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IMPROVING STUDENTS’ READING COMPREHENSION USING MAKE A MATCH TECHNIQUE AT THE VIII 3 GRADE STUDENTS OF SMP NEGERI 3 PRINGSEWU

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ii ABSTRACT

IMPROVING STUDENTS’ READING COMPREHENSION USING MAKE A MATCH TECHNIQUE AT THE VIII 3 GRADE STUDENTS OF SMP

NEGERI 3 PRINGSEWU By

HAYATI

Keywords : Reading Comprehension, Make A Match Technique

Reading is one of important skills in English. Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). The problem of this research was that the students still had difficulties to understand the reading text. And the objectives of this research were (1) to describe how the make a match technique improves the students’ reading comprehension achievement (2) to describe the students’ opinion of make a match technique in learning reading comprehension (3) to describe how make a match technique makes the students active in learning reading comprehension. The Make a Match technique was implemented as alternative technique to improve the students’ reading comprehension skill.

The subject of this research was the VIII3 grade students of SMPN 3 Pringsewu. This research was conducted in two cycles. An action research was carried out in order to improve the students’ reading comprehension by using Make a Match Technique in the class.

The result of this research showed that Make a Match Technique improved the students’ reading comprehension. There were two indicators that were used in this research, i.e. learning process and learning product. Learning process showed that more of the students were lack of vocabulary. Giving good strategy in learning vocabulary was done to overcome the problem of learning process. In learning product, there was improvement of students’ reading comprehension achievement in group discussion about 31,14% and 34,61% in individual test.

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CURRICULUM VITAE

The writer’s name is Hayati. She was born in Klaten, Gadingrejo, Pringsewu, on

March 30th, 1972. She is the second daughter of a harmonious couple, Sarwo and Suwarni. She has a brother named Handoko and a sister Handayani.

She began her study at Elementary School at SD Negeri 3 Yogyakarta, Gadingrejo in 1979 and graduated in 1985. She continued her study to SMP Negeri 1 Gadingrejo and graduated in 1988. After graduating from Junior High School, she entered SPG Negeri Pringsewu and graduated in1991. She continued her study to Diploma 3 of English Education Study Program at Teacher Training and Education STKIP Muhammadiyah Pringsewu and graduated in1995. In 2003, she was accepted as S1 student of Indonesian Education Study Program STKIP Muhammadiyah Pringsewu and graduated in 2005. In 2013, She registered as an S 1 student of English Education Study Program at Teacher Training and Education Faculty (FKIP) of lampung University.

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DEDICATION

This script is dedicated to

My beloved mother who never stops praying for me (Hj.Suwarni) and to the late of my father (Sarwo)

My husband (Heri Satriono) and my sons ( Ryan and Rizki)

My siblings ( Handoko and Handayani)

All my friends of English Departement 2013 (Septi, Vivi, Melisa, Halusa, Erna, Iin and Heru)

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vii MOTTO

The Success and the Happiness will be meaningful, if you want to split up to another

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ACKNOWLEDGEMENTS

Alhamdulillahirobbil’aalamiin, Praised be merely to Alloh SWT for the blessing

and gracious mercy that enable the writer to accomplish this script entitled Improving Students’ Reading Comprehension Using Make a Match Technique at

The VIII 3 Grade Students of SMP Negeri 3 Pringsewu.

It is necessary to be known that this script will never have come into its existence without any supports, encouragements, and assistances by several outstanding people. Therefore, The writer would like to express her deepest gratitude and respect to her first advisor, Prof.Ag.Bambang Setiyadi, M.A, Ph.D, and her second advisor Drs. Sudirman, M.Pd, who have guided, assisted and encouraged her during the completion of this script. Her gratitude is also extended to Drs. Ujang Suparman, M.A, Ph.D, who has given valuable suggestion as her examiner. To all lecturers of English Study Program, who have contributed their guidance and knowledge for the writer, thank you.

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The greatest honor and appreciation would be dedicated to the writer’s beloved mother, her husband, her sons and her siblings who have given support and pray for her.

The writer hopes that this script will be useful and beneficial for the readers, especially those who are involved in English teaching instruction.

Bandar Lampung, 2 September 2014

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CONTENT

Page

TITLE... i

ABSRACT... ii

APPROVAL... iii

ADMISSION... iv

CURRICULUM VITAE... v

DEDICATION... vi

MOTTO... vii

ACKNOWLEDGEMENTS... viii

CONTENTS... ix

LIST OF TABLE... xii

LIST OF APPENDICES... xiii

I. CHAPTER I – INTRODUCTION 1.1. Background of the Problem... 1

1.2. Problems Identification... 4

1.3. Limitation of The Problem... 5

1.4. Problem Formulation... 5

1.5. Objectives of The Research... 6

1.6. Uses of The Research... 6

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2.1. Concept of Reading Comprehension... 8

