i

THESIS

TEACHING READING COMPREHENSION THROUGH COLLABORATIVE LEARNING TO THE EIGHTH GRADE STUDENTS OF SMPN 2 SUKAWATI IN ACADEMIC YEAR 2013/2014

 

MADE ADNYANA

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2014

ii

THESIS

TEACHING READING COMPREHENSION THROUGH COLLABORATIVE LEARNING TO THE EIGHTH GRADE STUDENTS OF SMPN 2 SUKAWATI IN ACADEMIC YEAR 2013/2014

MADE ADNYANA NPM: 10.8.03.51.31.2.6.3755

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR 2014

iii

PRE-REQUISITE TITLE

TEACHING READING COMPREHENSION THROUGH

COLLABORATIVE LEARNING TO THE EIGHTH GRADE STUDENTS OF SMPN 2 SUKAWATI

IN ACADEMIC YEAR 2013/2014

Thesis As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

MADE ADNYANA NPM 10.8.03.51.31.2.5.3755

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2014

iv

APPROVAL SHEET

1

The thesis entitled “Teaching Reading Comprehension Through

Collaborative Learning to the Eighth Grade Students of SMPN 2 Sukawati in

Academic Year 2013/ 2014” has been approved and accepted as partial fulfillment

for the Sarjana Pendidikan degree in English Education Study Program, Faculty

of Teacher Training and Education, Mahasaraswati Denpasar University.

Approved By

v

APPROVAL SHEET

2 This thesis has been examined and assessed by the examiner committee of

English Education Study Program, Faculty of Teacher Training and Education,

Mahasaraswati Denpasar University in the oral examination on 20th August 2014.

Chief Examiner

Dr. Drs. I Made Sukamerta, M.Pd. NIP.19550507 198203 1 003

Examiner I

I Komang Budiarta, S.Pd., M.Hum. NPK. 82 8208 306

Examiner II

Putu Ayu Paramita D, S.Pd., M.Pd. NPK. 82 8810336

Approved By

vi

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is his own writing, and it is

true and correct that there is no other’s work or statement, except the work or

statement that is referred in the references. All cited works were quoted in

accordance with the ethical code of academic writing.

vii

ACKNOWLEDGEMENT

First of all, the researcher whishes to express his great sincere and heartfelt

to Ida Sang Hyang Widhi Wasa who has given His most generous motivation so

that the researcher could finish this thesis entitled “Teaching Reading

Comprehension Through Collaborative Learning to the Eighth Grade Students of

SMPN 2 Sukawati in Academic Year 2013/2014”.

Secondly, the researcher would like to express his deepest gratitude and

appreciation to I Komang Budiarta, S.Pd., M.Hum. as his first advisor and Putu

Ayu Paramita D, S.Pd., M.Pd. as his second advisor who have already guided him

and shared their ideas for the improvement of the thesis. In addition, the

researcher also would like to thanks for their patience, kindness, and correction in

finishing this thesis. They worked so hard to make this thesis better.

Then, the gratefulness to the headmaster, the teacher, and students of

SMPN 2 Sukawati for their permission to the researcher to conduct his research in

that school. The researcher also would like to dedicate this thesis to his family and

his close friends especially his mother, Ni Made Sulastri; his father, I Made Kaya;

his friend, I Gusti Ayu Adi Miliyana Dewi, and all his friends especially his

classmates who always give motivation, information and for those whose names

could not be mentioned one by one who always support the researcher during the

writing of this thesis.

Next, the researcher is fully aware of his weakness that this thesis is far

from perfect; therefore, he would greatly appreciate all comments, suggestions,

and also a constructive criticism making this thesis would be much better. Finally,

the researcher does hope that his writing will be useful particularly to the

researcher own self and generally to the readers who are interested in this field of

the present study and want to conduct similar research.

Denpasar, 15 August 2014

The Researcher

viii

ABSTRACT

Adnyana, M. (2014). Teaching Reading Comprehension Through

Collaborative Learning to the Eighth Grade Students of SMPN 2 Sukawati In Academic Year 2013/2014. The First Advisor: I Komang Budiarta, S.Pd., M.Hum. and the Second Advisor: Putu Ayu Paramita D, S.Pd., M.Pd

Reading comprehension is the ability to read a text, process it and try to

comprehend the meaning. The result of the pre-test showed that most of the students in junior high school faced problem in reading comprehension. The students had difficulty in identifying specific information, main idea, words meaning and also textual reference of the text. The objective of the present study was to figure out the effectiveness of collaborative learning in teaching reading comprehension to the eighth grade students of SMPN 2 Sukawati in academic year 2013/2014. Therefore, to achieve the objective of the study, the researcher conducted a classroom action research (CAR) in which the research was done in two cycles and each cycle consisted of two sessions. The research instruments were given in order to collect the data needed. Then, the data were analyzed by comparing the result of pre-test and post tests. As supporting data, a questionnaire was also administered in the end of the last cycle and the result showed positive responses with the implementation of collaborative learning. Based on the result of the pre-test, post tests and questionnaire, it could be concluded that collaborative learning was very effective in teaching reading comprehension to the eighth grade students of SMPN 2 Sukawati in academic year 2013/2014.

Keywords: reading comprehension, collaborative learning and SMPN 2 Sukawati.

 

ix

TABLE OF CONTENTS

COVER ............................................................................................................. i

INSIDE COVER ............................................................................................... ii

PRE-REQUISITE TITLE ................................................................................. iii

APPROVAL SHEET 1 ..................................................................................... iv

APPROVAL SHEET 2 ...................................................................................... v

STATEMENT OF AUTHENTICITY .............................................................. vi

ACKNOWLEDGMENT ................................................................................... vii

ABSTRACT ...................................................................................................... viii

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

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

LIST OF GRAPHS ........................................................................................... xii

LIST OF APPENDICES ................................................................................... xiii

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

1.1 Background of the Study ................................................... 1

1.2 Research Problem ............................................................. 4

1.3 Objective of the Study ....................................................... 4

1.4 Limitation of the Study ..................................................... 5

1.5 Significance of the Study .................................................. 5

1.6 Definition of Key Term ..................................................... 6

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ..................... 8

2.1 Theoretical Review ............................................................ 8

2.1.1 Collaborative Learning ............................................. 8

2.1.2 Reading Comprehension ........................................... 11

2.1.3 The Components of Reading Comprehension .......... 14

2.1.3 The Assessment of Reading Comprehension ............ 17

2.2 Empirical Review ............................................................... 18

CHAPTER III RESEARCH METHOD ........................................................... 21

3.1 Subject of the Study ........................................................... 21

x

3.2 Research Design ................................................................. 21

3.3 Research Procedure ............................................................ 24

3.3.1 Initial Reflection ....................................................... 25

3.3.2 Planning .................................................................... 25

3.3.3 Action ........................................................................ 26

3.3.4 Observation ............................................................... 27

3.3.5 Reflection .................................................................. 28

3.4 Research Instrument ........................................................... 28

3.5 Data Collection................................................................... 29

3.6 Data Analysis ..................................................................... 30

3.7 Success Indicator ................................................................ 31

CHAPTER IV FINDING AND DISCUSSION ............................................... 32

4.1 Finding ............................................................................... 32

4.1.1 Pre-Cycle ................................................................... 36

4.1.2 Cycle I ....................................................................... 37

4.1.3 Cycle 2 ...................................................................... 39

3.4 Discussion .......................................................................... 43

CHAPTER V CONCLUSION AND SUGGESTION .................................... 47

3.1 Conclusion ......................................................................... 47

3.2 Suggestion .......................................................................... 48

REFERENCES .................................................................................................... 50

APPENDICES .................................................................................................... 53

 

 

xi

LIST OF TABLES

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Scores in

Reading Comprehension ............................................................... 33

Table 4.2 Tabulation of Data Showing the Subjects’ Response Toward

Collaborative Learning in Reading Comprehension ..................... 34

xii

LIST OF GRAPHS

Graph 4.1 Depicting the Subjects’ Progressing Mean Scores in Reading

Comprehension during the Study .................................................. 43

Graph 4.2 Percentage Response of the Questionnaire after the

Implementation of Collaborative Learning ................................... 43

xiii

LIST OF APPENDICES

Appendix 1 List of the Subjects ......................................................................... 53

Appendix 2 List of Groups ................................................................................. 55

Appendix 3 Pre-test ............................................................................................ 57

Appendix 4 Lesson Plan Session 1 Cycle I ....................................................... 63

Appendix 5 Lesson Plan Session 2 Cycle I ........................................................ 69

Appendix 6 Post test 1 ...................................................................................... 75

Appendix 7 Lesson Plan Session 1 Cycle II ...................................................... 80

Appendix 8 Lesson Plan Session 2 Cycle II ...................................................... 86

Appendix 9 Post test 2 ...................................................................................... 91

Appendix 10 Answer Keys ................................................................................ 96

Appendix 11 Questionnaire ............................................................................... 98

 

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Reading comprehension is the ability to read a text, process it and try to

comprehend the meaning. Reading is an important skill in our daily life because it

can give so many advantages for us. Through reading, students can obtain plenty

of information which can expand their knowledge more and more. Besides, in

learning English, being able to comprehend reading passage is a must. When the

teacher gives text for the students to answer some questions, they possibly cannot

answer it well if they do not comprehend reading passage well. It is like two

aspects which cannot be separated. It is like fire and fume, two things that is

inseparable. That is a fact in comprehending text that is absolutely needed.

Related with the present study, reading comprehension is not as simple as

people imagination to achieve it. There are many aspects that must be considered

if the teacher wants to successfully conduct the teaching learning process. One of

the important aspects is giving the students a chance to read during the lesson and

also make sure that they completely understand what they read.

Most of the students only read the text without thinking and paying

attention to every single sentence that they read. Besides, a lot of the students do

not have much time to read because when teachers give a text and get the students

to answer the questions of the text, they only focus on how to answer these

questions quickly. They ignore the important part of being able to answer the

question and they finally fail. This statement is based on the fact that the teachers

still little bit underestimate about the problem. Teachers mostly concern on

2

material discussed and speak a lot of the time without giving a chance to the

students how to read well and understand the meaning of what they read. In this

case, teachers must try to make the students like to read first and then give

chances as many as possible to read the text well and then try to find the meaning

of the text. In this way, the students will have more time to practice reading.

As what has been explained above, reading comprehension is an effort to

understand, evaluate, and also recognize the author’s ideas of reading text (Mc

Whorter, 2005:3). It is very important to be mustered by the students because in

reading comprehension, the students are expected to get the main ideas and the

detail information from the text. Moreover, reading skill is used in the final

examination for three grades. It is a crucial moment for the students to be able to

pass it. Therefore, the students must have a good reading comprehension if they

really want to pass the exams and then graduate from the school.

Meanwhile, Pressley (2005:4) describes that reading focuses on five

literacy domains as essential to successful reading development, phonemes,

awareness, phonics, vocabulary, fluency and comprehension. Students can get

many vocabularies that they need by reading. Moreover, it can be applied in

speaking and writing as well; however, reading is not simply a process of getting

the meaning of what the readers read because the readers have to interpret what

they have read and comprehended. The students must concentrate on it.

In addition, Johnson (2008:109) states that reading is the act of creating

meaning with the text. This process will require the use of background

knowledge, vocabulary, experiences of the readers to help them in comprehending

the written text. In reading comprehension, almost all of the students have

difficulties in comprehending the contents and the components in reading such as

3

topic of the material is really new for the students and they do not know what

actually the text tells about such as: finding main idea, finding the meaning of

word, phrase or sentence, and textual reference in the text.

Reading was the major problem that was found in the eighth grade in

SMPN 2 Sukawati. Most of the students preferred to spend their break time to

play in the yard and canteen rather than reading books in the library. It was a

reality found in SMPN 2 Sukawati. It showed that they still had low motivation in

reading. They were possibly aware if teacher always reminded and motivated

them that reading could train their comprehension beside expanding their insight.

However, they did not realize the importance of reading. In fact, reading had very

important role in learning process because reading comprehension determined the

success of the students in learning many things particularly in school. Without the

skill of reading, they could not make satisfactory progress in school. Moreover,

the students often failed in joining any lessons because they did not like reading

and they thought that reading was just so confusing.

In this study, collaborative learning is believed as a technique which is

expected to give significant impact for the students in comprehending a text. This

technique should be interactive and more effective for students. Robert (2004:205)

explains that collaborative learning is a learning method that uses social

interaction as a means knowledge building. He also stated that the technique

implies working in a group of two or more to achieve a common goal while

respecting each individual’s contribution to the work. Collaborative learning

encourages the students to know how to learn and work together in a group to

solve the problems that occurs in learning.

4

Besides, the students will be provided an interesting classroom atmosphere

in the process of teaching and learning. Moreover, by using this collaborative

learning the students can easing understand it because they will do it

collaboratively. It means that if they find problem, they can ask and share the

problem with their friends in the group. The objective of this technique is to

encourage individual accountability of group members (Macpherson, 2000:62).

Each member of the group must have such kind of responsibility in their mind

toward what they are leaning because group success belongs to all member of the

group. Thus, collaborative learning definitely helps the students in learning.

By applying this technique, all of the students will know each other in

discussion session. The group will support each member and provide

opportunities to practice and discuss the content of the material or task given.

Therefore, based on the fact above, the researcher is interested to apply

collaborative learning to teach reading comprehension to the eighth grade students

of SMPN 2 Sukawati in academic year 2013/2014.

1.2 Research Problem

Based on the background of the study above, it is important to identify the

research problem. Therefore, this present study is conducted in order to answer

the research problem which is formulated as follows: to what extent is the

effectiveness of collaborative learning in teaching reading comprehension to the

eighth grade students of SMPN 2 Sukawati in academic year 2013/2014?

1.3 Objective of the Study

In order to make the present study measurable, certainly it is a need to

declare an objective to be achieved. It is a guidance in taking any decision needed

5

and also starting point of doing the research. Based on the research problem that is

stated above, the objective of the study is to figure out the effectiveness of

collaborative learning in teaching reading comprehension to the eighth grade

student of SMPN 2 Sukawati in academic year 2013/2014.

1.4 Limitation of the Study

The main factors and challenges related to improve the students’ English

reading comprehension found by the researcher are definitely very broad and

complex. The limitation of the study is focused on teaching reading

comprehension through collaborative learning to the eighth grade students of

SMPN 2 Sukawati. Reading comprehension in the present study is limited on

finding main idea, specific information, word meaning and textual reference.

1.5 Significance of the Study

The research is concerned with teaching reading comprehension through

collaborative learning. It is hoped that the result of the study will be useful and

also can give the reader a clear insight on applying collaborative learning. The

result of the study is expected to be useful theoretically and practically.

