ABSTRACT
THE IMPLEMENTATION OF QUESTION ANSWER RELATIONSHIP
STRATEGY IN IMPROVING STUDENTS’ READING COMPREHENSION AT
THE FIRST GRADE OF SMAN 9 BANDAR LAMPUNG
By
SILVIA AGUSTINA
ACKNOWLEDGMENTS
Alhamdulillahirobbil ‘alamin, Praise is merely to The Mightiest Allah SWT for the gracious mercy and tremendous blessing that enable me to accomplish this script entitled “The Implementation of Question Answer Relationship Strategy in Improving Students’ Reading Comprehension at the First Grade of SMAN 9 Bandar Lampung”. This script is submitted as a compulsory fulfillment of the requirements for S1 degree of English Education Study Program at Teacher Training and Education Faculty, University of Lampung.
It is important to be known that the research report would never have come into existence without any supports, encouragements, and assistance by several gorgeous persons. First of all the writer would like to express her sincere gratitude and respect to the first advisor, Prof. Ag. Bambang Setiyadi, M.A., Ph.D., and the second advisor, Budi Kadaryanto, S.Pd., M.A., who have contributed and given their invaluable evaluations, comments, and suggestions during the completion of this research. The writer also would like to express the deepest gratitude and respect to Dr. M. Sukirlan, M.A., as her examiner who has given suggestions and criticisms to the research report. It will be hard for the writer to make the research report better without his contributions.
Next, the writer acknowledges her respect to Drs. Hendro Suyono, M.M., as the Headmaster of SMA N 9 Bandar Lampung for allowing her to undertake the research and also to Dra. Bekti Suprantini, as the English teacher of the school in which the writer did her research. Her appreciation also goes to the students X7, academic year 2011/2012, who welcomed the writer into their environment and so willingly became involved in the research.
The writer also would like to extend her appreciation to her bestfriend, Ardela Saraswati, Ayu Tri Lestari, Sekar Dini, Dicky Kurniawan, Romandani Adyan, Rr. Fauzia, Ervina Natalia, Diah Ripratiwi, Delia Elmanisya, all the fighters in N.E.R.D ’07, and also to her junior, Elvira Rosyida MR, Tacca Prita Yudhistira, Yussi Indah Putri, Elis Rahma, Elvina, and Dwi Meilia, for their supports and friendship. Her thankfulness also goes to M. Wahyu Wahdini, for the limitless motivation and support in conducting this script.
to her sister and brother, Rini Febriani and Dery Afrian, who always give their limitless love, support and motivation in conducting this script.
Hopefully, this script would give a positive contribution to the educational development or those who want to carry out further research.
Bandar Lampung, November 2012
The writer
Silvia Agustina
ADMITTED BY
1. Examination Committee
Chairperson : Hery Yufrizal, M.A., Ph.D. ...
Examiner : Drs. Sudirman, M.Pd. ...
Secretary : Dra. Rosita Simbolon, M.A.
...
2. The Dean of Teacher Training and Education Faculty
Dr. Hi. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
Research Title
I. INTRODUCTION
This chapter discusses the reason for conducting this research. It deals with background of the problem, formulation of the problems, objectives of the research, uses of the research, scope of the research, and definition of terms.
1.1 Background of the Problem
English, as a foreign language in Indonesia, is taught as a compulsory subject which is learned from junior high school to university level. The students were taught the four language skills, namely listening, speaking, reading and writing. When one learns a language, he/she learns to communicate with other people. Learning how to communicate is not only through listening and speaking but also through reading and writing. Reading is seen as a way of communication through printed material or text. It may contain information about science, technology, knowledge, etc. Because of that, one of the language skills that should be mastered by the students after following a set of teaching learning process is reading.
students were able to access much information. Reading is a very important skill to increase knowledge, and it is also a way of thinking. It is because to transfer new modern science, technology, and information can be done through reading. Reading will also give more contribution if it is done with a good comprehension. It means that comprehending the reading text is really needed in a reading process. Dallman (1982:23) also says that reading is more than knowing what each letter of alphabet stands for, reading involves more than word recognition; that comprehension is an essential of reading; that without comprehension no reading takes place. In other words, comprehension is stressed in reading.
