THEEFFECTIVENESSOFCIRC AND PQ4R
METHODS TOIMPROVE STUDENTS’ READING
COMPREHENSION IN THE 10
THGRADEOF SMK N 3
SALATIGAIN THE ACADEMIC YEAROF 2014/2015
A GRADUATING PAPER
Submitted to the Board of Examiners in Partial Fulfillment of the
Requirements for the Degree of Educational Islamic Studies (S.Pd.I)
in the English Education Department of Teacher Training and
Education Faculty
Written By:
FITRI ARIYANI
11311029
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE OF ISLAMIC STUDIES (IAIN)
DECLARATION
In the Name of Allah, the Most Gracious, the Most Merciful.
Hereby the writer distinctly declares that this graduating paper is made by
the writer and it does not contain materials have been written or published by
other people, except the information is from some references. In addition, the
writer is able to account to her graduating paper if in the future it can be proved of
containing others’ idea, in fact, the writer imitates others’ graduating paper.
Thus, this declaration is made by the writer to be understood.
Salatiga, August 10th, 2015 The Writer
Hanung Triyoko, M.Hum. M.Ed Salatiga, August 10th, 2015 The Lecturer of English Education Department
State Institute for Islamic Studies (IAIN) Salatiga
ATTENTIVE COUNSELOR’S NOTE Case : Fitri Ariyani’s Graduating Paper
Dear
Dean of Teacher Training and
Education Faculty
Assalamu’alaikum Wr. Wb
After reading and correcting Fitri Ariyani’s graduating paper entitled
“THE EFFECTIVENESS OF CIRC AND PQ4R METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION IN THE 10TH GRADE OF SMK N 3 SALATIGA IN THE ACADEMIC YEAR OF 2014/2015”, I have decided and would like to propose that it could be accepted in the Education
Faculty and I hope this graduating paper can be examined as soon as possible.
Wassalamu’alaikum Wr. Wb
Counselor,
MOTTO
loss.Except those who believe and do good,
and enjoin on each other truth, and enjoin on
each other patience.”
(Al ‘Ashr: 1-3)
“Live as if you were to die tomorrow. Learn
as if you were to live forever.”
(Mahatma Gandhi)
“Don’t let the fear of losing be greater than
the excitement of winning.”
DEDICATION
This graduating paper is whole-heartedly dedicated to:
1. My dearest Father and Mother; Mr. Sutarno and Mrs. Mukiyah, thanks a
billion for your great affection, kindness, encouragement, education, and
everything you have given to me.
2. My beloved little ‘fussy’ Sister; Wulan Aktamiati, thanks a bunch! You
always amuse me. Without you, our home is quiet.
3. My big family of Granpa Karman and Granpa Karjo (Deceased), thanks for
always praying, motivating, and supporting.
ACKNOWLEDGEMENT
Alhamdulillahirabbil‘alamin, thanks to the Almighty Allah. Because of
Him, the writer can complete this research as one of the requirements for getting
the degree of Educational Islamic Studies (S,Pd.I) in English Education
Department of Teacher Training and Education Faculty of State Institute for
Islamic Studies (IAIN) Salatiga in 2015.
Secondly, peace and salutation are always given to our prophet
Muhammad SAW who has guided us from the darkness to the lightness.
However, this success will not be achieved without support, guidance,
advice, help, and encouragement from individual and institution, and I somehow
realize that it is an appropriate moment to give my deepest gratitude for:
1. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M.Pd., as the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, Ph.D., as the Head of English Education Department.
4. Drs. Kastolani, M.Ag., as the Academic Counselor.
5. Hanung Triyoko, M.Hum., M.Ed., as the research consultant who has
educated, supported, directed and given the writer advices, suggestions, and
recommendations for this research from beginning until the end.
6. Rr. Dewi Wahyu Mustikasari, M.Pd. who supported the writer in finding the
title of this graduating paper.
8. All of the lecturers in English Education Department.
9. Angga Arga Wastu, S.Pd., as the English teacher in SMK N 3 Salatiga who
gave chance to teach.
10.All of the staffs who helped the writer in processing of graduating paper
administration.
11.My beloved family.
12.My indeed friends; Nida Annisa, Dyah Koes Windarti, and Yuanita
Rahmawati. Keep our friendship!
13.My big family of “Racana Kusuma Dilaga-Woro Srikandhi”; Kak Iis, Kak Ida,
Kak Nidaul, Ndan Sofa, Kak Laily, Kak Amik, Kak Ulbi, Kak Misbah, Ndan
Anshori, Kak Muhaimin, Ndan Jhon, etc. Please keep the unity and be sincere in devoting! Salam Pramuka!
14.All of my friends; especially in TBI ’11, KKN Posko 25, TPQ “Baitul
Muttaqien”, BP-SPAMS “Telomoyo”, and Karang Taruna “Tunas Muda”.
Finally this graduating paper is expected to be able to provide useful
knowledge and information to the readers. Moreover, the writer is pleased to
accept more suggestion and contribution from the reader for the improvement of
the graduating paper.
Salatiga, 12th August 2015 The Researcher
ABSTRACT
Ariyani, Fitri. 2015. The Effectiveness of CIRC and PQ4R Method to Improve Students’ Reading Comprehension in the 10th Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015. A Graduating Paper.Teacher Training and Education Faculty.English Education Department.State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Hanung Triyoko, M.Hum., M.Ed.
