Improving Reading Fluency of Recount Text through Multimedia Running Text in Grade Eight Students of SMPN 1 Jogonalan in 2015/2016 Academic Year.

i A Thesis

Presented as Partial Fulfillment of the Requirements for the Attainment of a Sarjana Pendidikan Degree in English Education Department

Prety Sekar Hartono 10202241004

ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGES AND ARTS STATE UNIVERSITY OF YOGYAKARTA

ii

MULTIMEDIA RUNNING TEXT IN GRADE EIGHT STUDENTS OF SMPN 1 JOGONALAN IN 2015/2016 ACADEMIC YEAR

A Thesis

Written by Prety Sekar Hartono

10202241004

iii

IMPROVING READING FLUENCY OF RECOUNT TEXT THROUGH MULTIMEDIA RUNNING TEXT IN GRADE EIGHT STUDENTS OF SMPN 1

JOGONALAN IN 2015/2016 ACADEMIC YEAR

A Thesis Written by Prety Sekar Hartono

10202241004

Accepted by the Board of Thesis Examiners of Faculty of Language and Arts, Yogyakarta State University, on October 20th, 2016 and declared to have fulfilled

the requirements to acquire a Sarjana Pendidikan Degree

Board of Examiners Chairperson

Secretary First Examiner Second Examiner

: Sukarno, S.Pd., M.Hum : Sudiyono, S.Pd., M.A : Dr. Margana, M.Hum

: Dra. R.A. Rahmi. D.A, M.Pd

1. __________ 2. __________ 3. __________ 4. __________ Yogyakarta, 20 October 2016 Faculty of Languages and Arts

Yogyakarta State University Dean,

_DR. Widyastuti Purbani, M.A._ NIP. 19610524 199001 2 001

iv Yang bertanda tangan di bawah ini, saya: Nama : Prety Sekar Hartono

NIM : 10202241004

Program Studi : Pendidikan Bahasa Inggris Fakultas : Bahasa dan Seni

Judul Skripsi : Improving Reading Fluency of Recount Text through Multimedia Running Text in Grade Eight Students of SMPN 1 Jogonalan in 2015/2016 Academic Year

menyatakan bahwa skripsi ini adalah hasil pekerjaan saya sendiri. Sepanjang pengetahuan saya, skripsi ini tidak berisi materi yang ditulis oleh orang lain kecuali bagian-bagian tertentu yang saya ambil sebagai acuan dengan mengikuti tata cara dan etika penulisan skripsi yang lazim.

Apabila terbukti bahwa pernyataan ini tidak benar, sepenuhnya menjadi tanggung jawab saya.

Yogyakarta, 20 Oktober 2016 Penulis

_Prety Sekar Hartono_ NIM. 10202241004

v

I dedicate this thesis to:

My beloved mom and dad, Mrs and Mr Hartono who give me unlimited trust and love

My great younger brother, Faizal F Hartono

My wonderful lecturers who have taught me;

Mrs. Rahmi D. Andayani, Mr. Sudiyono, Mr. Sukarno, Mrs. Siti Sudartini, Mr. Margana and the other great lecturers

My suitable therapyst who raised me up when I was in a storm; Marjunul Noor Purwoko

My truthful bestfriends forever; Januar Hari, Wahid, Adhitya, Irhason The amazing ‘kids’ of PBI A 2010

vi

“Great minds discuss ideas. Average minds discuss events. Small minds discuss people.”

Henry Thomas Buckle

“The mind is not a vessel to be filled but a fire to be kindled. “

Plutarch

“If you're not prepared to be wrong, you'll never come up with

anything original.” Ken Robinson

vii

to my supervisor, Dra. R.A. Rahmi D. Andayani, M.Pd., Sudiyono, S.Pd., M.A., for the exemplary guidance, monitoring, and constant encouragement.

I also take this opportunity to express a deep sense of gratitude to Sukarno, S.Pd, M.Hum., as the head of English Education Department for the cordial support, valuable information, and guidance.

I am obliged to my friends of PBI A 2010, for the valuable information and discussions provided by them in their respective fields. I am grateful for their cooperation during the period of my study.

Lastly but not least, I thank the Almighty, my parents, brother, and friends for their constant encouragement without which this thesis would not be possible.

Yogyakarta, 20 October 2016

viii

RATIFICATION ... iii

PERNYATAAN ... iv

DEDICATIONS ... v

MOTTOS ... vi

ACKNOWLEDGMENT ... vii

TABLE OF CONTENTS ... viii

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

ABSTRACT ... xiv

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem ... 5

C. Limitation of the Study ... 5

D. Formulation of the Problem ... 6

E. Research Objectives ... 6

F. Research Significances ... 6

CHAPTER II LITERARY REVIEW A. Theoretical Review ... 7

1. English Education in Indonesia ... 7

a. English Education ... 7

b. English Syllabus on School Based Curriculum (2006) ... 9

c. Recount Text ... 10

2. The Nature of Reading ... 11

a. Reading Definition ... 11

b. Types of Reading ... 13

c. Reading Aloud ... 14

d. Reading Fluency ... 15

e. Principles of Teaching Reading ... 18

f. Instructional Methods of Reading Fluency ... 19

3. Educational Technology ... 20

a. Multimedia Running Text ... 22

4. The Characteristics of Young Learners ... 23

B. Related Studies ... 24

ix

D. Research Instruments ... 27

E. Data Collection Techniques ... 34

F. Data Analysis Techniques ... 35

G. Validity and Reliability of the Data ... 35

H. Steps of the Study ... 37

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS A. Reconnaisance ... 41

1. Identification of the problems ... 41

2. Determining of the Problem ... 45

B. The Report of Actions and Discussions ... 46

1. The Implementation of the Action in Cycle I ... 46

2. The Implementation of the Action in Cycle II ... 53

C. The Conclusion of Reading Fuency Test ... 58

CHAPTER V CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 64

B. Implications ... 66

C. Suggestions ... 66

REFERENCES 68

x

Table 2 – Schedule of the research ... 33

Table 3 – The sample of reading prosody scoring rubric (1) ... 40

Table 4 – The sample of reading prosody scoring rubric (2) ... 40

Table 5 – Action plans ... 53

Table 6 –The result of the students’ reading fluency test (pre-test) ... 71

xi

Figure 2 – English syllabus of grade eight ... 11

Figure 3 – Sample of reading accuracy scoring rubric ... 37

Figure 4 – The sample of reading rate scoring rubric ... 39

xii Appendix 1 The Field Notes

Appendix 2 The Interview Guideline and Interview Transcripts Appendix 3 The Observation Sheets

Appendix 4 The Syllabus Appendix 5 The Course Grid Appendix 6 The Lesson Plan Appendix 7 The Students’ Score Appendix 8 The Reading Rubric Appendix 9 The Questionnaires

Appendix 10 The Analysis of Questionnaires Appendix 11 The Attendance List

xiii By

Prety Sekar Hartono 10202241004

Abstract

The aim of this action research is to improve the reading fluency of grade VIII students of SMPN 1 Jogonalan through the implementation of multimedia running text.

This research was conducted in two cycles. The participants of this research were the researcher, the English teacher as the collaborator and the students. The data of this research were in the form of qualitative and quantitative data. The qualitative data were obtained by observing the teaching learning process, interviewing the English teacher and the students and holding discussions with the English teacher as the collaborator. Meanwhile, the quantitative data were obtained by administering a pre-test and a post-test to see the improvement of the students’ reading fluency. The instruments of this research included observation and interview guidelines, reading fluency test sheets, and an audio recorder. The validity of the data was attained by applying democratic validity, dialogic validity, process validity, outcome validity, and catalytic validity. In addition, to make the data trustworthy or reliable, investigator triangulation was used in this research.

The research findings show that reading fluency aspects (accuracy, rate and prosody) of most students improved after multimedia running text was used. It was indicated by the increase of the mean of students’ reading accuracy scores in

xiv

CHAPTER I INTRODUCTION

A. Background of the Study

Based on School Based Curriculum Year 2006, English becomes the important subject which is taught to all junior high school students in Indonesia. It develops students‟ intellectual, social, and emotional competences. Students are able to recognize themselves and culture. In the other hand, English also can determine the

student‟s graduation. The students must pass the standard score if they want to

graduate from school.