Although reading text has been taught since elementary school, there were still many students who were confused of what they have read, even when they were in Senior High School. The students’ ability in comprehending the text is still unsatisfactory. Based on researcher’s experience during the field practice (PPL) at SMAN 9 Bandar Lampung in 2011, it was found that the students still have difficulties to comprehend the text. This might be caused by many factors; (1) students do not have much motivation to read the text, (2) there were too many unknown words on the text that leads them to spend much time in opening dictionary which make them lazy to read, and (3) the teacher used uninteresting method /strategy in teaching reading.
teaching-learning process in reading and also can help them comprehending the text is need to be applied.
The researcher chooses QAR strategy as an alternative way for teaching reading comprehension. There were many reasons why this strategy is chosen; (1) Question Answer Relationship strategy can empower students to think about the text they were reading, (2) it inspires them to think creatively , (3) it can make the students work cooperatively while challenging them to use literal and higher-level thinking skills, (4) Question Answer Relationship strategy allows students to participate actively in teaching and learning process, and (5) when the students participate directly and actively, they would tend to focus to do the teaching learning process.
Raphael (1986) says that QAR is a reading comprehension strategy developed to clarify how students approach the tasks of reading texts and answering questions. It encourages students to be active, strategic readers of texts. Raphael created QAR strategy as a way to help students realize that the answers they seek were related to the type of question that is asked. It encourages them to be strategic about their search for answers based on an awareness of what different types of questions look for.
1.2 Formulation of Problem
Based on the background above, the study addressed the following research problems:
1. How can the implementation of QAR strategy improve students’ reading comprehension?
2. What is the students’ response toward the implementation of QAR strategy during teaching learning process?
3. What problems do the students mostly have in reading aspects?
1.3 Objectives of the Research
The objectives of this research were:
1. To find out the implementation of QAR strategy improves students’ reading comprehension.
2. To find out the students’ response toward the implementation of QAR strategy.
3. To identify the students’ problem in reading aspects.
1.4 Uses of the Research
1. Theoretically, to enrich the relevant study related to the improvement of students’ comprehension in reading and also be reference for future research.
his/her classroom activities, and to enable students to be more independent learners.
1.5 Scope of the Research
The research was focused on students’ reading comprehension skill. This research was conducted to the first year students of SMAN 9 Bandar Lampung 2011/2012. The population of this research was the first year student of SMAN 9 Bandar Lampung. The subject of the study was class X.7, and it focused on the implementation of QAR to improve students’ comprehension in reading. This classroom action research was conducted in three cycles. The teaching material of this research was narrative text.
1.6 Definition of Terms
Reading Comprehension
It refers to a matter ‘of making sense’, of relating written language to what we know already and to what we want to know. It means that an understanding of idea of a text.
QAR
II. LITERATURE REVIEW
This chapter deals with the theories used in this study, namely concept of reading, concept of reading comprehension, concept of teaching reading, aspects in reading assessment, concept of Question Answer Relationship, and the procedures of teaching reading through QAR strategy.
2.1 The Concept of Reading
Reading is the process of exchanging information between the writer who brings new information and the reader who combines the new information with the previous information she or he has got before. Nuttal (1982) in Simanjuntak (1988:3) defines reading as the meaningful interpretation of printed or written word verbal symbol. It means that reading is a result of the interaction between the perception of graphic symbols that represent language and the readers’ language skills, cognitive skills, and the knowledge of the world. In this process, the reader tries to create the meanings intended by the writer.
what they have read. It means that the reading process involves what the reader wants to know about the text by consulting questions appear in their head.
Clark and Silberstain (1987:45) state that reading as an active cognitive process of interacting with print and monitoring comprehension to establish meaning. Reading is the instantaneous recognition of various written symbols, with existing knowledge, and comprehension of the information and ideas communicated. It means that when a reader interacts with printed-material, his/her prior knowledge combines with the visual (written) information resulting in his/her comprehending the message.