Keywords: CIRC Method, PQ4R Method, Reading Comprehension
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
CERTIFICATION PAGE ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF FIGURE ... xiv
LIST OF TABLE ... xv
CHAPTER I : INTRODUCTION A. Background of the Research ... 1
B. Questions of Problem ... 5
C. Objectives of the Research... 6
D. Hypothesis ... 6
E. Benefits of the Research ... 7
F. Definition of Key Terms ... 8
G. Review of Previous Researches ... 11
CHAPTER II : LITERATURE REVIEW
A. Reading ... 14
1. The Definition of Reading ... 14
2. The Process of Reading ... 16
3. The Aspects of Reading ... 18
4. The Purposes of Reading ... 23
B. Teaching Reading Comprehension ... 24
1. The Teacher’s Role in Teaching Reading Comprehension ... 24
2. General Procedures for Improving Comprehension ... 25
C. CIRC and PQ4R for Teaching Reading Comprehension ... 27
1. Cooperative Learning ... 27
a. The Definition of Cooperative Learning ... 27
b. The Components of Cooperative Learning ... 28
c. The Purposes of Cooperative Learning ... 29
d. The Characteristics of Cooperative Learning ... 29
e. The Steps to Do Cooperative Learning ... 30
2. CIRC (Cooperative Integrated Reading and Composition) ... 31
a. The Definition of CIRC ... 31
b. The Components of CIRC ... 31
c. The Objectives of CIRC ... 33
d. The Strength of CIRC ... 34
f. The Steps to Do CIRC ... 35
3. PQ4R (Preview, Question, Read, Reflect, Recite, Review)... 35
a. The Definition of PQ4R ... 35
b. The Steps to Do PQ4R ... 36
CHAPTER III : RESEARCH METHODOLOGY A. Place and Time of the Research ... 40
1. Place of the Research ... 40
2. Time of the Research ... 47
B. The Method of Research ... 48
C. The Subject of Research ... 50
1. Population ... 50
2. Sample... 51
3. Sampling Technique ... 51
D. The Techniques of Collecting Data ... 55
1. Documentation ... 56
2. Observation ... 56
3. Test ... 59
E. The Research Instrument ... 59
F. The Technique of Analyzing Data ... 60
CHAPTER IV : ANALYSIS AND DISCUSSION
A. Data Presentation ... 64
1. Pre-Test ... 64
2. Post-Test ... 68
B. Distribution of Rank ... 71
1. The First Experimental Class ... 71
2. The Second Experimental Class ... 76
C. Data Analysis ... 81
1. Mean ... 84
2. Standard Deviation ... 86
3. Standard Error of Mean Difference ... 87
4. T-Test ... 88
5. T-Table ... 90
D. Discussion ... 91
CHAPTER V : CLOSURE A. Conclusion ... 94
B. Suggestion ... 96
LISTS OF FIGURE
Figure 3.1The Randomized Control-Group Pretest-Posttest Design
LISTS OF TABLE
Table 2.1 Processes that Define Reading ... 16
Table 2.2 Examples of the Comprehension Levels ... 21
Table 2.3 The Steps to Do Cooperative Learning ... 30
Table 2.4 The Steps to Implement PQ4R in Classroom ... 38
Table 3.1 The Data of School’s Accreditation and Curriculum Implementation ... 43
Table 3.2 The Profile of Students of SMK Negeri 3 Salatiga ... 44
Table 3.3 The Profile of Teachers and Staffs of SMK Negeri 3 Salatiga ... 45
Table 3.4 The Profile of Education Facilities of SMK Negeri 3 Salatiga ... 46
Table 3.5 The Phases of the Research ... 47
Table 3.6 The Different Procedures in Treating the Two Experimental Groups ... 49
Table 3.7 The List of Students in the First Experimental Class (R1) ... 52
Table 3.8 The List of Students in the Second Experimental Class (R2) ... 54
Table 3.9 The Time Schedule of the Meeting ... 56
Table 3.10 The Criterions of the Observation ... 57
Table 3.11 Evaluation Criteria ... 60
Table 4.1 The Pre-test Scores of the First Experimental Class ... 64
Table 4.2 The Pre-test Scores of the Second Experimental Class ... 66
Table 4.3 The Post-test Scores of the First Experimental Class ... 68
Table 4.4 The Post-test Scores of the Second Experimental Class ... 70
Table 4.6 Classification of Respondents’ Reading Comprehension in Pre-test ... 73
Table 4.7 Distribution of Post-test Rank in the First Experimental Class ... 74
Table 4.8 Classification of Respondents’ Reading Comprehension in Post-Test.. ... 76
Table 4.9 Distribution of Pre-test Rank in the Second Experimental Class ... 76
Table 4.10 Classification of Respondents’ Reading Comprehension in Pre-Test ... 78
Table 4.11 Distribution of Post-test Rank in the Second Experimental Class ... 79
Table 4.12 Classification of Respondents’ Reading Comprehension in Post-Test .... 80
Table 4.13 Score of Respondents’ Reading Comprehension in Pre-Test and Post-Test (The First Experimental Class) ... 81
Table 4.14 Score of Respondents’ Reading Comprehension in Pre-Test and Post-Test (The Second Experimental Class) ... 83
CHAPTER I INTRODUCTION
Chapter one concentrates on introductory explanation of the research. It
serves background of the research that discusses students’ less comprehension of
reading, afterwards, solving the problem by using certain learning methods. The
purpose of the methods is to help the students to comprehend the text easily when
reading.
A. Background of the Research
Language is a system of communication in speech and writing used by
people of a particular country (Oxford University, 2008: 247). Discussing
about language, Risdianto (2013: 1) asserts that language is produced as a
vital means to deliver or communicate messages by the use of speech (the act
of sound production) or written symbols. Language is very important in
human beings’ life since by the use of language they are able to deliver
messages and make interaction with others; particularly in their position as the
members of society. Consequently, humans cannot interact without language
because it is as a source to create the interaction among the humans.
English is very crucial to be learnt in this globalization era in which
people are obligated to struggle for advancement and enhance their
competence in order to be able to encounter the challenges. It has significant
people will succeed in learning because the incredible amounts of information
are in English. In addition, people will have greater cultural understanding
when they contact with ones who speak English so that they easily socialize
with them. Last aspect but not least, in the work aspect, people who have the
ability to speak English will get a proper job and even get a higher position in
their job because it is the most language used in the global workforce.In the
upcoming years, Indonesia will be predicted as the country which majority of
the investors are foreigners. Thus, many business entities will require people
who master English to be the employees.
Learning a language especially English, there are four skills to
complete communication namely listening, reading, speaking, and writing.
They can be divided into two parts; input skills and output skills. The input
skills include listening and reading, whereas, the output skills consist of
speaking and writing. The input skills can be simply achieved instead of the
output skills because they are passive and the others are active. Furthermore,
among the skills relate each other which must be passed sequentially. People
are capable to speak and write because they listen and read first.