Nevertheless many students who are able to pass the examinations find it hard to use English as a communicative language correctly. It is believed because the teaching learning process has more theories and less practice. In the guest lecturing program of Yogyakarta State University, Renandya (2012) stated that the nature of language learning in Indonesia is more likely too explicit that gramar is taught to students. The explicit grammar and the knowledge of genres can easily be found in every chapter of the text book. Learning the English skills require more thinking than doing.

There are four important English skills to learn such as speaking, listening, writing and reading which are clearly explained in the school curriculum. Every skill that should be taught to the students must allow the syllabus which consist of standard of content (SI) and standard of competency (SK). The standard of

competency also has basic competences as the base of making lesson plan in every English skill.

Reading is one kind of the receptive language skills. Basically, reading can be divided into oral and silent reading of which purpose is comprehension. Oral and silent reading are stated in the syllabus of Indonesian curriculum as follow:

Figure 1: English Syllabus of Grade Eight Source: Wayan and Pudjohartono (2008)

The table of syllabus describes that one of the basic competences taught in eight grade students of junior high school in Indonesia is reading aloud of narrative and recount text. The narrative text has been taught in the beginning of the semester. So that, the researcher who takes research in the middle of semester requires applying recount text as the material of reading aloud.

Reading aloud means reading loudly by considering fluency of reading. Reading fluency has three main aspects such as accuracy, rate and prosody. Each aspect can determine the proficiency of reading and also affect the comprehension of reading. Hopefully, teaching reading aloud can give an emphasis on phonological development related to accuracy, rate and prosody of reading.

Based on the preliminary observation, there are two main issues of the

students‟ reading aloud. The first is that the students felt a strong fear of reading

aloud. For example, when teacher asks them to read aloud individually, most of students feel insecure. It is inferred when the students read unconfidently like whispering and when the teacher asks a volunteer to read, most students do not raise their hand. The reason is the students have a strong fear to have mistakes, especially on pronunciation. It is because they have less of exposure, they do not have a sufficient model. It is too conventional if they open the dictionary and read the transcription letters. Further, they consider reading as a boring activity because of the conventional teaching method. Therefore, they have no strong desire to learn English.

The second issue, the class is categorized as a large class consisting of 38 students so it is hard to assist the student one by one. Each student has unique needs and abilities. The problems of individual differences in the class in proficiency level of reading abilities seem too difficult to solve. The teacher finds it is challenging to apply the appropriate teaching technique for reading which is suitable for students. Consequently, the conventional teaching techniques used nowadays can not help students with various abilities to accomplish the teaching goals.

Considering the facts, the teacher needs to find appropriate media because providing good learning media makes the learning process run well. The students need a right treatment that accurately solves the problem. In that problem, they need a scaffolding in order to end the problems. The scaffolding of reading fluency activity can be in the form of auditory model. The model should give a right example of reading fluency as an exposure. The model can assist the students even when they are not in the classroom. Additionally, the media should be developed in the same line as the recent technological development.

Teachers need to use current media creatively and properly. Media present as a bridge between the teacher as source and the students. Media can be in the form of texts, visuals, audio, video or real model. The combination of media is called multimedia. The obvious challenge faced by teachers today is technology integration in both using and producing multimedia

The appropriate media used in the teaching and learning process of reading fluency are multimedia running text as an audi-visual model. It is the combination of rolling up text, sound and a bit animation. Students need running text multimedia which is appropriate for them to improve their skill. In giving an example of reading, providing the suitable and effective running text multimedia with the running text will greatly assist teachers in conducting the learning process in the classroom. Running text multimedia which is easy to be used will greatly assist teachers in presenting the materials to students. The way of making running text media is by combining text to speech application and video editor such as adobe premiere.

The running text media are developed by considering the syllabus and materials taught at the school. The materials can be more appropriate to the topic and the culture.. The appropriate materials ought to affect the students‟ competence.

Based on the explanation, the writer is interested to conduct a reseach on “improving

reading fluency of recount text through multimedia running text in eight grade students of SMPN 1 Jogonalan in 2015/2016 academic year”.

B. Identification of the Problem

Based on what has been discussed in the background of the problems, there are some problems in the teaching and learning process at SMPN 1 Jogonalan that can be identified as follows:

1. The students have big anxiety to speak up even to read aloud because of mental block and worrying to make mistakes.

3. The teacher needs to find out the appropriate media, multiple media. C. Limitation of the Problem

As explained in the background of the problem, the researcher puts the limitation of the problems on the problems of reading fluency in English not reading comprehension. However, the proficiency of reading fluency can be as a parameter of reading comprehension. Therefore, this reseach only focuses on the reading fluency consisting of accuracy, rate and prosody

D. Formulation of the Problem

The problem in this research is formulated as follows: How can a model of voice and text in the form of running text media improve reading fluency of middle school students?

E. Research Objectives

The objective of this research is to improve the teaching and learning processes of reading fluency in English through running text multimedia.

F. Research Significance

The significance of this research are described as follows:

a. The English teacher, as a reference to provide innovation technique in developing the teaching of reading fluency which is expalined clearly in every basic competence of each school grade level.

b. _{The students, to give experience and new challenges as an effort to develop their}

CHAPTER II

LITERARY REVIEW

A. Theoretical Description

It has been mentioned in the previous section that the aim of the study is to improve the reading fluency skills through multimedia running text in the eight grade of SMPN 1 Jogonalan, Klaten. Thus, in this section, the discussion explains about Engish education in Indonesia, reading especially reading fluency, educational multimedia such as speech synthesis and adobe premiere, recount text and object description. In addition, reviews on related research studies are highlighted.

1. English Education in Indonesia a. English Education

English becomes a foreign language while Local language as a first language and Bahasa Indonesia as a second language. English is the major foreign language taught in Indonesia because it is considered as the most influential language in the world.

Teaching English as a foreign language is mostly held at school under the obligation of ministry of education in Indonesia. Based on School Based Curriculum Year 2006, English becomes the important subject which is taught to all junior high school students in Indonesia. It develops students‟ intellectual, social, and emotional competences. It is designed to fulfill the learning needs of the students. In other words, the school must help students in gaining good English skills.

Unfortunately, English education which has been implemented in Indonesia has not been able to perfectly fulfill this goal. Many students who have attended English lessons over many years have not been able to use English as a communicative language correctly. It can be concluded that teachers should find the needs of the students and give what the students should learn. According to Madya (2002), A layman's observation has indicated that secondary school leavers who have learned this language for 6 years, with almost 900 hours of school teaching, are unable to use this language for communication purposes.

However, there are several weaknesses in providing the knowledge and skills to students. One of them is the curriculum. One of the weaknesses of the curriculum in Indonesia is too much emphasis on knowledge of genres and not enough practice on using language for meaningful purposes. In addition, many people believe that "more teaching, more testing". According to Renandya in Guest Lecturing at Yogyakarta State University on Monday, October 1, 2012, the nature of language learning in Indonesia is more likely too explicit, that grammar is taught to students. Whereas for implicit, the language rules are not explained to students. Learning looks like more thinking than doing. In conclusion, the students have more theories and less practice.

In fact, when the implicit English is applied in the new curriculum (2013 Curriculum), the stakeholders have not been ready yet. It is quite complicated for the facilitator of teaching learning process. Therefore, Indonesian curriculum still uses

genre based approach as the main approach. Mediating this issue, the teachers as a facilitator need to drive the teaching learning process with more practice.

b. English Syllabus on School Based Curriculum (2006)

SMPN 1 Jogonalan applies School Based Curriculum (2006). That curriculum allows the teacher to develop the teaching learning process by using the syllabus from the government. Based on regulation of ministry of education No. 22 of 2006, the arrangement of the School Based Curriculum started in the 2007/2008 academic year guided by Standards of content ( SI ) and the Standards of Competency ( SK ) for the basic and secondary education. Each standard of competency consists of several basic competences. One of the competences in the second semester of eight grade is practicing reading aloud. Reading aloud applied both in descriptive and recount text is presented in the figure 2 below.

