THE USE OF RECOUNT TEXT TO DEVELOP STUDENTS’ READING

COMPREHENSION (A CLASSROOM ACTION RESEARCH OF

SECOND GRADE STUDENTS IN JUNIOR HIGH SCHOOL 1

PRINGAPUS IN THE ACADEMIC YEAR 2016/2017)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan (S.Pd.) English Education Department of

Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

MUHAMAD MUSTOFA

11312037

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

MOTTO

“Live as If your were to die tomorrow. Learn as if you were to live forever’’

--- Mahatma Gandhi ---

Love the life you live

Live the life you love

“Bob Marley”

DEDICATION

This work is sincerely dedication for:

My beloved mother (Komini) who always prays, guides, motivates, and

supports me to become a better person and fo my father (Muchsinin Alm.)

who is already in heaven and always prayed for me.

My beloved olders sister (Antinis and family, Kumiyatun and family, Siti

Kumiyati and family, Tumiyati and family) also my younger sister (Budi

Lestari) and my big family who fill my life with love and affection.

My counselor Mrs. Setia Rini, M. Pd who always guided and support me.

ACKNOWLEDGMENT

Assalamu’alaikumWr. Wb.

In the name of Allah SWT, the most gracious and merciful, the king of universe

and space. Thanks to Allah because the writer could complete this graduation paper

as on of requirement to finish the study in English Education Department of State

Institute for Islamic Studies (IAIN) Salatiga.

This graduation paper would not have completed without support, guidance, and

help from individual and institution. Therefore, I would like to express special thank

to:

1. Dr. Rahmat Hariyadi, M. Pd. As the Rector of State Institute for Islamic

Studies (IAIN) Salatiga.

2. Suwardi, M. Pd., as a the Dean of Teacher Training and Education Faculty.

3. Noor Malihah, S. Pd., Ph. D., as the Head of English Department of State

Institute Studies (IAIN) Salatiga.

4. Setia Rini, M. Pd. as counselor who has brings up and gives the writer

advices, seggestions and recomendations for this graduating paper from

until the end. Thank you for your patience and care.

5. All lecturers in the English Department of IAIN Salatiga. Thank you for all

guidance, knowledge, support andespecialls to Mr. Muhamad Hasbi, M. A..

6. All of big family SMPN 1 Pringapus, the head master, all of the teachers

especially Mrs. Winarti and students of VIIIA class.

7. My lovely best friends (Aisyah Ambalika Saraswati, Pipit Puspitasari,

Afuza Shara Zulfa, Siti Kholishoh, Muh. Saebani, Ulin Niam and my

beloved brother Adi Tri Mardianto who always supporting me, make my

day be smille and happy. You rise me up!!

8. My lovely someone who always support me and pray for me.

9. All of my friends PBI’12 thank you for everything.

Finally, the writer realized that this graduation paper is from being perfect. The

writer gladly accepts the comment and suggestion for the betterment of his

graduation paper.

Salatiga, 13 September 2016

The writer

Muhamad Mustofa

NIM. 11312037

ABSTRACT

Mustofa, Muhamad. 2016. “THE USE OF RECOUNT TEXT TO DEVELOP

STUDENTS’ READING COMPREHENSION (A Classroom Action Research

of Second Grade Students in Junior High School 1 Pringapus in the Academic

Year 2016/2017). A graduating paper.English Education DepartmentTeacher

Training and Education Faculty at State Institute for Islamic Studies (IAIN)

Salatiga. Consultant: Setia Rini, M. Pd.

Keywords: use, improve, reading, reading comprehension, recount text

This research is intened to elevate the students’ reading comprehension

through Recount Text. The aims of this research are to describe the implementation

of Recount Text to improve students’ reading comprehension of the second grade

of SMPN 1 Pringapus in the academic year 2016/2017, to find out whether the

implemantation of Recount Text improving students’ reading comprehension. The

research method that is used in the research is classroom action research. The

subject of research were 34 students in second grade at SMPN 1 Pringapus. The

research uses two cycles, each cycle consist of planning, action, observation, and

reflection. The result of this research shows that there is an improvement of the

students’ reading comprehension using “Recount Text”. It can be seen from t-test

calculation in cycle I is 73,38 and cycle II is 84,26. This indicates that by applying

“Recount Text”, the students’ reading comprehension can be improved.

TABLE OF CONTENT

TITLE PAGE ............................................................................................ i

DECLARATION ...................................................................................... ii

ATTENTIVE COUNSELOR NOTE ........................................................ iii

CERTIFICATION PAGE ......................................................................... iv

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

DEDICATION .......................................................................................... vi

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

ABSTRACT .............................................................................................. ix

TABLE OF CONTENTS .......................................................................... x

LIST OF TABLE ...................................................................................... xiv

CHAPTER I : INTRODUCTION

A. Background ofStudy ......................................................................... 1

B. Problems of Study .............................................................................. 4

C. Review of previous studies................................................................ 4

D. Objectives of the Study ...................................................................... 5

E. Significances of the study .................................................................. 5

F. Limitations of study ........................................................................... 7

G. Definition of key words ..................................................................... 7

H. Organization of the graduating paper ................................................ 8

CHAPTER II : THEORETICAL FRAMEWORK

A. Reading ............................................................................................

1. Definition of reading .................................................................

2. Aspect of reading ......................................................................

3. Type of reading .........................................................................

4. Academic Purpose of Reading ..................................................

5. The Principle of Teaching Reading ..........................................

6. Reading Process ........................................................................

9

9

10

11

12

13

14

B. Reading Comprehension ................................................................

1. Definition of Reading Comprehension .....................................

2. Levels of Comprehension .........................................................

3. Factor Affecting Comprehension .............................................

15

15

16

17

C. Recount Text ...................................................................................

1. Definition of Recount ...............................................................

2. Generic Structure of Recount ...................................................

3. Language Feature of Recount ...................................................

4. Examples and structures of the text ..........................................

17

17

18

18

19

CHAPTER III : METHODOLOGY

A. Profile of School ..............................................................................

1. Setting of the research ..............................................................

2. Subject of the research ..............................................................

20

20

20

B. Research Methodology ...................................................................

1. Research Method ......................................................................

2. Research Approach ...................................................................

3. Research Design .......................................................................

4. Data Collection Method ............................................................

5. Data Analysis Method ..............................................................

22

22

22

22

23

24

C. Research procedure ..........................................................................

1. Research procedure ...................................................................

2. Technique of Collecting Data ...................................................

3. Technique of Analysis Data ......................................................

24

24

27

28

CHAPTER IV: DATA ANALYSIS

A. Research Finding ............................................................................

1. Cycle I .......................................................................................

1) Planning .............................................................................

2) Implementation of the action .............................................

3) Observation ........................................................................

4) Reflection ..........................................................................

2. Cycle II .....................................................................................

1) Planning ............................................................................

31

31

31

32

34

34

41

41

2) Implementation of the action .............................................

3) Observation ........................................................................

4) Reflection ...........................................................................

42

43

43

B. Discussion ........................................................................................ 50

CHAPTER V : CLOUSER

A. Conclusion ....................................................................................... 52

B. Suggestion .......................................................................................

53

BIBLIOGRAPHY

APPENDICES

LIST OF TABLES

Table 3.1 VIII A Students of Junior High School 1 Pringapusin

theAcademic Year 2016/2017 ........................................................ 21

Table 4.1 The result of pre test cycle I ........................................................... 35

Table 4.2 The result of post test cycle I ......................................................... 36

Table 4.3 The result of pre test and post test cycle I ...................................... 37

Table 4.4 The result of pre test cycle II ........................................................ 44

Table 4.5 The result of post-test cycle II ....................................................... 45

Table 4.6 The result of pre test and post test cycle II .................................... 46

Table 4.7 The mean of students’ score ........................................................ 50

CHAPTER I

INTRODUCTION

A. Background ofStudy

Language is a system of communication by sound, operating though the

organ or speech and hearing, among members or given community, using

vocal symbols processing arbitrary conventional meaning (Brown, 1980:4.

Without language we cannot convey what our ideas to others, means that have

to know and understand language well. As an international language, English

is used to communicate in modern era. English is an international language

which is used as media of international commnicationin Indonesia.

English considered as a foreign language and taught formally at the

school. English is given starting from kindergarten up to the university.

Students are having many times to learn English at the school or at home with

their friends. There are two things which we all know about language: first

that we use it for a certain purpose, second that it only makes sense in context.

