AT SECOND GRADE OF SMA KARTIKATAMA METRO
By
Inggit Dwi Nuranggita Pristi
Guideline of Educational Unite Level Curriculum (KTSP) which is applied for all school levels in Indonesia leads the students to have real life skills. This implies that teaching English stated in KTSP in particular is to enable the students to master the four language skills; listening, reading, speaking and writing. Reading is one of the important skills that the students have to master. Students must improve their ability in reading comprehension, so they can get information from the text.
reading comprehension is far from the goal being expected. Many students have difficulties in comprehending the reading text. In fact the teachers in school do not teach reading comprehension using an effective technique in helping students understand reading comprehension easier.
This Classroom Action Research is conducted to find out how the implementation of Read, Tell and Choose (RTC) technique of spoof items to
achievement and teaching learning process. This research is conducted in two cycles. The subject of the research is the second grade students of SMA Kartikatama Metro. The research lasted from March 21thuntil April 02th2011.
ACHIEVEMENT AT SECOND GRADE OF SMA KARTIKATAMA METRO
(A Classroom Action Research)
Inggit Dwi Nuranggita Pristi
Department : Language and Arts Education
Study Program : English Education
Faculty : Teacher Training and Education Faculty
APPROVED BY Advisor Committee
Advisor Co-Advisor
Ujang Suparman, S.Pd., M.A., Ph.D. Dra. Hartati Hasan, M.Hum. NIP 19570608 198603 1 001 NIP 19490928 197603 2 001
The Head of Language and Arts Education Department
Drs. Imam Rejana, M.Si. NIP 19480421 197803 1 004
Chairperson : Ujang Suparman, S.Pd., M.A., Ph.D
Examiner : Dra. Edhita Gloria Simanjuntak
Secretary : Dra. Hartati Hasan, M.Hum.
2. The Dean of Teacher Training and Education Faculty
Dr. H. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
The researcher, Inggit Dwi Nuranggita Pristi, was born on November 25th, 1987 in Gunung Madu. She is the second child of a wonderful couple, Hi. Ahmad Nurdin and Lilik Haryani, S.Pd., SD. She started her study from kindergarten at TK Satya Dharma Sudjana in 1993 and graduated in 1994. In the same year, she was registered Elementary School at SDN 1 Gunung Madu and graduated in 2000. She pursued her study at SMP Satya Dharma Sudjana Gunung Madu and graduated in 2003. She continued at SMA Kartikatama Metro and graduated in 2006.
In 2006, the writer was registered as a student of English Education Study Program at The Teacher Training and Education Faculty, Lampung University. She accomplished her Teacher Training Program as one of the requirements for FKIP students, at SMAN 1 Bandar Lampung from July to September 2010.
The greatest inspiration of my life My beloved parents Thank you so much for the great love you ve given to me and I love u
My beloved sister and brother and also my family Thanks for supports and spirits
My lovely kakak
Thanks for his attention, patience, supports, and his advice to me
My beloved friends and all English students 2006 Thanks for supports and help to me
My almamater, University of Lampung
(George Patton)
Comprehension Acheivement at Second Grade of SMA Kartikatama Metro. This script is submitted as a compulsory fulfillment of the requirements for S1 degree of English Education Study Program at Teachers Training and Education Faculty, University of Lampung.
It is important to be known that the script would never have come into existence without any supports, encouragements, and assistance by several gorgeous persons.
Here the writer would like to address her gratitude and respect to: 1. Ujang Suparman, S.Pd.,
to give assistance, ideas, encouragement, and scientific knowledge within this time during this script writing process.
2. Dra. Hartati Hasan, M.Hum., as the second advisor, for her kindness, suggestions, and patience in guiding the writer in finishing this script.
3. Dra. Edhita Gloria Simanjuntak, as the examiner, for her valuable suggestions, ideas, and helps to make this script more valuable.
4.
guidances and expertise that are very beneficial for the writer to finish her study. 5. All the lecturers of English Education Study Program, for your contributions.
6. Aziz Muslim, S.Pd., as the headmaster of SMA Kartikatama Metro and Meliani, S.Pd., as the English teacher of the second year of SMA Kartikatama Metro for their kindness during the research process.
7. All students of class XI IPS 1, academic year 2010/2011 at SMA Kartikatama Metro. 8. My beloved mother and father, for your endless love, support and continuous
guidance. May Allah SWT pay your love and devotion back within His never ending blessing.
9. My beloved sister, Swastika Nurhayuning Suharsanti and my beloved brother, Ahmad Al Dino Fakih Nuri Mizan, and also my beloved family,pakde hudhi, bude tutik, om yunit, om heru, bulek darti, bulek siti, om saiful, bulek tutut, mas koko, mbak yuli, mas wawa, mbak linda and all my big family who cannot be mentioned directly in this script. Thanks for your support and love for me.
10. My lovely brother, Fauzi, A.md or usually called Ozez, for his attention, advice, patience and surely for his supports to me. Thanks for always accompanying me during this script writing process.