Figure 2 : English Syllabus of Grade Eight Source: Wayan and Pudjohartono (2008) c. Recount Text

Recount text is one of the genres in genre based approach taught in Indonesian curriculum. Recount text is one of the writing texts in English which deals with recount experiences happening in the past. Anderson ( 2000: 48) stated that a recount is a text retelling past events sequentially. The purpose of this text is to inform the audience a description of what and when an event occured.

There are several language features of recount text according to Anderson (2000). The first is using the “past tense to retell the events” in making sentences because it tells the past evidence. Secondly, it uses proper nouns. Moreover, it also

uses “descriptive words to give details about who, what, where and how” in the form

of adverb and adverbial phrases to express time, place and manner. The last is using the “words that show the order of events (for example, first, next, then)” or conjunction and time connectives to sort the event or events. These features can be the consideration of both writing and comprehending recount texts.

In comprehending recount text, there is a generic structure that must be realized while reading the text. Structure of recount text is divided into three parts such as orientation, events and reorientation as stated by Anderson (2000). The first is orientation, the author tells an introduction in the form of information about who, where, when the event or events that happened in the past. In second part are events, the author recounts the events which are usually written in chronological order. It also consists of personal comments about the event or events recounted in the ...

“sequence of events that recount the past in the order in which the events occured”. The reorientation is the stage of repetition introduction in the first line. Anderson called it as concluding paragraph. Repetition should not be the summary of all events. By knowing the about the structure of recount text, it can assist the reader to comprehend the passage.

2. The Nature of Reading a. Reading Definition

Reading is a receptive language skill in understanding written texts and interpreting meaning as well as their background knowledge. According to Alderson (2000:1), reading is to process text meaning through interaction process in mind with written form of text. There is an interaction between mind and the text. Nunan (2003:68) stated that reading is a fluent process of readers combining information from the text and their own background knowledge. The information recognized

depends on the reader‟s knowledge at the past. Basaran (2013) stated that reading is a cognitive process in the brain including the perception of written symbols, the identification of letters voice, the comprehension of information. Reading involves both perception and thought which are processed in mind.

There are two related processes of reading such as word recognition and comprehension. Word recognition means the process of perceiving how written

symbols correspond to one„s spoken language. Word recognition is the ability of reader in recognizing the written words correctly without any effort. It is also stated that word recognition is a process of recognizing and accessing individual words (Lems, Miller, and Soro, 2010: 65). So, the effortless word recognition is the important component in reading. Meanwhile, “comprehension is the process of making sense of words, sentences and connected grammatical knowledge, experience with text and other strategies to help them understand written text” (Pang, Muaka, Bernhardt, at al, 2011: 6). It is the ability of understanding something especially written texts. When the reader can not comprehend the text, they are not good to articulate the language to help them read quickly and accurately.

Classroom reading performance can be divided into silent reading and oral reading (Brown:2001). Oral reading can double as a pronunciation check. Reading orally has an emphasis on phonics, so the teacher not only assesses cognitive skill in comprehension but also psychomotoric skill in pronunciation. Oral reading is also ... used as an evaluative check on bottom-up processing skills (Brown:2001). It is because the reading process is to separate letters, words and phonics and to read aloud.

b. Types of Reading

There are four types of reading that may occur in the classroom according to Brown (2003). They are perceptive, selective, interactive and extensive reading. Those types of reading are classified by the length, focus and processes that can be outlined in Table 1 below.

Reading Types

Length Focus Process

Short Medium Long Form Meaning

Bottom-up

Top-down

Perceptive ** ** **

Selective * * ** * * *

Interactive ** * ** * **

Extensive ** ** **

** Strong emphasis *Moderate emphasis

Table 1 : Types of reading

At the beginning level of reading a foreign language, it is important to select the proper type of reading. A teacher should choose the minimal effort one. The table explains that perceptive reading uses short length of passage, focuses on form not

meaning and has a bottom-up process. It is the minimum effort reading activity. Brown (2003) also defined perceptive reading tasks involve attending to the components of larger area of discourse: letters, words, punctuation, and other graphemic symbols. It can be concluded whether perceptive reading is the apropriate reading type for the beginner.

The perceptive reading assessment that the reader should gain can vary of several ways such as reading aloud, written response and simple multiple choice. Reading is a process mostly with cognitive aspects and also encompasses emotional and psychomotor behaviors (Basaran: 2013). The psychomotor behaviors of reading can be in the form of reading aloud.

c. Reading Aloud

Reading aloud is defined as an activity of demonstrating reading process of

written text in order to monitor reader‟s comprehension by vocalizing. Barrentine (1996) reported that Harste, Woodward, and Burke (1984) identified that “reading aloud instructed how stories work, modeled page turning, demonstrated the reading process, expressed how to monitor ones comprehension, taught inflection, showed how language works, and presented written language”. In the other research, reading aloud is a parent or teacher choosing a book and reading it to a child (Ruivo, 2006:1). Reading aloud can be in the form of giving examples the way of good oral reading activity by the teacher as a model.

Reading aloud can assist the students in developing the oral reading skill. The benefits of reading aloud according to Honig & Shin (2001), Morrow & Smith

(1990), and Burgess (2002) in Ruivo (2006) are building vocabulary, developing oral language, ... developing phonological skills, beginning to make connections between their world and the text. Moreover, Cohen (2010) stated that the function of reading aloud is as a scaffold for struggling readers by providing the students with short-term, achievable mini-goals such as speed, accuracy, and comprehension. By reading aloud, the students know how to read fluently and understand the meaning of the text by the role model. So that, hopefully they can gain the reading proficiency in oral reading activity.

d. Reading Fluency

A proficient reading goal is identified by oral reading fluency. Reading fluency can be a parameter of a good reader and a poor reader. “Differences in reading fluency not only distinguish good readers from poor, but a lack of reading

fluency is also a reliable predictor of reading comprehension problems” (Stanovich,

1991) in Hudson, Lane and Pullen (2005). In the other words, reading fluency can be a difference between readers with high comprehension and less comprehension. Goldstein (1999) citing the Becoming a Nation of Readers, states that "Readers must be able to decode words quickly and accurately so that this process can coordinate fluidly with the process of constructing the meaning of the text" (Anderson,Hiebert, Scott & Wilkinson, 1985). It means that reading comprehension can be reached when the readers are able to read and decode the words correctly and effortlessly. Fluency is important because it connects between word recognition and comprehension.

The reading fluency is to read accurately, rapidly, appropriately and easily. In Goldstein (1999), Lipson and Lang said that fluency is frequently defined as accurate, effortless and rapid reading. In addition, the National Reading Pannel (2000) defines fluency as the ability to read text quickly, accurately and with proper expression. Reading fluency determines reading proficiency as well as comprehension of reading.

There are three aspects of reading fluency according to Hudson, Lane and Pullen (2005). They are accuracy, rate and prosody. The explanation of the aspects is as follows:

i. Accuracy

One of the reading fluency aspects is accuracy of reading. The definition

of accuracy in the third edition of Cambridge dictionary is “the ability to do something without making mistakes”. So reading accuracy in simple words means the ability to read without making mistakes. Hudson, Lane and Pullen (2005: 703) said that word-reading accuracy refers to the reading ability to recognize or to decode words correctly. Reading accuracy needs psychomotoric skill in pronuncing sound of words, strong understanding of the alphabetic principle, the ability to blend sounds together (Ehri & McCormick, 1998). Accuracy practice is intended to establish some correctness in the production of new items immediately after they are presented (Davies, 2002: 36)

It is important to gain accuracy in reading because the uttering words are processing at the same time inside the brain. Lack of word-reading accuracy has

harmful influences on reading comprehension and fluency (Hudson, Lane and Pullen : 2005). Poor accuracy causes negative effects because it leads to misinterpretation in mind. As cited in Rasinski (2004:3), Informal Reading Inventories (IRIs) have used decoding word accuracy as one of their key standard for marking reading achievement for decades (Johnson, Kress, & Pikulski, 1987; Pikulski, 1990). So, reading proficiency is also measured by the accuracy of pronuncing every single word.

ii. Rate

Reading rate means the speed when a person reads written text in a certain time, habitually in a minute. Reading speed is generally calculated by the number of words read per minute. Rakulski (2005) verifies that the rate of reading, often expressed in terms of words per minute. Reading rate is usually determined by the purpose of reading (for comprehension, learning, memorization, etc). The speed itself should not too slow or too fast in order to help the listener understanding the meaning.

