THE USE OF RECOUNT TEXT TO DEVELOP STUDENTS’ READING COMPREHENSION (A CLASSROOM ACTION RESEARCH OF SECOND GRADE STUDENTS IN JUNIOR HIGH SCHOOL 1 PRINGAPUS IN THE ACADEMIC YEAR 20162017) A GRADUATING PAPER
THE USE OF RECOUNT TEXT TO DEVELOP STUDEN TS’ READING
COMPREHENSION (A CLASSROOM ACTION RESEARCH OF
SECOND GRADE STUDENTS IN JUNIOR HIGH SCHOOL 1
PRINGAPUS IN THE ACADEMIC YEAR 2016/2017)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan (S.Pd.) English Education Department of
Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
MUHAMAD MUSTOFA
11312037
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
MOTTO
“Live as If your were to die tomorrow. Learn as if you were to live forever’’
- Mahatma Gandhi ---
Love the life you live
Live the life you love
“Bob Marley”
DEDICATION
This work is sincerely dedication for:
My beloved mother (Komini) who always prays, guides, motivates, and supports me to become a better person and fo my father (Muchsinin Alm.) who is already in heaven and always prayed for me.
My beloved olders sister (Antinis and family, Kumiyatun and family, Siti Kumiyati and family, Tumiyati and family) also my younger sister (Budi Lestari) and my big family who fill my life with love and affection.
My counselor Mrs. Setia Rini, M. Pd who always guided and support me.
ACKNOWLEDGMENT
Assalamu’alaikumWr. Wb.In the name of Allah SWT, the most gracious and merciful, the king of universe and space. Thanks to Allah because the writer could complete this graduation paper as on of requirement to finish the study in English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
This graduation paper would not have completed without support, guidance, and help from individual and institution. Therefore, I would like to express special thank to: 1.
Dr. Rahmat Hariyadi, M. Pd. As the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Suwardi, M. Pd., as a the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, S. Pd., Ph. D., as the Head of English Department of State Institute Studies (IAIN) Salatiga.
4. Setia Rini, M. Pd. as counselor who has brings up and gives the writer advices, seggestions and recomendations for this graduating paper from until the end. Thank you for your patience and care.
5. All lecturers in the English Department of IAIN Salatiga. Thank you for all guidance, knowledge, support andespecialls to Mr. Muhamad Hasbi, M. A..
6. All of big family SMPN 1 Pringapus, the head master, all of the teachers especially Mrs. Winarti and students of VIIIA class.
7. My lovely best friends (Aisyah Ambalika Saraswati, Pipit Puspitasari, Afuza Shara Zulfa, Siti Kholishoh, Muh. Saebani, Ulin Niam and my beloved brother Adi Tri Mardianto who always supporting me, make my day be smille and happy. You rise me up!! 8. My lovely someone who always support me and pray for me.
9. All of my friends PBI’12 thank you for everything. Finally, the writer realized that this graduation paper is from being perfect. The writer gladly accepts the comment and suggestion for the betterment of his graduation paper.
Salatiga, 13 September 2016 The writer Muhamad Mustofa NIM. 11312037
ABSTRACT
of Second Grade Students in Junior High School 1 Pringapus in the Academic Year 2016/2017) . A graduating paper.English Education DepartmentTeacher
Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Setia Rini, M. Pd.
Keywords: use, improve, reading, reading comprehension, recount text
This research is intened to elevate the students’ reading comprehension through Recount Text. The aims of this research are to describe the implementation of Recount Text to improve students’ reading comprehension of the second grade of SMPN 1 Pringapus in the academic year 2016/2017, to find out whether the implemantation of Recount Text improving students’ reading comprehension. The research method that is used in the research is classroom action research. The subject of research were 34 students in second grade at SMPN 1 Pringapus. The research uses two cycles, each cycle consist of planning, action, observation, and reflection. The result of this research shows that there is an improvement of the students’ reading comprehension using “Recount Text”. It can be seen from t-test calculation in cycle I is 73,38 and cycle II is 84,26. This indicates that by applying “Recount Text”, the students’ reading comprehension can be improved.