11. My beloved friend, Gita Krisnawati, S.Pd. Thanks for your advices and help for the first time I made this script.
12. My close friends, Wuri Saputri, S.E. Thanks for your help and spirit. 13. My best friends at English Educ
Elavia, Siska, Eby, Olla, Gita I, Amri, Arik, Agus, Nufus, Novi, Asri, Eka, Putri, Herlina, Kesi, Ade, Sigit, Ika, Pun, Shindy, Ridho, Galih, Yudi, Nurma, Eci, Ade, Sigit, Eka. Thanks for your nice friendship and togetherness, it will be forgotten. 14. All of my friend in SMP Dharmapala Bandar lampung Pak Yuzi, Pak Oman, Bu
script.
Finally, the writer realizes that this script still has some weaknesses. Therefore, critics and suggestions are invited for its improvement. Hopefully, this script can give benefit to the readers or those who want to carry out further research.
Bandar Lampung, February 2012
I. INTRODUCTION
1.1 Background of The Problem
The English curriculum of SMA states that there are four language skills namely: reading, speaking, listening, and writing that are taught intergratedly. Reading is emphasized because it is an important skill for the students in order to prepare them to continue their study in education and to assist them in their future life. Surely, most literatures related to learn English uses English Language. Based on that reason, SMA students are expected to be able to read information which is mostly written in English. Reading dominates the teaching materials in almost English text book.
English students tend to have difficulty to get the main point of reading in English in a simple form of story text or even to tell their ideas, utterances in English. This condition may be causes by two reasons. First, it is causes by the minimal participation of students during teaching learning process in the classroom. It might be seen from the result in cycle 1, in students observation sheet. There are only 23
means only 69.69% students participation in cycle 1. The classroom activity is teacher centered and directed. Students expect to be confused unless they call upon to answer the question. This creates the unsupportive and discouraging environment for language learners. As a consequence, most students can not participate in reading English since they do not get enough exposure about the main point of reading text in the language.
The second is the way teacher delivers the materials in the calssroom. Teacher only depends on the textbook and it becomes the only source in the classroom. It was happened in teacher teaching performance at cycle 1, the score for teacher teaching performance for cycle 1 only 72, the fact is the goal of teacher teaching performance
Commonly, reading test will happend in written task rather than oral activity. Learning reading becomes a matter of book-based the topic and emphasizes largely on grammar rules instead of giving reading test. As a result, reading target will not be accomplised and the students will not learn to get the message of the text well because language is solely from a book and written task.
reading, so most of the students are not able to read, reluctant to read and have low ability in reading, because they think that reading is difficult and boring. That is why their reading scores have not been achieved the standard (KKM) in the school yet. This problem makes the writer interest in doing the classroom action research to improve the students reading ability and hopefully the standard score for reading will be achieved. The writer finds that when the teachers are asked to present the main idea of the text, they get some difficulties in expressing their ideas so the listener can not receive the message in communication well. There are lots of fillers, such as and
mmmrr, in accuracy, there are many mismatch auxiliaries such as the story are good
and the actor . In other words, their reading is not comprehendible even though they have learned English since they are students of elementary school. Their ability to express their mind or ideas up is still too limited. This fact is find when their reading are rated most of students fail to pass the standard goal that is 65.
In pre observation, researcher also finds the inappropriateness way of teaching used by the teacher. The teacher teaches reading by explaining the form of sentence, drilling it to students and asking students to do some written e
work book or LKS (Lembar Kerja Siswa) these make the students passive and the students only know the form of sentences but they are not able to implement it to their real world. They are able to writing well but cannot implement it orally when it is needed. So, reading class became writing class and students did not have enough chance to read.
event during teaching learning, it become passive. This condition makes s
performance at reading presentation in front of the class worse. The presenter can not deliver their material well because they are not able to give the message and the listener also can not respond it well because first, listener do not get the point of material and secondly because they can not express their idea. So, discussion ran so slow and boring. The last, reading goals can not be reached.
Due to the use of teaching aid, the teacher only used th
ability becomes worse because they do not have sufficient sources as the references. They just focuses on the example provided in their text book. Meanwhile the successful language learner needed lots of chance to exercise. In reading and speaking tend to be getting something done, exploring ideas, working out some aspects of the word, or simply being together.
Due to the results of pre observation, researcher discussed with the teacher about the problems in the classroom and researcher assumed t fear of being blamed, little chance for exercising, little sources, and boredom and in appropriate way of teaching. By observing the problems of the students, the researcher along with the teacher triggered to implement read tell and choose in classroom action research due to its benefits.
Read Tell and Choose is a concept of learning which helps teacher to relate the materials being taught t
their knowledge in their reading skill. Therefore, the students have more time to expose their skill in the classroom with the result that their reading achievement to increase. Besides, RTC relates to subject matter content to real world situation that is needed during the teaching learning process so that the students know the benefit of learning in the classroom.
