THE USE OF OREGON READING MODEL TO IMPROVE THE STUDENTS’ READING COMPREHENSION (Classroom Action Research of the Second Year Students of SMK N 1 Salatiga in the Academic Year of 2014/2015) - Test Repository
THE USE OF OREGON READING MODEL TO IMPROVE THE STUDENTS’ READING COMPREHENSION
(Classroom Action Research of the Second Year Students of SMK N 1
Salatiga in the Academic Year of 2014/2015)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.PdI)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
ATHOK IBNU SALAM
113 10 125
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2015
DECLARATION
In the name of Allah, Hereby, the writer declares that this graduating paper is written by the writer himself. This paper does not contain any materials which have been published by other people and it does not cite any other people‟s ideas except the information from the references.
This declaration is written by the writer to be understood.
th
Salatiga, April 9 2015 The writer
Athok Ibnu Salam NIM. 113 10 125
MOTTO
MOTTO
IT‟S NOT OVER TILL IT‟S OVER
(Johann wolfgang von Goethe (1749-1832)
IT‟S KIND OF FUN TO DO THE IMPOSSIBLE
Walt Disney (1901-1966)
DEDICATION
This graduating paper is dedicated to: 1. My God, Allah SWT who always besides me, listens to me, takes care of me, and gives me the best thing ever.
2. My beloved parents, my father and my motherwho always pray, guide, patient, and motivate me tobecome better person.
3. All of my beloved brothers, sisters, and my big family who fill my life with love and affection.
4. My friends all members of TBI 2010 Good Luck for you guys. Special for TBI E who always inside me.
ACKNOWLEDGEMENT
Alhamdulillahirobbil „alamin, all praises due to Allah, the Most Gracious and the Most Merciful. Bless and the mercy is upon great prophet Muhammad SAW for his guide us from the darkness to the brightness.
However, this thesis will not be finished without supports, advices, help and encouragement from some people and the institution. I would like to say thanks to: 1.
Dr. Rahmat Haryadi, M.Pd as the Rector of IAIN Salatiga.
2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty of IAIN Salatiga.
3. Noor Malihah, Ph.D, the Head of English Education Department of IAIN Salatiga.
4. Sari Famularsih, S.PdI,.M.A as my counselor.
5. All of the lecturers in IAIN Salatiga.
6. All of the staffs in IAIN Salatiga.
7. My big family, father, mothers, brothers, and sisters that I cannot mention one by one.
8. All of my friends anywhere. Thanks for support and togetherness.
Salatiga, March, 13
th
2015 The writer
Athok Ibnu Salam NIP. 11310125
ABSTRACT
Salam, Athok I. 2015.“The Use of Oregon Reading Model to Improve Students’ Reading Comprehension (Classroom Action Research of the Second Year Students of SMK Negeri 1 Salatiga in the Academic Year of 2014/2015) ”.
A Graduating Paper. English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN). Counselor: Sari Famularsih, S. PdI, M. A.
Key words: Oregon Reading Model, reading comprehension.
The writer uses Oregon Reading Model to improve students‟ reading comprehension. The purpose of this research is to find out the implementation, significant improvement in reading comprehension after using Oregon Reading Model. The subjects of this study are the students of second administration office program3 of SMK N 1 Salatiga. This class consists of 35 students. This research is quantitative approach. The writer uses observation and test. The implementation of Oregon Reading Model (Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis) to the second grade students of SMK NEGERI 1 Salatiga run well. Almost of the students are able to improve their reading comprehension. After getting the application of Oregon Reading Model (Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis) will be promoted into the better for reading comprehension in reading learning. Finally, the writer concludes that using Oregon Reading Model in the teaching reading comprehension can help the students to improve their comprehension. Based on the data from the tests and observation that have been done and have analyzed in the previous chapter, it showed indicators that there are significant improvements in each cycle. It is shown by the mean score of the tests, which is increased. In cycle I, mean of posttest; 34. 86 is higher than mean of pretest; 55. 14. Besides, mean of posttest in cycle II; 72. 29 is higher than mean of pretest; 80. 00. It can conclude that the second year students of SMK N 1 Salatiga have good comprehension after learning reading by using Oregon Reading Model.