2.2. Aspects of Reading... 11

2.3. Strategies in Teaching Reading Comprehension... 15

2.4. Concept of Text... 16

2.5. Concept of Active Learning... 17

2.6. Concept of Cooperative Learning... 18

2.7. Make a Match Learning Technique... 20

2.8. Procedures Teaching Reading Comprehension Using Make a Match Learning Technique... 21

III. CHAPTER III – RESEARCH METHODS 3.1. Classroom Action Research Design... 23

3.2. Subject of The Research... 24

3.3. Data... 24

3.4. Data Collection Technique... 24

3.5. Data Analysis... 26

3.6. Research Procedures... 29

3.7. Material and Teacher’s Training procedures... 31

3.8. Indicator of The Research... 33

IV. CHAPTER IV - RESULT AND DISCUSSION OF THE RESEARCH 4.1. The Result of Cycle 1………... 35

4.2. The Result of Cycle 2……….. 47

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V. CHAPTER V – CONCLUSION AND SUGGESTION

5.1. Conclusion……… 63

5.2. Suggestion……… 66

REFERENCES... 67

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LIST OF TABLES

page 1. Table 3.1 Specification of Reading Comprehension……… 26 2. Table 4.1 Frequency of Students’Observation Sheet Cycle 1……… 41 3. Table 4.2 Result of Discussion Group Cycle 1………. 42 4. Table 4.3 Result of Individual Test Cycle 1………. 43 5. Table 4.4 Result of Questionnaire List Cycle 1………... 43 6. Table 4.5 Frequency of Students’ Observation Sheet Cycle 2……... 53 7. Table 4.6 Result of Discussion Group Cycle 2……… 54 8. Table 4.7 Result of Individual Test Cycle 2……… 55 9. Table 4.8 Result of Questionnaire List Cycle 2……….. 55 10. Table 4.9 Comparison of Students’ Activities Cycle 1 and 2……. 57

11. Table 4.10 Comparison of Students’ Reading Comprehension

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LIST OF APPENDICES

page

1. Appendic 1 Lesson Plan………... 69

2. Appendic 2 Make a Match Game……….. 83

3. Appendic 3 Reading Test……… 94

4. Appendic 4 Questionnaire……….. 101

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I. INTRODUCTION

This chapter discusses certain points; back ground of the problem, problems identification, limitation of the problems, problem formulation, objectives of the research, uses of the research and definition of terms as follow:

1.1. Background of the Problem

English is a communication tool which has been used by many people to communicate each other. And it is requirement in globalization era at this moment. In Indonesia English is the first foreign language which must be taught from elementary school to university. English learning is devided into four skills. They are listening, speaking, reading and writing. And it is supported by other language elements like vocabulary, grammar and pronounciation suitable with the theme as the purpose of that learning.

In this case, the writer would like to discuss about English teaching and learning at Junior High School. According to the 2006 English Curriculum for Junior high School, English is taught to the students of Junior High School as compulsory subject and it must be given to the student continuously in order to make the student is able to communicate in oral or written form.

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standard score (KKM) must be achieved by the student. In this study, the writer focuses in teaching reading comprehension especially for the eighth three grade students of SMP Negeri 3 Pringsewu. Why do I take this class?

The first reason is that, some of the students have difficulties to understand or comprehend the reading text like finding the mind idea of the text, , identifying the specific information of the text, determining word reference, making inference, understanding the purpose of the reading, knowing the tense mostly used and also the generic structure of reading text. It is shown when they answer the questions of the reading text. Some of them get score under the minimum standard score (KKM). They do not know which sentence is suitable to answer the question given. The writer is concious that, it might cause the way of teaching reading of the writer as a teacher has not been appropriate and appeal for the students. The writer teaches reading is still using conventional way that is the teacher asks the students to read the reading together and then they try to answer the question after that.

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of the skills should be mastered well by the students, because reading is an essential factor that influences one’s activity in communication.

Reading is one of important skill in English. Reading is a complex cognitive process of decoding symbols in order to construct or derive meaning (reading comprehesion). It is a means of language acquisition of communication, and of sharing information and ideas. According to William (1984), he defines reading as a processs whereby one looks at and understands what has been written. Ariffin (1992:1) in her book entitled Anthropology of Poetry fo Young People defines reading as highly personal activity that is mainly done silently alone. There is a clear understanding that reading is something related to the activity of acquiring information and it is done either silently or aloud.

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classroom other than merely passivelly listening to instructor’s lecture. And the

active learning techniques grouped into 6 categories: Individual Exercises, Questions and Answers, Immediate Feedback, Critical Thinking, Share/Pair, and Cooperative Learning (http://cte.umdnj.edu/active_learning/active_general.cfm)

Based on the reasons above the writer tries to apply the technique of teaching reading comprehension using make a match learning technique. Make a Match is cooperative learning technique that is developed by Curran (1994). It is fun cooperative learning for students. And it can be applied for all lesson and all grade. This technique is done with the way that the students must match the things or question they got with the pair of the answer. It can be done by alone, pairs, or group.

1.2. Problems Identification

Based on the background of the problem, the writer identified the problem as follow :

1. Some of the students get low score or get score under the minimum standard criterion in answering reading text test.

2. Some of the students have difficulties to comprehend reading text. 3. Only a few students are able to comprehend reading text.