TABLE OF CONTENT
TITLE PAGE ............................................................................................ i DECLARATION ...................................................................................... ii ATTENTIVE COUNSELOR NOTE ........................................................ iii CERTIFICATION PAGE ......................................................................... iv MOTTO ..................................................................................................... v DEDICATION .......................................................................................... vi ACKNOWLEDGEMENT ........................................................................ vii ABSTRACT .............................................................................................. ix TABLE OF CONTENTS .......................................................................... x LIST OF TABLE ...................................................................................... xiv
CHAPTER I : INTRODUCTION A. Background ofStudy .........................................................................
1 B. Problems of Study .............................................................................. 4 C. Review of previous studies................................................................
4 D. Objectives of the Study ...................................................................... 5
E. Significances of the study .................................................................. 5
F. Limitations of study ........................................................................... 7
G. Definition of key words ..................................................................... 7
H. Organization of the graduating paper ................................................ 8
CHAPTER II : THEORETICAL FRAMEWORK
A. Reading ............................................................................................
3. Factor Affecting Comprehension .............................................
18
18
17
17
4. Examples and structures of the text ..........................................
3. Language Feature of Recount ...................................................
2. Generic Structure of Recount ...................................................
1. Definition of Recount ...............................................................
17 C. Recount Text ...................................................................................
16
15
15
2. Levels of Comprehension .........................................................
1. Definition of reading .................................................................
1. Definition of Reading Comprehension .....................................
14 B. Reading Comprehension ................................................................
13
12
11
10
9
9
6. Reading Process ........................................................................
5. The Principle of Teaching Reading ..........................................
4. Academic Purpose of Reading ..................................................
3. Type of reading .........................................................................
2. Aspect of reading ......................................................................
19
A. Profile of School ..............................................................................
20 1.
20 Setting of the research ..............................................................
2.
20 Subject of the research ..............................................................
B. Research Methodology ...................................................................
22 1.
22 Research Method ......................................................................
2.
22 Research Approach ...................................................................
3.
22 Research Design .......................................................................
4.
23 Data Collection Method ............................................................
5.
24 Data Analysis Method ..............................................................
C. Research procedure ..........................................................................
24 1.
24 Research procedure ...................................................................
2.
27 Technique of Collecting Data ...................................................
3.
28 Technique of Analysis Data ......................................................
CHAPTER IV: DATA ANALYSIS A. Research Finding ............................................................................
31 1.
31 Cycle I ....................................................................................... 1)
31 Planning ............................................................................. 2)
32 Implementation of the action ............................................. 3)
34 Observation ........................................................................ 4)
34 Reflection ..........................................................................
2.
41 Cycle II .....................................................................................
2) Implementation of the action .............................................
42 3) Observation ........................................................................
43 4) Reflection ...........................................................................
43 B. Discussion ........................................................................................ 50
CHAPTER V : CLOUSER A. Conclusion .......................................................................................
52 Suggestion .......................................................................................
B.
53 BIBLIOGRAPHY APPENDICES
Table 3.1 VIII A Students of Junior High School 1 Pringapusin theAcademic Year 2016/2017 ........................................................21 Table 4.1 The result of pre test cycle I ...........................................................
35 Table 4.2 The result of post test cycle I .........................................................
36 Table 4.3 The result of pre test and post test cycle I ......................................
37 Table 4.4 The result of pre test cycle II ........................................................
44 Table 4.5 The result of post-test cycle II .......................................................
45 Table 4.6 The result of pre test and post test cycle II ....................................
46 Table 4.7 The mean of students’ score ........................................................
50
INTRODUCTION A. Background ofStudy
Language is a system of communication by sound, operating though the organ or speech and hearing, among members or given community, using vocal symbols processing arbitrary conventional meaning (Brown, 1980:4. Without language we cannot convey what our ideas to others, means that have to know and understand language well. As an international language, English is used to communicate in modern era. English is an international language which is used as media of international commnicationin Indonesia.
English considered as a foreign language and taught formally at the school. English is given starting from kindergarten up to the university.
Students are having many times to learn English at the school or at home with their friends. There are two things which we all know about language: first that we use it for a certain purpose, second that it only makes sense in context. It helps the students to get more of skill in English language skills.In English, there are four skills should be mastered, they are reading, listening, speaking, and writing. From these four skills, reading is essential factor to improve the readers to another skills listening, speaking, and writing (Cathereine, 1996:11).Reading becomes important because it brings some advantages.The students will gain a lot of information from various courses that improve their insights to the world and its development. The students also get more teacher’s explanation. The information that is obtained can be several information about past, present and future event. Even more about everything that happened or something the students do not know before, that will enrich their knowledge about everything. Reading skill becomes very important in the education field, so that students must be trained in order to have a good skill in reading.