Now, here the researcher will use spoof text in this research. If readers are given the the readers can imagine its form and mention kind of spoof such as funny story, short story, joke etc. But, if the reader want to know more about the information included in the stories, the readers have to read the spoof text itself and comprehend the content. This is one basic of the reason that people need to read, all of people have different reasons, why do people need to read. There are six desires or reasons why people need to read is that people read because of the need for knowledge, the need to process and internalize the result of exploration, manipulation, activity and stimulation, to resolve contradictions, to quest for solutions to problems and for selfconsistent system of knowledge.
Curriculum (KTSP) that the students in the second grade senior high school must be able to differentiate kind of the text and tell about the idea of the text orally or written.
The teacher should arrange th mselves. Therefore, they can explain the lesson in their classroom based on KTSP. Beside that the teacher should know about text types. It is called genre. In the KTSP, we can see there are many kind of texts that should be taugh the student in the second grade of Senior High School. They are report, narrative,analytical exposition, spoof, hortatory.
According to those previous statements, the researcher thinks that it is important to apply a more interesting reading activity. So, in this research, the researcher is going to focus on one technique of teaching reading comprehension of spoof item text. In order to know the process of the teaching learning process of reading spoof item text, RTC (Read,Tell, and Choose) technique in increasing st reading comprehension achievement at second grade of SMA Kartikatama Metro .
1.2 Identification of Problems
In Line of this part, for reference to the background of problem, the following problems are identified:
other student). It might be caused by misunderstanding which are some probably occurred.
b. ropriate with their learning objective.
For example students learn English in order to be able to communicate in English well both reading and writing. But they use learning strategies which focus in grammar only. So it is not suitable.
c. Teaching learning process is not effective because the students are not focused during teaching learning process. It will decrease the quality of teaching learning process itself.
d. Students have negative attitude in learning English. It happened when the students have a bad background knowledge about English lesson, may be English is so complicated for them. So it is difficult for them to learn English well because they regard that English is impossible to be learnt well.
e. still low. So it is difficult to
improve their English ability well, because the students almost being a passive learner while teaching learning are happened.
f. Teachers uses inappropriate materials in teaching English. It can be seen when the teacher teaches reading text than the students get felling bored first, because the text given by the teacher is almost a monoton text with un interesting topic. So it is difficult for students to improve their English ability well.
g. still low. The students
almost get low score from standard minimum score.
1.3 Limitation of The Problems
Based on the identification of the problems above, the problems of the currents research are limited in:
1.
2. Teaching learning process in teaching reading comprehension
As the solution to overcome their problems, this research is intended to use the RTC technique as one of technique in teaching learning strategies in order to avoid misunderstanding between the students.
1.4 Formulation of The problem
In line with the limitation of the problems above, the research problems are formulated as follow:
1.
comprehension achievement using spoof text?
2. How can the implementation of RTC technique increase the teaching learning process using spoof text?
1.5 Objectives of The Research
In this line with the formulation of the problems above, the objectives of the research were to investigate:
1. To find out how the implementatio reading achievement.
1.6 Uses of The Research
The results of this research are expected to be useful both theoretically and practically.
Theoretically:
the findings of the research are expected to support the existing theory about reading comprehension for the researcher before who is going to concentrate on teaching spoof text using any other technique, and to give contribution to EFL/ESL teachers and the curriculum developers about the quality of spoof item task in reading comprehension, the problems that they experienced, and the strategies that the high and low proficiency readers used to cope with the problems in reading comprehension.
Practically:
the findings of the research are expected to be beneficial for:
1. As information for the readers about the teaching learning process using RTC and spoof texts.
2. As information for the readers, on how to help the students improve their reading achievement using spoof texts.
1. 7 Scope of The Research
This research was in form of classroom action research. It was conducted at SMA Kartikatama Metro. The subjects of the research were the second year students of SMA Kartikatama Metro. In this research, the researcher was focused on the implementation
The research would be gave in two cycles. The first cycle was based on the problem of the research, and the second cycle was based on the result of the analysis from the first cycle.
1.8. Definition of Terms
There are some terms used by the writer and to make it clearly, the writer give some definition as follow:
1. Reading Comprehension is defined as an active cognitive process of interacting with print and monitoring comprehension to establish the meaning. (Silberstine, 1987 ;Simanjuntak, 1988:15)
2. Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending Ahdoy (2010 : 19).
3. Read Tell and Choose (RTC)is a technique in teaching and learning that relates subject matter content to the real world situation and motivates students to make connection between knowledge and its application to their lives especially in learning process.
II. THEORETICAL FRAMEWORK
2. 1 Reading Comprehension
Before going to the concept of reading comprehension, it is important to define what reading is. Clark and Silberstien in Simanjuntak (1988) define reading as an active process of interacting with print and monitoring comprehension to establish meaning. It means that when reading a reader not only gets information from text but also manages to produce the point of the author from the text.
Along with those statements, Nuttal in Simanjuntak (1988) defines reading as the meaningful interpretation of printed or written verbal symbols. It means that reading is a result of the interaction between the perception of graphic symbols and the knowledge of the world. In this process the reader tries to recreate meanings intended by the writer.
(written) information results in his comprehending the message. Therefore, reading is actually a conversation of sorts between a writer and a reader.
