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THESIS
THE IMPLEMENTATION OF SQ3R TECHNIQUE TO IMPROVE READING COMPREHENSION OF
THE EIGHTH GRADE STUDENTS OF SMPN 1 MENGWI IN ACADEMIC YEAR 2013/2014
NI LUH LINA MARINI
ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY DENPASAR
2014
i
THESIS
THE IMPLEMENTATION OF SQ3R TECHNIQUE TO IMPROVE READING COMPREHENSION OF
THE EIGHTH GRADE STUDENTS OF SMPN 1 MENGWI IN ACADEMIC YEAR 2013/2014
NI LUH LINA MARINI
ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY DENPASAR
2014
ii
THESIS
THE IMPLEMENTATION OF SQ3R TECHNIQUE TO IMPROVE READING COMPREHENSION OF
THE EIGHTH GRADE STUDENTS OF SMPN 1 MENGWI IN ACADEMIC YEAR 2013/2014
NI LUH LINA MARINI
NPM. 10.8.03.51.31.2.5.3760
ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY DENPASAR
2014
iii
PRE-REQUISITE TITLE
THE IMPLEMENTATION OF SQ3R TECHNIQUE
TO IMPROVE READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMPN 1 MENGWI
IN ACADEMIC YEAR 2013/2014
Thesis As Partial Fulfillment of the Requirements for the
Sarjana Pendidikan Degree in English Education Study Program Faculty of Teacher Training and Education
Mahasaraswati Denpasar University
NI LUH LINA MARINI NPM 10.8.03.51.31.2.5.3760
ENGLISH EDUCATION STUDY PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR 2014
vii
ACKNOWLEDGEMENT
By the grace of Ida Sang Hyang Widhi Wasa who has given her most
generous motivation, the researcher can finish this thesis entitled “The
Implementation of SQ3R Technique to Improve Reading Comprehension of the
Eighth Grade Students of SMPN 1 Mengwi in Academic Year 2013/2014”.
In writing this thesis, a lot of people have provided motivation, advice,
support, and even remark that had helped the researcher. In this valuable chance,
the researcher aims to express her gratitude and appreciation to all of them.
The researcher would like to express her deepest gratitude and
appreciation to her first advisor, I Komang Budiarta, S.Pd., M.Hum. who is also
the Head of English Education Study Program for his guidance, encouragement,
advice, and suggestion which are very helpful in finishing this thesis. Then, the
greatest thank also goes to the second advisor, A. A. Istri Yudhi Pramawati, S.S.,
M.Hum. who had given advice, and correction and guided her to write her thesis.
The gratefulness further goes to the headmaster, the teacher, and students
of SMPN 1 Mengwi especially VIII I class for her permission to the researcher to
conduct her research in the school. Finally, the researcher would like to dedicate
this thesis to her family especially her father, I Wayan Sida Arsa; her mother, Ni
Wayan Diani; her younger sister, Ni Kadek Nian Marini; her younger brother,
Pande Komang Puspa Raditya; her beloved boyfriend, I Made Kanta and all of her
friends who had been always giving motivation, inspiration and always support
the researcher during the writing of this thesis.
The researcher is fully aware of her weakness that this thesis is far from
perfect; therefore, she would greatly appreciate all comments, criticisms and
suggestions. Finally the researcher does hope that her writing will be useful
particularly to the researcher own self and generally to the readers who are
interested in this field of study and want to conduct similar research.
Denpasar, 19th August 2014
The Researcher
viii
ABSTRACT
Marini, N., L., L. (2014). The Implementation of SQ3R Technique to Improve Reading Comprehension of the Eighth Grade Students of SMPN 1 Mengwi In Academic Year 2013/2014. The First Advisor: I Komang Budiarta, S.Pd., M.Hum. and the Second Advisor: A. A. Istri Yudhi Pramawati, S.S., M.Hum.
Reading is one of the language skills taught in teaching English at junior
high school. The initial reflection showed that most of the students in junior high school had problems in reading comprehension. The students were difficult to find general information, specific information, textual meaning, and textual reference. The objective of the present study was to figure out whether or not the implementation of SQ3R technique can improve reading comprehension of the eighth grade students of SMPN 1 Mengwi in academic year 2013/2014. Therefore, to achieve the objective, the researcher conducted a classroom action research. This research was conducted in two cycles where each cycle had 2 sessions. The data were analyzed by comparing the result of pre-test and post-test. The result post-test showed the significant improvement. This research furthermore showed that most of the subjects gave positive response that SQ3R technique was successfully applied in improving the subjects’ reading comprehension. In conclusion, the present classroom action study proved that SQ3R technique could improve reading comprehension of the eighth grade students of SMPN 1 Mengwi in academic year 2013/2014.
.
Keywords: implementation, SQ3R technique and reading comprehension.
ix
TABLE OF CONTENTS
COVER ............................................................................................................. i
INSIDE COVER ............................................................................................... ii
PRE-REQUISITE TITLE ................................................................................. iii
APPROVAL SHEET 1 ..................................................................................... iv
APPROVAL SHEET 2 ...................................................................................... v
STATEMENT OF AUTHENTICITY .............................................................. vi
ACKNOWLEDGMENT ................................................................................... vii
ABSTRACT ...................................................................................................... viii
TABLE OF CONTENTS .................................................................................. ix
LIST OF TABLES ............................................................................................ xi
LIST OF GRAPHS ........................................................................................... xii
LIST OF APPENDICES ................................................................................... xiii
CHAPTER I INTRODUCTION .................................................................. 1
1.1 Background of the Study ................................................... 1
1.2 Research Problem.............................................................. 4
1.3 Objective of the Study ....................................................... 4
1.4 Limitation of the Study ..................................................... 5
1.5 Significance of the Study .................................................. 5
1.6 Definition of Key Term ..................................................... 6
CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ..................... 8
2.1 Theoretical Review ............................................................ 8
2.1.1 Reading Comprehension ........................................... 8
2.1.2 SQ3R Technique ....................................................... 12
2.1.3 Assessing Reading Comprehension .......................... 15
2.2 Empirical Review ............................................................... 17
CHAPTER III RESEARCH METHOD ........................................................... 20
3.1 Subject of the Study ........................................................... 20
3.2 Research Design ................................................................. 20
x
3.3 Research Procedure ............................................................ 23
3.3.1 Initial Reflection........................................................ 24
3.3.2 Planning .................................................................... 24
3.3.3 Action ........................................................................ 25
3.3.4 Observation ............................................................... 26
3.3.5 Reflection .................................................................. 26
3.4 Research Instrument ........................................................... 27
3.5 Data Collection................................................................... 29
3.6 Data Analysis ..................................................................... 29
3.7 Success Indicator ................................................................ 30
CHAPTER IV FINDING AND DISCUSSION ............................................... 31
4.1 Finding ............................................................................... 31
4.1.1 Pre-Cycle ................................................................... 34
4.1.2 Cycle I ....................................................................... 36
4.1.3 Cycle 2 ...................................................................... 38
3.4 Discussion .......................................................................... 43
CHAPTER V CONCLUSION AND SUGGESTION .................................... 46
3.1 Conclusion ......................................................................... 46
3.2 Suggestion .......................................................................... 47
REFERENCES .................................................................................................... 49
APPENDICES .................................................................................................... 51
xi
LIST OF TABLES
Table 4.1 Tabulation of Data Showing the Subjects’ Progressing
Scores of Reading Comprehension .................................................. 31
Table 4.2 Tabulation of Data Showing the Subjects’ Response
on the Implementation of SQ3R Technique in Teaching
Reading Comprehension .................................................................. 33
xii
LIST OF GRAPHS
Graph 4.1 Depicting the Subjects’ Progressing Achievement of
Reading Comprehension of Pre- Test,
Post-Test 1, 2, 3 and 4 ..................................................................... 42
Graph 4.2 Percentage of the Each Response of the Questionnaire
Toward the Implementation of SQ3R Technique ............................ 42
xiii
LIST OF APPENDICES
Appendix 1 List of Subject ............................................................................. 52
Appendix 2 Pre-Test ....................................................................................... 53
Appendix 3 Lesson Plan Cycle I Session 1 .................................................... 59
Appendix 4 Post-Test 1 Cycle I Session 1 ...................................................... 65
Appendix 5 Lesson Plan Cycle I Session 2 .................................................... 71
Appendix 6 Post-Test 2 Cycle I Session 2 ...................................................... 77
Appendix 7 Lesson Plan Cycle II Session 3 ................................................... 83
Appendix 8 Post-Test 3 Cycle II Session 3 .................................................... 89
Appendix 9 Lesson Plan Cycle II Session 4 ................................................... 95
Appendix 10 Post-Test 4 Cycle II Session 4 .................................................. 101
Appendix 11 Questionnaire .............................................................................. 107
1
CHAPTER I
INTRODUCTION
1.1 Background of the study
Reading is one of the basic English skills which should be mastered by the
students. It is a process of transferring information from the writer to the reader. It
is an important skill in our daily life because it gives many advantages for us.
Reading is similar to listening in which it is a receptive skill; however, it involves
students’ interaction in the form of visual input of language. Interaction means
that reading is most definitely an active process where the students should be
active in reading the text; they will predict and get the points of the text. There
should be connection between the readers’ knowledge and their prediction with
the text. According to Nunan (2003:68) reading is a fluent process of readers
combining information from the text and their own background knowledge to
build a meaning. It means in reading activities, the readers should be able to
concentrate while their eyes moved to the text that is read in order to get
information based on their background knowledge.
Through reading, we can obtain many kinds of information which can
expand our knowledge. Moreover, reading comprehension is usually used for such
kinds of purposes like reading for general information, specific information,
textual meaning and textual references. Without reading, the readers would not
know how and where to use words, the way sentences are formed and how to
comprehend the text. It is because reading teaches the language learners so many
aspects that will then become useful in writing. Because of those cases, teaching
reading comprehension to the students is very important.
2
In fact, the importance of teaching reading for the teachers is not similar to
the importance of reading activity in the classroom for students. Commonly,
students do not find that reading activity is necessary thing in learning English.
Most of them think that reading is a thing that forces them to think hard in doing
some certain exercises or tasks. It causes the students are less motivated in reading
the text, lack of vocabulary and the strategies that is applied by the teachers in
teaching reading is not good for the students, so the students felt bored when the
teachers teaching reading comprehension.
Based on the preliminary observation which was carried out at SMPN 1
Mengwi. It was found that most of the students at SMPN 1 Mengwi were still low
in reading comprehension. The eighth grade students of SMPN 1 Mengwi had
problems in finding general information, specific information, textual meaning
and textual reference from the text. Furthermore, most of reading texts were hard
for the students when the texts were too long and had a lot of unfamiliar words
and complex sentences. It was also found that the teachers often used reading
aloud technique frequently to teach reading comprehension to the students.
Reading aloud was the technique which only emphasized about how to
read in good stress, intonation, and pronunciation. However, this technique was
also used by the teachers in teaching reading comprehension. In this situation, the
researcher concluded that sometimes the technique and the learning objectives
were not matched each other because reading aloud was not an appropriate
technique for teaching reading comprehension. Furthermore, the way in which the
teacher explained has been good and clear enough for the students; however, the
teacher only focused on the use of book, that was most of the tasks should be done
3 in the worksheet. It could be assumed that this way had reduced students’ learning
focus in practicing their reading based on what they needed and their
environment; as the reading comprehension tasks would not be appropriate with
the their level. The teacher should make sure that the tasks are appropriate with
the students’ level and material from syllabus in order to emphasize that teaching
and learning process would focus on the process of reading.
This study concerns to the way how to solve the problem faced by the
students. Therefore, based on those factors above, teachers should pay attention to
use appropriate methods, strategies and or techniques. The main purpose is to
solve the problem of teaching reading comprehension to the eighth grade students
of SMPN 1 Mengwi in academic year 2013/2014. The technique used should be a
technique that involves the students in the process of reading activity; therefore,
the students will experience the learning and learn how to comprehend the text. In
addition, one of the appropriate techniques for the students in reading is SQ3R.
SQ3R is a active reading technique for extracting the maximum amount of
benefit from reading time, the learning process would be done in five steps, they
are survey, question, read, recite, and review in reading. This technique helps the
students to organize the structure of a subject in their mind, helps the students to
set study goals and separate important information. The main point of this
technique is the students will perhaps have high motivation because they are given
a chance to be active in teaching learning process.
In applying this technique, the teacher teaches the students with five
varieties of specific comprehension strategies: survey an idea of text; read the
title, main heading and subheading of the text; and take a note the words italic or
4 bold found in the text, give question about what has been surveyed, read the text
to find the answer, recite to respond the answer of questions using own word,
review and memorize all of the materials of the text.
Based on the explanation about the facts above, the researcher is highly
motivated to conduct this present research to improve reading comprehension by
using SQ3R technique. Finally, in the end of the lesson, this technique is expected
to improve reading comprehension of the eighth grade students of SMPN 1
Mengwi in academic year 2013/2014.
1.2 Research Problem
Teaching reading comprehension in the classroom is considered really
important and must be given a great attention by the teacher. Based on the
background above, the main problem of this study has been explained that the
eighth grade students of SMPN 1 Mengwi in academic year 2013/2014 had low
ability in reading comprehension. Therefore, based on the discussion above, the
research problem can be formulated as follows: can reading comprehension of the
eighth grade students of SMPN 1 Mengwi in academic year 2013/2014 be
improved by using SQ3R technique?
1.3 Objective of the Study
In order to make the present study has direction, certainly it is a need to
declare an objective to be achieved. It is guidance that reading comprehension of
the eighth grade students of SMPN 1 Mengwi needs to be improved. Moreover,
any scientific study is certainly intended to answer and solve the research problem
which has been formulated in the study. Thus, concerning the problem mentioned
5 above, the objective of the study is to figure out whether or not reading
comprehension of the eighth grade students of SMPN 1Mengwi in academic year
2013/2014 can be improved by using SQ3R technique.
1.4 Limitation of the Study
There should be a limitation in a study in order to limit the discussion of
the study. The purpose is also for making the areas of discussion more specific
and not confusing. Furthermore, the limitation of this present classroom action
study is on improving reading comprehension of the eighth grade students of
SMPN 1 Mengwi in academic year 2013/2014 by the implementation of SQ3R
technique. Besides, in this present study the researcher focuses on reading
comprehension especially in finding general information, specific information,
textual meaning and textual reference. In addition, the texts that will be used in
this present study are recount and narrative text.
1.5 Significance of the Study
This research is concerned with the implementation of SQ3R technique to
improve the students’ reading comprehensionespecially in finding general
information, specific information, textual meaning and textual reference.
Therefore, there are two significance which are expected in this study. Those are
theoretical and practical significance to the teaching and learning process.
Theoretically, this study is hoped to be a guide study or a reference for the
next research. Besides, it can contribute the new research finding about using
SQ3R in teaching reading comprehension. In other words, there is a development
6 in education about teaching and learning process especially about teaching
reading comprehension by applying the present technique.
Practically, this study is hoped to contribute a useful technique in
improving students’ reading comprehension. By using SQ3R, the students are
hoped to be active and motivated in reading activity since they will practice their
reading comprehension. Therefore, SQ3R will be a new effective technique which
can be used by the teacher in order to improve the students’ reading
comprehension. In addition, for the teachers, this study is hoped to be able to give
the new finding about improving reading comprehension of the eighth grade
students by using SQ3R, especially for the teachers who teach at the eighth grade
students of SMPN 1 Mengwi. Furthermore, for the school, this study is hoped as a
way to improve and increase the learning quality in teaching reading
comprehension in the classroom.