Reading is crucial for students, because the success of their study depends must master in order to be successful in school and in life. As profesional education, we know that the parent, principle, district leaders, and even our goverment are contantly pushsing up to increase the reading levels of the students in our classrooms (Stone. 2009:39).
By reading active the readers will get the individual problem solving who coordinates a number skills and strategies to gain comprehension as he/she read as independent readers set their own goal of the readers and by specific of both languge use and student abilities (Silversten, 1984:12).
Reading comprehension is the ability to understand what we read where words have context and texts have meaning. Reading comprehension skills allow us to read proficiently, learn effectively and to conceptualize. These skills are, basically, based on earlier stage of reading development, including oral reading and fluency. Without developing these earlier reading skills, students must continually focus on decoding letters and words, rather than progressing to meaning and understanding (Grabe & Stoller, 2002) to be the source from (Grabe & Stoller, 2002 in Shiue (2012: 1).
However, in English learning especially in Junior High School in SMP N 1 Pringapus, the students still have problem about reading comprehension in their reading text. Usually, most of students still consider that English is difficult lesson, especially with reading comprehension. Many students do not understand what the teacher in English when teacher give them text or paragraph. The students do not understand the meaning of the text or paragraph, so they cannot answer the question from the teacher. The Minimum Achievement Criterion (KKM) of English subject of second grade students of SMP N 1 Pringapus is 75 but almost students in that class get low score under the Minimum Achievement Standard.
This case happens because many students are not accustomed to read the English books, listening English music or watching English movie.
However, the teachers have an important role; they must create the class situation more interesting and the students feel enjoy the class. To create good situation in class, certainly method of the teaching learning process also support the situation. Therefore, the researcher proposes to solve the problem using recount text.
Based on the background above, the writer emphasizes the study in the use of recount text reading model by conducting class action reasearch. It focuses on
“THE USE OF RECOUNT TEXT TO DEVELOP
STUDENT’S READING COMPREHENSION (A classroom Action
Research of Second GradeStudents’ in Junior High School 1 Pringapus in the Academic Year 2016/2017 ).” B. Problems of Study
Based on the background of the study, the writer finds out the following problems, they are:
1. How is the implementation of recount text in improve students’ reading comprehension of the Second Grade in Junior High School1 Pringapus in the academic year 2016/2017? 2. To what extent is the use of recount textimprove students’ reading comprehension of the Second Grade in Junior High School 1
Pringapus in the academic year 2016/2017? C.
Review of previous studies
Kurniawan (2010), conducted research about how to improve the students’ reading comprehension using STAD method. In his research, he emphasizes on the method in improving students’ comprehension, the method he used is STAD (Student Team Achievement Division).
The second research is from Salam (2015). He conduct a research about how to improve students’reading comprehension using oregon reading model. It was a classroom action research of the second year students of SMK N I Salatiga in the academic year of 2014/2015, conducted by AthokIbnu
These researches mentioned above are similar on its purpose.They both expect to improve students’ reading comprehension. The differences from the former research which sticks out the method in improving students’ reading comprehension, this research the media to improve students’ reading comprehension. The researcher uses recount text as a teaching media to improve students’ reading comprehension.
D. Objectives of the Study
This study has some following purposes, they are: 1.
To describe the implementation of recount textto improve students’ reading comprehension of Second Grade in Junior High School 1 Pringapus Academic Year 2016/2017.
2. To find out to what extent of the use recount textin improve students’ reading comprehension of Second Grade in Junior High School 1 Pringapus in the Academic Year 2016/2017.
E. Significances of the study
This study is expected to give theoritical and practical benefits: 1.
Theoretical The result of this study can be used as the reference for those who want to conduct a study in English teaching and learning process.
2. Practical
The finding or this study can be used as starting point for the researcherto get experience that will be useful in the future as an English teacher.
b.
For the students The finding of this study could motivate students in to involve them in learning process actively and to improve their reading comprhension.
c.
For the English Teacher The finding of this study can be a new knowledge for the
English teachers in teaching reading comprehension. The researcherhope the teachers know the importance of recount text
Reading Model to improve the students’ reading comprehension. The teachers could improve their capability through many ways to develop the new methods of language learning to increase the knowledge about reading comprehension.