One of the language skills that must be mastered is reading. According
to Spencer (1946) in Dechant (1982), reading is the process of interpreting
sense stimuli and performed whenever one experiences sensory stimulation.
Other point of view, Bond and Tinker (1967: 22) via Dechant (1982) point out
that reading involves the recognition of printed or written symbols which
experience. Moreover, Dechant (1970: 19) defines reading as the process of
giving the significance intended by the writer to the graphic symbols by
relating them to one’s own fund of experience. It can be inferred that reading
is perceived as twofold process such as (1) identification of the symbols; and
(2) association of appropriate meanings with them.
Reading necessarily requires comprehension. Comprehension includes
the correct association of meanings with word symbols, the selection of the
correct meaning suggested by the context, the organization and retention of
meanings, the ability to reason one’s way through smaller ideas segments, and
the ability to grasp the meaning of a larger unitary idea (Dechant, 1982: 311).
Smith (1982) describes that it is an active process that meaning does not reside
in surface structure but it is always relative to what the readers already know
and to what they want to know. Otherwise, Davis (1972) notes that
comprehension is two general mental abilities. They are (1) the ability to
remember word meanings and (2) the ability to reason with verbal concepts,
and hence with words. Thus, it can be deduced that comprehension in reading
is as a matter of making sense of text.
Every aspect of life included education involves reading. Students
need to read because reading is the foundation for most of the successful
future academic endeavors. It is also known that in the learning process, there
is a high correlation between reading comprehension and academic
information easily. The sources may come from the internet, magazine,
newspaper, journal, advertisement, and other printed texts.
However, the fact of the students in SMK Negeri 3 Salatiga
experienced by the writer when having a teaching practice there shows that
they are not fond of reading. The students prefer to watch a video rather than
read such kind of text. Besides that, they don’t like searching the difficult
words in the dictionary. When the teachers give an assignment contains
reading practice, they only read the text without understand the meaning.
Sometimes they are lazy and sleepy during the lesson. Consequently, they get
low scores for reading comprehension. It points out that the goal of learning
has not been accomplished yet.
Since, learning a language is a process of experiencing how to use the
language, therefore, the language cannot be transferred but it must be felt,
done and practiced (Sriadi, 2012: 5). The teachers’ role is demanded to reach
the goal of language learning. It concerns for the proper learning methods that
must be equipped by the teachers. The methods must give opportunity for the
students to use the language. Moreover, it must facilitate them to participate
actively during the lesson. The teachers also have to consider about the use of
learning media and strategies which are appropriate for the students’ condition
and the class situation. By designing an effective learning situation will
contribute to increase the students’ motivation and scores as well.
Hanze and Berger (2007) in Durukan (2011) elucidate that cooperative
student groups form both in-the-class and out-of-the-class environments to
ensure students help each other in learning an academic subject in the scope of
a common goal; where their self-esteem increases and their communication,
problem-solving and critical thinking skills develop; and where they actively
participate in the teaching-learning process.Roger and Johnson in Suprijono
(2011: 58) explain that there are five elements in cooperative learning namely
(1) positive interdependence, (2) personal responsibility, (3) face to face
promotive interaction, (4) interpersonal skill, and (5) group processing. It may
be one of good ideas to solve the problem above and to support in attaining
the goal of language learning.
By recognizing the obvious condition about the students’ weaknesses
as appeared above, the teacher may implement the right methods to teach
reading. The purpose is to help the students to comprehend the texts that they
read. Based on the explanation above, the writer is interested in conducting a
research entitled “The Effectiveness of CIRC and PQ4R Method to Improve
Students’ Reading Comprehension in the 10th Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015”.
B. Questions of the Problem
Based on the background of the research, there are many problems that
arise. The problems that are discussed in this research can be questioned as
1. How is the difference between CIRC and PQ4R methods to improve
students’ reading comprehension in the 10th Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015?
2. How is the significance difference between CIRC and PQ4R methods to
improve students’ reading comprehension in the 10th Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015?
C. Objectives of the Reseacrh
Based on the problems mentioned above, the objectives of the research
are described as follows:
1. To find out the difference between CIRC and PQ4R methods to improve
students’ reading comprehension in the 10th Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015.
2. To find out the significance difference between CIRC and PQ4R methods
to improve students’ reading comprehension in the 10th Grade of SMK N 3 Salatiga in the Academic Year of 2014/2015.
D. Hypothesis
Sugiyono (2010: 96) contends that hypothesis is a theoretic answer
toward the statement of research problem instead of an empiric answer by
using data.The hypothesis used in this research is comparative
hypothesis.Based on problem statements presented by the writer, the research
1. There is significance difference of students’ reading comprehension
between those taught by CIRC (Cooperative Integrated Reading and
Composition) and PQ4R (Preview, Question, Read, Reflect, Recite, and
Review) methods.
2. There is no significance difference of students’ reading comprehension
between those taught by CIRC (Cooperative Integrated Reading and
Composition) and PQ4R (Preview, Question, Read, Reflect, Recite, and
Review) methods.
E. Benefits of the Research
This research is expected to give benefits in language education field
and enhance knowledge either directly or indirectly, therefore the benefits of
the research can be described in theoretical and practical benefits as follows:
1. Theoretical Benefits
The result of the research is expected to improve knowledge or
develop insight of the readers in teaching English particularly reading
comprehension in high schools by using CIRC or PQ4R. In addition, it can
be a guide for the same type of study.
2. Practical Benefits
a. The Students
By using CIRC or PQ4R in learning English, it will create an
comprehend the reading text. Moreover, it can motivate the students
and increase the result of language learning.
b. The Teachers
The teachers can get information and alternative choice to carry
out an effective language teaching which suggests to engage the
students actively in the class and gives knowledge about the
effectiveness of CIRC and PQ4R method to improve students’ reading
comprehension.
c. The School
The result of the research is expected to be a reference for the
school to develop the learning quality specifically in reading skill in
order to improve the students’ achievement in the reading
comprehension.
F. Definition of Key Terms
Avoiding some incorrect interpretations in the title of research, the
writer would like to clarify and explain the terms used.