The ability to understand the content of the text is an essential thing in reading activity. Dallman (1982:23) said that reading is more than knowing what each letter of alphabet stands for, reading involves more than word recognition, and comprehension is an essential of reading. Therefore, it means that reading involves an interaction between the thought and the language. Reading is not simply making sound of the text, but it is about comprehending the idea of the text itself. In other words, without comprehension, no reading takes place.
From the statements above, it can be inferred that reading is a process of understanding the text by categorizing questions to make the students realize the need to consider both information in the text and information from their own background knowledge.
2.2 The Concept of Reading Comprehension
other words, reading comprehension is an activity to grasp the meaning of written materials with fully understanding.
According to Doyle (2004), comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to an entire reading selection. All comprehension revolves around the reader’s ability in
finding and determining main idea and topic sentence from the text.
Rubin (1993:194) states that reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meaning and verbal reasoning. Without words meaning and verbal reasoning, there could be no reading comprehension, there would be no reading. From this statement, it can be understood that reading needs comprehension. Comprehension can be regarded as a condition where no uncertainty exists. One comprehends when he/she has all questions answered and he/she has no doubt about alternative interpretations or decisions in his/her mind. When someone reads, he/she is constantly asking questions, and as long as these questions are answered, and his/her uncertainty is reduced, then he/she already comprehends the text.
Hornby (2000) argued that comprehension is an exercise that trains students to understand a language. It means that reading comprehension is a passage presented to the reader, which they must read either silently or loudly. Then a series of questions are presented to test the readers’ comprehension of this passage, and they have to be able to answer the questions. Brown and Johnson (1978:65) in Helwana (2011:11) see comprehension as product and process. Process is what happens to the readers as they read and product involves measuring, in some objective ways, the result of the process. Comprehension is not only seen as a result of reading but also seen as a way in which the readers can get the result of reading. In other words, in this research reading comprehension is meant as an activity to extract the meaning of written materials with fully understanding by categorizing questions to make the students realize the need to consider both information in the text and information from their own background knowledge which is related to the text.
2.3 The Concept of Teaching Reading
The aim of teaching reading is to develop the students’ skills so that they can read
English text effectively. Effective and efficient reading is always purposeful and tends to focus mainly on the purpose of the activity. That is why it is important for teacher to build up the students’ ability to adapt the reading technique according to reading purpose as a goal in teaching reading.
often taped with pauses built and or controlled by teacher. When reading, however, a reader determines the speed of the activity by himself so that this becomes one of the positive things to stress to students in the teaching reading.
When trying to gauge how difficult a particular text will be for students, teacher need to bear in mind not only the inherent difficulty of the text, but also the nature of the tasks they plan to set and whether they require student to attempt such tasks before, during or after students have studied the text. Woods (2005: 63) classifies the activities in reading class into three a follows:
2.3.1 Pre-Reading Tasks
This task can be in form of vocabulary games, word searches and matching synonyms. These activities can help students to approach a text in a more confident way. Other pre- reading activities that can help readers related to the full meaning of a text are ones which activate top-down skills, or schematic knowledge. All of them enable students to familiarize themselves with the content of text. The activities can be systematic (such as vocabulary exercise) or schematics (such as thinking of the purpose of a text or predicting the content from its title) Woods (2005: 63)
2.3.2 While-Reading Tasks
themselves questions; make notes; confirm expectations of prior knowledge or predict the next part of a text from various clues.
2.3.3 Post-Reading Tasks
The activities above are a part of a structure program of learning probably chosen by teachers when teaching reading. All the above kinds of activity can be undertaken on an individual or group basis. Reading is frequently thought as being solo and a silent activity, but group pre and post-reading activities can motivate the crucial while reading- activities, the task of the teachers in class is to go beyond course book and introduce the students to a challenging element of the target language which can add a new dimension to their learning and which can give them some autonomy (Woods, 2005: 19).
