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INCREASING THE STUDENTS’ ABILIPTY IN READING COMPREHENSION BY USING CAUSE AND EFFECT STRATEGY

AT THE EIGHTH GRADE OF SMP NEGERI 6 SUSUA

IN 2015/2016

THESIS

By

BUDI LUHUR BUULOLO Reg. Number. 112108018

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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INCREASING THE STUDENTS’ ABILITY IN READING COMPREHENSION BY USING CAUSE AND EFFECT STRATEGY

AT THE EIGHTH GRADE OF SMP NEGERI 6 SUSUA

IN 2015/2016

THESIS

Submitted to

Institute of Teacher Training and Education of Gunungsitoli in Partial Fulfillment of Requirements for the

Degree ofSarjana Pendidikan

By

BUDI LUHUR BUULOLO Reg. Number. 112108018

INSTITUTE OF TEACHER TRAINING AND EDUCATION OF GUNUNGSITOLI FACULTY OF EDUCATION OF LANGUAGES AND ARTS

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ABSTRACT

Bu’ulolo, Budi, 2016,Increasing the Students’ Ability in Reading Comprehension

by Using Cause and Effect Strategy at the Eighth Grade of SMP Negeri 6 Susua in.Thesis’ advisors (1)Yasminar Amaerita Telaumbanua, M.Pd. and (2) Dra.Nursayani Maru’ao, M.Pd.

Key Word : Reading Comprehension, Cause and Effect Strategy

Reading is one of the skills in language that can not be separated in our life because reading is an activity that requires the reader’s ability in receiving and involving thought and text and how thought can analyze, interpret and comprehend the meaning of the text, until getting the information from the text. Reading comprehension is a process of getting the information and using their prior knowledge, when the students read a text automatically can get the meaning from the materials.

The purpose of the research is to increase the Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy at the Eighth Grade of SMP Negeri 6 Susua which the total numbers of the students was 25 persons. The research was conducted by using CAR method. It was applied into two cycles. Each cycle consisted of planning, action, observation and reflection. The instruments used by the researcher to collect the data were observation sheet, the researcher searched about the students’

activities during teaching-learning process. While the observation sheet for the researcher noted by the teacher during teaching reading by using Cause and Effect Strategy.in evaluation sheet, the researcher searched about the students ability by multiple chose.

From the result of each cycle, it shows that, in the first meeting of Cycle I, there were three students (12%) can be classified in “thegood” level. There wereseven students (28%) in “the enough”

level. There were nine students (36%) in “theless” level and there were six students (24%) in “thefail”

level. In addition, the average of the students’ mark was 50.8. While the students’ ability in Cycle II was in “ the Good” level, it shows that there were fourteen students (56%) in “the very good” level.

There were ten students (40%) in “thegood” level. There was one students (4%) in “the enough” level.

The result shows that the students of SMP Negeri 6 Susua at the eighth grade are able to comprehend the reading text by using Cause and Effect Strategy. The students’ average mark was higher than the KKM (Kriteria Ketuntasan Minimal)that was 86.

From the research, the researcher has some suggestions such as (a) the students should be active to study English language well. (b) in teaching reading, the teacher in SMP Negeri 6 Susua, should motivation the students to study English especially in reading skill (c) the English teacher is expected

to increase the students’ ability in reading comprehension by using Cause and Effect Strategy

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First of all the researcher expresses his thank to Jesus Christ for His almighty, love, and blessing to the researcher to finish this thesis entitled “Increasing the Students’ Ability in Reading

Comprehension by Using Cause and Effect Strategy at the Eighth Grade of SMP Negeri 6 Susua in

2015/2016”. In finishing this thesis the researcher found many problems but thanks to God, he gives the researcher much power and spirit to overcome those problems.

The researcher has been supported by many people to finish this thesis. It is the first time for the researcher to make a thesis and it is so hard at the beginning until finishes it successfully. Because of their support, the researcher appreciates and is thankful to the helpful figures in the following.

1. Mr. Drs. Henoki Waruwu, M.Pd., as the Rector for the motivations, supports to all the students of IKIP Gunungsioli.

2. Mr. Drs. Ellyanus, M.Pd., as the Vice Rector two of IKIP Gunungsitoli and as the education examiner of this thesis to the researcher.

3. Mr. Adieli Laoli, S.Pd., M.Pd., as the Dean Faculty of Education of Languages and Arts and as the examiner of research method for donating criticisms and ideas in finishing this thesis. 4. Miss Yasminar Amaerita Telaumbanua, M.Pd., as his first advisor and also as the Chair of

English Education Study Program, never feels bored to advice the researcher until he finishes this thesis well.