TABLE OF CONTENTS
TITLE PAGE ...........................................................................................................i DECLARATION ....................................................................................................ii ATTENTIVE COUNSELOR NOTES ..................................................................iii CERTIFICATION PAGE ..................................................................................... iv MOTTO ................................................................................................................. v DEDICATION ......................................................................................................vi ACKNOWLEDGMENT ...................................................................................... vii ABSTRACT .........................................................................................................viii TABLE OF CONTENTS ..................................................................................... ix LIST O FIGURE AND TABLES
……………………………………………….xi
CHAPTER I INTRODUCTION A. The Background of the Study ................................................. 1 B. Problem Statement ……….......................................................4 C. Objectives of the Study ........................................................... 4 D. Limitation of the Study ............................................................4 E. Benefit of the Study …………………………...………….… 5 F. Clarification of the Key Terms ............................................... 6 G. The Graduating Paper Outline ................................................ 7 CHAPTER II THEORETICAL FRAMEWORK A. Oregon Reading Model ........................................................... 9 B. Reading Comprehension ........................................................ 11
CHAPTER III STUDY METHODOLOGY A. Place and Time of the Study.……………..……………….. 24 B. General situation of SMK N 1 Salatiga..................................24 C. Type of the Study ................................................................ 26 D. Subject of the Study ............................................................ 27 E. Procedure of the Study………………..……………..…… .30 F. Technique of Collecting Data ….......................................... 31 G. Technique of Data Analysis .................................................33 CHAPTER IV DATA ANALYSIS A. Data Analysis ......................................................................... 36 1. Cycle 1...............................................….……….............. 36 2. Cycle 2.............................................................................. 49 B. Discussion .............................................................................. 61 CHAPTER V CLOSURE A. Conclusion ............................................................................ 63 B. Suggestion ............................................................................. 65 REFERENCES APPENDIX
List of Figure and Tables
Table 3.1. Schedule of the Study...........................................................................22Table 3.2. List of XIAP 3 (Office Administration Class) Students of SMK N 1Salatiga in Academic of 2014/2015.......................................................................27
Figure 1.3. The Procedures of Classroom Action Research..................................29Table 4.1. Check list for Classroom Observation..................................................43Table 4.2. The Results of Pre-test in Cycle I.........................................................44Table 4.3. The Result of Post-test in Cycle I.........................................................46Table 4.4.Check list for Classroom Observation...................................................56
Table 4.5. The Result of Pre-test in Cycle II.........................................................56Table 4.6. The Result of Post-test in Cycle II.......................................................58Table 4.7. Students‟ Reading Comprehension Improvement................................61CHAPTER I INTRODUCTION A. Background of the Study English is very important to communicate in modern era especially English language. English is an international language which is used as a
media of communication internationality. In Indonesia, English considered as a foreign language and taught formally at the school. English is staring from kindergarten up to the university. Students are having many times to learn English in the school or in the home with their friends. There are two things which we all know about language: first that we use it for a purpose, second that it only makes sense in context. It is can help 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 (Chatherine, 1996: 11).
Reading becomes important because it will bring some advantages, the students will gain a lot of information from various course that can add their insights to the world and its development. They also get more additional knowledge which has not gained from lesson at school from the teacher‟s explanations. The information that is obtained can be several information about past, present and future event. More-over about everything that happened or something they do not know before, which will enrich their knowledge about everything.Reading skills become very important in the education field, so students must be trained in order to have a good reading skill. Reading is crucial for students, because the success of their study depends on their reading comprehension.Reading is a fundamental goal that children must master in order to be successful in school and in life. As professional educators, we know that the parents, principals, district leaders, and even our government are constantly pushing us to increase the reading levels of the students in our classrooms (Stone, 2009: 39).