Theoretically, this study will be worth for the other researchers in which

hopefully it can be used as reference and also guidance in conducting the same

study of observing reading comprehension. Some information and theories

provided in this study can be taken to enrich the available reference. The other

researchers are hoped can take the strength and add the weakness. Furthermore,

the procedures of composing this research become a good guidance to be used to

have a better result of doing research in teaching reading comprehension.

6

Practically, this research is directed to be useful for the students and

teachers in the school where the present study is done. For the students, they will

have new experience and great improvement of reading comprehension when they

join reading class. New experience is mainly felt since the technique used allows

them to work together. With collaborative learning, the students are able to solve

problems they face during the lesson by discussing with their friend. In addition,

the students’ ability in reading comprehension will gradually improve because

they do not only read, but also try to understand what they read. This way is

actually what they need in reading class. For teachers, the result of the study is

greatly expected to be useful when they conduct the lesson and manage the

students in reading class. By using this technique, teacher can conduct the lesson

since this technique is easy to be implemented in the teaching learning process.

1.6 Definition of Key Term

In order to make the readers clearly understand, the researcher will state

some operational definitions of the key terms used including reading

comprehension, collaborative learning and SMPN 2 Sukawati.

1. Reading Comprehension

Reading comprehension is the ability of the eighth grade students of

SMPN 2 Sukawati in academic year 2013/2014 in understanding a reading

text especially in finding words meaning, specific information, main idea

and textual reference of the text that they have read.

2. Collaborative Learning

Collaborative learning technique is defined as a technique used by the

researcher to improve the students’ reading comprehension in which the

7

teaching and learning process is mainly in a group learning activities. Each

group discussion consists of 4-5 students. Each group then has to work

collaboratively in reading and discussing the material or task given by

teacher and every member of group has individual responsibility. Each

member of the group also instructed to support and motivate each other in

order to make the teamwork more strong. Work collaboratively definitely

makes the classroom atmosphere more active and effective. Therefore,

there is no passive learner in this learning process.

3. SMPN 2 Sukawati

SMPN 2 Sukawati is a national junior high school which is located on

Jalan Raya Singapadu, Sukawati district, Gianyar regency, Bali Province.

It is the school where the present study will be conducted.

 

8

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

A scientific study must be based on some of theoretical background. It is

intended to make the scientific study has strength and supporting factors on it. As

it is important, a theoretical background must be included. As a result, the present

research is based on the following theoretical review which is explained carefully:

collaborative learning, reading comprehension, components of reading

comprehension and the assessment of reading comprehension.

2.1.1 Collaborative Learning

We had known that studying together is better than alone. Studying in a

group is more attractive and competitive. Students can do an interaction, share

idea, and give respect to each other. Roberts (2004:205) states that collaborative

learning is a learning method that implies working in a group of two or more to

achieve a common goal, while respecting each individual’s contribution to the

work. Working together can solve and answer a matter that the students feel so

difficult when they do it individually.

Furthermore, Cohen et al. (2004:3) explain that all students need to learn

and work in the environment where their individual strengths are recognized and

individual needs are addressed. This way can fulfill the gaps between the strength

and the weakness of the students. Here, each student can help their friends when

they find any problems. As we know that every student in the class has different

ability. There are students who have strength and also there are students who have

a weakness. If they combined between a high-achiever in a group with middle-or

9

low-achiever student, it will give positive impact. For a long time, when the

students cannot answer or do not understand yet, they tend to ask their friends

than asking the teacher. Look at this fact, having students to work together is the

best way in teaching reading comprehension. Furthermore, it is the weapon

students must have and they have to know it. Thus, in order to give them

attractive and effective atmosphere in teaching learning process, teamwork or

studying collaboratively is one of the solutions.

In addition, Dooly (2008:34) also states that collaborative learning is

technique which invites students to work together. Collaborative learning

technique is the general part, and the various names such as: cooperative learning,

collective learning, learning communities and etc called specific part of

collaborative learning. What they have in common is that they all incorporate

group work. However, collaboration is more than co-operation. Collaboration

entails the whole process of learning. This may include students teaching one

another, students teaching the teacher, and of course the teacher teaching the

students. By this technique, the students are responsible for one another's learning

as well as their own. He also explains that according to proponents of

collaborative learning, the fact that students are actively exchanging, debating,

negotiating, and sharing ideas within their groups increases the students’ interest

in learning. Moreover, by engaging in discussion and taking responsibility for

their learning, students are encouraged to become critical thinkers.

To make collaborative learning to be more effective, there should be both

group goals and individual accountability. Cerbin (2010:3) states that every

members of a group should participate and contribute to the discussion. This

10

means that the collaborative learning task must ensure that every group member

has learned something. Ideally, a collaborative learning task would allow for each

member to be responsible for some concept necessary to complete the task. This

implies that every group member will learn their assigned concept and will be

responsible for explaining or teaching this to other members of the group. As it is

important, endorsement from each member is absolutely needed.

Wang and Burton (2010:1) explain that collaborative learning is defined as

“the instructional use of small groups so that work together to maximize their own

and each other’s learning”. Along teaching learning process, the classroom

atmosphere will be more conductive and interactive when this technique is applied

for teaching reading comprehension. They also state that most of the students are

passive because they feel scared and shy if they cannot answer correctly. The

students’ dreads during learning activity become a ghost for students.

Cooke (2005:1) states that in collaborative learning, students are supported

in activating their existing knowledge and experience and in making links with the

new knowledge they are acquiring. The purpose from this statement is of course

each student will experience reading and contribute their knowledge to their

group’s work. Most of the students do not want give a comment or even share

their idea in the whole activity because they do not believe with their own

knowledge that they are sometimes right. Work collaboratively is a way to kick

down it. They are more comfort working in group than do it alone. Moreover, they

can share an argument with their friends and contribute without any worry.

Besides, Weller (2002:69) explains that collaborative learning in small

group has some advantages. The advantage is reflection because all of the students

11

have to explain their idea or share their work. This forces them to look at it

reflectively and improve their own knowledge. He also explains that by sharing

with their friends, they definitely more brave and do not scare anymore. The

second advantage is active learning. As with the other theories, grouping students

working requires them to be more active to do something. As what had been

explained before, working together becomes a chance for students to be braver,

critics, and showing their ability. The third advantage is development of

communication skills. Students work in group can be difficult skill to develop, but

the students will learn it with their friends. The last advantage of collaborative

learning is deep of understand. Work in group can improve each student’s

understanding of the concept even that makes students braver if it is compared

with studying individually. These three of advantages of collaborative learning

definitely help the students in learning.

2.1.2 Reading Comprehension

Most people want to compete to create a concept of reading

comprehension which is never ended to be discussed. People always try to give

limitation or determine the meaning in order to make a clearer definition and

understanding of reading comprehension.

Pang et al. (2003:6) state that reading comprehension is about

understanding written texts. It is a complex activity that involves both perception

and thought. Reading comprehension consists of two related processes; there are

word recognition and comprehension. First of all, word recognition refers to the

process of perceiving how written symbols correspond to one’s spoken language.

In addition, comprehension is the process of making sense of words, sentences

12

and connected text. Here, the readers typically make use of background

knowledge, vocabulary, grammatical knowledge, experience with text and other

strategies in order to help them understand written text. Grammar and vocabulary

are two components that cannot be separated in comprehending a text.

Reading is thinking, understanding and getting at the meaning behind a

text (Serravallo, 2010:43). He explains that reading must be directed toward the

understanding and catching the idea that the text provides. The students think

about what they already know about text’s structure or topic before reading; they

make connections to their live and the world as they read. Learning to read is an

important educational goal. For children or adults, the ability to read opens up

new world and opportunities to develop knowledge.

Guthrie and Wigfield (2004:403) state that a widespread goal of education

in the elementary school is reading comprehension for all the students. Reading

comprehension becomes especially important in the later elementary school and

provides the basis of a substantial amount of learning in secondary school.

Without skills of reading comprehension and the motivation for reading to learn,

the student’s academic progress will be limited and definitely fail in

comprehending the text so that they absolutely need it.

Meanwhile, Grabe and Stoller in Juan et al. (2006:279-282) define that

reading comprehension is a complex cognitive activity, almost miraculous one, in

fact, since it involves the secondary uses of cognitive skills in relatively new

ways, at least and terms of evolutionary development. Reading is not an

inherently natural process in the same way that speaking and listening are in the

first language. Learning to read requires considerable cognitive effort and along

learning process, whether one is learning to read in the first or in the second

13

language. They also state that reading is decoding and understanding text for

particular reading purposes. To understand written text, the readers engage in

constructive process to make the text meaningful. Without reading and

comprehending the text, the reader will not understand what the text is talking

about so that both of those things are very important. Thus, if a person is not

taught to read, in one way that person will not learn to read.

Reading comprehension is an important skill. As we know, reading

comprehension is more than a single skill. It involves the coordination of range of

abilities and strategies. Harmer (2007:99) states that reading comprehension is

useful for language acquisition. Reading definitely will improve people’s

knowledge because the more they read, the more they get knowledge. Reading

also has a positive effect on the students’ vocabulary knowledge, on their spelling

or their writing. To comprehend a text, students have to be focused on what they

read because reading is not only reading but also comprehending the text

systematically. He also states that reading is incredibly active occupation. To do

it successfully, the readers have to understand what words mean, see the pictures,

words are painting, understand the arguments and work out if the readers agree

with them. This statements show that without understanding the word; students

cannot know what the meaning of the text is.

Macceca (2007:5) states that students read the book, answer questions,

listen to a lecture, perhaps discuss the information, sometimes take notes, and

usually take a test on the material they read. These students typically do not learn

how to read the text effectively or independently to increase their interest in

learning. However, there is a tremendous jump in achievement when students are

actively engaged in activities that go beyond the textbook. By introducing a wide

14

variety of science based reading related to their studies, students learn that not all

science information comes from one textbook. Many people are interested in

many topics in sciences, and the reading material available reflects this.

Expanding learning beyond the textbook both empowers students to become

independent learners. She also explains that comprehending after reading the book

is important to know how the students can catch the information of the text.

Reading comprehension is defined as the level of understanding writing.

Proficient reading depends on the ability to recognize words quickly and

effortlessly. If words recognition is difficult, students use too much of their

processing capacity to read individual words which interferes their ability to

comprehend what is read. Reading texts constrain students to always pay attention

to every single word and sentence. Hiebert and Kamil (2005:46) state that reading

comprehension components such as vocabulary and grammar become main points

that must be mastered. Vocabulary can help them recognize word meaning and

grammar and it helps them to construct the structure.

Thus, when reading activity is conducted, teacher should not treat all the

students in the same way. Some students may be able to understand a certain

reading passage but the others may not be because every student has different

level. The solution is to have them working together, and let them put their

thought together in collaborative way. The strength and the weakness of the

students are well-accommodated since they can share the information together.

2.1.3 Components of Reading Comprehension

In reading comprehension, there are some elements that cannot be

separated. Sentence structure or grammar and vocabulary are two main

components which have significant impact to improve reading ability. Vocabulary

15

deals with the ability to find words meaning. When students are able to recognize

the words meaning, they are able to comprehend what they read. It is like two

aspects which cannot be separated for students in comprehending what they want

to read. Meanwhile, when students do not know the words meaning of the text,

they definitely cannot understand what they read.

Baumann in Klingner et al. (2007:47) states that vocabulary instruction is a

necessary part of comprehension instruction because understanding text is

significantly influenced by vocabulary development. It can be concluded that

vocabulary development and comprehension development were walking together.

It means that vocabulary and grammar become crucial aspects in comprehending a

text. They are in the same way and could not be separated one to another.

Therefore, if we want to develop reading comprehension, it is also a need to

develop students’ ability in vocabulary as well because the vocabulary knowledge

will really help reader in comprehending text.

In addition, Alderson (2000:99) explains that vocabulary as the key of

comprehending a text. He states that vocabulary is important to text

comprehension and to test performance whether they are able to comprehend the

text, vocabulary is still necessary. Not only vocabulary that must be mastered in

comprehending a text, the other important component of reading comprehension

is the grammar knowledge. Grammar is also as one of the pillars to comprehend a

text. If students only know word meaning, it means that they only get a half of

comprehending a reading text. Knowing about grammar is a must. It is very

needed to be able to recognize the grammatical structure of the sentences or the

paragraph in order to get valid information of the text.

16

Patel and Jain (2008:141) claim why grammar is important because it is

one of important parts that makes it possible for us to talk about language.

Grammar names the types of word and word groups that make up sentences not

only in English but also in other language. As humans being, people can put

sentences together as they want. However, to be able to talk about how sentence

are built, about the types of words and word groups that make up sentence known

as grammar. Being able to master grammar will avoid misunderstanding when the

students read a text because sometimes words will have different meaning within

a context. Besides, knowing about grammar also helps the students how to

construct a sentence and a paragraph grammatically.

Dykes (2007:5) explains that it is impossible to explore the function of

words and the part they play in forming meaningful language without paying

attention the procedure. When students know how and what the grammar is, they

definitely will be able to catch the idea or even specific information contained in

the text. If the students only focus on translating the words in the text without

constructing them to get the meaning as a full sentence, the words will be

meaningless. On the other hand, the words definitely will have meaning if they are

able to create a certain meaning and to convey a message to the readers. Those

statements always in accordance and cannot be separated. In the case of reading

comprehension, to know the meaning of the sentence, readers must have grammar

knowledge. Thus, in order to know the meaning of every sentence in a text,

readers especially students must be able to master both of these components.

Therefore, from what have been explained above, it can be concluded that

vocabulary and grammar skill are absolutely needed for the students. Both of

those skills have their function. Grammar will help the students to get the valid

17

information of the text while vocabulary helps students in getting the words

meaning. Being able to master those two aspects (grammar and vocabulary),

students will be easier comprehend the text.

2.1.4 The Assessment of Reading Comprehension

Test is a method of measuring a person’s ability, knowledge, or

performance in a given domain (Brown, 2000:3). The assessment of reading

comprehension can be done by administering a series of test. Test may be

constructed primarily as device to reinforce and to motivate students or primary

means of assessing the student’s performance in the language.

The assessment is done to measure the students’ ability and also to see

whether or not students have improved their ability especially in reading

comprehension. In addition, the assessment will also be able to motivate the

students to learn more since it is the nature human to do something better.

According to Caldwell (2008:16), assessment can happen at any point in a lesson.

In this study, the assessment is conducted during and also in the end of the lesson.

The main point is how the teacher can assess as they teach because the teacher

must pay attention that the assessment cannot be separated from the teaching and

learning process. The assessment of this study is conducted during and the end of

teaching and learning process to know students’ improvement.

