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THE USE OF 3-2-1 STRATEGY IN IMPROVING STUDENTS
READING COMPREHENSION
(A Classroom Action Research on Third Year Students of SMK
Saraswati Salatiga in the Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the
requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I)
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
IKA NUR AINI
113 11 071
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2015
MOTTO
Verily there is ease after hardship.
(Q.S Al Insyiroh : 5)
DEDICATION
This graduating paper is whole heartedly dedicated to:
1. My beloved parents (Suparman,S.Pd and Sutini), thank you very much for
the love, trust, finance, and encouragement. You are my heroes and I love
you so much!
2. My grandfather and grandmother who always take care of me. Stay
healthy grandpa and grandma, God bless you.
3. My dearest sisters, Lintana Supriyani, Gesi Ratnawati, and Jelita Intan
Septiani. Thanks for your love and support.
ACKNOWLEDGEMENT
Alhamdulillahirobbilalamiin,
Praise to Allah SWT, most Merciful, most Beneficent, the Lord of
universe, finally I could accomplish this graduating paper, Shalawat and Salam,
praise to Rosulullah SAW, the Messenger, and the One who brings human life to
enlightenment. This graduating paper is arranged as one of the requirements to
achieve Sarjana Degree at IAIN Salatiga. I realize that I can not complete this
graduating paper without support, cooperation, help and encouragement from a
lot of people. I would like to extend my sincerest gratitude and appreciation to:
1. Dr. Rahmat Haryadi, M.Pd, Rector of State Institute for Islamic Studies
(IAIN) Salatiga.
2. Suwardi, M.Pd as Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D as the Head of English Education Department.
4. Faizal Risdianto, S.S., M.Hum as a Counselor who has patiently guided
the writer to finish this graduating paper and given great motivation, help,
and suggestion to improve this graduating paper.
5. All the lecturers of English Education Department who have given the
knowledge patiently to the writer.
6. All of the staffs who have helped the writer in processing of graduating
paper administration.
ABSTRACT
Aini, Ika Nur. 2015. The Use of 3-2-1 Strategy in Improving Students’
Reading Comprehension.A Graduating Paper, English Education
Department, State Institute for Islamic Studies (IAIN)
Salatiga.Counselor: Faizal Risdianto, S.S., M.Hum.
This research aims to reveal the problems of students reading
comprehension on the third year students of SMK Saraswati Salatiga. It is
describes the score profile before and after the implementation of the strategy
and to know the improvement of students‟ reading comprehension skills. The
methodology of the research is classroom action research. The used of field
notes, teacher observation sheet and students achievement test are instruments of
data collection. Having conducted two cycles of action research, the researcher
found out that the improvement from cycle to cycle did not only occur to
teaching practice but also to the students‟ involvement and the students‟ ability.
The result of this research displayed that there was an improvement of students‟
reading comprehension skills by using 3-2-1 strategy. It could be examined from
the mean of pre test and post test whole the cycles. In cycle I, post-test is higher
than pre-test: 72.32> 63.31, and in cycle II, post-test is also higher than pre-test:
81.55 > 74.23. This indicated that applying 3-2-1 strategy could improve
students‟ reading comprehension.
Keywords: Effectiveness, 3-2-1 Strategy, Reading Comprehension.
TABLE OF CONTENTS
TITLE……..………………………………………………………….. i
DECLARATION….…………………………………………………. ii
ATTENTIVE COUNSELOR NOTES…...………………………… iii
STATEMENT OF CERTIFICATION……..……………………… iv
MOTTO……..………………………………………………………… v
DEDICATION …….…………………………………………………. vii
ACKNOWLEDGEMENT …………………………………………. viii
ABSTRACT ………………………………………………………….. ix
TABLE OF CONTENTS….…………………………………………. x
LIST OF CHART AND TABLES…………………………………… xiii
LIST OF APPENDICES…………………………………………….. xiv
CHAPTER I: INTRODUCTION ………………………………….. 1
A. Background of the Research………………………. 1
B. Problem of Statement…...…………………………. 5
C. Objective of the Research ………………………….. 5
D. Benefits of the Research…………………………… 5
E. Limitation of the Research....……………………… 6
F. Definitions of Key Terms ………………………….. 6
G. Review of Previous Researches…………………...... 7
H. Graduating Paper Organization…………………....... 9
CHAPTER II: REVIEW OF RELATED LITERATURE …………… 10
A. General Concept of 3-2-1 Strategy…………………… 10
1. The Nature of 3-2-1 Strategy …………………….. 10
2. The Procedures of 3-2-1 Strategy………………… 11
3. The Benefit of 3-2-1 Strategy ……….……………. 12
B. General Concept of Reading Comprehension…..……. 13
1. The Nature of Reading…………………………….. 13
a. Purposes of Reading…….…………………… 15
b. Reading Principles…………………………… 18
c. Types of Reading Skills……………………… 19
2. The Nature of Comprehension……...……………. 19
a. Stages of Comprehension ……………………. 20
b. The Process of Comprehension……………… 21
CHAPTER III: METHODOLOGY OF RESEARCH……………….. 22
A. The Method of Research…………………………… 22
1. The Procedure of Research…………………….. 23
2. Method of Analysis…………………………….. 25
B. General Description of SMK Saraswati Salatiga…… 29
1. The Profile of SMK SaraswatiSalatiga………… 29
2. Vision and Mission……………………………… 29
3. The General Situation of SMK Saraswati………. 30
4. The Facilities of SMK Saraswati Salatiga……… 30
5. Organization Structure of SMK Saraswati …….. 31
6. Profile of teachers and staffs of SMK Saraswati.. 31
7. Subject of the Research…………………………. 36
CHAPTER IV: DATA ANALYSIS……………………………………. 39
A. Cycle I………………………………………………… 39
1. Meeting I…………………………………………. 39
2. Meeting II………………………………………… 41
B. Cycle II……………………………………………….. 44
1. Meeting I…………………………………………. 44
2. Meeting II………………………………………… 46
C. Calculation of the Test Results……………………… 48
D. Analysis and Discussion……………………………. 56
CHAPTER V: CLOSURE……………………………………………. 60
A. Conclusion…………………………………………… 60
B. Implementation………………………………………. 61
C. Suggestions……………………………………………. 61
BIBLIOGRAPHY
CURRICULUM VITAE
APPENDICES
LIST OF CHARTS AND TABLES
A. List of Chart
2.1 The Example of 3-2-1 Strategy Chart………………… 12
3.1 CAR Cycles Based on Lewin‟s Model………………… 25
4.1 The Mean and T-calculation of Students Score……….. 56
4.2 The Percentage of Students‟ Score…………………….. 56
B. List of Table
3.1 Room and Facilities of SMK Saraswati Salatiga……… 31
3.2 Organization Structure of SMK Saraswati Salatiga…… 31
3.3 Situation of Teachers of SMK Saraswati Salatiga……. 32
3.4 Situation of the Staff of SMK Saraswati Salatiga……. 35
3.5 List of Subject of the Research……………………...... 36
3.6 The Time and Place of the Research……………….. 37
3.7 The Time Schedule of Pre and Post test…………… 38
4.1 The Students Score of Pre and Post Test Cycle I…… 48
4.2 The Students Score of Pre and Post Test Cycle II…… 52
4.3 The Mean of Students Score………………………… 56
LIST OF APPENDICES:
1. Lesson Plan of Cycle I.
2. Lesson Plan of Cycle II.
3. Observation Sheet of Meeting I.
4. Observation Sheet of Meeting II.
5. Observation Sheet of Meeting III.
6. Observation Sheet of Meeting IV.
7. The Test Results of the Implementation “3-2-1 Strategy” in Whole Cycles.
8. Students‟ Worksheet.
9. Research Permission Letter.
10. Research Certification Letter.
11. List of SKK
12. Documentations of the Research.
13. Consultations Sheet.
CHAPTER I
INTRODUCTION
A. Background of the Research
Indonesia as one of the members of Asian Economic Community
(AEC), is preparing to compete as an industrial country. Not only opens
the flow of trade in goods and service but also labor market of
professionals in various field. As the result, Indonesian society would
strictly compete with foreign labor. The Chairman of The Indonesian
Republic Accountants‟ Institute, Tarko Sunaryo stated that the
governments‟ main problem dealing with the preparation against AEC is
the number of work force who still have less ability in English
communication,(http://www.bbc.com/indonesia/berita_indonesia/2014/08/
140826_pasartenaga_kerja_aec : accesed on 15th
june 2015).
Briefly, it is understood that English communication skills is
absolutely required for both the beginner and practitioners of professional
labor market. In the other hand, English in Indonesia used as second
language. As a result, in mastering English communication skills must be
obtained from a series of educational process. Currently, one of the
educational institutions which significantly prepare its students as
professional employment is Vocational School (SMK).
Unfortunately, most of the students also have less skills in English,
because teaching and learning process is conducted to fulfill the needs of
National Examination. The score of English from the final examination
does not guarantee them for showing their competence in English both
productive skills (speaking and writing) and receptive skills (listening and
reading).
Productive skills means, people should use all and any language at
their disposal to achieve a communicative purpose rather than be restricted
to specific practice points. Whether receptive skills are the ways in which
people extract meaning from the discourse they see or hear. There are
generalities about this kind of processing which apply to both reading and
listening (Harmer, 2001: 199-249).
Reading as one of receptive skills become important, it is one way
English communicative competence developed. Particularly, for
Indonesian students who useEnglish as foreign language. As the result,
almost all of the sources for teaching learning process are written text,
because there are less number of native speaker who teaches English
directly. So that, the students have to master in English reading text to get
information, that will help him to understand printed materials, follow the
writers‟ development and organization of ideas, and see how the printed
data can apply to a problem the reader may be trying to solve ( Bamman
and Dawson, 1973:1).
Moreover, reading can be use as a tool subject, since it is essential
body of skills for learning and can be applied in all subject in the
curriculum. Learning how to use books efficiently while studying many
kinds of subjects is necessary part of learning to read effective and
efficiently.
In reality, most of the students at vocational school level face some
problem related to reading skills. For the example in SMK Saraswati
Salatiga in grade XII, They have difficulties in comprehending reading
text, especially related to understanding general idea of the text, the main
idea of the text, explicitly and implicitly stated the information, certain
word reference and the most is knowing the meaning of the words.
The causes of the above problems are students have low motivation,
interest and self-confidence in reading. Moreover, most of the students are
lack of vocabularies and they feel confused in understanding the passage.It
seems that the teaching techniques that used by the teacher are
monotonous, the class is dominated by the teacher, and students do not
have the opportunity to develop their communicative competence as the
result they feel that they get nothing during the teaching learning process.
Therefore, English teacher should be more creative in teaching
reading. They should use various methods, techniques, or strategies, in
teaching reading to develop the students‟ interest. In the other hand,
Pressley and Woloshyn as cited in Grabe (2009: 208), stated that strategy
instruction should be explicit, intensive, and extensive. The ultimate goal
is to have students using the trained strategies autonomously, skillfully,
appropriately, and creatively. Strategies should be taught to students
directly over an extended period of time as part of the existing curriculum.
There are many strategies that can be applied in language teaching.
One of them is 3-2-1 strategy. It is a strategy to help students in self-
monitor comprehension, identify important details in the text, make
connections to text or learning, or identify areas in the text or lesson where
understanding is uncertain. There are three vitals component of the 3-2-1
strategy. First, students summarize important point from the text. Second,
students share insight about what aspect of the passages are most
interesting or intriguing to them. Finally, students are given opportunities
to ask questions about the text.
In this research the writer will apply 3-2-1 strategy in teaching
reading skills at the second year students of SMK Saraswati Salatiga. She
chooses that strategy because she assumes that 3-2-1 strategy is the most
appropriate strategy that can help the student improves their reading
comprehension skills.
Based on the explanation above, the writer will conduct a research
entitled “THE USE OF 3-2-1 STRATEGY IN IMPROVING
STUDENTS‟ READING COMPREHENSION IN THE THIRD YEAR
STUDENTS OF SMK SARASWATI SALATIGA IN THE ACADEMIC
YEAR OF 2015-2016”.