Reading rate has a relationship with reading proficiency related to comprehension. Again according to Hudson, Lane and Pullen (2005: 704), reading rate involves both word-level automaticity and the fluidity in the same time as a reader moves through connected text. So when the readers speak words quickly, it helps them gaining the meaning from what they read. It is because there are always automatic words recognition activities in every reading action. Tenenbaum and Wolking (1989: 83) find that the combination of high oral

reading rate with inflection can increase both the accuracy and speed of intraverbal responding (comprehension). It can be concluded that quick reading rate can be as a consideration of good reading proficiency because of constructing a proper interpretation in cognitive device.

iii. Prosody

Prosody refers to the expressiveness when a reader reads. It is the intonation, rhythm and emphasis given to words and sentences while reading orally. “Prosodic features are variations in pitch (intonation), stress patterns (syllable prominence), and duration (length of time) that contribute to expressive reading of a text” (Allington, 1983; Dowhower, 1991; Schreiber, 1980, 1991) in Hudson, lane and Pullen (2005). Similarly, Jun (2007) said that prosody means a grouping of words in an utterance by considering tone, stress, length and pitch accent. Prosody can be defined as giving expression in reading activity to deliver meaning sufficiently.

Prosody is a key component in reading fluency and in obtaining the comprehension. The oral readers should understand the meaning and express it by well prosodic reading. Prosodic reading provides evidence that the reader understands what is being read (Kuhn & Stahl, 2000) in Hudson, lane and Pullen (2005). Moreover, Schreiber suggested that fluent readers use the morphemic, syntactic, semantic, and pragmatic to organize the text into meaningful phrases

and read with correct prosody. The text can be more meaningful with the correct prosody

e. Principles of Teaching Reading

Providing knowledge and practice in teaching must be based on the rules. Harmer (1998: 70: 71) formulates several principles in teaching reading related to

reading proficiency. The first is to think that “reading is not a passive skill”. Although

reading is a receptive skill, it does not mean that it is a passive skill. It is because the readers not only passively receive but also actively comprehend the text. Moreover, reading aloud goes by actively producing voice as fluent as possible. The second is students need to be engaged with what they are reading. Students should be connected with the materials they are reading. When the readers are not interested in the texts or the lesson, they will not learn maximally. When the readers find the text interesting, they will get high motivation to read. Next principle is to match the task to the topic. Teachers are expected to choose good reading tasks which can be interactive for the learners. Furthermore, good teachers exploit reading texts to the full. Teachers should integrate the reading texts into more interesting and engaging class sequences, using topic for discussion and further tasks for the study and later activities.

f. Instructional Methods of Reading Fluency

Fluency instruction is part of a comprehensive reading programs that emphasizes in research-based practices. So, it is important to realize the action into

instructional methods. The instructional methods which the teachers should prepare are as follows: The first is being model fluent oral reading (Rasinski, 2003). Teachers need to act reading aloud with repeated reading method in order to be the model of fluent reading. It is because the most fluent reader avaliable in the class is the teacher. The second is to provide students with sufficient materials at their independent reading level. Materials should be interesting and proper to the general course grid (Allington, 2000). Another step is to offer many chances for using repeated readings of progressively more difficult text (Rasinski, 2003). Teachers need to make the scaffolding by running the the easiest text in the beginning and make it more complex progression. The last is to present oral support and modeling for readers (Rasinski, 2003). Teachers have necessities in providing perfect modeling of reading fluency to the teacher. It is because in Indonesian education puts English as a foreign language, so the local teachers find it hard to be as similar as possible to the native reader. The real problem sometimes is the students may not know what fluent reading should be like

One of the methods for improving reading fluency is auditory modeling. According to Goldstein (1999), solutions to apply fluency instruction in the classroom includes repeated reading, auditorymodeling, direct instruction, text segmenting, supported reading, and use of easyreading materials. Dowhower (1991) says, "Auditory or oral modeling may be the most powerful of all techniques inencouraging prosodic reading." The method of auditory modeling can be applied in several ways such as providing native speaker and making taped prosodic rendering

of the text the students will read. It is believed that modeling shows the reader where to pause, which words to stress and which parts to lenghten. In running auditory modeling as media, teachers need to get the model with the recent technology in education.

3. Educational Technology

Technology has been used in solving the problems in communication, sports, health construction and so on, including in education. In cambridge dictionary, technology is defined as the study of the practical of scientific discoveries especially in industry. Doering (2010:8) stated that educational technology refers to a combination of the processes and tools involved in teaching needs and problems with an emphasis on applying the most current tools such as computers and other electronic technology . Similarly, Seeds & Richey (1994) in Newby (2011:8) state

that “educational technology is the application of technological processes and tools

which can be used to solve problems of instruction and learning”. The tools in educational technology perform as instructional media. In teaching and learning process, teachers need media as a tool of communication.

Media are important to carry out the good teaching and it must be selected properly. In Newby (2011: 120) Smaldino, Lowther & Russel (2008) stated that

media are “carriers of information between a source and a receiver”. They act as a

bridge to assist the teaching learning process in obtaining the objectives. Media can vary in the form of text, visuals, audio, video and real object (Newbie: 2011). Media

can provide richer simulation and information. Moreover, the demonstration of teacher can live the classroom atmosphere.

Teachers can combine the media to maximalize the teaching performance. The combination of media is literally called multimedia. The media can be still graphics and photographs, sound, motion video, animation, and/or text items combined in a product for communicating the information in multiple ways (Doering: 2010). The similar statement according to Newby (2011) that multimedia are simulator which uses different media format including audio, video, text and real objects. Multimedia give impuls of exposuring the knowledge. There are some current and future impacts of multimedia in education according to Doering (2010:171). They are to help the educators to enhance classroom learning, to increase motivation, to develop creative and critical thinking skills, and to improve skills.

Alhough we know that media are essential to teach well, the teachers have a necessity in creatively and properly utilizing multimedia. The process of determining which electronic tools and which are the most appropriate methods for implementing them should be prepared well. The greatest challenge faced by teachers today is technology integration in both using and producing multimedia.

a. Multimedia Running Text

One of the multimedia which is applicable in teaching reading fluency is running text multimedia role as auditory modeling. Students need running text multimedia which is appropriate for them to improve their skill. In giving an example of reading, providing the suitable and effective multimedia with the

running text will greatly assist teachers in conducting the learning process in the classroom. Running text multimedia which is easy to be used will greatly assist teachers in presenting the materials to students.

Ho (2004) in Huckabae (2013) said that multimedia running text are rolling text with background sounds to stimulate the struggle readers. The multimedia require the readers to be able to smoothly read in front of their friends. Running text multimedia combine text, audio and few visuals. The texts are drawn from the materials in the text book or other sources related to the taught text genre. The audio is synthesized by using the current technology called TTS (text to speech) application which is able to convert the text into audio as the output. Moreover, visuals are used to make the multimedia more interesting but not to distruct the concentration of the students in reading fluency activity. Running text multimedia can is familiarly called minilyric of the song.

MiniLyrics is application lyrics software of language teaching. It includes one way to develop competence aspects (Widawati : 2012). It displays lyrics automatically; it comes in the form of a plugin for media player, with support for the most popular ones. They can be applicated in several computer programs such as Winamp, Window Media Player, iTunes etc.

