GIVING REWARDS AND PUNISHMENT IN IMPROVING
STUDENTS’ READING SKILL
(A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat)
A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial of Fulfillment
of the Requirement for the Degree of Strata 1 (Bachelor of Art) in Department of
English Education
By:
NUR AIZA MA’RIFAH
106014000340
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925
Ciputat 15142 Jakarta Email: [email protected]
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini,
Nama
: Nur Aiza Ma’rifah
Tempat/Tanggal lahir : Banjarmasin, 20 Mei 1987
NIM
: 106014000340
Program Studi
: Pendidikan Bahasa Inggris
Judul Skripsi :
Giving Rewards and Punishment in Improving Students’
Reading Skill
(A Classroom Action Research at VII Grade of
SMP Dua mei Ciputat)
Dosen Pembimbing : Drs. Nasrun Mahmud, M. Pd
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 6 Desember 2010
Mahasiswa Ybs.
GIVING REWARDS AND PUNISHMENT IN IMPROVING
STUDENTS’ READING SKILL
(A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat)
A “Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers’ Training in Partial of Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in
English Education Department
by:
Nur Aiza Ma’rifah NIM: 106014000340
Approved by Advisor
Drs. Nasrun Mahmud, M. Pd
NIP: 150 041 070
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
ii
ENDORSEMENT SHEET
The “Skripsi” (Scientific Paper) entitle “GIVING REWARDS AND
PUNISHMENT IN IMPROVING STUDENTS’ READING SKILL (A Classroom Action
Research at VII Grade of SMP Dua Mei Ciputat), written by
NUR
AIZA MA’RIFAH,
student’s registration number 106014000340 was examined in the examination session of
the Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic
University Jakarta on Desember, 3
rd2010. The “skripsi” has been accepted and declared
to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in
English Language Education at Department of English Education.
Jakarta, December 8
th2010
EXAMINATION COMMITTEE
CHAIRMAN :
Drs. Syauki, M.Pd
(
)
NIP. 19641212 199103 1 002
SECRETARY :
Neneng Sunengsih, S.Pd
(
)
NIP. 19730625 199903 2 001
EXAMINERS : 1.
Dr. Fahriany, M.Pd
(
)
NIP. 19700611 199101 2 001
2.
Drs. Sunardi Kartowisastro. Dipl. Ed
(
)
NIP. 19440719 196510 2 001
Acknowledged by:
Dean of Tarbiyah and Teachers’ Training Faculty
v ABSTRACT
MA’RIFAH, NUR AIZA, 2010, Giving Rewards and Punishment in Improving Students’ Reading Skill (A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat), Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training, State Islamic University Syarif Hidayatullah Jakarta.
Advisor : Drs. Nasrun Mahmud, M. Pd Key Words : Rewards, Punishment, Reading skill
The aim of this research is to see how the implementation of giving rewards and punishment in reading section process, especially in improving reading skill and also to help English teacher of SMP Dua Mei in managing classroom activities effectively, so that it will encourage the students’ behavior to increase their score.
In conducting this Classroom Action Research, the researcher uses Kurt Lewin’ Model for conducting the action research then the researcher takes two cycles, every cycle has four steps and they are: Planning, Acting, Observing and Reflecting. Each cycle was conducted in two meetings, so the researcher conducted this research in four meetings for one month. To analyze and collect the data, the researcher gained the information from interview, observation, field notes and the students’ achievement from pre-test, post-test after cycle I and post test II after cycle II.
vi ABSTRAK
MA’RIFAH, NUR AIZA, 2010, Giving Rewards and Punishment in Improving Students’ Reading Skill (A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.
Pembimbing : Drs. Nasrun Mahmud, M. Pd
Kata Kunci : Rewards, Punishment, Reading Skill
Penelitian ini bertujuan untuk mengetahui penerapan pemberian imbalan dan hukuman dalam proses pembelajaran bahasa Inggris. Khususnya penigkatan kemampuan membaca siswa serta membantu guru bahasa Inggris di SMP Dua Mei Ciputat Timur dalam mengatur aktivitas siswa di kelas VII SMP Dua Mei secara efektif sehingga mendorong perasaan setiap siswa agar meningatkan nilai mereka.
Dalam pelaksanaan Penilitian Tindakan Kelas ini, peneliti menggunakan Model Kurt Lewin dalam pelaksanaan penilitian tindakan ini. Peneliti menggunakan dua siklus dalam proses pembelajaran bahasa Inggris di kelas, setiap siklus terdiri dari: Perencanaan, Pelaksanaan, Observasi dan Refleksi. Setiap siklus terdiri dari dua kali tatap muka di dalam kelas. Secara keseluruhan peneliti melakukan empat kali tatap muka di dalam kelas dalam satu bulan. Untuk menganalisa dan mengumpulkan data, peneliti memperoleh informasi dari wawancara, observasi, catatan lapangan dan pencapaian dari siswa setelah melaksanakan pre-test, post-test setelah siklus I dan post-test setelah siklus II.
Hasil dari Penelitian Tindakan Kelas ini menunjukkan bahwa tehnik pemberian imbalan dan hukuman dalam meningkatkan kemampuan Membaca para siswa kelas VII di SMP Dua Mei Ciputat bisa memotivasi para siswa membaca teks lebih selektif dan efektif di mana bisa dilihat dari para siswa yang mampu mencapai batas Kriteria Ketuntasan Minimal (KKM) 65 setelah pelaksanaan siklus I dan siklus II. Respon para siswa juga menunjukkan bahwa mereka merasa lebih berminat pada saat Reading Activities berlangsung. Selanjutnya, hasil dari pencapaian siswa dalam reading nenunjukan peningkatan yang signifikan. Rata-rata skor reading siswa setelah melaksanakan pre-test adalah 62. 56, rata-rata skor Reading siswa setelah post-test I adalah 68. 23, rata-rata skor Reading siswa setela post-test II adalah 79. 68. Dengan demikian, peningkatan skor dari pre-test ke post-test I adalah 5. 65, lalu dari post-test I ke post-test II adalah 11. 45. Dari hasil penelitian ini, peneliti menyimpulkan bahwa penerapan pemberian imbalan dan hukuman kepada para siswa di SMP Dua Mei Ciputat Timur mampu meningkatkan kemampuan membaca para siswa.
iii
ACKNOWLEDGEMENT
In the name of Allah, the Beneficient, the Merciful. All praise be to Allah,
who has given the writer chance, ability, in finishing this “skripsi”, entitled: Giving
Reward and Punishment in Improving Students’ Reading Skill (Classroom Action
Research at VII Grade of SMP of Dua Mei Ciputat Timur. Mercy and peace of Allah
be upon the prophet Muhammad Peace be upon Him, His family and followers.