4. The way of teaching reading of the teacher has not been appropriate and appeal for the students.

5. The teacher is still using the conventional way in teaching English. 6. Only a few students are active in learning.

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Refering to the limitation of the problems, the writer focuses her study on reading comprehension that is improving students’ reading comprehension using make a match technique learning.

1.4. Problem Formulation

Based on the limitation of the problems above, the writer formulates the research problems as follow:

1. How is the technique (make a match) used to improve the students’ reading comprehension achievement at the VIII3 grade students of Junior High School 3 Pringsewu?

2. How is the students’ opinion of the technique (make a match) in learning reading comprehension at the VIII3 grade students of Junior High School 3 Pringsewu?

3. How is the technique (make a match) used to make the students active in learning reading comprehension at the VIII3 grade students of Junior High School 3 Pringsewu?

1.5. Objectives of the Research

Based on the formulation of the problems, there are three objectives of the study: 1. To describe how the make a match technique improves the students’ reading

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2. To describe the students’ opinion of make a match technique in learning reading comprehension at the VIII3 grade students of Junior High School 3 Pringsewu.

3. To describe how make a match technique makes the students active in learning reading comprehension at the VIII3 grade students of Junior High School 3 Pringsewu.

1.6. Uses of the Research

This result of the research can be used as follows: Theoritical use:

1. To support the next researcher who will concentrate on students’ reading comprehension achievement, students’ activity in teaching learning process of

make a match technique and teaching performance. Practical uses:

1. As a help to english teacher in finding appropriate technique in improving students’ reading comprehension achievement, students’ activity in learning and teacher’s performance.

2. As a help to the students in improving reading comprehension skill achievement.

1.7. Definition of Terms

These terms are used below to provide clear ideas of the topic that will be discussed.

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may be regarded as relating aspects of the world around human being including what is being read to the knowledge, intention and expectations are already have in readers’head (Smith,1982:15).

Active learning is anything that students do in a classroom other than merely passivelly listening to instructor’s lecture (Paulson and Faust). Active learning techniques grouped into 6 categories: Individual Exercises, Questions and Answers, Immediate Feedback, Critical Thinking, Share/Pair, and Cooperative Learning.

Cooperative learning is small group of learners working together as a team to

solve a problem, complete a task, or accomplish a common goal (Artz and Newman, 1990 ).

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II. FRAME OF THEORIES

In this chapter will be discussed several concepts such as concept of reading comprehension, aspects of reading, strategies in teaching reading comprehension, concept of text, concept of active learning, concept of cooperative learning, Make a Match learning technique, and procedure teaching reading comprehension using Make a Match learning technique.

2.1 Concept of Reading Comprehension

Reading is a cognitive process of decoding symbols in order to construct or derive meaning (reading comprehension). It is a mean of language acquisition of communication and sharing information and ideas. Like all languages, it is a complex interaction between the text and the reader which is shaped by the

reader’s prior knowledge, experiences, and attitude, and language community

which is culturally socially situated.

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identifying letter in order to get the meaning from what is read, involving making connection among word and presented in the text and the readers’own background knowledge.

These concepts basically state that reading always deal with printed materials, which stress on the grasping meaning from the printed language. It seems that reading activity is the interaction process between the text and the reader’s language skill and cognitive skills. In this process, the reader tries to create the meaning intended by the writer.

Meanwhile, comprehension can be said as crucial aspect of reading. In fact, it has been emphasized that true reading is reading with understanding, that is comprehension. As Simanjutak (1988) states that the first point to be made about reading process is comprehension and the meaning is the basic element for comprehension. She also adds that comprehending a text is interactive process

between the readers’ background knowledge and the text itself. Similarly,

Dallman (1982) states that reading is more than knowing what each alphabet stand for; reading involves more than word recognition; that comprehension is an essential of reading, without comprehension no reading takes place.

It is also supported by Richard (1986) who defines comprehension as the process by which the person understands the meaning of the written or spoken language. Then Williams (1981) says that comprehension is mind’s act or power of understanding what has been written. Moreover, Smith (1982) defines

comprehension in reading as matter of “making sense” of text, of relating to what

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printed messages being read. It may be regarded as relating aspects of the world around human being including what being read to the knowledge, intention and

expectations are already have in readers’head.

From the definitions above, it can be said that reading comprehension is readers’ ability in gaining meaning or understanding what has been read from the content of the text. Reading and comprehension are one activity to extract the meaning of written materials with full understanding. There is no reading without comprehension and background knowledge is involved in the process of building up the comprehension.

Refering to the concept above, it may be inferred that one essential aspect in reading comprehension is the use of reading strategy. In order to improve

students’ reading comprehension, the teacher must use the most appropriate

teaching reading strategy. It means that appropriate reading strategy may assist the comprehension of reading. The reading strategy which is intended to boost up students thinking, creativity and social ability.

2.2 Aspects of Reading

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1. Identifying Main Idea

Main idea refers to important information that tells more about overall idea of a paragraph or section of a text. In line with Mc Whorter (2012) the sentence that states this main idea is called the topic sentence. She adds that the topic sentence tells what the rest paragraph is about in some paragraph, the main idea is not explicitly started in any of sentence. Instead, it is left to the reader to infer, or reason out. In other words, main idea is the most important idea that author develops throughout the paragraph.