Furthermore, running text multimedia are helpful in teaching reading of news item. They are used in the Turkeys colleges for enhacing reading fluency of news item (Basaran : 1999).

The subjects of this study are eight grade students of junior high school. They are teenagers around eleven to fifteen years old. To teach English as a foreign language especially reading fluency, it is necessary to describe the characteristics of junior high school students. The characteristics presented by some experts are as follows:

a. Curious

Teenagers are naturally curious. They want to gain competence, find out how the things work, control over themselves and do what they can see from others. They do not merely observe the world around them (Hadfield: 2005: 13). Teenagers have full of questions. They are still concerned with their own life. They are curious about new things around them (Harmer: 2007: 87). The activity of learning should fulfill the curiousity needs of students.

b. Enjoy both intellectual and manipulative activities

In language learning process, students mostly require using their intellegence quation. However students love doing activities that allow for creativity, independence and higher order thinking when they are learning (Todeva: 2010). According to Salyers (2008), one of the characteristics of young adolescent learners is to enjoy intellectual and manipulative activities which prefers active involvement of learning. The teenage learners like the activity which improves their cognitive with exciting way of learning.

There are several studies related to reading fluency activities and running text multimedia. Those researches can be the consideration to make more innovation in reading fluency teaching process.

The first research conducted by Basaran (1999) about improving reading fluency. He conducts several methods to improve redaing fluency such as repeated reading, auditory modeling and direct instruction of reading fluency. The finding mentions that auditory modeling is the best method in enhancing reading fluency because of giving the perfect sample to read. It can be concluded that creating an auditory modeling in reading fluency activities is an appropriate way. Multimedia running text is a ind of auditory modeling supported by rolling text. Secondly, the rolling text or running text research can be found in Widawati (2012) research. In daily activities, rolling text can be found in the minilyrics of song. It is an universal name of rolling text of lyrics adjusted by the voice of the song. It can easily be found in playstore. According to Widawati, minilyrics of the song can significantly improve pronunciation which is the main aspects of reading fluency especially in accuracy. Moreover, According to Huckabae (2013), running text multimedia affect fluency score of reading. The multimedia effect children‟s verbal memory which has a direct link to fluency.

C. Conceptual Framework STUDENT’S PROBLEM:

Being insecure to speak up

And read aloud

GOAL

a. Based on the preleminary observation in SMPN 1 Jogonalan, Klaten, it is found that the students have a strong fear for reading aloud and have poor reading proficiency especially in reading fluency. They feel insecure of speaking up because the have less exposure and minium role model of reading fluency. To assist the poor reading fluency or even just reading orally, it is necessary to have an appropriate media for scaffolding these issues. The students should be given more exposures and role model. The teacher exposures the way of pronouncing the passage by using multimedia running text and the role model by pronunciation guide or auditory model. The problem exposed, focuses on accuracy, rate and prosody rather than comprehension.

More Exposure

Pronunciation Guiding

Reading Aloud Multimedia Running Text

Learning and Practicing

Passing It Well Fluency

CHAPTER III

RESEARCH METHODS

This chapter covers the following sections: type of the research, setting of the research, subject of the research, instruments of the research, data collection techniques, data analysis techniques, validity and reliability and the steps of the research.

A. Type of the Research

The type of the study was action research because it tried to find and to apply some actions for improving reading fluency through multimedia running texts. Burns (1999: 30) stated that action research was the application of fact finding to practical problem solving in a social situation with a view to improve the quality of action in it, involving collaboration and co-operation of researchers, practitioners, and laymen. The researcher and the other research team members collaboratively found obstacles and weaknesses of the reading fluency learning process, identified some problems, and planned and implemented the proposed actions. After that, the researcher made a reflection and discussion related to the implemented actions. The structural research was adapted from the model proposed by Kemmis and Mc Taggart (2010) that action research occured through a dynamic and complementary process, which consisted of four essential steps: planning, action, observation, and reflection.

Figure 3: Action research model proposed by Kemmis and Mc Taggrat in Burns (2010)

B. Setting of the Research

This section consisted of two parts, the place and the schedule of the research. Each part would be explained below:

The research place was in the grade VIII-G classroom of SMPN 1 Jogonalan, Klaten. The location was on Jogja-Solo street kilometer 30.

2. Schedule of the research

The researcher conducted the action research in the second semester of the academic year of 2015/2016. The research was conducted from February to March 2016. In conducting the actions, the researcher followed the English schedule of VIII G in SMP Negeri 1 Jogonalan. The schedules were on Tuesday and Thursday at 07.00 – 08.20 am. It only took five meetings because reading aloud was not the major competences. Reading aloud in syllabus only spent eight hours in a semester. The activities in the schedule were the interview, the observation, and the action. The schedule and the activities could be seen in the following Table 2.

No Date Activities Sub Activities Time 1 29 February 2016 Having a teacher’s

interview

Getting data of the problem

30 minutes 2 1 March 2016 Observation, Taking

a pretest

Getting

quantitative data 40 minutes 3 3 March 2016 First meeting Applying media. 2 x 40

minutes 4 8 March 2016 Mid test 2 x 40

minutes 5 9 March 2016 Observing Interviewing

students and teacher.

30 minutes 6 14 March 2016 Observing by using

questionnaire

Getting qualitative data.

40 minutes 7 22 March 2016 First meeting of cycle

2

Applying media 2 x 40 minutes 8 26 March 2016 Observing Getting qualitative

data.

40 minutes

9 30 March 2016 Post test Individual test 2 x 40 minutes

Table 2: Schedule of the Research

C. Subject of the Research

This research was conducted collaboratively. The participants were 38 students consisting of 19 female and 25 male, the English teacher, and the researcher.

D. Instruments of the Research

There were two types of instruments used in this research: test instruments and non test instruments. The test instruments involved the reading fluency assessment and reading scoring rubrics. The non test instruments were interview guidelines, questionnaires, observation sheets, and smartphones. Furthermore, the detail instruments of the research were presented below:

1. Observation sheet

The observation sheets were in the form of fieldnotes and teacher’s or collabolator’s observation checklists. The fieldnotes were used for observing the teacher’s and or the researcher’s activities. They told about how the teaching learning process was hold. They were used to evaluate the teaching and learning process in the classroom. Meanwhile, the collabolator’s observation checklists were used for

evaluating and giving feedback to the researcher about the process of action research. It was evaluated by the teacher in every meeting.

2. Questionnaires

The questionnaires were used to get the information of students’ necessities, lacks, and wants. The researcher asked the students to answer the questionnaires related to the teaching and learning process of reading aloud skills in their class. Then, the results of the questionnaire could be formulated to create pre-test and to reflect the teaching learning process.

3. Interview guidelines

Interview guidelines were used to get the data about teacher’s and students’ opinion before, while and after teaching and learning process. The interview was done after the researcher made an interview guide. It was used as a guidance for the researcher in doing the interview. It means that the researcher asked the teacher and students some questions and gave opportunities to them for saying everything related to teaching and learning process of reading fluency.

4. Reading fluency assessment

The reading fluency assessment was in the form of papersheets of test which were used as an instrument of conducting the test. The students should vocalize their voice by reading the papersheet of test loudly. The researcher or the student’s tablemate would record the voice. The voice recordings were counted by using reading fluency scoring rubric.