1.6 Definition of the Key Term
In order to avoid misunderstanding and confusion on the part of the reader,
there are three key terms intensively used in the context of the present study,
which needs to be operationally defined; they are SQ3R technique, reading
comprehension, and SMPN 1 Mengwi.
1. Reading Comprehension
Reading Comprehension is the ability of the eighth grade students of
SMPN 1 Mengwi in academic year 2013/2014 in understanding a reading
text especially in finding general information, specific information, textual
meaning and textual reference of the reading text.
7
2. SQ3R Technique
SQ3R is operationally defined as a reading comprehension technique for
increasing and improving reading comprehension which consists of five
steps: survey, question, read, recite and review. In survey, the students are
asked to get an idea of the text; read the title, main heading and subheading
the text; and take a note the italic or bold words found in the text. In
question, the students are given questions about what have been surveyed
and then written down the questions using their own word. In read, the
students are asked to read the text to find the answer of the question. In
recite, the students are asked to respond the answer of the questions using
their own words. In review, the students are asked to review and memorize
all of the materials of the text.
3. SMPN 1 Mengwi
SMPN 1 Mengwi is one of junior high schools which is located at Jalan
Danau Batur, Mengwi Village, Badung Regency where the present study is
going to be conducted by the researcher.
8
CHAPTER II
THEORETICAL AND EMPIRICAL REVIEW
2.1 Theoretical Review
A scientific investigation is expected to contribute practical significance
and should be conducted on the basis of some relevant theoretical constructs and
empirical evidence. The present investigation is based on the following theoretical
reviews: (1) reading comprehension, (2) SQ3R technique, and (3) assessing
reading. Each of these headings is briefly discussed in Chapter II, which deals
with ‘theoretical and empirical review’.
2.1.1 Reading Comprehension
The concept of reading comprehension is a never-ended concept to be
discussed. People try to give limitation or determine the meaning in order to make
a clearer definition and understanding of reading comprehension. There are so
many definitions of reading comprehension available.
Johnson (2008:109) states reading is the act of creating meaning with text.
The two keywords here are creating and meaning. If there is no meaning being
created, there is no reading taking place. To do this practice, the way how readers
can understand and create the meaning of what they read will depend on how they
can perceive as well as to make sense words, sentences, or even a connected text
in their mind or thought. This process will require the readers to use of
background knowledge, vocabulary, grammatical knowledge, experience of the
readers to help them in comprehending the written text.
Background knowledge will really help reader in reading comprehension.
As what had been stated by Caldwell (2008:177), in which reading
9
comprehension is about relating background knowledge to new knowledge
contained in the written texts. Our ability to understand what we read is highly
dependent upon the background knowledge that we bring to the act of reading. If
we know a lot about a topic, then, we will use this knowledge to interpret the text,
to make inferences, to create visual images, and to evaluate the author’s point of
view. Cook in Hammer (2000:199) also has the same idea of activating
background knowledge to comprehend any reading text. He states in order to
make sense any text we need to have preexistent knowledge of the world. It can
be assumed that the wider we have background knowledge, the easier we
comprehend what we are reading. It is because we have been already familiar with
the topic and we do not need to think hard to catch the idea.
Since reading comprehension is defined as the level of understanding of a
text/message, vocabulary and grammatical knowledge have a big rule within this
context. This understanding comes from the interaction between the words that
are written and how they trigger knowledge outside the text/message.
Comprehension is at the heart of what it means to really read. Reading is thinking
and understanding and getting at the meaning behind a text (Serravallo, 2010:43).
She emphasizes that reading activity must be directed toward the understanding
and catching the idea that the text provide. Activating prior knowledge before,
during, and after reading a text will be proficient to the readers. They think about
what they already know about a text’s structure or topic before they read; they
make connections to their lives, other books, and the world as they read; and they
think about these connections after they are finished reading.
Good readers spend time thinking and talking about what they read and
connect it to their personal experiences (Haager et al., 2010:118). Instead of
10
pronouncing every word in proper way, without identifying the meaning of the
text, reading activity is just wasting time, indeed. Readers have to realize that they
are in the situation of learning someone’s experience (author) and try to reflect it
into their own experience. The more they can connect what they read to their own
experience, the better it will be since it is going to give many benefits to their life.
Wallace in Carter and Nunan (2001:22) explains that reading
comprehension is an active process rather than passive one. Thus, the reader was
typically described as 'extracting' meaning from a text. More recently the ground
has shifted again to talk of reading as 'interactive' rather than simply 'active'.
Readers are seen as negotiating meaning; meaning is partial within the text and
writers' intentions may not be privileged over readers' interpretations. The term
interactive refers to the situation of two ways communication. The readers and the
writer actually are doing an indirect communication in which readers try to get the
meaning of what the writer want to communicate by their writing.
Sadoski (2004:86) states that comprehension is the reconstruction of the
author’s message the author constructs a message and encodes it in printed
language, and the reader decodes the printed language and reconstructs the
message. When all goes well, communication occurs ̶ two minds with one thought
and the implications of that thought. Reader must see the writer point of view.
Along with Sadoski, Nunan (2000:72) states that reading is usually
conceived of as a solitary activity in which the reader interacts with the text in
isolation. To gain the information contained in the text, readers must have such
kind of willing to know what the text is about and try to make connection within
the text. If there is no such that connection, reading will be useless since the
reader has no interaction with the ideas and the information that is available in the
11
reading passages. The information is isolated in written form, and the readers just
need to reveal it through doing reading activity.
The other definition comes from Lems et al. (2010:170) state that reading
comprehension is not a static competency; it varies according to the purposes for
reading and the text that is involved. When the pre-requisite skills are in place,
reading becomes an evolving interaction between the text and the background
knowledge of the reader. This is accomplished through use of strategies, both
cognitive and meta-cognitive. The strategies then are required to use before,
during, and after reading. In the context of reading comprehension, strategies can
be defined as deliberate actions that readers take to establish and enhance their
comprehension. It actually can be done by connecting to their personal experience
or reflecting to their prior knowledge or even their own assumption about writer.
Haynes and Zacarian (2010:71) also explain about six reading
comprehension strategies that are important to be known by readers. They are
visualizing what is happening in the text, activating background knowledge by
making connections, asking mental questions to self-check comprehension,
learning how to make inferences about what is read, determining the importance
of information in a text, and synthesizing information that is learned. These
strategies will help readers in order to increase their ability in reading
comprehension. The ability of readers in using these six reading comprehension
strategies will vary depends on their personal characteristic. Someone may easy to
visualize what they read but the other may not.
Someone’s ability in comprehending a reading text will be different one to
another. Reading is a complex activity that requires a deep understanding. For
12
that reason, readers are put in some level. There are two levels of reader, they are
upper and lower level. For those who are upper level, they are decoding and
establishing meaning at the same time as they are responding to what they read,
selecting particular aspects for consideration and evaluating effects. At the lower
levels emphasis is placed on accurate and fluent reading and on reading with
understanding. Response to texts is included at all levels but becomes more
prominent later, as do strategies for information retrieval. It is the sense of a text
as an artifact and critical evaluation of it which distinguishes someone’s responses
at the upper level. (Harrison and Salinger, 2001:89). From this explanation, the
upper level will be more critical than lower.
In conclusion, reading comprehension can be adopted by the teacher and
applied in the reading class in the school. Teacher should consider the upper level
as the high achievers while the lower level as the low achiever in the class. Thus,
when reading activity is conducted, teacher should not treat all the students in the
same way. Some students may easily understand a certain reading passage but the
others may not. The solution is to have them working together, and let them put
their thought together in cooperative way. This way actually will be beneficial for
both high and low achiever in improving their reading comprehension. The
strength and the weakness of the students are well-accommodated since they can
share the information together.
2.1.2 SQ3R Technique
Lipson and Wixson (2003) states that SQ3R method is perhaps one of the
oldest and most widely method. It applies most readily to textbooks and formal
13
reading assignments in wich readers are required to consume main points from
expository writing. However, Manktelow (2007:47) explains that SQ3R is a fives
stage active reading technique, they are survey, question, read, recite, and review.
This technique use for fully absorbing written information. It helps you to create a
good mental framework of a subject, into which you can fit facts correctly. It
helps you to set study goals. It also prompts you to use the review techniques that
will helps to fix information in your mind. If you use SQ3R, you will significantly
improve the quality of your study time.
Huber (2004) claims that SQ3R as the actual method and subsequent
variations are reviewed else where the steps associated with the method are
briefly. The goal of the method is to increase students engagement with the text,
as students subject actively consume information in an effort to answer self-
generated key questions regarding the subject content. Although commonly
taught, there is surpringly limited regarding the impact of SQ3R.
In addition, Shepard (2001:23) explains that SQ3R is a five steps technique
thus are survey, question, read, recite, and review. It will help you identify the
significant ideas, graps these ideas more readily, remember the essential points,
and better prepared for exams. Each steps is symbol that will appear as a reminder
at appropriate places throughout the text. The following explains how the S in
SQ3R refers to survey; the Q refers to question; and 3R refers to read, recite, and
review. This technique identify each of the five steps of the method.
According to Carter et al. (2007:156) they claims that SQ3R stands for
Survey, Question, Read, Recite, and Review. As the reader move through the
14
staages of SQ3R, the reader will skim and scan the text. Approach SQ3R as a
flexible framework on which to build the study method. When the reader bring
personal learning styles and study preferences to the system, it will work better
than if the reader follow it rigidly. And they claims that the SQ3R has five steps,
those are: survey, question, read, recite, and review.
1. Survey
Surveying, the first stage in SQ3R, is the process of previewing, or
prereading, a book before the readers study. Most textbook includes
elements that provide a big-picture overview of the main ideas and themes.
The readers should use the big-picture to make sense of the information
that contains with the text and learn the order topics. Moreover, the readers
will overview by surveying the text elements.
2. Question
After the readers have surveyed the text, the next step is to ask questions
about the assignment. The process of asking questions leads to discover
knowledge, which is the essence of critical thinking as the readers
formulate some questions and then discover the answer in the text and the
materials. It meant the readers should make a note of any questions on the
subject’s mind, or particularly interest of the survey. These questions can
be considered almost as study goals understanding. The answers can help
the readers to know about the structure of the information.
3. Read
In read, the readers should read all points of the text that are relevant in
order to make easier the students to answers the question because this
15
steps will be particularly easy for the readers, if there is a lot of dense and
complicated information from the text. Besides, when the readers find the
concept of reading, then they will able to answer and the questions based
on the text that has been studied in reading comprehension.
4. Recite
In recite, the readers response all of the questions by using their own
words after they finish reading. Moreover, the readers have to take a notes
from the text to the information, read appropriate sections of the
document, run through several items. Furthermore, the readers underline
the important points, and then the readers are asked to recall or recite all
of the materials that have been studied.
5. Review
In review, the readers have to review the exercise by recalling the
information. This review will help the readers memorize material as it
prepares for the exams. Furthermore, if the readers close the book, after
reading it once, the readers will forget almost everything related to the
material. However, if the readers close the book, the readers will
remember all of the materials that have been studied before.
2.1.3 Assessing Reading Comprehension
Assessment is done to measure someone’s ability of a certain thing. The
ability that is going to be measured is involving knowledge, skill, and also
students’ behavior. In this case, the assessor does not only want to see whether
someone has improved their ability or not, but also to grow motivation in hope
that someone will do something better after having an assessment.
16
In assessing reading comprehension, Clay et al. (2003:4) state that there
are two goals of reading assessment. The first is to find out how well students are
reading in order to help them improve (diagnosis). The second is to measure how
much progress has been made. The diagnosis is aimed to give the appropriate
feedback and find the best way how to assist the students. While to see students
progress, it is a need to conduct some tests for several times that gradually can
improve students’ ability of reading comprehension.
In teaching learning process in the class, Caldwell (2008:16) states that
assessment can happen at any points in a lesson. It can be a planned and carefully
thought-out procedure. It is also applicable in reading class. Commonly, people
will think that assessment is done after students read a certain reading passage
then they will have some questions that have been prepared to be answered. In
fact, the assessment can be done before students read the reading passage, asking
students about what they know of the topic for example. They do not need to read
the whole text, but they just need to activate their prior knowledge and try to
relate to the topic. This kind of assessment will require students to actively join
the class since the question, that is going to pose, is thought-out procedure.
Remember that assessment can be done by administering a series of tests.
Test may be constructed as device to reinforce and motivate the students or
primarily as a means of assessing students’ performance in the language. The item
of the test must be carefully chosen. When students are taking a reading test, the
effect can be both increasing and decreasing students’ comprehension. Harrison
and Salinger (2002:23) explain the important question is whether by moving to
assessments we are moving closer to the on-line process of comprehension or
even further away from it. Thus, questions on a test must be well-selected.
17
In assessing reading comprehension, there are some kinds of test that can
be used. One of the most considerably effective tests is multiple choice test item.
However, one kind of test seems to be boring for the test taker, it can be
collaborated with the other kinds of test item. Thus, variation is needed. Multiple
choice responses are not only a matter of choosing one of four or five possible
answers in multiple choice test. Other formats, some of which are especially
useful at the low levels of reading, include same/different, circle the answer,
true/false, choose the letter, and matching (Brown, 2004:191).
The teaching technique used in this study that is SQ3R, this technique can
help the students or the readers create a good mental framework of a subject, into
which readers can fit facts correctly and readers set study goals. It also prompts
readers to use the review technique that will help to fix information inreaders’
mind. Besides, SQ3R is a useful technique for extracting the maximum amount of
benefit from the reader’s mind. It also helps the reader to set study goals and to
separate important information from relevant irrelevant data, Mayer and Rys
(2008:4). In this classroom action study, the researcher will carry out a test during
the teaching and learning process to determine the extent of the eighth grade
students of SMPN 1 Mengwi proficiency in reading comprehension. In this case
the researcher will make test to measure the students’ achievement. In
comprehension, the points are students are fully accepted.
2.2 Empirical Review
Empirical review is a review of the information and theories that were
currently available on the subject who will be used in this present study. The point
of empirical review is to elaborate a deep understanding of the theories
18
previously. It meant that empirical review is to review the results of studies which
have been done earlier by other researchers. Therefore, it was really useful for the
present study because it could be used as a reference for the present study.
The first research was by Arpiniari (2011) entitled “Improving Students
Ability in Reading Comprehension through SQ3R to the Tenth Grade Students of
SMKN 3 Sukawati in Academic Year 2010/2011”. She applied SQ3R technique
in her research. This study aimed at finding out whether or not reading
comprehension through SQ3R technique can improve the reading ability of the
tenth grade students of SMKN 3 Sukawati in academic year 2010/2011. The result
of this research clearly showed that the reading comprehension SQ3R technique
could make the subjects active and significantly improve their reading ability
especially in comprehending the recount text. It meant that the finding of this
research proved the objective of study.
The second research was done by Puspita (2012) who did the same
research entitled “Improving Reading Comprehension Through SQ3R Technique
to the Eighth Grade Students of SMPN 2 Sidemen in Academic Year 2011/2012”.
