IMPROVING CHARACTER BASED READING BY APPLYING PQRST MODEL OF THE TENTH YEAR STUDENTS OF SMK MUHAMMADIYAH 3 KLATEN UTARA IN ACADEMIC YEAR 2017/2018 - UNWIDHA Repository

  

IMPROVING CHARACTER BASED READING BY APPLYING PQRST

MODEL OF THE TENTH YEAR STUDENTS OF SMK

MUHAMMADIYAH 3 KLATEN UTARA IN ACADEMIC YEAR 2017/2018

S-1 THESIS

  Submitted as a Partial Fulfillment of the Requirements for Undergraduate Degree in English Education Study Program

  By Name : ADHE KUSUMA WARDANI Student No : 1411202919 TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF WIDYA DHARMA KLATEN KLATEN 2018

  i

  APPROVAL

  

IMPROVING CHARACTER BASED READING BY APPLYING PQRST

MODEL OF THE TENTH YEAR STUDENTS OF SMK

MUHAMMADIYAH 3 KLATEN UTARA IN ACADEMIC YEAR 2017/2018

  By Name : ADHE KUSUMA WARDANI Student No : 1411202919 Approved by the Consultants to be examined before the Board of Examiners of Teacher Training and Education Faculty on: Day : Date : August 2018 Consultant I, Consultant II, Drs. Purwo Haryono, M.Hum. Ike Anisa, S.Pd., M.Pd.

  NIDN. 0607026703 NIDN. 0622038301 ii

  RATIFICATION

  

IMPROVING CHARACTER BASED READING BY APPLYING PQRST

MODEL OF THE TENTH YEAR STUDENTS OF SMK

MUHAMMADIYAH 3 KLATEN UTARA IN ACADEMIC YEAR 2017/2018

  By Name : ADHE KUSUMA WARDANI Student No : 1411202919 Accepted by the Board of Examiners of Teacher Training and Education Faculty, University of Widya Dharma Klaten on: Day : Saturday Date : 18 August 2018

  The Board of Examiners

  Chairman, Secretary, Dr. Ronggo Warsito, M.Pd. Ana Setyandari, S.Pd., M.Pd.

  NIDN. 060710650101 NIDN. 0617068003 First Examiner, Second Examiner, Drs. Purwo Haryono, M.Hum. Ike Anisa, S.Pd., M.Pd.

  NIDN. 0607026703 NIDN. 0622038301 Faculty of Teacher Training and Education Dean, Dr. Ronggo Warsito, M.Pd.

  NIDN. 060710650101 iii iv

  

MOTTO

  “The mercy of Allah is near to the doers of good.” (Al-A’raaf: 56) “Allah will raise, in degree, those of you who believe and those who are endowed with the knowledge

  .” (Al-Mujadila: 11) “Allah never test any soul greater than they can bear.” (Al-An’am: 152) "Convey the knowledge from me even if it is one verse." (Prophet Muhammad) "Knowledge without action is vanity and action without knowledge is foolishness." (Imam Al-Ghazali) v vi

  

PRESENTATION

  The writer presented this thesis to The beloved parents:

  “Gito Anggoro and Budi Asih Handayani” In every part of this whole thesis making process, you two are the great people of my life who never stop give me endless spirits and sincere prayer. Dear my parents, all praises to God, finally I have finished what I have started. Thank you so much. May God rewards you all with many merriments in every second of your life.

  

ACKNOWLEDGEMENT

  Bismillahirahmanirrahim. First of all, the writer would like to praise Allah SWT for being the biggest support system by sending His unstoppable blessings given to the writer during the studies and finally this thesis is able to be finished.

  The writer admits that this thesis project is unable to be finished without the help of many people. Therefore, in this chance the writer would like to say thank towards those who have given their ideas, times, and everything during the writing of this thesis. They are:

  1. Prof. Dr. H. Triyono, M.Pd., the rector of Widya Dharma University, for warm support, inspiration, and kindly advice.

  2. Dr. Ronggo Warsito, M.Pd., the dean of Teacher Training and Education Faculty, for the help and support during the whole thesis making process.