According to Hood and Soloman in Dararat (2012:10), reading for main idea is a skill that requires carefully reading a text to identify the main point without worrying about unnecessary detail. The main idea is the statement made abot the topic which is supported by detail. Therefore, the main idea is directly related to both the topic and the details in the paragraph. The main idea of paragraph is the central thought of paragraph and what the paragrap is about. Without a main idea, the paragraph would just be confusion of sentences. All the sentences in paragraph should develop the main idea. According to Dararat (2012) to find the main idea of paragraph, a reader must find what common element the sentences shared. Some text book writer place the main idea at the beginning of the paragraph and may actually put the topic of paragraph in bold print in order to emphasize it, but in literature this is not a common practice.

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idea anywhere in the passage. Sometimes the author suggests the main idea by leaving the clues within the passage. Longer reading passage can have more than one main idea. Sometimes the main idea of a literary passage is called theme. The question of main idea can be for example: (1) What is the main idea of the first paragraph? (2) What is the main idea in last paragraph?

2. Identifying Specific Information

Supporting sentence or specific information develops the topic by giving definitions, examples, facts, an incidents, comparison, analogy, cause and effect and quotation. According to Hood and Solomon in Dararat (2012:11), reading for detail is skill that a reader to get all information of the text thoroughly. Reader need to be more careful and slower assuring that they have correctly understood the message. According to Dararat (2012) in order to find details that support the main idea, the reader should be able to identity which are more important that the others.

Segretto in Dewi (2013:23) states that supporting details provide the reader with more about the main idea or subject of a passage. For example, after reading story about Bawang Putih and Bawang Merah, general questions related to specific information can be for example: (1) Where was Bawang Putih washing some clothes? (2) How was Bawang Putih character?

3. Determining References

Reference is a relation between objects in which one object designates, or act as a

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use expressions to talk about. Reference are words or phrase used either before or after the reference of the material.

According to Young in Dewi (2013:24) one of sub process in sentence comprehension is referential representation; this process identifies the references that words in a sentence make to external word. Referential representation is aided by making referents easy to identify. Readers take less tone to identify the referents of a pronoun when the referent has been mentioned recently in the text than when it was mentioned earlier. In addition, Martin (2003:123) states that pronouns are unique in that they have no inherent meaning; they can be understood only in relation to their referents. In general question related to this type of reading can be for example: What does the word “she” in line 5 refer to?

4. Making Inference

Kathleen (2011) states that an inference is an educational guess or prediction about something unknown based on available facts and information. It is logical connection that the reader draw between his observes or unknown and what he do not know. According to Moreillon in Dewi (2013:23) inference requires that each reader constructs a meaning that makes the text a reflection of her experiences.

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the following statement is true according to the passage, except...(4) Who was the

main character of the story?

5. Understanding Difficult Vocabulary

Vocabulary is all of the words known and used by a person. Hammer (2004)

states “ if language structures make up the skeleton of language, then it is

vocabulary that provides the vital organs and flesh”. Linan et al.(2007) states that

the role of vocabulary in reading is clearly understood: vocabulary knowledge, the understanding of word meanings and their use, contributes to reading comprehension and knowledge building. The question of understanding difficult vocabulary can be for instance: (1) what is the closest meaning of the underlined word?

In summary, reading comprehension is basically about getting main ideas, specific information, references, inference and vocabulary.

2.3 Strategies in Teaching Reading Comprehension

As mentioned previously that the use of reading strategy will contribute toward reading. If the teacher can apply the most appropriate reading strategy which is

suitable with the students’ characteristic, it will improve the students’

comprehension to the text.

As Haris and Hodges (1995:244) define reading strategy is a systematic plan

conciously adopted and monitored to improve one’s performance in learning.

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reading instruction. Comprehension strategies in reading includes comprehension monitoring, cooperative learning, using graphic and semantic organizers including story maps, answering questions about what has been read, having students create their own questions what they have read, using prior knowledge to connect what they read to what they already know, and summarizing what they have read (Learning Point Associates, 2004;http://www.learningpt.org).

Furthermore, Suparman (2008) mentions many reading comprehension strategies are identifying main ideas, predicting, activating prior knowledge, pre-reading-previewing and predicting analyzing visual and context clues, making/confirming/revising prediction and mental imaging.

As mentioned above that one of strategy of reading comprehension is cooperative learning. So, in case the writer would like to use the cooperative learning strategy

to improve students’ reading comprehension using make a match technique. Make

a match is one of cooperative learning that is developed by Curran (1994).

2.4 Concept of Text

There are five types of the text should be taught to the students of Junior High School according School Based Curriculum/KTSP. They are descriptive text, recount text, prosedure text, narrative text, and report text. In this case, the writer would like to tell about narrative text.

