga ada 2 pertemuan. Penulis menggunakan media Lecfenco untuk mengajar dan melatih membaca, khususnya teks prosedur. Ada 2 jenis data yaitu data kualitatif dan data kuantitatif. Data kualitatif diperoleh dengan melakukan observasi dan memberikan kuesioner. Sedangkan data kuantitatif diperoleh dengan memberikan tes; pre-tes, pos tes pada siklus 1 dan pos tes pada siklus 2. Tes terdiri dari 7 (tujuh) indikator yang menjadi masalah siswa. Data kuantitatif kemudian dianalisis dengan statistik deskriptif untuk menghitung skor rata – rata pada pre-tes, pos tes pada siklus 1 dan pos tes pada siklus 2.

Hasil penelitian menunjukkan bahwa Lecfenco dapat meningkatkan 7 (tujuh) indikator pertanyaan prosedur. Peningkatan dapat dilihat dari nilai rata – rata pada pre-tes (54.05), pos tes pada siklus 1 (70.52) dan pos tes pada siklus 2 (77.41). Sedangkan kritera ketuntasan minimal (KKM) sebesar 70. Oleh karena itu dapat disimpulkan bahwa (1) Lecfenco dapat meningkatkan kemampuan memahami bacaan bahasa Inggris siswa SMP pada tahun akademik 2015-2016 dan (2) itu berhasil karena penulis menerapkan langkah – langkah yang ada pada Lecfenco seperti word map, pit stop, word meaning, grammar dan lain – lain dalam kegiatan pembelajarannya.

CHAPTER I INTRODUCTION

This study deals with the improvement of students’ reading comprehension skill through Lecfenco. This chapter covers some points including the background of the research, the research problem, the objectives of the research, and the significance of the study.

A. Background of the Research

Information and communication technologies, which have been developing rapidly, have become one of the indispensable elements of the 21st century. They have influenced, like all other fields, educational institutions which are the most important sub-institutions of the social structure. They have offered a favourable environment for the development and use of various methods and tools. A noteworthy progress has been achieved since the first introduction of information and communication technologies into education. The type of education offered through tools such letter, video, cassettes and television was called “distance education”. Distance education covers many different types of teaching and methods. There are many definitions of it and one of the definitions of education comes from Greenberg. Greenberg (1998:36) defines as

“a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning.”

Today, with the rapid developments in technology, various tools such as computers, the internet, cellular phones and satellites have been incorporated into the journey of distance education and distance education

taken up in a broader sense. Modern tools such as computers and internet access can be an alternative way in the teaching and learning activities. Computer and internet access is a type of technology that can be used to support and enhance learning because of the sophistication and effectiveness of the facility. Those modern tools provide colourful images that can be interactive and visual aids to practice reading and writing. Therefore, the teacher is able to use them to improve the students’ competence because they can increase the ability of lesson acceptance. As stated by Pike (1989) in the Silberman (2007:2) that "adding visuals to lesson increasing retention from 14 to 38 percent".

By implementing technology, the researcher hopes the students are more likely reach higher levels of achievement and satisfaction, and develop more confidence in their own learning capabilities (Kelly 2004:55). To ensure that, the researcher is going to design and conduct learning by applying technology so the students can have meaningful learning experiences and interaction. This research would like to apply computer use as learning teaching tool because of some reasons. Firstly, the student’s centred models of teaching and learning have replaced the traditional models, with the emergence of new advanced technologies. Secondly, it is improper preparation of students for higher education (9 months for learning teaching process is not enough), thirdly the students have inequalities of the past (different socio-economic background, capabilities, expectation, etc). Then, it is realistic to look at ways in which the face to face mode (that the students expect and are used to) can be effectively combined with new

technologies. Students trying to learn English as a second language need further language support. They need to practice in hearing language, reading language, speaking language, and writing language in order to develop their experience and skills (Ybarra & Green, 2003). For doing such tasks, they are in need of using various tools which can help them learn the language easily and effectively.

The teaching of English in Junior High School is directed to develop students’ ability to understand and create short functional text, monolog and essay in the form of procedure, descriptive, report, recount and narrative (Depdiknas, 2006:2). English as other languages always involve the four language skills; listening, speaking, reading and writing. Brown (2004: 118) stated that listening and reading are receptive skills. People extract meaning from discourse they hear or read. Meanwhile, the speaking and writing are productive skills. Although there are four skills of language but the researcher only confine the research on reading skill.

The reading activity is aimed at understanding the meaning of a text. Students with good reading competence will be able to understand the text easily and it will help to support the other skills. Therefore, reading competence is very importance for the students. Moreover, it is stated in the Content Based Curriculum 2006 that the Graduate Competence Standard of Junior High School is that the students should have good comprehension on written interpersonal and transactional text in the form of procedure, descriptive, report, recount and narrative (BNSP, 2006: 9). That is why students should have good reading competence in order to pass the National

Examination, since the examination requires students get at least 5,5 for English, otherwise s/he will fail (BSNP 2015: 4).

Teaching reading for the Ninth Year students of Junior High School involves a competence standard and three basic competences. The competence standard is to understand the content of written short functional texts and essays in the form of procedure and report for daily interaction. The three basic competences are: (1) reading aloud and meaningfully written short functional texts and essays in the form of procedure and report using acceptable pronunciation, stress and intonation; (2) responding the content of written short functional texts accurately, fluently and acceptably; (3) responding the content and the generic structure of written procedure and report essay accurately, fluently and acceptably (Depdiknas, 2006: 16 – 19). Moreover, it is in the syllabus of the teaching of reading, the students should be able to; (1) identify words’ meaning; (2) identify detailed information; (3) determine pronoun reference; (4) find out main ideas; and (5) infer implicit information.

In fact, there are 7 (seven) indicators have to be mastered by the students for answering the questions of procedure text such as: (1) determine the general information (2) find out certain information; (3) find implicit information; (4) identify explicit information; (5) determine pronoun reference; (6) determine communicative purpose; and (7) identify word meaning. But the second indicator namely, find out the main idea of paragraph is rarely tested for the kind of procedure text. Furthermore, most procedure texts are presented in short sentence and not consist of paragraph.