Sometimes, reading is seen as a simple activity, but actually it is a complex. We do not just speak of symbols that from of writing but also to understand the purpose of the text. In the reading, students are expected to observe, understand and think.
Reading is a complex information of processing skill in which the readers interact with the text in order to create meaningful discourse. By readingactive the readers will get the problem solving individual who coordinates a number of skills and strategies to gain comprehension as he/she read as a reading material. The goal of reading program is to develop fluency where in independent readers set their own goals and strategies for reading.
Reading activities are suggested by the goal of the readers and by specific characteristics of the reading passage. Reading task must be realistic in terms of both language use and student abilities (Silverstein, 1984:12).
Reading is one of skills that have educationally the most important thing to be mastered, its success measure in term of the ability to comprehend the language through delivering idea based on the text in process to receive and construct the meaning and process information as well.
Sometimes students faced several problems in reading comprehension. The problems divided into two, internal and external problems. Internal problem come from student themselves such as lack of motivation and knowledge. For example, when the teacher discusses about sport, many students actually do not know some kind of sports such as: baseball, fencing, yacht, etc. External problem come from teachers, school facilities, parents, and the condition of students in learning English, for example, the skill and method which the teacher used in teaching reading in the classroom. The teachers ask the students to read some text without giving direction and strategies to the students.
A teacher should have some strategies and methods that suitable with the condition. To solve the problems in reading comprehension, the writer will give Oregon reading model to improve the students‟ reading comprehension. It can be built from their interest and motivation before reading the whole text.
Based on the background above, the writer emphasizes the study in the use of Oregon reading model by conducting class action research. It helps students to understand and comprehend the text easily. So, the study focuses on “THE USE OF OREGON READING MODEL TO IMPROVE THE STUDENTS‟ READING COMPREHENSION (Classroom Action Reserch of The Second Year Students of SMK N 1 Salatiga in The Academic Year of 2014/2015)
.”
B. Problem Statements
Based on the background of the study, the writer finds out the following problems, they are:
1. How can the implementation of Oregon Reading Model improve the students‟ reading comprehension of the second year students of SMK N 1 Salatiga in the academic year of 2014/2015? 2. How is the significant of the use Oregon Reading Model to improve the students‟ reading comprehension of the second year students of
SMK N 1 Salatiga in the academic year of 2014/2015? C.
Objective of the Study
This study has some following purposes, they are: 1.
To find out the implementation of Oregon Reading Model improve the students‟ reading comprehension of SMK N 1 Salatiga in the academic year of 2014/2015.
2. To find out the significant of the use Oregon Reading Model to improve the students‟ reading comprehension of the second year students of SMK N 1 Salatiga in the academic year of 2014/2015.
D. Limitation of the Study
Some aspects can be examined the problems. Nevertheless, in this graduating paper the writer needs to limit the analysis in order to be more focused. The writer focuses on the analysis of the use of Oregon Reading Model to improve the students‟ reading comprehension of the second year students of SMK N 1 Salatiga in the academic year 2014/2015 as the subject of the study. The writer expected to get the best result effectively.
E. Benefit of the Study
This study is expected to give theoretical 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 a.
For the writer The finding of this study can be used as a starting point for the writer to get experiences that will be useful in the future as an English teacher and the result of the study can be a reference in reading comprehension.
b.
For the students The finding of this study could motivate students in order to involve them in learning process actively and to improve their reading comprehension.
c.
For the English teacher The finding of this study can be a new knowledge for the
English teachers in teaching reading comprehension. The writer hopes the teachers know the importance of Oregon 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. Clarification of Key Terms
The writer will clarify the term to avoid a mistake in understanding the title above:
1. Use To employ for some purpose; put into service; make use of: to use a knife (Hornby, 1985:426). The meaning of use in this case is in applying the Oregon Reading Model.
2. Oregon Reading Model This Reading Model used by Oregon Department of Education has developed with a committee of teachers the Four Traits of
Reading: Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis (Lewin: 2003).