B. Problem of Statement
Based on the background discussed above, the writer will underline
the problem as follow:
1. How is the profile of students reading score before and after the
implementation of 3-2-1 strategy at third year of students in SMK
Saraswati Salatiga?
2. What is the significant improvement of students reading score using 3-
2-1 strategy?
C. Objective of the Research
Based on the problem of statement, the objectives of this study are to
find:
1. To describe the students‟ reading score before and after the
implementation of 3-2-1 strategy at the third year students of SMK
Saraswati Salatiga.
2. To describe the significant improvement of reading ability using 3-2-1
strategy.
D. Benefits of the Research
This research is formulated as an effort of finding some uses. The
uses of the research are:
1. Theoretical advantages are:
a. The result of the research can be used as the reference for those
who want to conduct a research in English teaching learning to
build student‟s reading comprehension.
b. Research is used for teacher teaching English.
2. Practical advantages are :
a. Student‟s reading comprehension is better than before by
understanding this technique.
b. This research may improve the writer herself in mastering reading
comprehension.
E. Limitation of the Research
This research is focused on using 3-2-1 strategy to meet the effect of
treatments (before and after the implementation of 3-2-1 strategy) on the
reading comprehension, which focus on understanding the important
information from the text, drawing inferences from the content; following
the structure of a passage; recognizing the writer‟s purpose and vocabulary
knowledge and linking the information of the passage with the students‟
own experience in the real life in order to improve the sudents‟ reading
comprehension. This researchconducted at the third grade students of
SMK Saraswati Salatiga in the academic year of 2015/2016.
F. Definitions of Key Terms
There are several definitions of key terms based on the title:
1. 3-2-1 Strategy
The 3-2-1 strategy helps students participate by summarizing
ideas from the text, encourage them to think independently and invites
them to become personally engaged in the text. Students can use the
3-2-1 strategy either while or after reading a textbook, a novel, an
article or other instructional text. The students are asked to identify 3
important details, 2 connections and 1 question they may have after
reading or learning. (Zygouris-COE, Wiggin and Smith, 2005: 381).
2. Improving
Improving is morally or intelectually uplifting or designed to be
so often to detriment of any intrinsic excellence (Webster third new
international dictionary, 1961:1138). In another definition, concept of
improving is a process do something better than before (Longman
advanced American dictionary, 2008: 810).
3. Reading
Reading is described as a process, a mode of thinking, a kind of
real experience, a type of vicarious experiencing, an aspect of
communication. In addition reading may described as the act of
decoding print into sound (Duffy and Sherman, 1977:4).
4. Reading comprehension
Reading comprehension is a process of making sense of writing
ideas through meaningul interpretation and interaction with language
(Dallman, Rouch, char, & DeBoer, 1982: 25).
G. Review of Previous Researches
In this paper the writer takes review of related literature from the
previous study of the use of 3-2-1 strategy for teaching reading
comprehension. The first previous research is done by Alsamadani (2011)
who has done a quasi-experimental study of the 3-2-1 strategy on EFL
reading comprehension. The aims of the study is to test the effectiveness
of the 3-2-1 strategy in improving EFL reading comprehension that is
applied to the sample of Saudi EFL college level students. The strategy
proves to be effective in boosting reading comprehension.
The title of the research is almost same with the writer research. The
goals of his research also almost the same with this research. Moreover,
the implementation of the strategy is also applied in second language
learner (L2). In the other hands the differences of the research above with
this research are the writer will use classroom action research, and the
object of the research is the third grade of vocational high school students.
Based on the observation of the writer during teaching practice
(PPL) the third year students of SMK Saraswati have a low motivation in
learning English. It was difficult for them to recognize the words and
grammatical characteristic of recorded text. They have difficulties to infer
the meaning. As a result, most of the students are passive. Especially, they
got difficulties in comprehending English reading text. It happens because
for many students reading is a difficult task, a mysterious process which
appears to have no order or system to it.
From the above reasons, the researcher wants to accommodate the
students especially in comprehending English passage by using 3-2-1
strategy. So, beside of understanding the text they may also able to
connecting the text with their real life experience.
H. Graduating Paper Organization
The researcher wants to arrange the graduating paper in order to the
reader can catch the content easily. It will divide into five chapters.
Chapter I presents the introduction, consist of the background of
study, problem of statement , the objective of the research, benefits of the
study, limitation of study, the definitions of key terms, review of previous
researches, and graduating paper organization.
Chapter II deals with review of related literature, it is consist of two
main concepts. First, general concept of 3-2-1 strategy, it is includes the
nature of 3-2-1 strategy, the procedure of 3-2-1 strategy, and the benefit of
3-2-1 strategy. Secondly, is the general concept of reading comprehension.
This concept will discuss the nature of reading, and the nature of
comprehension.
Chapter III deals with the methodology of the research which
consists of method of the research, the procedure of the research, method
of analysis, and the general description of SMK Saraswati Salatiga.
Chapter IV deals with data analysis which consist cycle I, cycle II,
analysis and discussion of whole cycles.
Chapter V deals with statement of the writer in summary of the study
that includes conclusion and suggestion.
The last part will be bibliography and appendices.
CHAPTER II
REVIEW OF RELATED LITERATURE
The writer will explain the definition of each terms based on the review
of related literature in this chapter. To clarify the references needed, the
researcher discusses the general concept of 3-2-1 strategy and reading
comprehension.
A. General Concept of 3-2-1 Strategy
This concept will discuss the nature of 3-2-1 strategy, the procedure
of 3-2-1 strategy, and the benefit of 3-2-1 strategy.
1. The Nature of 3-2-1 Strategy
The 3-2-1 strategy is one of reading strategy proposed by
Zygouris-Coe, Wiggin and Smith (2005) as the strategy that requires
the students to participate in summarizing ideas from the text and
encourage them to think independently. Moreover, Preszler (2006:9)
defined that 3-2-1 Strategy gives the students the opportunity to pause
and review. The strategy requires students to consider what they have
learned and to process the information the have been exposed to
during a lesson. In addition, when they apply this strategy to their
learning, they automatically synthesize information and formulate
questions they still have regarding the topic of study.
2. The Procedure of 3-2-1 Strategy
Among the interactive reading strategy, the 3-2-1 strategy helps
students to become personally engaged in the text. Student can use the
3-2-1 strategy either while or after reading a textbook, a novel, an
article, or other instructional text. Zygorious-COE, Wiggin and Smith
(2005) stated that the 3-2-1 Strategy consists of the following three
steps, they are: first, the students must discover three (3) items in the
text that he or she read. This is an effective way for teachers to tackle
the problem of passive participation from the students. During the first
step, student summarize and cite three different major points or details
tehey found while reading the passage. In doing so, students are
encouraged to pay particular attention to what they read by identifying
key facts and sharing their understanding of the text by writing and
explaining meaning in their own word.
Second, students are asked to share two (2) of the three
interesting items that they have identified. The possibilities for items
of interest in the text are endless. However, this steps sets the limit at
two items to teach and train students how to summarize and pick the
most interesting things that they found in the text (Alsamadani,
20011:3).
Finally, students have to write one question (1) about the text.
Students can ask factual questions, clarify their understanding of the
sequence of events, and verify their general understanding of the
reading. According to Beck and McKeown (2002) cited in
Alsamadani (2011) Here, students practice active questioning by
becoming engaged in the class discussion, which serves to build
mutual knowledge of the text.
Here the 3-2-1 strategy chart proposed by Zygouris-COE and
Wiggins (2005: 382) :
Table 2.1 the Example of 3-21 Strategy Chart
3-2-1 STRATEGY CHART
Student Name : ………………………………
Topic/book/text : ………………………………
3 things you discovered : ………………………………
………………………………
………………………………
2 interesting things : ………………………………
………………………………
1 Question you still have : ………………………………
3. The Benefit of 3-2-1 Strategy
Good strategy has to give significant advantages, so that the
teacher can reach the goal of the strategy and get the best result as a
implementation from this strategy.Here are several benefits of the
strategy:
1. Based from the purposes that 3-2-1 strategy develops students‟
critical thinking about the text that they read.In this strategy
students demanded to read entire the text not only for the first
sentence like the students read commonly.
2. 3-2-1 strategy is a simple and easy process reading strategy to
apply at young learner. In this strategy, the students are guided by
some easy steps to understand the text.
3. Then it uses complied question to guide learner and improve what
is the main problem. Some guiding questions are to cover the text
that students read.
4. It helps the teacher determine wheter or not the students
understood the main point of lesson. 3-2-1 strategy also serves
informative assessment and a collection of ongoing data for the
teacher. This determines the beginning of the lesson for next day,
how much re-teaching the teacher have to do before move on
(Zygouris-COE and Wiggins, 2005 : 383)
B. General Concept of Reading Comprehension
This concept will discuss the definition of reading and
comprehension.
1. The Nature of Reading
There are many definition of reading presented by the experts.
However, there must not be the worthies sense. One of the reading
definitions according to Daiek defined asactive process that depends
on both an author‟s ability to convey meaning using words and the
readers ability to create meaning from them (Daiek and Anter,
2004:5).
According to Urquhart and Weir cited in Grabe (2009:14),
Reading is defined as the process of receiving and interpreting
information encoded in language form via the medium of print.
Reading can also described as an interactive process between
what a reader already knows about a given topic or subject and what
the writer writes. It is not simply a matter of applying decoding
conventions and grammatical knowledge of the text (Nunan, 1989:33).
In addition, Bamman Dawson, and McGovern (1973:1) argue
that reading is many-sided, very complex activity. It has been
variously described as a process, a mode of thinking a kind of real
experience, a type of vicarious experiencing, as an aspect of
communication and a tool of subject. As a process, reading involves
many complex skills,such as the ability to perceive printed words, to
hear and see differences among words that may resemble one another
in sound and appearance, to attach meaning to words, to figure out the
pronounciation of a new word by dividing it into its part and attaching
sound to symbols in those parts, to select main points and the major
supporting details, to adjust reading rate to suit different kinds of
materials or to satisfy different purpose and to skim for information
and then perhaps read intensively.
Moreover Duffy, Sherman, and Roehler (1977: 4) divided the
definition of reading into four general categories, first reading is
defined as interest it emphasize the development of recreational
reading habbit. A second view defines reading as language process
and emphasize experience development. A third view defines reading
from a cultural aspect. Finally, reading may defined as a learned
system. Viewed in this way, instructional emphasis it placed on
controlled development of skills in a structured sequence progressing
from the simple to the complex. This view reading contains several
subdivisions according to the kinds skill emphasized.
a. Purposes of Reading
People are read for different purposes, particularly in
academic settings. There are six major purposes according to
Grabe (2009:7-10):
1) Reading to search information (Scanning and Skimming)
When we want to locate some specific information, we
engage in search processes that usually include scanning and
skimming. The combination of scanning (identifying a
specific graphic form) and skimming (building a simple
quick understanding of the text) allows a reader to search
information.
2) Reading for quick understanding (skimming)
Skimming is used for variety of other reasons (and so
maybe seen as a super ordinate purpose). We skim for some
reasons, such as:
a) When we want to determine what a text is about and
whether or not we want to spend more time reading it.
b) When we are expected to read a more difficult text so
that we have a sense of where the text will lead us and
what we may need to know it.
c) When we need to work through many text and want to
make decisions about which texts to focus more attention
on.
d) When we are under intense time pressure and need to
reach some decision about the usefulness of information
in a text.
3) Reading to learn
Reading to learn is often carried out when the
information in a text is identified as important (often by
teacher or textbook) and when that information will be used
for some task or may be need in the future.
4) Reading to integrate information
Reading to integrate information requires that the
reader synthesize (and learn) information from multiple texts
or bring together information from different parts of a long
texts, such as long and complex chapter in a textbook. In case
of multiple texts, the reader must decide how to create his or
her own organizing frame for the information because none is
provided by the combined set of texts.
5) Reading to evaluate, critique, and use information
Reading to evaluate, critique and use information
represents an increased level of demand and a more complex
interaction of reading processes. At this level of reading,
extensive inference and background knowledge come into
play, and reader engages very actively in reinterpreting the
text for his or her own purposes.