1. Effectiveness
Effectiveness is producing the result that is wanted or intended
(Oxford University, 2008: 143). In addition, Hornby (1974: 277) states
that effectiveness is having an effect and able to bring about the result
the degree to which educational means processes result in the attainment
of educational goals. In this study context, it can be inferred that
effectiveness is reaching the goal of reading (comprehension) by
implementing such a learning method.
2. CIRC
CIRC is abbreviated from Cooperative Integrated Reading and
Composition. Gupta and Ahuja (2014: 3) note that it is a comprehensive
approach to instruction in reading, composition, and spelling for upper
grades of elementary level. In CIRC, students are taught in reading groups
and then return to mixed ability teams to work on a series of cooperative
activities, including partner reading, making predictions, identification of
characters, settings, problems and problem solutions, summarization,
vocabulary, spelling and reading comprehension exercises. In addition, it
provides a structure to help teachers and students succeed in helping all
students become effective reader. According to Suprijono (2011: 130),
there are six steps to do CIRC such as (1) teacher divides students
heterogeneously into groups in which each group consists of four people,
(2) the teacher gives the students a discourse deals with the topic, (3) the
students work together to find the main idea, respond the discourse, and
then write it down, (4) the students present the result of group work, (5)
the teacher concludes the lesson, and (6) closing.
PQ4R is abbreviated from Preview, Question, Read, Reflect,
Recite, and Review. Thomas and Robinson (1972) in Sriadi (2012: 5)
explain that PQ4R is one of the strategies proposed to be good strategy in
improving the students’ reading comprehension. Based on Slavin’s (1994)
opinion in Sriadi (2012), PQ4R can help the students focus in organizing
information and making it meaningful. Fox, Radloff, and Hermann (1994)
in Sriadi (2012) add that PQ4R also provides a series of steps aims to help
the readers understand and remember what they have already read.
4. Method
Method generally refers to the path in study. Method is
aparticularprocedure for accomplishing or approaching something,
especially a systematic or established one (Oxford University Press, 2008:
277). Talking about method, Richards and Rodgers (2001) state that
method is an overall plan for the orderly presentation of language material,
no part of which contradicts, and all of which is based upon, the selected
approach. A method is procedural.
5. Improve
The word “improve” means to make something better, or to
become better (Pearson Education Limited, 2003: 957). Other definition,
improve means to enhance in value or quality; make better
(http://www.merriam-webster.com).
Reading comprehension is as a matter of making sense of text.
Snow (2002) and Baker & Brown (1984) in Blachowicz and Ogle (2008:
33)explain that good comprehenders actively construct meaning as they
read, and they also direct their own comprehending by using basic
strategies and by monitoring their own understanding.
G. Review of Previous Researches
In this study, the writer reviews some research papers from the
previous researches. Zulaekah (2012) conducts a research on“Penerapan
Model Pembelajaran Cooperative Integrated Reading and Composition
(CIRC) untuk Meningkatkan Minat dan Kemampuan Menulis Paragraf
Deskriptif Mata Pelajaran Bahasa Indonesia: Studi Kasus pada Siswa KelasIV MI Ma’arif Klangon, Kalibawang, Kulon Progo”.She uses Classroom
Action Research. The findings are the students taught by CIRC method are
motivated to follow the learning process and able to cooperate with others. As
a result, they understand the lesson has been learned and make it more
meaningful.
In addition, Sriadi (2012) undertakes a research on “The Effect of
PQ4R Strategy and Linguistic Intelligence on Reading Comprehension of the
Tenth Grade Students of SMA N 1 Sukasada in the Academic Year
2011/2012”. He uses Experimental Research. The findings point out that the
students who have high linguistic intelligence taught by using PQ4R strategy
Finally, Durukan (2011)carries out a research on “Effects of
Cooperative Integrated Reading and Composition (CIRC) Technique on
Reading-Writing Skills”. He uses Experimental Research. The findings
showthat mean score of experimental group taught by CIRC increases that is
found to achieve 49% of the target in the pre-test and 90% of the target in the
posttest compared to mean score of control group taught by traditional
teaching method.
By considering the three previous researches, the writer would like to
conduct research entitled “The Effectiveness of CIRC and PQ4R Method to
Improve Students’ Reading Comprehension in the 10th Grade of SMK N 3
Salatiga in the Academic Year of 2014/2015”. Unlike the three which only focus on one method either CIRC or PQ4R, the researcher tries to analyze the
effectiveness of CIRC and PQ4R to improve students’ reading comprehension
and then compares them which one is more effective.
H.Graduating Paper Organization
In this section, the writer would like to discuss some terms in chapter
one into chapter five. Chapter one is introduction consists of background of
the research, statements of the problem, objectives of the research, hypothesis,
benefits of the research, definition of key terms, review of previous
researches, methodology of research, and graduating paper organization.
Chapter two is literature review discusses about reading, teaching reading
and PQ4R (Preview, Question, Read, Reflect, Recite, and Review) for
teaching reading comprehension. Chapter three is research methodology
consists of place and time of the research, the method of research, the subject
of research, the techniques of collecting data, the research instrument, the
technique of analyzing data, and the statistical hypothesis. Chapter four is
analysis and discussion consist of data presentation, distribution of rank, data
analysis, and discussion. Chapter five is closure consists of conclusion and
CHAPTER II LITERATURE REVIEW
In this chapter, the theoretical books and other relevant information will be
discussed. They are very important to be the basic theory of teaching reading.
Hence, the writer wants to deliberate about literature review of reading, teaching
reading comprehension, and CIRC (Cooperative Integrated Reading and
Composition) and PQ4R (Previewing, Questioning, Reading, Reflecting, Reciting,
and Reviewing) for teaching reading comprehension.
A. Reading
1. The Definition of Reading
Dechant (1982) in “Improving the Teaching of Reading” states the
definitions of reading are divided into two major types, namely (a) reading
as interpretation of experience and (b) reading as interpretation of graphics
symbols. Similarly, Spencer (1946)in Dechant (1982: 4) declares that
reading is the process of interpreting sense stimuli and performed
whenever someone experiences sensory stimulation. DeBoer and
Dallmann (1960) in Dechant (1982: 4) also add that reading involves the
comprehension and interpretation of ideas symbolized by the written or
On the other hand, Hittlemen in Dallmann etal., (1982: 22-23)
clearly claims other definition of reading.