On Ujian Nasional in academic year 2014/2015, it was shown that the results of achivement for the test items of procedure questions above were not good. Based on result of Persentase Penguasaan Materi Soal Bahasa

Inggris Ujian Nasional SMP/MTs Tahun Pelajaran 2014/2015 on test item

was known that (1) only 73.91% students understood the question about

menentukan informasi rinci dari teks procedure, (2) 64.64% students

understood the question about menentukan informasi tertentu dari teks

procedure, (3)32.28% students understood the questions about menentukan rujukan kata salah satu kata ganti dari teks procedure and (4) 84.09%

students understood the question about menentukan makna kata dari teks

procedure. Moreover, the result of Ujian Nasional for indicator of procedure

questions about menentukan gambaran umum/pikiran utama paragraf,

informasi tertentu/rinci/tersirat, rujukan kata/makna kata/frasa atau tujuan komunikatif dalam teks berbentuk procedure showed that 63.73% students

only understood. The result of Ujian Nasional above was for province area, how was the writer’s school. Therefore, the writer conducted pre-test to find out the difficulties of test for the students.

After conducting the pre-test, the researcher discovered that the students had difficulties on; (1) determining the general information (2) finding out certain information; (3) finding out implicit information; (4) identifying explicit information; (5) determining pronoun reference; (6) determining communicative purpose; and (7) identifying word meaning. It meant that all indicators of the question need to be improved. Moreover, the

mean score of the pre-test was 63.79, but the minimum passing grade or

Kriteria Ketuntasan Minimal is 70.00.

The students’ failure in learning reading above was due to many things, namely: (1) the students have low vocabulary mastery; (2) less motivated students that led to the fact that they were very passive during the teaching and learning process; (3) the limited media and materials used by the teachers during the teaching and learning process; (4) monotonous teaching that resulted in uninteresting teaching and learning process. All these problems cause the students’ achievement decrease and the target of the teaching process cannot be reached, especially procedure text mastery. To overcome those problems, a strategy in English learning activity which is suitable with the situation is needed by the researcher. The strategy should improve or optimize the students’ skill and provide enough exercises for answering questions of reading skills. The researcher creates the learning media for two skills (reading and writing), but the researcher only uses the reading section for this research. Hopefully, the researcher is able to focus on the research of reading comprehension.

Learning strategies can be used as a teaching tool to deliver content and get feedback from the students, and will ultimately improve the competence of learners. Standard Process mentioned in No. 41/2008 that the learning process should be active, creative, effective, fun and innovative. These activities should be interesting and challenging the most of the students in their daily life. But in this study, the researcher limits the problems of JHS students reading comprehension grade IX. The researcher

has to find a strategy that meets the criteria and consider the needs and circumstances of students. Through the steps of exploration, elaboration and confirmation, hopefully learning activities will be successful for instructional purposes that students can maximize their competence. An effective educational scheme has to prepare the students to think by themselves, to be creative and original, to solve problems and to interact with his surroundings in a collaborative way

In accordance with the condition, the teacher should find an appropriate strategy of teaching to improve the students’ reading comprehension ability. The researcher and other teacher collaborated on conducting an action research in the reading instruction by using Lecfenco. This strategy is selected for some reasons. First, by presenting the electronic materials on Lecfenco to the whole class and have the students view and work on together will make them pay more attention and participate more actively. Electronic materials on Lecfenco are some extent different form from the textbook or printed worksheet that the students usually deal with during the teaching and learning process. Second, electronic materials on

Lecfenco are easy to find and various formats. Working with various forms

of materials will not make the students bored. This will make students pay more attention and participate more actively during the learning process, and will lead them to understand the material better. The better understanding will gradually result in the improvement on the students’ reading comprehension. Third, the use of electronic materials on Lecfenco can be highly motivating since students often enjoy the chance of reading

texts which are equipped with images and animation that ease them to comprehend the materials. Fourth, Lecfenco contained animation, video and sound. This will encourage students’ interest so that the materials are conveyed quickly and effectively to the students. Fifth, the researcher adapted and adopted materials taken or downloaded from many sources to meet the students/ need.

After finding the problems in the classroom, the writer will conduct the classroom action research (CAR) as McNiff (1998:18) states that the research is the result of the researcher’s reflection and evaluation on his teaching learning process in the classroom last year. The researcher found the problem, then identified the problems and found the way to solve them by using Lectora inspire, that hopefully it was an innovative one. This classroom action research entitled Improving English competence of Junior High School students through Lecfenco was implemented in 2 cycles of 4 steps, they were: 1) Planning, 2) Acting 3) Observing, and 4) Reflecting.

The use of Lecfenco for teaching reading is assumed to be able to overcome the students’ problem in reading comprehension. The reasons are: (1) Lecfenco may contain many exercises on vocabulary development. The materials are often equipped with images which will ease the students to identify unfamiliar words given. Besides, the formats of exercises are various and the images presented are colourful. This is another challenging and interesting feature of electronic materials since the students become more interested and enjoy the learning process.; (2) by working on Lecfenco dealing with exercises on vocabulary, students’ vocabulary mastery are

gradually improved. The students’ difficulties in finding detailed information are caused by the limited vocabularies mastered by them. The more vocabularies mastered the easier they understand sentences or even texts. This will ease them to find detailed information in texts. Beside, electronic reading passages are more interesting and challenging to read than the traditional ones; (3) researcher may produce their exercise on pronoun reference so that the students are accustomed to determine references; (4) Lecfenco may contain pictures and animation. The features do not occur in a printed text. Most of the students are lazy to read the printed text because they are not interested in it.

The researcher intends to create a medium of English learning, especially materials of procedure text that can be accessed by students to learn English well, at school or at home. The researcher made the media by using Lectora Inspire Demo which can be obtained through the Internet for free. Media is made so flexible and can be accessed online or offline by JHS students and allow them to learn English more effectively and efficiently. But Lecfenco has been made offline for some reasons namely: (1) there are few students have the internet access (2) internet access in school is not good enough. Therefore, the researcher gives file of Lecfenco in the end of research. The advantages of Lectora Inspire are

1. Lectora is used to create websites, interactive e-learning content, and

2. The content development of learning media in Lectoracan be published in a

variety of output such as HTML,single file executable,CD-ROM,as well as e -learningstandards such as SCORM and AICC.