Mackay in Simanjuntak (1988:15) also defines reading as an active process. The readers form a preliminary expectation about the material, then select the fewest, most productive cues necessary to confirm or reject that expectation. This is a sampling process in which the reader takes advantage of his knowledge of
interaction between thought and language.
From all the theories have mentioned above, it can be concluded that reading is an active process of getting meaning or information from printed or written language shared by the writer.
Comprehension means relating to what we do not know or new information, to what we already know (Eskey in Nurmalasari, 2010:11). Therefore, in comprehending a text, the reader relates new information from the text being read to his previous knowledge that he has stored in his mind. Reading the words of a composition in one thing, but comprehending is the vital point for the reader. In addition to the statement above, comprehension in reading cannot be ignored. As Simanjuntak (1984:4) states that the first point to be made about reading process is reading comprehension; consequently, it can be regarded that comprehension comes first before any other process a reader is going to do.
statement, it means that the idea of an author from the text should be well understood by a reader. This involves the reader to activate his or her brain to absorb the idea.
In addition, Heilman, Blair, and Rupley (1981:242) said that reading comprehension is a process of making sense of written ideas through meaningful interpretation and interaction with language. Comprehension is the result of reading. Moreover, they categorize reading comprehension into three levels of comprehension:
1. Literal Comprehension
Literal comprehension is the process of understanding the ideas and information stated in the passage such as: knowing the meaning of the words, recall of details directly stated or paraphrased in own words, understanding of grammatical clues, subject, verb, pronouns, conjunction, so forth. Recall of main idea explicitly stated and knowledge of sequence of information presented in passage (Hielman, Blair and Rupley, 1981:242).
2. Interpretative Comprehension
Interpretative comprehension means understanding of ideas and information not explicitly stated in the passage. For example: to understand th
tone, purpose and attitude, infer factual information, main ideas, comparisons, cause-effects relationship and also summarize the story content (Hielman, Blair and Rupley, 1981:242).
Critical comprehension is analyzing, evaluating, and personally reacting to information presented in a passage. For example: personally reacting to information in a passage, indicating meaning to the reader, analyzing the quality of written symbol or information in the terms of standards (Hielman, Blair and Rupley, 1981:242).
In conclusion, it can be stated that reading comprehension is a process of
2. 2 Teaching Reading
Reading skills are often regarded as receptive skills and likened to listening skills. There are similarities, but one important difference is that the reader can take control of input more easily. Woods (2005:62) states that a listening input is often taped with pauses built in 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, taechers 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 students to attempt such tasks before, during or after students have studied the text. Woods (2005:63) classifies the activities in reading class into three as follows:
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 relate 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 a 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. While-Reading Tasks
These kinds of task, as Hedge in Woods (2005:63) states, have become more used since the adoption of the idea of reading as an interactive process. These encourage learners to be active as they read. Students can be given activities which require them to do any of the following: follow the order of the ideas in a text; react to the opinion expressed; understand the information it contains; ask themselves questions; make notes; confirm expectations of prior knowledge or predict the next part of a text from various clues.
3. Post-Reading Tasks
The activities above are a part of a structured 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 a solo and quiet activity, but group pre- and post-reading activities can motivate the crucial while-reading activities, The tasks of the teachers in class is to go beyond course books and to 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 (2005:63).
2. 3Spoof Text
Spoof is a text which tells factual story, happened in the past time with unpredictable and funny ending Ahdoy (2010 : 19).
Spoof textin this research refers to:
1. Social function of spoof text.
Social function of spoof text are consist of:
a) Its social function is to entertain and share the story. b) It retells an event with humorous twist.
2. The generic (schematic) structure of a spoof text is below:
The generic (schematic) structure of spoof text are divided into:
1. Orientation: orientation is mean sets the scene who were involved in the story, when, and where.
order.
3. Twist: Twist is mean provide the punch line and the funniest part of the story.
3. Language features:
In this line, language features of spoof text are consist of:
a) Focus on individual participants: It is mean just concentration on individual participants.
b) . Use of material processes: It is mean make material for teaching process.
c) Circumstances of time and place: It is mean the condition connected with place and time.
d) The use of action verbs:
(e. g. walked, laughed, ran away etc).
e) The use of connectives: It is mean use the related words to each other.
(e. g. first. then, finally etc).
f) The use of adverbial phrases of time and place. (e.g. in the garden, two days ago).
g) The use of the simple past tense:
spoof story is happened in past, so write spoof by using simple past tense
2. 4 Guiding Principles to The Teaching of Reading
According to Gaudart and David (1993:102-103) guiding principles to the teaching of reading are:
1. Reading (Goodman 1967)- the reader use of our background knowledge to interact with the text, making predictions based on samples of the text and confirming or rejecting our predictions as the reader read along.
2. Reading is more than a decoding of texts. The reader do not construct meaning from texts by beginning first with letters, and then with words, moving up to phrases, sentences and so on. Good readers do not in fact read word by word; instead, they make use of both information in the text and their background knowledge to construct meaning form the text. 3. Good readers interact actively with the text. They make predictions about
the information in the texts. They relate the content of the text to their own experience and they may modify new knowledge acquired to suit the existing knowledge structures (schemata) in their memory.