The quantitative data were measured by using reading fluency scoring rubrics. The rubrics consisted of reading accuracy rubric, reading rate rubric and reading prosody rubric. Reading accruracy and reading rate would be scored by adapting CBM (Curriculum Based Measurement) rubric from Student’s progress monitoring Unied States of America Office of Education Program. Both reading accuracy and rate would be assessed in the same sheet of scoring. The reading prosody rubric was developed by Hudson, Lane and Pullen (2005: 707). The sample of each rubric would be explained below:

a. Reading Accuracy Scoring Rubric

The reading accuracy was assessed by crossing every single mispronounced words from the reading fluency recording of the students. For example, Budi made 6 mistakes while reading the passage. They were in the “Sunday”, “bought”, “some”, “about”, “decided” and “lunch”. The example of reading accuracy rubric could be seen on the Figure 4 below:

Figure 4: The Sample of Reading Accuracy Scoring Rubric

After assessing the reading accuracy rubric above, the next step was counting the score. To count the correct words, the manner was by counting the total words minus the mispronuced words. After that, the number of correct words were multiplied by 100. Then the result was divided by the total words. The way of getting the scoring data was explained as follow:

Correct words = total words – mispronounced words Scoring System for Reading aloud:

- Total Score =

X 100% =

b. Reading Rate Scoring Rubric

The reading rate scoring was by counting the number of words pronounced in a minute. The rate should not too different from the multimedia running text as a

model. The assessor noticed where the reader reached the word in a minute. The next step was counting how many words read in a minute. This following sample CBM PRF scoring rubric was for checking the reading rate. It can be seen in the Figure 5. For example, the last word read was “and” and a bracket was drawn after this word. In a minute, Budi attempted 89 words (83+6).

I Lost My Wallet

On Sunday, I went down town to do some shopping in one of the best shopping centers. It was called Matahari Mall Klaten.

I bought a lot of things; snacks, shoes, and some clothes. I was very happy because that day everything was 30% discounts. I spent around 500 thousand rupiahs. After about an hour I was wondering in, I decided to leave and went to a restaurant nearby to have lunch. I ordered sop Ayam Klaten Pak Min and es dawet ayu Banjarnegara. I enjoyed my meals and asked for the check. Did you know what happened? I was so surprised when I tried to get my wallet in my backpack. I could not find it, it was stolen.

I felt so stupid and did not know what to do next. Fortunately, I still kept some in the pocket of my shirt. Using the payphone available there, I tried to call my parents at home. Fortunately they were at home and promised to come soon. No more than 20 minutes, they got in. then the check was paid. After that, we went home with some goods in my shopping bag.

I was so relieved and promised to myself that I should be more careful in lots of ways.

16 23 39 51 68 83 97 113 120 138 153 167 183 191 209 210

Figure 5: The Sample of Reading Rate Scoring Rubric

c. Reading Prosody Scoring Rubric

The scoring rubric of reading prosody can be seen in the following Table 3 and 4.

o

Description

Student placed vocal emphasis on appropriate words.

Student's voice tone rose and fell at appropriate points in the text.

Student's inflection reflected the punctuation in the text (e.g., voice tone rose near the end of a question).

In narrative text with dialogue, student used appropriate vocal tone to represent characters' mental states, such as excitement, sadness, fear, or confidence.

Student used punctuation to pause appropriately at phrase boundaries.

Student used prepositional phrases to pause appropriately at phrase boundaries.

Student used subject-verb divisions to pause appropriately at phrase boundaries.

Student used conjunctions to pause appropriately at phrase boundaries.

Table 3: The Sample of Reading Prosody Scoring Rubric (1)

No. Students’ names

1 2 3 4 5 6 7 8 Total Score 1 Budi 2 3 3 2 1 1 1 3 16

Table 4: The Sample of Reading Prosody Scoring Rubric (2)

Scoring System for Reading aloud:

- Total Score =

X 100% = 50 6. The smartphone

The last instrument used in the research was smartphone. It was utilized to collect the voice recording. The data recorded were in the form of interviews, fieldnotes and students’ assignment.

E. Data Collection Techniques

The data collection techniques were qualitative and quantitative data. The qualitative data were obtained by interviewing the students and teacher and also by doing observation during the teaching-learning process and during the implementation of the action in the field. The data were in the forms of field notes, questionnaires and interview transcripts. The instruments for collecting the data were interview guidelines, questionnaire, observation sheets and field notes

Meanwhile, the quantitative data that were in the form of students’ reading fluency score were collected through the reading fluency assessments. The first was pre-test. It was conducted to know the students’ reading fluency. The second was mid-test. It was done to know whether there was a significant improvement on the students’ reading fluency ability before and after multimedia running text being applied in the first cycle. After reflecting the result of students’ score in mid-test, the last data were obtained by conducting post-test. The post-test was for measuring whether there was a significant improvement on reading fluency of the students.

The qualitative data were analyzed from questionnaire, field notes and interview during the research. Meanwhile, the students’ reading fluency performance tests were scored by using reading fluency rubric.

The data were analyzed in five stages proposed by Burns (1999). The first stage was assembling the data. In this stage the data were collected to be reread in order to state important point to show up the broad pattern and to classify them. The second stage was coding the data in which the data can be specified. The next stage was comparing the data that had been specified to see the repetition of the data pattern and the connection among the different data sources. The next stage was building interpretation. This stage developed explanation why particular pattern of interaction and attitude had come up in this project. The last stage was reporting in which the data were presented to others.

G. Validity and Reliability

To fulfill the validity of the research, five criteria proposed by Anderson cited in Burns (1999:161) were employed. Those five criteria are namely democratic validity, outcome validity, process validity, catalytic validity and dialogic validity.

Democratic validity was a process validity related to the extent to which the research was truly collaborative. This study tried to fulfill this criterion by doing such interviews with the students and having discussions with the English teacher in finding and selecting problems to be solved.

Outcome validity was related to the notion of action leading to outcomes that are “successful” within the research context. This research was expected to be able to

solve more than one problem in the teaching-learning process, for example those which are related to reading fluency skills, reading confidence and motivation of learning English.

Process validity was related to the extent which raises questions about the process of conducting the research. Observing classroom activities, making field notes during the lessons, interviewing students and the teacher, and having discussions with the teacher in the scheduled time initiated the process of this study.

Catalytic validity was related to the extent to which the researcher allowed participants to deepen their understanding of their social realities of the context and their role and the action taken as a result of these changes. In this case, the students and the teacher’s responses to the changes occurring to themselves were asked.

Dialogic validitywas related to the extent that parallels the process of collaborative enquiry or reflective dialog with “critical friends” or other participants. Asking the teacher to act as an observer who observed and reported the students’ reaction during the teaching and learning process fulfilled this criterion.

Meanwhile to fulfill the reliability of the data the research involved more than one source of data, namely the researcher, the English teacher, and the students of VIII G class. To test the trustworthiness of the data and to encourage ongoing reflections on them as part of the process of data analysis, the researcher used investigator triangulation. The researcher used method triangulation in which the researcher uses different kind of data collection techniques – interview, observation, and test. Therefore, to fulfill the reliability, the researcher involved more than one

source of data, namely the researcher, and the students of VIII G class. The researcher triangulated the data by analyzing them using field notes of the teaching learning process, the interview transcripts, some expert’s theories and scores from the English teacher in doing pre-test and post-test during process. The researcher took field notes of what the researcher does in the class and kept the supporting documents such as lesson plan, the students’ work and some checklist of what the researcher wanted to do in the class. After that, the researcher interviewed the students to know what they felt during the class activities. The researcher also interviewed the teacher to get some comments, perceptions and suggestion about the action. Lastly, in getting the scores of tests, the researcher and the English teacher together scored the students’ reading fluency performance in order to reduce the subjectivity of the researcher

H. Steps of the Research 1. Reconnaissance

In this step, the researcher begun to find out information concerning the students’ reading fluency. The researcher observed and interviewed the English teacher and the students of class VIII G in order to identify any existing problems on the students’ reading fluency. She also collected the information by observing the English teaching-learning process in class VIII G.

2. Planning

The researcher planned some solutions based on the problems. The solutions should be in line with the nature of the problems and based on the relevant theories.

In this case the researcher identified the problems related to the students’ English reading fluency. After identifying the problems, the researcher made a plan about what kind of action would be carried out and prepared any necessary instruments dealing with action research.

3. Actions

After the teacher and researcher reached an agreement on the lesson plan, the actions were implemented in the class. The teaching and learning process were observed and recorded in the form of field notes and observation sheets. In this stage the researcher also identified some problems that appeared during the teaching and learning process. On the other hand, the English teacher also gave some feedback concerning the researcher’s teaching techniques. Based on the data

obtained from the observations, during the implementation of the action, the researcher and the collaborators held a discussion. Then, they evaluated the implementation of the action in order to improve any existing weaknesses in the next action.