3. Lectorais compatible with a variety of Learning Management System (LMS) 4. Lectoraisvery easy to use(User Friendly)

5. Lectorahas many features that can be used for the development of media in

accordance with requirements

6. Lectora has plenty of templates and other supporting facilities: Snagit,

Camtasia,flypaper.

7. Lectoracan create kinds of test easily.

That is why the writer chooses Lectora as a learning media in teaching learning activity. Then the researcher’s expectation by giving media is the students are able to continue to learn and more often to practice writing and reading in English at home.

B. Research Problems

Based on the existing problems, research problems can be formulated as follows:

1. Can the use of Lecfenco improve the English reading comprehension of Junior High School in the 2015-2016 academic year?

2. How can the use of Lecfenco improve the English reading

comprehension of Junior High School in the 2015-2016 academic year?

C. Research Objectives

Based on the problem formulation above, the objectives of the study are as follows:

1. Identifying whether Lecfenco as a medium to improve the English reading comprehension of JHS students grade IX.

2. Applying Lecfenco in teaching learning activities, the improvement of students’ English reading comprehension can be achieved. It works

because the contents of Lecfenco and the steps that the writer has done in teaching learning activity can lead the students to the improvement of English reading comprehension.

D. Significance of the problem

The research result if expected to be able to give some benefits for teachers, students, readers and school.

1. Theoretically

This research is an innovation using Lectora program in improving English material to match students’ need and obstruction so that it is significant as it contributes to the development of theories especially the theory on strategy of teaching English as a Second language in Junior High School.

2. Practically

This research is significant for the Teacher-researcher as it is able to solve the problems in his/her class; especially in Junior High School. It also takes advantage of students’ need in using a media which matches to the situation and condition nowadays that they face difficulties in all aspects. Moreover, it is important to the other English teacher since it informs about an innovative strategy for learning English in or out of class and on line (Internet) or offline (CD or PowerPoint like).

CHAPTER II LITERATURE REVIEW

This chapter consists of some aspects dealing with the related literature reviews. The literature reviews are focused on English Teaching Learning Based on the Curriculum, National Standard of Process in English Teaching Learning Activities, Reading, and Lecfenco, the description of the media developed in the research.

A. English Teaching Learning Based on the Curriculum

English is a compulsory subject in Junior High Schools. In this level, the graduates are supposed to have English Competence both in Spoken and Written form. This is stated in Peraturan Pemerintah No 19/2005 Pasal 7 that English is grouped in the science and technology subject which should be achieved by the students of Junior High School. To achieve the goals in the teaching learning of English Competence in the Junior High Schools level means that the students should achieve the competence in listening, speaking, reading both comprehension and read aloud, and also writing. The learning process of those four languages and language aspect (Structure and Vocabulary) should be presented in integrated way in enjoyable environment by using innovative strategy and attractive effective media. In short, the English learning should be done innovatively, in enjoyable and effective activities that make the students active and creative to achieve the English competence.

It is also stated in Standar Isi ( Standard of Content ) and Standar Kelulusan (Standard of Graduate) in Permendiknas No 22 and 23 year 2006 as a reference for the teaching learning in the schools. There are 4 language competences should

be achieved by the students, namely Listening, Speaking, Reading and Writing in the level of literacy and functional. The teaching learning process to master the four skills and the two language aspects should be presented integratedly then applied using the strategy that has the active, innovative, creative, effective and enjoyable criteria.

In Appendix II Permendiknas No 22 tahun 2006 about Standard of

Content consists of Standard of Competence and Standard of Based Competence, besides the four competences (Listening, Speaking, Reading and Writing) should be achieved by the students, there is also the standard for the teaching material which is genre based. It covers the spoken and written material. They are Transactional/Interpersonal, Short Functional Texts and Monologue Texts (Descriptive, Procedure, Recount, Narrative and Report).

For students in Grade 9, at the end of the first semester, they have to achieve the competence in Listening, Speaking, Reading (Comprehension and Aloud) and Writing on Short Functional Texts and Monologue Texts especially Procedure Texts.

B. National Standard of Process in English Teaching Learning Activities

In 2007 through Permendiknas No 41, the Ministry of Education published the National Standard of Process in Teaching Learning Activities, it means that the teaching learning activities for the junior high schools at least refers to the minimal standard set in the decree. According to the decree, the teaching learning activities in every subject including English should consists of Planning, Applying, Evaluating and Monitoring.

The Planning covers all preparation for the teaching learning activities like lesson plan, indicators, materials, methods, media, assessment and time allocation. The Applying of the teaching learning activities consists of Pre Activity, Whilst-Activity and Post Activity. The Pre Activity prepares mentally and physically to participate in the teaching learning process. By considering the characteristics of the students, the main activity should cover exploration, elaboration, and confirmation in the process; and in the Post Activity, the students with the help of the teacher make an evaluation and reflection about the material and activity in the teaching learning process.

For the Evaluation Stage, it means that the assessment done is the process and result of the teaching learning process. The assessment should be consistent, systematic and well prepared using many kinds of test, both test and non-test in the form of written, spoken, performance and product. While the monitoring and supervising which is done by the principle or the education supervisor is done to determine the quality of the teaching learning process.

C. Reading

1. The nature of Reading

There are many definition of reading proposed by experts. One of them is that defined by Williams (1999: 3 – 11). He states that reading is a process of obtaining meaning from written text. He also states that a reader is not a simply passive object, fed with letters, words and sentences, but is actively working on the text. Then a reader is able to arrive at understanding without looking at every letter or words.

Meanwhile, Goodman (1967) in Williams (1999:3-11) states that reading is a ‘psycholinguistic guessing game’ since written text often contain more than what one needs to understand them. The guessing is a principled guessing which draws upon two sources to guide obtaining the meaning. The two sources are first the text itself and the second what the readers bring to the text. What the readers bring to the text involves: (1) knowledge of the writing system; (2) knowledge of the language; (3) ability to interpret; (4) knowledge of the world and (5) reasons for reading.