6) Reading for general comprehension
This reading type takes place when we read a good
novel, an interesting newspaper story or feature article, or a
magazine when we are relaxing. In fact, reading for general
comprehension involves a complex set of processes when
carried out by fluent reader.
In addition, Adapted from Rivers and Temperley
(1978:187-8) cited in Nunan (1989:34), Suggest that second
language learner want to read for the following purpose:
1) To obtain information for some purpose or because we are
curious about some topic.
2) To obtain instructions on how to perform some task for our
work or daily life (e.g. knowing how an appliance works).
3) To act in a play, play a game, do a puzzle.
4) To keep in touch with friends by correspondence or to
understand business letters.
5) To know when or where something will take place or what
available.
6) To know what is happening or has happened (as reported in
newspaper, magazines, reports).
7) For enjoyment or excitement.
b. Reading Principles
In accordance of Harmer (2007: 101-102), there are some
principles in reading:
1) Encourage students to read as often and as much as possible.
2) Students need to be engaged with what they are reading.
3) Encourage students to respond to the content of a text (and
explore their feelings about it), not just concentrate on its
construction.
4) Prediction is a major factor in reading.
5) Match the task to the topic when using intensive reading
texts.
6) Good teachers exploit reading texts to the full.
c. Types of Reading Skills
In accordance to Andrew (1989:159), there are four types of
reading skills. They are can be explained as follow:
1) Skimming, which is quickly glancing through an article to see
if it interests us, so we can focus our full attention on an item if
it interests us
2) Scanning, which is to locate specific information in a directory
3) Intensive reading, where the reader is trying to absorb all the
information given.
4) Extensive reading, where the reader deals with a longer text as
a whole, which requires the ability to understand the
component parts and their contribution to the overall meaning.
2. The Nature of Comprehension
Constructing meaning from text is the goal of reading.
Comprehension is a complex and demanding process. The quality of
meaning students construct as they interact with text during and after
reading, and the teacher‟s role in supporting and scaffolding students
are key factors that affects students comprehension of the text
(Zygouris-COE, Wiggins and Smith, 2005: 381).
In addition, the nature of comprehension according to Kendeou
cited in Grabe (2009:39), Comprehension is not a unitary phenomenon
but rather a family of skills and activities. A general component in
many definitions of comprehension is the interpretation of the
information in the text. At the core of comprehension is our ability to
mentally interconnect different events in the text and form a coherent
representation of what the text is about (Kendeou et al., 2007:28-29).
However, Koda (2005:4) cited in Grabe (2009:14),explained
that comprehension occurs when the reader extracts and integrates
various information from the text and combines it with what is already
known.
a. Stages of Comprehension
Duffy and Sherman (1977 : 60) argued that comprehension
appears to happen in two stages, they are :
1) The first stage occurs during the actual reading activity. The
child examines the message and silmutaneously recognize
words and meaning through skill with the graphemic,
syntactic and semantic system. Understanding is
instantaneous at this stage.
2) Stage 2 can occur anytime during or following stage 1. This
comprehension might best be described as a reflective
activity. the written message has been translated or received
and now can be subjected to a more thoughtful scrutiny or
analysis. Surface understandings that were created at the
instantaneouslevel can be examined as to their original
accuracy or subjected to more complex mental operations.
b. The Process of Comprehension
Comprehension skill can be classified into three process
according to Duffy, Sherman and Roeheler (1977: 61). They are:
1) Comprehension as an informational process
This process suggests that the reader is trying to learn
the factual content of the message. To accomplish this, they
must have meaning for all words read and a recognition of
and memory for the facts they convey.
2) Comprehension as a thinking or manipulative process
This process suggests that once the informational
process is secure, the reader can be expected to “think about”
this information, exploring its deeper implications and
inferences.
3) Comprehension as an evaluative process
This action might consists of accepting the messsage
and commiting it to memory, rejecting the messages or
searching out more information to clarify or understand a
possition.
CHAPTER III
METODHOLOGY OF RESEARCH
A. The Method Of Research
In this study, the writer will apply a classroom action research.
According to Arikunto (2007:2-3), methodology of this research comes
from three words, they are classroom, action, and research. There are three
terms can be explained as:
1. Research
Research indicate an activity to observe the object by using of
ways and methodologies to get the useful data or information to
improve the quality of thing and that is necessary for researcher.
2. Action
Action is a movement activity, which is done deliberately with a
certain purpose.
3. Classroom
In this case is not bound by the terms of the classroom, but it has
more specific meaning. The word of class means groups of students
who are in the same time receive the same lesson from the same
teacher.
Based on the three main words; research, action, and class,
Classroom action research (CAR) means an observation toward learning
process that organized as an action, which is appeared deliberately and
happened simultaneously in the classroom.
According to Arikunto (2006:16-19), there are four steps to do
classroom action research. They are planning, acting, observing, and
reflecting.
1. The Procedure of Research
In this research, the writer will use for minimum two cycles
consist of two meetings for each cycle. The procedures of the research
for each cycle are:
a. Planning
The activities are:
1) Preparing materials, making lesson plan, designing the
instrument of assessment (Pre test and Post test), and
organizing steps in doing the action.
2) Preparing list of students‟ name scoring.
3) Preparing teaching aids.
4) Preparing sheet for classroom observation
b. Action
The activities are:
1) Giving Pre test.
2) Teaching reading using 3-2-1 strategy.
3) Giving occasions to the students to ask their difficulties.
4) Ask the students about some conclusion of their reading
activities.
5) Giving post test
c. Observation
According to Burns (2010:9), in this phase involves the
researcher in observing systematically the effects of the action
and documenting the context, actions and opinions of those
involved. It is a data collection phase where the researcher use
„open-eyed‟ and „open-minded‟ tools to collect information about
what is happening.
d. Reflection
At this point the writer reflects on, evaluates and describes
the effect of the action in order to make sense of what has
happened and to understand the issue that have explored more
clearly. The writer may decide to do further cycles to improve the
situation even more, or to share the „story‟ of the research with
others as part of the researcher ongoing professional development
(Burns, 2010:9).
Adapted from Lewin cited in Tampubolon (2014:27), the
procedures of the research are described in the following scheme:
Chart 3.1
CAR cycles based on Lewin’s model:
2. Method of Analysis
In analyzing the data, the researcher uses these following steps
they are:
a. Technique of Collecting Data
Data gathering is used to gather information, in this part is
about classroom action research. This research used some
techniques to collect the data:
1) Observation
Observation is an important role in a research. It was
carried out to observe the application of 3-2-1 strategy in
improving the third year students of SMK Saraswati Salatiga
in reading comprehension. Based on the observation it can be
known students‟ interest, and the reading comprehension
improvement of students that occurred in learning. As a
teacher and observer, the writer will use field note to do this
observation.
2) Interview
In this research, the researcher interviews the staff
division and the third year teacher of SMK Saraswati. The
interview conducts to obtain information of school profile
and knowing the condition of the students before conducting
the research.
3) Tests
In accordance to Harmer (2009:321), Tests are
designed to measure learners‟ language and skill progress in
relation to the syllabus they have been following. In this
research, the writer will make pre-test and post-test to
compare the students‟ reading ability before and after the
implementation of 3-2-1 strategy.
4) Documentation
In this research the writer will complete the research by
using the document in which explain about the school and the
data which is needed for the research.
b. Technique of Data Analysis
There were two techniques to analyze the data in this
research. They areas follow:
1) Descriptive technique
A descriptive technique is function to analyze the data
which is obtained from the observation in each cycle, such as:
a) The observation towards teacher and students‟ activities
in teaching learning process.
b) The observation toward teacher in applying “3-2-1
strategy in improving students‟ reading comprehension”.
2) Statistical technique
a) Mean
A set of numbers you had collected, add them up and
then divide the total by the number of items, you would end
up with the mean (Burn, 2010:122)
∑
Explanations:
Fx : Sum of students‟ score
N : Total students
b) Standard Deviation
√∑ (∑ )
Explanations:
: Standard of deviation for one simple t-test
D : Difference between pre-test and post-test
N : Number of observation in sample
c) T- Test Analysis
Method of analysis data in this research utilizes
quantitative experimental way firstly scoring the first
questions. The results from two tests are pre test and post
test. They will be compared to analyze the influence of
implementing 3-2-1 strategy in improving the students‟
reading ability. The formula to calculate it is:
To = (∑ )
⌈
√ ⌉
Explanations:
T0= t-test for differences of pre-test and post-test.
SD = Standard of deviation for one simple t-test.
D= Difference between pre-test and post-test
N = Number of observation in sample
d) Percentages score
P =
Explanations:
P = percentages
F= Frequency
N= number of group
B. General Description of SMK Saraswati Salatiga
This classroom action research was carried out at SMK Saraswati
Salatiga. It is locatedat Jl. Hassanudin 738, Salatiga, Central Java. It is an
educational organization under “Yayasan Pembina Rehabilisasi
Pembangunan Masyarakat”. The total number of students of SMK
Saraswati Salatiga in the academic year of 2015/2016 is about 1.367
students.
SMK Saraswati Salatiga has 36 classroom, which cover twelve
classes are for the first year students, twelve classes for second year
students, and twelve classes for classes are for third year students.
Moreover, this school has several extracurricular programs such as scout,
volleyball, futsal, computer, martial art, engineering imaginary.
1. The Profile of SMK Saraswati Salatiga:
a. Name : SMK Saraswati Salatiga
b. Address : Jl. Hassanudin 738, Salatiga
c. Phone number / fax : 0298 326516 / 0298 312224
d. Email : [email protected]
e. Established : 1991
f. Accreditation : B
2. Vision and Mission:
a. Vision : SMK Saraswati “Being a leading vocational educational
institution”
b. Mission :
- Organizes educational service and professional training to
produce graduates who are intelligent, skilled, and competitive.
- Organizing service for the graduate to be distributed to the
industrial fields through job fair.
3. The General Situation of SMK Saraswati
In SMK Saraswati, the lesson is started at 07.15 a.m and finished
at 13.50 except for class practice finished at 16.30. there was five days
for active teaching learning process for a week and one day free. It
was 40 minutes for one hour lesson and there are two break times at
09.55-10.10 and 11.30-11.45. In addition, English is taught twice a
week that is 5 x 40 minutes.
The subject taught inSMK Saraswati are same with another senior
high school institution for normative-adaptive learning as Sport, art
and culture, mathematics, Indonesian language, Chemistry, History,
Civic education, English, Business management, KKPI, Javanese
language, and Productive learning taught based on each department.
4. The Facilities of SMK Saraswati Salatiga
SMK Saraswati Salatiga was build oninstitution-own area as wide
5.800 m2. The list of facilities in SMK Saraswati presented on the
table 3.1 below:
Table list of 3.1
Room and Facilities of SMK Saraswati Salatiga
No Room / Equipment Total Condition
Good Broken
1 Theory/ classes 28 / 26 V
2
Laboratorium
a. Language
b. KKPI / computer
c. Teaching factory
1 V
2 V
10 V
3 Library 1 V
4 Sport 1 V
5 Hall room 1 V
6 Mosque 1 V
7 Principal Office 1 V
8 Teacher Office 1 V
9 Administration office 5 V
10 OSIS Office 1 V
11 Scout Office 1 V
12 Counseling Office 1 V
13 Parking area 2 V
Source : SMK Saraswati Salatiga
5. Organization Structure of SMK Saraswati Salatiga
Table list of 3.2
Organization Structure of SMK Saraswati Salatiga
No Name Position
1 Drs. H Edy Triyanto Basuki.,
M.Pd
Head Master
2 Drs. Anggik Suseno Head of the institution
3 Drs. H. Zaenuri., M.Pd Committee
4 Drs. Sugiman Students‟ Affair
5 Surahman, S.Pd., M.Pd Quality management
Affair
6 Sumiyanto, S.Pd Relationships‟ Affair
7 Muhammad Qomary, S.Pd Equipments‟ Affair
8 Drs. Mohtar Arifin Curriculum Affair
9 Iqtisad Adian, S.Pd Head of Automotive
department
10 Dwi Heru Sutrisno, S.Pd Head of Machine
department
11 Sugi Setiyono, S.Pd Head of Electric and
12 Dwi Rafiana Sari, A.Md Head of Multimedia
Department
Source : SMK Saraswati Salatiga
6. Profile of Teachers and Staffs of SMK Saraswati Salatiga
The formal education qualified people to work as teachers and
some as administration to undertake good teaching learning process.