This “skripsi” is presented to the faculty of Tarbiya and Teachers’ Training in
partial fulfillment of the requirement for the degree of Strata 1 (S1) at Department of
English Education.
In this process of finishing this “skripsi”, the writer got motivation from
people around her. Therefore, the writer would like to express her deepest gratitude to
her parents and her sibling who give support for doing her ‘skripsi”. The writer would
like to express her special gratitude to her adviser, Drs. Nasrun Mahmud, M. Pd for
his patience, encouragement, comment and suggestion for completing her “skripsi”.
The writer would like to express her gratitude to:
1.
All the lecturers in Department of English Education who had transferred
their knowledge and also for their valuable guidance and encouragment to the
writer.
2.
The Head of Department of English Education, Drs. Syauki, M. Pd.
3.
The Secretary of Department of English Education, Neneng Sunengsih, S. Pd.
4.
The Dean of Tarbiyah and Teachers’ Training Faculty, Prof. Dr. Dede
Rosyada, M. A.
iv
6.
The English Teacher of SMP Dua Mei Ciputat Timur, Dwi Yuli Prihani, S. Pd
who help her in doing her “skripsi”.
7.
The writer’s sisters and brothers: Siti Fatimah, Saiful Anwar, Ibnu Fatahillah,
Jumratul Qomah and Isya Abdurahman who motivated her in doing “skripsi”.
8.
Her beloved fiance, Munajat Sirri, S. Pd.i who has prayed and motivated her.
9.
All friends in English Department especially in class A-2006 and her close
friends, Hannisa, Ririe, Ochie, Fivi, Nana, Dilah who helped and supported
her in this “skripsi”.
10.
All Best friends, Isty, Murni, Ulvi, Uvie for thier support and motivation
May Allah, the Almighty bless them all, so be it.
Finally, the writer realizes that this “Skripsi” is still far from being perfect.
Criticism and suggestions would be acceptable to make it better.
Jakarta, October , 2010
vii
TABLE OF CONTENTS
APPROVAL LETTER ………...
ENDORSEMENT BY THE EXAMINATION COMMITTEE ……….
ACKNOWLEDGEMENT ……….
ABSTRACT ………...
TABLE OF CONTENTS ………..
LIST OF FIGURES AND TABLE………
CHAPTER I: INTRODUCTION
A. The Background of Study ……… B. The Objective of Study ……… C. The Formulation of Study ……….... D. The Significance of Study ………... E. The Organization of Study………...
CHAPTER II THEORETICAL FRAMEWORK
A. Rewards
1.The Definition of Rewards………. 2.The Purpose of Rewards………. 3.Types of Rewards……… B. Punishment
1.The Definition Punishment………. 2.The Purpose of Punishment……….... 3.Types of Punishment……….. C. Reading Skill
1. The Definition of Reading ………... 2. Kinds of Reading……….. 3. The Purpose of Reading……….. 4. Reading Principles………..
viii
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of Research………... B. Subject of Research………... C. Role of the Researcher in Classroom Action
Research……….... D. Technique of Collecting Data……… E. Technique of Data Analyzing………. F. Design of Action’s Intervention………. G. Planning Development of Action Classroom….. CHAPTER IV RESEARCH FINDINGS
A. Data Description……… 1. Data of Observation……… 2. Data of Interview……….
3. Pre-Test ………
B. Data Interpretation………. 1. Cycle I……….... 1.1 Planning……….. . 1.2Acting……….. . 1.3 Observing………... 1.4 Reflecting………. 2. Cycle II……….
2.1 Planning………. 2.2 Acting……….
2.3Observing………
2.4 Reflecting……… C. The Result of Data after Classroom Action
Research………. 1. The Result of Pre-Test, Post-Test I, Post-Test
II………. 2. The Result of Post Interview……….. 3. The Result of Post Observation………….
ix
CHPATER V CONCLUSION AND SUGGESTION
A. Conclusion………
B. Suggestion………
BIBLIOGRAPHY
APPENDICES
A. SK and KD………...
B. Lesson Plan………..
C. Interview Guideline before CAR………... D. Observational Note in Cycle I……….. E. Observational Note in Cycle II……… F. Field Note in Cycle I……… G. Field Note in Cycle II………... H. Instrument of Pre-Test……….. I. Instrument of Post-Test I……….. J. Instrument of Post-Test II………
K. Answer Keys………
L. Format of Item Analysis………..
47 48
x
LIST OF FIGURES AD TABLE
3.1Design of Kurt Lewin’s Model ... 21
3.2 Modifying Design Adapted from Kurt Lewin ... 22
4.1 The Students’ Reading Score of Pre-Test, Post-Test I and Post-Test II ... 36
4.1 The Result of Students’ Reading Score before Implementation ...38
4.2 The Result of Students’ Reading Score in Post-Test I ... 40
4.3 The Result of Students’ Reading Score in Post-Test II ... 43
1
CHAPTER I
INTRODUCTION
A. The Background of Study
Nowadays, In English learning process, students of Junior High School should master productive skills and receptive skills. Productive skills are writing and speaking which the students should be provided opportunities to be active or to produce the language. Receptive skills, reading and listening which the students receive the language from the teachers, facilitators or other resources. Reading skill is the way that people understanding and gaining the information and idea, reading skill makes the students understand the meaning of the passage and the main point from the text through the passage. Some people think that reading is a “passive” skill, but nothing could be further from the truth. Rubin and Irene wrote in their book: In reality, reading is an active information seeking process in which readers relate information in the text to what they already know.1
Among the four skills, reading skill is seen more difficult skill to be learnt, because it needs to comprehend more. Reading as an active skill, so it may be true enough that people learn to read by reading and that good readers are people who read a lot. Usually, the students in Junior High School, especially at seventh Grade don’t understand yet about reading comprehension.