In addition, March (2002:135) explains that assessment is a crucial

component of the effective teaching in reading. It provides teacher with

information about what their students know and can do. In addition, it is important

tool for monitoring the ongoing reading development of students and it provides

teacher and school with the information about how good their programs and

teaching practice which is needed for their students.

18

The assessment can be done by administering a series of tests. Test may be

constructed as device to reinforce and motivate the students or primarily as a

means of assessing students’ performance in the language. The items of the test

must be chosen carefully. When students are taking a reading test, the effect can

be both increasing and decreasing students’ comprehension. Harrison and salinger

(2002:23) explain the importance of question is whether by moving to

assessments, means that moving closer to the on-line process of comprehension or

even further away from it. Thus, questions on a test must be well-selected.

Reading comprehension is more valid tested by selection of the correct

answer from the multiple choice items in the foreign language which have been

based on the reading text (Brown, 2004:191). In this case, the students show their

ability not only to be able to comprehend about the reading text but also the fine

distinctions between the choices offered. In here, no other skill has to demonstrate

at the same time. This type of test, however, must be prepared with great care. The

choices must be constructed in such a way that contains elements from the reading

text arranged so that each provides a plausible response for students who have

misinterpreted the text in different way. In other words, each must provide a real

choice and a cause for hesitation for the students who are not quite sure of the

text. The choices anticipate an error in comprehending the text.

2.2 Empirical Review

In order to know the strength of the present study, it is necessary to do

empirical review. Empirical review is about reviewing studies that had been

conducted by other researchers which have similarity with the present study.

There are two reviews study that had been done which used of collaborative

learning on their research present study.

19

Sutianingsih (2011) in her research entitled “Teaching Reading

Comprehension By Using Collaborative Learning to the Eighth Grade Students of

SMPN 2 Denpasar in Academic Year 2011/2012”. The objective of the study was

to figure out the effectiveness of teaching reading by using collaborative learning

to eighth grade students of SMPN 2 Denpasar in academic year 2011/2012. The

result of the study was really good. There was a significant improvement in the

end of the research. By using collaborative learning, all students were getting

braver to express their idea because they were supported by their group’s member.

Along with this condition, their understanding what they read was deeper too.

Moreover, with this technique, most of the student felt happy.

Another similar study comes from Gampu (2011). He conducted a study

entitled “Improving the Students’ Vocabulary Mastery Through Collaborative

Learning to the Tenth Grade Students of SMK TI Bali Global in Academic Year

2011/2012”. The objective of the study was to figure out whether the student’s

vocabulary mastery can be improved through collaborative learning or not. During

the research, he gave vocabulary exercises like matching words and its meaning,

and also gave chance for the subjects of the study to ask the difficult words that

they found. Finally, the result of the study showed that subjects’ ability in

vocabulary mastery improved impressively. It could be seen when they could do

the last post-test in cycle II with high mean score.

The result of both of the studies above was very satisfying. However, it

would be much better if the tests were related to their daily life. The study

conducted by Sutianingsih was more focused on the application of the technique

and less concerned on the reading text given which was not appropriate for the

20

students’ level. Meanwhile the study conducted by Gampu in improving

vocabulary was also a bit not appropriate with the students’ vocabulary level. The

results both of the tests would be more significant and also more interesting if the

tests related with their daily life and close to the subjects’ environment. Through

collaborative learning, all of the subjects will take apart during the lesson because

they do it collaboratively. Each subject has its own role to solve the problem.

Therefore, the subjects’ ability especially in reading comprehension hopefully can

be improved significantly with collaborative learning.

21

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subjects of the present classroom study were the eighth grade students

especially class VIII E of SMPN 2 Sukawati in academic year 2013/2014. The

subjects under investigation consisted of 41 students in which they were 28 males

and 13 females. They were chosen as the subjects of the study because after doing

interview with the English teacher of this class, it was found that most of the

subjects in this class had crucial problems in reading comprehension. This

problem was also in line with the result of the pre-test given to the subjects.

3.2 Research Design

The type of investigation used in this research was classroom action

research (CAR). This research consisted of cyclical process; in addition, in every

cycle there would be four interconnected activities such as: Planning, Action,

Observation, and Reflection. The purpose of the research is to determine the

methodology and design of the research, (Cohen et al., 2000:73). By this design,

the researcher would be able to do step by step of the research that would be done.

The research design was the conceptual structure within research conducted.

Action research itself according to Shani and Pasmore in Coghlan and

Brannick (2005:1) is defined as an emergent inquiry process in which applied

behavioral science knowledge is integrated with existing organizational

knowledge and applied to solve real organizational problems. In the context of

classroom environment, classroom action research could be defined as an

approach that is used to investigate the problems that occur in the class. It could

be said that classroom action research is directed toward problem solving.

22

Furthermore, Pelton (2010:7) states action research is a model for teaching

with high transparency that enables teachers to determine students’ achievement

on a daily basis rather than waiting for the end of a quarter. It implicates that

researchers may not take such long time to see students’ improvement during the

investigation in which lack of time is always becoming problem in doing research.

On the other hand, Cohen, et al. (2000:227) also state that action research

is a form of collective self-reflective inquiry undertaken by participants in social

situations in order to improve the rationality and justice of their own social or

educational practices, as well as their understanding of these practices and the

situations in which these practices are carried out.

Classroom action research is often used by teachers to solve problems in

their classrooms and schools because it is such an excellent problem-solving

process. However, the teachers should not make mistake of thinking that they

must have some “problem” to solve before undertaking an action research project

(Richards, 2010:9). The statement explains that the problem that is investigated

must be the crucial problem that is faced by students and need immediate solution

not problem that is brought by the teacher.

Additionally, Kothari (2004:31) states the research design is the

conceptual structure within which research is conducted; it constitutes the

blueprint for the collection, measurement and analysis of data of a research. He

also explains that classroom action research typically involves small scale

investigation projects in the teacher’s own classroom and consisted of a number of

phases which often occur in the cycle. This present research was concerned in

improving reading comprehension of the subjects of the study that were

considered still low based on the preliminary observation.

23

Dawson (2007:18) explains that action research begins with a process of

communication and agreement between people who want to change something

together. It explains us that there must be an agreement between the researcher

and the participants to solve a certain problem that occurs within the community.

In the term of classroom action research, the problem to be investigated should be

gaps faced by the student and the teacher in teaching learning process.

Based on the explanation above, classroom action research was used in the

present study. The research was started by doing the initial reflection and then

lesson would be given for several times in the form of cycles. Each cycle

consisted of two sessions in which each session in the cycles consisted of four

interconnected activities. The four of interconnected activities in each session

were planning, action, observation and reflection.

Planning is the first activity of the cycle. Burns (2010:47) states that action

research is not a lock-step process; it is dynamic and recursive and new decisions

and plans will constantly arise as you develop your research. At this part, the

researcher has to prepare instructional planning for all the sessions. Planning is

aimed to prepare all the things needed to solve the problem in the next activity.

Planning is very crucial aspect so that it is created as good as possible to have a

better result in the end of the present study.

The second activity after doing planning is action. It is the prime activity

in the classroom action study. To act the planning, the researcher conducts the

research in the classroom where the problems was found. Ary et al. (2010:519)

explain that action requires the researcher to implement the plan or changes a

practice and collects data. It means that action could be the core of the research

since the success of the research is determined by how well planning is carried out

24

during the investigation. It is also the time and the opportunity when the data is

collected and the technique is applied. Here, the researcher applies the

collaborative learning in order to help the students in comprehending a text.

Observation deals with analyzing the result of the action. At this part, the

researcher observes all the data collected both main data and supporting data.

Burns (2010:103) states that observation concerns with analyzing and

synthesizing your data and making sense of the various types of information you

have collected. The purpose of doing observation was in order to see whether

there was a significant improvement or not toward the subjects’ ability in reading

comprehension. The researcher would know the progress of using this technique.

Reflection is the last activity at the end of the cycle. It refers to the

diagnosis the result of the observation and action. Pelton (2010:27) explains that

you need to reflect on your data as it is being collected so that you can make day-

to-day teaching decisions that best support your students’ learning. The reflection

is done in the end of each cycle in order to identify the strength and the weakness

of the action. Reflection also serves as feedback to improve the next action.

To clarify, the research design can be seen in the figure below:

3.3 Research Procedure

It had been stated that the type of investigation used in this present study

was classroom action research. In order to see the improvement of the subjects,

Initial Reflection

Cycle I

Observation

Action Planning

Next Cycle

Reflection

Observation Reflection

Cycle II Revised Planning Action

25

some of lesson would be conducted by the researcher based on classroom action

research procedure. Here, the teaching learning processes were done by following

cycles where each session in that cycle consisted of four interconnected activities.

They were namely planning, action, observation, and the last was reflection. In

addition, they were preceded by an initial reflection.

3.3.1 Initial Reflection

The present classroom action research was initiated by an initial reflection.

The aim of the initial reflection was to know the real problem faced by the

subjects as well as the subjects’ real ability in reading comprehension. At this

stage, the researcher did an interview with the English teacher who taught the

eighth grade students especially in class E in order to know the subjects’

difficulties in comprehending reading passages. Then, the result of the interview

was used to construct the pre-test to make sure the problems occurred.

3.3.2 Planning

Planning was done to determine what to do in the action and the

instruments used for collecting data. In order to make the classroom action study

succeed, the researcher must prepare well instructional planning for all sessions.

The students in class E still had low in reading comprehension ability.

Consequently, collaborative learning was a technique which was used to improve

and progressively enhance student’s ability in reading comprehension. It was

strongly anticipated that this technique would be effective and efficient in helping

them to overcome their reading comprehension problems. By using collaborative

learning technique, the researcher had already arranged some instructional

activities with a hope they were going to successfully implement all of the

instructions. Thus, the planning was done as follows:

26

1. Designing lesson plans based on syllabus used in SMPN 2 Sukawati. The

lesson plans were concerned on giving materials, reading passages and

arranging activities which could be suitably implemented through

collaborative learning.

2. Constructing the post-test. The post-test were used to measure the extent of

the subjects’ progress in reading comprehension achievement.

3. Constructing the questionnaire. It would administered in the end of the last

cycle. The questionnaire dealt with the subjects’ responses toward the

application of numbered heads together.

4. Preparing the teaching media included choosing reading text, providing

hand out and providing useful equipment that would help student and

researcher to create teaching learning process interesting and worthy.

3.3.3 Action

Action was the implementation of the previous planning. This was the

main activity in the classroom action study. Actions referred to what the

researcher really did in the classroom setting during the processes of teaching

reading comprehension. The action was concerned with conducting the teaching

learning that was including pre-activities, whilst-activities, and post-activities.

In pre-activity, the researcher tried to activate and focus the subject’s

attention. The activities included greeting the subjects, checking the attendance

list, asking some questions as the brainstorming, and also describing the

objectives of the lesson. These activities were aimed to prepare the subjects and

create the learning’s atmosphere more enthusiasm.

In whilst-activity, the researcher first introduced the topic to be learned by

the subjects. It was the time to apply the technique that was used in this study. The

27

researcher then assigned them into a small group which consisted of 4-5 subjects.

Furthermore, the researcher also gave a worksheet to the each group. In their

group, they would discuss the problem where each member of the group had

individual’s mission to be solved until finally they compared the answer and then

discussed it together. The subject was not only expected to answer the worksheet

but also to understand it too. In this case, a success of individual would influence

success of group and a success of group would influence success of individual.

That was why, teamwork was better than individual.

The last activities were post-activity. In this part, the researcher reviewed

the activity by concluding what they have learnt and discussed the difficulties

faced by the subjects of the study during the teaching learning process. In the end

of teaching learning process, the researcher had to close the lesson.

3.3.4 Observation

In the classroom action study, the researcher tried to act as a teacher as

well as an observer. The purpose of the observation was to establish whether or

not the teaching and learning process being conducted in this teaching reading

comprehension through collaborative learning to the eighth grade students of

SMPN 2 Sukawati, could improve in English reading comprehension. They would

feel whether working together gave new variation in learning activities. The

students would be more active, creative and innovative doing interaction with

their groups’ member. Besides, it was also meant to perceive whether there were

any positive changing attitude and motivation. On the other hand, in order to

observe subjects’ response about collaborative learning, it was done in the end of

the last cycle by administering questionnaire.

28

3.3.5 Reflection

Reflection was the activity of reflecting and analyzing the action as it was

recorded based on the result of the observation. It was given to the subjects being

studied on the basis of teaching reading comprehension. Reflection was used to

diagnose the cause of the unsuccessful action given. It was given in order to

identify the strengths and weaknesses of the action. The strength of the action in

the first cycle would be kept doing in the next cycle. If problem was found in the

first cycle, then researcher would do some revision especially would be more

focus on the material that become problems for the subjects under study. The

researcher would explain specifically in order to make sure the subjects under

study clearly understand with the material.

3.4 Research Instrument

Research instrument was the tools used to collect data that were needed

during the study. It was the crucial and the important one in the research. It would

help the researcher to get valid and also reliable data. Without the instruments, the

research would be nothing. There were two kinds of research instruments used in

this present study including test and questionnaire.

3.4.1 Test

Test consisted of two types namely pre-test and post-test. Pre-test was

administered before the cycle was done. The aim was to know the initial ability of

the subjects in reading comprehension during the preliminary observation. While

the post-test was administered at the end of cycle. It was purposed to measure the

subjects’ improvement in reading comprehension compared with the initial ability

29

of the subjects. Both of the tests were twenty in the form of multiple choices and

ten in the form of true or false question with four possible answers. Therefore,

there were 30 tests items for the subjects of the study. To score the subjects, the

number of right answers was divided by the maximum score which was 30 (the

total number of questions) and then timed 100.

3.4.2 Questionnaire

The questionnaire was given to the subjects of the study in order to get

some information which was related to the subjects’ responses on the use of

collaborative learning in teaching reading comprehension to the eighth grade

students of SMPN 2 Sukawati. In order to avoid misunderstanding, the language

used was Indonesian. The questionnaire consisted of 10 multiple choice items

with 4 responses available. The answers of the statements chosen by the subjects

of the study were focused on their feeling in joining the lesson of reading

comprehension through collaborative learning. Option A meant strongly agree

with the statement and the scale would be 4. Option B meant agree and the scale

was 3. Option C meant quite agree and the scale was 2. The last was option D

meant strongly disagree and the scale was 1.

3.5 Data Collection

The data required for this study would be gathered by utilizing research

instruments clarified in the previous section; they were pre-test, post-test and

questionnaire. The pre-test was used in initial reflection by using twenty of

multiple-choice and ten true or false items. Post-test was conducted in the end of

the cycle to find out the result of the actions.