It can be inferred that reading is a process of obtaining the meaning and interpreting the author’s point of view in the written text. To obtain them, readers make use of two sources, first the text itself and the second what the readers bring to the text. What the readers bring to the text involves: (1) knowledge of the writing system; (2) knowledge of the language; (3) ability to interpret; (4) knowledge of the world; and (5) reasons for reading.

2. The Process of Reading

Reading is not a single but a complex process. Davies (1995: 58) defines the process of reading into two models. They are bottom-up model and to-down model.

a. The bottom up model

Eye look-identified and sound out words recognized-words allocated to grammatical class and sentence structure-sentence give meaning, meaning leads to thinking. This model reflect certain approaches to the teaching of reading, in which the sequence of instruction is intended to reflect the assumed sequence of

processing, from letter to sounds, to words, to sentences and finally to meaning and to thinking.

The bottom up model speculates that meaning come from the bottom namely, from written text. It means that the text holds the meaning and this meaning is then brought up from the bottom the text to the readers’ eyes.

b. The top-down model

The processing sequence of top-down model is almost the reverse of the model above. This model includes thinking and meaning at a very early stage and the processing sequence proceeds from prediction about meaning to attention of progressive smaller units.

On the other word, the top-down model speculates that understanding, which is meaning creations, begins from the top, namely the reader, to the down, which is the text. In this top-down view, meaning is initiated from what the readers have already had: content schemata and formal schemata. With their prior knowledge, readers play a kind of a prediction in making meaning out of the text. The success in reading depends on the activation of content schemata and formal schemata as central keys to infer meaning in the text.

Reading entails that to infer meaning, readers will explore and evaluate meaningful relevant information contained in the written text. They will also make continual predictions about the text that match their prior knowledge. Selection principle of information in the text also characterizes the top-down mechanism of reading.

The interactive model is the combination of ideas proposed by both the bottom-up and the top-down model of reading. The interactive model recognizes the involvement of meaning-construction processes in reading on one side and the role of solid knowledge of elements of language on the other side. Reading is interactive processes. The processes involve the interaction between a reader and a written text. While interactive model of reading conceives the importance of the collaborative role of both top-down and bottom-up mechanism in uncovering intended meaning out of the written text, the interactive process of reading emphasizes the interaction between a reader and a written text.

The interactive model of reading calls for abstract processes in the mind. Readers also continually evaluate their understanding on the writer’s intended meaning. Readers necessarily combine top-down strategies and bottom-up tactics in revealing meaning.

3. Techniques of Reading

Different readers may have their own ways and technique in accordance with their favour and purpose. Some linguists have proposed many ways of reading which the mainly used in Francoise, Grellet (1998: 40) summarized as follows:

a. Skimming: quickly running one’s eyes across a whole text (an essay, article or chapter) to get the gist of it. The reader goes through the text extremely quickly. The purpose of skimming is simply to see what a text is about. The reader skins in order to satisfy a very general curiosity about a text.

b. Scanning: reading quickly going to a text to find a particular of information. Scanning occurs when a reader goes through a text very quickly in order to find

a particular point of information (William, 1996: 100). The purpose of scanning is to exact certain specific information without reading the whole text (Brown 1994: 293).

c. Extensive Reading: reading longer text usually for someone’s pleasure. This is a fluency activity, mainly involving global understanding.

d. Intensive Reading: reading short text to extract specific information. This is more on accuracy activity involving reading for detail. In this course, each text is read carefully and thoroughly for maximum comprehension.

4. Macro & Micro Reading Skills

Brown (2004: 187-188) lists macro reading skills as follows: (1) recognize the rhetorical forms of written discourse and their significance for interpretation; (2) recognize the communicative functions of written texts, according to from and purpose; (3) infer context that is not explicit by using background knowledge; (4) from described events, ideas, etc, infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, generalization and exemplification; (5) distinguish between literal and implied meanings; (6) detect culturally specific references and interpret them in a context of the cultural schemata; and (7) develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of text.

Munby (1968) in Grellet (1998:4-5) states that reading involves a variety of skills. They are recognizing the script of a language, deducing the meaning and use of unfamiliar lexical items, understanding explicitly stated information,

understanding information when not explicitly stated, understanding conceptual meaning, understanding the communicative value of sentences, understanding relations within sentence, understanding relation between parts of a text through lexical cohesion devices; understanding cohesion between parts of a text through grammatical cohesion devices, interpreting text by going outside it, recognizing indicators in discourse, identifying the main point or important information in discourse, distinguishing the main idea from supporting details, extracting salient detail to summarize (the text, an idea), extracting relevant points from a text selectively, using basic reference skills, skimming, scanning to locate specifically required information, and transcoding information to diagrammatic display.

Brown (2004: 187-188) lists reading micro skills as follows: (1) discriminate among distinctive graphemes and orthographic patterns of English; (2) retain chunks of language of different lengths in short term memory; (3) process writing at an efficient rate of speed to suit the purpose; (4) recognize a core of words, and interpret words order patterns and their significance; (5) recognize grammatical word classes (noun, verb, etc), system (e.g. tense, agreement, pluralisation), patterns, rules, and elliptical forms; (6) recognize that a particular meaning may be expressed in different grammatical forms; (7) recognize cohesive devices in written discourse and their role in signalling the relationship between and among clauses.

The micro reading skills as proposed by experts demonstrate the wide coverage of reading skills. Some skills essentially overlap; some others show similar conceptions; some include text structures; and some demonstrate levels. Based on above mentioned reading micro skills, it can be inferred that reading

skill covers the followings: understanding organization of the text, understanding implied details, understanding word meaning, understanding pronoun reference, grammatical word classes (noun, verb, etc), system (e.g. tense, agreement, pluralisation), patterns, rules, and elliptical forms, and understanding the cohesive devices in written discourse and their role in signalling the relationship between and among clauses.

5. Reading comprehension

Reading comprehension is the process of understanding a text that is read, or the process of “constructing meaning” from a written text. Comprehension is called a “construction process” because it involves all of the elements of the reading process working together as a text that is read to create a representation of the text in the reader’s mind.