5. Mrs. Dra. Nursayani Maru’ao, M.Pd., as the second advisor and also as the head of Balai Penelitian IKIP Gunungsitoli, who never feels bored to help the researcher to accomplishes this thesis until finishes it well.

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7. The entire lecturers of English Education Program for giving lectures and sharing their knowledge to the researcher, so he can make this thesis finish on time. There is no“end”

without “beginning”.

8. The headmaster of SMP Negeri 6 Susua for the occasion given in conducting the research and also the English teacher who helps the researcher in finishing the research.

9. Hisikia Bu’ulolo, S.Pd., the teacher-collaborator, who helps the researcher in observing the eleventh grade of SMP Negeri 6 Susua.

10.His beloved family, A/I Riahni Bu’ulolo. Fatarombowo Bu’ulolo (Father) and Salinaria Giawa

(Mother), who have sacrificed for supporting the funding mission, lovely brothers Sozatulo

Bu’ulolo, Artikan Bu’ulolo, Pikiran Bu’ulolo , Terteguh Bu’ulolo, and hissisters Ariani

Bu’ulolo, Servis Bu’ulolo Maswati Bu’ulolo who always share with their lovely laughter.

11.The researcher’s sponsor Mr. Dennis J. Cady who always supports the researcher in his financial and motivate to finish thisthesis and Dormitories’ Supervisior.

12.His closed friends, Samserlinar Lase S.Pd, Antonius Gea S.Pd, Sahabat Jaya Giawa, Harpelix

Wau S.Pd, Osara’o Laia, Sumangeli Gulo S.Pd, Sokhi Wanaha Bu’ulolo S.Pd, Devi Samataya

Putra Laoli S.Pd, Wirasman Gulo, Wijai Hutabarat, and all of his friends in class A the of academic year 2011 who always support the researcher and all the Dormitory “DASAMI”

friends. Thanks a lot for all of your support, assistance, and kindness, may Jesus Christ bless us.

Gunungsitoli, 2016

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TABLE OF CONTENTS

Page

ABSTRACT i

ACKNOWLEDGEMENTS ii

TABLE OF CONTENTS x

LIST OF FRAMES iv

LIST OF TABLES x

LIST OF GRAPHICS xi

LIST OF APPENDICES ... xii

CHAPTER I : INTRODUCTION... 1

A. The Background of the Problem ... 1

B. The Identification of the Problem ... 4

C. The Limitation of the Problem... 4

D. The Formulation of the Problem ... 4

E. The Purpose of the Research... 4

F. The Significances of the Research ... 5

G. The Assumptions of the Research ... 5

H. The Limitations of the Research ... 6

I. The Key Terms Definitions of the Research... 6

CHAPTER II : REVIEW OF RELATED LITERATURE ... 7

A. Theoretical Framework ... 7

1. Reading... 7

a. The Definition of Reading ... 7

b. The Purposes of Reading ... 8

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d. Reading Comprehension ... 9

1. The Definition of Reading Comprehension ... 9

2. The Levels of Comprehension ... 10

3. The Evaluation of Reading Comprehension ... 11

2. Cause and Effect Strategy ... 15

a. The Definition of Cause and Effect Strategy ... 15

b. The Procedures of Cause and Effect Strategy... 16

c. The Advantages and Disadvantages of Cause and Effect Strategy ... 20

d. The Relationship of Cause and Effect Strategy and Reading Comprehension ... 21

e. The Reading skills in the Syllabus of the Eighth Grade of SMP Negeri 6 Susua ... 22

B. The Latest Related Research... 25

C. Conceptual Framework ... 27

CHAPTER III : RESEARCH METHOD ... 30

A. The Object of the Action Research ... 30

B. The Setting and Subject of the Research ... 31

C. The Schedule of Implementing Action ... 31

D. The Procedures of the Action Research ... 31

E. The Instruments of Collecting Data ... 41

F. The Techniques of Analyzing the Data... 42 CHAPTER IV : RESEARCH FINDINGS AND DISCUSSIONS

A. The Research Findings 46

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2. The Explanation of the Research Findings

for Each Cycle 47

a. Cycle I 47

b. Cycle II 58

3. The Students’ Activities in All Cycles 68

4. The Researcher’ Activities in All Cycles 69

5. The Students’ Ability inReading Comprehension

by Using Cause and Effect Strategy

of All Cycles 70

B. Research Findings Discussions 71

1. The Common Responses of the Research

Problem 71

2. The Analysis and Interpretation

of the Research Findings 71

3. The Research Findings versus

the Latest Related Research 75

4. The Research Findings versus Theory 76 5. The Implication of the Research Findings 77 6. The Analysis of the Research

Findings Limitation 77

CHAPTER V : CONCLUSIONS AND SUGGESTIONS

A. Conclusions 78

B. Suggestions 78

BIBLIOGRAPHY 79

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LIST OF FRAMES

Page

1. Conceptual of the Research by UsingCause and Effect Strategy 28 2. The Procedure of Classroom of Action Researchby Using Cause