In short, when teaching reading, the teacher should provide an appropriate reading strategy to her/his students in order to arouse the students’ interest to make the
students comprehend the text easier.
2.4 Aspects in Reading Assessment
gain meanings that are not explicitly stated in the context of reading materials. These are the following explanations:
2.4.1 Vocabulary
Wallace (1987:30) said that vocabulary is the stock of word used by the people or even person. Concerning with those statement, vocabulary is very fundamental for everyone who wants to speak or to produce utterance for reading.
2.4.2 Specific Information
According to Mc Whother (1986:36), supporting sentence or specific information develops the topic sentence by giving definition, examples, facts, incidents, comparison, analogy, cause and effect statistics and quotation.
2.4.3 Main Idea
A main idea is a sentence or generalization that tells what the paragraph is about. Main ideas are generally found at the beginning of the paragraph, however they can be anywhere in the paragraph. In line with Mc Whother (1986:36), the sentence which states this main idea is called the topic sentence. The topic sentence tells what paragraph is about. In some paragraphs, the main idea is not explicitly states in any one sentence. Instead, it is left to the reader to infer, or reason out. In other word, the main idea is the most important idea that the author develops throughout the paragraphs.
2.4.4 Inferences and References
logical connection that the reader draws between what he observes or knows and what he does not know.
On the other hand, Latulippe (1986:20) in Muawanah defines that reference is words or phrases used either before or after the reference in reading materials. They are used to avoid unnecessary repetition of words or phrases. It means that, such words are used, they are signals to the reader to find meaning elsewhere in the text
As we know, reading comprehension, especially in this research, is defined as the process of getting message from the author through a written text. The message can be an idea, a fact, feeling, an argument, etc. So, based on the explanation above, in this research, the researcher will focus on those four aspects in making reading assessment.
2.5 The Concept of Question Answer Relationship
According to Raphael (1986), QAR is a reading comprehension strategy developed to clarify how students approach the task of reading texts and answering questions. It encourages students to be active, strategic readers of texts. QAR is a strategy that focuses on students and teachers developing a common language for discussing questions and their relationship to the text. QAR teaches students to use the question answer relationship to improve reading comprehension.
relationship between questions and answers, when they understand this relationships, it makes them easier in finding appropriate answers to the questions, and then comprehends what the text is about. Through QAR, students will also know that not all of the answers are found in the text. Some questions sometimes need them to infer from what is given in the text and some answers are not found in the text at all. Therefore, students will not waste their time looking for answers in the text, but they will try to use their own ideas in answering the questions. Furthermore, Billmeyer and Barton (2004) said that teaching students through QAR help them to develop an awareness of their own cognitive processes when answering questions.
Raphael (1986) developed a four-fold view of passage comprehension represents by the QAR; Right There, Think and Search, Author and You, and On My Own. The four levels of questioning represent four types of strategies for assisting the students in processing text meaning. The explanations are as following:
2.5.1 Right There Questions
Right There Questions are factual and on the line questions. The answer is in the text Right There questions ask students to respond at the literal level. The words used to make up the question and words used to answer the question are found in the same sentence of the text. Example: Who is…?, Where is…?, What is …?.
2.5.2 Think and Search Questions
information or ideas in the text related to one another, and to search through the entire passage to find the information that applies. The students need to put together different pieces of information to find the answer. Example: Why was…?,
What caused…?, How did…?.
2.5.3 Author and You Questions
Author and You Questions ask the readers to combine their own background experiences, knowledge, and values, and in combination with the text provided, respond to a particular question. The answer will include information that is beyond what is found in the text. They must read the text to understand what the question is asking. The answers are not required in the story. The students need to think about what they already know, what the author tells them, and how it fits together. The student makes connections between new knowledge from the text passage and prior personal knowledge, creating a new level of understanding. The Author and You response helps the student to personalize the knowledge, then adding it to his or her own schema. For example: Which character…?, What do you think of…?, Did you agree with…?.