There are 72 teachers and 14 staff as follow:
Table list of 3.3
Situation of the Teachers of SMK Saraswati Salatiga
No Name Dicipline Sex
1 Drs. Daryanto Mechanical engineering Male
2 Solikin, S.Pd Mechanical engineering Male
3 Dra. Adi Arumningsih Civic education Female
4 Drs. Edy TB., M.Pd Education management Male
5 Drs. Sugiman Indonesian language Male
6 Drs. Japari Business education Male
7 Drs. Sukisna Coaching education Male
8 Dra. Suratmi Business education Female
9 Marsudi., S.Pd Mechanical engineering Male
10 Surahman., S.Pd., M.Pd Mechanical engineering Male
11 Sumiyanto., S.Pd Mechanical engineering Male
12 M. Qomari., S.Pd Mechanical engineering Male
13 Iqtisad Adian S.Pd Mechanical engineering Male
14 Sukisno., S.Pd Mechanical engineering Male
15 Dwi Heru S., S.Pd Mechanical engineering Male
16 Arifin, S.Pd Mechanical engineering Male
17 Nikmatu R., S.Psi Psychology Female
18 Ahmad Roni Arifin., ST Mechanical engineering Male
19 Sugi Setiyono., S.Pd Electrical engineering
education Male
20 Suryanto, S.T Electrical engineering Male
21 Winarto Adi N, S.Pd Sport Male
22 Nafiul Faridah, ST Chemical engineering Female
23 Saerotun Nafiah., S.Pd Mathematics Female
24 Drs. Mohtar Amin Technical engineering Male
25 Eko Ari Sutrisno., S.Si Mathematics Male
26 Suryani Tri H, S.Pd Indonesian language Female
27 Nurhayati. S.Pd English Education Female
28 Maftuhatin N, S.Pd Mathematics Female
29 Menik Sri Utami S.Pd Chemical education Female
30 Istianatur R, S.Pd Electrical engineering Female
31 Atik Kurniawati, S.Th Clergy/ Theolog Female
32 Ismujoko, S.T Electrical engineering Male
33 Wiwik Kurniawati S.Pdi Islamic education Female
34 Giyanto, S.Ag Dharma Acharya Male
35 Priska Pasur W., S.Si Chemical education Female
36 Agustin Indriyani, S.Pd Chemical education Female
37 Patemi, S.Pd Indonesian Language Female
38 Agus Joko W, S.Pd Technical engineering Male
39 Dwi Rafiana Sari, A.Md Informatics Engineering Female
40 Laili Kartikasari S.Pd Indonesian language Female
41 M. Nursalin, S.Pdt Electrical engineering Male
42 Parmadi, S.Pd Indonesian Language Male
43 Tri Wahyuni, S.Pd Mathematics Female
44 Edy Ismail. S.Pd Mechanical Engineering Male
45 Achmad Rois, S.Pd Mechanical Engineering Male
46 Dwi Nur Cahyono, S.Pd Mechanical Engineering Male
47 Fitri Kurniawati N, S.Pd Chemical education Female
48 Hendra Braja A, ST Informatics Engineering Male
49 Wahyu Sih P, S.Pd English Education Female
50 Sugito, S.Ag Islamic education Male
51 Dwi Astati, S.Pd Counseling Female
52 Racht BA, S.Pd Mechanical Engineering Male
53 Sunar hartatik, S.Ag Theology Female
54 Desyta R, S.Pd English Education Female
55 Yohanes Wisnu Kusuma Art and Culture Male
56 Indra Ika F, S.Pd Mathematics Female
57 Renny Afnita D, S.Pd English education Female
58 M. Khoironi A.Md Mechanical Automotive
engineering Male
59 Dimas Putra P, S.Pd Historical education Male
60 Dwi Indah M., S.Kom Multimedia Female
61 Guntur Priyantoro, S.Pd Historical education Male
62 Jatmiko, S.Pd Automotive Male
63 M. Rofiq, S.Pd Automotive Male
64 Nastiti Nur A, S.Pd Art and Culture Female
65 Nurhuda Sandi U, S.PdI Islamic education Male
66 Nurul Innayah., S.PdI Islamic education Female
67 Puspita Wulandari, S.Pd Historical education Female
68 Zevri Krisnawan Multimedia Male
69 Iwan Puguh S, S.Pd Physical education Male
70 Widyas Utami S.Psi Counseling Female
71 Zuhaela Silvi S.Pd Counseling Female
72 Erfi S., S.PdKom Multimedia Female
Source: SMK Saraswati Salatiga; 2015
Table list 3.4
Situation of the staffs of SMK Saraswati Salatiga
No Name Career Sex
1 Dewi Ratih, A.Md Head of Administration/
KTU Female
2 Muchtar Wiyoto Rules‟ Affair Male
3 A.Joko Purwanto Tool man of Industrial
machine Male
4 Ari Wijayanto, SH Teller staff Male
5 Winarni Administration staff Female
6 Al. Budiarto Automotive Tool man Male
7 Arum Budiwati L, SE Administration staff Female
8 Sri Dwiatmi Teller staff Female
9 Juli Prasetyowati, SH Librarian Female
10 Nurhadi Security Male
11 Supriyanto Driver Male
12 Mujari Security Male
13 Sutarbi Housekeeping Male
14 Setiyono Housekeeping Male
Source : SMK Saraswati Salatiga
7. Subject of the Research
a. Students
In this classroom action research, the subject of research is XII
TKR A of SMK Saraswati Salatiga in the academic year of
2015/2016. It consist of 38 male students.
Table 3.5
List of subject of the research
No Students’ Name No Students’ Name
1 Aditya Pratama 20 M. saefudin
2 Aditya Putra Pratama 21 M. Teguh santoso
3 Advendi Dwi Prasetya 22 Muhammad Sofyan
4 Agus Supriyono 23 M.amin Sofi
5 Aji Eko P 24 Lucilla Lewlewi S
6 Ali setiawan 25 Luthfi Maulana
7 Andree Setiawan 26 Lis saputro
8 Bagas Fidianto 27 Roko handoko
9 Budiono 28 Rycho Erda Himaga
10 Doni Dwi Prastyo 29 Rois Nur Rifai
11 Edi Purnomo 30 Rezza mahindra S
12 Joddy setiawan 31 Rahmat Hidayat
13 Fajar Diyo Nugroho 32 Rendy Pradana
14 Fransiscus Jordan H 33 Sutaryono
15 Fernanda Aji P 34 Tony Haryanto
16 Muhammad susanto 35 Wahyu Indra wijaya
17 M.Eka Fardani 36 Yoseph Rimbo A
18 M. Fatkhul Wahab 37 Yeriko Prakas P
19 M. Wahyu Imron M 38 Yustinus Bagasworo
Source : SMK Saraswati Salatiga
b. Researcher
In this research, the researcher collaborates with her partner and
the English teacher of SMK Saraswati Salatiga. Researcher carries out
“ 3-2-1 strategy” in teaching reading that is helped by researcher
partner as collaborator.
c. Time Schedule of the Research
The classroom action research is done in August 2015. The
time schedule of the research could be drawnin the table as follow:
Table 3.6
The Time and Place of the Research
No Date and Time Activities Place
1 August03th
, 2015 Observation
SMK
SARASWATI
SALATIGA
2 August 06th
, 2015
Cycle 1
The
implementation of
using 3-2-1
strategy
XII TKR A
3 August 07th
, 2015
4 August 13th
, 2015
Cycle 1
The
implementation of
using 3-2-1
strategy
XII TKR A 5 August 14
th, 2015
d. Time Schedule of Pre-Test and Post-Test
Table 3.7
The Time Schedule of Pre and PostTest
No Date Activity
1 August 06th
2015 Pre-Test of cycle 1
2 August 07th
2015 Post-Test of cycle 1
3 August 13th
2015 Pre-Test of cycle 2
4 August 14th
2015 Post-Test of cycle 2
CHAPTER VI
DATA ANALYSIS
This chapter focuses on analyzing the collected data. The researcher
gives details of the findings. This chapter is likely the main discussion of
the research. It displays the finding of the collected data since the
beginning until the end of the research. The finding of the collected data
consists of two cycle, they are cycle I and cycle II. The two cycles are
treatments of the implementation of the 3-2-1 strategy in improving
reading comprehension. For the whole stages of every cycle (cycle I and
cycle II), will be explained in the description below.
A. Cycle 1
1. Meeting 1
a. Planning
In this step, the researcher prepared:
1) Materials, making lesson plan and designing the steps in
doing action.
2) List of students‟ name.
3) Teaching aid (realia/ sample of manual device, Get Along
with English book).
4) Sheet for classroom observation.
5) Test (pre test)
b. Implementation of the action
On Thursday, 06th
August 2015 the researcher with her
partner entered the third year class of SMK Saraswati Salatiga.
Unfortunately, the English class began for the last three hours
of the day. It seemed that some of the students were tired and
do not enthusiast to get the next lesson. Before the researcher
began the class she introduced herself and told the students her
purpose to do the action research. After that, the teacher start
explaining the material, she explained about the definition of
manual device, structure of the text, and language features that
used in a manual device. Then, the teacher gave the pre test for
the students. The time after, the students do the assignment
individually for the time given and submit the answer sheet in
the last session of the class.
c. Observation
In the first meeting, the researcher and her partner
observed in the teaching learning process. By monitoring the
students‟ activity in this action the students felt sleepy and
tired. It is caused the time of the lesson which is in the last
session of the day.
The class was a passive class. Most of the students were
quiet and just some of them interest with the lesson. The active
students give their opinion when the teacher gave a chance.
Sometime they combined English and Bahasa, or mostly
Bahasa because they did not know the meaning of the word and
how to say it in English.
They were curious about the strategy that the teacher will
use, but because the time wasn‟t enough to do the treatment so
the first meeting just for introduction and took their pre-test
score.
d. Reflection
After analyzing the result of the pre test in the first
meeting, the teacher conclude that it was important to give
some feedbacks and motivations to the students to be more
enthusiasticin reading English text. The first meeting did not
give a satisfactory result, because the limited time that made
the treatment could not be applied yet. Furthermore students
did not bring their dictionary so it caused the student got
difficulties in understanding the text.
2. Meeting II
a. Planning
In this step, teacher prepared:
1) Materials, making lesson plan, and designing the step in
doing action.
2) List of students‟ name.
3) Teaching aid (rubric assessment, get along with English
book).
4) Sheet for classroom observation.
5) Test (Post test).
b. Implementation of the action
Meeting II was held on Friday 07th
august 2015, the
teacher and her partner entered the class. They were still fresh
because fortunately English lesson was in the beginning
session of the day. This meeting would conduct the treatment
and took post test score. The situation of the teaching learning
process, were as follow: in the first session of the teaching
learning process teacher greets students and check the
attendances. After that the teacher walks and spread the 3-2-1
strategy chart. And explain them how to apply the strategy
based on each manual they had. The class divided by some
groups in which consist of four students. The students start
doing the assignment by discussion. Some of the students
independently took their own paper to make some notification
and apply the 3-2-1 strategy, but some of them were answering
the assignment without applying the strategy. When the
teacher walked to him for monitoring, he said that he still
confused about the text.