30

Furthermore, the researcher also administered questionnaire. Questionnaire

was given at the end of the last cycle to get some information which was related to

the subjects’ responses whether they like the implementation of collaborative

learning or not in teaching reading comprehension. Moreover, by giving a

questionnaire, the researcher would know their feeling.

3.6 Data Analysis

Data analysis involved organizing, and explaining data. The most

important data required to answer the research problem under study were

collected through administering pre-test and post-test, and supporting additional

data were gathered through administering questionnaire to the subjects under

study. Thus, there were considerably three kinds of raw scores obtained for the

present class action study; there were as follows:

1) Data indicating the pre-existing ability in reading comprehension.

2) Data showing the progressing achievement in reading comprehension.

3) Data showing the subjects’ responses on the implementation of

collaborative learning in teaching reading comprehension

The main data were analyzed to figure out the mean score of the pre-test

and post-test and to see whether the improvement had occurred or not. It was

done by collecting all individual scores that were calculated by using formula:

Subjects’ score = Subjects' correct answer

Maximum score x 100

Furthermore, if all of the individual score were calculated, then, the mean

score can be counted by using the following formula:

M= ∑xN

31

Where:

M : Mean score

∑x : The score obtained by the subjects

N : The total number of the subjects

To see the improvement of subjects’ achievement in reading

comprehension, the result of the mean score of the pre-test was compared with the

result of the main score of the post-test in each session.

The data resulted from the questionnaire would be analyzed descriptively.

The data were taken to find out the percentage of the subjects who strongly

agreed, agreed, quite agreed and strongly disagreed of the technique applied based

on the questionnaire given. The analysis of the data used the following formula:

Percentage = Total responses on an itemTotal responses on all items

× 100 %

3.7 Success Indicator

Based on the curriculum used in SMPN 2 Sukawati, the minimum passing

grade that must be achieved by the students in English subject was 70. It meant

that all subjects included the eighth grade as the subjects of investigation, must get

at least 70 to pass the lesson. In conducting this study, the researcher did hope that

all subjects would achieve it well since the score was very useful for their next

educational level. However, the present study was considered successful and can

be ended if 80% or at least 33 subjects of total 41 subjects could obtain the

minimum passing grade 70 in comprehending the reading text.

32

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

As explained in the previous chapter, classroom action research (CAR)

was used in this present study. This type of investigation dealt with solving

problem that was faced by the subjects of the study. The subjects of the study

consisted of 41 students of the eighth grade of SMPN 2 Sukawati in which there

were 28 males and 13 females. The researcher chose them as the subjects of the

study because they had low ability in reading comprehension. With the

implementation of collaborative learning, this research was done in a hope that the

subjects’ ability would improve significantly.

In addition, the researcher gathered the data from two instruments. They

were test and questionnaire. The pre-test in reading comprehension ability was

administered to the subjects under to obtain their pre-exiting. Pre-test was given

on 15th April 2014 in order to know the subjects’ problem in reading

comprehension. In the pre-test, the subjects were asked to answer twenty in the

form of multiple choice test items and ten in the form of true or false test items to

measure their ability in reading comprehension.

Meanwhile, post-tests were given after the subjects had some lessons by

applying the technique. Post-tests were used to collect the main data. Post-test was

administered of two times, once in the end of cycle I and once in the end of cycle

II. Furthermore, to support the main data, questionnaire was given in the end of

the study as the supporting data. Main data from pre-test and post-tests showed

the ability of the subjects in reading skill, especially in reading comprehension

33

and the indication whether there was improvement or not. The results of this data

can be tabulated into a table as follows:

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Scores

in Reading Comprehension

Subjects Pre-cycle Cycle I Cycle II Pre-test Post-test 1 Post-test 2

1 65 80 95 2 55 65 90 3 50 60 80 4 45 55 80 5 55 75 80 6 45 65 85 7 50 75 85 8 40 65 90 9 30 60 70 10 45 50 75 11 50 55 80 12 50 70 80 13 60 75 80 14 50 60 80 15 40 50 80 16 30 65 70 17 30 60 70 18 45 70 80 19 55 65 75 20 50 70 80 21 55 70 80 22 65 75 85 23 55 75 90 24 30 40 80 25 50 55 85 26 45 65 80 27 55 65 85 28 55 75 85 29 70 80 95

34

30 55 75 90 31 55 55 80 32 65 65 85 33 50 60 85 34 60 70 85 35 40 65 75 36 40 65 70 37 35 60 65 38 55 65 80 39 55 65 80 40 30 45 70 41 55 60 75

Total 2015 2640 3310

As stated earlier, to support the main data, questionnaire was administered

in the end of the last cycle. The data were aimed to show the subjects’ responses

of the technique used whether they agreed or not with collaborative learning. The

result of the questionnaire can be seen in the following table:

Table 4.2 Tabulation of Data Showing the Subjects’ Response

Toward the Implementation of Collaborative Learning

Subjects A B C D 1 28 6 2 - 2 20 9 4 - 3 24 12 - - 4 16 9 6 - 5 20 12 2 - 6 24 9 2 - 7 24 6 4 - 8 20 15 - - 9 20 6 6 - 10 28 6 2 - 11 16 12 4 - 12 20 12 2 - 13 - 30 - -

35

14 20 15 - - 15 20 15 - - 16 16 12 4 - 17 24 6 4 - 18 16 18 - - 19 28 3 4 - 20 20 9 4 - 21 20 12 2 - 22 16 12 4 - 23 16 15 2 - 24 24 6 4 - 25 28 6 2 - 26 12 9 8 - 27 16 6 8 - 28 36 3 - - 29 20 15 - - 30 28 6 2 - 31 28 9 - - 32 24 6 4 - 33 - - 20 - 34 28 9 - - 35 24 6 4 - 36 24 6 4 - 37 28 6 2 - 38 28 6 2 - 39 28 6 2 - 40 24 6 4 - 41 20 15 - -

Total 876 387 124 - Total A + B + C + D = 1387

The data that were presented on the two tables above were the finding of

the present study. They were collected from the beginning until the end of the

study that had been well-designed into cycles in which each cycle consisted of

planning, action, observation and reflection. In addition, before conducting the

cycles, the study was started by doing initial reflection in the pre-cycle.

36

4.1.1 Pre-Cycle

The present classroom action study was initiated by preliminary

observation. The aim of the observation was to figure out the problem or the

weakness of the subjects. In the preliminary observation, the researcher

interviewed the English teacher who taught the subjects of the study in eighth

grade students especially in E class. Based on the interview, it was known that the

subjects in E class had difficulties in identifying main idea, specific information,

words meaning, and textual reference of a reading passage. Most of the subjects

were so confused because they were lack of vocabulary and grammar. It was a

fact that being able to comprehend a reading passage well, at least they had both

of these. Thus, both of these were absolutely needed.

Moreover, in order to know the real problem of the subjects in reading

comprehension, the researcher administered pre-test. In the pre-test, the subjects

of the study were asked to answer 20 questions of multiple choice tests and 10

statements of true or false. As stated earlier, the questions of the pre-test itself

were focused on identifying the main idea, specific information, word meaning

and textual reference of the reading passage.

The result of the pre-test showed that the lowest score from 41 subjects

was 30 and the highest score was 70 (See table 4.1). Then, it was calculated to

know the mean score by using the formula that was explained in chapter III. The

mean score of the pre-test can be analyzed as the following:

M = ∑x 

= 2015 

= 49.15 N  41 

The mean score of the pre-test which was followed by 41 subjects was

49.15. The results of their answers were scored by using the answer key provided.

37

It showed that the score was very poor. Most of the subjects of the study had

difficulties in identifying the main idea, specific information, word meaning and

also textual reference of the reading passage. After getting those results of pre-

test, the researcher finally continued the study to cycle I because all of the subjects

got score less than minimum standard of passing grade for the eighth grade

students of SMPN 2 Sukawati that was 70.

4.1.2 Cycle I

The researcher used classroom action research in this present study. Cycle

I was conducted based on the result of the pre-test. It was a chance since the

researcher could apply the method which was collaborative learning. It was a

challenge since it was not an easy job to improve the subjects’ ability especially in

reading comprehension because the mean score of the pre-test was far away from

what it supposed to be. Based on the minimum passing grade used in SMPN 2

Sukawati, the subjects’ score in reading must obtain at least 70. In cycle I, the

research was started by constructing planning, action, observation and reflection.

These four steps would be a key in improving subjects’ ability.

Planning was focused on constructing lesson plans that were suitable with

syllabus which was used in SMPN 2 Sukawati and also applicable with

collaborative learning. There were two sessions in cycle I which discussed about

different topics. It was also divided into two meeting where the time allotment of

each meeting was 80 minutes. For the first meeting, the researcher explored the

material such as: identifying the main idea, specific information, word meaning

and textual reference of the text. In the second meeting, the researcher carefully

planned the post-test in order to assess the subjects’ ability in reading

38

comprehension. The tests were also limited in identifying main idea, word

meaning, specific information and textual reference of the reading passage.

Action pointed out what the researcher really did in the classroom based

on the planning which had been constructed well. Action was the execution of all

planning. As the name of the technique that was used in this research, the

subjects’ was grouped. They were grouped based on the result of the pre-test.

Each group consisted of 4 to 5 subjects. After having the group, the subjects were

asked to learn collaboratively. Each session of cycle I had different topic where in

session 1 was about descriptive text. The lesson was started by asking what the

subjects had already known about descriptive text. After explaining the topic

systematically, the researcher gave students’ worksheet entitled “Leopard”. Each

group had 30 minutes to discuss ten questions related to the topic with their group

members until finally they discussed together with the other group. Session 2 was

conducted in which the topic was narrative text. The researcher gave a chance for

the subjects to explain about narrative text. In order to make the material clear, the

researcher explained it systematically. Then, the researcher gave students’

worksheet to be discussed entitled “Suro and Boyo”. Post-test was administered

during whilst-activity of the last session in order to know the subjects’ progressing

scores in reading comprehension after implementation of collaborative learning.

For more detail about the activities, it can be seen in appendix 4 and appendix 5.

During the teaching learning process, the researcher also did observation.

The observation was mainly focused on identifying the situation of the lessons

and analyzing the data taken from the action. Besides, as a classroom teacher, the

researcher was also as an observer to know the subjects’ responses toward the

implementation of collaborative learning during the lesson. By doing it, the

39

researcher would know the subjects’ feeling whether the subjects felt happy or not

on the implementation of the technique.

In order to know whether the subjects’ ability in reading comprehension

had improved or not, the main data were, then, analyzed. From 41 subjects who

joined the post-test 1, the total score was 2640 (see table 4.1). Then, the mean

score were calculated by using the formula as follows:

Mean Score of Post-test 1 = ∑XN

= 264041

= 64.40

The mean score of the post-test in cycle I showed the increasing scores of

the subjects’ reading comprehension after the implementation of collaborative

learning. It showed that the technique was working. It could be compared with the

mean score obtained by the subjects before the treatment was given (49.15) with

the result of post-test in cycle I (64.40). Based on the result above, there was a

good improvement of the subjects’ reading comprehension. However, the data of

the post-test in cycle I showed that there were only 12 subjects from 41 who could

reach the minimum standard of passing grade of the eighth grade students of

SMPN 2 Sukawati. Thus, the research must be continued to cycle II.

4.1.3 Cycle II

Cycle II was conducted based on the result of the post-test in cycle I. The

result of cycle II clearly showed improvement but it was not enough because most

of the subjects still could not reach the minimum passing grade. The steps of this

cycle was quiet the same with the previous cycle where cycle II was also divided

into two sessions. There were also four interconnected activities which were done

namely: planning, action, observation, and reflection.

40

In planning, the researcher planned again the learning process. It was done

in order to correct or repair the weaknesses in the previous cycle. It was done in

order to make cycle II more successful than cycle I. The materials were also well-

prepared to make classroom atmosphere as interesting as possible in order to

interact the subjects. There were two sessions in cycle II which discussed

materials about narrative text and recount text. It was also divided into two

meeting where the time allotment of each meeting was 80 minutes. In this part,

the researcher would explore the material as same as in cycle I such as:

identifying the main idea, specific information, word meaning and textual

reference of the text because most of the subjects of the study were still confused

with these texts especially in narrative text.

In action, the researcher implemented collaborative learning in teaching

learning process in the classroom. Here, the researcher did all the planning that

had been made. The researcher made the classroom atmosphere more active by

instructing each group to give a question to other group. It definitely made the

classroom activity more interesting. The last was to assess the subjects by

administering the post-test 2. The reading passages in post-test 2 entitled “Malin

Kundang”, “A Visit to A Wildlife Park” and “Mantus’ Little Elephant”. For more

detail, the activities can be seen in appendix 6 and 7.

During the learning, the researcher did observation. The observation was

done to know the subjects’ behavior during the lessons and analyzing the data

taken from the action. Besides, as a classroom teacher, the researcher was also as

an observer to know the subjects’ responses toward the implementation of

41

collaborative learning during the lesson. It was done in order to know the

subjects’ feeling whether they enjoyed the technique or not. Therefore, doing

observation was absolutely needed.

To know the mean score of post-test 2 that had been administered in cycle

II, the total scores of the post-test 2 was 3310 (see table 4.1) that were taken from

41 subjects can be calculated by using the formula. It can be seen below:

Mean Score of Post-test 2 = ∑XN

= 331041

= 80.74

In order to support the findings above, the researcher needed supporting

data. Thus, questionnaire was given to know the subjects’ response after having

lessons through collaborative learning. The data were analyzed to find out the

percentage of the subjects who strongly agreed, agreed, quite agreed and

disagreed with the implementation of technique. For more vivid detail about the

questionnaire, it can be seen in appendix 11. The data which were presented in

table 4.2 above showed the total score of response A was 876, response B was

387, response C was 124 and response D was 0. Finally, the percentages of A, B,

C and D was accumulated and it was found that the whole score was 1387. In

order to have the percentage of each response, the calculation was done by using

the following formula. The result of the calculation was as follows:

1. The total percentage of option A = 8761387

x 100% = 63.16%

2. The total percentage of option B = 3871387

x 100% = 27.90%

3. The total percentage of option C = 1241387

x 100% = 8.94%

42

There was a good improvement achieved in the post-test 2 where the mean

score of the post-test in cycle II was 80.74. Before cycle II was conducted, the

result in cycle I was really good in which the subjects’ mean score was 64.40.