Olson and Diller (1982: 42) define reading comprehension as the process of understanding and applying information contained in a written material. This definition is supported by Harris and Sipay (1980: 179), who define reading comprehension as the ability that permits people to acquire and exhibit information gained as a consequence of reading written language.

Snow (1999: 11) defines reading comprehension as the process of extracting and constructing meaning simultaneously through interaction and involvement with written language. The terms extracting and constructing mean to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. Comprehension covers three elements: (1) the reader who is doing the comprehension process. It includes all the capacities, abilities, knowledge and experiences that a person brings to the act of reading; (2) the texts

to work on. They include any printed texts or electronic texts; and (3) the activity in which the comprehension process occurs. The activity includes the purpose, processes, and consequences associated with the act of reading.

According to William (1999: 20), reading comprehension is the process in which the readers handle vocabulary, identify the text purposes or function, as well as the main topic and interpret sentences. Reading comprehension covers understanding supporting ideas/details, understanding organization of the text, understanding implied details, understanding word meaning, understanding pronoun reference, understanding the communicative purpose of writing.

In addition, Grellet (1998: 4–5) lists variety of skills involved in reading a text. They are recognizing the script of a language, deducing the meaning and use of unfamiliar lexical items, understanding explicitly stated information, understanding information when not explicitly stated, understanding conceptual meaning, understanding the communicative value of sentences, understanding relations within sentence, understanding relation between parts of a text through lexical cohesion devices, understanding cohesion between parts of a text through grammatical cohesion devices, interpreting text by going outside it, recognizing indicators in discourse, identifying the main point or important information in discourse, distinguishing the main ideas from specifically required information and transcoding information to diagrammatic display.

Based on some theories above, it can be concluded that reading comprehension involves: (1) understanding word meaning; (2) understanding detailed information; (3) understanding pronoun reference; (4) understanding main ideas; and (5) inferring implicit information.

6. Reading in the Language Classroom

Aebersold and Field (2000: 42-46) stated that there are two approach to teaching reading. They are extensive approach and intensive approach. However, sometime it is possible for teacher to use the combination of both.

An extensive approach of teaching reading is based on the belief that students’ ability to read will consequently improve when they read for general comprehension large quantities of texts of their own choosing. Students are then free to choose reading materials that interest them. The texts that they read maybe completely selected by the students or to some extent selected by the teacher. The texts are always to be read for comprehension of main ideas, not of every detail and word. The texts do not have reading exercise since students work on authentic materials. In this approach, the reading is done outside of class without peer support or teacher aid.

In contrast to extensive approach an intensive approach to reading currently reigns in most classroom and books. Reading text is treated as an end in the teaching itself. Each text is read carefully and thoroughly for maximum comprehension. Since the reading is in the classroom, direction and aid are provided by teachers before, sometimes during, and after the reading. Unlike the reading in extensive approach that do not have any exercise, there are many exercises to be done by the students. The exercises generally cover the followings: (1) looking at different levels of comprehension (main ideas vs. details); (2) understanding what is implied versus what is stated; (3) discussing what inferences a reader can reasonably make; (4) determining the order in which information is presented and its effect on the message; (5) identifying words that

connect one idea to another; (6) identifying words that signals movement from one section to another; and (7) noting which words indicate authors’ certainty about the information presented.

In addition, Nuttal (1996: 33) explains five roles of students in comprehending a text. Those are: (a) taking an active part in learning reading is learnt rather than taught and only the learners can do learning, and this means they should be active; (b) monitoring comprehension, students need to understand text works and what should have a skill about how to make a dialogue with a text by frequently practicing to talk about text in class; (d) taking risk, they should be brave to take the risk of making mistakes or they won’t learn much if they don’tdi this; and (e) learning not to cheat oneself, students should have a belief that learning reading is learning to give an enormous advantage in life. When they cheat, although nobody will suffer, they are wasting their chance to get the enormous advantage in their life.

7. Factors Affecting Comprehension Skills

In the efforts to help the students achieve comprehension in reading activity, teachers must understand the factors that influence their students’ reading process. Aebersold and Field (1997: 23) have complied a list of factors that influence reading in second language learning. They are:

a. Cognitive development and cognitive style orientation at the time of beginning L2/FL study

b. Language proficiency in the L1

c. Metacognitive knowledge of L1 structure, grammar, and syntax d. Language proficiency in an L1/FL

e. Degree of difference between the L1 and an L2/FL (writing systems, rhetorical structures, appropriate strategies).

f. Cultural orientation

As the result of reading process, there are also some factors that influence the students in their reading. Some experts have identified a number of factors affecting comprehension skill. One of them are Dawson and Bamman (1967: 220-223). According to them, there are five factors which affect the comprehension skill. They are:

a. Intelligence

Students have different intelligence, so it will be possible for them to produce different comprehension. The number of ideas that they understand and depth of their understanding will be largely dependent upon his general capacity to learn. b. Experience

Students with limited experience may have difficulty in comprehending many of the ideas and activities with which other students are familiar before they come to school.

c. Mechanics of reading

Comprehension will be easier for the students if they have all mastered the skills of word attack and word meaning, and if they have learned to handle material books properly. Obviously, there must be a fine balance somewhat in each student between careful attention to word attack skills and to comprehension skills

d. Interest and interest span

It is truism that we all respond quickly to what we read if we are interested in the topic or at least familiar with it. The interest span is related to personality factors;

a disturbed student who has encountered many unfortunate experiences at home or in the school may be unable to preserve when required for comprehending reading passages.

e. Skills of comprehending

Another obvious factor, which influences the depth and amount of comprehension, is the skill, which the students have developed for that purpose. Like all reading skills, the ability to comprehend what we read develops gradually from the simple to the complex skills.

8. Assessment of Reading Comprehension

Snow (1999: 52-53) states that the improvement of instruction relies crucially on the availability of information about the effectiveness of instruction. Teachers need reliable and valid assessments in order to know which students are learning as expected and which need extra help.