2.5.4 On My Own Questions
On My Own Questions ask students to go completely beyond the text, respond to queries for which the text is not needed. This type of question can be answered with information from the students’ background knowledge and do not require
This table below shows how questions asked typically varies across the reading cycle:
Table 1. Using QAR to frame questioning within the reading cycle
Before reading On My Own
From the title or the topic, what do I already know that can connect me to the story or text?
Author & Me
From the topic, title, illustrations, or book cover, what might this story or text be about?
During reading Author & Me
What do I think will happen next? How would I describe the mood of the story and why is this important?
Think & Search
What is the problem and how is it resolved?
What role do [insert characters’ names] play in the story?
What are the important events? (literary, informational)
Right There
Who is the main character? (literary)
Identify the topic sentence in this paragraph. (informational) What are some words that decribe the setting? (literary)
After reading Author & Me
What is the author’s message?
What is the theme and how is it connected to the world beyond the story?
How can I synthesize the information with what I know from other sources?
How well does the author make his or her argument? How is the author using particular language to influence our beliefs?
Think & Search
Find evidence in the text to support an argument.
knowledge), during (e.g., focusing on important information, locating key terms, making inferences about key plot events or character motivation), and after reading (e.g., considering themes, building arguments about author intent supported by text evidence). Understanding and control of strategies learned helps readers engage in the high levels of literacy for which they are accountable in their day-to-day classroom activities (Raphael & Au, 2005: 214-215).
This strategy can be an appropriate strategy to make the students participate actively, not only in groups but also individually too. Question Answer Relationship strategy provides a chance for every student to dig and find facts or information, also provides a responsible approach in preparing students for higher stakes tests at different grade levels. Besides, it will also trigger the students’
curiosity in reading and shows the students that learning about questions and their answers will help them, as a reader, become better at understanding a text.
2.6 Procedure of Teaching Reading Through QAR Strategy
The teaching procedures in teaching reading through Question Answer Relationship are listed below:
Pre-Activity
1. Teacher greets the students.
2. Teacher checks the students’ presence.
3. Students are shown picture related to the topic and asked some questions related to the topic.
Whist-Activity
1. Teacher introduces and defines about QAR strategy. 2. Students are asked to sit in groups.
3. Students are given the students’ worksheet.
4. Students are asked to read silently and discussed the text. 5. Students are asked to comprehend the content of the text.
6. Students are assigned to make and then identify the questions types. 7. Students are asked to answers the questions in groups.
8. Each group is asked to show their answers.
9. Students discuss the correct answers together with the teacher. 10. Students are given another students’ worksheet.
11.Students do the task individually. 12.Students collect their works.
Post-Activity
1. Students are asked about what they learnt today in order to check their understanding.
III.RESEARCH METHOD
This chapter discusses the methods of research used in this study, that are: setting of the research, general description of the research, procedures of research, determining indicator of the research, instruments of the research, and data analysis.
3.1 Setting of the Research
In this reseach, the researcher used classroom action research. This research was done at SMAN 9 Bandar Lampung. It was done based on the problem faced by the researcher in the class when she conducted PPL. Based on the problem found by the researcher, the researcher examined the cause of that problem and then found the solution for it.
In this classroom action research, the researcher acted as the observer and also the teacher; she taught the students by implementing QAR strategy. The researcher made the lesson plan and then she performed in the class based on the lesson plan. So, during the research, beside taught the students, the researcher also observed everything occurred in the classroom when they were learning reading comprehension. The data was taken from the students’ reading comprehension score.
3.2 General Description of The Research
The research was a classroom action research which was conducted based on students’ problems. In doing this research, the researcher acted as an observer, and also as a teacher who taught the students in order to improve the students’ reading comprehension through the implementation of Question Answer Relationship strategy.
Besides acting as a teacher who applied QAR strategy in teaching learning process, the researcher observed the process and makes some necessary points from the process. The teacher also hold a reading comprehension test in the process.