It helps the students to get more of skill in English language skills.In English,

there are four skills should be mastered, they are reading, listening, speaking,

and writing. From these four skills, reading is essential factor to improve the

readers to another skills listening, speaking, and writing (Cathereine,

1996:11).Reading becomes important because it brings some advantages.The

students will gain a lot of information from various courses that improve their

insights to the world and its development. The students also get more

additional knowledge which has not gianed from lesson at school from

teacher’s explanation. The information that is obtained can be several

information about past, present and future event. Even more about everything

that happened or something the students do not know before, that will enrich

their knowledge about everything. Reading skill becomes very important in

the education field, so that students must be trained in order to have a good

skill in reading.

Reading is crucial for students, because the success of their study

depends must master in order to be successful in school and in life. As

profesional education, we know that the parent, principle, district leaders, and

even our goverment are contantly pushsing up to increase the reading levels

of the students in our classrooms (Stone. 2009:39).

By reading active the readers will get the individual problem solving

who coordinates a number skills and strategies to gain comprehension as

he/she read as independent readers set their own goal of the readers and by

specific of both languge use and student abilities (Silversten, 1984:12).

Reading comprehension is the ability to understand what we read where

words have context and texts have meaning. Reading comprehension skills

allow us to read proficiently, learn effectively and to conceptualize. These

skills are, basically, based on earlier stage of reading development, including

oral reading and fluency. Without developing these earlier reading skills,

students must continually focus on decoding letters and words, rather than

progressing to meaning and understanding (Grabe & Stoller, 2002) to be the

source from (Grabe & Stoller, 2002 in Shiue (2012: 1).

However, in English learning especially in Junior High School in SMP

N 1 Pringapus, the students still have problem about reading comprehension

in their reading text. Usually, most of students still consider that English is

difficult lesson, especially with reading comprehension. Many students do not

understand what the teacher in English when teacher give them text or

paragraph. The students do not understand the meaning of the text or

paragraph, so they cannot answer the question from the teacher. The

Minimum Achievement Criterion (KKM) of English subject of second grade

students of SMP N 1 Pringapus is 75 but almost students in that class get low

score under the Minimum Achievement Standard.

This case happens because many students are not accustomed to read

the English books, listening English music or watching English movie.

However, the teachers have an important role; they must create the class

situation more interesting and the students feel enjoy the class. To create good

situation in class, certainly method of the teaching learning process also

support the situation. Therefore, the researcher proposes to solve the problem

using recount text.

Based on the background above, the writer emphasizes the study in the

use of recount text reading model by conducting class action reasearch. It

helps students to undersatnd and comprehend the text easly. So, the study

focuses on “THE USE OF RECOUNT TEXT TO DEVELOP

STUDENT’S READING COMPREHENSION (A classroom Action

Research of Second Grade Students’ in Junior High School 1 Pringapus

in the Academic Year 2016/2017).”

B. Problems of Study

Based on the background of the study, the writer finds out the following

problems, they are:

1. How is the implementation of recount text in improve students’

reading comprehension of the Second Grade in Junior High

School1 Pringapus in the academic year 2016/2017?

2. To what extent is the use of recount textimprove students’ reading

comprehension of the Second Grade in Junior High School 1

Pringapus in the academic year 2016/2017?

C. Review of previous studies

Kurniawan (2010), conducted research about how to improve the

students’ reading comprehension using STAD method. In his research, he

emphasizes on the method in improving students’ comprehension, the method

he used is STAD (Student Team Achievement Division).

The second research is from Salam (2015). He conduct a research about

how to improve students’reading comprehension using oregon reading

model. It was a classroom action research of the second year students of SMK

N I Salatiga in the academic year of 2014/2015, conducted by AthokIbnu

Salam (2015).

These researches mentioned above are similar on its purpose.They both

expect to improve students’ reading comprehension. The differences from the

former research which sticks out the method in improving students’ reading

comprehension, this research the media to improve students’ reading

comprehension. The researcher uses recount text as a teaching media to

improve students’ reading comprehension.

D. Objectives of the Study

This study has some following purposes, they are:

1. To describe the implementation of recount textto improve

students’ reading comprehension of Second Grade in Junior High

School 1 Pringapus Academic Year 2016/2017.

2. To find out to what extent of the use recount textin improve

students’ reading comprehension of Second Grade in Junior High

School 1 Pringapus in the Academic Year 2016/2017.

E. Significances of the study

This study is expected to give theoritical and practical benefits:

1. Theoretical

The result of this study can be used as the reference for those

who want to conduct a study in English teaching and learning

process.

2. Practical

a. For the researcher

The finding or this study can be used as starting point for

the researcherto get experience that will be useful in the future

as an English teacher.

b. For the students

The finding of this study could motivate students in to

involve them in learning process actively and to improve their

reading comprhension.

c. For the English Teacher

The finding of this study can be a new knowledge for the

English teachers in teaching reading comprehension. The

researcherhope the teachers know the importance of recount

textReading Model to improve the students’ reading

comprehension. The teachers could improve their capability

through many ways to develop the new methods of language

learning to increase the knowledge about reading

comprehension.

F. Limitations of study

In order to avoid misinterpretation of the problem, the researcher would

like to limit the scope of the study. The researcher wants to know that recount

text can improve the students’ reading comprehension. This study was

conducted in class VIII A with 34 students of Junior High School 1 Pringapus

in the academic year of 2016/2017.

G. Definition of key words

The researcherclarifies the term to avoid mistakes in the title above:

1. Use

To employ for some purposes, put into service; make use of; to

use a knife (Hornby, 1985:425). The meaning of use in this case

is in applying the Short story Reading Model.

2. Recount TextModel

This Reading model used by recount textof education has

developed with a committe of teachers the four traits of reading:

comprehension, extend understanding, reads critically for text

analysis, reads critically for context analysis.

3. Improve

Improve is achieved or produced something better (Oxford

University Press, 2008:222).

4. Reading

According to, Blair & Rupley (1981:2)reading can be defined as

a thinking process and it can be a communicative skill. They

also define the reading is an interacting pocess with the language

in the printed page.

5. Reading Comprehension

Reading comprehension itself is a process of making sense of

writing ideas through meaningful interpretation and interaction

with language (Dallman et al, 1982:25).

H. Organization of the graduating paper

This study is organized into five chapthers as follows:

Chapter I is introduction presenting the background of the study,

problem os study, review of previous studies, objective of study, significances

of the study, limitation of study, dfinition of study, and organization of the

graduating paper.

Chapter II is theoretical framework which discusses about definition of

reading, aspect of reading, types of reading, academic purposes of reading,

the principle of teaching reading, reading process, reading comprehension

and definition of recount text.

Chapter III explains about methodology of the research that consist of

profile of school (setting of the research, subject of study), research method

(research procedure, technique collecting data).

Chapter IV is Data Analysis. Consist of cycle I, cycle II, anlysis,

discussion, and result of each cycle.

Chapter V is closure. The researcher states summary of the study

include conclusionand suggestion.

CHAPTER II

THEORETICALFRAMEWORK

In this chapter, researcher is going to make attempts to explain about the

theoretical framework of reading, reading comprehension and definition of recount

text.

A. Reading

7. Definition of reading

In teaching learning prosecc reading is very improtant, it is to the

learning process. Reading is not only source of information, but also an

active process which consists of recognition and comprehension skill,

reading is a process of understanding the information give in a text. It

involves a group of mind activity which is aimed to understand the

information given through our sight.

According to Grabe (2009:14) reading is often defined in simple

statements much like the following: “reading is the process of receiving

and interpreting information encoded in language from via the medium

of print” or “comprehension occurs when the reader extracts and

integrates various information from the texts and combines it with what

is ready known”. “Reading” is a root of “read” which mean as looking

at and understanding something printed or written (oxford: 2008:365).

Reading is the process to know word and fused the meaning of word

in sentence and structure of the text. So, from the reading someone can

find the main idea of the text. Reading is important to enrich our

knowledge and we can get information by reading. Everyone must

practice their reading more and more, so reading ability and reading

experience will improve. Maybe they find difficulty and frustrating, but

if they will get a good sense of English and will help them to saw the

total meaning of the word. Reading is one of the language skills beside

speaking, writing and listening.