Futher, Kameenui et al. (2006) in Paris (2007: 2) mentions four purposes of reading assessment: screening, diagnosis, progress monitoring and outcome evaluation. In addition, Carlisle and Rice (2004) in Paris (2007: 2) identified four similar purposes for assessing reading comprehension in school settings:

a. State and district evaluation f programs and curricula; b. Identification of student at risk for reading problems; c. Diagnoses of students’ reading problem; and

d. Measurement of students’ progress during instruction or treatment.

Reading comprehension has been evaluated as an indicator of literacy skill as well as academic achievement, so it has been used to measure the effectives of teachers, curricula, instruction, and new programs. To sort students by ability and

to monitor progress of students and schools, it is used standardized tests with scaled scores as summative measures. The test score are then used as proxy measures of the quality of instruction provided by the teachers and schools. The reading scores (mid-term test, final term test and National Examination) are often reported to Musyawarah Kerja Kepala Sekolah (MKKS) and used to map the competence of the students in kabupaten Bantul. Besides the National Examination is used by the students to get the higher school so the students have to learn English seriously.

According to Paris (2007: 3), the assessments of reading comprehension usually require students to read (silently and without assistance) many short passages and to answer a variety of questions, multiple-choice or open ended, about implicit and explicit information in the text. The method is based on (a) quantitative models of normative skulls used to sort students on the basis of uniforms scores, (b) psychometric models with samples of text and questions in item pools that yield high reliability and validity across items and test forms, and (c) economically efficient models of standardized testing with group administration and computerized scoring.

Aebersold and Field (2000: 175-176) lists some types of reading comprehension test as follow: (1) multiple choice tests. The tests are usually set up in such a way that the candidates are required to select the answer from a number of given options only one of which is correct; (2) short answer and open-ended questions. In this test, students are given a passage to read then, asked to answer questions by writing a few sentences or paragraph. Alternatively, students are asked to write a summary of the passage; (3) completion task. This is another

form of comprehension testing that demands recall and writing as well as comprehension. Teacher may supply a reading passage followed by a set of statements to be completed by the students. In the simplest version, students may use the words from original passage to complete the sentence. In more complex versions, students should interpret or analyse the text before completing the sentences.

D. E-Learning in Teaching Learning Activities

Since 2000, online learning commonly known as ‘web-based instruction’, ‘e-learning’ or ‘distance learning’ has played an increasing role in higher education with the development of the internet and world-wide web. Web-based learning or online learning can be defined as ‘hypermedia based instructional program, which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported” (Khan, 1997: 6).

1. E-learning

E-learning is long distance learning uses the computer technology, computer network and/or internet. E-learning makes the possibility for the learners to study through computer in their places without physically join the lesson in the classroom. E-learning also often means a form of web based learning which can be accessed from intranet in local net or internet. Thefollowing table summarizes several opinions regarding the comparison between traditional learning and e-Learning (David Rashty):

Table 2.1 Comparison of Traditional and E-Learning

Traditional Learning E-learning

Classroom Discussions

The teacher usually talks more than the student

The student talks at least as much as or more than the teacher

Learning Process

The learning is conducted with the whole class participating; there is almost no group or individual study

Most of the learning process takes place in groups or by the individual student.

Subject Matter The teacher conducts the lesson according to the study program and the existing curriculum

The student participates in determining the subject matter; the studying is based on various sources of information, including web data banks and net-experts located by the student.

Emphases in the Learning Process

The students learn “what” and not “how”; the students and

the teachers are busy completing the required subject matter quota; the students are not involved in inquiry-based education and in solving problems, but rather in tasks set by the teacher.

The students learn “how” and less “what”; the learning

includes research study which combines searching for and collecting information from web data banks and authorities on the communications network; the learning is better connected to the real world, the subject matter is richer and includes material in different formats.

Motivation The students’ motivation is

low, and the subject matter is

“distant” from them.

The students’ motivation is

high due to the involvement in matters that are closer to them and to the use of technology.

Teacher’s Role The teacher is the authority The teacher directs the student to the information

Location of Learning The learning takes place within the classroom and the school

The learning takes place with no fixed location

Lesson Structure The teacher dictates the structure of the lesson and the division of time

The structure of the lesson is affected by the group dynamics

From the table above, it was known that learning is also students centred with recognition of the student’s prior knowledge, experience and understanding; most important, the teacher’s role is that of “facilitator of learning, developer of structure, creator of the context and provider of the learning space so that students can take control of their own learning”

(Alderman 2000). The assumption holds significance that the collaboration provides opportunities for appreciating and acknowledging the student’s expectation. The growing interest in e-learning seems to be coming from several directions. Numbers of teachers are increasingly using information and communication technology to support their teaching. Despite this level in e-learning, it is not constraint and limitation. The fundamental obstacle to the growth of e-learning is lack of access to the necessary technology infrastructure, for without it there can be no e-learning. It also includes the cost of hardware and software, the support of maintenance and appropriate trained staff (Naidu, 2003).

Actually e-learning material is not necessarily distributed online by using intra or internet, but off-line distribution by using CD/DVD is also e-learning pattern. In this case the learning material and application are developed based on the needs then distributed through CD/DVD, and then the students can use CD/DVD in their place of learning.

2. Lecfenco as A learning media

a. Theory of Electronic Media

Wetzel (2008: 1) states that students respond to information differently. This is where electronic materials come in, using a variety of formats to teach. Wetzel lists some advantages of using electronic materials as follows:

1. electronic materials may contain animations which encourages students to a better involvement and understanding;

2. electronic materials may contain videos which stimulates visual senses to encourage interaction among students;

3. electronic materials may contain sound which stimulates the auditory senses to encourage interaction.

Moreover, Wetzel argues that the three advantages of electronic materials encourage students’ interest so that the materials are conveyed quickly and effectively to the students.