1
2
In fact, VII grade students should have mastered the descriptive text that based on the KTSP 2006. VII grade students have to learn and master some genres including descriptive text. It has been stated on SKKD or Standard Competency and Basic Competence.
From the observation and interview’s the writer at SMP Dua Mei Ciputat, the writer found some obstacles to VII Grade students of SMP Dua Mei that they have difficulties in understanding the words and comprehending the sentences.
According to Paris, Punler and Walther, Reading Comprehension is the process of understanding the message that the author is trying to convey, very simple, it is making meaning from the text at hand.2
In fact, the students did not understand the meaning completely and they have lack of motivation to read the text because the teacher also used the traditional teaching which he always gave lecturing, explaining and exercising. From the observation, the writer also identified the teacher’s technique in giving reading material; the teacher used the translation method to convey the meaning of the words and sentences and this translation made the students confused about the meaning. With this activities absolutely made the students felt boring and it is can decrease the students’ behavior.
From the statements above, English teachers have to be able to organize teaching and learning activities. They have to give materials by using a suitable technique and master the lesson effectively. Especially in reading’s learning process, teachers must make the students able to comprehend such words in English language and group of new words. The statements above mean, reading is important to teach and teachers must try to find the most effective technique to teach it and how the most effectively technique to make the class reading activity can be fun and creative.
However, applying conventional technique in English classroom activity makes the students bored, makes their motivation to participate in English
2
3
learning activity will be loose and lose their interest in reading material because the classroom is monotone.
In fact, a lot of English teachers motivated their students by techniques in order that students have spirit and motivation in their learning English, such as giving rewards and punishment, especially in improving their reading skill, because a lot of students have a lack of reading comprehension and also about mastery the vocabulary in the text of paragraph in reading.
Sdorow and Riekabaugh wrote in their book: Given the everyday observation that extrinsic rewards can increase achievement motivation, especially in people who initially have little or no motivation in a particular area.3
Punishment is applied following a desired action, as when a student is punished after coming forward to admit cheating on an exam. The student may associate the punishment with being honest rather than with the original offense. 4 For these reason, suitable technique should be conducted in order to make students become successful in their reading comprehension. Giving rewards and punishment is one of the techniques of teaching learning process that makes reading’s classroom activity can be effective class and can enhance their understanding and comprehending about reading material.
Based on the background of study above, the writer would like to conduct a research under the title:
“Giving Rewards and Punishment in Improving Students’ Reading Skill (Classroom Action Research at Seventh Grade of SMP Dua Mei Ciputat)”
B. The Objective of Study
The Objective of this research is to know whether giving rewards and punishment can improve students’ reading skill for VII grade students of SMP Dua Mei Ciputat.
3
Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, (North America: Mc Graw Hill, 2002), Fifth Edition, p. 124
4
4 C. The Formulation of the Problem
Here, the writer formulates the problem as follows: 1. How does giving rewards and punishment improve students’ reading skill for VII grade of SMP Dua Mei Ciputat?
2. Can giving rewards and punishment improve students’ reading skill?
D. The Significance of Study
1. The Writer
This research is expected to encourage the writer to apply this technique in English learning activity at classroom and to help the writer in getting many experiences in English learning process.
2. The Teachers
This research is expected to give further information about the technique to enhance students’ reading skill and how to motivate the students in reading’s activity at classroom.
3. The Students
This research is expected to be a substantial point for the students to improve the reading comprehension and also mastery the vocabulary by giving rewards and ducative punishment.
4. The School Principal
This research is expected to modify classroom management positively about the situation of the classroom and to make the teaching-learning process lively.
E. The Organization of Study
This‘paper’ is divided into five respective chapters:
5
Chapter II covers theoretical framework which consist of concept giving reward and punishment, the purpose of giving reward and punishment, and types of giving reward and punishment and the concept of reading comprehension, kinds of reading and reading principles.
Chapter III is research methodology, the writer explains time and place of research, subject of research, role of the researcher in classroom action research, technique of collecting data, technique of data analyzing, design of action’s intervention and planning development of action classroom.
Chapter IV is finding research, the writer tries to explore about data description, data interpretation and the result of the data after classroom action research.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Rewards
1. The Definition of Rewards
The students’ behaviour in school or classroom is followed behaviour from their environment. Sometimes they grow up with less worship and attention. Rewards and punishment appropriate to build up their motivation related their learning, especially in English learning process. The process to apply the reinforcer to increase behaviour is called reinforcement, there are two form of reinforcement, positive and negative.
Rewards as synonym for positive reinforcement, traditional behaviorist defined reinforcement stricly in terms or whether it increased behaviour.1
Using reward in classroom helps English teacher to increase students’s motivation. The example of giving reward, English teacher tells one of the students, “congratulations. I’m really proud of how good the story that you read”. If the student work harder and reads better story the next time, the teacher’s positive comments are said to reinforce or reward the student’s reading.
1
7
Rewards convey information about one’s skill or competence when they are linked to actual performane or progress, such as when teachers praise students for learning new skill or acquaring new knowledge.2
John W. Santrock goes on to point out that classroom rewards can be useful, theya are: 1. as an incentive to engage in tasks, in which case the goal is to control the students’ behavior, 2) to convey information about mastery. 3
Referring to the statements above, when reward is given by the teacher, the student can assosiate acting and behavioring in feeling of happiness and usually make them doing something countinously. In other side, reward has purposed to make the student does everything more dillegent to correct ot to increase the score.
2. The Purpose of Rewards
Rewards can be an effective way to encourage students to begin tasks or material that initially motivate students become involved in these task or material, other factors like interest and challenge can influence motivation.
According to Soejono (1980:62) giving rewards by teacher has education value and purposes, there are:4
1. Giving rewards can increase the better norm of students’ behavior 2. Giving rewards can maintain and expand the students’ behavior 3. Giving rewards are indicators of increasing competence
4. Rewards give the good situation to students in classroom 5. Giving rewards can make the students eager to learn material.