3. Improve Improve is achieve or produce something better (Oxford University Press, 2008: 222).
4. Reading According,Blair & Rupley (1981: 2) argue that the reading can be defined as a thinking process and it can be a communicative skill.
They also define the reading is an interacting process 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 (Dallmann et al, 1982: 25).
G. Graduating Paper Outline
This study is organized into five chapters as follows:
Chapter 1 is introduction presenting the background of the study, the limitation of study, the statement of problem, the objective of the study, benefit of study, definition key term, the review of previous study and organization of thesis. Chapter 2 is review of related literature. It consists of theories underlying the writing of the study; they are the meaning of use Oregon Reading Model, Improve the Reading Comprehension.Chapter3 presents study report and data presentation. It consists of data location of SMK N 1 Salatiga, condition of teachers and students, facilities of SMK N 1 Salatiga, activity of SMK N 1 Salatiga, study site, the general concept of classroom action study and study methodology. Chapter 4 presents the implementation of the study. They are analysis cycle 1 and 2. Chapter 5, as the last chapter in this study contains the conclusion and suggestion.
CHAPTER II THEORITICAL FRAMEWORK A. Oregon Reading Model Oregon reading model is used by Oregon Department of Education
has developed with a committee of teachers with use the Four Traits of Reading: Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis (Lewin: 2003). There are purposes the Four Traits of Reading:
1. Comprehension
The reader understands both the parts of a selection and the selection as a whole, the abilities are: a.
To understands the text literally b. To understands the nonliteral-that is makes inferences c. To understands main ideas of the text d. To understands details of the text e. To use textual resources such as tables, illustrations, glossary 2. Extends Understanding
The reader makes connections and can see a relationship between this selection and other sources, such as: a.
To connects to or reminds of personal experience b. To connects to or reminds of a friend‟s or family member‟s experience c.
To connects to or reminds of another text-something read earlier d.
To connects to or reminds of TV show, movie, of video e. To connects to or reminds of some issue or event in the community or world.
3. Reads Critically: Text Analysis
The reader analyzes and evaluates the author‟s ideas and writing craft, there are: a.
To identify the author‟s purpose b. To evaluate the author‟s use of stylistics c. To analyze the author‟s use of literary elements d. To critique author‟s ideas and writing ability with relevant examples from the text e.
To makes reasoned judgments about the author 4. Reads Critically: Context Analysis
The reader analyzes and evaluates the ways in which the author‟s message or theme may have been influenced by the times in which the author lived, as follow: a.
To understands the author‟s life experiences b. To evaluate life experiences that influenced the writing c. To understands the historical, economic, social, political, and cultural issues and events that may have shaped or influenced the author‟s work.
B. Reading comprehension 1.
Definition of Reading There are many definitions of “reading” presented by the experts. However, there must not be the worthiest sense. One of the definitions is implied by Daniel (quoted in Dallmann et al., 1982: 23)
“Reading is verbal process interrelated with thinking and with all other communication abilities-listening, speaking, ad writing, specifically, reading is a process of reconstruction from the printed patters on the page ideas and information intended by the author.”
According,Blair & Rupley (1981: 2) argue that the reading can be defined as a thinking process and it can be a communicative skill.
They also define the reading is an interacting process with the language in the printed page. This printed page s`hould be understood and the reader should be able to express in oral form. In the short sentence, they defines that the reading is a language process. However, basically the nature of reading is difficult to be defined as in process of reading exactly. This can be pointed out in many views.
Reading as the process of giving the significance it ended by the writer to graphic symbols by relating them to one‟s own find or experience (Dechant, 1970: 19). Reading is thus perceived as a two fold process: identification of the symbols, and association of appropriate meaning with them. Reading requires identification and comprehension.
2. Type of Reading Text
According to Patel and Jain (2008: 117) there are types of reading text: a.