  3. Ana Setyandari, S.Pd., M.Pd., the head of English Education Department, for her advice, patience, and guidance in the improvement of the result of this undergraduate thesis.

  4. Drs. Purwo Haryono, M.Hum., the first consultant, and Ike Anisa, S.Pd, M.Pd., the second consultant. The writer would like to express the thankfulness for their inestimable patience, time, motivation, and suggestion in guiding the writer during the writing thesis process 5. Sukasih Ratna W., S.S., M.Hum., the academic consultant, and all lecturers of English Education Department of Widya Dharma University.

  The writer thank them for the knowledge guidance, and support they gave. vii

  6. Drs. H. Ngadimin, the principal of SMK Muhammadiyah 3 Klaten Utara, for giving his permission to the writer in conducting the research in his school, and to all the teachers and administrative staff members for their attention and help.

  7. Wiwik Dwi Hastuti, S.S., the English teacher of SMK Muhammadiyah 3 Klaten Utara, for her attention, guidance, and assistance in collecting data in the class.

  8. All the tenth year students in automotive 1 department of SMK Muhammadiyah 3 Klaten Utara in academic year 2017/2018, for their hard work, cooperation, and friendliness for being the data source.

  Many thanks are also addressed to everyone whom the writer cannot mention one by one. In the end, the writer admit that this thesis is far from being perfect. Therefore, the writer welcome all criticsm and suggestions from those interested in the similar topic. Besides, the writer expects this thesis will be useful for whoever reads this thesis, particularly the students of English Education Department of Widya Dharma University.

  th

  Klaten, August 4 2018 The writer,

  Adhe Kusuma Wardani viii

  

TABLE OF CONTENT

TITLE................................................................................................................. i

APPROVAL....................................................................................................... ii

RATIFICATION ............................................................................................... iii

PRONOUNCEMENT ....................................................................................... iv

MOTTO ............................................................................................................. v

PRESENTATION ............................................................................................. vi

ACKNOWLEDGEMENT ................................................................................ vii

TABLE OF CONTENTS .................................................................................. ix

LIST OF TABLES ............................................................................................ xi

LIST OF APPENDICES................................................................................... xii

ABSTRACT ....................................................................................................... xiii

  

CHAPTER I INTRODUCTION ...................................................................... 1

A. The Background of the Study........................................................... 1 B. The Reason for Choosing Topic....................................................... 5 C. The Limitation of the Study ............................................................. 5 D. The Problem of the Study................................................................. 6 E. The Aim of the Study ....................................................................... 6 F. The Use of the Study ........................................................................ 6 G. The Clarification of the Key Terms ................................................. 7 H. The Organization of the Study ......................................................... 9

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  x

  

CHAPTER II THE REVIEW OF RELATED LITERATURE .................... 10

A. Theory of Reading ............................................................................ 10 B. PQRST Model .................................................................................. 17 C. Character Education ......................................................................... 24 D. Relevant Studies ............................................................................... 28

CHAPTER III RESEARCH METHOD ......................................................... 31

A. The Meaning of Research Method ................................................... 31 B. The Subject of the Study .................................................................. 31 C. The Place and Time of the Research ................................................ 32 D. Data and Source of Data................................................................... 32 E. The Technique of Collecting the Data ............................................. 35 F. Testing Validity ................................................................................ 37 G. The Technique of Analyzing the Data ............................................. 40 H. Research Procedure .......................................................................... 42 I. Testing Performance Indicator ......................................................... 44

CHAPTER IV THE RESULT OF THE STUDY ........................................... 45

A. Precycle. ........................................................................................... 45 B. Cycle 1….......................................................................................... 66 C. Cycle 2. ............................................................................................ 80 D. Testing Performance Indicator. ........................................................ 95

CHAPTER V CONCLUSION AND SUGGESTION .................................... 99

A. Conclusion ........................................................................................ 99 B. Suggestion ........................................................................................ 101

BIBIOGRAPHY ................................................................................................ 102

APPENDIX …………………………………………………………………… 106

  LIST OF TABLES

  Table 1. Student Score of Precycle ..................................................................... 49 Table 2.