In conclusion, the role and influence of media using information and communication technology on learning and teaching optimized especially when it is skilfully integrated into the educational experience. By optimizing the use of electronic materials in Lecfenco has some advantages namely: (1) by presenting the electronic materials to the whole class and have the students view and work on together will make them pay more attention and participate more actively; (2) electronic media are easy to find and of various formats. Working with various forms of materials will not make the students bored. This will make students pay more attention and participate more actively during the learning process, and will lead them to understand the materials better. The better understanding would gradually result in the improvement on the students’ reading comprehension; (3) the use of electronic media can be highly motivating since learners often enjoy the chance of reading texts which are equipped with images and animations; (4) electronic media contains animation, videos, and sound. This will encourage students’ interest so that the materials are conveyed quickly and effectively to the students; and (5) teacher may produce his own materials to meet the students’ need. This will effectively lead to the improvement of the students’ reading comprehension achievement.

Lectora is an Electronic learning (e-learning) development tool, also known

as authoring software, developed by Trivantis Corporation. Lectora is used to create online training courses, assessments, and presentations. It is also used for the conversion of Microsoft PowerPoint presentations into e-learning content.

Lectora was produced and released in 1999 by Trivantis Corporation, founded by

Timothy D. Loudermilk in Cincinnati, Ohio. Today, the product is sold to corporations, academic institutions, government agencies, and non-profit organizations in more than 60 countries. There are some versions of Lectora such as:

1. Lectora Inspire

Lectora Inspire includes all the features and functionality included in Lectora

Publisher and also includes Camtasia® for Lectora, Snagit® for Lectora, and Flypaper™ forLectora.

2. Lectora Professional Publishing Suite

Lectora Professional Publishing Suite includes all the features and functionality

included in Lectora Publisher and also includes a set of media editing tools. 3. Lectora Publisher–Lectora Publisher is the standard version of Lectora.

Lectora was complete, suitable and useful e-learning software for creating an interactive

learning media. Lectora can be used so easy by the teacher that the teacher can create media of learning relate to his/her subject. Most of teachers already recognize power point and adobe flash; both are good for creating learning media. Although by doing some ways, power point and Adobe flash can be used for making an interesting learning media. But the aim of creating power point is for presentation, not for learning media. Then Adobe Flash is software from Adobe that is used for making animation, and it is not for creating learning media. Lectora, from the beginning it was created for e-learning’s need. Moreover, Lectora can be used for learning’s need in two ways,

record video, combine picture and screen capture. When we install at once (about 800 Mb), the following software include:

1. Flypaper

Flypaper is used for combining picture, video, flash, animation, game memory etc. This software produces file in swf form so that it is easy to integrate with Lectora.

2. Camtasia

Camtasia is used to record the steps that we did on monitor screen. This software can be used to edit video and publish as a video.

3. Snagit

Snagit can be used to capture the monitor screen because it has a print screen technology. In old

way, we capture image on the monitor screen, then put it in paint first but by using Snagit we do not need it. Snagit can do more than that because Snagit can combine some pictures as one and publish in various picture files.

Beside the software above, by implementing Lectora we can compose more interesting and easier evaluation than power point or flash. Some evaluations can be composed as follow:

1. Multiple choice; 2. True/False; 3. Matching; 4. Short answer; 5. Drag and Drop; 6. Hot Spot; 7. Essay; and 8. Fill in Blank

c. Lecfenco

Based on the advantages of Lectora above, the researcher decided to create learning media of English. Lectora can be used for creating any subject learning media. The researcher created an interactive media by applying Lectora Inspire Demo for some reasons as follow:

1. The researcher got the software when the researcher joined in Diklat Pembuatan Media Ajar, Balai Telkomdik. It means that the software is free and I cannot imagine if i should buy myself because it cost a lot of money.

2. This software has many features; Camtasia (for video), Snagit (for photo) and Flypaper (for animation). Lectora enables users to create different types of tests (true / false, multiple choice, matching, hot spot, drag and drop, essay, fill in the blank and short answer) and survey. 3. The product of Lectora can be developed and published in different outputs such as Single

Executable File, CD Rom, HTML, Mill Course, AICC / Web-Based, SCROM / Web Based and LRN. It can be said that we conduct the teaching learning process in two ways; online and offline. But the researcher decided to conduct the teaching learning process by offline because of technical problems ( internet access, computer/laptop available and peripherals)

In an effort to improve achievement, particularly reading skill, researcher made English learning media, Lecfenco. Lefcenco was abbreviation of Lectora for English Competence. Lecfenco was composed in two skills namely reading skill and writing skill but researcher only

used the reading section in the media to improve reading skills of students grade IXD. Reading skill is more important than other language skills for grade IX because all the tests (mid-term test, final term test and National Examination) are mostly in reading forms and few written forms. It means that the students have to master the reading skill. Moreover, Grade IX has short time to prepare National Examination but there are many materials the students master. Due to time constraint and urgently need, researcher implemented the reading section.

a. Material of Media

In Lecfenco, the researcher put material of Procedure Text. According to Anderson (1997:50) a procedure text is a piece of text that gives us instruction for doing something. The purpose of a procedure text type is to explain how something can be done. Procedure text is a text designed to describe how something is achieved through a sequence of actions or steps. Moreover, Anderson and Mark (1997:52) state that the steps for constructing a procedure text are:

1) An introductory statement that gives the aim or goal

2) A list of the materials that will be needed for completing the procedure 3) A sequence of steps in the order they need to be done.

While the language feature of Procedure Text, Anderson and Mark (1997:52) say that the language features usually found in a procedure are:

1) the use of technical language

2) sentences that begin with verbs and are stated as commands

3) the use of time words or numbers that tell the order for doing the procedure 4) the use of adverbs to tell how the action should be done

Here are the examples of procedure text that the researcher set in Lecfenco:

Text 1: How to make fried rice Ingredients:

2 plate of rice 1 clove of garlic

1 tablespoon of tomato sauce 1 egg beaten

100grams of chicken meat 1 tablespoon cooking oil Salt

Steps :

First, heat oil and sauté garlic until the smell of the garlic comes out. After that, add chicken, stir briefly until slightly cooked

Next, add the egg, stir until cooked egg cracked.

And then pour the white rice, tomato sauce and salt. Stir them until blended with herbs. Finally, serve and decorate beautifully.

Text 2: How to washing clothes using washing machine The Materials:

A unit of washing machine Detergent

Water

The following steps tell how to wash the clothes using a washing machine. First, separate the coloured clothes from the others.