Based on direct observation by Puspita, the subjects had low ability in reading
comprehension. Therefore, the researcher concentrated of the students’ problems
in comprehending narrative text by using SQ3R technique. The result of this
research clearly showed that the reading comprehension of SQ3R technique could
make the subjects more active in their reading ability especially in comprehending
the narrative text. It meant that this research finding was significant.
Both of the researches were done in SMKN 3 Sukawati and SMPN 2
Sidemen. Those researches were about SQ3R technique which would be used in
19
this present study. It showed SQ3R technique was successfull and effective to
improve reading comprehension. It meant that the technique was very effective
with the students who needed to improve their ability in reading comprehension.
Thus, technique was also expected to improve the achievement of the subjects’
ability. Nevertheless, in the first research, the researcher did not use media in this
study whereas the material was difficult to understand by the students. It made the
students’ get bored with the explanation. In addition, in the second research, the
researcher did not give the reading passages which were related to their daily life
as what can be seen in the present study.
20
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
The subjects of the present classroom study were the eighth grade
students of SMPN 1 Mengwi in academic year 2013/2014. The students of VIIII
were selected as the subjects of the study; this class consisted of 39 students: 21
males and 18 females. The subjects of the study were considered to be
representative enough for the purpose of this study. The subjects were considered
to have crucial problems inreading comprehension and most of the subjects had
low ability in finding general information, specific information, textual meaning
and textual reference. It was based on the preliminary study in which the
researcher interviewed the English teacher who taught the eighth grade students of
SMPN 1 Mengwi in academic year 2013/2014.
3.2 Research Design
The design of this research which was adopted in the study was classroom
action research. Action research was an approach to improve education by
changing it and learning from consequences of changes. Cohen et al. (2000:229)
state that the improvement and changes upon the subjects’ recount paragraph
writing was the basic purpose of this research design. Action research was defined
as some cycle process of planning, action, observation, and reflection. Moreover,
McNiff and Whitehead (2002:15) state action research is a name given to a
particular way of researching your own learning. It is a practical way of looking at
your practice in order to check whether it is as you feel it should be.
21
Another statement from Koshy (2005:1), action research as an enquiry,
undertaken with rigor and understanding so as to constantly refine practice; the
emerging evidence-based outcomes will then contribute to the researching
practitioner’s continuing professional development. In addition, Ary et al.
(2010:514) state there are three main characteristics of action research: 1) the
research is situated in a local context and focused on a local issue. 2) the research
is conducted by and for the practitioner. 3) the research results in an action or a
change implemented by the practitioner in the context.
Based on that explanation, classroom action research was used in the
present study. The research was started by doing the initial reflection and then
lesson would be held for several times in the form of cycles. Each cycle consisted
of two sessions in which each session in that cycle consisted of four
interconnected activities. Furthermore, the four interconnected activities were
planning, action, observation, and reflection.
Planning was the first activity of the cycle. Burns (2010:47) states that
action research is not a lock-step process; it is dynamic and recursive and new
decisions and plans will constantly arise as you develop your research. At this
stage, it was a need to create a plan that would be addressed to the problem faced
by the subjects of the study that had been identified before. Planning was aimed to
prepare all the things needed to solve the problem in the next activity. Planning
was very crucial so that it was created as good as possible to have a better result in
the end of the study. On the way of doing the research, planning can be revised
22 when it was necessary. It meant that planning was not simply done before the
research begun but also when study was conducting depended on necessary.
Action was the execution of the planning. It was the time to use all the
things that have been planned. Ary et al. (2010:519) explain that action required
the researcher to implement the plan or changes a practice and collectsdata. In
addition, Gummesson in Coghlan and Brannick (2005:28) explain that action
researchers are not merely observing something happening; they are actively
working at making it happen. It can be said that action could be the core of the
research since the success of the research is determined by how well planning was
carried out during the investigation. It was also the time and the opportunity when
the data were collected and the technique was applied.
Observation deals with analyzing the result of the action. It was the time
to observe all the data collected both main data and supporting data. Burns
(2010:103) states that observation concern with analyzing and synthesizing your
data and making sense of the various types of information you have collected. The
purpose of doing observation was to see whether there was a certain improvement
or not toward the subjects’ ability in reading comprehension; besides, to know the
feeling of the subjects upon the technique used during the action.
Reflection refers to the diagnosis of the result of the action. Pelton
(2010:27) explains that you need to reflect on your data as it is being collected so
that you can make day-to-day teaching decisions that best support your students’
learning. It indicated that reflection also served as feedback to improve the next
23 action. Since data were gathered, then it was a need to do reflection so that
researchers know what should be done next in order to obtain the best result of the
action. Ary et al. (2010:519) argue by doing reflection, a new understanding of the
nature of the problem is developed. It means that reflection provides opportunity
to identify the problem of the research deeper and deeper as well as to identify the
strengths and weaknesses of the action. In this part also, the researcher had main
duty to find out the cause of subject’s failure to decide whether the next cycle
needs to be conducted or not.
In addition, the research design that would be used in this present study
can be briefly described in the following chart.
3.3 Research Procedure
It has been stated that type of investigation used in this research was
classroom action research. In this classroom action study, the teaching and
learning processes were divided into some cycles where each cycle consisted of
two sessions. Each session consisted of four interconnected activities, namely:
planning, action, observation, and reflection. It was necessary to note that initial
reflection was a term normally used in a classroom action study in which pre-test
was administered to the subjects. This research design was suitable in order to
Cycle I
Observation
Action Planning
Next Cycle
Reflection
Observation Reflection
Cycle II Revised Planning Action
Initial Reflection
24 improve reading comprehension of the eighth grade students of SMPN 1 Mengwi
in academic year 2013/2014 by using SQ3R technique.
3.3.1 Initial Reflection
In initial reflection of the classroom action study, the researcher
interviewed the English teacher to get the real fact from the subjects about the
extent of their writing skill and administered the pre-test. Furthermore, initial
reflection was conducted to the eighth grade students of SMPN 1 Mengwi. Pre-
test was given before the investigation to the find out the pre-existing of the
subjects’ ability in reading comprehension.
3.3.2 Planning
Before giving the treatment, the researcher had to prepare instructional
planning for all the sessions. As mentioned previously, the subjects of the present
classroom action research study would be the eighth grade students of SMPN 1
Mengwi. Planning here referred to the step of the action and instruments required
in collecting the needed data. In the planning phase, a number of activities were
planned which included the following points:
1. Seeking and preparing the material which would be combined with SQ3R
which could be appropriately used in teaching reading comprehension to
the eighth grade students of SMPN 1 Mengwi.
2. Designing lesson plans or teaching scenarios of the present classroom
action study. The researcher tried her best to create classroom activities in
such a way in order to help the subjects in learning to improve and enhance
their reading comprehension achievements.
25
3. Constructing the post-test that researcher would administer in the end of
every sessions. Post-test was focused on figuring out subjects’ achievement
in reading comprehension.
4. Constructing the questionnaire that researcher would administer in the end
of the last cycle. The questionnaire dealt with the subjects’ response of
using SQ3R tehnique.
3.3.3 Action
Action was the implementation of the previous planning. This was the
main activity in the classroom action study. Actions referred to what the
researcher really did in the classroom setting during the processes of teaching
reading comprehension. What the researcher did successively in every classroom
session was principally based on three phases teaching technique, namely pre-
activities, whilst-activities and post-activities.
In pre-activity, the researcher tried to activate and focus the subjects’
mutual interests and attention. Basically, the pre-activities were intended to
activate the subjects’ prior knowledge related to the topics, which were to be
discussed. During this activity, the researcher asked some general questions that
were related to the topic and then the subjects responded orally.
In whilst-activity, the researcher first introduced the topic of the present
study to be learned by the subjects. The researcher asked the subjects to learn
using five steps: survey, question, read, recite, and review. In survey, the
researcher asked the subjects to survey the text about the main idea, the title, the
main heading and subheading of the text, and take a note, find the words italic,
bold of the text. Next, the researcher asked the subjects to find their question of
26 the text using their own word. Then, the researcher asked the subjects to read the
text to find the answer of the question. In recite, the researcher asked them
torespond the answer of question using their own word. And for the review, the
researcher asked the subjects to review and memorize all the materials.
In post-activity, the researcher reviewed the subjects’ activity by
concluding what they have learnt and discussed the difficulties faced by the
subjects during the teaching learning process. To end the class, the researcher also
conducted follow up activity and gave homework.
3.3.4 Observation
In the observation, the researcher would observe the classroom situation
and to know the subjects behavior during the process of teaching and learning.
The researcher did an evaluation upon the subjects’ achievement to see how far
the process of action had reached the target and the main purpose was to identify
the success or the failure of the action research. In the light of this classroom
action research, observation would be intended to see whether or not the teaching
learning process being undertaken would improve reading comprehension using
SQ3R technique of the eighth grade students of SMPN 1 Mengwi. Furthermore, it
would be also meant to see whether there were some positives changing behavior,
attitude, and motivation on the side of the subjects in learning and practice of the
writing skill in their classroom activities.
3.3.5 Reflection
Reflection was the last activity in classroom action research; it was based
on the results of the observation and post-test. The result of the observation and
27 post-test was analyzed in order to find the strength and the weakness of the action
and decide whether the study was continued or not. The researcher administered
some post-tests. Each post-test was administered during whilst-activities of each
cycle. The researcher gave the subjects post-test that consisted of multiple choice
texts in order to know the result of the action in each session of every cycles. The
result of reflection in cycle I was used as a feedback and revised planning to be
carried out in the action of cycle II in order to improve the subjects’ achievement.
3.4 Research Instrument
The research instruments were tools which were used by the researcher to
collect the required data.Selecting a valid and reliable research instrument was a
very essential step of scientific investigation. This was due to the fact that merely
the qualified research instruments on their own can result in the valid and reliable
required data of the study being carried out. Without instruments, it was
impossible for the researcher or observer to collect the needed data which was
used to determine its validity. In relation with what has been stated above, there
were some research instruments that were used by the researcher in conducting
the present study such as: the tests and questionnare.
3.4.1 Test
The tests were used to measure the subjects’ achievement on the lesson
being taught such as: pre-test and post-test. Pre-test was used to know the
subjects’ initial ability in reading comprehension in order to know the problem in
detail and to examine the subjects’ achievement in reading comprehension before
the treatment given. Pre-test was conducted before cycle I. After administering the
28 pre-test, the researcher administered post-test. Post-test was conducted in each
sessions of every cycle to know the subjects’ understanding about the topic that
had been taught. Post-test was administered at the end of the teaching in each
cycle to find out the subjects’ improvement in each cycle after they were taught
recountand narrative textin reading comprehension through SQ3R.
Pre-test and post-test were in the same format of multiple choice which
consisted of 20 test items. Those items were about finding general information,
specific information, textual meaning and textual reference from the text. The
subjects answered the items by crossing the choices among (A, B, C, or D).
Besides, the score 1 was for the correct answer, and 0 was for the wrong answer.
3.4.2 Questionnaire
A questionnaire was used to find out the subjects responses on the
implementation of SQ3R in teaching reading comprehension. The questionnaire
was given at the end of the last cycle in which the study has been success in order
to get information or to have the description about the subjects’ responses on the
implementation of the technique. The questionnaire consisted of 10 multiple
choice items and the subjects chose either A, B, C, or D. The questionnaire was
scored using the rating scale of 1-4. Option A meant the subjects strongly agreed
with the technique and it would be scaled 4. Option B meant the subjects agreed
with the technique and it would be scaled 3. Option C meant the subjects quite
agreed with the technique and it would be scaled 2. Option D meant the subjects
strongly disagreed with the technique and it would be scaled 1. In addition, the
items of the questionnaire were written in Bahasa Indonesian in order to avoid
misunderstanding of the subjects’ response.
29 3.5 Data Collection
There were three important kinds of instruments which were used to
collect the data of this classroom action research; they were pre-test, post-test, and
questionnaire. The pre-test was administered in order to know the subjects’ pre-
existing reading comprehension. Post-test, in this present study was administered
in the end of session. Furthermore, by the end of the last cycle, the researcher also
administered a questionnaire to the subjects under study to measure quantitatively
the subjects’ responses in reading comprehension by using SQ3R.
3.6 Data Analysis
The data collection must be processed and analyzed (Kothari, 2004:38).
The main data which were needed for the present study as mentioned previously
were gathered through pre-test, post-test, and additional supporting data were
gathered through administering questionnaire to the eighth grade students of
SMPN 1 Mengwi. The result of the achievement test would be analyzed
descriptively since it was in the form of raw scores. The average score of the
whole subjects would be gotten by using the following formula:
M = ∑ xN
The formula is described as following:
M = Mean score of the average score from the subjectss’ reading
comprehension.
∑x = The sum of the total score.
N = The total number of the subjects
30
To see the improvement of subjects’ achievement in reading
comprehension, the result of the mean score of the pre-test was compared with the
result of the main score of the post-test in each session. Supporting data were
taken to find out the percentage of subjects who strongly agreed, agreed, quite
agreed and disagreed of the technique applied based on the questionnaire given.
The analysis of the data used the following formula:
Percentage = Total responses on an itemTotal responses on all items
× 100%
3.7 Success Indicator
Based on the curriculum used in SMPN 1 Mengwi in which the minimum
passing grade that must be achieved by the students in English subject was 77. It
meant that all subjects included in class I of VIII grade as the subjects of
investigation, must get at least 77 to pass the lesson. In conducting this study, the
researcher did hope that all subjects would achieve it well since the score was
very useful to their next educational level. However, the present study was
considered successful and can be ended if 80% or at least 32 subjects had obtained
the minimum passing grade 77 in comprehending the reading text.