8. Aspect of reading

According to Dallman (1982:25), some of the aspects of reading

which deserve both specific attentions in isolated learning situation and

other time, more balanced attention in more normal reading situation are

word recognition, comprehension and reflection.

There are three aspects of reading as follows:

a. Word recognition

Reading is chiefly skill in recognizing words, continue to

enjoy support in respectable and influential quarters. Today the

favorite of adherents to his view of reading is decoding the

printed page that is recognizing the oral equivalent of the written

symbol.

b. Comprehension

The vast majority of teachers do not endorse the claim that

the individual who can recognize words can read. To them,

comprehension is an absolute necessity in reading.

c. Reflection

May education have pointed out that the word recognition

and comprehension do not the total of reading act, during the

process of reading when defined as gaining from the printed

page. It is necessary to able to mold ideas as they occur and

conceptualize meaning interpretation through reflection.

9. Type of reading

Reading skill can be distinguished at least four types as follows:

a. Skimming: is making uses the same approach, except that instead of

concentrating on specific information, we are looking for the main

idea or the general gits of the passage. Example: identifying

significant words details and ideas(Krashen, 1987).

b. Scanning: is making quikly over view of passage, looking for

specific information. Example: scanning exercise may asked

students to look for names or dates, to find a definitin of key concept

or too list certain number of supporting details(Krashen, 1987).

c. Extensive reading: is rapid reading for main ideas of large amount

of text. Example: students found the main ideas of a large amount of

text (Krashen, 1987).

d. Intensive reading: is reading for complete understanding of entire.

Example: the students could understand the content and meaning in

the text(Krashen, 1987).

10. Academic Purpose of Reading

The combination of our daily encounters with texts and our needs to

read in different way educational and profesional setting requires that

we read differently depending on the context, the goals and motivations.

When we read for defferent purposes, we engange in many types of

reading, particularly in academic setting. According to Grabe (2009:8),

he defines six major purposes as follows:

a. Reading to search information (scanning and skimming)

b. Reading to quickly understanding (skimming)

c. Reading to learn (from text)

d. Reading to intergrate information

e. Reading to evaluate. Criticize and use information

f. Reading for general comprehension (in many cases, reading for

interest or reading to entertain)

11. The Principle of Teaching Reading

Harmer, Jeremy (2001)offers an idea that reading is essential either

for students’ careers, learning purposes, or pleasure. Reading is also

useful as part of the process of language acquisition. It provides the

students with opprtunities to study language and its vocabulary,

grammar, punctualtion, and the way they construct sentences,

paragraphs and texts.

Based on the statements above, it can be stated that reading may

increase the students’ pleasure and effectiveness of language acqusition.

In turn, their reading ability may help all other subjects and their

personal and profesional lives.

Teaching reading promote some principles, according to Harmer,

and they are identified as follows:

a. Reading is not a passive skills. To be skilled readers, the

students are required not only to scratch the surface of the text,

but also understan what the words mean.

b. Students need to be engaged with they are reading. The teacher

has a responsibility to engage the students in the teaching or

reading. He (she) may make them engage by providing them

with interesting reading texts.

c. Students should be encouraged to respond to the content of a

reading text, not just to the language. The teaching of reading

does not only learn the language used in the text, but also give

the students a chance to respond the meaning and message of

the text.

d. Prediction is a major factor in reading. it is important to

introduce the theme of the text before the teacher asks the

students to read it. It will give them some idea what to expect

and increase their interest. It will also make them better and

more engaged readers.

e. Match the task to topic. The task that students do after reading

must be appropriate with the topic of the reading text.

f. Good teachers exploit reading texts to the full. After reading,

the teacher should integrate the reading text interesting class

sequences, such as using the topic for discussion and further

tasks.

In conclusion, the teaching of reading must provide the students

with some reading comprehension skills. To achieve this, some

principles must be applied; reading should not be considered as a

passive skill, students must engage with the text and respond to the

content, prediction can be a major factor in reading, the task must match

to the topic, and the teacher is suggested to explore the text.

12. Reading Process

Many specialists defined reading is the process of putting the

reader in contact and communication with ideas. As a matter of fact,

human beings are preprogrammed to perform language acts such as

listening, speaking, writing and reading. Some students may make better

readers than others, but everyone can improve. Therefore it is the

teacher’s job to facilitate what is essential a natural process and to do

this most effectively. She or he must develop some understanding of the

reading process, some understanding of the reading process, there are:

a. The first to be made about the reading process in reading

comprehension. It means, it is relating to what we do not know

or new information to what already known. Comprehension is

always controlled by the needs and purposes of individual.

b. Reading is primarily a cognitive process, which means that the

brain dose most of the word.

c. The process of identification and interpretation of complex

reading process consist of two major sub processes. The first

level is identification and the second level interpretation. The

process of identification is the determining rapidly and

accurately just what the text says.

B. Reading Comprehension

4. Definition of Reading Comprehension

Emerald, 1982:312, Comprehension is a thinking process, it is

thinking through reading. As such, it is dependent upon the learners

basic cognitive and intellectual skill, upon their background of

experience (vocabulary, knowledge, concept and ideas), and upon their

language skill (knowledge, morphology, syntax and grammar).

Reading comprehension is the process of understanding and

constructing meaning from a piece of text. Connected text is any written

material involving multiple words that from coherent thoughts phrases,

sentences, paragraph and so on. They are example of connected text that

can be read with comprehension.

5. Levels of Comprehension

According to McGraw-Hill (2005:74), the levels of comprehension

guide provides structured guidance in helping students read and think at

three levels of comprehension: literal. Interpretive, and applied.

a. The literal level focuses on the students’ identification of

information and facts in the text segment.

b. The interpretive level focuses on having students interpret the

information, make inference, and draw conclusions.

c. The applied level focuses on the students extend their thinking

by considering information and ideas in the text plus their own

prior knowledge and experiences similar to the

critical/evaluative and creative levels of comprehension.

The levels of comprehension guidance helps students identify

important information, interpret the meaning of that information,

and then think about the information and ideas in the text with

respect to their own opinion and ideas. Used within cooperative

group setting, the guide provides the stimulus to generate more

ideas and to cause reflection of what is being learned, though

discussion.

6. Factor Affecting Comprehension

The teacher must understand the factors that affect comprehension if he

is to help individuals overcome their shortcomings in comprehending

what they read. (Dallman, 1982:165). The factors affecting

comprehension as follows:

a. Difficulty of material

b. Intelligence

c. Environment

d. Emphasis on word recognition

e. Emphasis on oral reading a selection

f. Adjustment of reading technique to purpose and type of material

g. Rate of reading

C. Recount Text

a. Definition of Recount

Often you will want to tell other people about something that has

happened in your life. You might want to tell about what you did at the

weekend. It might be about exciting things that happened when you were

on holiday last year. Speaking or writing about past eventsnis called a

recount(Anderson, Mark & Anderson, Kathy: 1997).

A recount is a piece of text that retells past events, usually in the

order in which they happened (Anderson, Mark & Anderson, Kathy:

1997). The purpose of a recount is to give the audience a description of

what occurred and when it occuered.

b. Generic Structure of Recount

o Orientation: a first paragraph that gives background information

about who, what, where and when

o Events: Describing series of event that happened in the past

o Reorientation: It is optional. Stating personal comment of the writer

to the story

c. Language Feature of Recount

• Introducing personal participant; I, my group, etc

• Using chronological connection; then, first, etc

• Using linking verb; was, were, saw, heard, etc

• Using action verb; look, go, change, etc

• Using simple past tense

d. Examples and structures of the text

Generic Structure

Our trip to the Blue Mountain

1. Orientation = the topic that will describe is visit the Blue Mountains

in Bali

2. Event = describe the situation of scenic railway, shopping, went on

the scenic skyway and saw cockatoos

3. Reorientation = went home

CHAPTER III

METHODOLOGY

Orientation

On Friday we went to the Blue Mountains. We

stayed at David and Della’s house. It has a big

garden with lots of colourful flowers and a

tennis court.

Events

On Saturday we saw the Three Sisters and went

on the scenic railway. It was scary. Then,

Mummy and I went shopping with Della. We

went to some antique shops and I tried on some

old hats.

On Sunday we went on the Scenic Skyway and

it rocked. We saw cockatoos having a shower.

Reorientation In the afternoon we went home.