4. Reading entails the emotional involvement of readers- Readers react emotionally to the text they read; they may ebgaged in an internal text, questioning or evaluating the content of what they read.
6. In reading class, the readers attention should be focused on meaning, not form. We should encourage students to read for meaning, and not to read because they want to learn grammar or vocabulary. Activities focusing on form, if carried out at all, should only be done after the reading activity.
7. Reading should not be tough tas a separate skill in isolation- Reading and the teaching of reading should be integrated with the other skills of writing, speaking and lsitening. Talking and writing about what one has read helps to reinforce reading skills acquired beside making the reading class a more active and interesting one.
8. The reader learn to read, and to read better, by reading (Eskey 1986, Smoth 1985). Reading involves the simultaneous interaction of miltiple skills (bottom-up decoding, utilising background knowledge, skimming, scanning, recognising rhetorical patterns and infer/ intra-sentensial relationship, making inferences, etc.) such skills are best practised simultaneously rather taught in isolation one at a time. Reading is therefore caught not taught (Peter Roe, Aston University, personal communication). The more we read, the better the readers we become.
9. The provision of comprehensible text is of vital importance to reading improvement. Students should be able to understand the texts they are reading in order to improve their reading ability. As Smith (1985:139)
challenging but never frustating students.
A technique which will be used in this research is called read-tell-and-choose
(RTC) Technique because as Gaudart and David (1993:104) said: 1. Read: what learners have to do-they read the text.
2. Tell: tell their partners what they have read. 3. Choose: choose the best to be re-narrated.
It will be noted that the activity adheres to many of the principles mentioned earlier. It adopts an integrated-skills approach which involves learning in reading, writing, speaking and listening activity. The reading purpose provided by the task-to tell the other group member what they have read and task-to select the best stask-tory among them-is meaning-focused.
2. 6 Classroom Action Research
Allwright (1991:42) simply defines Classroom Action Research as a research which involves taking action and systematically observing what follows.
Furthermore, Mettetal in his essay defines Classroom Action Research as systematic inquiry with the goal of informing practice in a particular situation. Classroom Action Research is a way for instructors to discover what works best in their own classroom situation, thus allowing informed decisions about teaching.
Kemmis and Mc. Taggart (1982 : 3) also state that action research is deliberate, solution-oriented investigation that is group as personally owned and conducted. It is characterized by spiraling cycle of the problem identification, systematic data collection, reflection analysis, data-driven, action taken, and finally problem definition.
Action research in classroom follows a series of repeated steps. Strickland in Allwright (1991:44) discusses the following sequence: 1. identify an issue, interest, or problem; 2. seek knowledge; 3. plan an action; 4. implement the action; 5. observe the action; 6. reflect on your observations; and 7. revise the plan. The cycle then begins once more, with the revisions incorporated in a new action, which is itself observed, and so on. This process allows the teachers who wish to investigate events in their own classrooms to take constructive steps toward solving immediate problems, systematically reflecting on the outcome. Thus the goals of action research are achieving local understanding and developing solutions to problems.
In addition, action research teacher not only work alone, but can make collaboration. Collaboration means entangling other people in the research. There are many involvements in action research; such as partnership with the other teachers or relationship between teacher and students.
2. 7 Procedure of Teaching Reading Comprehension of Spoof Items Text through RTC (Read, Tell and Choose) Technique
It is clear that in RTC technique, the students are the most active candidates. The
The teaching procedures are adapted from Abbott ,Greenwood, McKeating, and Wingard (1981:104-106) and have been modified by the writer. The teaching procedures can be described as follows:
A. Pre-Activity. 1. Greeting.
2. The students are given brainstorming the material based on their background knowledge. It is used to build the st
before they learn further about spoof text.
3. The students are informed the material they are going to learn, the goals of learning to achieve and reading technique the students use.
B. While-Activity.
1. The students are asked what they know about spoof text.
2. The students listen the teacher introduces RTC technique to the students, tell those procedures and how to learn the lesson through its procedures.
3. The students are divided into group. Each group consists of 3 or 4 members.
5. The students listen the teacher begins the procedures of RTC technique.
1. Read; teacher asks the students to read the text for about five minutes.
2. Tell; teacher asks the students to retell the content of the text for about five minutes.
3. Choose; teacher asks the students to determine which story is spoof text for about ten minutes.
6. .
7.
new question (for instance about details of the text).
8. The students answer the questions correctly on their answer sheet. 9. The leader of group comes in front of the class to read the answer of
his group.
10. the teacher
toward or additional information that the students have not conveyed yet and also leads the discussion into a conclusion.
C. Post-Activity.
1. .
2. have
2. 8 Advantages and Disadvantages of Read, Tell, and Choose (RTC) Technique
As stated before, Read, tell, and Choose technique helps the teacher to relate the . However, it also has some advantages and disadvantages. They will be as follows:
A. The advantages of RTC are:
1. Read, Tell and Choose technique give a deep understanding or comprehension to the students because it is simple technique.