Intensive Reading Intensive reading is related to improve in language learning under the teacher‟s guidance. There are characteristics of intensive reading (Patel, 2008: 117-119):
1) This reading helps learners to develop vocabulary
2) Teacher play main role in this reading
3) Linguistic items are developed
4) This reading aims active use of language
5) Intensive reading is reading aloud
6) Intensive reading emphasized in speech habit (pronunciation, intonation and rhythm) b.
Extensive reading Extensive reading is teach the students to read directly ad fluently in the target language without the aid of the teacher. The importance of extensive reading is for the development of students‟ as a reader word recognition and language (Harmer, 2001:210).
According to Patel (2008: 120) there are characteristics of extensive reading: 1)
Extensive reading helps learners to active develop vocabulary 2)
The learners play main role to ask 3)
The idea can be developed
4) This reading aims to enrich learners knowledge
5) Extensive reading is silent reading
6) In extensive reading emphasized in subject matter
7) By using extensive reading good reading habit can be developed.
c.
Aloud reading According to Venkateswaran quoted by Patel (2008: 120) defined that reading aloud is not useful at the secondary level because of it is very difficult skill for students who does not know how to pronounce the text. Besides that, if the students have not prepared themself for reading, it will be very difficult for them and will be unnatural. Basically reading is silently reading, text should be read aloud which have been written to read aloud like poetry, dialogue, and other type of text. The texts which have no need not to read aloud should not be read aloud. Patel (2008: 122) says that the advantages of aloud are: 1)
This reading help the learners to improve reading skill well by speaking and expressing ideas 2)
Aloud reading aims to develop learners in pronounce well 3)
Learners will enjoyable in reading when the teacher give stimuli during reading 4)
Language learning is kind of imitation. When the teacher says anything or read any text, the learners also tries to repeat what the teacher said. So, the teacher should have innovation ideas that can make the activity is effective.
d.
Silent reading Silent reading is important skill in teaching English. In addition, the students will easy when reading because they read whisper. Silent reading is also to get any information. Below are the advantages of silent reading: 1)
This reading makes the students active 2)
In silent reading focuses of learners toward subject matter and naturally 3)
This reading is saves time because all students participate in tha actifity at a time 4)
Silent reading is useful to develop reading skill fast 5)
This skills use play main role to improve the students‟ knowledge
3. Kinds of reading text
Kinds of reading text are so excessive, but the writer only mentions six texts of English reading (Iwuk, 2007: 54-80). Those are: a.
Procedure text Procedure text is text which is frequently found at round us, like food rules and texts having another “how to” in the title of text. This text also gives information and helps the readers how to do or make something completely. b.
Recount text Recount text is text to retell something that happened in the past and to tell a series of past event. Recount text gives information about moment or event took place in the past.
c.
Descriptive text Descriptive text is text which informs to describe a particular person, place or thing in detail.
d.
Narrative text Narrative text is text to amuse or entertain the readers and to tell a story. In other hands, this text tells us something so that the reader enjoys and imagines the story. Those texts are well known as narrative, such as: folktale, legend, novel etc.
e.
Report text Report text is text that presents information about something, as it is. This text gives descriptive information of general characteristic of the living or the death ones.
f.
Spoof text Spoof text is text which tells a remarkable and funny story or moment. On the other hand spoof text is a text which tells factual story, happened in the past time with unpredictable and funny ending. Its social function is to entertain and share the story. g.
Hortatory Exposition Text Hortatory exposition is a type of spoken or written text that is intended to persuade the listeners or readers that something should or should not happen or be done. Social function of the hortatory exposition is to persuade the readers or listeners that something should or should not be the case. (http://schoolshandouts.blogspot.com) 4.
Reading proses Many specialists defines that reading is the process of putting the reader in contact and communication with ideas. Reading process will be discussed in turn (Fauziati, 2005: 139).
a.
The complex reading Reading process are consist of two major sub proses, they are: 1.
The first level is identification the process of identification is the way of determining rapidly and accurately just what the text says.
2. The second level is interpretation
At this level the readers must negotiate a meaning with the writer of the text, the text serving as spokesperson for the writer. b.