In the middle of treatment some students asked the
teacher about the meaning of some words. After the treatment
had done the teacher submit the assignment and gave them
some feedback. It consists of review how to implementing the
strategy, and asked them which part of the text are difficult for
them. Then the teacher closed the session for the class that day.
c. Observation
In the second meeting, the students were more ready than
first meeting. It was maybe caused the teacher had explained
the rule before and the situation that was still morning. Some
of students still confused in comprehending the text. Some of
them enjoyed the discussion session, but some of the other
students bored. The problem happened because they doesn‟t
really understand how to applying the strategy. In the other
hand, 3-2-1 strategy is a new strategy for them, so they need to
adapt first.
d. Reflection
By analyzing the action of the second meeting, the
teacher concluded that the students can improve their reading
comprehension. It was described by the increasing of their post
test. The implementation of the strategy helped them to
improve their reading comprehension. In the other hand, the
number of the score doesn‟t significantly increasing. So, this is
correction for the researcher to conduct the cycle II.
B. Cycle II
1. Meeting I
a. Planning
In this step teacher prepared:
1) Materials, making lesson plan, and designing the step in
doing action.
2) List of students‟ name.
3) Teaching aid (Example of business letter, get along with
English book).
4) Sheet for classroom observation.
5) Test (pre test).
b. The implementation of the action
On Thursday 13th
of august 2015, the researcher and her
partner entered the class. The class was crowded some of the
students were still in the outside of the class. So the class began
a little bit late. When all the students had entered the class was
begun.
Teacher started explaining the material about business
letter, the goal of the lesson, definition of business letter, kind
of business letter, part of business letter, and some question
related the language feature asked by the teacher to trigger the
students more active during the lesson. After that she gave an
example of business letter and asked the student to analyze the
part of business letter. Then she gave the test to take their pre
test score.
c. Observation
In the first meeting of the cycle 2, observation was also
carried out during the implementation of the action. The class
situation was crowded because some of the students were still
outside of the class. So when they were coming in the class, the
other students were shouting them and interrupt the class
discussion for a while. It was in the last session of the day, they
look so tired. Then, the class was more crowded when the
teacher gave them a game. They shouted, pushing each other,
when their team was lost. So the game had to be stopped. But,
overall the game also made them laughing, and happy.
When the teacher started explaining the material, the
situation was under control. They paid the attention and gave
feedback when the teacher asked question related the materials.
The teacher found some of student still keep silent and passive,
but most of them more active in this stage. The teaching
learning process run smoothly and most the students
comprehend the lesson. It could be seen when the teacher took
their pre test score by giving assignment.
d. Reflection
By analyzing the action and the score of pre test in the
first meeting of cycle 2, the teacher conclude that the students
could improve their reading comprehension. Cycle 2 gave
more satisfactory result. It may also be influenced by students
feeling. Students understood the material easily because the
teachers‟ instruction was short, clear and concise.
2. Meeting II
a. Planning
In this step, the teacher prepared:
1) Materials, making lesson plan, and designing the step in
doing action.
2) List of students‟ name
3) Teaching aid (rubric for the assessment, Get along with
English book)
4) Sheet for classroom observation
5) Test (post test)
b. The implementation of the action
The second meeting for the cycle 2 was held on 14th
august 2015. The teacher and her partner entered the class.
When were entering, the students had been in the class. They
were a little bit tired because they had done the day of scout
ceremony. Fortunately, the students still have a big passion to
follow the lesson. This meeting would conduct the treatment
and took post test score. The situation of the teaching learning
process as follow, teacher use slides in beginning of the lesson
she start asked the students to remains them about the materials
in the previous meeting. She started to explain another kind of
business letter. Then, she gave the student assignment to took
their post test score.
c. Observation
In the second meeting of cycle II, observation was also
carried out during the implementation of action. Observing the
learning process, students focused on listening to the teacher
explanation and observing the slides. However the number of
students who did not pay attention the lesson became decrease
from the first to the second cycle.
The teacher gave chance to students to read the text loudly
and silently. In the middle of the activity teacher asked students
to complete the chart individually. Students were intended to
comprehend reading by answering the question and
summarizing the reading orally. All the students involved in
greeting teacher and reflected the lesson by answering some
closing questions from the teacher.
d. Reflection
In this cycle, the researcher and the teacher as collaborator
conclude that the treatment of 3-2-1 strategy was successful in
improving students reading comprehension. They were great in
answering the questions. It can be examined from the test results
of pre and post test on table 4.2. The test results significantly
increase up to 100 % of students were pass the standardized
score, it is the reason of the teacher not to conduct the next
cycle.
C. Calculation of the test result
1. Score of pre and post test cycle 1
Table 4.1
The students’ score of pre and post test in cycle 1
No Students’ name Pre-
test 1
(X)
Post-
test 1
(Y)
Post-
Pre (D)
D2
1 Aditya Pratama 90 90 0 0
2 Aditya Putra P 70 72 2 4
3 Agus Supriyono 67 77 10 100
4 Advendi dwi P 72 85 13 169
5 Ali Setiawan 57 65 8 64
6 Andree Setiawan 62 87 25 625
7 Aji Eko P 62 65 3 9
8 Bagas Fidianto 60 60 0 0
9 Budiono 72 85 13 169
10 Doni Dwi P 55 62 7 49
11 Edi Purnomo 60 65 5 25
12 Joddy Setiawan 60 70 10 100
13 Fajar Diyo N 62 72 10 100
14 Fransiscus Jordan 55 70 25 625
15 Fernanda Aji p 55 72 17 289
16 M. Susanto 55 57 2 4
17 M. Eka Fardani 65 65 0 0
18 M. Fatkhul Wahab 75 85 10 100
19 M. Wahyu Imron 40 40 0 0
20 M. Saefudin 70 75 5 25
21 M. Teguh santoso 57 75 20 400
22 Muhammad sofyan 50 55 5 25
23 M. Amin Sofi 50 55 5 25
24 Lucilla Lewlewi S 50 75 25 625
25 Luthfi Maulana 55 75 20 400
26 Lis Saputro 55 70 15 225
27 Roko Handoko 62 65 3 9
28 Ryco Erda Himaga 70 72 2 4
29 Rois Nur Rifai 60 85 25 625
30 Rezza Mahindra 75 80 5 25
31 Sutaryono 70 77 7 49
32 Rahmat Hidayat 82 85 3 9
33 Rendy Pradana 70 80 10 100
34 Tony Haryanto 55 67 12 144
35 Wahyu Indra W 65 82 17 289
36 Yoseph Rimbo a 67 70 3 9
37 Yeriko Prakas P 77 87 10 100
38 Yustinus B 72 75 3 9
Total 2406 2749 355 5529
a. Mean
1) Mean of Pre test for cycle 1
Mx=
∑
Mx=
Mx= 63.31
2) Mean of Post test 1
My=
∑
My =
My=72.34
b. Standard deviation (SD) calculation:
From the data above the teacher calculate SD as:
SD =√∑
(∑
)
SD = √∑
(∑
)
SD = √
(
)
SD = √
SD =√
SD= 7.63
c. T-test calculation:
To = (∑
)
( √
)
To =
(
)
(
√ )
To=
(
√ )
To =
To = 7.47
d. Percentages score:
P =
x 100 %
Percentage of pre test ≥70 =
x 100 %
≥70 = 34.21
Percentage of post test≥ 70 =
x 100 %
≥ 70 = 68.42%
The score of the result above shows that the students‟ score
increases from the pre test to the post test. The mean of pre test
is 63.31, while the mean of pot test 72.34. Based on the
comparison, the students‟ reading comprehension enhanced
since they got the treatment even it was not significant.
According to the percentage score calculation, there are 68 %
students who pass the standardized score (kriteria ketuntasan
minimal).
In the other hand, the researcher targets for the
implementation of cycle 1 more than the result. She hopes for
minimum 75 % of the students have to pass the standardized
score.Based on the percentage in the cycle 1 which less than
the researcher target, it is necessary for the teacher to conduct
cycle 2.
2. Score of pre and post test cycle 2
Table 4.2
The students’ score of pre and post test in cycle 2
No Students’ Name Pre-
test
score
2 (x)
Post-
test 2
(y)
Post-
pre
(D)
D2
1 Aditya Pratama 92 97 5 25
2 Aditya Putra P 62 70 8 64
3 Agus Supriyono 97 100 3 9
4 Advendi Dwi P 65 75 10 100
5 Ali Setiawan 75 80 5 25
6 Andree Setiawan 77 82 5 25
7 Aji Eko p 62 75 13 169
8 Bagas Fidianto 67 70 3 9
9 Budiono 75 82 7 49
10 Doni Dwi Prasetyo 68 70 2 4
11 Edi Purnomo 68 72 4 16
12 Joddy Setiyawan 70 72 2 4
13 Fajar Diyo Nugroho 75 80 5 25
14 Fransiscus Jordan H 77 85 8 64
15 Fernanda Aji P 70 77 7 49
16 Muhammad Susanto 70 75 5 25
17 M. Eka Fardani 67 78 11 121
18 M. Fatkhul Wahab 77 85 8 64
19 M. Wahyu Imron 52 70 18 324
20 M. Saefudin 68 72 4 16
21 M. Teguh Santoso 75 80 5 25
22 Muhammad Sofyan 65 92 27 729
23 M. Amin Sofi 70 75 5 25
24 Lucilla Lewlewi S 67 75 8 64
25 Luthfi Maulana 67 70 3 9
26 Lis Saputro 77 82 5 25
27 Roko Handoko 70 85 15 225
28 Ryco Erda Himaga 85 90 5 25
29 Rois Nur Rifai 60 77 17 289
30 Rezza Mahindra S 95 100 5 25
31 Sutaryono 75 80 5 25
32 Rahmat Hidayat 90 95 5 25
33 Rendy Pradana 85 90 5 25
34 Tony Haryanto 70 80 10 100
35 Wahyu Indra W 82 85 3 9
36 Yoseph Rimbo A 82 87 5 25
37 Yeriko Prakas P 85 97 12 144
38 Yustinus Bagasworo 87 92 5 25
Total 2.821 3.099 278 3006
a. Mean
1) Mean of Pre test cycle 2
Mx = ∑
Mx =
Mx = 74.23
2) Mean of Post test cycle 2
My = ∑
My =
My = 81.55
b. Standard deviation (SD) calculation:
From the data above, the researcher calculate SD as
follow:
SD = √∑
(∑
)
SD = √
(
)
SD = √
SD = √
SD = 1.98
c. T test calculation
To = (∑
)
( √
)
To =
√
To =
√
To =
To = 33
d. Percentages core:
P =
x 100 %
Percentage score of pre test ≥ 70 =
x 100 %
≥ 70 = 66 %
Percentage score of post test ≥ 70 =
x 100 %
≥ 70 = 100 %
In the cycle II, the result shows that the students‟
reading comprehension increases significantly. It is
described in the results above. It displays that the mean
of pre test is 74.32 and the mean of post test 81.55. The
percentage score calculate there are 66 % students pass
the standardized score in pre test, and increase
significantly 100 % students pass the standardized score
in post test.
D. Analysis and Discussion
From the results of analyzes in cycle I and II, it shows that there
is a significant improvement of students reading comprehension. The
improvement as follow:
Table 4.3
The Mean of Students’ Score
No Analyze Cycle I Cycle II
1 Mean
- Pre test
- Post test
63.31
72.34
74.23
81.55
2 T-calculation 7.47 33
Chart 4.1
The Mean and T-calculation of Students’ Score
0
20
40
60
80
100
Cycle I Cycle II
63.31 74.23 72.34
81.55
7.47
33
Pre Test
Post Test
T table
Table 4.3 and the chart 4.1 display the improvement of the
students‟ reading comprehension from the cycle I to the cycle II. The
difference among whole results is obviously great. This means that the
implementation of 3-2-1 strategy can improve students reading
comprehension.
Based on the value of the data, the mean of pre and post test of
each cycle increases significantly. The table above displays that the
mean of cycle I improves; the mean of pre test is 63.31 and the mean
of post test is 74.43. In cycle II the mean of pre test is 74.23 and post
test in cycle II 81.55.
In addition, the comparison among T-calculation of cycle I and
cycle II, the implementation of 3-2-1 strategy on reading
comprehension is successful to improve the students‟ reading
comprehension. It can be seen in the chart 4.1. The chart shows that t-
calculation of cycle II is greater than cycle I, where cycle I is 7.47 then
33 in cycle II. So that, there is greater improvement on students‟
reading comprehension.