Reading is a verbal process interrelated with thinking and with all other communication abilities – listening, speaking, and writing. Specifically, reading is the process of reconstructing from the printed patterns on the page the ideas and information intended by the author.
He implies that in the oral process of reading, people importantly need to
think and use the other language skills such as listening, speaking, and
writing in order to grasp the gist from the author. Hence, they may
reconstitute ideas and information from the text.
Conversely, Nunan (1999: 248) declares that reading is sometimes
viewed as a passive skill. He also states that although it is passive but it
includes lot of things. The reason is it involves processing ideas generated
by others that are transmitted through language. Since reading implicates
the processing of written language, there is an interaction between the
reader and the writer. Moreover, it concerns highly complex cognitive
processing operations which are complicated to define. More specifically,
it relates with the process how the reader comprehends the text.
Nevertheless, Arthur I. Gates (1977) in Dallmann et al. (1982:
22)argues “Reading is not a simple mechanical skill; nor is it a narrow
scholastic tool. Properly cultivated, it is essentially a thoughtful process. ...
It should be developed as a complex organization of patterns of higher
mental processes”. According to him, reading is more than knowing what
but also comprehension. Comprehension is an essential of reading; that in
reading the reader reacts to what is recorded in writing; that what the
reader brings to the page is at times as significant to reading as what is
actually written on it.
2. The Process of Reading
The process of reading is extremely complex. When the readers
look at the text on a book, there may only appear marks made from ink.
There is seemingly no meaning on the marks. However, the marks can
bring about such mental and physical experiences to the readers. It
potentially make them laugh, smile, excited, even cry. It indicates that the
marks arouse some concept that is already in the readers’ mind. Then, the
new meaning is gained from the context called forth and the relations
among the concepts. Thus, the meaning is actually in the readers’ mind
(Dallmann et al., 1982: 23-24).
In addition, Grabe (2009: 14) points out that there is no single
statement is going to capture the complexity of reading if it is linked with
the different purposes of reading and the varying processes that are called
into play. He also emphasizes that reading is understood as a complex
combination of processes. The processes are explained in the table below:
Table 2.1
Process that Define Reading
No Process Explanation
materials at about 250-300 wpm.
2. An Efficient Process The reader coordinates rapid and automatic word
recognition, syntactic parsing, meaning formation, text-comprehension building, inferencing, critical evaluation, and linkages to prior knowledge resources.
3. A Comprehending Process The reader reads to understand what the writer
intended to convey in writing, though he also does more.
4. An Interactive Process There is an interaction between the reader and the
writer.
5. A Strategic Process A number of the skills and processes used in reading
call for effort on the part of the reader to organize and mentally summarize information, monitor comprehension, match comprehension output to reader goals, etc.
6. A Flexible Process As reader purpose shifts, as comprehension is
impeded, or as interest varies, the readers adjusts reading processes and goals.
7. A Purposeful Process There is an alignment between processes and
purposes of reading.
8. An Evaluative Process The reader evaluates how well he is reading
the text.
10. A Linguistic Process The readers read with making graphemic- phonemic
connections, recognizing the words, and having linguistic knowledge of the language of the text.
Similarly, Dechant (1982: 17) asserts that there are two process in
reading called a sensory and a perceptual process. Foremostly, reading
begins as the sensory process in which the eyes bring stimuli to the
readers. The eyes process the printed words and allow the readers to
identify the words and to then recognize the words. Hereinafter, it
continues to the perceptual process that reading is more than simply
recognizing the printed words, yet, it is a perceptual, conceptual, and
thinking process. In this process, the readers have to be aware of the
word’s meaning and relate the word to its context. So, the processes
happen in a sequentially occasion.
Grounded on Dallmann et al. (1982: 24), the successful process of
reading depends on four reasons, such as:
a. What the readers bring to the printed page
b. The readers’ purpose for reading
c. The readers’ ability to recognize the words
d. The concepts that the readers have formed
3. The Aspects of Reading
Dallman et al. (1982: 25) clarify that there are three aspects that
comprehension, and reflection. The aspects are the teacher’s guidance to
reach the goal of reading. More detailed explanation of the aspects above
is given below:
a. Word Recognition
Dechant (1982: 174) elaborates “Word recognition is the
perception and recollection of a previously identified word”. It
certainly pertains to word identification which refers to the ability to
develop a visual memory for a word not previously encountered or
learned. Students who are immediately able to identify the word,
eventually, they can recall the spoken word that the text represents.
According to Dallmann et al. (1982: 25), the ability to recognize and
pronounce words determines the degree of excellence in reading.
Therefore, it should be initially developed in the process of teaching
reading.
Dallmann et al. (1982: 111) point out that there are four major
ways to improve the students’ ability in recognizing words. The ways
are as follows:
1) Learning words by means of the sight method
2) Using context clues
3) Using phonic analysis and synthesis
4) Studying words structurally
In this initial stage, the students are taught the code of letter,
It firmly deals with the term of decoding which signifies as
discovering the correspondence between the grapheme (the written or
printed symbol) and the phoneme (the speech sound). Furthermore, the
teacher may apply oral reading as a practice to reach the objective of
mastering word recognition. In addition, as the fundamental aspect of
reading, hence, the teacher should pay more attention in teaching it for
the sake of continuing to comprehension aspect.
b. Comprehension
The second aspect of reading is comprehension. Dechant
(1982: 311) affirms the description of comprehension although it is
actually difficult to describe,
Comprehension includes the correct association of meanings with word symbols, the selection of the correct meaning suggested by the context, the organization and retention of meanings, the ability to reason one’s way through smaller idea segments, and the ability to grasp the meaning of a larger unitary idea.
It is probably true that to define comprehension is complex. On the
basis of Dechant’s explanation, comprehension occurs in the readers’
mind. It can be a thinking process in which reader have to combine
their basic intellectual skills, their experience, even crucially their
language skills to comprehend the printed materials.