In this chapter the researcher explain about profile of school, Subject of the

research, Research Method, Technique of Collecting Data, and Technique of

Analysis Data,

A. Profile of School

3. Setting of the research

The research was done in Junior High school 1 Pringapus,

Wonoyoso. The school is located in Jl. Siswa Desa Wonoyoso

Kecamatan Pringapus Kabupaten Semarang. The research was

conducted Augustus, 1th up to Augustus, 9th 2016. Before doing the

research, the researcher prepared the instrument that will be use to

measure students improvement when using Recount Text in reading

comprehension. After getting an agreement of the school principle and

the doing consultation to the English teacher who taught at VIIIA of

Junior High School 1 Pringapus.

4. Subject of the research

The subject of the research consisted of the students and the teacher.

The researcher take VIIIA class consisted of 34 students with 4 males and

30 females’ students. They learn it for two hours in each meeting.

The problems that a student often faced were about their reading

comprehension in recount text. Many students do not understand what

the teacher in English when the teacher gives the text or paragraph, so

they cannot answer the question from the teacher. They confused how to

read with correct pronunciation. For the teacher, they may not find

appropriated methods to teach reading yet or they have problems with

their self-confidence.

Table 3.1

VIII A Students of Junior High School1 Pringapus

in the Academic Year 2016/2017

No Nama Peserta Didik L/P

1 R1 P

2 R2 P

3 R3 P

4 R4 P

5 R5 P

6 R6 P

7 R7 P

8 R8 P

9 R9 P

10 R10 L

11 R11 P

12 R12 L

13 R13 P

14 R14 P

15 R15 P

16 R16 P

17 R17 P

No. Nama Peserta Didik L/P

18 R18 P

19 R19 P

20 R20 P

21 R21 P

22 R22 P

23 R23 P

24 R24 L

25 R25 P

26 R26 P

27 R27 P

28 R28 L

29 R29 P

30 R30 P

31 R31 P

32 R32 P

33 R33 P

34 R34 P

B. Research Methodology

6. Research Method

In this research, the researcher focuses on improving students’

reading comprehension in informational text. Based on the result of

this research in how much improvement in students’ reading

comprehension through recount text is served in terms of quality,

then the method used in this study is qualitative research.Kothary

(2004:3) said that quantitative research is based on the measurement

of quantity or amount and applicable to phenomena that can be

expressed in terms of quantity.

7. Research Approach

Here, the researcher uses action approach. This study is aimed

to make better the students’ reading comprehension. Suyadi

(2010:21) says that action research is aimed to make better in every

aspects of learning, action research also headed to a teacher makes

better his/her profession as a teacher, so that students’ learning result

improve time by time.

8. Research Design

In order to make the data in this research complete and clear,

the researcher describes the design used in this research. The

researcher uses Single-Group Interrupted Time-Series Design.

Creswell (1990:161) said that in this Single-Group Interrupted Time-

Series Design, the researcher records measures for a single group

both before and after treatment. Here, means that the researcher does

only his research in a single group of action. The researcher records

the result for one group both before and after the treatment.

9. Data Collection Method

Kothary (2004:17) said, if the researcher conducts an action,

researcher observes some quantitative measurements, or the data,

with the help of which he examines the truth contained in his

hypothesis. As a teacher, the researcher prepares the media and

materials, explains the materials and leads the class in a condition to

make a discussion. The steps to get a data, teacher divides the

discussion into some activities, such as pre-reading activity, reading-

writing activity, reading aloud, and the last is learning outcomes.

Pre-reading activity is aimed to know how far student

comprehension in reading before the treatment carried out. By this

pre reading activity, the researcher knows the difference conditions

before and after the treatment. In Reading-Writing activity, teacher

distributes the recount text with some paper and gives some

instructions. And also writes some of them on the board.The third

activity is Reading Aloud. Here, each group read aloud its recount

text. The last activity is Learning Outcomes, here the member of one

group foundmean idea from the story. The other, most organized

among the entire class included idea on different topics.

By these activities the researcher will get the data then analyze

them.

10. Data Analysis Method

Data analysis for this research is descriptive quantitative. This

analysis is aimed to know the improvement in students’ reading

comprehension through recount text as a teaching media in the

Second Grade of Junior High School 1 Pringapus.

The data are the documentation from the pre-reading activity,

and the learning outcomes. In analyzing the score, the researcher

uses statistical technique to find out the mean score of the students.

After the score is found, the writer concludes how much the

improvement from the pre-reading activity to the learning outcomes.

C. Research Procedure

4. Research procedure

This study used a classroom action research consists of two

cycles. According to Arikunto (2010:138) each cycle consist of:

a. Planning

In this stage researcher do some action like observe the

learning process technique used by the previous teacher,

identify the hindrance and the easiness factors in the

previous learning process, formulate the alternative action

were done, and the last arrange the lesson plan.

From the explanation above, the researcher made a

schedule. First, observing the school condition, the class

and student’s condition, the school’s facilities and the

method of learning used in that class. Then, made the

purpose of learning based on the observation also prepare

lesson plan.

b. Action

Action is implementation of the planning in the class. In

this stage the researcher must follow the program in the

planning (Arikunto, 2010:139). Sam’s (2010:80) added

that the researcher’s position in this research is as an active

participant that is by participating in the observation

besides giving an action to the research’s subject.

This stage is done by carrying out lesson plan on

teaching reading. Doing pre-test to students that the result

will be compared to the post-test, follow-up of the first

cycle of learning is to identify the strengths and

weaknesses of the learning outcomes. Researcher presents

them in the following:

1) Giving pre-test

2) Teaching reading by recount text

3) Giving occasion to the students to ask any

difficulties or problems

4) Giving post-past

c. Observe

Arikunto (2010; 139) said when the researchers takes the

class, she/he is need colleague to observe and analyze the

condition of the class and the students. In this researcher

also gives the students pre test and post test that both of

them will analyze by the researcher. While, to got the data

about student’s responses during learning process was a

note.

d. Reflection

In this part, Arikunto (2010:140) stated that researcher

and observer discuss the result of learning process. It

consists of analyzing the action and doing intervention,

clarification how the researcher doing the researcher doing

the research as the teacher, also the condition of the class

and the students.

As soon as the class ending, the teacher or researcher

was discussed with the observer about the learning process.

Whether the device successful or not. Also, it was to find

the weakness and the advantage of the device then find out

the appropriate solution.

5. Technique of Collecting Data

The researcher will present the act of collecting data as follows:

a. Test

According Arikunto (2010:226), to measure and analyze

the subject using a test. It’s used to measure the basic

competence and achievement. The type of researcher used in

school is test made by the teacher. The researcher used test made

by the teacher. In this case, researcher was used pre-test. Pre-test

is a test given before some treatment period. It was chosen

because it could measure that arranged by certain procedure, has

not been examined many time so it’s characteristic and strength.

b. Observation

Observe is look at an occurrence, movement and process.

Observing is not an easy task since people are influenced a lot

by interests and tendencies they have. In observation, the most

effective way complete the observation format or from as the

instrument. The arranged form consists of items about

occurrences or behaviors that drawn happened (Arikunto,

2010:2720.

c. Documentation

Arikunto (2010:274) stated that documentation methods is

an activity to look for variable like notes, transcribes, books,

newspapers, magazines, etc. this method isn’t too difficult since

if there is an error the source data is still not change.

In this section, besides make a note the researcher took

photographs as proof of teaching learning activity.

6. Technique of Analysis Data

The researcher conducted the action research of teaching

reading using recount text at Second Grade Students of Junior High

School1 Pringapus in the academic year of 2016/2017.

In analyzing the data, the researchers use the quantitative data

analysis. This study would be successful when there is increasing of

students’ comprehension in reading. Before applying the action, the

students would be given pre-test and post-test in the end of to know

the progressing of students. Hypotheses and methods of data

collection are created before the research begins (Lodico, 2006:6).

This technique is used to know the students’ score of reading

comprehension in each cycle. The formulas according to Hadi

(1981:246) are:

a. Mean

Mean is sun of all students score and divide it with total

of individual. The function of the formula is finding the

average from raw data.

𝑀 =∑ x

N

Where,

M : Mean of students’ score

∑ X : The sum of students’ score

N : The total number of students

b. SD (Standard Deviation)

The function of the formula is to solve standard

deviation calculation from the data that arranged into

distribution table.