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and place where the story happened (who, what, when, and where), complication that is a crisis arises. A series of events in which the main character attempts to solve the problem, resolution that is the crisis is resolved, for better or worse, re-orientation that is optional. The ending of the story and it sometimes contain the solution. The language features focuses on specific participants, there are many action verbs, verbal and mental processes, often uses direct and indirect speeches, usually uses past tense, uses linking words related time, sometimes the tense in

some dialogue can change, descriptive language is used to create listener’s or

reader’s imagination, temporal conjunctions are also used.

Example:

Snow White

A long time ago, a child was born to a queen and king and she was called Snow White. When the queen died, the king was married again. This new queen was wicked and hated Snow White. The queen gave orders that Snow White must be treated as a servant.

Snow White grew up very beautiful, and one day a prince riding by saw her at work and fell in love with her.

The queen was beautiful too, and every day she asked her Magic Mirror,” who

is the fairest in the land?” and the mirror always answered,” you are the fairest one of all.”

One day the mirror answered Snow White was the fairest in the land, and a rage the queen gave orders to one of Huntsman to take Snow White into the woods and kill her.

The Huntsman had a kind heart and couldn’t do the deed so he told her to run away. She fled into the woods where seven little dwarfs lived in small and strange house.

2.5 Concept of Active Learning

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passivelly listening to instructor’s lecture (Paulson and Faust). Active learning techniques grouped into 6 categories: Individual Exercises, Questions and Answers, Immediate Feedback, Critical Thinking, Share/Pair, and Cooperative Learning.

There are four basic elements of active learning. They are:

1. Talking and Listening

When students talk about a topic, whether answering a teacher's question or explaining a point to another student, they organize and reinforce what they have learned. When they listen, we want to ensure that it's meaningful listening, relating what they hear to what they already know.

2. Writing

Like talking and active listening, writing provides a means for students to process new information in their own words. It is particularly effective in large classrooms where breaking students into pairs or groups may be prohibitive. It also appeals to individuals who prefer to learn independently.

3. Reading

Students do a great deal of their learning through reading, but they often receive little instruction in how to read effectively. Active learning exercises such as summary and note checks can help students process what they've read and help them develop the ability to focus on important information.

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In the all-too-typical lecture class, the lecturer stops talking at the very end of the period. Students gather up their notes and books and run for their next class. One can almost see the knowledge evaporating from their brains. They have had no time to reflect, to connect what they have just learned with what they already know, or to use the knowledge they have gained in any way.

2.6 Concept of Cooperative learning

Cooperative learning is a group learning activity to solve the problem together. Roger (1992), explains that cooperative learning is group learning activity organized in such a way that learning is based on the socially structured change of information between learners in group in which each learner is held accountable for his or her own learning and is motivated to increase the learning others.

According to Parker (1994) defines small group of cooperative as study atmosphere where all students interact each other in small groups to do academic assignments for the shake of reaching the groups target. Meanwhile, Davidson (1995) defines cooperative learning is to work or act together or jointly and strive to produce an effect. Johnson and Johnson (1998) defines cooperative learning is working together to accomplish shared goals. Moreover, Artz and Newman (1990) defines cooperative learning as small group of learners working together as a team to solve a problem, complete a task, or accomplish a common goal.

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Cooperative learning comprises many techniques which are developed by many

experts. Some of cooperative learning techniques are make a match, two stay two stray, inside-outside circle, think-pair-share, numbered head together, structured

numbered heads, jigsaw, student team achievement division (STAD), team games tournament (TGT), team-assisted-individualization (TAI), group investigation. And in case the writer would like to improve the students comprehension in reading using make a match learning technique.

2.7 Make a Match Learning Technique

Make a Match is one of cooperative learning technique that is developed by Curran (1994). It is learning using card. It consists of questions card and the other consist of answer from the question (Supriyono, 2009:94). This model can generate student learners to engage actively in learning process. In case, students look for couple while they study a certain topic or concept at the same time in pleasant atmosphere. This technique can be applied for all class level and subject. The procedures of this technique are:

1. The teacher prepares some cards containing some topics 2. Every student gets one card.

3. Every student thinks the answer of the question from the card holded on. 4. Every student looks for couple having card which fits in its card.

5. Every student who is able to check off its card before deadline is given the point.

6. After one card phase and then shakes the card again so that every student gets different card from previously.

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8. Conclussion/ closing.

The Make a match learning process has advantages and disadvantages. According to Lie (2007:56) the advantages of Make a Match learning technique are:

1. Students are more active in learning 2. Add student’s motivation in learning.

3. The learning material makes students more attention in learning. 4. Train the students’ bravery to perform in presenting their result 5. The Make a Match learning technique can be used for all subject 6. Promote team learning and collaborative skills

7. Create “fun” learning environment

The disadvantages of the Make a Match learning technique are: 1. It needs guidance from the teacher to do this activity

2. The teacher has to limit the time when the students are doing this activity, so they do not have chance for playing

3. The teacher must prepare the materials are needed before.

2.8 Procedure Teaching Reading Comprehension using Make Match Learning Technique

In case, the writer would like to tell the procedures of her teaching reading comprehension using make a match learning technique.