4. Reflections

The reflection was done to know what happened in the actions and to know whether the objectives were achieved or not. If the actions carried out were successful, they would be continued. The reflection was got from the observation and the interviews with the English teacher and some students of grade VIII G.

CHAPTER IV

RESEARCH PROCESSES AND FINDINGS

This chapter presents the processes of the research and the findings. There are three sections in this chapter. The first section presents the reconnaissance steps. The second section reports the implementation of the actions and discussion. The third one presents the result of pre-test and post-test of the students’ reading fluency. A. Reconnaissance

In this step, to identify the field problems, I conducted some activities. First, I observed concerning the English teaching and learning process in class VIII G of SMPN 1 Jogonalan. Second, I interviewed the English teacher to get the information about the condition of the research field.

I. Identification of the Problems

I began to identify the problems by interviewing English teacher and students. It was conducted to gain information about the problems of teaching and learning process of reading fluency. The problems were shown in the extracts of interview below:

Line Interview Transcript

29 R: Biasanya ada permasalahan apa bu dalam mengajar reading aloud? What problems do you usually face in teaching reading aloud?

30 T: Masalahnya banyak ya mba. Misalnya masalah tugas, ada anak yang rajin ada anak yang kurang rajin. Ada yang sudah membuat, ada yang belum. Terus di dalam kelas, ada yang betul betul memperhatikan, ada yang agak ngantuk ngantuk.

There are several problems. For example, there are dilligent and not

In the classroom, some students have lack of focus.

(App-B/IT-01/29022016)

I also found the problems by observing the teaching and learning process. I noticed the interaction between the students and the teacher in reading aloud activity. I used field notes to collect the data which could be explained in the vignette below:

Vignette 1

No : App-A/FN-02/01032016 T : Teacher (Mrs. Eko Tatik) I : The researcher

Place: VIII-G Classroom Time: 07.00-07.30

On Tuesday, I started my research by observing the teaching and learning process in grade eight of SMPN 1 Jogonalan. At 07.00 the T and I entered the classroom. After that the T led the singing session and the class leader led the

Line Interview Transcripts

32 R: Kalau dalam mengajar membaca nyaring itu ada kesulitan apa bu? In teaching reading aloud, what problems did you find?

33 T: Kesulitannya, kalau anak disuruh membaca itu kurang berani

mengeluarkan suaranya. Jadi kan kita mau membetulkan itu ada kesulitan juga kalo anak itu tidak mau melantangkan suaranya.

The problem was the students read in low voice. So, I found it difficult to correct the mistakes.

36 R: Jadi kalau menurut pengalaman ibu, apakah siswa terlihat percaya diri dalam membaca nyaring?

So, based on your experience, did the students read aloud confidently? 37 T: Itu yang jadi masalah. Anak anak kurang PD. Jadinya kadang ada yang

malu terus takut salah. Belum baca udah takut salah. Khawatir kalo banyak yang keliru.

That was the problems, the students felt insecure. Sometimes they are ashamed and worried to make mistakes.

praying session. Then the T asked about the previous lesson, the generic structure of recount text. Some students answered the questions correctly. Then, she said that the students were going to learn about recount text reading aloud. The T asked the students to open the Yudhistira book on page 27.

She asked the students to be a pioneer of reading aloud. Unfortunately, the students seemed feeling insecure to raise their hand because there was not any student raising the hand. She finally pointed a student, student 1 to read because he was the leader of the class. Student 1 said, that he would not read in front of the class, he wanted to read by standing around his desk zone. The T allowed him to read there. The passage was taken from The Bridge of English Competence book. I noticed the way he read, he made some errors in accuracy of reading. However, the prosody sounded quite proper.

After the first student read the passage, T asked one more student to read. After waiting for a while, there was student 2, a girl sitting in the front, raising her hand and read aloud. The voice sounded like whispering. Then the teacher said, “louder please. Teman temannya ga denger tuh (your friends could not hear your voice)”. Student 2 said, “hehe, malu bu (hehe, I felt shy, Ma’am)” Because of small volume of reading, the class became noisy. Some students talked with their tablemates or did not notice the reader. I was sitting on the back corner of the class. I asked the student in front of me, “kenapa ngobrol, dengerin atuh (why do you chit-chat with your friend? Just listen to her)”. “gapapa mbak itu cuma baca doang (It’s Okay, just a minute reading)”. At the same moment, I tried to listen carefully to the Fitria’s voice. I could not notice the acuracy well but the prosody and rate sounded good. It is because the distance between Fitria and I was quite far disturbed by many noises.

From the observation vignette above about the first student’s reading, it can be inferred that the students had known about the generic structure of recount text. They understood about the goals of the text. Cognitively, the teacher had successfuly taught English lesson. In practical section of reading aloud of recount text, the teacher did not give any example at all. She just asked the students to read. Meanwhile, the students made many errors in reading accuracy. The prosody sounded proper but it still needed to be improved. The rate was quite good, not choppy but quite slow rate.

The prosody sounded quite proper. The student wanted to read by staying at his desk.It meant that he was not confident to be seen by the other students.

It can be inferred that the second student read in very low volume because of feeling insecure. She also clearly said that she was shy. The accuracy and rate was poor. The prosody sounded good. The class became too noisy. The teacher could not engage all of the students when conducting reading aloud practice. Only the struggle learners noticed the teacher and the reader. The other students seemed bored and chatted with others. The students sitting in front of my desk said that it was unimportant lesson to do seriously.

` After doing the observation, I conducted the pre-test to really measure the accuracy, rate and prosody of the students’ reading.I did pre-test in the same day as the observation because of limited time. The situation can be seen in the following vignette.

Vignette 2

No : App-A/FN-02/01032016 T : Teacher (Mrs. Eko Tatik) I : The researcher

Place: VIII-G Classroom Time: 07.30-08.10

I introduced myself and my objetives. I kept remembering that I did not have much time for teaching. I convinced them that everything would be alright and they would be better at English if they were cooperative. The students seemed enthusiastic. The students responded me alhough I spoke English.

I distributed the papersheets of questionnnaire, asked the students to do them at home and asked them to submit questionnaires on Thursday, the next meeting. I conducted a pre-test by distributing the reading passage and asking a

volunteer. Fortunately, an overconfident student raised his hand. He read the passage on the topic “Nglanggeran Mountain”. He made too many errors and the prosody was inappropriate. I just asked him to read two paragraphs. I recorded the voice. After that, I acknowledged his effort and said that it was great. I convinced the students not to worry of making mistakes.

Then, I asked the other student to read. Knowing the imperfect reader still got a good response, the other students seemed eager to be a pioneer. There was a student sitting in the middle side of the class raising her hand, Student 4. She said “Miss, tapi disini aja ya? Miss, let me keep staying here (to read)”. I recorded her voice while she was reading. She was nervous to be recorded and said, “Ulangi ulangi miss. Let me repeat my job”. I notice her voice, she made some errors but did better than the first reader. After that, I asked her to choose one next reader. The class became too noisy because some students were surprised and wished for not being choosen. She decided to point her tablemate, Student 5. The quality of reading was similar to her tablemate. Then she pointed her friend, Student 6. After reading, Student 7 pointed Student 8. Then Student 9 read the passage and pointed Student 10. The class was still noisy especially the students around the Student 10 because theStudent 10 uttered “Sekarang miss? Right now?” Then he read the passage. The Student 10 pointedStudent 11. The Student 11 pointed Student 12. Each of them read two paragraphs. I got 21 students’ recording.

The pre-test result showed that the students made many errors in reading accuracy. The prosody test results were various. There were students with good and with inappropriate prosody. Some students read choppily or in slow rate. It could be inferred that the reading fluency of the students was poor and needed to be improved.