Moreover, after cycle II was conducted, the result was much better. It clearly

showed that collaborative learning was effective and successful in increasing the

subjects’ reading ability especially in reading comprehension. It could be seen

from the mean score of the post-test in cycle II which showed that from 41

subjects, 40 subjects had achieved the minimum passing grade which was

determined for the eighth grade students of SMPN 2 Sukawati. Therefore, the

research could be stopped because the present study was considered successful

and can be ended if 80% or 33 subjects of the study could obtain the minimum

passing grade. It was the sign for the researcher to stop the present study.

To know the subjects’ responses on the implementation of collaborative

learning, questionnaire was conducted. It was very important for the researcher to

know the subjects responses with the technique. The result of the questionnaire

above really showed the effectiveness of the technique. At least most of the

subjects of the study gave positive responses toward the technique. From 41

subjects, 63.16% of them strongly agreed with the implementation of

collaborative learning, 27.90% subjects of the study agreed, 8.94% subjects of the

study quite agreed and none of the subjects of the study disagreed with the

implementation of collaborative learning. The findings convinced the researcher

that collaborative learning was very effective and helpful in improving reading

comprehension. Therefore, collaborative learning had successfully solved the

problem faced by the subjects of the study during lesson.

G

4

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4.2 Discussi

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43

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44

also interviewed the English teacher to get information about the subjects of the

study where the English teacher told that most of the subjects in the class had

serious problems in reading comprehension. Thus, the researcher conducted a

study entitled “Teaching Reading Comprehension Through Collaborative

Learning to the Eighth Grade Students of SMPN 2 Sukawati in Academic Year

2013/2014”. The researcher divided the research into pre-cycle, cycle I and cycle

II. Those cycles were intended to figure out the effectiveness of collaborative

learning in teaching reading comprehension.

In pre-cycle, the researcher did pre-test to the subjects. The result of the

pre-test was far away from what it supposed to be if it was compared with the

minimum passing grade 70. The subjects’ mean score was 49.15. It was a signal

that subjects of the study had crucial problems in reading ability, especially in

reading comprehension. Moreover, only one from 41 of the subjects could obtain

the minimum passing grade. Most of the subjects faced the same problems such

as: identifying main idea, specific information, word meaning and textual

reference of the text. Therefore, it definitely needed help immediately.

Cycle I was conducted after getting the result of the pre-test. It was an

opportunity since the researcher could apply the technique, collaborative learning.

The researcher divided cycle I into two sessions. Session 1 was used to explain

the material and also give the students’ worksheet based on the material given.

Session 2 was used to explain the material more details and do post-test. The

mean score of post-test 1 was 64.40 and only 12 of 41 subjects successfully

obtained the minimum passing grade. The mean score of the post-test 1 in cycle I

significantly showed the increasing of the subjects’ reading ability after the

implementation of collaborative learning. It was far away if it was compared with

45

the mean score obtained by the subjects before the technique implemented. Thus,

based on the result above, there was good improvement of the subjects’ reading

comprehension in the post-test 1 of cycle I.

By seeing the result of post-test 1 in cycle I where 29 subjects did not

obtain the minimum passing grade, the researcher finally continued to cycle II.

The activity was as same as cycle I; however, more emphasis was directed toward

identifying the main idea, specific information, word meaning and textual

reference of the text. The researcher did it because most of the subjects were still

difficult especially when the researcher gave the test about narrative text. There

was a good improvement which was achieved in post-test 2. The mean score of

the post-test 2 in cycle II was 80.74. That was much better than researcher’

expectation. The mean score of the post-test in cycle II really showed that

collaborative learning was very effective in increasing the subjects’ reading ability

especially in reading comprehension. In addition, 40 subjects had achieved the

minimum passing grade of SMPN 2 Sukawati.

In this present study, the researcher really wanted to improve the subjects’

ability in reading comprehension and then knew the subjects’ responses toward

the technique used. By doing it, the researcher would know the subjects’ feeling

whether they were happy or not on the implementation of collaborative learning.

Therefore, the researcher administered a questionnaire. The result of the

questionnaire scores showed the comparative percentages of 63.16% of the

subjects strongly agreed on the implementation of collaborative learning, 27.90%

agreed, 8.94% quite agreed and none of the subjects disagreed. This result verified

that the subjects’ responses were positive.

46

In conclusion, the findings of the main data in the present study was in line

with the existing supporting data which revealed the effectiveness of collaborative

learning in teaching reading comprehension. In relation to the objective of the

present study, it could be stated, although it could not be generalized in all eighth

grade students of the different classes belonging to the same school, that

collaborative learning was very effective in teaching reading comprehension to

the eighth grade students of SMPN 2 Sukawati in academic year 2013/2014.

47

CHAPTER V CONCLUSION AND SUGGESTION

The discussion of the present study dealt with teaching reading

comprehension through collaborative learning to the eighth grade students of

SMPN 2 Sukawati in academic year 2013/2014 could finally be concluded in this

chapter. Some practical suggestions in reference to the significance of the

established finding are recommended.

5.1 Conclusion

Based of the finding and discussion mentioned in the previous chapter,

The objective of the present study was to figure out the effectiveness of

collaborative learning in teaching reading comprehension to the eighth grade

student of SMPN 2 Sukawati in academic year 2013/2014. Based on the problem

faced by the subjects of the study who consisted of 41, it clearly showed that most

of the subjects still had low ability in reading comprehension. By considering the

fact that the subjects of the study had low ability in reading skill and also

suggestion from the English teacher, the researcher finally conducted a classroom

action research by implementing collaborative learning.

There were two cycles which was conducted during the present study and

each cycle consisted of two sessions. During the research present study, the

researcher had administered pre-test, post-test 1 and post-test 2 to the eighth grade

students of SMPN 2 Sukawati especially in E class. The mean score were 49.15,

64.40 and 80.74. If the mean score of the pre-test, post-test 1 and post-test 2 were

compared, it clearly showed a significant improvement. In addition, the result of

the last post-test showed 40 subjects of the study had achieved the minimum

48

passing grade of SMPN 2 Sukawati. The result of post-test 2 improved

significantly. Therefore, the research could be stopped.

The result of the questionnaire also showed positive responses where from

41 subjects in E class, 63.16% of them were strongly agreed with the

implementation of collaborative learning, 27.90% agreed, 8.94% quite agreed, and

none of the subjects disagreed. It clearly showed that more than half of the

subjects gave positive response with the implementation of the technique.

Therefore, it can be concluded that collaborative learning was very

effective in teaching reading comprehension to the eighth grade students of SMPN

2 Sukawati in academic year 2013/2014.

5.2 Suggestion

Based on the result of the present study, the researcher personally would

like to suggest the English teachers of eighth grade, the eighth grade students of

SMPN 2 Sukawati, and also for the other researchers as follows:

The researcher suggests that the English teachers of eighth grade were

suggested to be more creative and innovative in modifying the technique,

especially when teaching using collaborative learning in teaching reading

comprehension. Most of the English teachers sometimes too assert them to work

alone, but actually that is not enough because they need someone to discuss the

materials. This technique definitely would be more active, creative and interesting

in teaching reading because they feel comfortable and happy.

For the eighth grade students of SMPN 2 Sukawati, they are suggested to

keep on motivating because motivation is the key of getting a success. In addition,

the students always make a group discussion whether it in the school or at home

49

in order to improve reading ability especially in reading comprehension is really

expected. The students are also expected not to spend their time for something

useless; however, they are expected to make use of the library available to

increase the knowledge by reading the books. In addition, the students are also

suggested to do more practice to identifying the main idea, specific information

and textual reference to get significant improvement in reading comprehension.

For the other researchers who would conduct similar research, they are

suggested to apply the technique in different level of the students because every

school has different level of the students. The other researchers should be active,

creative and innovative to modify the activities of the technique. The other

researcher can take the strength of this technique and try to fix if there is a

weakness of this technique so that this technique approaching perfection.

50

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Patel, D. M. F. and Jain, P. M. (2008). English Language Teaching: Methods, Tools and Techniques. Jaipur: Sunrise Publishers

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Appendix 1

LIST OF SUBJECTS

Class : VIII E

Academic year : 2013/2014

No Subject Sex 1 Putu Ela Anggreni Female 2 Kadek Dita Adelia Widya Suari Female 3 Gusti Ayu Ari Bulan Trisna Dewi Female 4 Ni Put Dewi Ekayanti Female 5 Ni Komang Nanda Permata Dewi Female 6 Putu Dea Putri Parini Female 7 Ni Putu Ayu Siska Dewi Female 8 Gusti Ayu Mirah Verianti Female 9 Kadek Febrianto Male 10 I Gusti Ngurah Kusuma Wijaya Male 11 I Gede Pratama Hadi Putra Male 12 I Gede Surya Apriana Male 13 Dewa Made Sudilawa Male 14 I Gst. Ngr. Agus Ricky Aryanata Male 15 Ni Luh Ketut Isma Yunita Dewi Female 16 I Komang Gede Kumara Putra Male 17 Ni Wayan Sudartini Female 18 Kadek Aris Diana Putra Male 19 I Made Wahyu Dwi Permana Male 20 I Wyn. Doni Indra Permana Putra Male 21 I Made Wahyudi Male 22 I Kadek Weda Astawa Male 23 Dewa Ketut Permana Putra Male 24 I Kadek Edi Gunawan Male 25 Putu Suandana Male 26 Ni Kadek Wulan Novia Dewi Female 27 Putu Angga Wiguna Male 28 I Komang Pande Indra Nugraha Male 29 I Putu Dedi Sugi Adnyana Male 30 Ni Luh Putu Rika Satya Permani Female 31 Sekar Putri Eka Hastuti Female 32 I Ketut Wijaya Male

54

33 Dewa Nyomana Astina Putra Male 34 I Putu Arya Putra Mahardika Male 35 I Gede Eka Warisa Male 36 I Ketut Nova Sugiarta Male 37 I Wayan Aris Angga Adiputra Male 38 Pande Gede Eko Budiarto Male 39 I Nyoman Sindu Megantara Male 40 Kadek Aldi Male 41 I Kadek Junaedi Male

55

Appendix 2

LIST OF GROUPS

Group 1 Dewa Made Sudiwala Gusti Ayu Ari Bulan Trisna Dewi Ni Komang Nanda Permata Dewi I Kadek Weda Astawa Group 2 I Ketut Nova Sugiarta Ni Putu Ayu Siska Dewi Gusti Ayu Mirah Verianti Kadek Febrianto Group 3 I Gusti Ngurah Kusuma Wijaya I Gede Pratama Hadi Putra I Gede Surya Apriana Ni Komang Nanda Permata Dewi Group 4 I Gst. Ngr. Agus Ricky Aryanata Ni Luh Ketut Isma Yunita Dewi I Komang Gede Kumara Putra Sekar Putri Eka Hastuti Kadek Aris Diana Putra Group 5 I Made Wahyu Dwi Permana I Wyn. Doni Indra Permana Putra I Made Wahyudi Putu Ela Anggreni Dewa Ketut Permana Putra

56

Group 6 I Kadek Edi Gunawan Putu Suandana Ni Kadek Wulan Novia Dewi Putu Angga Wiguna I Komang Pande Indra Nugraha Group 7 Ni Luh Putu Rika Satya Permani Ni Wayan Sudartini I Ketut Wijaya Dewa Nyomana Astina Putra Group 8 I Putu Arya Putra Mahardika Putu Dea Putri Parini I Wayan Aris Angga Adiputra Kadek Dita Adelia Widya Suari Pande Gede Eko Budiarto Group 9 I Nyoman Sindu Megantara Kadek Aldi Ni Putu Dewi Ekayanti I Kadek Junaedi

57

Appendix 3

PRE-TEST

I. Read the following text carefully and answer the following questions by

crossing (X) A, B, C, or D! Princess Mandalika

Once upon a time, there was a kingdom in Lombok. The king had a very beautiful daughter. Her name was Princess Mandalika. She was very beautiful; many young men fell in love with her. Princes from all over the place wanted to marry her. One by one, they came to propose her. Princess Mandalika was a kind girl. She hated to make people sad. So, when those princes came to propose her to be their wives, she was very confused. She could not decide, and she also did not want to make them sad. The king then held a competition in Seger Kuta beach, Lombok. He asked all the princes to take part in archery competition. The rule was simple: whoever shot the target perfectly, he could be the husband of his beautiful daughter.

One by one, all participants tried their best. They all wanted to be the winners. After several time, there was no winner. All the participants were great. Those princes were great in archery. Because there was no a winner, then they started to argue. They claimed to be the best. The argument was getting hotter and hotter. Finally, they all were fighting. Soon, the fighting was bigger. It was like a war, because all princes brought their soldiers in the archery competition. Princess Mandalika was really worried. She did not want the war to get bigger and hurt many people. Finally, she had an idea."Everybody, listen up! I know you all love me and want me to be your wife. But I can't be all your wives. I don't want you to fight because of me. And I don't want you to be sad either. I want you all to have me, but not as your wives. I want to be someone that everybody can have. I want to be useful for you. I want to be nyale that you all can enjoy together," said princess Mandalika.

The king and all other people in the beach did not understand what she meant. The king then came to her. But before he came closer to his daughter, Princess Mandalika jumped to the sea. She was disappeared in the big waves. It was chaos on the beach. People were screaming. All the princes tried to swim to find the princess. But no one dared to jump in the sea, the waves were too high. After several hours trying to search the princess, suddenly they found a lot of sea worms on the beach. The king then realized that his daughter had returned as sea worms. Later he named the worms as Nyale. Until now, people in Lombok always try to catch nyale. Nyale is very delicious and that is why more and more people come to Lombok to catch it. However, they cannot catch it anytime they want. They can only find it once a year, in February or March. The tradition to catch the sea worms is called Bau Nyale.

58

1. The first paragraph mainly talks about ….. A. a beautiful princess from Lombok. B. many princes fall in love with her. C. a great king from Lombok. D. the king held a competition.

2. Why did many young men fall in love with her? Many young men fell in love

with her because she ….. A. was a daughter of great king. B. was rich. C. was beautiful. D. was kind.

3. The word “she” in the first paragraph refers to …..

A. mother. B. sister. C. prince. D. princess.

4. Princess could not decide and she also did not want them sad. What does the

underlined sentence mean? A. The princess was sad because her dad was dead. B. The princess was sad because her mother disappeared. C. She didn’t want people being hurt because of her. D. She hated because her father killed by the princes.

5. The king tried to find an idea to solve the problem. What was the problem

actually? A. Many princes tried to stolen his daughter. B. The princes would be fought because of the king’s daughter. C. The princes fought to the other in order to get the king’s wealth. D. The king declared a war against all of the princes.

6. What was the aim of the competition? The aim of the competition was the

winner could be ….. A. a great king in Lombok. B. a son of the great king. C. husband of his beautiful wife. D. husband of his beautiful daughter.