Bottom-up Bottom-up is a process of decoding meaning from the printed page. In the process, readers recognize a multiplicity of linguistic signals (such as letters, morphemes, syllables, words, phrases, grammatical cues, discourse markers) and use their linguistic data processing mechanisms to impost some of order on these signals. Bottom-up assumed that a reader process by moving eye from left to right across the page, first making in letters, combining these to form word, then combining these to form words, then combining the words to form the phrases, clauses, and sentences of the text.
c.
Top-down Top-down is process that brings a whole host of background information into the arena of making decisions about what something “mean”. In addition, top-down deals with the general notion of reading as the reconstruction of meaning based on a skillful sampling of the text. It means that the readers will read a text by reading the sentences, and the tries to find the information by guessing the meaning.
d.
Interactive The interactive of the reading process deals with particular type of cognitive behavior, which is based on certain kinds of knowledge which form a part of reader‟s cognitive structure.
Obviously, this process predict that good readers will not become progressively more efficient at is as they develop their interpretative skills.
5. The Term of Reading Comprehension The major goal of reading instruction is to progress in each youngster the ability to understand the printed language. Commonly, quality and quantity of such understanding are affected by he aspects of reading instruction and individual characteristics (Blair& Rupley, 1981: 2).
Reading Comprehension itself is a process of making sense of writing ideas through meaningful interpretation and interaction with language (Dallmann et al, 1982: 25).
Reading Comprehension is defined as the level of understanding of writing. Proficient reading depends on the ability to recognize word quickly and effortlessly. If word recognition is difficult students use too much of their processing capacity to read individual words, with interferes with their ability to comprehend what is read.
6. Components of Comprehension A study by Davis (quoted. Blair& Rupley, 1987: 241) is generally regarded as the significant attempt to delineate separate comprehension skills, his analysis showed the following five comprehension skills: a.
Recalling word meaning (vocabulary knowledge). b.
Drawing inferences from the content.
c.
Following the structure of a passage.
d.
Recognizing a writer‟s purpose, attitude, tone, and mood.
e.
Finding the answer to questions answered explicitly or in paraphrase.
7. Level of Comprehension
There some levels of comprehension (Dallmann et al, 1982:25), here as follows : a.
Literal Comprehension Literal comprehension is an understanding the ideas and information explicitly state in the passage.The abilities are :
1) Knowledge of word meanings. 2) Recall of details directly stated and paraphrased in own wods. 3)
Understanding of grammar clues-subject, verb, pronouns, conjunctions, and so forth.
4) Recall of main idea explicitly stated. 5) Knowledge of sequence of information presented in passage.
b.
Interpretative comprehension Interpretative comprehension is an understanding of ideas and information not explicitly stated in the passage.
1) Reason with information presented to understand the author‟s tone, purpose, and attitude
2) Infering actual information, main ideas, comparisons, cause- effect relationship not explicitly stated in the passage.
3) Summary of story content.
c.
Critical comprehension Critical comprehension includes analyzing, evaluating, and personally reacting to information presented in the passage.
The abilities are : 1)
Personal reacting to information in a passage indicating its meaning to the reader.
2) Analyzing and evaluating the quality of written information.
8. Factor affecting comprehension To help students handle their shortcomings in comprehending what they have read, the teacher must understand the factor that affect comprehension (Dallmann et al, 1982:165). Here are : a.
Difficulty of material One of the major factor causes of lack comprehension is that the teachers expect them to readmaterialas beyond their level.
b.
Intelligence A child‟s ability to comprehend in reading as sometimes limited by the conceptual “load” that his mental ability enables him to carry. All the mechanical reading skills in the world, will not able him to read materials involve abstractions beyond the level of his mental development. While we should be never understimate a child‟s power, we should adjust the task to their cabapilities.
c.
Environment Noisy surroundings, inadequate lighting, high or low temperatures, stimulating or distracting surroundings may interfere with maximum comprehension. The extent to which the environment affects comprehension varies with individuals. The same person may at one time not to be bothered by factors that other times decidedly decrease his comprehension.
d.