Pre-activity

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b. The teacher informs the material which is going to be learned and introduces make a match learning

c. The teacher/the writer explains about the objectives of her teaching about the reading.

While activity

a. The teacher breaks the class up into group of three students. And then the teacher distributes a set of complete reading text paper, a set of cutting cards of questions, and a set of cutting cards of answer couples to every group. b. After all groups got the reading text, a set of questions and a set of answers,

then the teacher asks them to answer all questions given with the way by matching with the answer given in group discussion, after that they write their result in their paper, but in this case the teacher asks the students to read the complete reading, before they match it. And the teacher gives 60 minutes for every group to do this activity.

c. After the students finish answering all their questions, the teacher asks them to collect their answer. And then the teacher distributes the paper to different student to check together whether their answer have been right or false. In case the teacher asks the students to read aloud the question and the answer together.

Post-activity

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b. The teacher gives the questionnaire to the students about the implementation technique that they have done to give the feedback of the teaching learning process.

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III. RESEARCH METHODS

This chapter discusses certain points: classroom action research design, subject of the research, data, data collection technique, data analysis, research procedures, material and teacher’s training procedure, and indicator of the reseach.

3.1 Classroom Action Research Design

Classroom Action Research (CAR) is form of qualitative research. In the qualitative research, a researcher tries to see the subject research holistically. A researcher does not only see the subject research from certain aspects, but also all phenomena from the subject laboured to be united and connected to become one portrait as a whole from accurate subject (Setiyadi, 2006:220).

This (CAR) was implemented to find whether there is improvement on students’ reading comprehension achievement using make a match technique.

In this case, the writer acted as the teacher by implementing make a match technique based on the teacher’s problem in teaching reading comprehension and

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convinced that the students’ reading comprehension is good, she stopped this action.

3.2 Subject of the Research

This research was conducted at the VIII3 grade students of SMP Negeri 3 Pringsewu. There were seven classes consisting class VIII.1 until VIII.7. And the subject of this research was the VIII3 grade students. The writer took the class VIII3, because there was different ability in English. It was done after discussing with the other English teacher.

3.3 Data

In this research the data was taken from the score of the observation of students’ reading comprehension activities, questionnaire list of the implementation technique and reading test question.

3.4 Data Collection Technique

The writer used three kinds of instrument in collecting the data. They were reading text question test in order to measure the students’ reading comprehension achievement, the questionnaire list in order to get the feedback and investigated the problem faced by the students during the implementation of make a match technique , and observation sheet of the students’ reading comprehension activities in order to observe all the activities of the students during the make a match technique implemented.

3.4.1 Reading Question Test

In order to get the data about the students’ reading comprehension achievement in

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question test consisted of 10 items. And the teacher assessed the students test result on five aspects of reading comprehension. They were mind idea, specific information, references, inferences and vocabulary. And there were 2 items of question each aspect.

3.4.2 Questionnaire list

The writer gave the questionnaire list in order to get the feedback and investigated the problem faced by the students during the implementation of make a match technique, whether the technique made the students easier to comprehend the reading text and active in learning or not. The contents of the questionnaire were about the students’ learning problems and opinions of the implementation learning reading comprehension through make a match technique.

3.4.3 Observation

The learning process drawing conclusion that happened during the implementation of make a match technique was observed by the observer. The observer was a senior teacher of SMPN 3 Pringsewu. She has been an English teacher since 2006. Observation sheet of the students activities were used by the writer. In case , how the make a match technique implemented in reading comprehension learning process.

3.5 Data Analysis

Data analysis is the process to organize the data in order to get patterns or forms of regularity in a research (Setiyadi, 2006:255).

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In measuring the students’ reading comprehension achievement, the writer used

the table of specification of reading comprehension. A table of spesification was an instrument that helped the test constructor to show the validity of the test. The test has content validity because it covers the five aspects of reading comprehension. It is presented as follows:

Table 3.1 Specification of Reading Comprehension

Aspect Items Percentages

Identifying main idea 2 20%

Identifying specific information 2 20%

Determining references 2 20%

Making inference 2 20%

Understanding difficult vocabulary 2 20%

Total 10 100%

b. Analyzing the Data

In this step the writer interpreted the written form of data and tried to find the problems during learning process using Make a Match technique.

1. Students’ Reading Comprehension Achievement

In analyzing the students’ reading comprehension achievement gained from the

result of the reading comprehension test by implementation make a match technique (see appendix 3).

The assessment of the students in reading comprehension is formulated below: Student’s score

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Maksimum score

A student can be said complete if she/he got score 76 or higher in answering the reading text.

In order to know the classical completeness of the students can be formulated as follow:

n

P = X 100% N

P = Percentage of completeness n = Number of complete students N = Number of students in the class

A class can be said complete if 75 % of the students got score 76 or higher (Sudjana, 2001: 129).