  Teacher’s Professionalism .................................................................... 52 Table 3. Students’ Individual Interest ................................................................. 55 Table 4. Students’ Group Interest ....................................................................... 57 Table 5. Students’ Self Assessment of Precycle ................................................. 59 Table 6. Students’ Peer Assessment of Precycle ................................................ 61 Table 7. Students’ Character Assessment of Precycle ........................................ 63

  Table 8. Students Character Scores of Precycle.................................................. 65 Table 9. Summary of Precycle Scores ................................................................ 65 Table 10. Student Scores of Cycle 1 ................................................................... 72 Table 11.

  Students’ Self Assessment of Cycle 1................................................. 75 Table 12. Students’ Peer Assessment of Cycle 1 ................................................ 77 Table 13. Students’ Character Assessment of Cycle 1 ....................................... 79

  Table 14. Students Character Scores of Cycle 1 ................................................. 81 Table 15. Summary of Cycle 1 Scores ................................................................ 81 Table 16. Student Scores of Cycle 2 ................................................................... 88 Table 17.

  Students’ Self Assessment of Cycle 2................................................. 90 Table 18. Students’ Peer Assessment of Cycle 2 ................................................ 92 Table 19. Students’ Character Assessment of Cycle 2 ....................................... 94

  Table 20. Students Character Score of Cycle 2................................................... 96 Table 21. Summary of Cycle 2 Scores ................................................................ 96 Table 22. Testing Performance Indicator ............................................................ 97 xi

  LIST OF FIGURES

  Figure 1. Student Score of Precycle (Column Chart) ......................................... 50 Figure 2. Student Score of Precycle (Pie Chart) ................................................. 50 Figure 3. Teacher Professionalism ...................................................................... 53 Figure 4.

  Students’ Individual Interest ................................................................ 56 Figure 5. Students’ Group Interest ...................................................................... 58 Figure 6. Students’ Self Assessment of Precycle ................................................ 60 Figure 7. Students’ Peer Assessment of Precycle ............................................... 62

  Figure 8. Students Character Scores of Precycle ................................................ 64 Figure 9. Student Scores of Cycle 1 .................................................................... 73 Figure 10. Student Scores of Cycle 1 .................................................................. 74 Figure 11.

  Students’ Self Assessment of Cycle 1 ............................................... 76 Figure 12. Students’ Peer Assessment of Cycle 1............................................... 78 Figure 13. Students’ Character Assessment of Cycle 1 ...................................... 80

  Figure 14. Student Scores of Cycle 2 .................................................................. 88 Figure 15. Student Scores of Cycle 2 .................................................................. 89 Figure 16.

  Students’ Self Assessment Scores of Cycle 2.................................... 91 Figure 17. Students’ Peer Assessment Scores of Cycle 2 ................................... 93

  Figure 18. Students ’ Character Assessment of Cycle 2 ...................................... 95 xii

  

LIST OF APPENDICES

  Appendix 1. Observation Guide Sheets .............................................................. 106 Appendix 2. Interview Guide Sheets .................................................................. 108 Appendix 3. Questionnaires Sheet ...................................................................... 126 Appendix 4. Students score of Precycle .............................................................. 130 Appendix 5.

  Teacher’s professionalism score of Precycle ................................. 131 Appendix 6. Students’ individual interest score of Precycle .............................. 132 Appendix 7. Students’ group interest score of Precycle ..................................... 133

  Appendix 8. Self assessment score of Precycle .................................................. 134 Appendix 9. Peer assessment score of Precycle.................................................. 135 Appendix 10. Character assessment score of Precycle ....................................... 136 Appendix 11. Lesson Plan of Teacher ................................................................ 137 Appendix 12. Lesson Plan of Cycle 1 ................................................................. 149 Appendix 13. Test Item of Cycle 1 ..................................................................... 156 Appendix 14. Students Answer Sheet ................................................................. 161 Appendix 15. Key Answer of Test Item of Cycle 1 ............................................ 162 Appendix 16. Students score of Cycle 1 ............................................................. 163 Appendix 17. Self assessment score of Cycle 1 .................................................. 164 Appendix 18. Peer assessment score of Cycle 1 ................................................. 165 Appendix 19.