2. Read, Tell, and Choose technique give learners more control over their learning procedures.
3. Read, Tell, and Choose technique will become more useful if the text gives current or recent information.
4. Read, Tell, and Choose technique will be more interesting if the text includes or contains
5. Read, Tell, and Choose technique the difficulties of the exercise can be easily adjusted according to the amount of information which is provided in the exercise.
B. The Disadvantages of RTC are:
1. The class will be noisy. This happens because Read, Tell, and Choose technique invites the students to have discussion among them; therefore the class will be noisy.
to analyze the material first and they also have to understand the exercise. This will take longer time.
III. RESEARCH METHOD
3.1 Setting of The Research
In this reseach, the researcher used a classroom action reseach because this research was done based on the problem faced by the students and the teacher when they were in reading class. Based on the problem found by the researcher, the researcher examined the causes of the problem and then founds the solution for that problem. (Arikunto, 2007: 5)
The subjects of the research were the second year students of science program of SMA Kartikatama Metro. The researcher used one class from the second grade that consist of 40 students as the target of the research. Researcher found that the students in second grade of SMA Kartikatama have difficulties in reading class. The low ability of students also due to the lack information about the context of lesson that makes students have limited idea in discussion
This research focuses on how to improve
using a certain technique. The teacher thought reading through read tell and choose suitable for students at senior high school. The teacher thought
of SMA Kartikatama because their ability of reading was so low. Based on the researche observation, researcher found that students have low ability in reading especially in vocabulary, background knowledge of the students and also meaning or point of the text. It might be seen from their low average score in reading test which could not reach 65 as the minimum score, when the teacher asked the students, many of them got confused because misunderstanding of reading text.
In this classroom action research, the researcher acted as the observer, meanwhile the teacher of SMA Kartikatama as a teacher and taught the students by using read tell and choose. The teacher made the lesson plan and she performed in the class based on the lesson plan. So, during the research, the researcher and the teacher would be observed activities occurred in the classroom when they were learning reading.
3. 2 General Description of The Research
In doing the research, the researcher was doing the collaboration with the English teacher to
Read Tell and Choose
(RTC). While the researcher was applied RTC in the classroom, the collaborator observed the teaching learning process and made some necessary points from that process.
Furthermore, the researcher analyzed and discussed the observation results during teaching and learning process (the strength and the weaknesses found by the teacher and students teaching and learning process of reading spoof text using RTC technique) and learning product (the reading comprehension test). Learning process analysis would be done based on the researcher and her partner observation. It focused on the weaknesses of the previous cycle.
3.3 Research Procedures
The research divided into some cycles. Each cycle consisted of four stages: (1) plan, (2) implementing or action, (3) observing, and (4) reflecting (Arikunto, 2006:16). The stages were illustrated as follow:
Reflecting
Implementing Planning
Observing
Figure 1. The cycle of Classroom Action Research Adopted from Kemmis and Taggart (in Wiriaatmadja, 2008:66)
3. 3.1 Planning
Based on the problem of the research, the researcher prepares the lesson plan; selecting material based on the syllabus for the teaching learning process through RTC technique. The reading material wasspoof textswhich was taken from many sources. Additionally, the researcher prepared observation sheets, and also reading test for the students in the form of multiple choice.
3.3.2 Implementing
The teacher here was an English teacher from the school. In this step, the teacher taught the students based on the lesson plan. Here, RTC technique was implementing in teaching reading of spoof texts process.
3.3.3 Observing
The teacher helped by the researcher as an observer who took a note toward teaching and learning activity. While the teacher implemented the technique, the observer monitored the learning process a . Besides, the observer also observed the teacher s performance in implementing the RTC technique. The important things would be noted. In addition, the test would be given to the students in order to get data accurately.
In this step, the researcher and the teacher analyzed the result of the reading test of the students as the learning product. The researcher also analyzed activities occurred in the teaching learning process based on the observation sheets. It would be done to find out the improvement after the teacher implemented the RTC technique in teaching reading explanation text in the classroom. In analyzing, the researcher and the teacher doing a reflection to discover the weaknesses and the strength of the implementation of RTC technique, and also to knew the problems would be face by both the teacher and the students during teaching and learning process. By doing so, the researcher and the teacher knew what should be improved for the next cycle. If the indicators of the research have not been fulfilled in the first and in the second cycle, the researcher and the observer planed the next step to improve the quality of the learning process in the next cycle. On the other hand, if the indicators were already achieved the researcher and the observer did not need to hold the next cycle.
3.4 Indicators of The Research
The success of this classroom action research was divided into two parts: learning product and learning process.
3.4.1 Learning Product
comprehension test, it was mean the RTC technique could improved comprehension achievement.
3.4.2 Learning Process
In learning process, there were two aspects which become the focus of this research: the stude s performance toward the implementation of RTC technique.