31
CHAPTER IV
FINDING AND DISCUSSION
4.1 Finding
The research design which was used in this study was classroom action
research. The objective of this present study was to figure out whether or not the
reading comprehension of the eighth grade students of SMPN 1 Mengwi in
academic year 2013/2014 can be improved by using SQ3R technique. The
subjects of the study were the eighth grade students which were 39 subjects. The
data gathered were derived from the result of pre-test and post-tests in cycle I and
cycle II. Pre-test was administered to the subjects to obtain their pre-existing
ability in reading comprehension. In addition, post-test was administered to know
subjects’ ability in reading comprehension after they were taught by the
researcher. Each cycle consisted of two sessions; thus, there were two post-tests in
a cycle. The data of the pre-test and the post-test could be tabulated as follows:
Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Score
of Reading Comprehension
Subject Pre-Cycle Cycle I Cycle II Pre-Test Post-Test 1 Post-Test 2 Post-Test 3 Post-Test 4
1 60 65 70 75 80 2 50 60 70 75 80 3 60 65 70 75 80 4 50 65 75 80 85 5 60 60 70 75 85 6 60 70 75 75 85 7 50 65 70 70 90 8 50 60 70 75 90 9 50 60 70 75 80
32
10 60 80 80 85 85 11 50 60 60 75 90 12 60 65 80 85 85 13 50 60 75 85 85 14 55 60 75 85 85 15 50 60 70 60 80 16 60 70 70 75 80 17 50 65 75 85 85 18 60 65 70 75 85 19 60 70 75 75 90 20 50 60 75 85 90 21 50 65 75 85 95 22 60 70 70 85 80 23 55 60 60 85 90 24 55 65 60 75 80 25 60 65 60 85 90 26 50 70 70 75 90 27 50 60 65 75 85 28 50 65 60 75 80 29 55 60 60 75 80 30 50 60 60 75 80 31 50 65 65 75 85 32 60 70 60 75 85 33 50 65 70 75 80 34 50 60 70 75 80 35 50 70 70 80 80 36 50 65 75 85 90 37 55 65 70 85 90 38 50 60 60 80 85 39 60 70 80 75 90
Total 2105 2465 2705 2970 3310
Moreover, the data were also gathered by administering the questionnaire
as the additional data. The questionnaire was administered at the end of the last
cycle. Its purpose was as the information to know the response of the subjects
under study towards the application of SQ3R technique in teaching reading
33 comprehension in the classroom. In addition, the data of the test and questionnaire
could be tabulated which show as follows:
Table 4.2 Tabulation of Data Showing the Subjects’ Response on the Implementation of
SQ3R Technique in Teaching Reading Comprehension
Subject A (4) B (3) C (2) D (1) 1 16 12 4 - 2 28 6 2 - 3 8 15 6 - 4 20 12 2 - 5 12 15 4 - 6 20 12 2 - 7 8 12 6 1 8 16 18 - - 9 16 9 2 2 10 20 12 2 - 11 20 12 2 - 12 12 12 4 1 13 12 12 4 1 14 20 12 2 - 15 24 12 - - 16 24 9 2 - 17 12 18 2 - 18 20 9 4 - 19 24 9 2 - 20 24 12 - - 21 24 9 2 2 22 4 12 6 1 23 20 12 2 - 24 24 12 - - 25 24 9 2 - 26 16 12 4 - 27 24 6 4 - 28 32 6 - - 29 28 9 - - 30 20 12 2 -
34
31 24 12 - - 32 8 15 6 - 33 12 15 4 - 34 16 9 6 - 35 24 12 - - 36 24 12 - 37 24 12 - - 38 20 12 2 - 39 20 12 2 -
Total 744 449 94 8 Total A + B + C + D = 1295
The data above showed the results of this study which were the pre-test,
post-tests, and questionnaire. As the researcher had explained before that the
research design of this study was classroom action research where it was carried
out in two cycles. In addition, each cycle consisted of two sessions and had
interconnected activities namely: planning, action, observation, and reflection.
However, before conducting the cycle, the researcher started the study by doing
the initial reflection in order to find out the fact about the subjects’ problems in
teaching learning process of reading comprehension.
4.1.1 Pre-Cycle
In pre-cycle, the researcher conducted initial reflection by doing
observation. In addition, the observation was done by interviewing the English
teacher and direct observation in the classroom to know exactly the problems that
the subjects faced in reading comprehension. Based on the interview, it was
known that the subjects of the study had difficulties in finding general
information, specific information, textual meaning and textual reference of a
reading passage. Furthermore, the English teacher also explained that most of the
35 subjects failed in gaining the information contained in the reading passage
because they were lack of grammar and vocabulary.
To know the real problem and quantify the subjects’ initial reflection in
reading comprehension, the researcher administered pre-test. In pre-test, the
researcher asked the subjects to answer the questions in the form of multiple
choice. Multiple choice test items consisted of 20 items. The subjects’ answers the
questions in maximum 20 minutes. Moreover, the results of the subjects’ answers
would be scored by using the formula that had been presented in previous chapter.
There were 39 subjects who followed the pre-test. After scoring the
subjects’ pre-test, the researcher got the sum of the subjects’ total score which was
2105 (see table 4.1). The researcher would use the formula to count the subjects’
mean score. The form of formula was the total score of the subjects divided by the
total of the subjects. Then, it was calculated to know the mean score by using the
formula mentioned in chapter III it can be seen as follows:
M = ∑x
= 2105
= 53.97 N 39
In addition, the mean score of the pre-test above, 53.97, showed the
reading comprehension was very poor compared with the minimum passing grade
used in SMPN 1 Mengwi which was 77. It indicated that subjects’ ability in
comprehending reading passage was low. Moreover, there were no subjects of
study who could obtain 77. All of them really had difficulties in finding general
information, specific information, textual meaning and textual reference of the
reading passage. Immediate solution should be found in order to improve their
ability in reading comprehension. Therefore, cycle I was conducted.
36 4.1.2 Cycle I
Cycle I was carried out based on the result of the pre-test. In this cycle, the
research was started by making planning, action, observation, and reflection. As
mentioned earlier in the result of pre-test that the subjects of the eighth grade
students had low ability in reading comprehension. Therefore, all the plan was
concerned on improving reading comprehension progressively.
In planning, the researcher prepared all materials that would be used in
applying the technique. It included the texts which was about recount, and made
slide show about the material that would be discussed. Then, the researcher
designed lesson plan which consisted of two sessions in the first cycle with time
allocation in each session was 80 minutes. In the activities of doing the task, all of
the subjects’ were given handout; after preparing the material and making the
lesson plan, the researcher constructed and prepared post-test which would be
administered in the end of the session in cycle I. They were made for first session
and second session of this first cycle of the study.
In action, SQ3R technique was used in teaching and learning process in
the classroom. In each session, there were three main activities such as pre-
activities, whilst-activities and post-activities. To start the sessions, the researcher
elaborated some general questions which were related to the topic. As mentioned
before, the time allocation in each session was 80 minutes. In the first session, the
researcher started by giving the students reading passages. Then the researcher,
introduced the material to the subjects. The subjects were taught recount text for
the first and second session. After they had been taught the material, they did the
reading comprehension task individually. Furthermore, the researcher conducted
37 the-post test that was done in 20 minutes. Furthermore, this test consisted of
twenty multiple choices. For the more detail information about the activities, it
can be seen in appendix 4 and appendix 5.
During the teaching learning learning process, the researcher also did
observation. It was mainly focused on indentifying the situation of the lesson and
analyzing the data taken from the action. Besides, as a classroom teacher, the
researcher was also as an observer to know the subjects’ responses toward the
implementation of SQ3R technique during the lesson. In order to know whether
the subjects’ ability in reading comprehension had improved or not.
Moreover, to get the data related to the subjects’ improvement after the
application of SQ3R technique in reading comprehension, the researcher then
gave post-test. The post-test in the first session and second session were followed
by 39 subjects. The total sum of subjects’ score in post-test 1 was 2465 and post-
test 2 was 2705 (see table 4.1). The mean score of the post-test 1 and post-test 2
were calculated to have the mean score by using the formula:
M = ∑x
= 2465
= 63.20 N 36
M = ∑x
= 2705
= 69.35 N 39
The result of analysis from the post-tests in cycle I above showed that
there were improvements of the subjects’ mean score from pre-cycle to cycle I.
This meant that SQ3R technique could improve by the subjects’ reading
comprehesion. However, the success indicator had not yet been achieved in the
first cycle. In post-test 1 of cycle I, there was only 1 subject who achieved the
38 minimum passing grade 77; then in post-test 2, there were only 3 subjects who
achieved the minimum passing grade 77. Therefore, the researcher decided to
continue this study to the second cycle.
4.1.3 Cycle II
Cycle II was conducted based on the result of post-test 2 in cycle I. In this
cycle, the activities were similar with the activities of teaching learning process in
cycle I. Since the researcher expected the improvement of the subjects in reading
comprehension, revised planning should be done immediately in cycle II. It had
been revised from the previous planning in cycle I. In addition, after the
preparation was completed, cycle II was carried out as it was planned on the
course plan. In general, the teaching learning process in cycle II was also the same
as cycle I. It divided into two sessions, session 1 and session 2 and there were four
interconnected activities including planning, action, observation and reflection.
In planning of cycle II, it was similar with cycle I in which the researcher
prepared all materials well for teaching reading comprehension. However, the
researcher prepared the topics of narrative text which was about fabel. Then, the
researcher designed the lesson plan in which there were some steps. Those steps
were similar with cycle I. Moreover, the researcher constructed post-test. In the
first session and second session, the topic was about fabel. The researcher
administered the post-tests and questionnaire, with the time allotment was 80
minutes within good arrangement of lesson plans for two sessions. In the last
session, the researcher prepared questionnaire to the subjects which would be
given in cycle II which was expected as the second session.
39
Furthermore, the action was conducted after making the planning. It was
based on the changing plan that had been explained above. The researcher, then,
started adopting the change of the planning. The activities in cycle II were similar
with cycle I. However, there were some parts which were different in order to
improve the subjects’ reading comprehension. In this cycle, the researcher taught
narrative text to the subjects. It was about fable. The researcher presented and
explored the material by using slide show. Then, the researcher applied the
technique in different topic with cycle I. Some questions which were given to the
subject were related with the topics. In the end of each session, the researcher
gave worksheet to the subjects to know the improvement of reading
comprehension. Therefore, the subjects did not waste their time in reading the text
in the sheet. The, more explanation of the lessons can be seen in appendix 6 and 7.
The observation was mainly focused on identifying the situation of the
lessons and analyzing the data taken from the action. Here, the researcher acted as
observer to know the subjects’ response toward the implementation of the
technique during the lesson in which it could be said that they were getting used
to the technique and enjoyed the lessons.
To know the result of the subjects’ test after the learning process was as a
measurement exactly whether the treatment was good or not. In this second cycle,
the researcher administered the post-test in each session whether there was an
improvement of the subjects’ reading comprehension compared with the post-tests
in the first cycle. The mean score of both post-tests that had been administered in
cycle II, the total score that of the post-test 3 which was 2970 and post-test 4
which was 3310 (see table 4.1) that were taken from 39 subjects. The mean score
can be calculated by using the formula, it can be analyzed as follows:
40
M = ∑x
= 2970
= 76.15 N 39
M = ∑x
= 3310
= 84.94 N 39
Furthermore, the data required for the present study were also collected
through administering the questionnaire to the subjects under study at the end of
cycle II. The scores gathered from administering the questionnaire showed the
subjects’ response of the application of SQ3R in improving reading
comprehension. In addition, the answers of the questionnaire were scored using
the rating scale 4-1. It meant that if the subjects had answered A, this would be
recorded as 4, if the subjects had answered B; this would be recorded as 3.
Furthermore, if the subjects had answered C, this would be recorded as 2, and if
the subjects had answered D, this would be recorded as 1.
The data which were presented in table 4.2 above showed the subjects’
total score of option A, B, C, D in the questionnaire. For the computation of the
comparative percentages for the options score of the questionnaire which showed
the subjects’ total answer for option A, B, C, D were shown as follows:
1. The total percentage of option A = 7441295
x 100% = 54.45%
2. The total percentage of option B = 4491295
x 100% = 34.67%
3. The total percentage of option C = 94
1295 x 100% = 7.26%
4. The total percentage of option D = 8
1295 x 100% = 0.62%
41 The analysis of the last post-test in cycle II showed that there was
significant improvement from the pre-test to post-test. In pre-test, the mean score
was 53.97; there was no subjects who achieved the minimum passing grade. In
post-test 3 which was 76.15 only 15 subjects and post-test 4 which was 84.94 all
of the subjects achieved the minimum passing grade. The analysis above showed
that the subjects’ score in the last post-test of cycle II was 84.94 and all of the
subjects achieved the minimum passing grade. The result of post-test 4 showed
that this research had achieved the success indicator that had been decided.
Furthermore, based on the success indicator mentioned in chapter I, the study only
could be stopped if 80% of the whole subjects could obtain the minimum passing
grade. The result of post-test 4 showed that all of the subjects achieved the
minimum passing grade. Therefore, the research would be ended.
Moreover, the result of the last post-test was also supported by the result of
the questionnaire that showed the subjects’ response to the technique applied.
Most of the subjects gave positive responses toward the technique, it can be seen
from the percentages of the subjects who strongly agreed, agreed, quite agreed,
and disagreed respectively; they were 57.45%, 34.67%, 7.26%, and 0.62%. From
the result of the questionnaire, most of the subjects gave positive response about
the application of SQ3R technique in improving reading comprehension.
Furthermore, in order to give the presentation of the data clearly, the
finding of this present classroom study showed the rising comparative mean
scores of pre-test, post-test 1, post-test 2, post-test 3, and post-test 4, and also the
42 questionnaire which were obtained by the subjects under study. They could be
presented in the form of two graphs as follows:
Graph 4.1 Depicting the Subjects’ Progressing Achievement of Reading Comprehension of Pre-Test, Post-Test 1, 2, 3, and 4
Graph 4.2 Percentage of the Each Response of the Questionnaire Toward the Implementation of SQ3R Technique.
0
10
20
30
40
50
60
70
80
90
Pre-Test Post-Test 1 Post-Test 2 Post-Test 3 Post-Test 4
53.9763.20
69.3576.15
84.94
0%
10%
20%
30%
40%
50%
60%
70%
80%
A B C D
57.45%
34.67%
7.26%0.62%
43
The discussion about the findings of the data which were from pre-test,
post-test 1, post-test 2, post-test 3, post-test 4, and questionnaire, would be
explained in detail way in the following sub discussion.
4.2 Discussion
The present study was closed in the second cycle since the success
indicator was achieved in cycle II. This research was ended based on the result of
the last post-test in cycle II where the subjects’ ability in reading comprehension
was gradually improved. SQ3R technique can improve reading comprehension
especially the eighth grade students of SMPN 1 Mengwi in academic year
2013/2014. However, the improvement was not instantly achieved in a single
lesson. There were some lessons conducted and the subjects of the study must
build adaptation to the new technique. Therefore, the present study did not only
focus on the improvement of the subjects’ ability in reading comprehension but
also the subjects’ response after having the lessons.
In the pre-cycle, the subjects’ mean score was 53.97. It was far away from
what it supposed to be. Because the minimum passing grade was 77, of course,
the subjects’ ability was considered low. Moreover, no one of the subject could
obtain the minimum passing grade. The use of the common technique previously
by the English teacher was not really helping the subjects in comprehending
reading passages. Most of them failed in understanding the reading passages
given. It also indicated the lack of vocabulary and grammar. This problem
absolutely needed an immediate solution.
In cycle I, the subjects’ ability in reading comprehension improved. There
was improvement of mean score of post-test 1 and post-test 2 in cycle I which
44 were 63.20 and 69.35. However, the success indicator had not yet achieved the
standard that had been decided. There was only 1 subject who achieved the
minimum passing grade 77 in post-test 1. Then, only 3 subjects who achieved the
minimum passing grade 77 in post-test 2. The subjects were still hard to find the
general information, specific information, textual meaning and textual refference
of a text given. They should have a long time to analyze the text in order to
answer the 5W1H questions. Therefore, the researcher revised the technique to
apply it in the next cycle. Then, the researcher conducted cycle II.
In addition, the result of two post-tests in the cycle II showed that the
subjects’ ability in reading comprehension improved significantly. The subjects’
mean score in post-test 3 and post-test 4 of cycle II was 76.15 and 84.94.
However, there were only 15 subjects’ who achieved the minimum passing grade
in the post-test 3 of cycle II. Furthermore, in post-test 4 of cycle II, all of the
subjects’ who achieved the minimum passing grade that was 77; even they more
than the minimum passing grade. This result also showed that this research could
be ended because the success indicator had been decided.
Besides, the data of questionnaire showed that the subjects’ response was
really good toward the technique used. More than half of the subjects chose the
response A which represented strongly agreed. The comparison of the total
response of the questionnaire were 57.45% of the subjects strongly agreed with
the application of SQ3R; 34.67% of the subjects agreed with the technique used;
7.26% of the subjects who quite agreed with the application of SQ3R; and 0.62%
of the subjects who disagreed with the application of the technique. Therefore, the
45 researcher can conclude most of the subjects strongly agreed with the
implementation of SQ3R technique in teaching reading comprehension.