7. How was the rule of the competition? The rule of the competition was the

princes had to shoot …..

59

A. the target perfectly. B. the turtle perfectly. C. the king’s head perfectly. D. a bird for the princess perfectly.

8. The word “they” in the second paragraph refers to …..

A. the princess. B. the princes. C. the princess and the people. D. the king and the princes.

9. Why did the princess sacrifice herself? The princess sacrificed herself because

she ….. A. fell in love with a prince. B. wanted to be someone that everybody can have. C. saw her father was dead so did she. D. wanted to be a legend for her people.

10. What did the princes do when they saw the princess jumped to the sea?

A. The princes jumped to the sea together to find the princess. B. The princes tried to swim to find her but the waves were too high. C. The princes couldn’t do nothing because too dangerous. D. The princes ran away because the waves were too high.

Bajra Sandhi Monument Bajra Sandhi Monument is monument of Balinese People Struggle. This

Monument is recognized by the name of Bajra Sandhi because it's form is looking like Bajra or Genta or bell used by all Hindu Priest in reading of Weda holy sentence (mantra) at religious ceremony.

This monument is built in the year 1987 and it is opened by president of Megawati Sukarno Putri on 14 June 2003. The purpose of this monument is to immortalize the soul and spirit of Balinese People struggle, at one blow dig, looking after, developing and also preserve the culture of Bali to be bequeathed to a router generation as advancing capital stroke tread a world of loaded progressively with the challenge and resistance.

Balistaisland.com

11. What does the text mainly talks about ….. A. bajra sandhi was famous monument. B. history of bajra sandhi monument. C. immortalize of soul. D. the great story of Bali.

60

12. Why is the monument named bajra? The monument is named bajra because

….. A. this monument has great story. B. the design of the monument is spiral. C. bajra sandhi was opened by a president. D. the shape looks like bell.

13. The word “spirit” in line 4 in Indonesian means …..

A. kekuatan B. tenaga C. roh D. semangat

14. Why was the monument built?

The monument was built ….. A. to make tourism come to Denpasar. B. because the governments want make Bali famous. C. in order to immortalize the spirit of Balinese people struggle. D. to make Balinese peoples always keep the real culture of Balinese people.

Octopus

The Octopus is a sea animal with eight powerful feet which it uses as hands. These are called tentacles. The word “Octopus” comes from two greet words that mean eight feet. The octopus, the squid and the cuttlefish belong to the same family that has no outside shells. Their bodies are covered entirely with skin. Therefore the body of an octopus is soft.

It looks like a big balloon. A fully-grown octopus can be as large as 8,5 meters from the tip of one tentacles to the tip of another. It can weigh as much as forty five kilograms. By using its tentacles, the octopus can catch small fish, sea plants, crab and lobsters. The octopus also uses them to against its enemies. The octopus wraps its tentacles around the victim and squeezes it before eating it.

The octopus escapes from its enemies by giving out a thick dark fluid to darken the water. It can also change the color of its body to match its surroundings. It hides from its enemies by doing this.

Adapted From: Target UPSR Citra Pintar Bahasa Inggris

15. How does the octopus hunt for food? A. It uses tail. B. It uses its teeth. C. It uses magic colour. D. It uses its tentacles.

61

16. Why is the body of octopus so smooth? The body of an octopus is so smooth because ….. A. its body has smooth silicon. B. its body covered entirely with skin. C. an octopus has a bright skin. D. its body contains a liquid.

17. The word “them” in the second paragraph refers to the octopus’s …..

A. teeth. B. enemies. C. tentacles. D. tails.

18. What does the octopus do to escape from its enemy?

A. Octopus uses their tentacles to run as fast as possible from the enemy. B. Octopus use its poison to make their enemy cannot catch them. C. Octopus gives out a thick dark fluid to darken the water. D. Octopus will change their body to make the enemy cannot see it.

19. How weight is the octopus?

A. 45 kilograms B. 40 kilograms C. 35 kilograms D. 14 kilograms

20. What kinds of fish become octopus’ foods? A. Small fish like crab, lobster, bee, and sea plants B. Planktons, crab, bugs, and sea worms C. Crab, sea plants, lobster D. Snakehead, tiram, crapu, unt

II. Read again the three text above and decide the following statements whether they are true or false!

21. There was only one prince who wanted to marry princess mandalika. 22. Princess mandalika loved a prince who died in the war. 23. Princess mandalika sacrificed herself because she loved her people more than

herself. 24. The princes started to argue because princess mandalika ran away to the sea. 25. The king held a competition in order to find justice. 26. The king didn’t want his daughter to be taken by the princes and he declared a

war.

62

27. Bajra sandhi monument was built in order to make Balinese people proud with the culture.

28. Bajra Sandhi Monument is monument of Balinese People Struggle which as a sign homage to the spirit.

29. Octopus will run quickly when meet an enemy. 30. Octopus uses fumes to catch small fish.

63

Appendix 4

LESSON PLAN

Session 1 Cycle I

A. School Identity

School : SMP N 2 Sukawati

Subject : English

Class/Semester : VIII E/ II

Skill : Reading Comprehension

Time Allocation : 2 x 40 minutes

B. Standard Competence

5. Understanding meaning in a shot simple functional written text in the form

of Descriptive and Recount interact with the surrounding in the context of

daily life.

C. Basic Competence

Reading

5.1 Responding meaning a functional text and essay in the form of Descriptive

and short Recount fluently and acceptable to interact with the surrounding in

the context of daily life.

D. Indicator

- Identifying main idea of a text.

- Identifying specific information of a text.

- Identifying word meaning of a text.

- Identifying a textual reference.

E. Learning objective

When students are given a chance to read a text, they are able to identify the

main idea, specific information, word meaning, and textual reference of the

text correctly.

F. Learning Material

64

Descriptive text is text which expresses or describes place, thing and

person in such vivid detail that the readers can easily visualize the described

place, thing and person or can picture what it looks like.

Generic Structure

Descriptive text is intended to describe place, person, and thing so that the

reader will be able to visualize the object. Writing descriptive text, generally, you

have to consider the following generic structure:

a. Identification

b. Descriptions

c. Conclusion

Example of descriptive text:

Leopard

This is a leopard, a big cat with bright color and black spots. Those black

spots are nearly of the same size from its nose to its tail. It is about six to seven

and half feet long. People also call this animal panther,

Although it is a big animal, its ears are quite small. However, it has a long

tail and it runs very fast. It jumps very well too. That is why it is good

at chasing and catching its preys.

To catch its prey, it often hides on a tree and wait until small animal come

near. When the animal come near the tree, the leopard jumps down and kills the

animal. A leopard eats all smaller animals, but it likes dogs best.

G. Technique

65

Collaborative learning

H. Time Allotment: 2 x 40 minutes

I. Learning Activities

Pre-activities ( + 10 minutes ) √ x

1. Greeting the students.

2. Checking attendance list of the students.

3. Getting students’ attention by asking and giving questions

whether they have ever read a text.

4. Describing the learning objectives that want to be achieved in

that meeting.

Whilst activities ( + 65 minutes )

Exploration

5. Giving a question to the student about what they have already

known about descriptive text.

Elaboration

6. Grouping the students where each group consists of four or five

students.

7. Determining the rules of teaching learning process to make

them clearly understand of the rules.

8. Distributing the text to the each member of the groups where

each member of the group have individual responsible in

solving a problem.

9. Asking the students to work collaborative, try to find the

solution of the text given by the teacher.

Confirmation

10. Monitoring the students’ behavior whether the students in

their group seriously work in collaborative and give their

participation.

66

11. Asking the group to discuses and present their answer in the

front of the class where all member of each group preparing

their reason to accept questions whether it from another group

or from the teacher.

Post- activities ( + 5 minutes )

12. Asking the students whether they have understood or not

what has been learnt, in order to know their ability and

capability in learning.

13. Analyzing students’ feedback whether they possibility find

serious problem in learning.

14. Closing the lesson by saying “Good Bye”

J. References

• Wardiman, Aryono; B. Jahur, Marjiman; Djusma, M Sukirman.

(2008).English in Focus for Grade VIII Junior High School (SMP/MTs).

Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.

• www.Google. Com.

K. Assessment

a. Technique : Written test

b. Form : Identifying mean idea, specific information, word

meaning and textual reference of descriptive text

c. Scoring procedure :

Subjects’ score = Subjects' correct answer

Maximum score x 100

Denpasar, 23 April, 2014

The researcher

Made Adnyana NPM. 10.8.03.51.31.2.5.3755

67

STUDENTS’ WORKSHEET

Read the text entitled “Leopard” and answer the following questions!

Leopard

This is a leopard, a big cat with bright color and black spots. Those black

spots are nearly of the same size from its nose to its tail. It is about six to seven

and half feet long. People also call this animal panther,

Although it is a big animal, its ears are quite small. However, it has a long

tail and it runs very fast. It jumps very well too. That is why it is good

at chasing and catching its preys.

To catch its prey, it often hides on a tree and wait until small animal come

near. When the animal come near the tree, the leopard jumps down and kills the

animal. A leopard eats all smaller animals, but it likes dogs best.

1. What is the main idea of the text?

A. A leopard eats all smaller animals. B. This is a Leopard. C. Leopard is about six to seven and a half feet long. D. Those black spots are nearly of the same size from its nose to its tail.

2. What does the Leopard’s skin look like?

A. It has stripy yellow and black color. B. It has black color and yellow spots. C. It has yellow color and black spots. D. It has yellowish black.

68

3. “Although it is a big animal, its ears are quite small.” (Paragraph 2). What does “its” in the sentence refer to?

A. animal’s B. cat’s C. leopard’s D. panther’s

4. “ ….. good at chasing and catching its preys.” The underline word means …..

A. catching. B. taking. C. juggling. D. hunting.

5. ….. is a carnivore.

A. Leopard B. Elephant C. Ant D. Rhinoceros

69

Appendix 5

LESSON PLAN

Session 2 Cycle I

A. School Identity

School : SMPN 2 Sukawati

Subject : English

Class/Semester : VIII E/ II

Skill : Reading Comprehension

Time Allocation : 2 x 40 minutes

B. Standard Competence

5. Understanding meaning in a shot simple functional written text in the form

of Descriptive and Recount interact with the surrounding in the context of

daily life.

C. Basic Competence

Reading

5.1 Responding meaning a functional text and essay in the form of Descriptive

and short Recount fluently and acceptable to interact with the surrounding in

the context of daily life.

D. Indicator

- Identifying main idea of a text.

- Identifying specific information of a text.

- Identifying word meaning of a text.

- Identifying a textual reference.

E. Learning objective

When students are given a chance to read a text they are able to identify the

main idea, specific information, word meaning, and textual reference of the

text correctly.

F. Learning Material

70

Narrative text is texts that tell about the past events and purpose to entertain

the readers. It reveals what a reader should learn. Narration text is usually written

in chronological order.

Writing Narrative text, generally, you have to consider the following generic structure:

a. Orientation

Introduction the action in the text. It sets the scene and introduces the

participants/characters. Orientation state or introduce of the player of the

story. The opening paragraph introduces characters or participants of the

story and sets the scene (it answers the questions who, when, what and

where).

b. Complication

What the problems that arise of the happened. It explores the conflict in

the story. It will show the crisis, rising crisis and climax of the story. The

problem happens among the characters, it is about the problems which

involve the main characters in the story developed.

c. Resolution

Result of the problems that arise. : It shows the situation which the

problems have been resolved. It must be our note that “resolved” means

accomplished whether succeed or fail.

d. Re- Orientation

Re – Orientation always be opinion and describe simple mean about the resolution of the story.  For the example:

Suro and Boyo

Once upon time, on the coast of east Java, there lived a variety of sea

animals. They lived in peace. Only an Octopus called Cumi couldn’t get along

with other sea creatures. Cumi was so cruel.

One day Cumi went to the house of a fish name Suro. He told Suro that one

of the crocodiles, Boyo, had a plan to harm Suro. Suro and Boyo were best

friends. That’s why Suro didn’t believe Cumi. Then, Cumi went to Boyo’s house

71

and said and Suro had a plan to harm him. This time Cumi’s lies were so

convincing that Boyo believe Cumi. Boyo was very angry.

He got upset and swam in a hurry to Suro’s house. He attacking Suro and

wounded him. Suro was still calm and didn’t fight back. But knowing that Boyo

would never stop attacked him, Suro became brave and strong. He fought Boyo

bravely until the sea turned red with their blood.

In the place where they once fought was built a city called Suroboyo.

Suroboyo, therefore, means brave in danger.

G. Technique

Collaborative Learning

H. Time Allotment: 2 x 40 minutes

I. Learning Activities

Pre-activities ( + 5 minutes ) √  x 

1. Greeting the students.

2. Checking attendance list of the students.

3. Getting students’ attention by asking and giving questions whether

they have ever read a text.

4. Describing the learning objectives that want to be achieved in that

meeting.

   

Whilst activities ( + 70 minutes )    

Exploration

5. Giving a question to the student to explain what is narrative text

actually.

Elaboration

6. Grouping the students as previous meeting where each group

consists of four or five students.

7. Determining again the rules of teaching learning process to make

them clearly understand of the rules.

8. Distributing the text (student’s worksheet) to the each member of

the groups where each member of the group have individual

   

72

responsible in solving a problem.

9. Asking the students to work collaboratively, try to find the solution

of the text given by the teacher.

10. Monitoring the students’ behavior whether the students in their

group seriously work in collaborative and give their participation.

11. Sharing the answers of the Student Worksheet to the whole group

one by one.

Confirmation

12. Giving a post-test that require the student to comprehend three

reading texts entitled “My Timmy” , “Buggy Race” and “ The

Prince and His Best Friends” by answering the questions that have

been provided.

13. Asking the students to collect the answers of the post test.

Post- activities ( + 5 minutes )    

14. Asking the students to tell and share any difficulties that they found

during the lesson and also the post test been administered

15. Analyze students’ feedback.

16. Closing the lesson by saying “Good Bye”

   

J. Source:

• Wardiman, Aryono; B. Jahur, Marjiman; Djusma, M Sukirman.

(2008).English in Focus for Grade VIII Junior High School (SMP/MTs).

Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.

• English book for SMP

• Www. Google. Com.

K. Assessment

d. Technique : Written test

e. Form : Identifying mean idea, specific information, word

meaning and textual reference of descriptive text and narrative text

73

f. Scoring procedure :

Subjects’ score = Subjects' correct answer

Maximum score x 100

Denpasar, 23 April , 2014

The researcher

Made Adnyana NPM. 10.8.03.51.31.2.5.3755

74

STUDENTS’ WORKSHEET

Suro and Boyo

Once upon time, on the coast of east Java, there lived a variety of sea

animals. They lived in peace. Only an Octopus called Cumi couldn’t get along

with other sea creatures. Cumi was so cruel.