Otherwise, Davis (1972)in Dechant(1982: 312) asserts that
there are two general mental abilities take place during the process of
comprehension. They are the ability to remember word meanings
explained before, it is really possible to teach and develop the two
basic comprehension skills which deal with the word recognition.
Anyhow, mastering the skills depends on the students to sequentially
sharpen their abilities.
Based on which comprehension takes place, Dallman et
al.,(1982: 159-160) classify it into three levels. Firstly, reading on
factual level refers to understanding what is actually written on the
page. Secondly, reading on interpretative level points at
comprehending the meaning that is not expressed in many words, but
can be implied. Lastly, reading on evaluative level means the readers
evaluate what they read through mental activities. The table below
gives more clarification about the skills required for each
comprehension level:
Table 2.2
Examples of the Comprehension Levels No Comprehension Levels Skills Required
1. The Factual Level
a. Knowing the meaning of words
b. Finding the main idea c. Selecting significant details d. Following directions
2. The Interpretative Level
a. Summarizing and organizing
b. Arriving at generalizations
c. Predicting outcomes
3. The Evaluative Level
a. Judging the authenticity of the material
c. Determining the correctness of the conclusions
d. Associating what is read with experiences, past or contemplated
Likewise, Lanier and Davis (1972)via Dechant(1982:
313)explicitly categorize comprehension skills into four levels.
Primarily, literal skills comprise recognizing and recalling facts,
details, sequence, main idea, directions, organization, and the like.
Next, interpretative skills include inferring, drawing conclusions,
generalizing, deriving meaning from figurative language, predicting,
anticipating, and summarizing. Then, critical skills consist of judging,
detecting propaganda, analyzing, checking validity, checking the
author’s biases and purposes. Finally, creative skills concern applying
information and responding emotionally.
It is very beneficial for the teachers to understand the factors
that affect the students’ comprehension. As a result, they are able to
help the students to overcome their shortcomings in comprehending
what they read. Additionally, it helps the teachers to prevent the
occurrence of serious deficiencies. The factors are difficulty of
material, intelligence, environment, emphasis on word recognition,
emphasis on oral reading, background for reading a selection,
adjustment of reading techniques to purpose and type of material, and
c. Reflection
Reflection is also one of the aspects of reading. Readers are
necessarily able to hold ideas and conceptualize meaningful
interpretation from the printed page through reflection. It involves the
act of comparing the written stimuli with the reader’s experiences.
Consequently, comprehension occurs which will evoke the reader’s
reaction. The reaction consists of concurrence of thought, comparison
of thought, disagreement with the idea, association, or
non-comprehension. Anyway, the teacher should give students time to
think in order to encourage reflection (Dallmann et al., 1982: 26-27).
4. The Purposes of Reading
The readers who have certain purposes in reading will determine
what is important in the text, what is remembered, and what
comprehension strategy they use to enhance meaning. Rivers and
Temperly (1978) via Nunan (1999: 251) suggest that there are seven main
purposes for reading:
a. To obtain information for some purpose or because the readers are
curious about some topic
b. To obtain instructions on how to perform some task for our work or
daily life
c. To act in a play, play a game, do a puzzle
d. To keep in touch with friends by correspondence or to understand
e. To know when or where something will take place or what is available
f. To know what is happening or has happened
g. For enjoyment or excitement
However, according to Grabe (2009: 8) the academic purposes for
reading can be classified as follows:
a. Reading to search for information
b. Reading for quick understanding
c. Reading to learn
d. Reading to integrate information
e. Reading to evaluate, critique, and use information
f. Reading for general comprehension
B. Teaching Reading Comprehension
1. The Teacher’s Role in Teaching Reading Comprehension
Smith (1982: 181) argues that teachers have a critical role in
helping students learn to read. The primary roles are to ensure that the
students have adequate demonstration of reading being used for evident
meaningful purposes, and to help them to fulfill such purposes. For
instance, the teachers must provide a model when the students see little
relevance in reading. Otherwise, they must create more interesting
students have difficulty in reading, they must also help the students to read
what they would like to read.
According to Grellet (2011: 3), it is not enough to understand the
gist of the text but necessarily to have more detailed comprehension. In
this case, Astika (2007: 228) determines that in order to fully comprehend
a text, the teachers necessarily should develop reading skills. The first
reading skill is the ability to recognize and infer meanings of unfamiliar
words that can be developed through vocabulary exercise. The second
reading skill is the ability to understand the text structure that is a
schematic representation examined by students in the process of
comprehending the texts. The third reading skill is the ability to recognize
relations of meanings through the use of cohesive devices such as
co-reference and pronouns.
Smith (1982: 182) elucidates that teaching reading comprehension
is a bit difficult. The teachers should strive to ensure the students that
reading is comprehensible. However, the thing that should be considered
by the teachers is to understand the factors that make reading difficult
including materials or activities used in the teaching process. It frequently
happens that unsuitable material is given to the students, consequently,
they will not understand. Thus, the teachers can give any material as long
as the students are expected to read because they can never learn to read
by not reading.
Dallmann et al. (1982: 174) connote that activities used to improve
reading comprehension are not always independently carried out. It can be
implemented in the same manner as almost all other reading abilities.
Basically, the comprehension can be attained during the reading activities
which may be through reading in context and practice exercises. Besides
that, activities other than reading can serve an important endeavor in
improving reading comprehension. There are four general procedures
suggested to develop comprehension, as follows:
a. Improvement through Incidental Means
Reading comprehension can be improved through incidental
means that includes all types of reading situations. A creative teacher
probably creates many ways to develop comprehension during the
regular reading period. Most common means is giving the students
questions deal with a story. In order to answer the questions, they will
read the story that indirectly it helps them to develop their
comprehension. In addition, asking the students to make a drama,
puppet show, or movies based on books also encourages them to read
with more comprehension.
b. Improvement through Practice Exercises
Giving the students direct practice in the form of exercises is
greatly profitable to improve their reading comprehension. However,
the teachers must determine which students need special practice by
ability. Otherwise, the teachers must consider about the basic
principles in the use of practice exercise, such as: 1) having a clearly
defined goal to be accomplished with each of the practice materials; 2)
explaining the students about the purpose of each practice exercise; 3)
helping the students to see the importance of the skill to be developed
by means of a given exercise; and 4) with the students knowing what,
if any, progress is being made.