2
Dale H. Schunk, Paul R Pintrich and Judith L. Meece, Motivation In Education; Theory, Research, and Applications, (Columbus: PEARSON, 2008), Third Edition, p. 261.
3
John W. Santrock, Educational Psychology, (New York: McGraw-Hill, 2004), Second Edition, p. 421.
4
8
3. Types of Rewards
In study of behaviorism the students learn that reinforces increase behavior with praise, high test scores, and grade being common reinforces, because they are ends that result from students effort.
Although the use of rewards is controversial, it is still common. Some examples of rewards used in elementary classroom include:
a.Approval, such as teacher praise or being selected as a class monitor. b.Consumable items, such as candy or popcorn
c.Entertainment, like playing a computer game
d.Competition, like being the first to finish a game or drill In middle and secondary school classroom, rewards include: a. High test score
b. Teacher compliment delivered quietly and individually
c. Phone calls to parents or others care givers complimenting student work or attitudes.
d. Free time to talk to classmates.5
B. Punishment
1.The Definition of Punishment
According to Lester that punishment is applied following a desired action, as when a student is punished after coming forward to admit cheating on an examination.6
The student may also associate the punishment with being honest rather than with the original offense. The result may be that the student learns not to tell the truth.
According to Ray Flora that the way to reduce perceived need punishment and the way to reduce illegal and destructive behavior is to increase reinforcement for achievement. 7
5
Paul Eggen and Don Kauchak, Educational Psychology: Windows on Classrooms, (Columbus: Merril Prentife Hall, 2001), Fifth Edition, p. 413
6
9
According to Ngalim Purwanto:
“Hukuman adalah penderitaan yang diberikan atau ditimbulkan dengan sengaja oleh seseorang (orang tua, guru atau orang lainnya), sesudah terjadi pelanggaran, kejahatan atau kesalahan”
(Punishment is suffered that gave and caused by someone (parents, teachers, or the others), after violation, crime and mistake happened).8
Punishment is the practice of imposing something negative or unpleasant on a person or animal or property, usually in response to disobedience, defiance, or behavior deemed morally wrong by individual, governmental, or religious principles.9
From the statements above that giving punishment decreases the probability that a behavior will occur and punishment is defined as using force and physical pain to get the students to control their behavior in classroom.
In classroom activities, negative and positive reinforce are consequences that strengthen or increase behavior. These consequences are called punishers and the process of using these consequences to decrease behavior is called punishment.
2.The Purpose of Educative Punishment
Punishment should be consistent and applied every time that the students engage in the misbehavior. Punishment is applied in teaching and learning activities for certain purposes, most generally to encourage and enforce proper behavior as defined by society or family.10
When teachers want to decrease children’s undesirable behavior (such as teasing and hogging), punishment should be used only as a last resort and always in conjunction with providing the child information about appropriate behavior.11
7
Stephen Ray Flora, The Power of Reinforcement, (New York: State of University New York Press, 2004), p. 121
8
Ngalim Purwanto, Ilmu Pendidikan Teoritis dan Praktis, (Bandung: Rosda Karya), 1994), p. 46
9
http://en.wikipedia.org/wiki/Punishment
10
http://en.wikipedia.org/wiki/Punishment
11
10
Punishment must be given depending on the students' actions, not teacher’s mood on fatigue level. Give the punishment immediately after the misbehavior to make the association between the act of wrongdoing and the consequence of punishment.
3.Types of Educative Punishment
These following types of punishment are not types of treatment. Types of punishment here are chosen because other methods of correction the students’ misbehavior does not work. Here, punishment divided into four types, there are:
1. Psychical punishment, such as: slapping, pinch between forefinger and thumb and striking.
2. Punishment using words and sentences, such as: griping, threatening, teasing and ridiculing.
3. Stimulus psychical punishment, such as: slope, open wide of eyes and glum.
4. Inconvient punishment, such as: the students stands up in front of class, out of class, stands beside the teacher, sits down beside the teacher or orders the student writes the sentence and rewrite for 10 times or more.12
C. Reading Skill
1. The Definition of Reading
When someone reading a text but he or she does not understand what he or she are reading, that mean they are not reading. In against, reading is understanding and comprehending. Reading is useful for language acquisition
F. Dubin defines the meaning of reading as primarily a cognitive process, which means that the brai n does most of the work”.13
12
http://file.upi.edu/direktorfpbs/jurpendidikanbahasaarab/195105081980031suherman/m akalah/hukuman dan ganjaran.pdf.
13
11
Generally, reading can be defined as an interaction with a printed message. It means that reading is not passive action: there is some intellectual energy to be expanded. Reading is the art of transmitting ideas, facts and felling.
Pang said in her book:
“Reading consists of two related processes: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one’s spoken language. Comprehension is the process of making sense of words, sentences, and connecting text. Readers typically make use of the background knowledge, vocabulary, grammatical knowledge, experience with the text and other strategies to help them understand written text.”14
In order to get students to read enthuasiastically, English teacher needs to work to create interest in the topic and tasks. A common paradox in reading lessons is that while teachers are encouraging students to read for general understanding, without worring about the meaning of every single word, the students, on the other hand, are desperate to know what each individual word means. Many of students would rather tackle a reading passage with a dictionary in one hand and a pen in the other to write translations all over tha page.
Reading is a challenge to the teachers also because it is such as a complex process. Reading is not a general ability but a composite of many specific abilities . It is necessary to break down general comprehension into specific skills which together constitute it. It is necessary to inquire how well the students are able graps the general meaning of a passage.
According to Jemery Harmer that a word of caution needs to be added in reading passage. If students ask for the meaning of all the words they do not know and given some of the problems inherent in the explaining of different word meaning, the majority of a lesson may be taken up in this way. The teachers need to limit the amount of tie spent on vocabulary checking in the following ways:
14
12
Time Limit
The teachers can give a time limit of say five minutes for vocabulary enquiry, whether this involves dictionary use, language corpus searchers or questions to the teacher.
Word/Phrase Limit
The teachers can say that the teachers will only answer questions about five or eight words or phrases.