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LIST OF TABLES

Tables Page

3. The Students’ Ability inReading Comprehension

by Using Cause and Effect Strategy in Cycle I in the Second Meeting 56

4. The Students’ Ability inReading Comprehension by Using Cause

and Effect Strategy in Cycle II in the Second Meeting 66

5. The Students’ Activities of All Cycles 70

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LIST OF GRAPHICS

Graphics Page

1. The Students’Ability in Cycle I 57

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LIST OF APPENDICES

Appendices Page

1. Appendix 1a. Syllabus 81

2. Appendix 2a. Lesson Plan (The First Meeting in Cycle I) 94 3. Appendix 2a. Lesson Plan (The Second Meeting in Cycle I) 97 4. Appendix 2b. Lesson Plan (The First Meeting in Cycle II) 100 5. Appendix 2b. Lesson Plan (The Second Meeting in Cycle II) 103 6. Appendix 3a. The Material (Beauty and the Beast) 107 7. Appendix 3b. The Material (Babu and the Lion) 108 8. Appendix 4a. The Table of Specification (Cycle I) 109 9. Appendix 4b. The Table of Specification (Cycle II) 111 10. Appendix 5a. The Test Instruments Validity in Cycle I 113 11. Appendix 5b. The Test Instruments Validity in Cycle II 116 12. Appendix 6a. The Observation Sheetof the Students’ Activities in Cycle

(Meeting I) 120

13.Appendix 6b. The Observation Sheet of the Students’ Activities in Cycle I

(Meeting II) 123

14. Appendix 6c. The Observation Sheet of the Students’ Activities in Cycle II

(Meeting I) 126

15.Appendix 6d. The Observation Sheet of the Students’ Activities in Cycle II

(Meeting II) 129

16. Appendix 7a. The Observation Sheet of the Researcher’s Activities

in Cycle I (Meeting I) 132

17. Appendix 7b. The Observation Sheet of the Researcher’s Activities

in Cycle I (Meeting II) 135

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in Cycle II (Meeting I) 137

19.Appendix 7d. The Observation Sheet of the Researchers’ Activities

in Cycle II (Meeting II). 139

20.Appendix 8a. The Students’ Test sheet in Cycle I 140

21.Appendix 8b. The Students’ Testsheet in Cycle II 144

22. Appendix 9.Student’s Evaluation Sheetin Cycle I 149 23. Appendix 9.Student’s Evaluation Sheet in Cycle I 153

24. Appendix 10a. The Answers Key in Cycle I 157

25. Appendix 10b. The Answers Key in Cycle II 158

26. Appendix 11a. Field Notes 159

27. Appendix 12a. The Result of theStudents’ Ability inReading

Comprehension by Using Cause and Effect Strategy in Cycle I 163 28. Appendix 12b. The Result of the Students’ Ability inReading

Comprehension by Using Cause and Effect Strategy in Cycle II 164 29. Appendix 13a. The Students’Attendance List at the Tenth Grade of SMP

Negeri 6 Susua. 165

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CHAPTER I INTRODUCTION

A. The Background of the Problem

English was one of the International languages that have roles in our life either in mastering technology and sciences or education. English can be proved that most people in the world use English to communicate with other people from different countries. English was as a medium of communication. Based on the statements, English must be studied through language skills, namely listening, speaking, reading and writing.

Reading was one of the skills in language that can not be separated in our life because reading was an activity that requires the reader’s ability in receiving and involving thought and text and how thought can analyze, interpret and comprehend the meaning of the text, until getting the information from the text.

Urquhart and Weir (1988:2) state, “Reading was the process of receiving and interpreting

information encoded in language form via the medium of print”. Based on the experts’ opinion, the

researcher concludes that a good reader should build the meaning and receive the information from the reading materials.

Furthermore, Stoller (2002:9) says, “Readingwas the ability to draw meaning from the printed page and interpret the information appropriately.” Based on the experts’ opinion, the researcher

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In reading activity, the important aspect was comprehension. In other words, if the students want to know the whole content of the reading text, they must comprehend it as detail as possible. In the case, reading can be a way of increasing the students’own knowledge. After reading, the students have comprehension about the content of the text and own much new information which can be used to enlarge their knowledge. The statement was supported by Nunan (2003:68) say, “The goal of reading

was comprehension”. Furthermore, McNeil (1992:16) states, “Reading comprehension was acquiring

information and combining disparate elements into a new whole. It was the process of using one’s

existing knowledge (schemata) to interpret text in order to constructmeaning”.