c. Questioning as a Technique for Improving Comprehension
Questions can serve as one of the most effective means of
improving comprehension which is commonly employed during the
school day. In fact, questioning has been over-used as a teaching tool,
rather that under-used. However, the teacher must know that questions
should be on all levels of comprehension. Besides that, questions
should interest people in reading a selection, increase comprehension,
and check the comprehension. Moreover, questions should be within
the learner’s capability to answer and adapted to individual differences
within a group.
d. Use of Cloze Procedure
In cloze procedure, the readers are confronted with the need of
supplying words that have been omitted. The words should fit the
meaning of the passage. Thus, they have to put meanings together in
C. CIRC and PQ4R for Teaching Reading Comprehension 1. Cooperative Learning
a. The Definition of Cooperative Learning
Cooperative learning is a learning model which prioritizes the
cooperation to attain the learning goals. In cooperative learning, the
students are divided into teams which each team consists of four to six
students. In addition, the team structure is heterogeneous. They will
learn and work together in the team. Hayati (2002: 25) adds that in this
learning model, the students are involved to participate and interact
each other in the team. Thus, it will create an environment in which the
students not only learn from the teacher but also from the other
students.
Jacobs and Hallin Cambridge University Press (2009:
52)obviously describe the implementation of cooperative learning.
With cooperative learning, students work together in groups whose usual size is two or four members. However, cooperative learning is more than just putting students in groups and giving them something to do. Cooperative learning principles and techniques are tools which teachers use to encourage mutual helpfulness in the groups and the active participation of all members.
They imply that cooperative learning not only increases learning
effectiveness but also provides the students with the skill of
communicating, problem solving, critical thinking, collaborating,
sharing and socializing.
Roger and Johnson (1994) via Suprijono (2011: 58-61) state
that to achieve a maximal result in implementing cooperative learning,
there are five components that must be carried out:
1) Positive interdependence
2) Personal responsibility
3) Face to face promotive interaction
4) Interpersonal skill
5) Group processing
c. The Purposes of Cooperative Learning
According to Majid (2014), there are three purposes of
implementing cooperative learning such as:
1) It increases students’ performance in accomplishing academic
assignments. Besides that, it helps the students to understand
complex concepts.
2) It encourages students to admit their friends whose the background
of life is different.
3) It develops students’ social skill including sharing assignments,
being active in asking questions, appreciating others’ opinion,
inviting other students to ask, explaining ideas, and working in
groups.
d. The Characteristics of Cooperative Learning
Ibrahim et al. (2000: 6) definitely mention four characteristics
1) Students learn in a team to completely go over the learning
material.
2) Teams are formed heterogeneously.
3) Members of team possibly come from different race, culture,
ethnic group, and gender.
4) Appreciation is more oriented to the teams instead of the
individuals.
e. The Steps to Do Cooperative Learning
Ibrahim et al. (2000: 10) explain the steps to do cooperative
learning in a classroom consist of six phases. The table below is the
explanation of each step.
Table 2.3
The Steps to Do Cooperative Learning Phase Indicators Teachers’ Activities
1 Present goals and
condition students
Teachers deliver all of the learning purposes which will be attained in the end of learning process and motivate them to learn persistently.
2 Present Information Teachers present information to students through
demonstrating or reading a text.
5 Test on the materials Teachers evaluate students about learning result of the materials have been learnt or how each team presents work result.
6 Provide recognition Teachers search for ways to recognize
individuals or teams learning result.
2. CIRC (Cooperative Integrated Reading and Composition) a. The Definition of CIRC
Slavin (2010: 200) alleges that Cooperative Integrated Reading
and Composition (CIRC) is one of the cooperative learning models
which consists of an integrated learning between reading and writing.
Students are conditioned in cooperative groups and then organized to
learn reading in the groups. Because the main focus of CIRC activities
is to make the utilizing of time more effective, consequently, the
students should have a reading comprehension, sufficient vocabularies,
and good spelling to fulfill goals. As a result, they will be motivated to
have cooperation in the groups.
Other than that, Yaman (1999) in Durukan (2011: 103) has
another sight related with the definition of CIRC.
He implicitly elucidates that CIRC is very beneficial to be applied in
the language teaching. It not only develops the students’ writing and
reading skills but also other language skills.
b. The Components of CIRC
According to Slavin (2010: 205-212), there are eight
components of CIRC. They are teams, placement test, student
creativity, team study, team scorer and team appreciation, teaching
group, facts test, and whole-class units.
1) Teams
Teams can be established heterogeneously that consist of four or
five students.
2) Placement Test
Placement test can be obtained according to the previous daily test
scores have been averaged or the report scores. It is used by
teachers in order to know the student’s strength and weakness in
certain skills.
3) Student Creativity
By performing a task in the team, the students will be aware that
individual success is influenced by the group success.
4) Team Study
Team study is the phase where a learning act must be carried out
by the teams. In this phase, the teachers must help the teams who
5) Team Scorer and Team Appreciation
Team scorer is the act of scoring the achievement of team’s work.
Afterwards, the team also gives some criteria to appreciate the
team who succeeds and the team who fails in accomplishing the
task.
6) Teaching Group
Teaching group is the teachers explain a particular material briefly
before give the teams a task.
7) Facts Test
Facts test is the teachers implement a test based on the students’
facts.
8) Whole-Class Units
In whole-class units, the teachers present the material summary in
the end of learning process by using problem solving strategy.
c. The Objectives of CIRC
By implementing CIRC, it is expected to reach the objectives.
Slavin (2010: 202-204) alludes to three objectives of CIRC. They are
oral reading, ability to comprehend texts, then writing and language
skills.
1) Oral Reading
CIRC can increase the students’ opportunity to read loudly and
students will read to other students, as a result, they will respond
each other about their reading activity.
2) Ability to Comprehend Texts
The cooperative teams will help the students to develop their
ability in comprehending texts which can be applied extensively.
3) Writing and Language Skills
CIRC can be used to design, implement, and evaluate the writing
process and language skills by taking advantages of the teams.
d. The Strength of CIRC
According to Slavin (2010), the use of CIRC has some strength
as follows:
1) It can increase the students’ comprehension toward the learning
material.