𝑆𝐷𝐷 = √∑𝐷2

𝑁− (

∑𝐷

𝑁)

2

Where,

𝑆𝐷 : Deviation Standard for one sample t-test

𝐷 : Different between pre-test post-test

N : Number of observation in sample

c. T-test

To be able to know whether there is a significant

improvement or not between pre-test and post-test,

researcher using t-test after calculate the SD. Because the

total of the students is 34, the researcher using t-table = 2,

75 as standard. The formula is:

𝑡𝑂 =(

∑ 𝐷

𝑁)

(𝑆𝐷𝐷

√𝑁−1)

Where,

𝑡𝑜 : T-test for the different of pre-test and post-test

𝑆𝐷 : Deviation Standard for one sample t-test

𝐷 : Different between pre-test and post-test

𝑁 : Number of observation in sample

CHAPTER IV

DATA ANALYSIS

In this chapter, the researcher will discuss about data anlysis, which has been

collected. The researcher gives the details of the findings. It shows the finding of

the data collected since the beginning until the end of the research. This reasearch

is applied on two cycles. These cycle will show the improvement of the students’

comprehension in reading.

A. Research Finding

In this research, the researcheract as the teacher while the learning

process was observed by his partner, Aisyah Ambalika Saraswati. The

researcherheld two cycles while each cycle consists of planning, action,

observation and reflection.

The whole steps of this research were explained in the description

below:

3. Cycle I

5) Planning

Before conducting the research, the writer prepared the

research instruments, they were:

a. Lesson plan: it was used as a guidance and controling the

learning process.

b. Material: in this cycle the researcher used formal text book.

c. Teaching aid: the researcher used recount text and recount

text

d. Test: it was include pre-test and post-test was a test given to

the students before the researcher conveyed the material

using his teaching technique, while post-test was a test given

to the students after the researcher conducted his device.

6) Implementation of the action

Implentation of the learning process in cycle I was done on

Saturday, August 6𝑡ℎ

2016. The teacher and his observer entered

the English class. The class was started by praying together and

introduced the researcher hisself to the students. Then, the

teacher informed the students about activities to be

implemented. The situation in the class as follow:

Teacher : “Assalamu’alaikum wr. Wb. Before we start our

lesson today let say Basmalah together.

Bismillahirramanirrachim”.

Students : “Wa’alaikumsalam wr. Wb.

Bismillahirrahmanirrachim”.

Teacher : “Good morning students. How are you today?”

Students : “Good morning. I’m fine thank you and you?”

Teacher : “I’m fine too, thank you. “Well, for this time and

next meeting will learning English together. First, let

me introduce myse lf, my name is Muhamad Mustofa.

You ca call me Mr. Tofa.”

(“oke, untuk pertemuan hari ini dan beberapa hari kedeapan

kita akan belajar Bahasa Inggris bersama. Perkenalkan, nama

saya Muhamad Mustofa. Kalian bisa panggil sata Mr. Tofa.”)

The first pre-test given by the teacher was answering the

question which for their pre-test. Teacher shared the worksheet to

the students. He also went around the class to check the students’

work and to help students’ difficulties. Most of them have

difficulties in understanding the vocabularies. After the time for

the test finished the teacher collected the students’ work.

Then, the activity continued with explanation little bit of the

material by the teacher. When the teacher explained it, the

students listened and paid attention to his. After the teacher gave

the explanation, the techer gives the chance to the students to find

the main of the material.

After that, the teacher implemented his teaching device by

giving some worksheets to the students. The teacher asked the

students to work individually for their post-test and gave limited

time to finish it. When they finished they should collect their

work.

7) Observation

During this activity, teacher and his observer were

observing all the activities happened during the learning process.

They also observing and monitoring all the students’ attitude,

response and attention to the learning activity. But the result of

this learning needs improvement.

There were some students showed that they had difficulties

in reading recount text. Most of them were lack of vocabularies.

Other weaknesses were on the pronunciation. Nevertheless, there

were some other students had a good skill in reading.

8) Reflection

Based on the result of the data and observation on the first

cycle learning process, it was obtained the reflection as follows:

a. There are students who should require more intensive

guidance are Ade Ria, Berlian, and Siti, they have

difficulty in reading and less in mastering the

vocabulary from the other students.

b. The use of recount textcan motivate and help students

in reading process. It is important because it helps them

read especially in recount text.

c. In the next cycle reseacher still used the same device so

the students will understand more with the activity.

Therefore, the result of the next cycle will improve as

expected.

Furtheremore,to know if there is an improvement in

reading, reseacher analyzes the result using t-test calculation from

the result of the pre-test and post-test. The calculation as follow:

Table 4.1

The result of pre test cycle I

No Nama Peserta Didik score

1 R1 20

2 R2 70

3 R3 70

4 R4 70

5 R5 50

6 R6 70

7 R7 70

8 R8 50

9 R9 50

10 R10 70

11 R11 20

12 R12 60

13 R13 30

14 R14 60

15 R15 70

16 R16 70

17 R17 70

No. Nama Peserta Didik Score

18 R18 70

19 R19 70

20 R20 50

21 R21 50

22 R22 70

23 R23 60

24 R24 70

25 R25 70

26 R26 70

27 R27 60

28 R28 70

29 R29 60

30 R30 70

31 R31 60

32 R32 70

33 R33 40

34 R34 50

Table 4.2

The result of post test cycle I

No Nama Peserta Didik Score

1 R1 70

2 R2 80

3 R3 75

4 R4 80

5 R5 75

6 R6 80

7 R7 75

8 R8 65

9 R9 80

10 R10 80

11 R11 65

12 R12 70

13 R13 60

14 R14 60

15 R15 85

16 R16 80

17 R17 70

No. Nama Peserta Didik Score

18 R18 80

19 R19 75

20 R20 70

21 R21 70

22 R22 70

23 R23 70

24 R24 75

25 R25 80

26 R26 75

27 R27 70

28 R28 75

29 R29 75

30 R30 75

31 R31 70

32 R32 80

33 R33 70

34 R34 65

Table 4.3

The result of pre test and post test cycle I

No Nama Peserta Didik Pre-Test

(X)

Post-Test

(Y)

Pre-Post

(D) 𝐷2

1 R1

20 70 50 2500

2 R2

70 80 10 100

3 R3

70 75 5 25

4 R4

70 80 10 100

5 R5

50 75 25 625

6 R6

70 80 10 100

7 R7

70 75 5 25

8 R8

50 65 15 225

9 R9

50 80 30 900

10 R10

70 80 10 100

11 R11

20 65 45 2025

12 R12

60 70 10 100

13 R13

30 60 30 900

14 R14

60 60 0 0

15 R15

70 85 15 225

16 R16

70 80 10 100

17 R17

70 70 0 0

18 R18

70 80 10 100

19 R19

70 75 5 25

20 R20

50 70 20 400

21 R21

50 70 20 400

22 R22

70 70 0 0

23 R23

60 70 10 100

24 R24

70 75 5 25

25 R25

70 80 10 100

26 R26

70 75 5 25

27 R27

60 70 10 100

28 R28

70 75 5 25

29 R29

60 75 15 225

30 R30

70 75 5 25

31 R31

60 70 10 100

32 R32

70 80 10 100

33 R33

40 70 30 900

34 R34

50 65 15 225

∑ = 2030 2495 465 10925

a. Mean of Pre-test I

𝑀𝑥 = ∑ 𝑥

𝑁

𝑀𝑥 = 2030

34

𝑀𝑥 = 59.70

b. Mean of Post-test I

𝑀𝑥 = ∑ 𝑥

𝑁

𝑀𝑥 = 2495

34

𝑀𝑥 = 73.38

1) Mean of pre-test = 59.70

2) Mean of post-test =73.38

3) Mean of the pre-test ≤ than post test

4) There is an improvement of reading comprehension between pre-test

and post-test

c. SD (standar Deviation) of pre-test and post-test

𝑆𝐷𝐷 = √∑𝐷2

𝑁− (

∑𝐷

𝑁)

2

= √10925

34− (

465

34)

2

= √321.32 − 187.04

= √134.27

= 11.58

d. Calculating 𝑡𝑜

𝑡𝑜 =(

∑ 𝐷

𝑁)

(𝑆𝐷𝐷

√𝑁−1)

=(

465

34)

(11.58

√34−1)

=(13.67)

(11.58

√33)

=(13.67)

(11.58

5.74)

=(13.67)

(2.01)

= 6.80

Presentage score

𝑃 =𝐹

𝑁𝑥 100%

Presentage of score : < 75 =15

34𝑥 100%

= 44.11%

Presentage of score : > 75 = 19

34𝑥 100%

= 55.88%

In the other hand, from the result in the cycle 1, based on the standardized score

(KKM) is 75 and the students who get the score approach with the KKM is 44.11%

students. The researcher want to get 70% students who get score is 75. The result

that students who get score 75 is 55.88%. So in the cycle 1 researcher is suitable.