Emphasize on word recognized Methods of teaching that concentrate on the recognition of individual words but neglect attention to meanings that can be derived from connected discourse may account for deficiencies in comprehension.
e.
Emphasize on oral reading Oral reading can have either a desirable or a detrimental effect on comprehension. At times oral reading of a selection that is particular difficult for the reader may increase his understanding of it, since them then not only sees but also hears what he reads.
f.
Background for reading a selection A frequent cause of poor comprehension is lack of an experience background essential to the Understanding of what is being read. Lack of knowledge of the words used and of understanding of the concepts involved are limitations to comprehension.
g.
Adjustment of reading techniques to purpose and type of material Effective reading requires a flexible approach to the printed page. There should be versatility in adapting the reading method to the reading purpose and to the nature of the material being read.
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of Study The study is located at SMK NEGERI 1 Salatiga on Jl. Nakula Sadewa 1/3 Dukuh, Sidomukti Salatiga. The study was applied for the students of second year students in this school. Based on the writer‟
observation, this class has low score in English term, especially in reading comprehension. The students have some difficulties to understand how to read and how the teacher to use Bahasa to explain English lesson.
The classroom action study is finished on January, 24
th
2015. The schedule of study can be drawn in the table below:
Table 3.1. Schedule of the StudyNo Date and Time Activities Place
1. Saturday January, 10
th
2015 10.00-11.00 a.m
Observation SMK NEGERI 1 Salatiga
2. Saturday January, 17
th
2015 11.00-12.30 p.m
Teaching learning process by using Oregon Reading Model (Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis)
A class in second years (XI AP 3) of SMK NEGERI 1 Salatiga
3. Teaching learning process by A class in second Saturday
th
January, 24 2015 using Oregon Reading Model years (XI AP 3) 11.00-12.30 p.m
(Comprehension, Extend of SMK Understanding, Reads NEGERI 1 Critically for Text Analysis, Salatiga Reads Critically for Context Analysis) B.
General Situation of SMK N 1 Salatiga
State Vocational School (SMK N) 1 Salatiga is one of the best and favorite Vocational High Schools in Salatiga. It is located at Jl. Nakula Sadewa 1/3 Dukuh, Sidomukti Salatiga. This school divided into six departments, they are Accounting, Office Administration, Sales / Marketing, Catering, Tata Beauty and designer/clothing design. Facilities and infrastructure in SMK N 1 Salatiga consist of classroom, language laboratory, computer laboratory, library, head master room, administrative room, consulting room, vice principle room, mosque, toilet for teacher, toilet for students, learning media, canteen, and others. State Vocational School (SMK N) 1 Salatiga has history, vision and mission. They are: 1.
The history of SMK N 1 Salatiga The history began in 1967 when there was no State Vocational
School (SMK N) in Salatiga. So the founders of the committee formed
State Preparation SMEA known by Mr. Mayor Salatiga (Letkol S.Soegiman at the time) and supported by the Party Muspida. With head offices permit the Department of Education and Culture, Central
th
Java Province No.IDPE / 435 / D / 67, dated Januari 17 ,1967SMEA preparation stood in Salatiga. On this matter, a request to be upgraded to the level of the Ministry of Education and Culture in Jakarta to be upgraded to the status of preparations SMEA State. By letter of the
th
Head of State SMEA preparation No.M / 30/115 dated May 25 , 1968, which accompanied the recommendations of IDPE Central Java province, eventually came down Decree of the Minister of Education and Culture of the Republic of Indonesia No. 191 / UUK-3/1969 dated May 25, 1968, which gives an increase in the status of the preparation become SMK N 1 Salatiga.
Over time, SMEA 1 Salatiga with the assistance of the State managed to occupy a new building located in the village of Kembangarum which has a land area of approximately 15,000 m2. Until now, the title had been changed into SMEA to be SMK 1 by decree. Education Minister No. 036 in May 1997.