In conclusion, SQ3R technique could help subjects to improve their
reading comprehension. The subjects’ improvement in cycle II was caused by the
revision of the planning that was changed by the researcher since in the first cycle
the implementation of SQ3R technique had not yet been successful. However, it
was successful in the last session of the second cycle. Therefore, this research was
ended in the second cycle. This research had proved that SQ3R technique was
well worked and accepted by the subjects.
Based on the result of the post-tests in the two cycles and the
questionnaire, the researcher can sum up that SQ3R technique could significantly
improve reading comprehension of the eighth grade students of SMPN 1 Mengwi
in academic year 2013/2014 in finding general information, specific information,
textual meaning and textual reference.
46
CHAPTER V
CONCLUSION AND SUGGESTION
The discussions of the present study in the previous chapter which dealt
with improving reading comprehension through SQ3R technique of the eighth
grade students of SMPN 1 Mengwi was finally concluded in this chapter. In
addition, some practical suggestions in reference to the significance of the
established findings are also recommended.
5.1 Conclusion
The objective of the present study was to figure out whether or not SQ3R
technique can improve reading comprehension of the eighth grade students of
SMPN 1 Mengwi in academic year 2013/2014. It was based on the problem faced
by the subjects of the study who consisted of 39 students who had low ability in
reading comprehension. The researcher, then, conducted a classroom action
research by implementation of SQ3R technique.
There were two cycles which were conducted during the present study and
each cycle consisted of two sessions. During the research present study, the
researcher had administered pre-test, post-test 1, post-test 2, post-test 3 and post-
test 4 to the eighth grade students of SMPN 1 Mengwi especially in I class. The
mean score were: 53.97, 63.20, 69.35, 76.15 and 84.94 respectively. The mean
score of pre-test, post-test 1, post-test 2, post-test 3 and post-test 4 were compared
and it clearly showed a significant improvement. In addition, the result of post-test
4 showed all of the subjects had achieved the minimum passing grade of SMPN 1
Mengwi. As a result, it could be clearly stated that reading comprehension of the
eighth grade students of SMPN 1 Mengwi in academic year 2013/2014 be
improved by using SQ3R technique significantly.
47
Along with the result of the post-tests, the result of the questionnaire also
showed positive response. From 39 subjects, 57.45% strongly agreed with the
application of SQ3R technique, 34.67% agreed, 7.26% quite agreed, and 0.62%
disagreed. It showed the attitudes and the learning motivation of the subjects
under study changed quite positively. These findings clearly suggested that
improving reading comprehension using SQ3R technique could serve to make the
subjects more active in learning and. Furthermore, these technique made the
subjects significantly improved their ability in reading comprehension.
Finally, the findings of the present study convincingly concluded that
reading comprehension of the eighth grade students of SMPN 1 Mengwi in
academic year 2013/2014 can be improved by using SQ3R technique. Therefore,
the present study was stopped at the last session of second cycle. This was
revealed by the significant improvement of the amount of the subjects who
achieved the minimum passing grade in post-test. In other words, SQ3R technique
was effective to improve the subjects’ reading comprehension.
5.2 Suggestion
Based on the result of this research in which the implementation of SQ3R
technique could improve the ability of reading comprehension of the eighth grade
students of SMPN 1 Mengwi, the researcher would like to suggest the English
teachers, the eighth grade students, and other researchers as follows.
For the the English teachers of class VIII I of SMPN 1 Mengwi in general
are suggested to use SQ3R technique in order to make the students get better
achievement in reading comprehension as proven from the result of this research.
Then, the teacher should also be selective to choose the appropriate materials
48 related to the topic of teaching English. Furthermore, the teacher had to create
many activities to avoid monotonous activities in the classroom. The teachers
should also be creative and innovative to avoid the monotonous teaching
technique in the classroom by using interesting media such as slide show or video;
then, having many ideas is a must to make the students active and enthusiastic in
catching the material that was presented.
For the eighth grade students of SMPN 1 Mengwi are also suggested to
keep on motivating and improving their reading comprehension more intensively.
All of the students are suggested using SQ3R technique in learning reading.
Because the technique has five steps: survey, question, read, recite and review that
can make the students easy to read and answer the question of the text.
Furthermore, SQ3R technique is expected to provide the students more practices,
rather than wasting time to play in the school. Moreover, the eighth grades
students of SMPN 1 Mengwi are suggested to motivate themselves to learn
reading comprehension more seriously not only in the classroom but outside the
classroom, because the more they practice practices book given in the school; the
more improvement they can achieve from these technique.
In addition, there is also suggestion for the other researchers. For those
who are going to conduct an action study that uses SQ3R technique, are
recommended to apply the technique in improving the other skill such as
listening, speaking, and writing skill to solve the problems faced by the students.
52
Appendix 1 LIST OF SUBJECTS
Class : VIII I
Academic year : 2013/2014
NO NAME NIS M/F 1 Ni Made Ayu Yuli Kristina 9698 F 2 I Komang Anom Wibawa 9699 M 3 I Putu Ary Sutadiana 9700 M 4 Ni Luh Ayu Widiastuti 9701 F 5 I Made Agus Sudirga Yasa 9702 M 6 Dwi Angga Permadi 9703 M 7 I Gusti Ayu Ary Pinatih 9704 F 8 Ni Nyoman Chista Handayani 9705 F 9 I Putu Darmawan 9706 M 10 I Made Doni Priawan Dwitama 9707 M 11 Kadek Dwi Pebriani 9708 F 12 Dwiky Chandra Hidayat 9709 M 13 Ni Kadek Dwi Mahayani 9710 F 14 Ni Nyoman Ega Sanggita 9711 F 15 Fanuel Handi Raharjo 9712 F 16 I Dewa Gede Satria Wiguna 9713 M 17 I Made Gede Ardy Dewangga 9714 M 18 I Dewa Ayu Gede Anggraeni 9715 F 19 I Putu Gede Haris Surya Prasetya 9716 M 20 Ni Putu Indah Ariandini 9717 F 21 Putu Kresna Arya Putra 9719 M 22 I Putu Kurniawan 9720 M 23 Ni Made Kristianti 9721 F 24 Ni Made Lestari Dewi 9722 F 25 Ni Kadek Mita Widiari 9723 F 26 Ni Putu Pika Okarini 9724 F 27 Putu Putri Ambara Dewi 9725 F 28 Komang Rio Januartha 9726 M 29 Putu Riska Yulvani Dewi 9727 F 30 I Nyoman Resa Suwastama 9728 M 31 Made Rama Ananda 9729 M 32 I Kadek Slamet Indrawan 9730 M 33 Ni Nyoman Sri Sukariasti 9731 F 34 I Gusti Ngurah Satria Wibhawa 9732 M 35 Komang Trisna Pompiyana 9733 M 36 I Putu Trisna Adi Putra 9734 M 37 Ni Putu Vienna Putri Wibhawa 9735 F 38 Putu Wulan Sri Dewi 9736 F 39 I Made Yogi Pratama 9737 M
53
Appendix 2
PRE- TEST
I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!
Botanical Garden On Thursday 24 April we went to the Botanical Gardens. We walked down
and boarded the bus. After we arrived at the garden, we walked down to the Education Centre. The third grade students went to have a look around.
First, we went to the first farm and Mrs. James read us some information. Then, we looked at all the lovely plants. After that we went down to a little spot in the. Botanical Garden and had a morning tea break. Next, we did sketching and then we met the fourth grade students at the Education Centre to have lunch. Soon after that, it was time for us to go and make our terrariums while the fourth year students went to have walk. A lady took us into special room and introduced herself, and then she explained what we were going to do. Next, she took us to a pyramid terrarium.
It was really interesting. After we had finished, we met the fourth grade students outside the gardens. Then we rebounded the bus and returned to school.
1. What is the main idea of the first paragraph?
A. Going to Botanical Garden B. They went to Botanical Garden C. The writer went to Botanical Garden D. I went to Botanical Garden
2. “Mrs. James read us some information”.
The underlined word is synonymous with ........ A. news. B. story. C. facts. D. advice.
3. When did they have a day to botanical garden?
A. On Thursday B. On 24th April C. On Thursday 24th April D. On thay day
4. What grade did sketching at Education Centre for lunch?
A. First grade students B. Second grade students C. Third grade students D. Fourth grade students
54
5. What is the purpose of the text above? A. To entertain the reader B. To announce the students C. To describe the person D. To retell the story
6. “It was really interesting”.
What is the synonym of the underlined word? A. amusing B. awesome C. worderful D. beautiful
7. What was the second activity of the writer during the excursion to the
Botanical Garden? A. Gathering at the Education Centre B. Going to a small garden C. Looking at the lovely plants D. Visiting a beautiful lady 8 . The writer of the text is ........ A. a fourth grade students. B. a school teacher. C. a third grade students. D. Mr. and Mrs. James.
9. What did the fourth grade students do after lunch? A. They had a walk B. They made their terrarium C. They returned to school D. They went to a pyramid terrarium 10. “It was very interesting.” (par. 4) What does the underlined word refer to? A. A pyramid terrarium B. A specific room C. Education Centre D. First farm
Flight to London Mr. Richard’s family was on vacation. They are Mr. and Mrs. Richard with
two sons. They went to London. They saw their travel agent and booked their tickets. They went to the British Embassy to get visas to enter Britain. They had booked fourteen days tour. This includes travel and accommodation. They also included tours around London
They boarded a large Boeing flight. The flight was nearly fourteen hours. On the plane the cabin crews were very friendly. They gave them news paper and magazine to read. They gave them food and drink. There was a film for their
55
entertainment. They had a very pleasant flight. They slept part of the way. On arrival at Heathrow Airport, they had to go to Customs and Immigration. The officers were pleasant. They checked the document carefully but their manners were very polite. Mr. Richard and his family collected their bags and went to London Welcome Desk. They arranged the transfer to a hotel.
The hotel was a well-known four-star hotel. The room had perfect view of the park. The room had its own bathroom and toilet. Instead of keys for the room, they inserted a key-card to open the door. On the third floor, there was a restaurant serving Asian and European food. They had variety of food. The two weeks in London went by fast. At the end of the 14-day, they were quite tired but they felt very happy.
11. What is the main idea of the first paragraph?
A. The vacation of Mr. Ricard’s family B. Mr. Ricard’s family boarded a large Boeing flight C. Mr. Ricard went to the British Embassy to get visas to enter Britain D. They booked a well-known four-star hotel in London
12. “This includes travel and accommodation”.
The underlined word is synonymous with ........ A. journey. B. driver. C. cruising. D. sailing.
13. What kind of flight did they take?
A. Garuda flight B. Air Asia flight C. Boeing flight D. Batik flight
14. Where did they stayed in a well-know....
A. four-star hotel B. five-star hotel C. perfect hotel D. a star hotel
15. How was their flight?
A. It was very bad flight. B. It was very boring flight. C. It was very noisy flight. D. It was very pleasant flight.
56
16. “They checked the document carefully but their manner were very polite”. What is the synonym of the underlined word? A. file B. data C. instrument D. story
17. How long were they in London?
A. Two days B. Four days C. Forty day D. Fourteen days
18. Where did they go to get their visa to enter Britain?
A. London B. British Embassy C. Britain D. Heathrow Airport
19. What kind of food did the restaurant serve?
A. Indonesian food B. London food C. Asians food D. Asian and European food
20. “ They went to London.” ( par. 1) What does the underlined word refer to?
A. Richard family B. Mr. Richard family C. Mr. Richard’s family D. Richard’s Family
57
ANSWER SHEET PRE-TEST
Name : …………………………..
Class : …………………………..
Date : …………………………..
I. Read the text below and choose the right answer by crossing (X) A, B, C,
or D!
No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D
58
ANSWER KEY PRE-TEST
1. C 11. A
2. A 12. A
3. C 13. C
4. D 14. A
5. A 15. D
6. A 16. A
7. C 17. D
8. C 18. B
9. B 19. D
10. C 20. C
59
Appendix 3
LESSON PLAN
Cycle I Session 1
School : SMPN 1 Mengwi
Subject : English
Class/ Semester : VIII. I/2
Skill : Reading
Topic : Recount Text
A. Standard Competence:
11. Understanding meaning in simple short essay in the form of recount to
interact within the surroundings.
B. Basic Competence:
11.2 Responding meaning and rhetorical steps in simple short essay
accurately, smoothly, and acceptable that is related within the surroundings in
the form of recount text.
C. Indicators:
Identifying general information, specific information, textual meaning and
textual reference in simple short essay in the form of recount
D. Learning Objective:
After the students practice their reading comprehension task, they are able to
identify the general information, specific information, and textual meaning
and textual reference of recount text.
E. Time Allotment: 2 × 40 minutes
F. Learning Materials
1. Definition of Recount Text
Recount text is a text that retells the reader about one story, action,
activity or experience which has happened in the past. This could be a
60
personal events, factual incidents or imaginary incidents. The goal of recount
text is for entertaining or informing the reader.
2. Generic Structure
• Orientation is where the reader tells who was involved, what happened,
where the events took place, and when it happened.
• Events are the stage when the reader tells what happened and in what
sequence.
• Reorientation consists of optional-closure of events/ending.
• The features are including who? Where? When? Why? Noun or pronoun,
and past tense.
3. The Example of Recount Paragraph
Lateness
I was Last morning, Dinar, my roommate woke up late and she had to go
to campus.
When she wanted to take her motorcycle, in fact she couldn’t move it
because there were some motorcycles that blocked up her motorcycle.
She tried to move all of the motorcycles, so that her motorcycle could
move from the garage. But she couldn’t do it.
Then, she called Adel who had that motorcycle which blocked it up. After
that, her friend who had that motorcycle helped her. Finally, she could move her
motorcycle and rode it to go to campus.
(Taken from : www.recount-text-smp.com)
The main idea of a paragraph tells the topic of the paragraph. The topic tells
what all or most of the sentence are about.
How to find main idea of the text
• Read the passage of the text
• Ask the question to o yourself “what is this passage about ?”
• In your own words, explain the answer in one short sentence
• Look for a sentence in the text that most closely fits with your summary.
The example of main idea.
- First paragraph : She was late go to campus.
61
- Second paragraph : She want to took her motorcycle.
- Third paragraph : She tried to move the motorcycles.
- Fourth paragraph : Finally, she could her motorcycle.
Textual meaning of reading text is reading that explores about meaning and
understanding based on the context that was taught.
Example : She tried to move all of the motorcycles, so that her motorcycle
could move from the garage. Garage synonymous with carport.
Textual reference are what you use when writing a paper in order to support
the argument you are trying to make. You refer to passages from the texts you
are discussing in order to strengthen your argument.
Example : “She tried to move all of the motorcycles, so that her motorcycle
could move from the garage”. In third paragraph, “she” refers to the writer.