  Student’s character score of Cycle 1 ............................................ 166 Appendix 20. Lesson plan of Cycle 2 ................................................................. 167 Appendix 21. Test item of Cycle 2 ..................................................................... 173 xiii

  Appendix 22. Key Answer of Cycle 2 ................................................................ 178 Appendix 23. Students Score of Cycle 2 ............................................................ 179 Appendix 24. Self Assessment score of Cycle 2................................................. 180 Appendix 25. Peer assessment score of Cycle 2 ................................................. 181 Appendix 26. Character assessment score of Cycle 2......................................... 182 Appendix 27.

  List of students’ name .................................................................. 183 Appendix 28. University Permission Letter ........................................................ 184 Appendix 29. Muhammadiyah Permission Letter .............................................. 185 Appendix 30. S-1 Thesis Consultation Card ....................................................... 186 xiv

  ABSTRACT

ADHE KUSUMA WARDANI, NO. 1411202919, English Education Study

  Program, the Faculty of Teacher Training and Education, Widya Dharma University, Klaten, 2018. Thesis. Improving Character Based Reading by

  

Applying PQRST Model of the Tenth Year Students of SMK Muhammadiyah 3

Klaten Utara in Academic Year 2017/2018.

  This research study is aimed at verifying whether PQRST model can improve character based reading of the tenth year students’ of SMK Muhammadiyah 3 Klaten Utara in academic year of 2017/2018. Through PQRST, both students character and reading skill hoped to be improved.

  The research procedure which is used in this research is Classroom Action Research. The data are the facts regarding with the teaching and learning process of the tenth year students’ of SMK Muhammadiyah 3 Klaten Utara in academic year of 2017/2018. The data are collected through observation, test, interview, questionnaire, and documentation of teaching and learning process of the tenth year students’ of SMK Muhammadiyah 3 Klaten Utara in academic year of 2017/2018. The source of the data are events, informants, and documents. The technique of analyzing some data are different.

  Students’ individual reading skill is measured by using test. Next, the students’ character score is earned from cumulative score of two questionnaires (peer assessment and self assessment) and character assessment from observation sheet. Therefore, the writer is used two different formulas. Then, teaching and learning process is analyzed through the description gained from observation guide then change it into narration text.

  The results of the data analysis are presented in the following items. From precycle, the students reading skill was categorized as sufficient because the score earned was 60. Besides, the students ’ character score earned was 2.03 (sufficient). Better than precycle, the score of students reading skill was improving into 70.15 in cycle 1. Although the students character was still categorized as sufficient score in cycle 1 but the mean score improved from 2.03 to 2.38. Next, in cycle 2 both students reading skill and students character showed an improvement. The students reading skill in cycle 2 was 73.38. It was better than both precycle and cycle 1 score. Besides, for the first time the category of students character turned into good score. Therefore, the writer come to the conclusion that PQRST model was able to improve character based reading since the score always get an improvement from precycle to cycle 2.

  Key words: improving, character, reading.

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CHAPTER I

INTRODUCTION Chapter I, the writer presents the introduction. It consists of background

  of the study, the reason for choosing the topic, the limitation of the study, the problem of the study, the aim of the study, the use of the study, the clarification of the key terms, and the organization of the study.

A. The Background of the Study Reading is a way of developing language proficiency (Nation, 2009: 6).

  Besides, reading is an important skill that should be mastered by the students. Reading activity can be used to collect an input in order to develop other language skills. The knowledge gained from reading can be used to enrich the students’ information that help them in listening, speaking, and writing skill.

  Related to the previous theory, reading is the practice of using text to create meaning (Johnson. 2008: 3). Creating and meaning have a role as the two crucial key words. Every written text has a meaning delivered to the reader. When reading the written text, a reader creates a process happening inside the brain. The meaning of the text is delivered to the brain and processed as information. Reading activity takes place at the same time when the reader creates meaning. The written text can be read and accessed by the readers as the basis of literacy. Catching the meaning through the creating process in reading a written text is a goal of reading activity (Al-Zoubi, et al, 2016: 4).