2. Vision Producing graduates who are faithful, competence, and competitive and knowledgeable.
3. Mission a.
To increase the Faith and devotion learners. b.
To educate the students to be citizens who are responsible and characterized.
c.
To educate the learners to implement healthy life, to have the insight knowledge, environment, and arts.
d.
To educate and train the learners to have the appropriate skill with their competence e.
To foster an entrepreneurial spirit.
f.
To provide students with knowledge and skills as a preparation for those who continue their education.
4. Students of SMK N 1 Salatiga
There are 1420 students of SMK N 1 Salatiga in the academic year 2014/2015. There are 480 students in the tenth grade, 462 students of eleventh grade and 478 students of the twelfth grade. Tenth and eleventh grade consist of thirty classes and divided into six departments, they are three classes for acutancy, three classes for office administration, two classes for marketing, two classes for chef, two classes for designers, and one class for beautician departments. The twelfth grade each consist of twelve classes, divided into departments, they are three classes for accounting, three classes for office administration, two classes for marketing, two classes for designer, one class for chef and one class for beautician.
C. Type of the Study
This study uses the Classroom Action Research (CAR). According to Hopkins (2008:1), “classroom study is an act undertaken by teachers, to enhance their own or a colleague‟s teaching, to test the assumptions of educational theory in practice, or as a means of evaluating and implementing whole school priorities”.
Besides, Arikunto (2006:2-3) informs that CAR consists of three words, so there are three definitions, which can be explained:
1. Study-indicates an activity to observe the object by using of methodologies and some ways to get the useful data or information to improve the quality of thing and that is necessary for writer.
2. Action is a movement activity, which is done deliberately with a certain purpose.
3. Classroom- in this case is not bound by the terms of the classroom, but it has a more specific meaning. The word of class means groups of students who are in the same time to receive the same lesson from the same teacher.
Based on three of main words above:study, action, and classroom, CAR means an observation toward learning process that organized as an action, which is appeared deliberately and happened simultaneously in the classroom.
Beside definition above, there are some other definitions of classroom action study. The first definition is given by Wallace (1999: p.4) that classroom action study is basically a way of reflecting on the teaching (or teacher – training, or management of an English department). It is done by systematically to collect the data.
D. The Subject of the Study
The object of this study is the second year students of SMK Negeri 1 Salatiga in the academic year 2014/2015. The resarcher took XI AP 3 (Office Administration program of Class 3). There are 35 students and all of them are females. Based on the writer
‟ observation, this class had low score in English term. H e wants to apply the learning strategy in order to improve students‟ reading comprehension. The position of the writer in this study is as a teacher.
The sample and the populations are as follow:
Table 3.2. List of XI AP 3 (Office Administration Class) Students of SMK N 1 Salatiga in Academic of 2014/2015 No. Name1. Agustina Candra Dwi Hastuti
2 Alfi Mukhotifah
3 Ana Nur Jannah
4 Anita Dwi Mardianti
5 Aprilia Murtiningsih
6 Ayu Risqita Sari
7 Candra Arum Sari
8 Derista Febriana Safitri
9 Desti Wulandari
10 Diah Putri Aulia
11 Dina Indah Wulansari
12 Dwi Novitarini
13 Ezri Diah Ayu P. U
14 Fera Puspita Sari
15 Fitri Wahyusari
16 Indah Pujiati
17 Intan Iswandari
18 Isti‟adatun Nasihah
20 Lailatul Fitriya
29 Shofi Putri Barokah
35 Yuliati
34 Wahyuni Muslimah
33 Vivit Noviani
32 Umi Fatimah S
31 Suci Kumalawati
30 Siti Nur Chasanah
28 Roesdiana Eka
21 Lia Trikaloka
27 Resya Putri Kristiana
26 Nur Hayati
25 Novia Alfatikha
19 Kartini Aprilianingtyas
23 Meilynda Rizqi Setyawati
22 Lusiana Agustiningrum
24 Ninda Widya Pratiwi