G. Technique
SQ3R
H. Learning Activities
Activities A. Pre-activities (10 minutes)
1. Greeting the students
2. Checking students’ attendance
3. Introducing the topic of the material
4. Making a stimulation to make students having an imagination about
the topic that will discuss
5. Explaining the students’ roles in doing the activity and the objective
of the lesson
B. Whilst-activities
Exploration (3 minutes)
6. Asking the students some question about the topic
Elaboration (40 minutes)
7. Explaining about what the recount text is and the main idea of each
paragraph
8. Giving a handout copy of recount text entitled A Study Tour To Bali
62
and telling the story to the students
9. Explaining to the students the example of the text given and what the
general information, specific information and textual meaning from
the text
10. Distributing the students’ worksheet
11. Asking the students to survey the text carefully by focusing on the
title, first sentence and the last sentence of the text (survey)
12. Asking the students to answer the questions related to the text as a
pre-questions (question)
13. Asking the students to read the text carefully (read)
14. Asking them to understand the text and findout the answer of the text
15. Asking them to note all the underlined , italicized, bold printed words
or phrase and find the meaning (recite)
16. Asking the students to identify the general information, specific
information (what, who, when, where, why, how) and the meaning of
some difficult words of the text
Confirmation (7 minutes)
17. Asking the students to review everything once more by reading their
note (review)
18. Giving positive feedback about the students’ participation in the
learning process
19. Asking the students about what they have just learnt
20. Summarizing the lesson
21. Asking the students whether they still have questions about the lesson
or not
C. Post-activities (20 minutes)
22. Distributing post-test
23. Collecting the students’ worksheet
24. Closing the meeting by saying “Good Bye”
I. References
1. www.definition-recount-text-smp.com
2. www.recounttext-smp.com
63
3. LKS Intan Prawira SMP
4. Priyana, Joko., Irjayanti, R Arnys., & Renitasari, Virga. (2008).
Scaffolding English for Junior High School Students Grade VIII
(SMP/Mts). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
J. Assessment
Indicators of Competence Technique In form of Instrument Identifying general
information, specific
information, textual
meaning and textual
reference in functional
text in the form of recount
Written test Multiple
choice
Post-test
Scoring procedure:
Student’s score = Students' correct answer
Maximum score × 100
Denpasar, 22 April 2014 The Researcher Ni Luh Lina Marini NPM : 10.08.03.51.31.2.5.3760
64
STUDENTS’ WORKSHEET Please identify the general information, specific information, textual meaning and textual reference of the words from the text!
My Football Experience
When I was in junior high school, I really loved football. Every day I
practiced in field of my school with my team and my coach. They were strong and
smart players. My coach, Mr. Sentana was a kind person. But, while he was
coaching us, he was very discipline. He gave punishment to anyone who came late
and did not obeyed the team’s rules.
With Mr. Sentana, our team won many tournaments in football
championship under – 15 years old. One of the greatest tournaments that we got
was Jakarta Cup. There were 67 Teams came from 33 provinces on that
tournament, and our team became the winner. All of football players of my team,
then, became popular. We had many fans as got the cup. It was gorgeous
experience ever.
Then, I enjoyed my time as one of the popular football players on that
moment until my parents warned me to focus only on my study since they said
that football was just for hobby. Therefore, I left the team and focused on my
study as an eighth grade student. However, I still practiced my skill in playing
football in every Saturday afternoon.
(Taken from: www.recount-footbalexperience-text.com)
1. What is the main idea of first paragraph? 2. Who is Mr. Sentana? 3. What did the writer get on the turnament? 4. What is the synonym of the following words?
a. Smart b. Gorgeous c. Popular
5. “He gave punishment to anyone who came late and did not obeyed the team’s
rules”. (par 1).What does the underlined word refer to?
65
Appendix 4
POST- TEST 1
Cycle I Session 1
I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!
Holiday in Bali Last month Mr. Leo, his wife and his children had a holiday. They left by
car at ten in the morning. Mr.Leo drove fast and carefully. They came at Bali at four a.m. then, they went to “Mulia Hotel” in the down town. They stayed there for three days.
In Mulia hotel on Sunday morning after they had breakfast, the first place, they went to Sangeh. They saw many monkeys. His children Ika and Rio bought peanut for them. The monkeys were eating very happy. After that they had lunch. They spent their time at Sangeh until the evening. They enjoyed it very much. At five p.m., they went to the hotel and spent their night for taking a rest.
In the next morning, Mr. Leo’s family spent their holiday by visiting some places. Such as Sanur beach, Kuta beach, Trunyan, Batur Lake and Bedugul. After Mr. Leo and his family finished around Bali, they went back to home and bought some souvenirs. They were very tired but happy.
1. What is the main idea of the first paragraph?
A. Mr. Leo’s family had a holiday. B. Mr. Leo and his wife had a holiday. C. Mr. Leo and his daughter had a holiday. D. Mr. Leo and his son had a holiday.
2. “Mr.Leo drove fast and carefully”.
The underlined word is synonymous with ........ A. dont care. B. beware. C. safety. D. mind.
3. Who went to Bali?
A. Mr. Leo B. Mr. Leo’s family C. Ika and Rio D. Mr. Leo and his wife
4. What time did they come to Bali?
A. In the morning B. Ten o’clock in the morning C. At four a.m D. At four p.m
5. How long did they stay in Bali?
66
A. Five days B. Four days C. Three days D. Two days
6. “In the next morning, Mr. Leo’s family spent their holiday by visiting some
places”. What is the synonym of the underlined word? A. Vacation B. Trip C. Holiday D. Pastime
7. What was the first place they have visited?
A. Sangeh B. Sanur beach C. Kuta beach D. Batur Lake and Bedugul.
8. Where did they stay in Bali?
A. At Mulia Hotel B. At Sangeh hotel C. At Kuta beach D. At Trunyan village.
9. What did they buy for going back home?
A. Some peanuts B. Some Balinese shirt C. Some souvenirs D. Some Balinese foods
10. “They went back home and bought some souvenirs”. (par.3) What does the
underlined word refer to? A. Mr. Leo and the writer B. Mr. Leo and his family C. Mr. Leo and the reader D. Mr. Leo and his childrend
Visiting Bali There were so many places to see in Bali that my friend decided to join the
tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the
67 first three days swimming and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud.
On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousand people. It is a busy but quiet town. The street are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta.
The second tour to Ubud was a very different tour. It was not to see the scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. There my friend watched young boys were carving away at big blocks of stone. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center.
My friend ten-day-stay ended very quickly beside his two tour, all his day was spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied. 11. What is the main idea of the first paragraph?
A. The writer decided to join tours in Bali. B. The writer visisted some places in Bali. C. The writer went to Bali for holiday. D. The writer selected Bali for holiday.
12. “He visited some tour agents and selected two tours.”.
The underlined word is synonymous with ........ A. travel. B. trip. C. journey. D. tour.
13. Where did the writer’s friends stay in Bali?
A. Denpasar B. Kuta C. Ubud D. Jimbaran
14. Where did the writer go on the first time?
A. To Singaraja B. To Lombok C. To Ubud D. To Bali.
15. How many days did the writer spend his holiday at Kuta beach?
A. Three days B. Four days C. Five days D. Six days
68 16. “It is a busy but quiet town”.
What is the synonym of the underlined word? A. City B. Village C. Street D. Hometown
17. What did the writer’s do at Kuta beach?
A. Jogging and traveling B. Run and surfing C. Sleep and swimming D. Swimming and surfing
18. What did the writer see in Ubud?
A. Scenery and art B. Art and scenery C. Art and craft D. Craft and scenery
19. What did his friends watch at Batubulan?
A. Foot ball B. Carving away C. Surving D. Jogging
20. “He was quite satisfied”. (par.4) What does the underlined word refer to?
A. The writer’s friend B. His friend C. The writer D. Young boy
69
ANSWER SHEET POST-TEST 1
Cycle I Session 1
Name : …………………………..
Class : …………………………..
Date : …………………………..
I. Read the text below and choose the right answer by crossing (X) A, B, C,
or D!
No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D
70
ANSWER KEY POST-TEST 1
Cycle I Session 1
1. A 11. A
2. A 12. A
3. B 13. C
4. A 14. A
5. A 15. A
6. C 16. A
7. A 17. D
8. B 18. C
9. B 19. B
10. A 20. A
71
Appendix 5
LESSON PLAN
Cycle I Session 2
School : SMPN 1 Mengwi
Subject : English
Class/ Semester : VIII. I/2
Skill : Reading
Topic : Narrative Text
A. Standard Competence:
11. Understanding meaning in simple short essay in the form of recount to
interact within the surroundings.
B. Basic Competence:
11.2 Responding meaning and rhetorical steps in simple short essay
accurately, smoothly, and acceptable that is related within the surroundings in
the form of recount text.
C. Indicators:
Identifying general information, specific information, textual meaning and
textual reference in simple short essay in the form of recount
D. Learning Objective:
After the students practice their reading comprehension task, they are able to
identify the general information, specific information, textual meaning and
textual reference of recount text.
E. Time Allotment: 2 × 40 minutes
F. Learning Materials
1. Definition of Recount Text
Recount text is a text that retells the reader about one story, action,
activity or experience which has happened in the past. This could be a
72
personal events, factual incidents or imaginary incidents. The goal of recount
text is for entertaining or informing the reader.
2. The Example of Recount Paragraph
My Unfortunates
Last weekend was my luckiest day ever. Many good things were coming
toward me.
When the morning broke in Sunday morning, I woke up and planned to
jog around the neighborhood. So I changed my clothes and went to the bathroom
to wash my sleepy face. As I stepped in the bathroom, I landed my foot on a soap
in the floor and feel down. A perfect morning hi for me. Next, I began my jogging
and saw my gorgeous neighbor, jogging to. I though it was a good fortune to omit
the gap between us. So I jogged to him and say hello. But, how poor of me, it was
not him. It just someone I never met before who looked like to him. I was going
home with people laugh at me along side of the street.
When I got home, the breakfast already settled and I immediately spooned
a big portion of rice and ate. After I have done my breakfast my mother came up
and said that the meal have not ready yet and she said that I may have a
stomachache if I ate it. It was proven, I had a stomachache for the next three days.
I past my weekend lie down on me bed and be served as a queen. That was
not really bad, wasn't it.
(Taken from : www.recount-text-smp.com)
The main idea of a paragraph tells the main of the paragraph. The main idea
tells what all or most of the sentence are about.
How to find main idea of the text
• Read the passage of the text
• Ask the question to o yourself “what is this passage about ?”
• In your own words, explain the answer in one short sentence
• Look for a sentence in the text that most closely fits with your summary.
The example of main idea.
- First paragraph : She was late go to campus.
- Second paragraph : She want to took her motorcycle.
73
- Third paragraph : She tried to move the motorcycles.
- Fourth paragraph : Finally, she could her motorcycle.
Textual meaning of reading text is reading that explores about meaning and
understanding based on the context that was taught.
Example : She tried to move all of the motorcycles, so that her motorcycle
could move from the garage. Garage synonymous with carport.
Textual reference are what you use when writing a paper in order to support
the argument you are trying to make. You refer to passages from the texts you
are discussing in order to strengthen your argument.
Example : “She tried to move all of the motorcycles, so that her motorcycle could
move from the garage”. In third paragraph, “she” refers to the writer.
G. Technique
SQ3R
H. Learning Activities
Activities A. Pre-activities (10 minutes)
1. Greeting the students
2. Checking students’ attendance
3. Reviewing the material of the previous meeting
4. Distributing the students question about Recount text
5. Asking the students to answer the question orally
B. Whilst-activities
Exploration (3 minutes)
6. Writing a title of recount text on the whiteboard (My Wonderful
Holiday)
Elaboration (40 minutes)
7. Writing the main idea of recount text on the whiteboard
8. Explaining those points based on explanation in the previous meeting
9. Explaining to the students how to find and identify the general
information, specific information, textual meaning and textual
reference of the text example
74
10. Distributing the students’ worksheet
11. Asking the students to survey the text carefully by focusing on the
title, first sentence and the last sentence of the text (survey)
12. Asking the students to answer the questions related to the text as a
pre-question (question)
13. Asking the students to read the text carefully (read)
14. Asking them to understand the text and findout the answer of the text
15. Asking them to note all the underlined , italicized, bold printed words
or phrase and find the meaning (recite)
16. Asking the students to identify the general information, specific
information (what, who, when, where, why, how) and the meaning of
some difficult words of the text
Confirmation (7 minutes)
17. Asking the students to review everything once more by reading their
note (review)
18. Giving positive feedback about the students’ participation in the
learning process
19. Asking the students about what they have just learnt
20. Summarizing the lesson
21. Asking the students whether they still have questions about the lesson
or not
C. Post-activities (20 minutes)
22. Distributing post-test
23. Collecting the students’ worksheet
24. Closing the meeting by saying “Good Bye”
I. References
1. www.recounttext-smp.com
2. LKS Intan Prawira SMP
3. Priyana, Joko., Irjayanti, R Arnys., & Renitasari, Virga. (2008).
Scaffolding English for Junior High School Students Grade VIII
(SMP/Mts). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
75 J. Assessment
Indicators of Competence Technique In form of Instrument Identifying general
information, specific
information, textual
meaning and textual
reference in functional
text in the form of recount
Reading test Multiple
choice
Post-test
Scoring procedure:
Student’s score = Students' correct answer
Maximum score × 100
Denpasar, 24 April 2014 The Researcher Ni Luh Lina Marini NPM : 10.08.03.51.31.2.5.3760
76
STUDENTS’ WORKSHEET Please identify the general information, specific information, textual meaning and textual reference of the words from the text!
My Vacation with My Sister and Boyfriend
One day, my sister said to me that she really wanted to go to the beach. So
I promised her that the next day we would go to Maron beach in Semarang.
The next day, we prepared many things in the morning. We brought some
foods and beverages, such as fried rice, chocolate wafers, potato chips, water and
orange juice. Before going to the beach, I ask my boyfriend, Kiki, to join us going
to the beach. He agreed to join and he came to my house. After that, we went to
the beach. We went there by motorbike. It took 25 minutes to arrive there. Then,
we bought tickets in the entrance gate. Before swimming, we changed our clothes
first. We swam there for more than one hour. We felt so tired that we decided to
eat the foods that we had brought. Next, my boyfriend and I created a very big
sand castle, while my sister continued swimming. After that, we decided to go
home because it was getting dark.
On the way home, we still felt hungry. So we stopped at a Javanese
restaurant to eat something. I ordered gudeg, while my boyfriend and my sister
ordered rames rice. After finished eating, we paid our bills. Then, we went home.
We arrived at home at 6 o’clock and we were absolutely exhausted.
That was a very exhausting day, but I felt so happy that I could have a
vacation with my sister and my boyfriend.
(Taken from: www.examplerecounttext.com)
1. What is the main idea of first paragraph? 2. Where did the writer go on the first day? 3. What did they buy in the morning? 4. What is the synonym of the following words?
a. Join b. Home c. Vacation
5. “The next day, we prepared many things in the morning”. (par 2) What does
the underlined word refer to?
77
Appendix 6
POST- TEST 2
Cycle I Session 2
I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!
My Busy Day
Last Monday was a busy day for me. I spent my time to do a lot of activities from college to my home.
First, at the morning, I did my presentation's assignment with my partner, she was Nurhidayah. It took 3 hours. And then we went to the campus for joining lecture. But, the lecturer said that our presentation would be started next week. It made us disappointed. The class was finished at 12.30.
After that, I had to go home because my grandmother was in a bad condition. She was hospitalized. So, it was a must for me to back home at that time. When I got there, there were so many members of my family. There were about 10 people. My aunt, my niece, my uncle and some of my cousins. We all hoped that our grandmother would get better soon. Those activities made my day busy.