Chart 4.2
The percentage of students’ achievement
Chart 4.2 shows the improvement of students reading
comprehension from the cycle I to cycle II. The percentages score
displays that students who had passed the standardized score is
substantially increasing, from 34 % up to 68 % in cycle I and then
decrease in range 66 % up to 100 % students who pass the
standardized score (KKM) in range 70.
Based on the teacher observation sheet and lesson plan, the
researcher found out that the teacher teaching practice of using 3-2-1
strategy improved students reading comprehension from one cycle to
another cycle. Doing the cycle I, the teacher delivers the chart by
groups in teaching reading comprehension. Then she asked the
students to summarizing in presentation activity, to practice reading
aloud.
Then in the cycle II, the teacher added warming up activity. The
teacher changed the media from realia (manuals device) into slide
0
20
40
60
80
100
Cycle ICycle II
34
66 68
100
Pre test
Post test
(business letter).The teacher also changed the procedure in reading and
filling the chart of comprehension from groups into individual.
Moreover, the students‟ involvement was not only the engagement of
students using language skills during the learning process but also the
participation that occurred by the interaction between student and
teacher, or student and student during the activity.
Based on the interview of two cycles, there were some factors
that support students to be success in learning by using 3-2-1 strategy.
It was concluded that students enjoyed the learning because they felt
that the learning was fun, understandable and relax. Students also
commented on the cycle two that the subject material content (business
letter) is easy. Furthermore, the percentages in post test up to 100 %
students pass the standardized score. The students found that 3-2-1
strategy was interesting for them because the strategy was new for
them and challenging.
In contrary, there were some factors that hinder students to be
success in their learning. In cycle I, for example some students had
difficulty in when filling the 3-2-1 chart individually. They commented
that finding 3 discoveries was difficult. They also felt confuse in
finding 1 question related to the text because they found all is full of
questions. At least, the students fill the chart by the teacher guidance.
CHAPTER V
CLOSURE
A. Conclusion
After analyzing the data, the researcher draws the conclusions of this
research as follows:
1. There is influence of the use 3-2-1 strategy in teaching reading to
improve the students‟ reading skills of the third year students of SMK
Saraswati in the academic year of 2015/2016. Before implementing
the strategy, the students were mostly has low motivation and interest
in reading. After implementing the strategy students become more
active and encourage them to learn that effect to the improvement of
reading comprehension skills. It is shown by the means of pre test and
post test is 63.31 to 72.34 in cycle I , the mean of pre test and post test
is 74.23 to 81.55 in cycle II.
2. Based on the findings of the research, the students reading
comprehension can improve through 3-2-1 strategy. The findings
shows that the improvement of the students reading comprehension is
significant after the students got reading instruction by 3-2-1 strategy.
It can be seen from the comparison between T-calculation of all the
score of cycle I and cycle II. In the cycle I, the T-calculation is 7.47
and cycle II is 33.
B. Implementation
Based on the analysis of the observation during teaching learning
process, the writer concludes that the classroom action research on using
3-2-1 strategy in reading comprehension at the XII TKR A students of the
vocational school (SMK) Saraswati Salatiga in the academic year of
2015/2016 could improve not only teacher teaching practice but also
students‟ involvement in learning process and students reading ability.
Students became more active and encouraged to learn that effect to the
improvement of reading comprehension skills. The success and failure of
the students in two cycles were affected by factors to support or hinder the
practice of 3-2-1 strategy. The factors not only from the students but also
from the teacher practice.
C. Suggestion
Having known the findings of the research, the researcher gives
suggestions as follows:
1. To the Teacher
a) The use of 3-2-1 strategy is recommended for other English
teachers as one of effective and alternative strategies to teach
reading comprehension.
b) In order to use the strategy effectively, first it is suggested for the
teacher to explain clearly about the procedures to do the strategy
and benefits that students may get if using 3-2-1 strategy. The
researcher also suggested the teacher to use an interactive media as
games, realia, and slides can also encourage students interest to
learn.
2. To the students
a) The students should try to use 3-2-1 strategy in comprehending
text, because the strategy requires them not only to summarize the
important point from the text but also to construct question about
the text.
b) The students should also have high motivation in improving their
reading comprehension skills. They should read often, and not to
be lazy to open the dictionary.
3. For the other researcher
It has been known that the using of 3-2-1 strategy can improve
students reading comprehension skill, so that the other researchers or
the readers could use the 3-2-1 strategy when they are want to develop
their reading skills. They should read this research clearly, so they can
understand how to practice 3-2-1 strategy to improve their reading
comprehension skills.
Finally, the result of this research can be use as reference for
other researchers dealing with the methodology in language teaching.
Furthermore, the other researcher can draw analysis from other points
of view by doing different kind of research.
Bibliography
Alsamadani, Hasem Ahmed. 2011. The Effects of the 3-2-1 Strategy on
EFL Reading Comprehension. Journal vol.4 (3) 180-194.
Bamman,Dawson,McGovern. 1973. Fundamentals of Basic Reading
Instruction. New York: David McKay Company.
Burns, Anne. 2010. Doing Action Research in English Language
Teaching. New York: Taylor and Francis e-library.
Daiek, Deborah B. et. al.2004. Critical Reading for College and Beyond.
New York: McGraw-Hill companies.
Duffy,Gerald G. et. al .1977. How to Teach Reading Systematically. New
York: Harper and Row Publisher.
Febriyani, Lia. 2014. The Use of Directed Reading Thinking Activity
Strategy to Improve Students’ Reading Comprehension. Salatiga:
Educational Faculty STAIN Salatiga.
Grabe, William. 2009. Reading in a Second Language; Moving from
theory to Practice. United States of America: Cambridge University
Press.
Harmer, Jeremy. 2001. The Practice of English Language Teaching: Third
edition. China: Longman.
Merriam-Webster Inc. 1981.Webster’s Third New international
Dictionary. United States of America. Merriam-Webster Inc
Nunan, David. 1989. Designing Tasks for Communicative Classroom.
United States of America: Cambridge University Press.
Pearson Education Limited. 2008. Longman Advanced Dictionary.
England: Pearson Education limited Press.
Preszler, June. 2006. More Strategies to Guide Learning: Grade 4-12. ESA
Region: Black Hills Special Services Cooperative (BHSSC).
Wright, Andrew. 1989. Pictures for Language Learning. United Kingdom:
Cambridge University Press.
Zygouris-CEO,V., et. al.2005. Engaging students with text: the 3-2-1
strategy. The reading teacher.Journal vol 58(4), 381-384.
Philippot, Raymond et. al.2009. Fostering Comprehension in English
Classes. New York: The Guliford publisher.
http://www.bbc.com/indonesia/berita_indonesia/2014/08/140826_pasar_te
naga_kerja_aec: accessed on 15th June 2015.
CURRICULUM VITAE
Name : Ika Nur Aini
Date of Birth : Grobogan, 11 Maret 1993
Address : Keyongan 04/04, Kec. Gabus, Kab. Grobogan,
Jawa Tengah. 58183.
Gender : Female
No. Hp : 085 727 843 847
Background of education :
1. SD N 2 Keyongan, graduated in 2005
2. SMP N 1 Kradenan, graduated in 2008
3. SMA N 1 Kradenan, graduated in 2011
4. STATE INSTITUTE OF ISLAMIC STUDIES
(IAIN) SALATIGA
APPENDICES
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMK SARASWATI SALATIGA
Bidang Studi Keahlian : Semua Bidang Studi Keahlian
Kompetensi keahlian : Semua Kompetensi Keahlian
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII TKR A / 5
Alokasi waktu : 5 X 40 menit
Aspek / skill : Membaca / Reading
A. Standar Kompetensi : Berkomunikasi Dalam Bahasa Inggris Setara Level
Intermediate
B. Kompetensi Dasar : 3.4 Understanding Manual of Device
C. Indikator :
Pertemuan 1
1. Mengenal dan memahami buku / petunjuk panduan cara
mengoperasikan sebuah media elektronik
2. Memahami ungkapan-ungkapan yang digunakan dalam sebuah buku /
petunjuk panduan untuk menjelaskan sebuah prosedur penggunaan
media elektronik secara tepat.
Pertemuan 2
1. Gemar membaca dengan menggunakan bahasa dan pengucapan yang
benar dalam memahami sebuah buku panduan petunjuk penggunaan
atau manual of device.
2. Menemukan informasi umum dan khusus dari penjelasan prosedur
sebuah buku panduan atau petunjuk penggunaan sebuah media
elektronik serta mampu menjawab pertanyaan secara komprehensif.
D. Tujuan pembelajaran:
Setelah mempelajari unit ini siswa diharapkan mampu:
1. Memahami petunjuk panduan cara mengoperasikan sebuah media
elektronik.
2. Memahami ungkapan atau kosa kata yang digunakan dalam penjelasan
prosedur penggunaan media elektronik secara tepat
3. Mampu membaca dengan menggunakan pengucapan bahasa yang
benar dalam memahami sebuah buku panduan petunjuk penggunaan
4. Mampu menemukan informasi umum dan khusus dari penjelasan
prosedur sebuah buku panduan dan mampu menjawab pertanyaan
secara komprehensif
E. Materi Pembelajaran:
F. Metode pembelajaran :
Metode:
Questions and answers / discussion
Individual works/ pair works/ group works
Penugasan/ assessment/ homework
Pendekatan : Contextual Teaching and Learning (CTL)
Strategi pembelajaran : 3-2-1 strategy
G. Langkah-Langkah Pembelajaran
A. Pertemuan pertama
KEGIATAN WAKTU KARAKTER
A. PENDAHULUAN
Salam pembuka dan berdoa bersama,
menggunakan greeting yang sudah diketahui
siswa
memberi contoh dan mengarahkan siswa
kepada topik yang akan dipelajari yaitu
„manual of device‟
Menyampaikan indikator dan kompetensi
20 menit Religius
yang harus dicapai
Memotivasi siswa dengan memberikan
pertanyaan sederhana yang berkaitan dengan
materi ajar secara lisan sebagai pemanasan/
ice breaker
B. KEGIATAN INTI
EKSPLORASI
*siswa menyebutkan bentuk manual device
yang pernah diketahui
* siswa di sajikan sebuah teks yang
merupakan contoh cara mengoperasikan
media elektronik yang terdapat dalam
sebuah „manual of device‟
ELABORASI
* siswa mengidentifikasi bahasa yang
digunakan dalam sebuah manual of device
* siswa bekerja perorangan untuk menjawab
pertanyaan yang berkaitan dengan teks
KONFIRMASI
siswa diberikan kesempatan untuk bertanya
bagian dari pelajaran yang belum jelas.
80 menit displin
Kerja keras
mandiri
C. PENUTUP
Merangkum materi
Guru memberikan reward kepada siswa yang
aktif
Siswa diberikan tugas individual untuk
mencari secara mandiri contoh manual of
device dan membawanya dipertemuan
selanjutnya
Doa penutup dan salam
20 menit Religius
B. Pertemuan kedua
KEGIATAN WAKTU KARAKTER
A. PENDAHULUAN
Salam pembuka dan berdoa bersama, menggunakan
greeting yang sudah diketahui siswa
Menyampaikan indikator dan kompetensi yang harus
dicapai
Memotivasi siswa dengan memberikan pertanyaan
sederhana yang berkaitan dengan materi ajar secara
lisan sebagai pemanasan / ice breaker
10 menit Religius
B. KEGIATAN INTI
EXPLORASI
Siswa menyebutkan kosa kata baru untuk memahami
bacaan yang diberikan
Siswa menuliskan arti kosa kata baru untuk
memahami bacaan yang diberikan
ELABORASI
Siswa menemukan informasi umum dan khusus dari
bacaanhow to operate a sony televisiondan wacana
lain untuk mengembangkan kosa kata yang dimiliki
Bekerja perorangan siswa menjawab pertanyaan
(post test ) secara comprehensive dari jenis bacaan
manual of devicedengan kosa kata yang tepat.