F. Limitations of study
In order to avoid misinterpretation of the problem, the researcher would like to limit the scope of the study. The researcher wants to know that recount text can improve the students’ reading comprehension. This study was conducted in class VIII A with 34 students of Junior High School 1 Pringapus in the academic year of 2016/2017.
G. Definition of key words
The researcherclarifies the term to avoid mistakes in the title above: 1.
Use To employ for some purposes, put into service; make use of; to use a knife (Hornby, 1985:425). The meaning of use in this case is in applying the Short story Reading Model.
2. Recount TextModel This Reading model used by recount textof education has developed with a committe of teachers the four traits of reading: comprehension, extend understanding, reads critically for text analysis, reads critically for context analysis.
3. Improve Improve is achieved or produced something better (Oxford University Press, 2008:222).
4. Reading According to, Blair & Rupley (1981:2)reading can be defined as a thinking process and it can be a communicative skill. They also define the reading is an interacting pocess with the language in the printed page.
5. Reading Comprehension
Reading comprehension itself is a process of making sense of writing ideas through meaningful interpretation and interaction with language (Dallman et al, 1982:25).
H. Organization of the graduating paper
This study is organized into five chapthers as follows:
Chapter I is introduction presenting the background of the study, problem os study, review of previous studies, objective of study, significances of the study, limitation of study, dfinition of study, and organization of the graduating paper.
Chapter II is theoretical framework which discusses about definition of reading, aspect of reading, types of reading, academic purposes of reading, the principle of teaching reading, reading process, reading comprehension and definition of recount text.
Chapter III explains about methodology of the research that consist of profile of school (setting of the research, subject of study), research method (research procedure, technique collecting data).
Chapter IV is Data Analysis. Consist of cycle I, cycle II, anlysis, discussion, and result of each cycle. Chapter V is closure. The researcher states summary of the study
CHAPTER II THEORETICALFRAMEWORK In this chapter, researcher is going to make attempts to explain about the
theoretical framework of reading, reading comprehension and definition of recount text.
A. Reading 7.
Definition of reading In teaching learning prosecc reading is very improtant, it is to the learning process. Reading is not only source of information, but also an active process which consists of recognition and comprehension skill, reading is a process of understanding the information give in a text. It involves a group of mind activity which is aimed to understand the information given through our sight.
According to Grabe (2009:14) reading is often defined in simple statements much like the following: “reading is the process of receiving and interpreting information encoded in language from via the medium of print” or “comprehension occurs when the reader extracts and integrates various information from the texts and combines it with what is ready known”. “Reading” is a root of “read” which mean as looking at and understanding something printed or written (oxford: 2008:365).
Reading is the process to know word and fused the meaning of word find the main idea of the text. Reading is important to enrich our knowledge and we can get information by reading. Everyone must practice their reading more and more, so reading ability and reading experience will improve. Maybe they find difficulty and frustrating, but if they will get a good sense of English and will help them to saw the total meaning of the word. Reading is one of the language skills beside speaking, writing and listening.
8. Aspect of reading
According to Dallman (1982:25), some of the aspects of reading which deserve both specific attentions in isolated learning situation and other time, more balanced attention in more normal reading situation are word recognition, comprehension and reflection.
There are three aspects of reading as follows: a.
Word recognition Reading is chiefly skill in recognizing words, continue to enjoy support in respectable and influential quarters. Today the favorite of adherents to his view of reading is decoding the printed page that is recognizing the oral equivalent of the written symbol.
b.
Comprehension
The vast majority of teachers do not endorse the claim that the individual who can recognize words can read. To them, comprehension is an absolute necessity in reading.
c.
Reflection May education have pointed out that the word recognition and comprehension do not the total of reading act, during the process of reading when defined as gaining from the printed page. It is necessary to able to mold ideas as they occur and conceptualize meaning interpretation through reflection.
9. Type of reading
Reading skill can be distinguished at least four types as follows: a. Skimming: is making uses the same approach, except that instead of concentrating on specific information, we are looking for the main idea or the general gits of the passage. Example: identifying significant words details and ideas(Krashen, 1987).
b.