3.3 Procedures of the Research
In this classroom action research, the researcher used the procedure of classroom action research designed by Arikunto. In Arikunto (2006: 16), the research procedures in a classroom action research consist of planning, acting/implementing, observing, analyzing, and reflecting. So, the research was designed as follows:
1. Planning
Based on the problem of the research, the researcher prepared the lesson plan and selected the appropriate material based on the school syllabus as the basis of lesson plan. The researcher also prepared classroom observation note, interview and also the reading test for the students.
2. Action/Implementing
The teacher implemented the material by using Question Answer Relationship strategy while she taught reading. The teacher taught the material about how to identify the questions types in order to find the main idea, specific information, inference and reference of the text. The teacher let the students practiced it. As an observer, she observed the situation in the class while the teaching learning process was running.
3. Observing
4. Analysis and Reflecting
In this step, she analyzed the result of the reading test of the students as the learning product. She also analyzed everything that occured in the teaching learning process based on the observation notes. It was done in order to find out the improvement after the teacher implemented QAR strategy in the classroom. In analyzing, she did reflection to discover the weakness and strength of the implementation of Question Answer Relationship strategy, and also knew the students’ problems in the implementation of Question Answer Relationship
strategy during teaching and learning process. So, she knew what should be improved for the next cycle. The process of the research is represented through the picture below:
The activity began by planning, and then the action/implementing. During the action, the researcher observed the teaching learning process. At the end, the researcher analyzed the result of activity.
3.4 Indicators of The Research
There were two indicators that used to find out the success of this Classroom Action Research, they were learning product and learning process.
1. Learning Product
The learning product in this research was the students’ result (scores) of reading test given by the teacher, the researcher observed the scores and found out whether the score in every cycle improves or not. The target of learning product determined by the teacher was at least 80% of the students’ scores could reach 75
or more. It based on the standard score of English subject stated by the school. If the scores in every cycle improved, it meant that Question Answer Relationship strategy could improve students’ achievement in reading comprehension.
2. Learning Process
In learning process, the aspect which became the focus of this research was the students’ responses and students’ problems toward the implementation of QAR strategy. The data was collected by the observation during teaching learning process and interview.
3.5 Instruments of the Research
more method in order to enrich the data by combining and to have accurate conclusion (Setiyadi,2006:246). The researcher applied three kinds of instruments. The instruments were the reading test, observation sheet, and interview.
1. Reading Test
Reading test was conducted as the product of the teaching learning process. The test was about analyzing the main ideas, specific information, reference, and interference of each paragraph of the text. The result of the test considered as the data of the students’ improvement.
In scoring the results of students’ test, the researcher used Arikunto’s formula. The ideal highest score is 100. The writer calculated the score test by using this formula:
Where:
S : The score of the test R : The right answers N : The total items 2. Interview
3. Observation Sheet
Observation was conducted in every cycle during the teaching learning process. When the teaching learning occured, the researcher observed the process happened in the classroom. The observation was conducted in order to know the weaknesses and the strength of every cycle and to make the next cycle better. In this classroom action research, observation sheet were needed to help the researcher in making the reflection for the next cycle better.
3.6 Data Analysis
In analyzing the data, the researcher classified the data into two categories; the data of the learning product and the learning process. The data analysis was done during and after the data had been collect, then the researcher and the teacher analyzed the data and did reflection based on them. From the analysis and reflection, the researcher knew the weaknesses and strengths from the first cycle. Besides, the researcher knew what should be improved for the next cycle.
1. Learning Product
To know the learning product, the researcher used reading test to collect the data. After giving the test, the researcher checked the result of the students’ test to give the score, and also analyzed the result to know the errors mostly made by the students. This was very useful in making the next cycle better. The researcher observed the scores in every cycle, and then calculated the mean or average score.
compared the average score from every cycle in order to see whether the scores improve or not. The formula to count the mean is:
Mean : average score
x1 : score of first data
x2 : score of second data
x3 : score of third data
xn : score of n-data
n : number of data
The researcher then calculated the number and percentage of the students who get 75 or more.