Meaning Consensus
The teachers can get students to work together to search for and find word menaings. To start the procedure, individual students write down three to five words from the text they most want to know the meaning of. When students have each doene this, they share their list with another student and come up with a new joint list of only five words. This means they probably have to discuss which words to leave out. 15
2. Kinds of Reading
a. Intensive Reading
In intensive reading, as the term indicates, each vocabulary and structural item is explained and made as fact of the students’ active language, pronunciation, and intonation are stressed, and each concept allusion is clarified. Besides intensive reading is used to gain a deep understanding of a text, which is important for the reader. The process of scanning takes a more prominent role here than skimming.
Absolutely readers need to make distinction between extensive reading and intensive reading. The term intensive reading refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms. Here, the student looks at extract from magazines, poems,
15
13
internet, websites, novels, newspapers, plays and a wide range of other text genres.16
Intensive reading is usually accompanied by study activities. The teacher may ask students to work out what kind of text they are reading. Look for details of meaning, look at particular uses of grammar and vocabulary and then use the information in the text to move on to other learning activities and the teacher also encourage them to reflect on different reading skill.
b. Extensive Reading
Extensive reading should involve reading for pleasure what Richard Day calls joyful reading, the reader deals with longer texts as a whole, which requires the ability to understand the component parts and their contribution to the overall meaning. Example: reading newspaper article, short story or novel.
According to Jeremy Harmer that one of the fundamental conditions of a successful extensive reading programme is that students should be reading material which they can understand. 17
This is enhanced if students have a chance to choose what they want to read, if the students are struggling to understand every word, the students can hardly be reading for pleasure. It is the main goal of this activity. This means that English teachers need to provide books which either by chance or because they have been especially written, are readily accessible to the students.
3. The Purpose of Reading
Students read a text learn to find out information, to be entertained, to reflect or as religious practice. The purpose for reading is closely connected to a person’s motivation for reading. It will also affect the way a book is read. Jeremy Harmer said in his book that many students want to be able to read texts in English either for their career and their pleasure. 18
16
Jeremy Harmer, How to Teach English, (Pearson: Longman, 2007), new edition, p. 99
17
Jeremy Harmer, The Practice of English Language Teaching,…p. 283
18
14
The essential purpose of reading generally is to get new information or pleasure. Reading for information is reading that we do not stop to analyze the grammatical structures; we understand the structure without thinking about it. Reading for information requires that we understand the meaning of passage.
Reading for information may range from the scanning of documents and the reading of letters to in depth understanding of articles of books. Whether we are reading for pleasure or information, the nature of the reading depends on what the readers want from the text.
4. Reading Principles
Principle 1: Encourage students to read as often and as much as possible
The more students read, the better they get. Everything the English teachers do should encourage them to read extensively as well as – if not more than – intensively. It is a good idea to discuss this principle with students.
Principle 2: Students need to be engaged with what they are reading
Outside normal lesson time, when students are reading extensively, they should be involved in joyful reading, the teachers try to help them get as much pleasure from it as possible. But during lesson, the teachers will do our best to ensure that they are engaged with the topic of a reading text and the activities they are asked to do while dealing with it.
Principle 3: Encourage students to respond to the content of a text (and explore their feelings about it), not just concentrate on its construction.
15
Principle 4: Prediction is a major factor in reading
When the students are choosing what to read for pleasure, the teachers should encourage them to look at covers and back cover copy to help them select what to read and then to help them get into a book.
Principle 5: Match the task to the topic when using intensive reading texts.
Once a decision has been taken about what reading text, the students are going to read, the teachers need to choose good reading tasks- the right kind of questions, appropriate activities before during and after reading, and useful study exploitation.
Principle 6: Good teachers exploit reading texts to the full19
Any reading text is full of sentences, words, ideas, descriptions, etc. It does not make sense, in class, just to get students to read it and then drop it and move on to something else. Good teachers integrate the reading text into interesting lesson sequences, using the topic for discussion and futher tasks, using the language for study and then activation and using range activities to bring the text to life.
19
16
BAB III
RESEARCH METHODOLOGY
,
A.
Time and Place of Research
The writer held the research at Seventh Grade of SMP Dua Mei, which
is located on Jl. H. Abdul Ghani No. 135 Cempaka Putih, Ciputat Timur,
Tangerang Selatan. The writer did the Action Research on March 10
th2010 up to
August 28
th2010.
B.
Subject of Research
The Subject of the research is seventh Grade students of SMP Dua
Mei Ciputat Timur. There are 68 students for seventh grade of SMP Dua Mei
Ciputat which are divided into two classes called 7.1 and 7.2.
C.
Role of the Researcher in Classroom Action Research
The role of researcher in classroom action research is Teacher at
seventh grade of SMP Dua Mei and her partner as observer, she conducts this
17
D.
Technique of Collecting Data
In completing the data, the writer uses qualitative data and quantitative
data, qualitative data consists of observation, interview and field note.
Quantitative data consists of pre-test and post test.
1According to Mills that data collection techniques also include using
direct observation, interviews, attitude scales and questioners.
2Qualitative data
consists of observation within the teaching learning process in the classroom and
interview to be presented to teacher’s activity and the students’ activity. And
other side, the quantitative data consists of pre-test, post-test I after conducting
cycle I and post-test II after conducting cycle II.
1.
Observation
The observer does the observation directly toward English teaching
and learning-process in SMP Dua Mei Ciputat 2009/2010 Academic Year.
In this research, the writer’ partner acts as an active observer. The writer
interacts with the students as well as the teacher. In Reading lesson, the
observer observes students’ reading skill, such as; words meaning,
comprehending the words and sentences by comparing the knowledge
stored in the students’ brain, and identify the basic forms and meaning of
the text.
2.
Interview
Interview is held with the teacher and students; it means to know the
real condition in applying the technique giving rewards and educative
1 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp.
127-132.
2
18
punishment and how far the technique can motivate the students in
improving students’ reading skill. The observer will interview the English
teacher and students. This interview will conduct before and after the
implementation of Classroom Action Research.
3.