One day Cumi went to the house of a fish name Suro. He told Suro that one

of the crocodiles, Boyo, had a plan to harm Suro. Suro and Boyo were best

friends. That’s why Suro didn’t believe Cumi. Then, Cumi went to Boyo’s house

and said and Suro had a plan to harm him. This time Cumi’s lies were so

convincing that Boyo believe Cumi. Boyo was very angry.

He got upset and swam in a hurry to Suro’s house. He attacking Suro and

wounded him. Suro was still calm and didn’t fight back. But knowing that Boyo

would never stop attacked him, Suro became brave and strong. He fought Boyo

bravely until the sea turned red with their blood.

In the place where they once fought was built a city called Suroboyo.

Suroboyo, therefore, means brave in danger.

I. Please identify the generic structure of this text.

II. Please answer these questions with short answer.

1. What is the main idea of the text?

2. Why did cumi have a bad plan to Suro and Boyo?

3. “He got upset and swam in a hurry to Suro’s house”. “He” in the third

paragraph refers to …..

4. Crocodile in Bahasa Indonesia is …..

75

Appendix 6

POST-TEST

Cycle I I. Read the following text carefully and answer the following questions by

crossing (X) A, B, C, or D!

My Timmy

I have a pet. He is my lovely pet Timmy. Timmy is a male tabby cat. He is very adorable with his soft stripes fur. He has innocent round eyes and feeble sweet voice. He always meows when I come home, he usually give me a kiss.

Timmy is a nice playmate. I’m so happy to spend my time with him. Most of the time, he’s a good cat. It’s almost impossible for me to be angry at him. In the morning, he always wakes up early. When he wakes up earlier, he waits quality by my bedside until I wake up.

1. What is the main idea of the first paragraph?

A. My lovely pet Timmy. B. Timmy is a male. C. Timmy is adorable. D. He is cute.

2. When does Timmy usually give a kiss to the writer? Timmy usually give a

kiss when the writer ….. A. wakes up. B. goes to sleep. C. leaves home. D. comes home.

3. The word “male” in Indonesian means …..

A. macho. B. jantan. C. banci. D. kelainan.

4. Why is the writer almost impossible to be angry at his cat? The writer almost

impossible to be angry at his cat because ….. A. it has innocent round eyes. B. most of the time, it is a good cat. C. it gives the writer kiss. D. it always wakes up early.

76

5. The second paragraph tells about ….. A. characteristic. B. habit. C. habitat. D. behavior.

6. He is very adorable. The synonym of the underlined word is …..

A. stingy. B. cyubi. C. chabi. D. cute.

7. The word “him” in the second paragraph refers to …..

A. his father. B. uncle. C. timmy. D. jimmy.

8. What is the purpose of the text about? The purpose of the text is to …..

A. describe place. B. describe something. C. tell how to make something. D. tell how to care for cats.

9. Timmy is …..

A. an omnivore. B. an ovoviviparous. C. a carnivore. D. a herbivore.

10. Generic structures of the descriptive text are …..

A. identification, conclusion, description. B. identification, description, conclusion. C. identification, description, reference. D. complication, implication, resolution.

Buggy Races Once upon a time there lived two best friends, the hare and the tortoise.

They liked to race against each other, but the hare always won. One day, the hare asked the tortoise to race down to the beach. The tortoise refused, he said that he will lose anyway. The hare replied in a kind voice that he felt sorry about it.

77

But the next day, the hare found a way to race the tortoise that would be fair and lots of fun too. He asked the tortoise to come with him. The tortoise was slowly plodding over the sand hill towards the beach. Now the two friends can race against each other all day and something tells me that the tortoise might win this time.

Adapted from 50 Bedtime stories, 2002

11. Who were the two friends? The two friends were ….. A. the hare and the tortoise. B. the wolf and the hare. C. the tortoise and the. D. the tortoise and the buffalo.

12. What did the hare ask the tortoise? The hare asked the tortoise to …..

A. come with him to the beach. B. race down to the beach. C. be his friend forever. D. fight in the beach.

13. How did the hare find a way to race?

A. The hare would be promised to gave him a food. B. The hare said that the race would be fair and fun. C. The tortoise was slowly plodding over the sand hill towards the beach. D. The tortoise was slowly plodding over the sand hill towards the river.

14. How was the end of the story? The end of the story was the hare and the

tortoise ….. A. cannot race again for someday. B. be friends forever. C. finally diseparated. D. can race against each other all day.

The Prince and His Best Friends

Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the palace and Franklin Greedy, the son of an Aristocrat. One day, The Prince, Peter Piper, and Franklin Greedy were walking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house.

78

Franklin was very tried and asked the Prince to surrender immediately, but Peter was not afraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behaviour. So he quietly made up a plan for him and the Prince to escape.

Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper and the Prince were riding away on one of the bandit’s horses.

It turns out, Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Capital.

15. What kind of person was Prince Jonathan? Prince Jonathan was ….. A. cruel man. B. kind man. C. tricky man. D. handsome man.

16. Who were prince jonathan’s friends? Prince jonathan’s friends were …..

A. Peter Paper and Franklin Greedy. B. Bandits and Greedy. C. Taylor Swift and Peter Paper. D. Jimmy and Bandits.

17. What happened when the Prince and his two friends were walking in the

forest? A. They were found a beast in the forest. B. A bear was tried to kill them. C. A group of Bandits attacked the three boys near an old house. D. They were met with an old lady.

18. Why did Franklin try to persuade the Prince surrender? Franklin tried to

surrender because he was ….. A. scared. B. brave. C. shy. D. confused.

79

19. What did Peter Paper do when Franklin tried to persuade the Prince to surrender? He ….. A. asked the Prince to surrender. B. made a deal with the Bandits. C. supported the Prince not to give up. D. asked the Prince to ran away quickly.

20. Did the Prince manage to escape from the Bandits?

A. Yes, he did. B. No, he didn’t. C. Yes, she does. D. No, she doesn’t.

III. Read again the three text above and decide the following statements whether they are true or false!

21. Timmy is a male tabby cat. 22. Cat is a herbivore. 23. The hare and the tortoise were friend. 24. The two friends can race against each other all day. 25. The young prince was hated by his people. 26. The young prince was kind to other. 27. The prince had two best friends. 28. When the bandits attacked, they hurried back to the castle. 29. The prince didn’t want to surrender. 30. Franklin made an agreement with the bandits.

80

Appendix 7

LESSON PLAN

Session 1 Cycle II

A. School Identity

School : SMP N 2 Sukawati

Subject : English

Class/Semester : VIII E/ II

Skill : Reading Comprehension

Time Allocation : 2 x 40 minutes

B. Standard Competence

5. Understanding meaning in a shot simple functional written text in the form

of Descriptive and Recount interact with the surrounding in the context of

daily life.

C. Basic Competence

Reading

5.1 Responding meaning a functional text and essay in the form of Descriptive

and short Recount fluently and acceptable to interact with the surrounding in

the context of daily life.

D. Indicator

- Identifying general information of a text.

- Identifying specific information of a text.

- Identifying word meaning of a text.

- Identifying a textual reference.

E. Learning objective

When students are given a chance to read a text, they are able to identify

general information, specific information, word meaning, and textual

reference of the text correctly.

F. Learning Material

81

Narrative text is texts that tell about the past events and purpose to entertain

the readers. It reveals what a reader should learn. Narration text is usually written

in chronological order.

Writing Narrative text, generally, you have to consider the following generic structure:

e. Orientation

Introduction the action in the text. It sets the scene and introduces the

participants/characters. Orientation state or introduce of the player of the

story. The opening paragraph introduces characters or participants of the

story and sets the scene (it answers the questions who, when, what and

where).

f. Complication

What the problems that arise of the happened. It explores the conflict in

the story. It will show the crisis, rising crisis and climax of the story. The

problem happens among the characters, it is about the problems which

involve the main characters in the story developed.

g. Resolution

Result of the problems that arise. : It shows the situation which the

problems have been resolved. It must be our note that “resolved” means

accomplished whether succeed or fail.

h. Re- Orientation

Re – Orientation always be opinion and describe simple mean about the resolution of the story. Example of narrative text:

Suro and Boyo Once upon time, on the coast of east Java, there lived a variety of sea

animals. They lived in peace. Only an Octopus called Cumi couldn’t get along with other sea creatures. Cumi was so cruel.

One day Cumi went to the house of a fish name Suro. He told Suro that one of the crocodiles, Boyo, had a plan to harm Suro. Suro and Boyo were best friends. That’s why Suro didn’t believe Cumi. Then, Cumi went to Boyo’s house

82

and said and Suro had a plan to harm him. This time Cumi’s lies were so convincing that Boyo believe Cumi. Boyo was very angry.

He got upset and swam in a hurry to Suro’s house. He attacking Suro and wounded him. Suro was still calm and didn’t fight back. But knowing that Boyo would never stop attacked him, Suro became brave and strong. He fought Boyo bravely until the sea turned red with their blood.

In the place where they once fought was built a city called Suroboyo. Suroboyo, therefore, means brave in danger.

G. Teaching Method/ Technique

Collaborative learning

H. Time Allotment: 2 x 40 minutes

I. Learning Activities

Pre-activities ( + 5 minutes ) √ x

1. Greeting the students.

2. Checking attendance list of the students.

3. Asking the student about the post-test that they have had in the

previous meeting to give a chance whether they still have

question or not about test.

4. Describing the learning objectives that want to be achieved in

that meeting.

 

Whilst activities ( + 70 minutes )  

Exploration

5. Showing a picture to the students of an example of narrative

text and ask them to find the name of characters in the pictures.

Elaboration

6. Grouping the students as previous meeting where each group

consists of four or five students.

7. Determining again the rules of teaching learning process to

make them clearly understand of the rules.

8. Distributing the text (student’s worksheet) to the each member

 

83

of the groups where each member of the group have individual

responsible in solving a problem.

9. Giving a chance to the students to read a narrative text entitled

“Suro and Boyo” before discussing it.

10. Asking the students to work collaboratively, try to find the

solution of the text given by the teacher.

Confirmation

11. Monitoring the students’ behavior whether the students in their

group seriously work in collaborative and give their

participation.

12. Sharing the answers of the Student Worksheet to the whole

group one by one.

Post- activities ( + 5 minutes )

13. Asking the students whether they have understood or not what

has been learnt, in order to know their ability and capability in

learning.

14. Analyzing students’ feedback.

15. Closing the lesson by saying “Good Bye”

 

J. References

• Wardiman, Aryono; B. Jahur, Marjiman; Djusma, M Sukirman.

(2008).English in Focus for Grade VIII Junior High School (SMP/MTs).

Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.

• Priyana Joko dkk, 2006, Scaffolding for Junior High School Students,

Surabaya: Pusat Perbukuan Departement Pendidikan Nasional

• English book for SMP

• Www.Google. Com

• Cerdas-Cermat SMPN 2 Sukawati

K. Assessment

a. Technique : Written test

84

b. Form : identifying general information, specific

information, word meaning and textual reference of narrative text.

c. Scoring procedure :

Subjects’ score = Subjects' correct answer

Maximum score x 100

Denpasar, 29 April, 2014

The researcher

Made Adnyana

NPM. 10.8.03.51.31.2.5.3755

85

STUDENTS’ WORKSHEET

Suro and Boyo Once upon time, on the coast of east Java, there lived a variety of sea

animals. They lived in peace. Only an Octopus called Cumi couldn’t get along with other sea creatures. Cumi was so cruel.

One day Cumi went to the house of a fish name Suro. He told Suro that one of the crocodiles, Boyo, had a plan to harm Suro. Suro and Boyo were best friends. That’s why Suro didn’t believe Cumi. Then, Cumi went to Boyo’s house and said and Suro had a plan to harm him. This time Cumi’s lies were so convincing that Boyo believe Cumi. Boyo was very angry.

He got upset and swam in a hurry to Suro’s house. He attacking Suro and wounded him. Suro was still calm and didn’t fight back. But knowing that Boyo would never stop attacked him, Suro became brave and strong. He fought Boyo bravely until the sea turned red with their blood.

In the place where they once fought was built a city called Suroboyo. Suroboyo, therefore, means brave in danger.

III. Please identify the generic structure of this text.

IV. Please answer these questions with short answer.

5. What is the text about?

6. Why did cumi have a bad plan to Suro and Boyo?

7. “He got upset and swam in a hurry to Suro’s house”. “He” in the third

paragraph refers to …..

8. Crocodile in Bahasa Indonesia is …..

9. What was the character of Cumi?

10. Where did the story take place?

11. Suro didn’t believe Cumi because …..

12. What did Suro do when Boyo attacked him?

13. Why was Boyo so angry with Suro?

14. What is the value that could be learnt from this story?

86

Appendix 8

LESSON PLAN

Session 2 Cycle II

A. School Identity

School : SMP N 2 Sukawati

Subject : English

Class/Semester : VIII E/ II

Skill : Reading Comprehension

Time Allocation : 2 x 40 minutes

B. Standard Competence

5. Understanding meaning in a shot simple functional written text in the form

of Descriptive and Recount interact with the surrounding in the context of

daily life.

C. Basic Competence

Reading

5.1 Responding meaning a functional text and essay in the form of Descriptive

and Recount fluently and acceptable to interact with the surrounding in the

context of daily life.

D. Indicator

- Identifying general information of a text.

- Identifying specific information of a text.

- Identifying word meaning of a text.

- Identifying a textual reference.

E. Learning objective

When students are given a chance to read text, they are able to identify general

information, specific information, word meaning, and textual reference of the

text correctly.

F. Learning Material

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Recount text is text which retells past events or experience for the purpose

of informing or entertaining. This could include personal events, factual incidents

or imaginary incidents.

Generic Structure

Orientation Orientation includes setting the scene and giving the necessary background information such as: who, when, where, what, and why.

Events Retelling the event in chronological order or logical sequence, usually in the past (there is no complication in recount).

Reorientation Including a personal comment or opinion and a closing statement.

The example of recount text:

Holiday in Nuknung Waterfall

On Sunday, I and my friends visited waterfall in Buleleng. It was the first time for me to visit that waterfall. When we arrived at the hill, I felt so fresh and I could enjoy the scene. The air was so fresh and pure and the view as exited. On the way, we just walk down because the waterfall location in downhill. After several minutes walked downhill, finally we arrived at the waterfall. It was beautiful waterfall that ever I saw. We really enjoyed the water in the rain forest surrounding the waterfall. When hearing the sound of falling water made me peace and relaxes just like my life without problems.