Scanning: is making quikly over view of passage, looking for specific information. Example: scanning exercise may asked students to look for names or dates, to find a definitin of key concept or too list certain number of supporting details(Krashen, 1987).
c.
Extensive reading: is rapid reading for main ideas of large amount of text. Example: students found the main ideas of a large amount of text (Krashen, 1987). d.
Intensive reading: is reading for complete understanding of entire.
Example: the students could understand the content and meaning in the text(Krashen, 1987).
10. Academic Purpose of Reading The combination of our daily encounters with texts and our needs to read in different way educational and profesional setting requires that we read differently depending on the context, the goals and motivations. When we read for defferent purposes, we engange in many types of reading, particularly in academic setting. According to Grabe (2009:8), he defines six major purposes as follows: a.
Reading to search information (scanning and skimming) b.
Reading to quickly understanding (skimming) c. Reading to learn (from text) d.
Reading to intergrate information e. Reading to evaluate. Criticize and use information f. Reading for general comprehension (in many cases, reading for interest or reading to entertain)
11. The Principle of Teaching Reading Harmer, Jeremy (2001)offers an idea that reading is essential either useful as part of the process of language acquisition. It provides the students with opprtunities to study language and its vocabulary, grammar, punctualtion, and the way they construct sentences, paragraphs and texts.
Based on the statements above, it can be stated that reading may i ncrease the students’ pleasure and effectiveness of language acqusition.
In turn, their reading ability may help all other subjects and their personal and profesional lives.
Teaching reading promote some principles, according to Harmer, and they are identified as follows: a.
Reading is not a passive skills. To be skilled readers, the students are required not only to scratch the surface of the text, but also understan what the words mean.
b.
Students need to be engaged with they are reading. The teacher has a responsibility to engage the students in the teaching or reading. He (she) may make them engage by providing them with interesting reading texts.
c.
Students should be encouraged to respond to the content of a reading text, not just to the language. The teaching of reading does not only learn the language used in the text, but also give the students a chance to respond the meaning and message of the text. d.
Prediction is a major factor in reading. it is important to introduce the theme of the text before the teacher asks the students to read it. It will give them some idea what to expect and increase their interest. It will also make them better and more engaged readers.
e.
Match the task to topic. The task that students do after reading must be appropriate with the topic of the reading text.
f.
Good teachers exploit reading texts to the full. After reading, the teacher should integrate the reading text interesting class sequences, such as using the topic for discussion and further tasks.
In conclusion, the teaching of reading must provide the students with some reading comprehension skills. To achieve this, some principles must be applied; reading should not be considered as a passive skill, students must engage with the text and respond to the content, prediction can be a major factor in reading, the task must match to the topic, and the teacher is suggested to explore the text.
12. Reading Process
Many specialists defined reading is the process of putting the reader in contact and communication with ideas. As a matter of fact, human beings are preprogrammed to perform language acts such as listening, speaking, writing and reading. Some students may make better teacher’s job to facilitate what is essential a natural process and to do this most effectively. She or he must develop some understanding of the reading process, some understanding of the reading process, there are: a.
The first to be made about the reading process in reading comprehension. It means, it is relating to what we do not know or new information to what already known. Comprehension is always controlled by the needs and purposes of individual.
b.
Reading is primarily a cognitive process, which means that the brain dose most of the word.
c.
The process of identification and interpretation of complex reading process consist of two major sub processes. The first level is identification and the second level interpretation. The process of identification is the determining rapidly and accurately just what the text says.
B. Reading Comprehension 4.
Definition of Reading Comprehension Emerald, 1982:312, Comprehension is a thinking process, it is thinking through reading. As such, it is dependent upon the learners basic cognitive and intellectual skill, upon their background of experience (vocabulary, knowledge, concept and ideas), and upon their language skill (knowledge, morphology, syntax and grammar).
Reading comprehension is the process of understanding and material involving multiple words that from coherent thoughts phrases, sentences, paragraph and so on. They are example of connected text that can be read with comprehension.
5. Levels of Comprehension
According to McGraw-Hill (2005:74), the levels of comprehension guide provides structured guidance in helping students read and think at three levels of comprehension: literal. Interpretive, and applied.
a.
The literal level focuses on the students’ identification of information and facts in the text segment.
b.
The interpretive level focuses on having students interpret the information, make inference, and draw conclusions.
c.