To get more data, I distributed questionnaires to the students for analyzing the learner needs and for knowing the habits of the teaching and learning process before the research was conducted. The number of respondent was 38 students. The results were, most of the students said that the teacher was seldom to speak in English when teaching. Most of the students thought that they did not really understand the English

materials taught. Most of the students said that the teacher had never used electronic media even newspaper or magazine. The teacher only utilized LKS. However, the students said that learning process was fun. The most frequent kind of students’ work was individual work while the pairwork and groupwork were applied infrequently. Surprisingly, only four students like learning English. The complete questionnaire result was attached in the appendix 9.

II. Determining the Problems

Based on the observation, questionnaire and the interviews with teacher and stutents, and the pre-test result, there were some problems in reading fluency teaching and learning process. The problems were presented in the following discussion: a. Most students had a strong fear to speak up even to read aloud.

b. Students who were confident to read aloud had many errors in reading accuracy. c. Students lacked appropriate prosody.

d. The teacher did not give a model.

e. The teacher had not found appropriate media to teach reading aloud. f. Students felt bored of learning English subject.

g. Some students lacked reading comprehension.

After formulating the problems as mentioned, I discussed with the teacher about the problems that might be solved. By considering the time, funds and energy, the teacher and I decided to solve four of the problems in the teaching and learning process in reading aloud. The main problems were as follows.

b. Students who were confident to read aloud, lacked reading fluency aspects (accuracy, rate and prosody).

c. The teacher did not give an interesting model. d. The students felt bored to learn English lesson.

B. Report of the Actions and Discussions I. The Implementation of Action in Cycle I

a. Planning

After formulating the main problems, I planned the actions to solve the problems. The actions were to teach the students and to enhance the motivation of learning English by implementing multimedia running text. The following Table 5 described the actions for overcoming the problems related to reading fluency activity.

No Problems Actions

1 Most students had a strong fear to speak up even to read aloud.

The teacher gave motivation for not worrying of making mistakes and provided multimedia which gave the correct way to read.

2 The students who were confident to read aloud lacked of reading fluency (accuracy, rate and prosody).

The teacher provided exposures of the correct pronunciation, fastreading and proper prosody by implementing multimedia running text.

3 The teacher did not give an interesting model.

The teacher provided an interesting model by utilizing multimedia running text.

4 The students felt bored to learn English lesson.

The teacher taught by using interesting multimedia which led the curiousity of students’ thought.

For achieving those goals, I implemented multimedia running text in the classroom when reading aloud activity was running. On the planning that had been created, I divided cycle I into two meetings. They were on March 3 and 8 2016. The teaching learning activity was focused on reading fluency not reading comprehension while the material was recount text. The tools were a projector, big speakers, smartphones, remote pointer, a laptop and a screen. The details of the teaching and learning process in cycle I was as follows:

b. First Meeting

In the first meeting, I utilized observation sheets in the form of fieldnotes and teacher’s observation sheets to get qualittaive data. In collecting the quantitative data, I also used test and reading score rubrics to measure the progress of the research.

Vignette 3

No : App-A/FN-03/03032016 T : Teacher (Mrs. Eko Tatik) I : The researcher

Place: VIII-G Classroom Time: 07.30-08.10

I arrived at the class at 07.00 a.m. Before starting the class, we prayed and also sang a song of Indonesia Raya. After that, I started the class by giving the paper containing the material of reading aloud.

Firstly, I asked the student to read silently while I was preparing the tools of multimedia such as LCD, projetor and sound system. Unfortunately, the sunrise was fronting the whiteboard, so that the text could not be seen well. Handling the problems, I just utilized the sounds as a model while the students read by using the paper without the running text but the sound could be heard.

The students seemed focus on the learning process when the multimedia were running. I interviewed the students about the teaching and learning process and about their feeling. The trannscripts can be seen in the following extracts:

Line Interview Transcript

3 R: Gimana tadi belajarnya? Seneng ga?

How did you feel about the learning process? Did you love it? 4 S3: Seneng mbak. Beda aja dari biasanya.

I felt excited, miss. It gave me a new sensation of learning.

(App-B/IT-03/11032016) The student was interested in learning by using multimedia running text. He also felt excited to learn because of multimedia implementation. Multimedia made a new sensation of learning since the students never learned English by multimedia before. The students only had ever listened to cassette in language laboratory when they were taking a test. Another opinion about the student’s feeling about the implementation of multimedia were as follows:

Line Interview Transcript

3 R: Gimana belajarnya tadi, seneng ga?

How did you feel about the learning process? Did you love it? 4 S4: Seneng mba. Soalnya gurunya masih muda.

I felt happy due to young teacher.

5 R: Yah bukan itu. Maksudnya cara ngajarnya itu menyenangkan apa enggak menurutmu?

I mean how did you feel about the way of teaching?

6 S4: Iya seneng. Aku jadi lebih semangat belajar bahasa Inggris. Terus miss juga ngasih motivasi.

I was so happy. I felt more enthusiastic to learn English. The teacher also gave me motivation to learn.

The students felt excited because the teacher seemed young and engaged the students’ thought. The students were also motivated to be fluent readers. They felt enthusiastic not only because of the multimedia but also because of the way of teaching.

There were some problems in the first meeting imlementation. One of them was the visualization of the media. The whiteboard of the classroom was facing the sunrise. However, I kept using the sound by utilizing the speaker and laptop. The implementation of media still ran well by only using the auditory model. The reactions of the students about the occurance were described in the extracts of interviews below:

Interview Transcript

R: Tadi kan medianya ga bisa dijalanin tuh, Cuma audio doang. Menurutmu gimana?

The multimedia did not work well. The picture did not exist, only the audio worked. How did you think about it?

S3: Gak papa mbak, itu suaranya keras. Kedengeran sampai belakang kok. Never mind. The sound was loud. I could listen it well.

(App-B/IT-03/11022016) Interview Transcript

R: Oh gitu ya. Eh tapi tadi multimedianya gak ada gambarnya tuh. Cuma audio doang. Itu menurutmu gimana?

The multimedia did not work well. The picture did not exist, only the audio worked. How did you think about it?

S4: Gak ada gambarnya aja udah membantu banget, apalagi ada.

It was helpful even without the picture. If the pictures were existing, it could be more helpful.

I asked the students about the multimedia which did not work well. The students said that it would be more helpful if the multimedia were well. The other interviewee stated that the multimedia voice sounded loud so the student could listen the media well. However, by the voice only, they still got the essential of auditory model. I could not ask about the media design because the students could not notice visually.

c. Second Meeting

After conducting the first meeting, I conducted a midtest to measure the students’ reading fluency after the application of multimedia running text in a meeting. The situation was described below:

Vignette 4

No : App-A/FN-04/08032016 I : The researcher

Place: VIII-G Classroom Time: 07.30-08.10

On Tuesday, I did a mid test by asking the students to read aloud by considering reading fluency such as accuracy, rate and prosody. I asked the sudents to read aloud in front of the class and I recorded every single person. I brought three handphones to record the student’s voice to keep it effective. The process ran well. I got over 30 students’ recording.

However, the classroom atmosphere was too noisy. It was because the students excercised to read the passage before reading in front of the class.

• Place the graphic in the background of the scrolling . To create a rolling title, choose Title > New Title > Default Roll

• Type the texts. Specify the appropriate Direction and Timing options, and then click OK.

• In the Titler panel, click the Roll/Crawl Options button . . Then it will show this direction:

 Start Off Screen

Specifies that the roll begins out of view and scrolls into view.

 End Off Screen

Specifies that the roll continues until the objects are out of view.

 Preroll

Specifies the number of frames that play before the roll begins.

 Ease-In

Specifies the number of frames through which the title rolls at a slowly increasing speed until the

title reaches the playback speed.

 Ease-Out

Specifies the number of frames through which the title scrolls at a slowly decreasing speed until

the roll completes.

 Postroll

Specifies the number of frames that play after the roll completes.

 Crawl Left, Crawl Right

• Put the audio under the text.

Now, the speed of your title – how fast it actually scrolls up the screen – is completely in your hands. You can trim the title in the normal way by adjusting the clip length

.

• After that, make sure that the audio is matching with the text. Specify the appropriate Direction and Timing options, and then click OK.

• Choose AVI format in order to be able to be played in smartphone or computer.