1. What is the main idea of the first paragraph?
A. Busy day on last Monday B. Wasting time on last Monday C. Spent the time on last Monday D. Holiday on last Monday
2. “I did my presentation’s assignment with my patner”.
The underlined word is synonymous with ........ A. duty. B. job. C. role. D. bussines.
3. When did they have busy day?
A. Last week B. Last monday C. Last month D. Last year
4. Who did presentation with the writer?
A. Nurhidayah B. Nurhalisah C. Nurmidayah D. Nurhalizah
78 5. What did they do in the campus?
A. Joining lecturer B. Joining teacher C. Joining staff D. Joining advicer
6. “So, it was a must for me to go back home at that time”.
What is the synonym of the underlined word? A. Hotel B. Villa C. House D. Building
7. When will the presentation be started?
A. Next week B. Next day C. Next month D. Next year
8. What time was the class finished?
A. at 12.20 B. at 12.30 C. at 12.40 D. at 12.50
9. Who got bad condition?
A. Grandfather B. Grandmother C. Father D. Mother
10. “We all hoped that our grandmother would get better soon”.
(par.3) What does the underlined word refer to? A. Aunt, niece, uncle and cousin B. Aunt, uncle and mother C. Aunt, father, mother and cousin D. Aunt, mother and aunt
79
Trip to Yogyakarta On Wednesday, my students and I went to Yogyakarta. We stayed at
Dirgahayu hotel which is not far from Malioboro. On Thursday, we visited the temples in Prambanan. There are three big
temples, the Brahmana, Syiwa and Wishnu Temples. They are really amazi.ng. We visited only Brahmana and Syiwa Temples because Wisnu Temple is being renovated.
On Friday morning, we went to Yogyakarta Keraton. We spent two hours there. We were lucky because we led by a smart and friendly guide. Then we continued our journey to Borobodur. We arrived there at 4 pm. At 5 p.m we heard an announcement that Borobudur gate was closed. In the evening, we left for Jakarta by Wisata bus.
11. What is the main idea of the first paragraph?
A. Trip to Yogyakarta B. Visit to Yogyakarta C. Experience at Yogyakarta D. Impression about Yogyakarta
12. “We stayed at Dirgahayu hotel which is not far from Maliboro”.
The underlined word is synonymous with ........ A. lodgment. B. house. C. temple. D. mosque.
13. When did they have a day to Yogyakarta?
A. On Monday B. On Tuesday C. On Wednesday D. On Thurday
14. Which temple are being renovated?
A. Wisnu B. Syiwa C. Brahma D. Indra
15. Where did the writer go on Friday morning?
A. Yogyakarta Keraton B. Prambanan Temple C. Borobudur Temple D. Malboro Keraton
80 16. “Then we continued our journey to Borobodur”.
What is the synonym of the underlined word? A. Trip B. Driver C. Holiday D. Course
17. How many hours did they spend to Yogyakarta Keraton?
A. One hour B. Two hours C. Three hours D. Four hours
18. What time did the writer arrive at Borobudur?
A. 2 p.m. B. 3 p.m. C. 4 p.m. D. 5 p.m.
19. What did the writer use to leave Jakarta?
A. Wisata car B. Wisata bus C. Wisata byke D. Wisata truck
20. “We stayed at Dirgahayu hotel which is not far from Malioboro”. (par.1) What
does underlined word refer to? A. My students and I B. My students and You C. My students and We D. My students and They
81
ANSWER SHEET POST-TEST 2
Cycle I Session 2 Name : …………………………..
Class : …………………………..
Date : …………………………..
I. Read the text below and choose the right answer by crossing (X) A, B, C,
or D!
No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D
82
ANSWER KEY POST- TEST 2
Cycle I Session 2
1. A 11. A
2. A 12. A
3. B 13. C
4. A 14. A
5. A 15. A
6. C 16. A
7. A 17. D
8. B 18. C
9. B 19. B
10. A 20. A
83
Appendix 7
LESSON PLAN
Cycle II Session 3
School : SMPN 1 Mengwi
Subject : English
Class/ Semester : VIII. I/2
Skill : Reading
Topic : Narrative Text
A. Standard Competence:
11. Understanding meaning in simple short essay in the form of narrative to
interact within the surroundings.
B. Basic Competence:
11.2 Responding meaning and rhetorical steps in simple short essay
accurately, smoothly, and acceptable that is related within the surroundings in
the form of narrative text.
C. Indicators:
Identifying general information, specific information, textual meaning and
textual reference in simple short essay in the form of narrative
D. Learning Objective:
After the students practice their reading comprehension task, they are able to
identify the general information, specific information, textual meaning and
textual refernce of narrative text.
E. Time Allotment: 2 × 40 minutes
F. Learning Materials
1. Definition of Narrative Text
Narrative text is an imaginative story. It focuses on a pattern of events with a problematic and or unexpected outcome. The purpose of this text is to entertain and educate the reader.
84 2. Generic Structure
• Orientation is the part of narrative text in which it sets the scene and
introduces the participants and characters.
Example: Once upon a time there was a beautiful girl called Sarah, who
lived with her step mother. Her step mother was very bossy, greedy and
arrogant. She hated Sarah a lot.
• Complication is where the series of complications or crisis points which
arise in the story.
Example: One day when her father was working outside, the step mother
hit Sarah and expelled her from the house. She went outside and walked
far away from the house. Suddenly she saw a big melon farm and went in
it. After that she hid in a big melon. She used to go out of the melon and
get her food. One day a prince visited the farm and saw the big melon.
“Cut this melon; I want to eat it,’’ the prince said. The prince’s guards
started to cut the melon but they heard a voice from it. Sarah said “Don’t
cut me please!” They were all surprised at this situation. The prince said
“Who are you? Calm down, please come out.” After that she came out. He
fell in love with her.
• Resolution is the part the crisis is resolved, for better or for worse.
3. The Example of Narrative Text
The Wolf and the Goat
A wolf saw a goat grazing at the edge of a high cliff. The wolf smacked
his lips at the thought of a fine goat dinner.
“My dear friend,” said the wolf in his sweetest voice, “aren’t you afraid you
will fall down from the cliff? Come down here and graze on this fine grass beside
me on safe, level ground.”
“No, thank you,” said the goat. “Well then,” said the wolf, “aren’t you cold
up there in the wind? You would be warmer grazing down here beside me in this
sheltered area.’ “No, thank you,” said the goat. “But the grass tastes better down
here!” said the exasperated wolf, “Why dine alone?” “My dear wolf,” the goat
finally said, “are you quite sure that it is my dinner you are worrying about and
not your own?”
85
(Taken from : www.narrative-text-smp.com)
The main idea of a paragraph tells the main of the paragraph. The main idea
tells what all or most of the sentence are about.
How to find main idea of the text
• Read the passage of the text
• Ask the question to o yourself “what is this passage about ?”
• In your own words, explain the answer in one short sentence
• Look for a sentence in the text that most closely fits with your summary.
The example of main idea.
- First paragraph : A wolf saw a goat grazing at the edge.
- Second paragraph : Wolf with the sweetest voice.
- Third paragraph : Finally, the wolf having dinner together.
Textual meaning of reading text is reading that explores about meaning and
understanding based on the context that was taught.
Example : She tried to move all of the motorcycles, so that her motorcycle
could move from the garage. Garage synonymous with carport.
Textual reference are what you use when writing a paper in order to support
the argument you are trying to make. You refer to passages from the texts you
are discussing in order to strengthen your argument.
Example : “She tried to move all of the motorcycles, so that her motorcycle
could move from the garage”. In third paragraph, “she” refers to the writer.
G. Technique
SQ3R
H. Learning Activities
Activities A. Pre-activities (10 minutes)
1. Greeting the students
2. Checking students’ attendance
3. Introducing the topic of the material
4. Making a stimulation to make students having an imagination about
86
the topic that will discuss
5. Explaining the students’ roles in doing the activity and the objective
of the lesson
B. Whilst-activities
Exploration (3 minutes)
6. Presenting the students narrative text
7. Giving the students some questions related to the text
Elaboration (35 minutes)
8. Explaining about what the narrative text is and its generic structure
9. Giving a handout copy of narrative text entitled The Wolf and the
Golf and telling the story to the students
10. Explaining to the students the generic structure of the example given
and what the general information, specific information and textual
meaning from the text
11. Distributing the students’ worksheet
12. Asking the students to survey the text carefully by focusing on the
title, first sentence and the last sentence of the text (survey)
13. Asking the students to answer the questions related to the text as a
pre-question (question)
14. Asking the students to read the text carefully (read)
15. Asking them to understand the text and findout the answer of the text
16. Asking them to note all the underlined , italicized, bold printed words
or phrase and find the meaning (recite)
17. Explaining to the students how to find and identify the general
information, specific information, textual meaning and textual
referrence of narrative text
Confirmation (7 minutes)
18. Asking the students to review everything once more by reading their
note (review)
19. Giving positive feedback about the students’ participation in the
learning process
20. Asking the students about what they have just learnt
87
21. Summarizing the lesson
22. Asking the students whether they still have questions about the
lesson or not
C. Post-activities (20 minutes)
23. Distributing post-test
24. Collecting the students’ worksheet
25. Closing the meeting by saying “Good Bye”
I. References
1. www.narrativetext-smp.com
2. LKS Intan Prawira SMP
3. Priyana, Joko., Irjayanti, R Arnys., & Renitasari, Virga. (2008).
Scaffolding English for Junior High School Students Grade VIII
(SMP/Mts). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
J. Assessment
Indicators of Competence Technique In form of Instrument Identifying general
information, specific
information, textual
meaning and textual
refernce in functional text
in the form of recount
Reading test Multiple
choice
Post-test
Scoring procedure:
Student’s score = Students' correct answer
Maximum score × 100
Denpasar, 29 April 2014 The Researcher Ni Luh Lina Marini NPM : 10.08.03.51.31.2.5.3760
88
STUDENTS’ WORKSHEET Please identify the general information, specific information, textual meaning and textual reference of the words from the text!
Snow White
Once upon a time, there lived a little girl named Snow White. She lived with
her aunt and uncle because her parents were dead.
One day, she heard her uncle and aunt talking about leaving Snow White in
the castle because they both wanted to go to America and they didn’t have enough
money to take Snow White.
Snow White did not want her uncle and aunt to do this, so she decided it
would be best if she ran away. The next morning, she ran away from home when
her aunt and uncle were having breakfast. She ran away into the woods.
She was very tired and hungry. Then, she saw this little cottage. She
knocked, but no one answered, so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went
inside. There they found Snow White sleeping. Then Snow White woke up. She
saw the dwarfs. The dwarfs said, ”What’s your name?” Snow White answered,
“My name is Snow White.”
The other dwarfs asked, “If you wish, you may live here with us.” Snow
White said, “Oh, could I? Thank you!” Then Snow White told the dwarfs the
whole story, and the seven dwarfs lived happily ever after.
(Taken from: www.examplenarrativetext.com)
1. What is the main idea of first paragraph? 2. What is the orientation of the text above? 3. What is the complication of the text above? 4. What is the synonym of the following words?
a. Ran away b. Cottage c. Castle
5. “Then, she saw this little cottage”. (par 4) What does the underlined word
refer to?
89
Appendix 8
POST- TEST 3
Cycle II Session 3
I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!e text
The Bear and Rabbit Once upon a time, there lived a bear and a rabbit. The rabbit is a good shot. In contrary, the bear is always clumsy and could not use the arrow. One day, the bear called over the rabbit and asked the rabbit to take his bow and arrows. The rabbit feared to arouse the bear's anger so he could not refuse it. He went with the bear and shot enough buffalo to satisfy the hungry family. Indeed he shot and killed so many that there were lots of meats left after. However the bear did not want the rabbit to get any of the meat. The rabbit could not even taste the meat. The poor rabbit would have to go home hungry after his hard day's work. The bear was the father of five children. Fortunately, the youngest child was very kind to the rabbit. He was very hearty eater. The mother bear always gave him an extra large piece of meat but the youngest child did not eat it. He would take it outside with him and pretended to play ball with the meat. He kicked toward the rabbit's house. When he got close to the door he would give the meat with such a great kick. The meat would fly into the rabbit's house. In this way, the poor rabbit would get his meal. 1. What is the main idea of the first paragraph?
A. There were animals named bear and a rabbit. B. There was an animal named bear. C. There was an animal named rabbit. D. There was a good animal.
2. “Once upon a time, there lived a bear and a rabbit. The rabbit is a good shot”.
The underlined word is synonymous with ........ A. well. B. bad. C. good. D. evil.
3. What did Rabbit character look like?
A. Good shot B. Ugly C. Arrogant D. Clumsy
4. What did Bear character look like?
A. Helpful B. Arrogant C. Clumsy D. Easy going
90 5. The rabbit couldn’t taste the meat because ........
A. doesn’t any meat. B. doesn’t some meat. C. doesn’t little meat. D. doesn’t much meat.
6. “The rabbit was fearing to arouse the bear's anger so he could not refuse it”.
What is the synonym of the underlined word? A. Denine B. Reject C. Decline D. Respond
7. How many children that the bear had according to the story?
A. Five B. Six C. Seven D. Eight
8. What did the problem raise in the story?
A. The Bear called over the Rabbit. B. The Rabbit was fearing arouse the Bear. C. The Bear killed the Buffalo.. D. The Rabbit was angry.
9. Who was very kind to the Rabbit?
A. The youngest Bear’s child B. The mother Bear C. The Buffalo D. The Rabbit
10. “The rabbit was fearing to arouse the bear's anger so he could not refuse it. He
went with the bear and shot enough buffalo to satisfy the hungry family”. (par.2) What does the underlined word refer to? A. The Rabbit B. The Bear C. The Buffalo D. The Children
Malin Kundang Once upon a time, there lived a diligent boy named Malin Kundang. He
lived in the seashore with his mother. They were very poor, but they lived quiet and harmonious.
91
One day, a big ship closed to the beach near their village. They asked peoples to join work in their ship and went to the cross island. Malin Kundang wanted to join with them because he wanted to improve his family life. But his mother didn’t permit him. She worried to Malin. Malin still kept his argument and finally he sailed with the big ship.
Several years later, Malin Kundang succeed and he became rich trader. Then, he came to his native village with his beautiful wife, but his wife didn’t know Malins real descent. His happy mother quickly approached Malin and brought a plate of village cake, Malins Favorite. But Malin didn’t admit that woman as his poor mother, and then he kicked the village cake which brought by his mother until scattered.
His mother very broken heart because Malin rebellious to her, who had growth him. Then, his mother cursed Malin became stone. Suddenly, the bigship which Malins had was vacillated by a big storm and all of his crewman tossed aside out. Malin realized that was his fault that rebellious his mother. He bowed down and became a stone. 11. What is the main idea of the first paragraph?
A. There was a diligent boy named Malin Kundang. B. There was a boy lived in the seashore. C. There was a boy very poor. D. There was a boy lived quiet and harmonious.
12. “They were very poor, but they lived quiet and harmonious”. The underlined
word is synonymous with ........ A. compatible. B. happy. C. unhappy. D. harmonious.
13. Where did Malin Kundang live?
A. In the seashore B. In the mountain C. In the palace D. In the cage
14. The correct generic structure of the text is ........
A. orientation - coplication - resolution. B. resolution - orientation - complication. C. orientation – resolution - complication. D. complication – resolution - orientation.