The applied level focuses on the students extend their thinking by considering information and ideas in the text plus their own prior knowledge and experiences similar to the critical/evaluative and creative levels of comprehension.
The levels of comprehension guidance helps students identify important information, interpret the meaning of that information, and then think about the information and ideas in the text with respect to their own opinion and ideas. Used within cooperative group setting, the guide provides the stimulus to generate more ideas and to cause reflection of what is being learned, though discussion. The teacher must understand the factors that affect comprehension if he is to help individuals overcome their shortcomings in comprehending what they read. (Dallman, 1982:165). The factors affecting comprehension as follows: a.
Difficulty of material b.
Intelligence c. Environment d.
Emphasis on word recognition e. Emphasis on oral reading a selection f. Adjustment of reading technique to purpose and type of material g.
Rate of reading C.
Recount Text a.
Definition of Recount Often you will want to tell other people about something that has happened in your life. You might want to tell about what you did at the weekend. It might be about exciting things that happened when you were on holiday last year. Speaking or writing about past eventsnis called a recount(Anderson, Mark & Anderson, Kathy: 1997).
A recount is a piece of text that retells past events, usually in the order in which they happened (Anderson, Mark & Anderson, Kathy: 1997). The purpose of a recount is to give the audience a description of what occurred and when it occuered. b.
Generic Structure of Recount o Orientation: a first paragraph that gives background information about who, what, where and when o
Events: Describing series of event that happened in the past o Reorientation: It is optional. Stating personal comment of the writer to the story c.
Language Feature of Recount
- Introducing personal participant; I, my group, etc
- Using chronological connection; then, first, etc
- Using linking verb; was, were, saw, heard, etc
- Using action verb; look, go, change, etc
- Using simple past tense d.
Examples and structures of the text
Our trip to the Blue Mountain
On Friday we went to the Blue Mountains. We stayed at David and Della’s house. It has a big garden with lots of colourful flowers and a Orientation tennis court.
On Saturday we saw the Three Sisters and went on the scenic railway. It was scary. Then, Mummy and I went shopping with Della. We went to some antique shops and I tried on some old hats. On Sunday we went on the Scenic Skyway and it rocked. We saw cockatoos having a shower. Events Reorientation In the afternoon we went home.
1. Orientation = the topic that will describe is visit the Blue Mountains in Bali
2. Event = describe the situation of scenic railway, shopping, went on the scenic skyway and saw cockatoos
3. Reorientation = went home
CHAPTER III
In this chapter the researcher explain about profile of school, Subject of the research, Research Method, Technique of Collecting Data, and Technique of Analysis Data, A.
Profile of School 3.
Setting of the research The research was done in Junior High school 1 Pringapus,
Wonoyoso. The school is located in Jl. Siswa Desa Wonoyoso Kecamatan Pringapus Kabupaten Semarang. The research was
th th
conducted Augustus, up to Augustus, 2016. Before doing the
1
9 research, the researcher prepared the instrument that will be use to measure students improvement when using Recount Text in reading comprehension. After getting an agreement of the school principle and
A
the doing consultation to the English teacher who taught at of
VIII Junior High School 1 Pringapus.
4. Subject of the research The subject of the research consisted of the students and the teacher.
A
The researcher take class consisted of 34 students with 4 males and
VIII
30 females’ students. They learn it for two hours in each meeting.
The problems that a student often faced were about their reading comprehension in recount text. Many students do not understand what the teacher in English when the teacher gives the text or paragraph, so read with correct pronunciation. For the teacher, they may not find appropriated methods to teach reading yet or they have problems with their self-confidence.
Table 3.1
26 R26 P
20 R20 P
21 R21 P
22 R22 P
23 R23 P
24 R24 L
25 R25 P
27 R27 P
18 R18 P
28 R28 L
29 R29 P
30 R30 P
31 R31 P
32 R32 P
33 R33 P
34 R34 P B.
19 R19 P
17 R17 P No. Nama Peserta Didik L/P
VIII A Students of Junior High School1 Pringapus in the Academic Year 2016/2017 No Nama Peserta Didik L/P
7 R7 P
1 R1 P
2 R2 P
3 R3 P
4 R4 P
5 R5 P
6 R6 P
8 R8 P
16 R16 P
9 R9 P
10 R10 L
11 R11 P
12 R12 L
13 R13 P
14 R14 P
15 R15 P
Research Methodology
In this research, the researcher focuses on improving students’ reading comprehension in informational text. Based on the result of this research in how much improvement in students’ reading comprehension through recount text is served in terms of quality, then the method used in this study is qualitative research.Kothary (2004:3) said that quantitative research is based on the measurement of quantity or amount and applicable to phenomena that can be expressed in terms of quantity.