The T-calculation also shows that there is significant influence of recount text in

improving the student’ reading comprehension. The result is that T-calculation is

6.80. It means that there is a considerable influence in cycle I.

Eventhough in cycle 1 is suitable the reseacher wants to conduct cycle 2 with the

reason that reseacher wants to know the result in students improvement with the

different material. Does it make different result cycle I and cycle II or not.

4. Cycle II

Learning process in cycle II was a revision from the result of

previous cycle. It was same with cycle I that consisted of planning,

implementation of the action, observation and reflection.

1) Planning, preparing the learning activities:

a. Lesson plan: revised the learning process in cycle I

b. Material : gave recount text

c. Teaching aid : the researcher used recount text as teaching aid

d. Test: pre-test and post test

2) Implementation of the action

It was on Monday, 8𝑡ℎ

August 2016. In this section the researcher

still used the same device it was to revise the previous teaching learning

process. As in the cycle I the researcher gave students pre-test before

conveying the material. Then explained the material to the students:

Teacher : “well today we’ll still discuss about Recount text.

So, anyone please can mention all part of recount

language features?” (“Ok, hari ini kita masih akan

membahas tentang recount teks. Siapa yang masih

ingat kemarin apa saja yang termasuk dari ciri umum

kebahasaan recount teks?”)

Students :”Use simple past tense, Mr.” (“menggunakan simple

past tense Mr.”)

Then teacher also gave the example of the material to the students as

a reminder. So it will be useful to the students in doing their task.

When doing the pre-test teacher allowed the students to use

dictionary or asked him about the difficulties they found. Teacher

observed every student by walking through the class. Teacher also gave

limited time to finish the students’ task so they should finish it soon and

collected it then.

When the teacher applied the same device, the students seemed more

familiar since it just the same with the previous meeting.

After all activities teaching learning process have done, the teacher

asked the students to work individually for their post-test and gave them

limited time to finish it. When they finished it they should collect their

work.

3) Observation

At this stage students seemed more understand about the material

and the technique used by teacher. The students’ activeness increases

too. The students seemed more confident to read the text. They are also

more comfortable to be the learning activity.

From the result of this cycle, it shows that there is an improvement

compared with the previous cycle. So it means that the students more

understand with the materials. It’s also shows that the students made an

increase in their reading comprehension.

4) Reflection

After analyzing the result of cycle II, the researcher concluded that

recount text can improve students’ comprehension. In addition

students’ attention increased and they more active asking questions.

Based on the result of data analysis and observation in cycle II, it is

obtained that the use of recount text is able to stimulate the students’

comprehension in reading. This following table is the score of students’

worksheet in cycle II consist of pre-test and post-test.

Table 4.4

The result of pre test cycle II

No Nama Peserta Didik Scor

e

1 R1 75

2 R2 80

3 R3 85

4 R4 90

5 R5 85

6 R6 90

7 R7 90

8 R8 85

9 R9 90

10 R10 90

11 R11 75

12 R12 85

13 R13 85

14 R14 90

15 R15 90

16 R16 90

17 R17 85

No

.

Nama Peserta Didik Score

18 R18 90

19 R19 85

20 R20 90

21 R21 80

22 R22 80

23 R23 80

24 R24 85

25 R25 90

26 R26 85

27 R27 85

28 R28 85

29 R29 70

30 R30 75

31 R31 75

32 R32 70

33 R33 80

34 R34 80

Table 4.5

The result of post-test cycle II

No Nama Peserta Didik Score

1 R1 80

2 R2 85

3 R3 90

4 R4 90

5 R5 85

6 R6 85

7 R7 85

8 R8 85

9 R9 85

10 R10 80

11 R11 85

12 R12 80

13 R13 80

14 R14 90

15 R15 85

16 R16 90

17 R17 80

18 R18 90

No. Nama Peserta Didik Score

19 R19 85

20 R20 90

21 R21 85

22 R22 85

23 R23 80

24 R24 80

25 R25 85

26 R26 85

27 R27 85

28 R28 80

29 R29 80

30 R30 80

31 R31 85

32 R32 80

33 R33 80

34 R34 90

2830

Table 4.6

The result of pre test and post test cycle II

No Nama Peserta Didik Pre-Test

(X)

Post-Test

(Y)

Pre-Post

(D) 𝐷2

1 R1 75 80 5 25

2 R2 80 85 5 25

3 R3 85 90 5 25

4 R4 90 90 0 0

5 R5 85 85 0 0

6 R6 90 85 -5 25

7 R7 90 85 -5 25

8 R8 85 85 0 0

9 R9 90 85 -5 25

10 R10 90 80 -10 100

11 R11 75 85 10 100

12 R12 85 80 -5 25

13 R13 85 80 -5 25

14 R14 90 90 0 0

15 R15 90 85 -5 25

16 R16 90 90 0 0

17 R17 85 80 -5 25

18 R18 90 90 0 0

19 R19 85 85 0 0

20 R20 90 90 0 0

21 R21 80 85 5 25

22 R22 80 85 5 25

23 R23 80 80 0 0

24 R24 85 80 -5 25

25 R25 90 85 -5 25

26 R26 85 85 0 0

27 R27 85 85 0 0

28 R28 85 80 -5 25

29 R29 70 80 10 100

30 R30 75 80 5 25

31 R31 75 85 10 100

32 R32 70 80 10 100

33 R33 80 80 0 0

34 R34 80 90 10 100

∑ = 2845 2865 20 1000

a. Mean of Pre-test II

𝑀𝑥 = ∑ 𝑥

𝑁

𝑀𝑥 = 2845

34

𝑀𝑥 = 83.67

b. Mean of post-test II

𝑀𝑥 = ∑ 𝑥

𝑁

𝑀𝑥 = 2865

34

𝑀𝑥 = 84.26

1) Mean of the Pre-test = 83.67

2) Mean of Post-test = 84.26

3) Mean of pre-test ≤ than post-test

4) There is an improvement of reading comprehension between pre-test and post-test

c. SD (Standard Deviation) of pre-test and post-test

𝑆𝐷𝐷 = √∑𝐷2

𝑁− (

∑𝐷

𝑁)

2

𝑆𝐷𝐷 = √1000

34− (

20

34)

2

𝑆𝐷𝐷 = √29.41 − (0.58)2

𝑆𝐷𝐷 = √29.41 − 0.34

𝑆𝐷𝐷 = √29.06

𝑆𝐷𝐷 = 5.39

d. Calculating 𝑡𝑜

𝑡𝑜 =(

∑ 𝐷

𝑁)

(𝑆𝐷𝐷

√𝑁−1)

𝑡𝑜 =(

20

34)

(5.29

√34−1)

𝑡𝑜 =(0.58)

(5.29

√33)

𝑡𝑜 =(0.58)

(5.29

5.74)

𝑡𝑜 =(0.58)

(0.92)

𝑡𝑜 = 0.07

Presentage score:

𝑃 =𝐹

𝑁𝑥 100%

Presentage of score : < 75 =0

34𝑥 100%

= 0%

Presentage of score : > 75 = 34

34𝑥100%

= 100%

From the percentage in the cycle 2, based on the standardized score (KKM) is 75

and the students who get score approach with the KKM is 100% students.

Finaly, the reseacher get the result of this cycle is suitable with the target’s

reseacher. It is successful based on the percentage in the cycle I and cycle II. Its mean

that recount textis able to improve students’ reading comprehension.

B. Discussion

From the result of the data analysis in cycle I and II, the researcher analyzed the

students improvement from each cycle. The improvement as follow:

Table 4.7

The mean of students’ score

No. Analyze Cycle I Cycle II

1. Mean

Pre-test

Post-test

59.70

73.38

83.26

84.26

The table show that the improvement of the students’ reading comprehension is

improve from the cycle I to cycle II. Based on the procedure, applying the recount text

is successful to improve students reading comprehension. The table above shows the

differences of t-calculation in each cycle.