We also saw some animals that live there such as birds and chickens forest. It was also excellent drowning out background sound. Playing with the water made me felt so happy. A hour past without aware it. Finally, the time was over. It was the time for us to go home because the time showed 16.00 pm. On the way, we have to walk to the top and need extra energy to reach up because there are a thousand stairs to be passed. It was made us so tired. However, what we got at the waterfall enough to fade it. It was an unforgettable moment. I really enjoyed it. G. Teaching Method/ Technique

Collaborative learning

H. Time Allotment: 2 x 40 minutes

I. Learning Activities

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Pre-activities ( + 10 minutes ) √ x

1. Greeting the students.

2. Checking attendance list of the students.

3. Getting students’ attention by asking and giving questions

about previous lesson.

4. Describing the learning objectives that want to be achieved in

that meeting.

Whilst activities ( + 65 minutes )

Exploration

5. Giving a question to the students about what they have already

known about recount text.

Elaboration

6. Giving a chance to the students to read a recount text entitled

“Holiday in Nuknung Waterfall” before discussing the

learning material.

7. Discussing the learning material with the students

systematically started from the explanation, generic structure,

social function and characteristic of recount text.

8. Grouping the students where each group consists of four or five

students.

9. Determining again the rules of teaching learning process detail

to make them clearly understand of the rules.

10. Distributing the text to the each member of the groups where

each member of the group have individual responsible in

solving a problem.

11. Asking the students to work collaboratively, try to find the

solution of the text given by the teacher.

12. Monitoring the students’ behavior whether the students in

their group seriously work in collaborative and give their

participation.

13. Sharing the answers of the student’s worksheet to the whole

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J. References

• Wardiman, Aryono; B. Jahur, Marjiman; Djusma, M Sukirman.

(2008).English in Focus for Grade VIII Junior High School (SMP/MTs).

Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional.

K. Assessment

a. Technique : Written test

b. Form : identifying general information, specific

information, word meaning and textual reference of recount text.

c. Scoring procedure :

Subjects’ score = Subjects' correct answer

Maximum score x 100

Denpasar, 29 April, 2014

The researcher

Made Adnyana

NPM. 10.8.03.51.31.2.5.3755

group one by one.

Confirmation

14. Giving a post test-test that require all of students to

comprehend three reading texts entitled “Malin Kundang”,

Mantu’s Little Elephant”, and “A Visit to A Wildlife Park” by

answering the questions that have been provided.

15. Asking the students to collect the answers of the post-test.

Post- activities ( + 5 minutes )

16. Asking the students to tell and share any difficulties that they

found during the lesson and also the post test.

17. Analyzing students’ feedback whether they possibility find

serious problem in learning.

18. Closing the lesson by saying “Good Bye”

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STUDENTS’ WORKSHEET

Holiday in Nuknung Waterfall

On Sunday, I and my friends visited waterfall in Buleleng. It was the first

time for me to visit that waterfall. When we arrived at the hill, I felt so fresh and I could enjoy the scene. The air was so fresh and pure and the view as exited. On the way, we just walk down because the waterfall location in downhill. After several minutes walked downhill, finally we arrived at the waterfall. It was beautiful waterfall that ever I saw. We really enjoyed the water in the rain forest surrounding the waterfall. When hearing the sound of falling water made me peace and relaxes just like my life without problems.

We also saw some animals that live there such as birds and chickens forest. It was also excellent drowning out background sound. Playing with the water made me felt so happy. A hour past without realized it. Finally, the time was over. It was the time for us to go home because the time showed 16.00 pm. On the way, we have to walk to the top and need extra energy to reach up because there are a thousand stairs to be passed. It was made us so tired. However, what we got at the waterfall enough to fade it. It was an unforgettable moment. I really enjoyed it.

I. Please identify the generic structure of this text.

II. Please answer these questions with short answer.

1. What is the main idea of the text?

2. When did they go to Nuknung waterfall?

3. How many times was writer visited Nuknung waterfall?

4. What did he feel when arrived at waterfall?

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Appendix 9

POST-TEST

Cycle II

I. Read the following text carefully and answer the following questions by crossing (X) A, B, C, or D!

MALIN KUNDANG Once upon time, there was a young man named Malin Kundang. He lived

with his single parent that was his mother in a village near a forest, in west Sumatra. His mother loved him very much, so did him.

One day, wanted to go to leave his village to get his dream. He asked his mother and promised that he would come back as a rich man. His mother allowed him.

Malin Kundang worked in a big ship. He was diligent worker. His boss satisfied all he had done. Then everything changed. He was being a rich man. He married his boss daughter.

He and his wife visited his village. Everybody saw him and told his coming to his mother. His mother met him. Unfortunately, Malin Kundang didn’t admit her. He was ashamed to his wife that his mother was a poor villager. He used to say to his wife that his families were rich.

His mother was surprised hearing what Malin Kundang said that she was not his mother. His mother then prayed and she wanted God gave the justice. Later on, the sky was getting dark. Malin Kundang got the justice that he changed into a stone.

1. The first paragraph mainly talks about …..

A. Malin Kundang’s life. B. Mother’s life. C. His father’s life. D. His parents.

2. Malin kundang lived with his …..

A. daughter. B. uncle. C. mother. D. father.

3. What was the character of malin kundang? Malin Kundang was …..

A. polite people. B. seditious people. C. sweet people. D. kind people.

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4. Malin kundang worked at ….. A. hotel. B. ship. C. office. D. airport.

5. Malin kundang left his mother because he wanted to …..

A. get his dream. B. worked in the big ship. C. get married. D. be changed into stone.

6. Where is the story take place?

A. west java. B. west sumatera. C. west papua. D. west burneo.

7. “He was a diligent worker”.

The underlined word is antonymous with ….. A. lazy. B. clever. C. smaller. D. smart.

8. Did malin kundang believe that the old, dirty, ugly woman was his mother?

A. Yes, he did. B. Yes, he is. C. No he didn’t. D. No. he is not.

9. “He was being a rich man”.

The underlined word is refers to ….. A. Malin Kundang’s wife. B. Malin Kundang’s mother. C. Malin Kundang’s Father. D. Malin Kundang.

10. Malin kundang did not admit his mother because his mother was …..

A. a poor villager. B. not beautiful. C. a rich women. D. smart women.

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A Visit to A Wildlife Park I and my parents visited many interesting places in Sydney. The one I

enjoyed best was the Wildlife Park. The Wildlife Park has a lot different Australian animals and birds. There are over 600 animals, including kangaroos, wallabies, koala and crocodiles. They are kept in their natural surroundings. I much preferred the Wildlife Park to a zoo where a lot of animals are in cages.

We were able to walk along the kangaroos and wallabies. We were even allowed to touch them and to feed them. It was very exciting to be very so close to them. We saw koala bears. They looked very cuddly. I got my photograph taken with one of them. It is a wonderful souvenir of my holiday in Sydney.

We also went to see the crocodiles. The Wildlife Park has a lot of fresh-, water and salt-water crocodiles. Some of them were very big and scary with, huge teeth. I did not get very close to them. We also visited the aviary. There were some very colorful birds there. I really liked an old parrot which could talk.

I wish we could have spent more time in the Wildlife Park. There was so much to see.

11. What is the main idea of the first paragraph?

A. I and my parents visited many interesting places in Sydney. B. We were able to walk along the kangaroos, and wallabies. C. I much preferred the wildlife park to a zoo. D. The wild life park has a lot different Australian animals and birds.

12. What kind of the text?

A. report. B. recount. C. descriptive. D. narrative.

13. ….. allowed to touch them and to feed. The word “them” in second paragraph

refers to ….. A. the writers family. B. fresh water and salt water crocodiles. C. the visitors of wildlife park. D. the kangaroos and wallabies.

14. What kinds of animals that exist in the wildlife park? The animals that exist in

the wildlife park are ….. A. koala, crocodiles, kangaroos. B. dinosaur, dragonfly, crocodiles. C. butterflies, panda, barracuda. D. worms, bee, ant.

15. A wallabies is …..

A. an omnivore. B. an ovoviviparous. C. a carnivore. D. a herbivore.

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16. What kinds of birds that writer liked so much? The writer liked an ….. A. an eagle. B. a canaries. C. an old parrot. D. a Penguin.

17. What is the purpose of the text? The purpose of the text is to …..

A. tell the readers what happened in the past. B. informing and entertaining. C. persuade the readers that something a case. D. describe a particular place or thing.

Mantu’s Little Elephant

Little Mantu lived in a village deep in the jungle where elephants helped the men with their work. These elephants were so big and strong. They could lift up the heaviest logs with their trunks and toss them high in the air.

Now, Mantu had an elephant of his very own. His name was Opie. He was just a baby and Mantu loved him very much. Mantu whispered to Opies’ ear that someday he would become the biggest, strongest, and bravest elephants in the jungle. The other elephants heard this. They began to laugh and made rude noises with their trunks. “We’re so big and tall, but you’re so small. You’re nothing at all,” said one of the big elephants.

Mantu looked up at the huge elephants with a mischievous glint in his eye. “You’re so tall and can see far away. We can see what is happening down here in the jungle. In fact, we would be the first to see any slithering snakes that may be a danger.” After hearing the word snakes, the elephants screeched and off they go thundering in fright.

“Did I say there were snakes?” giggled Mantu. “No, I don’t think so,” smiled Opie. Mantu then climbed upon his little friend’s back and went home to the village to tell everyone about the foolish elephants.

18. Where did Mantu live? Mantu was lived in …..

A. a big town. B. small village. C. the city. D. the town.

19. Who was Mantu’s best friend? Mantu’s best friend was …..

A. a monkey. B. elephant. C. bird. D. bear.

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20. What made the huge elephant ran away? The huge elephant was ran away because ….. A. met a ghost. B. saw a hunter. C. mantu said snake. D. mantu’s angry.

II. Read again the three text above and decide the following statements whether they are true or false!

1. Malin Kundang’s mather was a single parent. 2. The Merchant was so happy and thanked to him. 3. Malin Kundang was so happy after met with his mother. 4. She cursed Malin Kundang that he would turn into a stone. 5. Malin Kundang believed that the old, dirty and ugly was his mother. 6. Malin Kundang’s father was died when he was teenager. 7. There are over 600 animals, including kangaroos, wallabies, koala and

crocodiles. 8. They were not allowed to touch the kangaroos and the wallabies. 9. Mantu was lived in the small village. 10. Mantu had an elephant named Opie.

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Appendix 10

ANSWER KEYS

Pre-test

I. 1. A 11.B 2. C 12.D 3. D 13.C 4. C 14.C 5. B 15.D 6. D 16.B 7. A 17.C 8. B 18.C 9. B 19.A 10. C 20.C

II. 21. F 26. F

22. F 27. F 23. T 28. T 24. F 29. F 25. F 30. F

Post-test 1

I. 1. A 11.A 2. D 12.B 3. B 13.C 4. B 14.D 5. D 15.B 6. D 16.A 7. A 17.C 8. B 18.A 9. A 19.C 10. B 20.B

II. 21. T 26. T 22. F 27. T

23. T 28. F 24. T 29. T 25. F 30. T

Post-test 2

I. 1. A 11.A 2. C 12.B 3. B 13.D

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4. B 14.A 5. A 15.D 6. B 16.C 7. D 17.B 8. C 18.B 9. D 19.B 10. A 20.C

II. 21. T 26. F 22. T 27. T 23. F 28. F 24. T 29. T 25. F 30. T

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Appendix 11

KUESIONER

Petunjuk pengerjaan

1. Pilihlah salah satu pernyataan pada kuisioner di bawah ini sesuai dengan

apa yang anda rasakan sebenarnya dengan memberikan tanda silang pada

huruf A, B, C, atau D, pada lembar jawaban yang telah tersedia.

2. Semua tanggapan adalah benar sesuai dengan keadaan Anda masing-

masing, oleh sebab itu tanggapilah semua pernyataan berikut ini dengan

sejujurnya.

Pernyataan

1. Collaborative learning sangat efektif dalam pembelajaran reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

2. Proses belajar mengajar dikelas menggunakan collaborative learning

technique sangat meyenangkan. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

3. Belajar secara kelompok khususnya dalam reading comprehension membuat siswa semakin percaya diri dan termotivasi. A. Sangat stuju B. Setuju C. Cukup setuju D. Tidak setuju

4. Collaborative learning technique sangat membantu dalam pembelajaran reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

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5. Belajar menggunakan collaborative learning technique membuat interaksi atau komunikasi antar siswa dalam memecahkan suatu masalah menjadi lebih baik. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

6. Collaborative learning technique sangat perlu diterapkan di dalam

pembelajaran reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

7. Guru bahasa inggris semestinya membiasakan menggunakan teknik bekerja sama dalam mengajar pemahaman membaca. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

8. Keaktifan akan mudah terbentuk dalam setiap siswa apabila belajar secara

berkelompok atau bekerja sama. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

9. Melalui collaborative learning technique atau bekerja sama, kemampuan dalam memahami suatu bacaan dapat ditingkatkan. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

10. Penggunaan collaborative learning sebagai teknik mengajar membuat minat siswa belajar bahasa inggris semakin meningkat. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

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101

BIOGRAPHY

Made Adnyana was born on 28th August 1991

in Lunyuk. He lives at Banjar Sukamaju, Lunyuk

District, Sumbawa Regency. He has a big family where

he has four sisters and two brothers. However, two of

his sisters and one of his big brothers were adopted by

his uncle because his uncle do not have child. His

mother, Ni Made Sulastri works as a farmer and his

father, I Made Kaya also works as a farmer. Both his

parents are never tired to educate him to be a child that

always love his parents whatever it takes. Especially for his mother, she has been

inspiring him a lot in doing his life and always suggested him to never give up in

any bad situation, even the worst. In 1998, he started his study in elementary

school named SD No. 1 Sukamaju. After he graduated from his elementary

school, he continued his study at SMPN 3 Lunyuk. In 2007, he continued his

study in SMAN 1 Lunyuk. By his hard effort and his parents’ prayer, he graduated

from senior high school and got the best scores in the final examination. It made

his parents so proud with him. Because he got the best scores in the final

examination, his parents decided to allow him to continue his study. He is the first

child who can continue his study to university. He continued his study at the

Faculty of Teacher Training and Education of Mahasaraswati Denpasar

University. He studies in Mahasaraswati University because he wants to be a

teacher and improve his ability in English. Being a teacher is his dream when he

was child. Besides, he feels so challenging about English and being a teacher will

give him a chance to share his knowledge and experiences to the others.

Therefore, he chooses English subject for his study at the Faculty of Teacher

Training and Education of Mahasaraswati Denpasar University.