7. Research Approach Here, the researcher uses action approach. This study is aimed to make better the students’ reading comprehension. Suyadi
(2010:21) says that action research is aimed to make better in every aspects of learning, action research also headed to a teacher makes better his/her profession as a teach er, so that students’ learning result improve time by time.
8. Research Design In order to make the data in this research complete and clear, the researcher describes the design used in this research. The researcher uses Single-Group Interrupted Time-Series Design. Creswell (1990:161) said that in this Single-Group Interrupted Time- Series Design, the researcher records measures for a single group both before and after treatment. Here, means that the researcher does only his research in a single group of action. The researcher records the result for one group both before and after the treatment.
9. Data Collection Method
Kothary (2004:17) said, if the researcher conducts an action, researcher observes some quantitative measurements, or the data, with the help of which he examines the truth contained in his hypothesis. As a teacher, the researcher prepares the media and materials, explains the materials and leads the class in a condition to make a discussion. The steps to get a data, teacher divides the discussion into some activities, such as pre-reading activity, reading- writing activity, reading aloud, and the last is learning outcomes.
Pre-reading activity is aimed to know how far student comprehension in reading before the treatment carried out. By this pre reading activity, the researcher knows the difference conditions before and after the treatment. In Reading-Writing activity, teacher distributes the recount text with some paper and gives some instructions. And also writes some of them on the board.The third activity is Reading Aloud. Here, each group read aloud its recount text. The last activity is Learning Outcomes, here the member of one group foundmean idea from the story. The other, most organized among the entire class included idea on different topics.
By these activities the researcher will get the data then analyze
10. Data Analysis Method
Data analysis for this research is descriptive quantitative. This analysis is aimed to know the improvement in students’ reading comprehension through recount text as a teaching media in the Second Grade of Junior High School 1 Pringapus.
The data are the documentation from the pre-reading activity, and the learning outcomes. In analyzing the score, the researcher uses statistical technique to find out the mean score of the students. After the score is found, the writer concludes how much the improvement from the pre-reading activity to the learning outcomes.
C. Research Procedure 4.
Research procedure This study used a classroom action research consists of two cycles. According to Arikunto (2010:138) each cycle consist of: a.
Planning In this stage researcher do some action like observe the learning process technique used by the previous teacher, identify the hindrance and the easiness factors in the previous learning process, formulate the alternative action were done, and the last arrange the lesson plan.
From the explanation above, the researcher made a schedule. First, observing the school condition, the class method of learning used in that class. Then, made the purpose of learning based on the observation also prepare lesson plan.
b.
Action Action is implementation of the planning in the class. In this stage the researcher must follow the program in the planning (Arikunto, 2010:139). Sam’s (2010:80) added that the researcher’s position in this research is as an active participant that is by participating in the observation besides giving an action to the research’s subject.
This stage is done by carrying out lesson plan on teaching reading. Doing pre-test to students that the result will be compared to the post-test, follow-up of the first cycle of learning is to identify the strengths and weaknesses of the learning outcomes. Researcher presents them in the following:
1) Giving pre-test
2) Teaching reading by recount text
3) Giving occasion to the students to ask any difficulties or problems
4) Giving post-past c.
Observe
Arikunto (2010; 139) said when the researchers takes the class, she/he is need colleague to observe and analyze the condition of the class and the students. In this researcher also gives the students pre test and post test that both of them will analyze by the researcher. While, to got the data about student’s responses during learning process was a note.
d.
Reflection In this part, Arikunto (2010:140) stated that researcher and observer discuss the result of learning process. It consists of analyzing the action and doing intervention, clarification how the researcher doing the researcher doing the research as the teacher, also the condition of the class and the students.
As soon as the class ending, the teacher or researcher was discussed with the observer about the learning process.
Whether the device successful or not. Also, it was to find the weakness and the advantage of the device then find out the appropriate solution.
5. Technique of Collecting Data
The researcher will present the act of collecting data as follows: a.
Test