  2 In teaching reading, the teacher is certainly motivated to apply effective ways of increasing students’ understanding of text. In order to increase the student understanding of the text, a teacher can apply various teaching models such as NHT (Numbered Head Together), TPS (Think Pair Share), TGT (Team Games Tournament), PQRST (Preview Question Read Summarize Test), etc.

  Those models can be applied not only practicing LOTS (Low Order Thinking Skill) but also HOTS (High Order Thinking Skill) in Bloom’s cognitive domain theory. The models are able to run from the lowest level which is intended as the ability to recall the material that has been studied (knowledge), ability to understand certain material (understanding) and ability to apply information in real situations (application) to the ability to decode a material into its parts (analysis), to produce (synthesis), to assess the 'benefit' of an object or thing for a specific purpose based on clear criteria (evaluation), and make a new product from the previous model (creation) (Mainali, 2012: 5).

  Besides, in teaching and learning the teacher should adjust the models to the appropriately prescribed curriculum in Indonesian context. According to curriculum 2013, learning and teaching English process is students centered. The Indonesia government policy sets the teaching and learning process on

  

Peraturan Menteri Pendidikan Dan Kebudayaan Nomor 22 Tahun 2016

Tentang Standar Proses Pendidikan Dasar Dan Menengah which prescribes

  from the planning process until assessment teaching and learning. Planning process is designed in the form of syllabus and plan implementation of learning which refers to the content standards. One important aspect prescribed in

  3 curriculum 2013 is character based that focus on students’ attitude, the teachers should put into high attention. This is in line with Undang-Undang Republik

  

Indonesia No. 20 Th. 2003 tentang Sistem Pendidikan Nasional Pasal 3 stating

  that national education aims at developing character based competence (Benninga, et al, 2003:19).

  Teaching reading at the level of senior high school should come to training student reading comprehension. It aims to improve the skills of learners who have been able to read in their first language in understanding the meaning of a written text (Cahyono and Widiati, 2006: 37). Based on interview and questionnaire of precycle in April 2018, the tenth year students of SMK Muhammadiyah 3 Klaten Utara had lack motivation in studying English especially in reading since they faced the difficulty in remembering the information they had caught in reading. Whenever they forgot the information, they should re-read the whole text which made them feeling bored. Knowing the result, the writer discussed it with the teacher as collaborator due to offering interesting model of teaching called PQRST (Preview, Question, Read, Summarize and Test) .

  PQRST is an instructional model that is able to lead the student to increase their comprehension in reading (Malia, 2015: 3). The five steps, preview, question, read, summarize and test (PQRST) enable the students to be active during reading process, to put high attention on the text, to own a long term memory in text comprehension, and to attract their motivation to solve the problem (Hidayah, Suwandi, and Hastuti, 2014: 7).

  4 In line with curriculum 2013 which is based on character, PQRST automatically drives the students to be closer to good character such as discipline, hard work, responsible, having motivation to read, and creative. Besides, Malia (2015: 1) had tested this model at MA (Madrasah Aliyah), a secondary education level in formal education in Indonesia which is equivalent to senior high school whose management is carried out by the Ministry of Religious Affairs, Diniyah Puteri Pekanbaru which use Malay as their native language. The participants of this research were the writer, a collaborator, and the eleventh year students of MA Diniyah Puteri Pekanbaru Riau. The collaborator was one of the English teachers at MA Diniyah Puteri. The students were the eleventh grade students of IPS consisting 20 students in 2013/2014 academic year. The research design was CAR (Classroom Action Research). Malia (2015: 1) runs two cycles that showed the increasing score of reading comprehension of hortatory exposition texts.

  The other writer named Sipayung and Lince (2015: 1) also investigated the effect of applying PQRST model on students’ reading comprehension to the tenth year student of SMA Negeri 1 Sidamanik, the level of formal education in Indonesia that is equivalent to senior high school in abroad, which use Batak as their native language. They used experimental research design. PQRST was applied to teach experimental group meanwhile control group were taught by traditional method. The study result showed the student score in the experimental group was significantly higher than the students in the level of control group.