Field notes
This field notes is taken by the observer, this is the informal notes
written by teacher when she conducts teaching and learning process. The
data may already be selective and focused on a particular issue, for instance
to analyze the student interaction and questioning technique
3. The purpose of
this technique is to know and analyze how far the technique giving reward
and punishment can influence students’ reading skill.
4.
Test
The test is given to the students in order to know how well the
students’ reading score after giving technique of giving rewards and
punishment.
E.
Technique of Data Analyzing
The technique of data analysis used in this research is descriptive
analysis (percentage) and the analysis qualitative data used in this study is the
observation of students’ activities during teaching learning process and the
interview before and after classroom action research and the teacher’ activity in
classroom and the situation of classroom.
In completing the numerical data, the writer tries to get the average of
students’ reading score within before the the implementation and every cycle in
3
19
order to know how well the technique giving reward and punishment in the
classroom.
It is the formula;
4x
X =
N
X : mean
x : individual score
N : number of students
Then, the writer tries to get the class percentages which pass the KKM
(65) of English lesson at SMP Dua Mei Ciputat. It is the formula:
5F
P = X 100%
N
P : the class percentage
F : total percentage score
N : number of students
Then, the writer analyzes the students’ reading score from pre-test up to
post-test and she uses the formula:
y1 - y
P =
X 100%
Y
P : percentage of students’ improvement
y : pre-test result
4
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
5
20
y1 : post-test 1
F.
Design of Action’s Intervention
According to Santrock, action research is research used to solve a
specific classroom or school problem, improve teaching and other educational
strategies or make a decision at a specific level.
6Also according to Chamot, Action research is classroom based
research conducted by the teachers in order to reflect upon and evolve their
teaching.
7In this design’s classroom action research (CAR), the writer used Kurt
Lewin Model, this concept consists of planning, acting, observing, and
reflecting
8. According to Stringer and Christensen that action research is
presented as a cyclical and repetitive process of inquiry that guides teacher
preparation.
9The relationship among those concepts formed one cycle. Basically,
amount of cycle depends on with the issue or issues happened in teaching and
learning activities and also the achievement. The writer describes the scheme of
action research designed by Kurt Lewin.
6
John W Santrock, Educatiobal Psychology, (New York: Mc Graw, 2004), second Edition, p. 23
7
Chamot Uhl, et al, Conducting Action Research in the Foreign Language Classroom, 1998, Retrieved on 5 November 2010 from http://
www.nclrc.org/about_teaching/report_pub/conducting_action_reaseacrh.pdf
8
Wijaya Kusuma, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT MALTA PRINTINDO, 2009), hal. 19-20
9
21
Figure 3. 1
(Adapted from Suharsimi Arikunto, 2009)
Design of Kurt Lewin model
In detailing the design of action research, the writer modifies the
Action Research that according to Kurt Lewin Model:
Planning
Cycle I
Planning
Reflecting
Acting
Observing
Reflecting
Observing
Cycle II
Acting
22
Figure 3.2
CYCLE 1
d
CYCLE 2
(Modifying design adapted from Kurt Lewin’s Design)
Planning
The teacher makes the lesson plan The teacher choices the appropriate material and topic related with syllabus The teacher prepares the form observation for observer
The teacher prepares form evaluation and post-test I
Acting
Conducts the lesson plan
Teaches the descriptive text and applies the technique with a praise when the students read correctly and carefully
Gives the vocabularies if needed
Observing
Observes the class situation
Identifies the students’ achievement in learning reading
The observer observes the students’ behavior when they are given the technique
Does the post-test I after the implementation in cycle I
Asks the students’ responses after applying the technique.
Reflecting
The teacher and the observer discuss collaboratively students’ achievement and also the technique
Revises the lesson plan and the implementation if needed
Modifies the lesson plan for the next cycle and prepares for post-test II in order to know the improvement of students’ score
Planning
Revises the lesson plan and modifies the technique
Reselects the topic and the meterial and also the task
Prepares the form observation
Reflecting
Discusses with the observer about the students’ achievement in classroom Discusses about students’ behavior when the teacher gives the technique Discusses with the observer the improvement of students’ score and also analyzes the result from post-test I to post-test II
.
Acting
Teaches the material according to lesson plan
Gives other reward and punishment in order to make the student more enthusiasm
Orders the students make time table and give the note to their paper
Observing
The observes identifies the teacher’s activity in classroom
The observer observes the students’ behavior when they are given the technique.
The observer observes the students’ responses
23
G.
Planning Development of Action Classrooms
Cycle I
Planning
In this phase, the writer as English teacher makes lesson plan based on
the issue in classroom. The writer and the observer conduct Action Research
collaboratively. The purpose of this phase is to reform the process of students’
reading skill in classroom and to improve the result of students’ score by giving
rewards such as giving the students praise or consumable items (candy, book or
treasure) and educative punishment such as ordering the students to memorize
some vocabularies or text and rewrite the material once or more in the classroom
during the material is to be taught.
Before the teacher does the acting, the teacher makes lesson plan, hand
out related to reading material that will be taught in classroom, prepares the
instrument (observation, interview and field notes). Here, the teacher also makes
the post-test I in order to know how far the students’ achievement after giving
technique of rewards and punishment at the end of this cycle.
Acting
After the teacher makes lesson plan that has described above then the
teacher arranges the scenario of teaching learning activities related reading
material. The teacher uses the determined strategy as she is teaching while the
observer observes the class during the teacher teach the class. The teacher gives
reading material depend on the syllabus or annual program designed by the
teacher. The teacher gives the descriptive text then gives the dialog about
introducing. So, the teacher instructs the students to read carefully the dialog in a
pair then she gives the questions to students, when the student answers it well
24
“good” if the student answers it right but incomplete and “excellent” if the student
answers it right and complete. Here, if the student cannot answer the question, the
teacher has to take punishment like order them to memorize the dialog or to read
aloud the dialog or the teacher gives time out to students.
Observing
The writer’s partner as observer observes the students’ response,
participation, achievement and everything which is found during the teaching and
learning process and she also observes the teacher’s activity. Sometimes, the
observer also asks some students’ opinion about the process of teaching and
learning using technique giving rewards and punishment. In order to make this
phase real and concrete, the observer also takes note in order to know how far the
technique influence students’ reading skill in classroom. Here, the role of
observer is important. She has to take note real situation that appeared in the
classroom activities by giving rewards and punishment.