2) The learning process is more centered to the students.
3) By working in a team, the students will be more motivated to
accomplish the task accurately.
4) The students are able to comprehend the meaning of questions
easily and check the answer reciprocally.
5) It helps the students who have low comprehension in the given
task.
6) It improves the learning result especially in accomplishing the
e. The Weakness of CIRC
There is one thing that should be contemplated by teachers in
applying CIRC in the classroom. When the teachers are teaching a
team to read, in the other side, they must give other students any
activity which only needs little guidance. So, the students will not
make noisy. However, the teachers who have the ability in managing
time and classroom well can avoid the problem.
f. The Steps to Do CIRC
Here are the steps to do CIRC which can be guidance for the
teachers:
1) Group students heterogeneously; each group consists of four
people.
2) Each group is given some articles based on the certain topics.
3) Students in a group work together to read reciprocally, find the
main idea, give any reaction and then write it down.
4) A representation of each group presents the result of group
discussion.
5) Together, students and teacher make a conclusion.
6) Closing.
3. PQ4R
a. The Definition of PQ4R
A method that can be implemented in teaching an effective
Reciting and Reviewing). Grounded on Thomas and Robinson
(1972)in Sriadi (2012: 5), PQ4R is one of the strategies proposed to be
a good strategy in improving the students’ reading comprehension
which consists of a six-step process. Moreover, Fox et al. (1994) in
Sriadi (2012) also state that PQ4R provides a series of steps aims to help
the readers understand and remember what they have already read.
There are some advantages of implementing PQ4R. PQ4R
enables the students to be more active in reading. They are given
chance to develop their reading ability. In addition, the implementation
of PQ4R can encourage the students to solve their problem
independently. Besides that, through the questions made by the
students will improve their comprehension toward the text because
they will invent some detail information.
b. The Steps to Do PQ4R
Suprijono (2011: 103-104) clarifies that there are six steps that
must be done in PQ4R. Based on the name, they are preview, question,
read, reflect, recite, and review.
1) Preview
Preview is described to be shown or to describe something
before it officially begins (Cambridge University Press, 2008). The
focus of previewing is to allow the students in discovering main
ideas developed from reading material. The main ideas can be
reading material at a glance but rapidly. The parts can be read in
that ways are introduction, table of contents, topic or sub-topic,
title or sub-title, and summary. Otherwise, the students can read
one or two sentences rapidly in every page to find the main idea. In
brief, the students will have reflection regarding with the thing that
will be learnt through previewing.
2) Question
Question means matter that needs to be discussed or dealt
with (Oxford University Press, 2008: 360). In this phase, the
students are allowed to formulate any questions. The questions can
be started from the simple ones to the complex ones including
what, who, where, when, why, and how. It is developed to forming
declarative, structural, and procedural knowledge.
3) Read
After the questions are formulated, then the students read
the reading material in detail. Reading is the main phase which
tremendously influences the successful process in reaching the goal
of reading. In this phase, they are guided to look for the answers of
the questions.
4) Reflect
During the reading process, the students must reflect what
they have read. Instead of only recalling or memorizing, it is
comprehend it. The ways to comprehend a text such as connecting
what have been read with the thing has been known before, relating
sub-topics of the text with the concepts, and associating what have
been read with the experience has been met.
5) Recite
In this phase, the students are asked to reflect the
information has been learnt again. However, the most important
things are the students are able to formulate the concepts, explain
the relationship among the concepts, and speak clearly the main
ideas by their own manners of writing. It is better if they not only
deliver it in oral language but also in written language.
6) Review
The last phase is reviewing. The students make a summary
from the reading material has been read. Moreover, it is important
to them in being able to sum up which hereinafter the conclusion
will be the answers from the question has been proposed before.
Table 2.4
The Steps to Implement PQ4R in Classroom
Steps Teachers’ Activities Students’ Activities
Preview
a. Give students a reading material to be read.
b. Inform students how to easily find main idea or purposes of learning that will be reached.
Question
a. Inform students to pay attention toward meaning of the reading material.
b. Give students an assignment to create questions dealing with the main idea that has been found using 5W 1H.
a. Give students an assignment to read.
b. Respond the questions that have been arranged before.
Read actively while give any response toward what has been read and answer the questions that have been made.
Reflect
Simulate learning material contained in the reading material.
Not only memorize and recall the learning material but try to solve problems from the information given by teachers and the knowledge known from the reading material.
Recite
Ask students to summarize the whole learning discussion learnt in that day.
Review a. Ask students to read the
summary
a. Read the summary.
b. Ask students to reread the reading material if they doubt with the answers.
material if they doubt with their answers.
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research 1. Place of the Research
The research was held at SMK Negeri 3 Salatiga. The school is
located at St. Ja’far Shodiq, Kalibening, Tingkir, Salatiga, Central Java.
a. The History of SMK Negeri 3 Salatiga
SMK Negeri 3 Salatiga officially began on May 2, 2007
presented by Operational Circulating Letter of Skill Program
Organizer No: 420.5/1510 Education Government Chief of Salatiga.
The school had been expected by the society especially who live in
Salatiga to answer demands of education.
The location was selected in Kalibening Sub-district because of
the consideration of society’s want toward the existence of state high
school. In addition, it was judged by Salatiga government’s want in
order to develop the region’s potencies. Thus, the school was expected
positive influences for the improvement of surrounding society
prosperity.
In the educational year 2008/2009, Establishing Directorate of
Vocational High School pointed out SMK Negeri 3 Salatiga as an
alliance school from SMK Negeri 2 Salatiga in the development
program of SMK SBI INVEST. However, there are six skill programs
in SMK Negeri 3 Salatiga such as Mechanics and Electronics
Engineering, Welding Engineering, Automotive and Electronics
Engineering, Motorcycle Engineering, and Food Plant Agribusiness
and Holticulture.
b. The General Information of the School 1) School Name
2) Circulating Letter of Building
3) NPSN
4) Statistic School Number (NSS)
5) Status
6) Accreditation
7) School Adress
8) Postal Code
: SMK NEGERI 3 SALATIGA