2. Students’ Perception of the Implementation Technique

In analyzing students’ perception of the implementation make a match technique whether the technique made the students easier to comprehend the reading text or not, the writer used the questionnaire list ( see appendix 4). The content of the questionnaire list was about the students’ problem and opinion about the technique. The questionnaire was done after the teacher implemented the make a match technique. The result of the students’ perception is formulated as follow:

F

P = X 100% N

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N = Number of students in the class

The implementation of make a match learning technique can be said good when there are 75% students feel that the technique makes the students easier to comprehend the reading text (Sudjana, 2001:129).

3. Students’ Reading Comprehension Activities

In analyzing students’ reading comprehension activities the writer counted the

sum of the scores for all activities that the students did in pre-activity, while activity, and post activity of teaching learning process (see appendix 5 and 6). It is similar to analyze the result classical completeness of the student, to analyze the students’ activity in reading comprehension learning process, the score percentage

is gained from the result of observation that can be formulated as follow: n

P = X 100% N

P = Score percentage of students’ activities n = Number of active students

N = Number of students in the class

The students’ activities in reading comprehension learning process can be

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3.6 Research Procedures

This action research was done in two cycles. But before the writer described the procedures of this research, it is better for us to know the definition of the Classroom Action Research (CAR). According to John Elliot (1982) defines that Action Research is study about social situation with a view to improve the action quality in it. All the process are analyzing, diagnosing, planing, acting/executing, monitoring, and the influence of relation creating that is needed between self evaluation from professional growth. As Kemmis and Taggart (1988) say that Action research is a form of self inquiry reflection that is done by the teacher in a certain social situation with a purpose to develop rationality and justice in powering work quality in colaboration.

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cycle. And she stopped in the second cycle. Each cycle of classroom action research consisted of: 1. Planning, 2. Acting, 3. Observing 4. Reflecting.

The Cycle of Classroom Action Research (Kemmis and Taggart:1988)

Cycle 1

Plan

Observation Reflection

Action

Cycle 2 Plan

Observation Reflection

Action

CAR (Classroom Action Research) cycles are classified as the followings:

1. Plan

After decided the problems, she choosed appropriate technique to overcome the problems. In this phase, the writer also planned the type of test and teaching material while preparing teaching aids and lesson plan, observation sheet of students’ activities.

2. Action

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3. Observation

Observation in the class was done while the writer/teacher applied the make a match technique by the observer (the other English teacher).

4. Reflection

In this phase, the writer analyzed and reflected her teaching that was the weaknesses and the strenghts of her technique based on the result of observation sheet and the test in the class.

3.7 Material and Teacher’s Training Procedure

The teacher’s training procedure consisted of three stages, they are:

1. Preparation

In this stage the teacher/writer prepared lesson plan, teaching materials, they were a sheet of complete reading text, a set of cutting cards of questions, a set of cutting cards of answers. Before the writer conducted this research, she tried to demonstrate how to teach reading comprehension using make a match technique to the other English teacher as the observer. And also she prepared observation sheet of students’ activities, reading text test question and questionnaire list.

2. Implementation

In case, the writer would like to tell the procedures of her teaching reading comprehension using make a match technique.

Pre-activity

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questions. (Have you ever read the tale? What titles of the tale did you read?, who are the character in the story?)

b. The teacher informed the material which is going to be learned and introduced make a match learning

c. The teacher/the writer explained about the objectives of her teaching about the reading.

While activity

a. The teacher broke the class up into group of three students. And then the teacher distributed a set of complete reading text paper, a set of cutting cards of questions, and a set of cutting cards of answer couples to every group.

b. After all groups got the reading text, a set of questions and a set of answers, then the teacher asked them to answer all questions given by matching with the answer given in group discussion, after that they wrote their result in their paper individually, but in case the teacher asked the students to read the complete reading, before they match it. And the teacher gave 60 minutes for every group to do this activity.

c. After the students finished answering all their questions, the teacher asked them to collect their answer. And then the teacher distributed the paper to different student to check together whether their answer have been right or false. In case the teacher asked one of the students to read it.

d. The teacher asked the students to collect their paper again and made the conclussion of the answer of reading text question with the students together. e. The teacher gave the individual reading test to the students in order to know

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students about the implementation technique that they have done to give the feedback of the teaching learning process.

Post-activity

a. The teacher gave instruction to the students to make a short paragraph about the summary of the text that they have studied.

b. The teacher closed the class.

3.8 Indicator of the Research

In order to see whether teaching reading comprehension using make a match technique improved students’ reading comprehension achievement or not, the teacher/writer determined the indicator of the research, they are:

a. Learning Process

For the learning process, observation was done to the teacher by the observer during the teaching learning process by observing the whole of the students’ reading comprehension activities in the class and the result of answering the questionnaire list.

1. Students’ reading Comprehension Activities

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2. The Result of Questionnaire List

The result of the questionnaire list would give feedback of the learning process implementation using Make a Match technique. When there were 75% students feel that the technique made the students easier to comprehend the reading text, it meant that the technique is good.

b. Learning Product

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions

Considering the result of all the data gathered from the action research, the writer drew some conclusions to answer the research questions, as follows:

1. Make a match technique is a learning technique that could be used to improve the students’ reading comprehension. And it could be combined with the strategy from Brown and Payne to answer the students’ problem

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surprised, ugly). 5) The teacher guided the students to create the sentences by using the words that they found. By combining the strategy above in learning reading comprehension, the students’ reading comprehension achievement could be seen from the result when the students answered the questions by using make a match technique. They could match the questions with the right couple answer easier.