Based on the result of the discussion with English teacher in conducting this research, it was decided that the target of the learning process is 80% of the students actively involved in learning process during the application of researcher. It was also decided because according to Arikunto (1993:210), if more than 75% of students were actively involved in teaching and learning activities, it could be categorized as a good level.
3.5 Instrument of The Research
In collecting the data, the researcher used two kinds of instruments: (1) Reading comprehension tests, and (2) Observation sheets. Each kind of instruments explained as follows:
3.5.1 Reading Comprehension Tests
The tests would be reading test in form of multiple choice test. The result of this test was
considered The researcher
made a table of specification that helped the test constructor plans the test.
Table 1. Table of specification of reading test.
No. Numbers Table of Specification
1. 1, 11, 12, 21, 22 Identify the main idea
2. 6 Vocabulary
3. 2, 8, 9, 15, 16, 18, 19, 24, 25, 26, 27, 29
Specific Information 4. 7, 10, 17, 20, 30 Inference
5. 3, 4, 5, 13,14, 23 Reference
There were 20 items in this test asking about three components of reading comprehension, they were unstated information, stated information, and vocabulary.
The test would be administered at the end of every cycle in the learning process.
3.5.2 Observation Sheets There were
by the researcher as an observer. The Observation conducted in every cycle during the teaching learning process. When teaching and learning process occurred, the teacher together with the researcher as an observer observed the process which was happened in the classroom.
3.6 Data Analysis
In analyzing the data, the researcher classified the data into two categories; the data of the learning process and the learning product. The data Analysis would be done during and after the data have been collected from every cycle (1st, 2nd
cycle have been collected, the teacher together with the researcher as observer analyzed the data and doing reflection based on them. From the analysis and reflection, the researcher knew the weaknesses and the strengths from the first cycle. Besides, both teacher and observer knew what should be improved for the next cycle.
3.6.1 Learning Product
(Source: Dep. Pendidikan Nasional, 2009)
3.6.2Learning Process
To get data from the learning process, the researcher used observation sheets. The result of the observation sheets analyzed after every cycle conducted. In this step, the researcher counted the sum of scores from all aspects. The aspects scored were every aspect in each step of pre activity (2 aspects), main activity (7 aspects), and post activity (1 aspect).
3.6.3Observation Sheet
Since the observation done for observing the students activities and also teacher s performance, the researcher was analyzed the result of the observation separately.
Table 2 Table of Specification of the Observa
NO Objectives
1 Pre-Activities
Interested in the opening of the class Responding to the topic enthusiastically
To make students interested in the lesson To build clarity about what is going to be learnt
To built students understanding about the stages going to do in the lesson
To check students understanding about the material
To give clarity of the vocabulary
text
to read the text
to recite the text attentively by answering their own questions Actively involving to share their ideas in group
struction to make a summary by their own words
3 Post-Activity
question
To built clarity of what have been learnt
Adapted from Haggard (1982) and Ruddel, M.R., & Shearer, B.A. (2002)
Table 3 Table of Specification for Teacher s Performance
No. Aspects Obeserved Score (by giving a tick)1 2 3 4 1 Pre-activities
The teacher was prepared and well-organized in class. .
The prepared goals/ objectives were apparent.
2 While-activities
A. PRESENTATION
The class material was explained in an understandable way
The lesson was well-paced
level of comprehension.
The teacher knew when the students were having trouble understanding.
The teacher showed an interest in, and enthusiasm for, the subject taught
B. EXECUTION/ METHODS
There were balance and variety in activities during the lesson.
The teacher was able to adapt to unanticipated situations.
The teacher moved around the class and made eye contact with students.
Student responses were effectively elicited ( i.e., the order in which the students were called on ).
Clarity, tone, and audibility of voice.
Initiative, resourcefulness, and creativi
D. TEACHER/ STUDENT INTERACTION
Total Score
In analyzing the data got from observation of the students activities, the researcher counted number of students who were actively involved in the teaching learning activities and also calculated the percentage of the students. In addition the researcher made abstraction or
The teacher was able to control and direct the class.
The students were attentive and involved.
The teacher was aware of individual and group needs.
E. Evaluation
Monitoring the stu
after the teacher explains the lesson. Doing a final evaluation which is relevant to the competence.
3 Post-activities
Doing a reflection/making summary of
participation.
description then selected the important ones which were related to the activities of the students.
Meanwhile, in analyzing the data found by from observing teacher s performance, the researcher doing the following steps:
3.6.4 Counting The Total Score of Teachers Performance
In this step, the researcher counted the sum of scores from all aspects. The aspects scored, were for every aspect in each step of pre activity (4 aspects), main activity (9 aspects), and post activity (1 aspect).
3.6.5 Counting T
The average score would be important to be decided in order to decided if the teacher reaches the indicator or not. To find out the average score the following formula used:
3.6.6
nting the number of activities done by the students were the steps that would be done in this activity.
% A =
Note:
% A
A
n: number of students in the class
B. Making a description of the data that have been analyzed.
3.6.7 Teacher s Performance
In analyzing the data from observation of the teacher s performance, the researcher made the description for the data that have been analyzed.