15. What did Malin Kundang character look like?
A. Handsome and friendly B. Greedy and arrogant C. Kind and greedy D. Bad and handsome
92 16. “They asked people to join work in their ship and went to the cross island”.
What is the synonym of the underlined word? A. Participate B. Join C. Come D. Follow
17. What was the problem that raised in the story?
A. Malin Kundang succeed and he became rich trader. B. Malin Kundang happy and he has beautiful wife. C. Malin Kundang succeed and he became a boss. D. Malin Kundang handsome and he married.
18. Why did his mother become angry with him? His mother become angry
because he ........ A. rebellious with his mother. B. happy with his wife. C. forgot his mother. D. became rich man.
19. What was the background of their live?
A. Very poor B. Rich C. Very happy D. Dangerous
20. “They were very poor, but they lived quiet and harmonious”. (par.1) What
does the underlined word refer to? A. Malin Kundang and his mother B. Malin Kundang and his father C. Malin Kundang and his wife D. Mother and her daughter-inlaw
93
ANSWER SHEET POST-TEST 3
Cycle II Session 3
Name : …………………………..
Class : …………………………..
Date : …………………………..
I. Read the text below and choose the right answer by crossing (X) A, B, C,
or D!
No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D
94
ANSWER KEY POST-TEST 3
Cycle II Session 3
1. A 11. A
2. A 12. A
3. A 13. A
4. C 14. A
5. A 15. B
6. B 16. A
7. A 17. A
8. A 18. A
9. A 19. A
10. A 20. A
95
Appendix 9
LESSON PLAN
Cycle II Session 4
School : SMPN 1 Mengwi
Subject : English
Class/ Semester : VIII. I/2
Skill : Reading
Topic : Narrative Text
A. Standard Competence:
11. Understanding meaning in simple short essay in the form of narrative to
interact within the surroundings.
B. Basic Competence:
11.2 Responding meaning and rhetorical steps in simple short essay
accurately, smoothly, and acceptable that is related within the surroundings in
the form of narrative text.
C. Indicators:
Identifying general information, specific information, textual meaning and
textual reference in simple short essay in the form of recount
D. Learning Objective:
After the students practice their reading comprehension task, they are able to
identify the general information, specific information, textual meaning and
textual reference of narrative text.
E. Time Allotment: 2 × 40 minutes
F. Learning Materials
1. Definition of Narrative Text
Narrative text is an imaginative story. It focuses on a pattern of events with a problematic and or unexpected outcome. The purpose of this text is to entertain and educate the readers.
96 2. Generic Structure
• Orientation is the part of narrative text in which it sets the scene and
introduces the participants and characters.
• Complication is where the series of complications or crisis points which
arise in the story.
• Resolution is the part the crisis is resolved, for better or for worse.
3. The Example of Narrative Text
Snow White
Once upon a time, there lived a little girl named Snow White. She lived with
her aunt and uncle because her parents were dead.
One day, she heard her uncle and aunt talking about leaving Snow White in
the castle because they both wanted to go to America and they didn’t have enough
money to take Snow White.
Snow White did not want her uncle and aunt to do this, so she decided it
would be best if she ran away. The next morning, she ran away from home when
her aunt and uncle were having breakfast. She ran away into the woods.
She was very tired and hungry. Then, she saw this little cottage. She
knocked, but no one answered, so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went
inside. There they found Snow White sleeping. Then Snow White woke up. She
saw the dwarfs. The dwarfs said, ”What’s your name?” Snow White answered,
“My name is Snow White.”
The other dwarfs asked, “If you wish, you may live here with us.” Snow
White said, “Oh, could I? Thank you!” Then Snow White told the dwarfs the
whole story, and the seven dwarfs lived happily ever after.
(Taken from : www.narrative-text-smp.com)
The main idea of a paragraph tells the main of the paragraph. The main idea
tells what all or most of the sentence are about.
How to find main idea of the text
• Read the passage of the text
• Ask the question to o yourself “what is this passage about ?”
• In your own words, explain the answer in one short sentence
97
• Look for a sentence in the text that most closely fits with your summary.
The example of main idea.
- First paragraph : There lived a girl her name is Snow White.
- Second paragraph : Her aunt leaving her to the America.
Textual meaning of reading text is reading that explores about meaning and
understanding based on the context that was taught.
Example : She tried to move all of the motorcycles, so that her motorcycle
could move from the garage. Garage synonymous with carport.
Textual reference are what you use when writing a paper in order to support
the argument you are trying to make. You refer to passages from the texts you
are discussing in order to strengthen your argument.
Example : “She lived with her aunt and uncle because her parents were dead”.
In first paragraph, “she” refers to Snow White.
G. Technique
SQ3R
H. Learning Activities
Activities A. Pre-activities (10 minutes)
1. Greeting the students
2. Checking students’ attendance
3. Reviewing the material of the previous meeting
4. Distributing the students question about Narrative text
5. Asking the students to answer the question orally
B. Whilst-activities
Exploration (3 minutes)
6. Giving narrative picture entitled ”Cinderella”
Elaboration (40 minutes)
7. Writing the narrative text on the whiteboard
8. Explaining those points based on explanation in the previous meeting
9. Explaining to the students how to find and identify the general
information, specific information and textual meaning from the
98
example
10. Distributing the students’ worksheet
11. Asking the students to survey the text carefully by focusing on the
title, first sentence and the last sentence of the text (survey)
12. Asking the students to answer the questions related to the text as a
pre-question (question)
13. Asking the students to read the text carefully (read)
14. Asking them to understand the text and findout the answer of the text
15. Asking them to note all the underlined , italicized, bold printed words
or phrase and find the meaning (recite)
16. Asking the students to identify the general information, specific
information (what, who, when, where, why, how) and the meaning of
some difficult words of the text
Confirmation (7 minutes)
17. Asking the students to review everything once more by reading their
note (review)
18. Giving positive feedback about the students’ participation in the
learning process
19. Asking the students about what they have just learnt
20. Summarizing the lesson
21. Asking the students whether they still have questions about the
lesson or not
C. Post-activities (20 minutes)
22. Distributing post-test
23. Collecting the students’ worksheet
24. Closing the meeting by saying “Good Bye”
I. References
1. www.definition-recount-text-smp.com
2. www.recounttext-smp.com
3. Priyana, Joko., Irjayanti, R Arnys., & Renitasari, Virga. (2008).
Scaffolding English for Junior High School Students Grade VIII
(SMP/Mts). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.
99 J. Assessment
Indicators of Competence Technique In form of Instrument Identifying general
information, specific
information, and textual
meaning in functional text
in the form of recount
Reading test Multiple
choice
Post-test
Scoring procedure:
Student’s score = Students' correct answer
Maximum score × 100
Denpasar, 6 May 2014 The Researcher Ni Luh Lina Marini NPM : 10.08.03.51.31.2.5.3760
100
STUDENTS’ WORKSHEET Please identify the general information, specific information, textual meaning and textual reference of the words from the text!
The Story of the Smart Parrot
A man in Puerto Rico had a wonderful parrot. There was no another parrot
like it. It was very, very smart. This parrot would say any word-except one. He would not say the name of the town where he was born. The name of the town
was Catano. The man tried to teach the parrot to say Catano. But the bird would not say the word. At first the man was very nice, but then he got angry. “You are a stupid
bird! Why can’t you say the word? Sat Catano, or I will kill you!” but the parrot would not say it. Then the man got to so angry that the shouted over and over, “Say Catano, or I’ll kill you!” but the bird wouldn’t talk.
One day after trying for many hours to make the bird say Catano, the man got very angry. He picked up the bird and threw him into the chicken house. “You are more stupid than the chickens. Soon I will eat them, and I will eat you, too.”
In the chicken house there are four old chickens. They were for Sunday’s dinner. The man put the parrot in the chicken house and left. The next day the man came back to the chicken house. He opened the door
and stopped. He was very surprised at what he saw! He saw three dead chickens on the floor. The parrot was screaming at the fourth
chicken, “Say Catano, or I’ll kill you!
(Taken from: www.examplenarrativetext.com) 1. What is the main idea of first paragraph? 2. What is the orientation of recount and narrative text? 3. What is the complication of narrative text? 4. What is the synonym of the following words?
a. Smart b. Gorgeous c. Popular
5. “He opened the door and stopped.” (par 5 narrative text) What does the
underlined word refer to?
101
Appendix 10
POST- TEST 4
Cycle II Session 4
I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!
The Monkey and the Crocodile One day there was a monkey lived in the river. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.”
By the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree.
“Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart. 1. What is the main idea of the first paragraph?
A. There were animals named monkey and crocodile. B. There was an animal named crocodile. C. There was an animal named monkey. D. There was a good animal.
2. “At the time, the monkey was in dangerous situation and he had to think
hard”. The underlined word is synonymous with ........ A. unsafe. B. safe. C. happy. D. comfortable.
3. Where did they meet each other?
A. In the river B. In an old house C. In the forest D. In the yard
4. Who helped the monkey?
A. The crocodile B. The farmer C. The people D. His father
102 5. Why was the monkey in dangerous? The monkey was in dangerous because
the crocodile wanted to ........ A. eat him. B. croos him. C. eat the Crocodile. D. cross the Crocodile.
6. “Then the crocodile swam down the river with the monkey on his top”. What
is the synonym of the underlined word? A. Bottom B. Side C. Head D. Beside
7. What did the monkey character look like?
A. Smart B. Lazy C. Dangerous D. Stupid
8. What did crocodile character look like?
A. Hard work B. Silly C. Diligent D. Smart
9. What did the problem raise in the story?
A. The crocodile wanted to eat the monkey. B. The monkey wanted to help the mrocodile. C. The crocodile wanted to cross the monkey. D. The monkey wanted to cross the crocodile.
10. “He told the crocodile to swim back to the river bank”. (par.3) What does the
underlined word refer to? A. The monkey B. The crocodile C. The writer D. The guy
The Legend of Toba Lake
Once upon time, there was a handsome man named Batara Guru Sahala. He liked fishing. One day, he caught a fish. He surprised to found out that the fish could talk. The fish begged him to set it free. Batara Guru could not bear it. He made the fish free. As soon as he got free, the fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with that fish-woman. The woman wanted to marry with
103 him and said that Batara Guru had to keep the secret which she had been a fish. Batara Guru agreed and promised that he would never tell anybody about it. They were married happily. They had two daughters. One day Batara Guru got very angry with his daughter. He could not control his mad. He shouted angrily and got the word of fish to his daughters. The daughters were crying. They found their mother and talked her about it. The mother was very annoyed. Batara Guru broke his promise. The mother was shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed a very big hole. People believed that the big hole became a lake. Then this lake is known as Toba lake.
11. What is the main idea of the first paragraph?
A. There was a handsome man named Betara Guru Sahala. B. There was a boy named Betara Indra. C. There was a young man named Betara Guru. D. There was a little man named Betara Indra.
12. “As soon as it was free, the fish changed into a very beautiful woman”. The
underlined word is synonymous with ........ A. prety. B. handsome. C. clever. D. nice.
13. Who was the young man in the story above?
A. Batara Guru Sahala B. Batara Indra Sahala C. Batara Guru Sahula D. Batara Guru Sahalu
14. Why did he become suprised? He became surprised because he found fish
which ......... A. can talk. B. can not talk. C. couldn’t talk. D. can’t talk.
15. Who made him falling love?
A. Fish woman B. Fish girl C. The girl D. The woman
16. “They were married happily”. What is the synonym of the underlined word?
A. Proudly B. Happily C. Merrily D. Sadly
104 17. What was problem that raised the story?
A. He shouted angrily with his daughters. B. He became happily with his daughters. C. He felt angrily with his wife. D. He believed that the big hole become lake.
18. How many children that they had after they married?
A. Two daughters B. Three daughters C. Four daughters D. Five daughters
19. What did Batara Guru Sahala character look like?
A. Keep secret B. Arrogant C. Clumsy D. Ugly
20. “She attracted Batara Guru so much”. (par.2) What does the underlined word
refer to? A. Beautiful woman B. Betara Guru C. The fish D. His daughter
105
ANSWER SHEET POST-TEST 4
Cycle II Session 4
Name : …………………………..
Class : …………………………..
Date : …………………………..
I. Read the text below and choose the right answer by crossing (X) A, B, C,
or D!
No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D
106
ANSWER KEY POST-TEST 4
Cycle II Session 4
1. A 11. A
2. A 12. A
3. A 13. A
4. A 14. A
5. A 15. A
6. C 16. A
7. A 17. A
8. B 18. A
9. A 19. A
10. A 20. A
107
Appendix 11
KUESIONER Petunjuk mengerjakan
1. Tanggapilah semua pernyataan pada kuisioner di bawah ini sesuai dengan keadaan Anda yang sebenarnya dengan memberikan tanda silang (X) pada huruf A, B, C, atau D, pada lembar jawaban yang telah disediakan.
2. Semua tanggapan adalah benar sesuai dengan keadaan Anda masing-masing, maka dari itu tanggapilah semua pernyataan dengan sejujur-jujurnya.
3. Terima kasih atas bantuan anda menjawab pertanyaan dalam kuisioner ini. Pernyataan
1. Belajar khususnya reading comprehension dengan menggunakan SQ3R sangat menyenangkan. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
2. Penggunaan SQ3R sangat membantu dalam menemukan ide pokok bacaan,
makna kata, kata ganti dan informasi rinci dalam reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
3. SQ3R perlu diterapkan dalam pelajaran reading comprehension.
A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
4. SQ3R sangat membantu dalam pembelajaran reading comprehension.
A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
5. Kemampuan dalam reading comprehension setelah belajar dengan SQ3R mengalami peningkatan. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
108
6. Belajar khususnya reading comprehension dengan menggunakan SQ3R sangat menyenangkan. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
7. Penerapan tehnik SQ3R sebaiknya ditingkatkan frekuensinya dalam
mengajar reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
8. Pembelajaran menggunakan SQ3R sangat efektif dalam reading
comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
9. Menggunakan SQ3R dalam belajar memahami text reading
comprehension sangat menarik. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
10. Langkah-langkah menggunakan SQ3R sangat mudah dipahami dalam
reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju
BIOGRAPHY
Ni Luh Lina Marini was born in Karangasem,
October 22th 1992. She lives at Banjar Putung, Rendang
District, Karangasem Regency. Now, she stays at Jln.
Gunung Agung, Yamuna 3 No.11 with her parents. Her
father is I Wayan Sida Arsa and her mother is Ni Wayan
Diani. She started her elementary school at SDN 1
Pempatan, Karangasem in 1998 until 2004. Then, she
continued her study at junior high school at SMPN 2
Rendang Karangasem and graduated in 2007. She joined SMAN 1 Rendang
Karangasem as a senior high school student in 2007 and graduated in 2010. She
had ever become the member of PASKIBRAKA in Rendang in 2007 until 2010.
After graduating, then she continued her study at Mahasaraswati Denpasar
University in 2010. She chose English Education Study Program, Faculty of
Teacher Training and Education. As a student of Mahasaraswati Denpasar
University, she had ever become a member of PEDEL in graduation activities. In
addition, she had ever become a member of choir. She hopes that after her
graduation she will become a teacher at senior high school because she really
wants to be an English teacher. She thinks being a teacher will give her a chance
to share her knowledge and experiences to the others.