Siswa menemukan synonim/ antonym, rujukan kata
dan makna kata dari berbagai bacaan untuk
pengembangan kosa kata dan struktur kalimat
KONFIRMASI
Siswa diberikan kesempatan untuk bertanya bagian
dari pelajaran yang belum jelas
60 menit
Disiplin
Kerja keras
Mandiri
C. PENUTUP
Guru memberikan pengulangan pada bagian yang
penting dan membuat kesimpulan
Siswa diberikan tugas secara individual untuk
mendalami materi secara mandiri
Doa penutup dan salam
10 menit religius
H. Media / Bahan/ Sumber Belajar
Sumber : - Get Along with English penerbit erlangga
Media : papan tulis, picture, LCD, dan realia
I. Penilaian
Lisan : individual works
Tulisan : Hasil assessment dari guru
Penugasan : mencari materi berkaitan untuk dipelajari secara mandiri
J. Butir Soal
1. Instrument pre test
Read the following dialog carefully and then answer the following questions!
Shopkeeper : which printer do you want to buy, Sir?
Surya : I think i‟ll buy this one. Can you show me how to
operate it?
Shopkeeper : sure, first you must check the connection by inserting
the plug into the socetsecond, install the printer driver
in your computer, third, print a test page to check if the
printer is configured properly for your computer.
Surya : Should i always print a test page whenever I print?
Shopkeeper : No, you shouldn‟t. It‟s only for the first time printing
Surya : oh i see, What should i do next?
Shopkeeper : Then, open the documents you want to print. Don‟t
forget to look at the print preview before printing your
document to check whether is it is correctly set with
what you need
Surya : and then?
Shopkeeper : If you think it is correct , for the last step , you can
print your document .
Surya : Ok, i get it.
Shopkeeper : if you want to see the complete instructions, please
find them in the manual, I put it in the box.
Surya : Alright, thank you very much.
Questions :
1. Where did the dialog take place?
2. What did surya buy?
3. What was the shopkeeper doing?
4. How many steps to operate the printer according to the passage above?
5. What should surya do first before using printer?
6. What should he do before printing to avoid a failure or unwanted result?
7. “Ok, i get it .” what does the sentence mean?
8. Where he can get the complete instruction?
9. “... to check wheter is it is correctly set with what you need” the underlined
word refers to
10. Find the indonesian meaning for plug and socet . .
Key answers for pre test:
1. In the electronic shop
2. Surya bought a printer
3. He explained how to operate the printer
4. There are 5 steps to operate the printer
5. First, surya should check the connection by inserting the plug into socket
6. He should look at the print preview to check whether it is correctly set with
what he need
7. The sentence means he understand what the shopkeeper said
8. He can get the complete instruction in the manual
9. It refers to the documents
10. Plug = steker Socet = stop kontak
2. Instrument for post test
How to Operate a Sony Television
Step 1
Add batteries to your remote. Press the Power button to turn the television
on. Begin with adjusting the Picture mode. Sony offers five modes for your
viewing pleasure. The vivid picture mode is very crisp and sharp. The
standard and custom modes create a simple look with slightly duller color
and appearance , and the wide mode displays images on the entire screen .
finally, the full mode displays a black bar on both sides of the image , giving
it a smaller appearance.
Step 2
The input button allows you to select the source you wish to see. For
instance, choose TV, Video 1 , Video 2, components 1 or component 2 to
watch cable television , a DVD or to play one of the two game consoles. The
best way to familiarize yourself with the choices option is by looking at the
back of television and nothing which units are connected to the the specific
input option
Step 3
The menu button allows you to adjust the back light , picture , color and
sharpness. You just need to select the icon resembling a person inside a
square. Press the circular button in the center of the up, down , left, and right
arrow keys. This button allows you to select each individual option. Press the
down arrow key to adjust the sound, screen displays, parental locks and
television set up . press the menu button to exit this screen
Step 4
On late nights, set the television to sleep mode. Press the sleep button at the
top of the remote. Each time you press the button , more time appears,
allowing you to set your television, to between 15 and 120 minutes . the
television will turn off automatically at the choosen time.
Addapted from: http://www.ehow.com /how_operate-sony-television.html
Questions:
1. What should we do to turn on the TV?
2. What do the input buttons offer?
3. How can we get used the remote?
4. If we want to adjust the back light, picture color, and sharpness , what
should we do?
5. What is the function of the sleep mode?
6. How many modes of view that Sony offer according to the passage?
7. What is the best way to familiarize yourself with the choices option?
8. “this button allows you to select each individual option” the underlined
word refers to . . .
9. Press the down arrow key to adjust the sound , screen displays , parental
lock, and TV set up.the underlined word has closest meaning to . . .
10. Where is sleep button located on the remote?
Key answers :
1. To turn on the Tv we should press power button
2. The input button allows the viewer to select the source the viewer wish to
see
3. We can get used the remote by add batteries.
4. We just need to press the menu button and select the icon resembling a
person inside a square.
5. The function is to turn off the television automatically.
6. There are 5 modes of viewing to pleasure the viewer.
7. By looking at the back of the TV and nothing which units are connected
to the specific input option,
8. “this” refers to circular button
9. Adjust hast closest meaning to set up
10. The sleep button located on the top of the remote.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan : SMK SARASWATI SALATIGA
Bidang Studi Keahlian : Semua Bidang Studi Keahlian
Kompetensi keahlian : Semua Kompetensi Keahlian
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XII TKR A / 5
Alokasi waktu : 5 X 40 menit
Aspek / skill : Membaca / Reading
A. Standar kompetensi : Memahami Sebuah Teks Fungsional Pendek
Dalam Bahasa Inggris Setara Level Intermediate
B. Kompetensi Dasar : 3.5 Understanding Business Letter
C. Indikator :
Pertemuan 1
3. Mengenal dan mampu membedakan macam-macam bentuk surat atau
dokumen niaga seperti surat, fax, memo, iklan, maupun brosur.
4. Memahami ungkapan-ungkapan yang digunakan dalam surat niaga
secara tepat.
5. Memahami isi dokumen niaga dan menceritakan kembali secara
tulisan secara tepat.
Pertemuan 2
3. Gemar membaca dengan menggunakan bahasa dan pengucapan yang
benar dalam memahami sebuah dokumen / surat niaga.
4. Menemukan informasi umum dan khusus dari sebuah dokumen/surat
niagaserta mampu menjawab pertanyaan secara komprehensif.
D. Tujuan pembelajaran:
Setelah mempelajari unit ini siswa diharapkan mampu:
5. Memahami bentuk surat niaga dan mampu membedakannya.
6. Memahami ungkapan atau kosa kata yang digunakan dalam masing-
masing surat niaga secara tepat
7. Mampu memahami isi sebuah surat niaga secara tepat
8. Mampu menggunakan bahasa secara tepat dalam menceritakan
kembali isi sebuah surat niaga.
9. Mampu menemukan informasi umum dan khusus dari sebuah surat
niaga dan mampu menjawab pertanyaan secara komprehensif
E. Materi Pembelajaran:
F. Metode pembelajaran :
Metode:
Questions and answers / discussion
Individual works/ pair works/ group works
Penugasan/ assessment/ homework
Pendekatan : Contextual Teaching and Learning (CTL)
Strategi pembelajaran : 3-2-1 strategy
G. Langkah-Langkah Pembelajaran
C. Pertemuan pertama
KEGIATAN WAKTU KARAKTER
D. PENDAHULUAN
Salam pembuka dan berdoa bersama,
menggunakan greeting yang sudah diketahui
siswa
memberi contoh dan mengarahkan siswa
kepada topik yang akan dipelajari yaitu
„business letter‟
Menyampaikan indikator dan kompetensi yang
harus dicapai
20 menit religius
Memotivasi siswa dengan memberikan
pertanyaan sederhana yang berkaitan dengan
materi ajar secara lisan sebagai pemanasan/ ice
breaker
E. KEGIATAN INTI
EKSPLORASI
*siswa menyebutkan macam-macam surat niaga
yang pernah diketahui
* siswa di sajikan macam-macam gambar yang
merupakan contoh macam-macam surat niaga
ELABORASI
* setelah memahami macam-macam surat niaga
siswa diberikan sebuah dokumen surat niaga
kemudian membaca serta memahami isinya
* siswa mengidentifikasi bahasa yang digunakan
dalam sebuah surat niaga
* siswa bekerja perorangan untuk menjawab
pertanyaan (pre test) yang berkaitan dengan teks
KONFIRMASI
siswa diberikan kesempatan untuk bertanya
bagian dari pelajaran yang belum jelas.
80 menit Disiplin
Mandiri
Kerja keras
Mandiri
F. PENUTUP
Merangkum materi
Guru memberikan reward kepada siswa yang
aktif
Siswa diberikan tugas individual untuk mencari
secara mandiri contoh surat niaga dan
mempresentasikan pemahaman mereka
dipertemuan selanjutnya
Doa penutup dan salam
20 menit Religius
D. Pertemuan kedua
KEGIATAN WAKTU KARAKTER
A. PENDAHULUAN
Salam pembuka dan berdoa bersama, menggunakan
greeting yang sudah diketahui siswa
Menyampaikan indikator dan kompetensi yang
harus dicapai
Memotivasi siswa dengan memberikan pertanyaan
sederhana yang berkaitan dengan materi ajar secara
lisan sebagai pemanasan/ ice breaker
10 menit Religius
B. KEGIATAN INTI
EKSPLORASI
*siswa menyebutkan/ mencari kosa kata baru untuk
memahami bacaan yang diberikan
* siswa menuliskan arti kosa kata baru untuk
memahami bacaan yang diberikan
ELABORASI
* siswa menemukan informasi umum dan khusus
dari bacaan surat application letter (surat lamaran
pekerjaan)dan wacana lain untuk pengembangan
kosa kata dan struktur kalimat yang dimiliki
* siswa secara individual menjawab pertanyaan
(post test) secara comprehensive dari jenis surat
pengaduan ( complaint letter) dan surat lamaran
pekerjaan (application letter)
*siswa menemukan synonym / antonym, rujukan
kata dan makna kata dari berbagai bacaan untuk
pengembangan kosa kata dan struktur kalimat
60 menit
Kerja keras
Mandiri
KONFIRMASI
siswa diberikan kesempatan untuk bertanya bagian
dari pelajaran yang belum jelas.
G. PENUTUP
Guru memberikan pengulangan pada bagian yang
penting dan membuat kesimpulan
Siswa diberikan tugas individual untuk mendalami
materi secara mandiri
Doa penutup dan salam
10 menit Religius
H. Media/ Bahan Sumber Belajar:
Sumber : -Modul LP2IP Bahasa Inggris kelas XII Erlangga
- Https://ww.englishclub.com/business-letter/htm
Media : papan tulis, picture/ photos,and Brochures.
I. Penilaian
Lisan : individual works
Tertulis : hasil assessment dari guru mapel
Penugasan : mencari contoh dokumen niaga secara mandiri
J. Butir Soal
1. Instrument pre test
22 Tufton street
London, SW1P 3TL
Tel: 020 7593 1760
4 November 2014
Josie waters
Fielders Pharmacy
14 Broadway
London, SE1 7DG
Dear Mrs. Waters,
I am writing to provide formal notice of resignation from fielders pharmacy. My
last day will be 20 november 2014
I trust that two weeks is sufficient notice for you to find a replacement for my
possition. I would be pleased to help train the individual you choose to take my
place.
Thank you for employing me for the past three years. My experience as clerk,
supervisor, and floor manager has been very possitive and i‟m confindent that i
will use many of skills i have learned at Fielders in the future.
If you have any concerns, please contact me at my personal email address.
All the best,
Annie Wright
Questions
1. What kind of business letter of the letter above?
2. According to the passage, how many job possition the writer ever had?
3. What should Mrs. Waters do inferred from the passage?
Question for number 4-10
87 Orchid street
Ohio, SW3P 7TL
Tel: 020 7593 1760
1st August 2015
Deborah Daiek
Human Resource Division
Sonora Pharmacy
67 Crysan Street
New Orleans, WE7L 1AM
Dear Mrs. Deborah,
Perhaps you are seeking an addition to your marketing team. A new person can provide
innovative approaches to the challenges of marketing. I am an innovator of new ideas, an
excellent communicator with buyers, and have a demonstrated history of marketing
success.