Reflecting
In this reflection has evaluation aspect that teacher and observer
evaluate and realize the process of teaching and learning students’ reading skill
through giving rewards and educative punishment.
In this phase, the teacher has to understand the issue of teaching
learning process and the situation the class that to be taught. After the data has
been collecting by observer and teacher, the teacher and observer will discuss and
analyze the data of teaching-learning process and also identify less of teaching
reading material by giving rewards and punishment to students and how to
improve it at classroom. The teacher will reflect herself by seeing and analyzing
the result of the observation whether the teaching learning reading material by
giving technique rewards and educative punishment influence is good to imply in
25
not. If the first cycle is unsuccessful that proven by students’ achievement such as
test, observation and field notes. Then, the writer should make the next plan to
solve the students’ problem in reading’s skill.
Cycle II
Planning
In cycle one, the teacher identifies and analyzes the issue then she or
he finds the problems based on issue that appeared in the classroom. So, in this
phase, the teacher will revise and modify lesson plan and reselect reading material
that will be taught selectively then she uses again kinds of rewards like give the
note and high score on students’ task after they do the task related with reading
material. The aim of this reward is to increase students’ behavior to read
selectively reading material such as descriptive text and the teacher also gives
technique educative punishment in order to decrease students’ behavior when
they read descriptive text well without mistake and wrong.
Acting
In this phase, the teacher gives the hand out to students and orders
them to read carefully the dialog about personal identity in a pair then she would
instruct them to practice it with pair. After the students read it well then teacher
gives many questions orally to students. Then, if the questions are answered well
then the teacher again gives the exercise, she orders them to fill the table based on
the dialog. In this cycle, teacher takes indifferent reward and punishment. After
the students fill the table the teacher gives rewards and punishment based on the
students’ score. If they do it well, teacher would give the high score and note on
their table and if they do it incorrect, the teacher gives the minimum score then
26
Observing
The observer as teacher’s partner observes the situation and the
students’ responses, teacher’s activities and students’ achievement and the
situation is found during the teaching and learning process. The observer also
asks some students’ opinion about the process of teaching and learning using
technique giving rewards and punishment. In order to make this phase real and
concrete, the observer also takes note and juts down field note to know how far
the technique of rewards and punishment such as gives the students’ task a note,
high score or orders the students rewrite and memorize the material and gives a
present can influence students’ reading skill in classroom.
Reflecting
This phase is aimed to reflect the completely done the action research.
In this phase, the teacher and observer evaluate and discuss about teaching and
learning process. They have to discuss further some problem appeared in the
class. Thus, the reflection is able to be determined after implementing the action
and the observation outcomes. Therefore, the unfinished problems yet could be
26
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
Before the implementation of the action, the writer has divided three parts of data description in order to know the obstacles of teaching learning in reading activities selectively, those are data of observation, data of interview and post-test.
1. Data of Observation
27
monotonous teaching learning in reading activity. For instance, when the teacher taught descriptive text to students, she ordered them to read carefully and after that translated it into Bahasa Indonesia, the teacher did not stop and re-read the passage that they did not understand yet and she also did not give the structure and the language features of descriptive text such as identification of descriptive text and description. Consequently the students had had less motivation in reading and made their behavior decreasing.
2. Data of Interview
This interview was conducted as unstructured interview, it was held on Wednesday, March 22nd 2010, and started 10.00 A.M up to 11.00 A.M. In this interview, the writer asked some questions related English teaching learning activity, emphasized on reading material. The writer asked the teacher about the general teaching in reading performance and also the achievement, the problems faced the students in reading material, and also the kinds of strategies that conducted by the teacher before previously implementation of Classroom Action Research (CAR).
28
reading material had been given. This is situation also made restlessness of the teacher because the teacher stated with KKM (Criteria of Minimum Completeness) that concerning with school program. In order side, the teacher gained the most students’ reading score was low and poor. Although the teacher also gave games when taught them but it was not enough to encourage their motivation to learn English well.
The next interview discussed the problems faced the student when the teacher taught the material. Most of students felt boring when the teacher conveyed the material.
3. Pre-Test
In completing the data, the writer did the pre-test before the teacher conducted Classroom Action Research, it was held on Monday, 2nd August 2010, and it began from 07.15 A.M up to 08.00 A.M. There were 31 students of VII grade followed the test. The test was 20 questions in multiple choice and the students did it during 30 minutes. From this pre-test, it is known the mean score of pre-test that was done by students was 62. 58.
The data above showed nine students who obtained the score above the KKM (Criterion of Minimum Completeness), while KKM of SMP Dua Mei was 62. So, twenty-two students were below the standard of KKM. From the data, there were two students gained the higher score and one student gained the lowest score which the higher score was 75 and lowest score was 40.
From the data above that showed almost of students’ achievement in reading was poor and low.
B. Data Interpretation
29
situation was not good if the teacher conveyed the monotonous learning, the students needed new technique to make them enthusiasm to read material and do the task well.
After knowing the students’ ability was low, which can be seen from the result of pre-test, the writer conducted two cycles which each cycle consists of four steps, there were planning, acting, observing and reflecting. After each cycle was done, the writer gave the students post-test to know the students’ achievement in reading.
This Classroom Action Research was held from 16th August 2010 up to 28th August 2010 at VII Grade of SMP Dua Mei Ciputat, there were 31 students followed this implementation. The writer conducted this research two cycles which each cycles was conducted two meetings.
1. Cycle I
1.1 Planning
30
1.2 Acting
Topic : Please Call me Susan!!! Day/Date : Wednesday, April 18th, 2010
31
1.3 Observing
Here, observer as a partner of the teacher observed the classroom activity while the teacher conducted the implementation of CAR. The observer carried out the observation. She observed the teaching learning process of the cycle I happened. The observer said, in fact the technique was done effective in the class, but the teacher explained the topic too fast then there were five students did not pay attention to the teacher. The students still difficult to comprehend the text it could be seen from ordered the student to arrange the word. When the teacher gave rewards, most of students felt enthusiasm to answer the question but also there were many students not enthusiasm because the teacher could not monitor the class all the time. Here, the observer also monitored the student’ behavior while the students were given the praise, they felt interested with the rewards and happy to follow the topic. It could be seen from their motivation to learn reading was increasing. So in this step, also the writer gave the post-test I to make sure and concrete whether the improvement of students’ reading skill is influence or not.