Beside, the mean of pre-test and post-test in each cycle also increase. It can be seen

in table above. The mean of pre-test in cycle I is 59.70 while the post-test is 73.38. In

cycle the mean also increase. Te mean of pre-test and post-test in cycle II is 83.26 and

84.26.

It is a prove that the students’ reading comprehension improve in each cycle. The

students finally can produce a good reading. This improvement can influence the

students’ score. Then, the score of post-test is better than pre-test so it means that the

students reading comprehension is enhace after applied the recount text.

CHAPTER V

CLOSURE

A. Conclusion

The finding of the research in Junior High School 1 Pringapus shows:

1. The implentation of “recount text” in reading comprehension of the Second

Grade Students of Junior High School 1 Pringapus done well. It can make

students more active to read, because most of them more easily understand

the main idea by using “recount text” in reading their text. Before the

“recount text” applied, the students got difficulties in looking for the

vocabularies and the main idea of the text. During the test most of them

spent their time to look for the meaning in the dictionary. After the “recount

text” applied the students’ response is good.

2. The students’ comprehension of reading can be improved by “recount text”

in teaching learning process. It can be proven by the score of pre-test and

post-test. The score of post-test was greater than pre-test. The cycle I shows

that the score of pre-test 59,70 and the score of post-test is 73,38.

Meanwhile, the cycle II shows that the score of pre-test is 83,67 and score

of post-test is 84,26. It means that there is significant difference in the mean

between pre-test and post-test. This indicates that “recount text” can

improve the students’ reading comprehension of the Second Grade

Students’ of Junior High School 1 Pringapus in the academic year

2016/2017.

3. Using “recount text” could give an improvement bycalculating using t-test

calculation. T-test is formula to know the significant differences between

pre-test and post-test. From the t-test, it can be seen that there is

improvement from the first cycle to the second cycle. Furthermore, the

“recount text” also make the students get more challenge, because they can

explain what they have read by using “recount text” and it can increase their

confidence to share their knowledge to other friends.

B. Suggestion

At the end of this chapter, the reseacher would like to propose some

suggestions that hopefully would be useful as follow:

1. For the institution

The institution should facilitate the learning process to make the learning

effective. The students also need must motivation to study English so the

students can have English skill. The motivation can also be their basic to

study more about English.

2. For English Teacher

a) The English teacher should improve their ability in the process of

teaching and learning, and the teacher should know toward students’

problem. The strategy of teaching reading will influence the students’

ability to study. The teacher especially in reading is such an easy and

interesting to learn. The use of appropriate method should be

encouraged.

b) The teacher should give a clear and through explanation to the students.

Teacher can make the material easy and simple. So that students will

understand the materials easily.

3. For Students

a) Students should always be active in the teaching learning process and

did not be afraid or lazy in English lesson, so that the students should

develop their motivation.

b) Beside studying in school students should study in other place

independently, like in their house, join English course to make an

improvement, or read source.

c) Students should be obligated to bring dictionary in every English class.

d) The students need to have a big spirit and study hard.

e) The students should be confidence when the teacher asks them to read

on front of the calss.

BIBLIOGRAPHY

Anderson, Mark & Anderson, Kathy.1997. Text Type in English. Malaysia: Macmillan

Education Australia Pty Ltd

Arikunto, Suharsini.1995. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara

Arkunto, Suharsini.2010. Prosedure Penelitian, suatu Pendekatan Praktik. Jakarta: PT Intan

Putra

Arikunto, Suharsini.2006. Penelitian Tindakan kelas, Jakatra: PT Intan Putra

Beyer, Praticia.1992. Teaching Thinking in Social Studies. USA: Beli & Howell Company

Brown, H. Douglas. 1980. Principles of Language and Teaching. London: Prentice. Hall

Carrel, Practicia.1996. Interactive Approaches in Second Language Reading Comprehension

Exercise. Cambridge University Press

Creswell, John W., 2009. Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches. USA: SAGE Publication,Inc

Dallman, Marta, Roger L, Rouch.1982. The Teaching Of Reading. New York

Grabe, William.2009. Reading in a Second Language: Moving From Theory to Practice.

Cambridge: Cambridge University Press.

Grabe, William and Stoller, Fredericka.2002. Teaching and Researching Reading. Britain:

Pearson Education.

Hadi, Sutrisno.1981. Metodologi Reasearch. Yogyakarta: Yayasan Penerbitan Fakultas

Psikologi Universitas Gajah Mada

Harmer, Jeremy.2001. The practice of English Language Teaching. New York: Logman

Helman, Blair, Ruply.1961. Principle and Practice of Teaching Reading. The United State of

America

Hill, McGraw.2005. Critical Reading in the Content Areas. McGraw-Hill: United States of

America

Hopkins, David.2008. A Teacher’s Guide to Classroom Research. Mc Graw Hill: Open

University Press

Hornby.1974. Oxford Advanced Learner’s Dictionary of Current English. Oxford University

Press

Hornby, A.S.1984. Oxford Advanced Learner’s Dictionary of Current English. London:

Oxford University Press.

Krasen, Stepen D.1988. Second Language Acquisition and Second Language Learning. United

state of America: Prentice Hall.

Kothary, C.R..2004. Research Methodology: Methods and Techniques (second revise edition),

New Delhi: New Age International (P) Ltd

Kurniawan, Budi.2010. The Use of student Study Team Achievement Division to Reading

Comprehension of the Sixth Grade Students of MI Ma’arif TirtoKec. Grabag Kab.

Magelang in the academic year of 2010/2011. STAIN SALATIGA.

Lewin, larry.2003. Paving the Way in Reading and Writing. San Francisco: Wiley

Lodico, Marguerite G.2006. Methods in Educational Research. San Francisco: Jossey-Bass

Marczyk, G., DeMatteo, D., & Festinger D., 2005.Essentials of Research Design and

Methodology, New Jersey: John Willey and Sons, Inc

Oxford University Press.2003. Oxford Learner’s Pocket Dictionary. New York: Oxford

University Press

Oxford University Press.2008. Oxford Learner‟s Pocket Dictionary. New York: Oxford

University Press.

Salam, AthokIbnu. 2015. The Use of Oregon Reading Model to Improve the Students’ Reading

Comprehension”. It was a classroom action research of the second year students of

SMK N I Salatiga in the academic year of 2014/2015. STAIN SALATIGA.

Shiue, Connie & Roebl, K.M.2012. Developing Reading Comprehension Skills in EFL

University Level Students. Taiwan: St. John’s University

Silverstein, Sandra.1984. Techniques and resources in Teaching Reading. New York: Oxford

University Press

Stone, Randy.2009. Best Practies for Teaching California: Corwin Press

Suyadi. 2010. Paduan Penelitian Tindakan Kelas. Jogjakarta: Diva Press

Swan, Michel.1992. Inside Meaning Profeciency Reading Comprehension. Cambridge:

Cambridge University Press

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama sekolah : SMP Negeri 1 Pringapus

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VIII / 1

Jenis Teks : Monolog Recount Text

Aspek/Skill : Reading

Pertemuan ke : 1 (pertama)

Alokasi waktu : 4x40’

1. Standar Kompetensi

5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk

descriptive dan recount yang berkaitan dengan lingkungan sekitar.

2. Kompetensi Dasar

5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat,

lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk

descriptive dan recount.

3. Indikator

a. Mampu mengidentifikasi makna gagasan (ideasional) dan informasi faktual dalam

teks, main ideas, supporting ideas, details.

b. Mampu merespons makna gagasan yang terdapat dalam teks recount dengan

benar.

c. Mampu mengidentifikasi langkah-langkah retorika dalam wacana recount.

d. Mampu mengidentifikasi tujuan komunikatif teks recount.

Karakter siswa yang diharapkan:

a. Dapat dipercaya ( Trustworthines)

b. Rasa hormat dan perhatian ( respect )

c. Tekun ( diligence )

4. Tujuan Pembelajaran

1. Siswa mampu mengidentifikasi makna gagasan (ideasional) dan informasi

faktual dalam teks, main ideas, supporting ideas, details.

2. Siswa mampu merespons makna gagasan yang terdapat dalam teks recount

dengan benar.

3. Siswa mampu mengidentifikasi langkah-langkah retorika dalam wacana

recount.