Then, put them in the washing machine, turn the machine on, set it to the wash selection and pour the detergent powder in.

Next, wait for the tub to fill with water. After the process of washing has finished, let the clothes drain through the drain hose. After that, see the knob of the wash timer again, this time to rinse for three minutes. Do this twice for a good rinsing. Finally, put the wet clothes into the spin compartment, set the knob and wait until the spin processing shuts off. Now, you are ready to put the clothes on the line.

b. Evaluation

In exercise section, it presented 10 questions in the form of multiple choices and was not given a score but given comments/ feedback on the students answer, whether his/her answer is right or not. The comments or feedbacks consisted of two kinds for right answer and wrong answer. The feedbacks of wrong answer were please read again, no, this is not the answer, etc. Then the feedbacks of right answer were congratulation, you are right, absolutely right etc. There were two procedure texts in exercise namely how to use the rice cooker and mung bean porridge.

For the evaluation section, it presented 30 questions at random, but students will only have 10 (ten) questions in 30 minutes. Before the read the texts and answer the questions, they have to enter their name in the space provided. There were six procedure texts provided randomly in Lecfenco. At the end of the evaluation session students gained assessment and no comments but

stated pass or fail. Lecfenco is able to send assessment results via e-mail automatically or printed directly.

d. How to install Lectora

There are 9 (nine) steps to install the application of Lectora in our computer as below;

1. After getting the application (from internet or others), we can click the application twice.

In this research, the writer chooses Lectora Inspire Demo because of some reasons. They are simple, easy to get in internet and free although it ends for about three months.

2. The picture will be shown like below. We can choose the language we want to and click the language.

Figure 2.2 Select the language

3. Read and understand the license agreement. After that, click I Agree button.

Figure 2.3 Read and Click License Agreement

4. Then it will appear the picture below. The writer suggests to select custom type because it will provide many useful components. Then click Next.

Figure 2.4 Select the Type of Install

5. If we choose the custom type, we get components; flypaper, snagit, camtasia etc. The component will support when we create media of learning. Please click next.

Figure 2.5 Select the optional components

Figure 2.6 Choose Install Location

7. Lectora Inspire Demo is being installed. Some applications install in it.

Figure 2.7 Lectora is being installed

8. After waiting for while, the installation finished. Then please click finish button to end the installation.

Figure 2.8 The installation was finished

9. Lectora is ready to used by clicking the Lectora icon.

Figure 2.9 Lectora icon appears on Desktop

Lectora is software of authoring tool in form of desktop base. Desktop base

means that Lectora needs a certain hardware requirement but the usage of the application can be controlled by the user. The application of desktop base is run on local drive and it does not need internet as web base application. Then the operation of Lectora is faster than web base application because it does not depend on the internet condition.

After discussing the theoretical description, the hypothesis of the study is that Lecfenco can improve students’ reading comprehension of Junior High School in the 2015–2016 academic year.

CHAPTER III

RESEARCH METHODS

This research methodology is aimed to qualify the technique and method used for this research so that the goal of this research can be achieved.

A. Setting of Research

The study was done in SMPN 2 Bambanglipuro, and the subjects of the research are the students of Grade IXD in Academic Year of 2015–2016. The chosen class to be the subject of the research was class IXD. This class consist of 29 students. The class was chosen as the subject of the research because most of the students still had low achievement in reading comprehension. The low achievement was showed by their scores for reading comprehension. Most of them got scores under 75.00, the minimum passing grade or Kriteria Ketuntasan Minimal (KKM). Moreover, the problems of students were: (1) identify words’ meaning; (2) identify detailed information; (3)

determine pronoun reference; and (4) infer implicit information.

Students of class IXD could be classified into three categories: high, average, and low students based on the result of the pre-test. The classroom action research was conducted to

overcome the students’ problem in the teaching and learning process of reading. The learning

activities were done in 2 cycles and every cycle had two meetings. In conducting the research, the researcher was assisted by one of English teachers in SMPN 2 Bambanglipuro, Mrs. Nurul Hidayati, S.S.

B. Research Design

The Research Planning or the Research Design used in this research was Classroom Action Research (CAR).

1. Definition of Classroom Action Research

Burns (2010: 2) states that the main aims of action reserch is to identify a ‘problematic’

situation or issue that the participants – who may include teachers, students, managers, administrators, or even parents – consider worth looking into more deeply and systematically.

154 Statistics Pre-test Post-test (Cycle 1) Post-test (Cycle 2) Peningkatan dari Pre-test ke Pos-test (Cycle 1)

Peningkatan dari Pos-test (Cycle

1) ke Post-test (Cycle 2)

Peningkatan dari Pre-test ke Post-test (Cycle 2)

N Valid 29 29 29 29 29 29

Missing 0 0 0 0 0 0

Mean 54.0517 70.5172 77.4138 16.4655 6.8966 23.3621

Median 55.0000 70.0000 80.0000 17.5000 7.5000 22.5000

Mode 35.00 67.50a 85.00 .00 2.50 7.50

Std. Deviation 21.23859 7.62922 8.33138 14.97792 4.56379 16.43814

Minimum 25.00 52.50 57.50 -2.50 .00 .00

Maximum 80.00 80.00 92.50 40.00 15.00 52.50

Sum 1567.50 2045.00 2245.00 477.50 200.00 677.50

155 Pre-test

Frequency Percent Valid Percent

Cumulative Percent

Valid Tidak Memenuhi KKM (< 70) 19 65.5 65.5 65.5

Memenuhi KKM (>= 70) 10 34.5 34.5 100.0

Total 29 100.0 100.0

Post-test (Cycle 1)

Frequency Percent Valid Percent

Cumulative Percent

Valid Tidak Memenuhi KKM (< 70) 13 44.8 44.8 44.8

Memenuhi KKM (>= 70) 16 55.2 55.2 100.0

156 Post-test (Cycle 2)

Frequency Percent Valid Percent

Cumulative Percent

Valid Tidak Memenuhi KKM (< 70) 4 13.8 13.8 13.8

Memenuhi KKM (>= 70) 25 86.2 86.2 100.0