Presently, I am marketing computer products for a major supplier using television, radio
and news advertising. I have a reputation for putting forth the effort required to make a
project succeed.
Enclosed is my resume for your review and consideration. EFTG Industries has a
reputation for excellence. I would like to use my talents to market your quality line of
technical products. I will call you to further discuss my talents and how I can benefit your
company. If you prefer, you may reach me in the evenings at (555) 555-5555.
Thank you for your time. I look forward to meeting you.
Sincerely,
Jewelica Prezlehr
Enclosure
Questions :
4. What kind of business letter of the letter above?
5. What is the purpose of the letter above?
6. According to the first paragraph, why should the author explain her personal
profile?
7. What kind of job possitions that the author interested in?
8. In the last sentence of the letter, “ i look forward to meeting you” what does
the sentence mean?
9. In line -8 what is the closest meaning for talent?
10. In line-9 what is the closest meaning for benefit?
a. Kunci jawaban pre test
1. The letter above is kind of resignation letter
2. Three, they are Clerk, supervisor, and Floor manager.
3. She should find replacement for the writer possition
4. The letter above is kind of application letter
5. The purpose of the letter above is to applying a job
6. To sells the writer qualities, tailored toward the job she applying for.
7. She is interested in marketing team.
8. She hope for an interview
9. Skill, ability,aptitude
10. Advantage, profit
2. Instrument Post test
(Questions for number 1-5)
1 mawar Street
Losari, Brebes 52255
September, 15th 2014
Customer service Batik Trusmi
15 Kibuyut Trusmi street
Kel. Kesenden, Kec. Kejaksan
Cirebon, 45121
Dear Sir or Madam,
I have ordered 12 packs consist of 12 clothes of new modeled Trusmi Batik on
Your Boutique which i ordered by phone on Sepetember 11. I received the order
on sepetember 14. When i received those packs of Batik, there was one packs
missing. I only got 11 packs of 12 packs that i ordered. To know wheter there
was one packs missing, you can check the amount of batik which left in your
Boutique stock.
To resolve that problem, I would like you to send me one pack of modeled
Trusmi Batik like I ordered before. Or if the packof Modeled Trusmi Batik which
i ordered before had been ordered by somebody else, i hope you give me back the
money for the amount charge of the Trusmi Batik pack.
I have been your costumer for long time, and you know it as well This the first
time i get the problem like this relate to your service. If you need to contact me
you can call me at 085727667889
Sincerely ,
Delilah Aurora.
1. What kind of business letter of the letter above?
2. What is the purpose of the letter?
3. What is the writter want if the product ordered by other people?
4. What the customer service do after receiving the letter above?
5. How many time will your name appear on a business letter?
6. What are the synomym for charge?
Questions for number 7-10
Richard anderson
1234,west 67 street
Carlisle, MA 01741,
(123)-456 7890
Date 1st january 2009
Justin Holloway
Xyz company
1234 Archer road,
Gainesville , F1 32607,
(352)-555 1635
Dear Mr. Justin
i have completed my graduation in accounting from the university of North texas in
Denton, Tx in 2008. I saw your posting for the openings of public accountants job at
job4good.com and immediately writing this resume cover letter to apply for it. After
completing my accounting degree i planned to obtain my CPA over the next year to focus
on my specialty in corporate tax.
I would appreciate an opportunity of joining your team at Mike and Thompson as a public
accountant. It would be better if we have a talk in person. It will help us to discuss more
about the job requirement and my skills . I am reachable at any time on my phone (123)-
456 7890. So please do call to set up for the meeting . Thank you for considering my
request.
Sincerely ,
(signature)
Richard Anderson
Enclosure resume
Questions:
7. What is the author main purpose to write the letter?
8. What is the job possition that the writer want to apply?
9. Who is send the letter?
10. Which part to a business letter come after the body?
b. Kunci jawaban post test
1. The letter above is one kinds of complaints letter
2. The purpose of the letter is to complaining about the service
3. She hope the money back
4. The costumer service should check the amount of batik to make sure one
packs left, and call the writer at 085727667889
5. It will appear for Once
6. The synonym for charge are price,cost, expense, payment, rate, tariff, tick.
7. The author main purpose is for applying a job.
8. The writer want to apply for a public accountant
9. Richard Thompson
10. Closing
The Test Results of the Implementation 3-2-1 Strategy
No Nama Cycle 1 Cycle 2
Pre-test Post-test Pre-test Post-test
1 Aditya Pratama 90 90 92 97
2 Aditya putra Pratama 70 72 62 70
3 Agus Supriyono 67 77 97 100
4 Advendi dwi
Prasetya 72 85 65 75
5 Ali Setiawan 57 65 75 80
6 Andree setiawan 62 87 77 82
7 Aji Eko p 62 65 62 75
8 Bagas fidianto 60 60 67 70
9 Budiono 72 85 75 82
10 Doni Dwi prasetyo 55 62 68 70
11 Edi Purnomo 60 65 68 72
12 Joddy setiyawan 60 70 70 72
13 Fajar Diyo nugroho 62 72 75 80
14 Fransiscus Jordan H 55 70 77 85
15 Fernanda aji p 55 72 70 77
16 Muhammad susanto 55 57 70 75
17 M.Eka fardani 65 6,5 67 78
18 M. fatkhul wahab 75 85 77 85
19 M. Wahyu Imron M 40 40 52 70
20 M. saefudin 70 75 68 72
21 M. Teguh santoso 50 55 75 80
22 Muhammad Sofyan 50 55 65 92
23 M. Amin sofi 50 55 70 75
24 Lucilla Lewlewi S 50 75 67 75
25 Luthfi maulana 55 75 67 70
26 Lis saputro 55 70 77 82
27 Roko Hadoko 62 65 70 85
28 Ryco Erda himaga 70 72 85 90
29 Rois Nur Rifai 60 85 60 77
30 Rezza Mahindra S 75 80 95 100
31 Sutaryono 70 77 75 80
32 Rahmat Hidayat 82 85 90 95
33 Rendy pradana 70 80 85 90
34 Tony haryanto 55 67 70 80
35 Wahyu Indra Wijaya 65 82 82 85
36 Yoseph Rimbo A 67 70 82 87
37 Yeriko Prakas
Pradana 77 87 85 97
38 Yustinus Bagasworo 72 75 87 92
The Teaching Learning Situations of the Implementation 3-2-1 Strategy in
Grade XII TKR A of SMK Saraswati Salatiga in Academic Year of
2015/2016.
The teacher was explained the materials
The teacher accommodates the students in understanding text.
The situation of implementation 3-2-1 strategy by group discussion.
The students present their comprehension text by using 3-2-1 strategy in front of
the class.
List of SKK
Name : Ika Nur Aini
Nim : 113 11 071
Faculty / Department : FTIK / English of Education Department
Counselor : Faizal Risdianto, S.S., M.Hum
No Agenda Time Contribution Score
1 Orientasi pengenalan
Akademik dan
Kemahasiswaan
Theme: “Revitalisasi
Gerakan Mahasiswa di Era
Modern Untuk Kejayaan
Indonesia”
Held by: DEMA (Dewan
Mahasiswa)
August
23th
, 2011
Participant
3
2 Achievement Motivation
Training (AMT)
Theme : “Membangun
Mahasiswa Cerdas Emosi,
Spiritual, dan Intelektual
Melalui Achievement
Motivation Training (AMT)”
Held by: CEC & ITTAQO
August
23th
, 2011
Participant
2
3 Orientasi Dasar Keislaman
(ODK)
Theme : “Menemukan Muara
sebagai Mahasiswa
Rahmatan lil alamin”
Held by: panitia orientasi
dasar keislaman (ODK)
August
24th
, 2011
Participant
2
4 Seminar Entrepreneurship
dan Koperasi
Held by: Koperasi
Mahasiswa (KOPMA) &
Kajian Study Ekonomi Islam
(KSEI)
August
25th
, 2011
Participant
2
5 User education
(Pendidikan Pemakai)
Held by : UPT perpustakaan
STAIN Salatiga
September
20th
, 2011
Participant
2
6 Had participated in “English
Friendship Tour 2011”
Held by: Communicative
English Club (CEC)
October
29th
,2011
Participant
2
7 Practicum Program
Held by : Department of
Religious Affairs English
Education Study Program
STAIN Salatiga
April 28th
,
2012
Participant
2
8 Bimbingan Belajar
menghadapi UAS SIBA
Bhs. Inggris & Bhs. Arab
Theme: “Meningkatkan
Khazanah Keilmuan
Mutakhir dengan Bhs. Inggris
& Bhs. Arab”
Held by: CEC & ITTAQO
June 29th
,
2012
Participant
2
9 Seminar Nasional
Theme: Kesenian Yang
terlupakan
Held by : Teater GETAR
July 09th
,
2012
Participant
8
10 Practicum Program
Held by : Department of
Religious Affairs English
Education Study Program
STAIN Salatiga
September
24th
, 2012
Participant
2
11 Seminar Nasional
Theme: “Peran Lembaga
Perbankan syariah dengan
adanya Otoritas Jasa
Keuangan”
Held by: Himpunan
Mahasiswa Jurusan (HMJ)
Syariah
November
29th
, 2012
Participant
8
12 Seminar Nasional
Theme : “Norma Hukum
Serta Kebijakan Pemerintah
dalam Mengendalikan harga
BBM Bersubsidi”
Held by: Dewan Mahasiswa
(DEMA)
May 27th
,
2013
Participant
8
13 Seminar Nasional
Pendidikan
Theme: “Sukses Akademik &
sukses Bakat Tanpa Stress
dan Nambah Jam Belajar”
Held by: Talents Center
Indonesia
March 08th
,
2014
Participant
8
14 Sarasehan Akbar Bersama
Tokoh Nasional
Theme: “Komitmen Politik
Islam dalam Menata Arah
Masa Depan Bangsa
Indonesia”
Held by: Lembaga Dakwah
Mahasiswa Islam (LDMI) &
Pengurus Besar Himpunan
Mahasiswa Islam (PB HMI)
March 15th
,
2014
Participant
8
15 Has involved in “English
Public Speaking Training”
Held by: Communicative
English Club (CEC)
May 31st,
2014
Participant
2
16 Has involved in “Islamic
Public Speaking Training”
Held by : Lembaga Dakwah
Kampus (LDK) Darul Amal
STAIN Salatiga
June 09th
,
2014
Participant
2
17 Has Attended a “Three-
Hour Teacher Training
Workshop”
Theme: Classroom
Management: How to Engage
students in the Classroom
June 18th
,
2014
Participant
2
Conducted by: IALF Bali
Language Center
18 Seminar Nasional Bahasa
Arab
Theme: “Implementasi
Kurikulum 2013 Pada Mapel
Bahasa Arab Tingkat Dasar
dan Tingkat Menengah dalam
Upaya Menjawab Tantangan
Pengajaran Bahasa Arab”
Held by: ITTAQO
November
04th
, 2014
Participant
8
19 Pelatihan Kewirausahaan
Bagi Kelompok Strategis
Held by: Deputi Bidang
Pengembangan Sumber daya
manusia ( Kementrian
Koperasi dan Usaha kecil dan
Menengah Republik
Indonesia)
November
03th
s/d
06th
, 2014
Participant
8
20 Has Attended “Comparison
English Arabic (CEA)
Held by: CEC & ITTAQO
November
27th
, 2014
Participant
2
21 Has involved in “Seminar
Kewirausahaan”
Theme:”Meraih Kesuksesan
dengan Berwira Usaha”
Held by: the Unity of
Indonesia Moslem Students
(KAMMI)
December
21st, 2014
Participant
2
22 Surat Keterangan Kerja
Conducted by: Jasmine
English Course (JEC)
January
06th
, 2013
s/d
February
05th
, 2015
Tutor Part
Time
4
23 Seminar Nasional
Theme: “Mencegah Generasi
Pemuda Islam dari Pengaruh
Radikalisme ISIS”
Held by: Panitia Anjangsana
May 06th
,
2015
Participant
8