2. Based on the students’ opinion about the technique (make a match) on the first cycle, that most of the students still got trouble in learning reading comprehension using make a match, they were confused to do it. It could be seen from the result of the questionnaire list from them. From 27 students in the class, there were only 4 (14,81%) students did not get trouble in learning reading using make a match technique. And the others still got trouble to do it. It was because the technique was new for them and they have not learned using this technique yet before. By explaining the steps of the technique more clearly on the second cycle, the result of the students’ opinion about make a match technique, that from 29 students

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3. Make a Match Technique could be used to make the students active in learning reading comprehension. Based on the result of the observation sheet of the students’ activities using make a match technique in learning reading comprehension on the cycle 1 from the observer showed that from 27 students in the class, there were only 20 (74, 07%) students who had paid attention to the teacher’s explanation and involved in group

discussion of make a match game actively, and 7 (25,92%) of them had not paid attention to the teacher explanation. They talked each other with their friend while the teacher was explaining the lesson. And also they had not involved actively in group discussion. They were only silent. On the cycle 2, the teacher guided them by giving some questions about the material, so there was no chance for them to talk each other and they focused on the teacher explanation. The teacher also invited the students to involve actively in group discussion by changing the group discussion and putting the students who got good score in the previous cycle to be the leader of the group, in order to help their friend to understand about the material. So they were not silent in group discussion but they could share their opinion each other. It could be seen from the table of frequency of students’ observation sheet on the cycle 2, that there were improvement of students’ activity in paying attention to the teacher’ explanation about

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5.2 Suggestions

Based on the conclusions above, the following recommendation are put:

1. For the teachers in general and particularly those in SMPN 3 Pringsewu who want to improve the students’ reading comprehension achievement,

by implementation of make a match technique in teaching learning process.

2. The teacher should motivate the students to be active by giving interesting material and media of make a match.

3. The teacher should give more examples of the reading text to the students in order to expand their vocabulary. And the teacher may ask the students to bring dictionary to help them.

4. The teacher should give more attention to the students while they are doing the activity of make a match in learning reading comprehension.

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REFERENCES

Arikunto, Suharsini. 1993 Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Akasara

Artz, A.F & C.M. Newman. 1990. Cooperative Learning Mathematic Teacher. 83:448-448.

Curran, Lorna. 1994. Language Arts and Cooperative Learning: Lesson for The little Ones. San Juan Capistrano. Kagan Publisher.

Clark, M.A & Silberstein.S. 1987. Toward a Realization of Psycholinguistic Principles in The ESL Reading Class. New York: New Barry House.

Dallman, R.L. 1982. Teaching of Reading. Washington: CBS. College Publising.

Dararat, P.2012. The Effect of Jigsaw II. Technique on Reading Comprehension of Matayom Suksa 1 Students. Bangkok. Srinakharinwirot University.

Dewi, R.A. 2013. The Effect of Using Pre-Questioning on Students’ Reading Comprehension Achievement at Second Grade of SMP N 1 Seputih Banyak. Bandar Lampung. Lampung University.

Ellyana, 1999. Improving Students’ Reading Comprehension Through Information Transfer Technique at The Second Year of SMU 9 Bandar Lampung. Unpublished Script. Bandar Lampung: University of Lampung.

Hatch, Evelyn and Cheryl Brown. 1995. Vocabulary, Semantics, and Language Education. Cambridge: Cambridge University Press. Huda, Miftahul. 2011. Cooperative Learning Metode, Tehnik, Struktur dan

Model terapan. Pustaka Pelajar. Celeban Timur UH III, Yogyakarta.

Lie, Anita. 2007. Cooperative Learning Mempraktekan Cooperative Learning Ruang-Ruang Kelas. Jakarta. PT Grasindo.

Martin, D.S. 2003. Cognitive Education and Deafness: Direction for Research. Washington D C: Gallaudet University Press.

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http:// plato.Stanford Edu/Entries/reference. Accessed nov 14th 2013.

Rohani, A.1992. Anthropology Of Poetry For Young People. http://www.ukessays.com/essays/language/definition-of-reading, november 14th 2013.

Setiyadi, Ag.B. 2006. Metode Penelitian Untuk Pengajaran Bahasa Asing. Yogyakarta. Graha Ilmu.

Simanjutak, E.G. 1998. Developing Reading Skill For ESL Student. Jakarta:Depdikbud.

Smith, F. 1982. Understanding Reading 2nd Edition. New York: Holt Renehart and Winston.

Sudjana, Nana and Ibrahim. 2001 Penelitian Dan Penilaian Pendidikan. Bandung. Sinar Baru.

Suparman, U. 2008. Developing Reading Comprehension Skills And Strategies. Arfino Raya publisher.Bandung.

Suprijono, Agus. 2009. Cooperative Learning. Yogyakarta: Pustaka Pelajar.

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