V.CONCLUSIONS AND SUGGESTIONS
In line with the result of the research, the conclusion and the suggestion are formulated as follows:
A. 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. Read, Tell and Choosecan
cycle 2 is about 84.84% after RTC implementing.
B. Suggestions
In line with the conclusions above, the suggestions are put forward as follows:
1. The teacher should motivate students to be active in the classroom by giving them the activity that can stimulate interaction and not afraid of making mistakes by indirectly correction when they made mistake. And also, the teacher should be creative in creating media and using interesting topics for the material, such as the daily topic which is usually happened in our life for example spoof text, since it can attract the students and make them easy to understand the content of the media itself.
2. English teachers are recommended to useRead, Tell, and Choosein teaching their
(Classroom Action Research)
(A Script)
By
Inggit Dwi Nuranggita Pristi
LAMPUNG UNIVERSITY BANDAR LAMPUNG
(Classroom Action Research)
By
Inggit Dwi Nuranggita Pristi
A Script
Submitted in a Partial Fulfillment of The Requirements For S-1 Degree
In
The Language and Art Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
REFERENCES
Abbot, G., John, G., Doglas M., and Peter, W. 1981. The Teaching of English as an International Language. London: Collins.
Arikunto, S. 2003.Dasar - Dasar Evaluasi Pendidikan. Jakarta-Indonesia: PT Rineka. Arikunto, S. 2009.Penelitian Tindakan Kelas. Jakarta: PT Bumi Aksara.
Dallman, R. L. 1982.Teaching of Reading. Washington: CBS College Publishing. Depdiknas. 2006.Kurikulum Tingkat Satuan Pendidikan. Jakarta: PT Bumi Aksara. Febtriansyah, M. 2008.
Through Story Telling at The First Grade of SMU 1 Abung Timur. Bandar Lampung: Universitas Lampung.
Fitri, Y. U. 2006. Perception of High and Low Proficiency Students About Their Difficulties in Reading Comprehension. Bandar Lampung: Universitas Lampung.
Gaudart, H and David, M. K. 1993. Toward More Effective Learning and Teaching of English.Malaysia: Cetaktama.
Harmer, J. 1982.How to Teach English.Cambridge: Longman Publishing.
Harris, D. P. 1974. Testing English as A Second Language. New Delhi: Tata McGraw-Hill Publishing.
Hatch, Evelyn and Farhady, Hossein. 1982. Research Design and Statistics for Applied Linguistic. Los Angeles: Newbury House Publishers, Inc.
Heilman, W. A and Blair, R. T and Rupley, H. W. 1981. Principles and Practices of Teaching Reading.Ohio: Charles E Merryl Publishing.
Intan, G. 2011.
Transfer Technique at The Second Grade of SMAN 3 Bandar Lampung.
Bandar Lampung: Universitas Lampung.
Mc Whorter, K. T. 1989.College Reading and Study Skills. London: Scott, Foresman and Company.
Moleong, L. J. 1990. Methodology Penelitian Kualitatif. Bandung: Penerbit Remadja Karya CV.
Nurmalasari. 2005.
Levels of Comprehension Skills: A Case Study at Second Year Students of SMAN 5 Bandar Lampung. Bandar Lampung: Universitas Lampung. Nuttal, C. 1982.Teaching Reading Skills in Foreign Language. Ohio: Charlese,
Merryl Publishing Co.
Seliger, Henber and Shohamy, Elena. 1990.Second Language Research Methods.
London: Oxford University Press.
Setiadi, Ag. B. 2005. Teaching English of Foreign Language Classroom. Yogyakarta: Graha Ilmu.
Setiyadi, Ag. B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing (Pendekatan Kuantitatif dan Kulaitatif). Yogyakarta: Graha Ilmu.
Smith, F. 1982.Understanding Reading. New York: Holt Rinehart and Winston. Simanjuntak, E. G. 1988.Developing Reading Skill in Foreign Language
Students (EFL). Jakarta: P2PLTK.
ABSTRACT... 2.4. Guiding Principles to The Teaching of Reading... 2.5. Read, Tell, and Choose (RTC) Technique... 2.6.
2.7. Procedure of Teaching Reading Comprehension of Spoof Items Text Through RTC (Read, Tell, and Choose)... 2.8. The Advantages and Disadvantages of Read, Tell, and Choose
Table
1. Table 1 Table of Specification of Reading Test... 2.
Activities... 3.
4. T
Cycle 1... 5.
6.
Cycle 2...
7. ...
8. T rom Cycle I to Cycle
II...
Page 35 38 39 47 49 65 67 76
2. Graph of the Improvement of S Participation... 79
2. Appendix 2 Lesson Plan 2... ..
3. ... ..
4.
5. Appendix 5 ... ..
6. Appendix 6 ..
7. Appendix 7 ... ..
8.
9. Appendix 9 ies at Cycle 2 ...
10. Appendix 10
11. Appendix 11Key Answer of the Test in Cycle 1 12. Appendix 12 Key Answer of the Test in Cycle 2