  The two previous researches proved the satisfying result from the use of PQRST during teaching reading. Each research above was conducted in

  5 different area of Indonesia which have different native languages, too. Based on the previous researches, the writer conducts the research in improving reading skill by applying PQRST model during learning process but in different contexts. The different context here means the kinds of secondary level education in Indonesia and the native language. The research is held in the school named SMK Muhammadiyah 3 Klaten Utara which is categorized as vocational school. Then, subject of the research use Javanese as native language. Therefore, the writer conducted the research entitled Improving Character based Reading by Applying PQRST Model of the Tenth Year Students of SMK Muhammadiyah 3 Klaten Utara in Academic Year of 2017/2018.

B. The Reason for Choosing Topic

  The reasons that interest the writer to study this topic can be seen below: 1. Reading skill mastery can be used to enrich the students’ information that help them in listening, speaking, and writing skill.

2. PQRST model is provable to improve the quality of teaching and learning

  English because this model consist of some interesting steps that able to increase student learning motivation.

C. The Limitation of the Study

  This study is focused on improving stud ent’s character based reading mastery by applying the PQRST model to the tenth year students of SMK Muhammadiyah 3 Klaten Utara in academic year of 2017/2018.

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  D. The Problem of The Study

  The problem of this study is formulated as follows; “can PQRST model improve teaching and learning of character based reading skill of the tenth year students of SMK Muhammadiyah 3 Klaten Utara in academic year of 2017/2018

  ?” E.

   The Aim of the Study

  The aim of the study is to verify whether PQRST model can improve character based reading of the tenth year students’ of SMK Muhammadiyah 3 Klaten Utara in academic year of 2017/2018.

  F. The Use of the Study

  The writer hopes that this study can give the benefits to: 1. The students a.

  Help them to improve their reading skill which facilitate them to master English subject easily.

  b.

  Give them new learning experience of using PQRST model in order to increase reading skill.

2. The teacher a.

  Give an understanding that PQRST model include as appropriate teaching and learning model that can be used in the future in order to increase the reading skill of their student.

  7 b.

  Get the benefit of applying PQRST model in teaching learning process in order to help them to face the problem related with reading skill that might be found in the future.

G. The Clarification of the Key Terms

  To clarify the meaning of the title, the writer would like to describe the key terms as follows;

  1. Improving In action research, improving means improve in learning quality so that there is continuous improvement of learning process and continuous quality improvement (Mulyasa, 2009: 8). In this study, improving means improve students’ mark in learning reading skill based on character by applying PQRST model of the tenth year students of SMK Muhammadiyah 3 Klaten Utara in academic year of 2017/2018.

  2. Reading Johnson (2008: 3) states that reading is the practice of using text to create meaning. Reading is the result from two activities named decoding and comprehending (Naomi and Stainthorp, 2006: 42). In this study, reading means students activity of understanding text by decoding and comprehending the code on the text to create meaning.

  8

  3. Character Based Reading Character refers to a set of attitudes, behaviors, motivation and skills (Aqib and Sujak, 2011: 2). Character based reading means character that inserted during learning process in reading such as responsible, having motivation to read, creative and etc. In this study, character based reading is a set of attitudes, behaviors, motivation and skills that inserted during learning process in reading.

  4. PQRST Model According to Joyce and Weil (2003: 11), a model of teaching is a description of a learning environment. Then, one of teaching model name that widely used to gain students comprehension especially in content area of reading is PQRST, which stands for Preview, Question, Read, Summarize, and Test (Ahuja & Ahuja, 2007:21).

  The first step named Preview means the students only read reading text in a few second (skimming). The second step is Question, in this step the students will make a question in which they want to know about the text. Read seen as third step, the activity students done here is read through all the reading text that the writer has given. Then, next step is Summarize, the students make summary which is consist of important point in reading text. The last step is Test, the student must answer a test given by the writer in order to check their understanding in reading text. In this study, PQRST model is a name of teaching model that will the writer

  9 use in learning reading environment which consist five steps named Preview, Question, Read, Summarize, and Test.