4. Siswa mampu mengidentifikasi tujuan komunikatif teks recount.

5. Metode Pembelajaran

Three-Phase Technique

6. Materi

Recount Text :

1. Definition of Recount

Recount is a text which retells events or experiences in the past. Its purpose is either

to inform or to entertain the audience. There is no complication among the

participants and that differentiates from narrative

2. Generic Structure of Recount

1. Orientation: Introducing the participants, place and time

2. Events: Describing series of event that happened in the past

3. Reorientation: It is optional. Stating personal comment of the writer to the

story

3. Language Feature of Recount

• Introducing personal participant; I, my group, etc

• Using chronological connection; then, first, etc

• Using linking verb; was, were, etc

• Using action verb; look, go, change, etc

• Using simple past tense

Latihan

Read the text carefully, then answer the questions below!

Dear Brian,

On Saturday I went to mount Bromo. I stayed at Nisa and Ahmad’s house at

Cemara Lawang, Probolinggo. It has a big garden with lots of colourful flowers and a

fishpond.

On Sunday Nisa and I saw Batok mountain and went on the scenic ride on

horseback. It was scary. Then we went to get a closer look at the mountain. We took

pictures of the beautiful sceneries there.

On Monday we went to the zoo at Wonokromo. We saw cockatoos having a

shower. In the afternoon I went home. It was fun.

Lovely,

Lina

Make a group to discuss these questions dilgently based on the text above!

1. Where did the writer stay when visiting mount Bromo?

2. When did the writer go home?

3. What is the kind of the text?

4. Which paragraph is the orientation?

5. What did the writer and Nisa do on Sunday?

6. What is the purpose of the text above?

7. What activities did they do on Monday?

8. “It” line 2

What does the word “It” in the line 2 refer to?

9. How long did the writer spend his vacation?

10. The word “scary” in line 5 has the similar meaning with?

7. Langkah-Langkah Kegiatan

No Kegiatan Guru

Waktu Skill

KEGIATAN PENDAHULUAN

Apersepsi :

a. Tanya jawab mengenai hal-

hal yang berhubungan dengan

Recount text

b. Menanyakan pengetahuan

siswa mengenai Recount text

Motivasi :

a. Menjelaskan penitngnya

materi yang akan dipelajari

berikut kompetensi yang

harus dikuasai siswa

KEGIATAN INTI

Eksplorasi

a. Menentukan benar, salah atau

tidak relevannya suatu

pernyataan berdasarkan

informasi yang terdapat dalam

bacaan.

5’

5’

MEMBACA

b. Menjawab pertanyaan-

pertanyaan berdasarkan

informasi yang terdapat dalam

bacaan.

c. Melibatkan peserta didik

secara aktif dalam setiap

kegiatan pembelajaran

Elaborasi

Memfasilitasi peserta didik

melalui pemberian tugas,

diskusi, dan lain-lain untuk

memunculkan gagasan baru

baik secara lisan maupun

tertulis.

Memfasilitasi siswa didik

dalam pembelajaran

kooperatif dan kolaborative

Membahas jawaban dari soal-

soal latihan

Memberikan soal-soal untuk

penguatan pemahaman siswa

terhadap materi yang

diberikan

Konfirmasi

a. Memberikan umpan balik

positif dan penguatan dalam

bentuk lisan, tulisan isyarat

maupun terhadap keberhasilan

peserta didik

b. Memfasilitasi peserta didik

melakukan refleksi untuk

memperoleh pengalaman

belajar yang telah dilakukan,

20’

5’

c. Guru bertanya jawab tentang

hal-hal yang belum diketahui

siswa

KEGIATAN PENUTUP

a. Bersama-sama dengan peserta

didik dan/atau sendiri

membuat

rangkuman/simpulan

pelajaran;

b. Memberikan umpan balik

terhadap proses dan hasil

belajar mengajar;

c. Menyampaikan rencana

pembelajaran pada pertemuan

berikutnya

8. Sumber Belajar

1. Buku paket “English in Focus kelas VIII”

2. LKS Target “Bahasa Inggris kelas VIII”

3. Website: http://pakpuguh.wordpress.com/2011/08/15/recount-text/

4. Website : http://englishahkam.blogspot.com/2012/10/contoh-teks-recount-berbentuk-

surat.html

9. Media Pembelajaran

Teks yang relevan

10. Penilaian

Indikator pencapaian

Kompetensi

Teknik

Penilaian

Bentuk

Instrumen

Instrument/ Soal

a. Mengidentifikasi ciri

kebahasaan teks

recount

b. Menjawab

pertanyaan-

Tes Tertulis

Tes terlulis

Pilihan

Ganda

6. Pilihalah

jawaban

yang benar

berdasarkan

bacaar diatas

http://pakpuguh.wordpress.com/2011/08/15/recount-text/http://englishahkam.blogspot.com/2012/10/contoh-teks-recount-berbentuk-surat.htmlhttp://englishahkam.blogspot.com/2012/10/contoh-teks-recount-berbentuk-surat.html

pertanyaan

berdasarkan teks

bacaan Recount text.

Pilihan

Ganda

11. Pedoman Penilaian

1. Instrument : pre-test

Please choose the correct answer by crossing (X) a, b, c, or d!

2. Pilihan Ganda

Nomor benar x 10

Nilai Maksimal : 100

12. Rubrik Penilaian

Uraian Skor

Isi benar, tata bahasa benar

Tidak menjawab

1

0

Mengetahui,

Wonoyoso, 2 Agustus 2016

Guru Pengajar Peneliti

WINTARTI, S. Pd. MUHAMAD MUSTOFA NIP. -

NIM. 11312037

Kepala Sekolah

Adi Kusyanto, S.Pd, M.Pd

NIP: 19691102 199512 1 002

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama sekolah : SMP Negeri 1 Pringapus

Mata Pelajaran : Bahasa Inggris

Kelas/ Semester : VIII / 1

Jenis Teks : Monolog Recount Text

Aspek/Skill : Reading

Pertemuanke : 2 (dua)

Alokasi waktu : 4x40’

13. Standar Kompetensi

5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk

descriptive dan recount yang berkaitan dengan lingkungan sekitar.

14. KompetensiDasar

5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat,

lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk

descriptive dan recount.

15. Indikator

a. Mampu mengidentifikasi makna gagasan (ideasional) dan informasi faktual dalam

teks, main ideas, supporting ideas, details.

b. Mampu merespons makna gagasan yang terdapat dalam teks recount dengan

benar.

c. Mampu mengidentifikasi langkah-langkah retorika dalam wacana recount.

d. Mampu mengidentifikasi tujuan komunikatif teks recount.

b) Karakter siswa yang diharapkan:

d. Dapat dipercaya ( Trustworthines)

e. Rasa hormat dan perhatian ( respect)

f. Tekun ( diligence )

16. Tujuan Pembelajaran

5. Siswa mampu mengidentifikasi makna gagasan (ideasional) dan informasi

faktual dalam teks, main ideas, supporting ideas, details.

6. Siswa mampu merespons makna gagasan yang terdapat dalam teks recount

dengan benar.

7. Siswa mampu mengidentifikasi langkah-langkah retorika dalam wacana

recount.

8. Siswa mampu mengidentifikasi tujuan komunikatif teks recount.

17. Metode Pembelajaran

Three-Phase Technique

Discus

18. Materi

I. Recount Text :

1. Definition of Recount

Recount is a text which retells events or experiences in the past. Its purpose is either

to inform or to entertain the audience. There is no complication among the

participants and that differentiates from narrative

2. Generic Structure of Recount

1. Orientation: Introducing the participants, place and time

2. Events: Describing series of event that happened in the past

3. Reorientation: It is optional. Stating personal comment of the writer to the

story

3. Language Feature of Recount

• Introducing personal participant; I, my group, etc

• Using chronological connection; then, first, etc

• Using linking verb; was, were, etc

• Using action verb; look, go, change, etc

• Using simple past tense

19. Langkah-Langkah Kegiatan

No Kegiatan Guru

Waktu Skill

KEGIATAN PENDAHULUAN

Mengucapkan salam dan berdoa

Mengecek kehadiran siswa

5’

READING

Menyampaikan tujuan pembelajaran

KEGIATAN INTI

Eksplorasi

Siswa mereview materi sebelumnya

Siswa ditunjukkan contoh teks recount

Siswa mendapat penjelasan berbagai hal yang terkait dengan teks recount

Elaborasi

Siswa dibagi menjadi 5 groups