1.4 Reflecting
32
about the material because the large class problem. However, the writer had reached the goal of the applying technique and the lesson plan had been made with the teacher was achieved good enough in this cycle but the teacher and the observer needed more improvement about the material and modified the lesson plan.
2. Cycle II
2.1 Planning
The teacher was modified the previous lesson plan. In cycle I, the teacher found obstacles with the students’ behavior, there were some students not enthusiasm with the teaching learning process. The teacher selected the topic, here the teacher explained about Time Table or Schedule. The aim of this topic was the students were able to find out the detail information, they had to understand how to identify the time and they had to find out the meaning of the text. The teacher also prepared the task, here the teacher used the rewards and punishment after the students did the task. The teacher gave the note and high score on their task paper. Then to make sure the result of this cycle II the teacher prepared again unstructured form observation and field note to know whether the technique could improve students’ reading skill significantly or not. It showed from the teaching learning process, teacher’ activity and students’ activity and the indicators of lesson plan.
2.2 Acting
Topic :Clean the Black Board , please!!! Day/Date : Monday, August 23th, 2010
33
o’clock for yellow paper. She gave to each student one by one. Then she instructed them to change the hour. If the student got the right hour the teacher gave 10 point then if the student got the wrong hour the teacher gave “zoonkkkk” to her or him such as rubbish or trace of pencil or paper. The students felt satisfied with the games. After did the game, the teacher explained briefly about Schedule then she gave to students hand out “Kevin’s Activity” the hand out could be seen below:
Let me tell you about Kevin’s school activities on Monday. First, at 7.00 until 7.45 he studies Religion with Mr. M. Saleh. Then at 7.45 – 8.30, Mr. Simanjuntak will teach him Geography. After that Miss Susanti will teach him History. After break for 30 minutes, he will studies English with Mr. Arifin at 9.30 – 10.15. Mr. Suharto will teach Mathematics after that untill 11.00. The second break will last for 15 minutes. Kevin will start to study Biology with Mrs. Tini at 11.15 . Finally, at 12 o’clock Mr. Abdurahman will come to his class to teach Economics untill 12.15.
To sum up, Kevinn has seven subjects to study on Monday.
After the students and the teacher identified the hand out, then the teacher asked some question related to topic using cartoon, the teacher only opened the carton with 10 second for every question and the students had to find out the answer as soon as possible. When the teacher said “time is over” the students had to stop to look for the answer. The teacher gave 20 point for every student could answer correctly but for the students could not answer correctly, the teacher gave “zoonnkk”. Next, based on the text that given by teacher, the students were instructed by the teacher to complete the table to summarize how many subject Kevin will study on Monday. The teacher gave 15 minutes for filling the table and the first student could do the task correctly the teacher gave pencil for reward.
2.3 Observing
34
achievement and the teacher and it was expected the result in cycle II would be better than what had been achieved in cycle I. The observer concluded that the teaching learning was done effective and the students’ more active. The observer said that the teacher applied the technique successfully and her monitoring in the class was good enough, the teacher walked around when she explained the topic then checked the students who did not pay attention to her. The teacher’s explanation was not too fast in this cycle and students looked more active when the teacher asked some question to them. So, after the observer analyzed whole of the activities, the teacher was held the post-test II to know whether the students’ achievement in cycle II was improved or not. Based on the result of post-test II, it showed the students who passed the KKM in cycle II were 26 students or 83. 87%. It concluded there were improvements in their reading skill when the technique was conducted by the teacher.
The students also felt enthusiasm when the teacher asked some question then the teacher gave point and “zoonnkk” to students who did the task well and they did not well the exercises.
2.4 Reflecting
This reflection evaluated about the teacher’s technique, the students’ achievement during reading activity and also about the improvement the student’s score.
35
Third, the observer and the teacher discussed about the improvement of the students’ score from pre-test, post-test I and post-test II. it is proven from pre-test students who passed the KKM were 9 student or 29. 03%, in cycle II were 19 students or 61. 29, then in cycle II were 26 students or 83. 87%. Then the teacher and the observer concluded the implementation of this cycle was successful and they decided to stop continued the next cycle.
C. The Result of the Data After Classroom Action Research
After conducting the action research, the writer gained three data; those were the result of post test, post interview and post observation. In this case, the writer gave the report concerning the data analyzing according to post interview and the result of post-test.
1. The Result of Pre-Test, Post-Test I and Post Test II
To see whether the technique of giving rewards and punishment is influence and successful in reading or not and whether the score was increased or not to students of VII Grade SMP Dua Mei Ciputat, the writer described and analyzed clearly the result of pre-test, post-test I, and post-test II. Before the students did the test, the writer had done the reasonable the test using difficulty item and discriminating power to identify the test was used or not in the pre-test, post-tests I and post-test II. Here, the writer used quantitative descriptive technique to analyze the data.
36
Table 4.1
The Students’ Reading Score of Pre-Test, Post-Test I, Post-Test II The Result of Reading's Score
Students' Name Pre-Test Post-Test I (Cycle I)
Post-Test II (Cycle II)
X1 60 75 90
X2 70 65 75
X3 70 75 85
X4 65 70 75
X5 55 60 65
X6 60 60 65
X7 70 70 90
X8 60 75 80
X9 60 70 85
X10 65 70 75
X11 65 75 85
X12 75 80 85
X13 65 70 75
X14 70 75 80
X15 65 75 75
X16 60 70 85
X17 55 70 80
X18 60 60 80
X19 65 70 85
X20 50 55 80
X21 60 65 80
X22 60 60 90
X23 70 80 90
X24 55 60 65
X25 60 60 85
X26 55 60 65
X27 70 65 90
<