H. The Organization of the Study

  This organization is presented in order to give the direction of the thesis arrangement. It is also meant to give a description to the readers.

  Chapter I discusses Introduction. It consists of background of the study, the reason for choosing the topic, the limitation of the study, the problem of the study, the aim of the study, the use of the study, the clarification of the key terms, and the organization of the study.

  Chapter II discusses review of related literature. This chapter discusses the theory of reading, PQRST model, character education and relevant studies. Chapter III discusses research method. It deals with the meaning of research method, the subject of the study, data and source of data, the technique of collecting data, testing validity, the technique of analyzing data, research procedure and testing performance indicator.

  Chapter IV discusses the result of the study. It consists of data presentation and data analysis. Finally in chapter V, the writer would come to the conclusion and suggestion.

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CHAPTER V CONCLUSIONS AND SUGGESTIONS The writer comes down to the conclusion taken from the research. It also

  shows the suggestions for students, teachers, and future researchers. This chapter is divided into two parts. They are conclusions and suggestions. More explanation can be seen below.

A. Conclusions

  According to the result of study in the previous chapter, the writer presents some conclusions in this chapter. In this research, the writer had done one precycle and two cycles in order to improve the students’ character based reading. Using the learning model named PQRST, the writer collaborated with the teacher to get an improvement score in each cycle.

  In precycle, the mean score of students’ reading skill was 60 which is categorized as sufficient score. Next, the mean score of students’ character was 2.03 and labelled as sufficient score. During the observation, the writer found that the students had less interest in reading which made them felt bored during the reading learning session. The students felt bored because they needed to re-read all the text whenever they forgot the information in the text which was asked on the test question. Besides, the students hoped that the teacher gave them a stimulus before starting understanding the text in order to give them an illustration of the kind of text they would read.

  Knowing the problem, the writer together with the teacher as collaborator

  99

  100 intended to improve both student reading skill and students’ character into better performance. The writer offered the learning model named PQRST to the teacher since this model offers some interesting steps named Preview, Question, Read, Summarize, and Step to help the students in understanding text. Having a deal with the teacher about using PQRST model in order to improve students’ reading skill and students’ character, the writer started to apply that model in cycle 1.

  In cycle 1, there was an improvement in both student reading skill and character assessment because the cycle one score is higher than precycle score. Unfortunately, although the student reading skill was getting an improvement (from 60 in precycle to 70.15 in cycle 1), the character assessment was still categorized as sufficient (2.38). Knowing the result, the writer and the teacher wanted to improve the students’ score both student reading skill score and character assessment score. The writer and the teacher continued to apply PQRST model that was provable in improving those scores to the cycle 2.

  In cycle 2, students reading skill score was improving from 70.15 in cycle 1 to 73.38 i n cycle. Next, the students’ character assessment had an improvement category from sufficient score in cycle 1 to good score in cycle

  2. Therefore, the writer come to the conclusion that PQRST model was able to improve character based reading since the score always got an improvement from precycle to cycle 2. Based on the reading score and character score the students earned during the research, the writer can answer

  101 the question stated in the problem of the study as PQRST model is verified to improve teaching and learning of character based reading skill of the tenth year students of SMK Muhammadiyah 3 Klaten Utara in academic year of 2017/2018.

B. Suggestions

  Regarding to the above conclusion, the writer proposes the following suggestions.

  1. To the Students The use of the PQRST (Preview, Question, Read, Summary and

  Test) model as an interesting model is expected to be a solution for the students to improve their character and reading ability in the English teaching and learning process.

  2. To the Teachers The teachers need to find appropriate learning model to be applied towards the students. The PQRST (Preview, Question, Read, Summary and Test) model can be one of the alternative model applied during teaching English, especially in teaching reading. Therefore, it will create the new atmosphere in English teaching and learning process.

  3. To the Other Researchers The writer admits that this research is far from being perfect.

  Therefore, the writer suggests that other researchers who conduct the similar research can apply some models in the English teaching and learning process due to improve their ability.

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