2. Learning Process
V. CONCLUSIONS AND SUGGESTIONS
In line with the result of the research, the conclusion and the suggestion are formulated as follows:
5.1 Conclusions
In line with the results of the data analysis and discussion about learning product and learning process in the research, it can be concluded that:
1. QAR strategy is applicable to improve the students’ reading comprehension achievement. QAR strategy can improve students’ reading scores in learning product. It can be seen from the increase of the students’ scores from cycle 1
(64.51%) and cycle 2 (83.87%) after QAR strategy was implemented.
2. In teaching learning process, the researcher also found some problems faced by the students during the implementation of QAR strategy. Based on the problem found, the teachers are demanded to create suitable materials and media to attract students’ attention and activeness in teaching learning process.
5.2 Suggestion
In line with the conclusions above, the suggestions are put forward as follows:
1. English teachers are recommended to use QAR strategy since QAR can be used to improve students’ reading achievement and it enables the students to be more active in the classroom activities.
2. The teacher should lead the students in implementing this strategy and give clear instructions since QAR might be confusing at first time.
3. The teacher should be selective in choosing the material, since it can make the students easy to understand the content of the text.
THE IMPLEMENTATION OF QUESTION ANSWER RELATIONSHIP STRATEGY IN IMPROVING STUDENTS READING COMPREHENSION AT THE FIRST GRADE OF
SMA NEGERI 9 BANDAR LAMPUNG (A Script)
By
Silvia Agustina
UNIVERSITY OF LAMPUNG BANDAR LAMPUNG
THE IMPLEMENTATION OF QUESTION ANSWER RELATIONSHIP STRATEGY IN IMPROVING STUDENTS READING COMPREHENSION AT THE FIRST GRADE OF
SMA NEGERI 9 BANDAR LAMPUNG
By
Silvia Agustina
A Script
Submitted in a Partial Fulfillment of The Requirement for S-1 Degree
in
The Language and Arts Department of Teacher Training and Education Faculty
k
UNIVERSITY OF LAMPUNG BANDAR LAMPUNG
CURRICULUM VITAE
The researcher’s name is Silvia Agustina. She was born in Bindu, Kotabumi, on
August 31st, 1989. She is the first child of a harmonious and wonderful couple
Komarudin and Rohaini. She has one brother and one sister: Dery Afrian and Rini Febriani.
She entered SD Negeri 1 Bindu in 1995 and graduated in 2001. Then she continued her study to SMP Negeri 1 Kotabumi and graduated in 2004. She finished her High school at SMAN 3 Bandar Lampung in 2007.
DEDICATION
This Script is dedicated to:
My beloved parents, Komarudin and Rohaini.
My beloved brother and sister, Dery Afrian and Rini Febriani. My beloved friends, NERD ’07 of Lampung University.
LIST OF FIGURES
Figure Page
Figure 1 The Cycles in Classroom Action Research Designed
by Arikunto ... 22 Figure 2 The Improvement of Students’ Reading Achievement ... 54 Figure 3 The Improvement of Students’ Response toward the
LIST OF TABLES
Table Page
Table 1 Using QAR to frame questioning within the reading cycle .... 16 Table 2 Frequency of Students’ Reading Achievement (Cycle 1) ... 31 Table 3 Frequency of Students’ Reading Achievement (Cycle 2) ... 40 Table 4 Frequency of Students’ Reading Achievement (Cycle 3) ... 49 Table 5 The Result of Students’ Reading Achievement from Cycle I
MOTTO
“So, verily, with every difficulty, there is relief. Verily with every difficulty there is relief.”
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CONTENTS
2.4. Aspects in Reading Assessment ... 11
2.4.1. Vocabulary ... 12
2.4.2. Specific Information ... 12
2.4.3. Main Idea ... 12
2.4.4. Inferences and References ... 12
2.5. The Concept of Question Answer Relationship ... 13
2.5.1. Right There Questions ... 14
2.5.2. Think and Search Questions ... 14
2.5.4. On My Own Questions ... 15
2.6. Procedures of Teaching Reading through QAR Strategy ... 17
III. RESEARCH METHODS