From the experts’ opinionthe researcher concludes that the goal of reading was comprehension and reading comprehension was the way in general, which was used to gather information or ideas to form the comprehension according to the source of the reading material.

In the syllabus ofKTSP2006 at the eighth grade of SMP Negeri 6 Susua states that reading was one of the competence standard states that the students should be able to comprehend the meaning of simple short essay in recount and narrative form to build a good interaction in the daily life context. And the basic competence asserts that students should be able to respond the meaning of short functional text and essay in recount and narrative forms. The Minimum Competence Criterion (MCC) has been decided was 65 points while the average of the students’mark was under 65 points.

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In addition, the English teacher in the school stated the students’ ability in reading

comprehension was still low.

To overcome the problems above, the roles of the English teacher are needed so much in order that the teaching-learning process runs well and successful. Therefore, the researcher wants to look for a way out to solve the problems by using Cause and Effect Strategy to solve the problem.

Jersey (1958:86) explains that Cause and Effect Strategy helps students identify what happened and why it happened in both fictional and non-fiction texts. Briefly, when the students can see that there are causal relationships between events or ideas in text, they can made generalizations about other cause relationships in new texts and in life situation.

Based on the theory on the previous page, the researcher did a research entitled “Increasing the

Students’ Ability in Reading Comprehension by Using Cause and Effect Strategy at the Eighth Grade

of SMP Negeri 6 Susua in 2015/2016”.

B. The Identification of the Problem

There are some problems that the researcher found which occured during the reading comprehension process, they are;

1. It was the students difficult to find out the main ideas in the text.

2. The students had limitation to comprehend the generic structures in narrative text. 3. The students could not see the key words in text.

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C. The Limitation of the Problem

The researcher limited himself to search about increasing the students’ ability in reading

comprehension especially in narrative text by using Cause and Effect Strategy at the eighth grade of

SMP Negeri 6 Susua in 2015/2016”.

D. The Formulation of the Problem

The researcher formulated the problem above as follows.“How does Cause and EffectStrategy increasethe students’ ability in reading comprehension especially in narrative text at the Eighth Grade of SMP Negeri 6 Susua in 2015/2016?”

E. The Purpose of the Research

The purpose of the research was to increase the students’ ability in reading comprehension

especially in narrative text by using Cause and Effect Strategy at the Eighth Grade of SMP Negeri 6

Susua in 2015/2016”.

F. The Significances of the Research

The findings of the research are signified for:

1. The researcher, as a practice and experiment to increase the students’ ability in reading

comprehension by Cause and Effect Strategy.

2. The students, as a stimulation to increase their ability in reading comprehension.

3. The English teacher, as a guidance and motivation of using Cause and Effect Strategy to increase the ability in reading comprehension and have a good interaction to the students during the teaching-learning process.

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5. The readers, as an additional information that reading comprehension can be taught by Cause and Effect Strategy.

G. The Assumptions of the Research

In doing the research, the researcher had some assumptions, as follows.

1) Reading comprehension was an important activity to interpret the content of the text.

2) Cause and Effect was important in teaching-learning process to help the students identify what happens and why it happens in both fictional and non-fiction texts.

H. The Limitation of the Research

In conducting the research, the researcher proposed the limitation as follows.

1) The subject of the research was the students of the Eight Grade, Class A of SMP Negeri 6 Susua in 2015/2016.

2) In the research, the researcher used Classroom Action Research (CAR).

3) The researcher focused himself on the students’ ability in reading comprehension by using Cause and Effect Strategy.

4) The researcher taught a type of narrative text namely; My Horirible Experience and Beauty and the Beast.

I. The Key Terms Definition of the Research

To avoid the misunderstanding about the definitions that was used in the research, the researcher gives explanations that concern with the definition as follows.

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2. Reading comprehension helps to activate thestudents’ prior knowledge and allows them to make connections between themselves and the text.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoritical Framework 1. Reading

a. Definition of Reading

Reading was an activity and process involving the students’ and the connection the students’

experience to get information from the text. Grigg and Dana (2003:3) says, “Readingwas an interactive

and contractive process involving the reader, the text and the connection of the readers’ experience,

which involves the development of an understanding of a text, and thinking about in a different way.”

In other words, reading was a process in getting the information from a text involving the reader’s

activities.

Harmer (2003:283) states “Reading was an activity of reader to predict the information of

content in the text.” In other words, reading was an activity of a reader to get the information from the reading text correctly. Moreover Alderson (1983:154) says, “The objectives of teaching reading are

self-evidence, for information and for pleasure”. Therefore, to be serious and careful the reader make success avoid the failure in reading text. Thus, through reading the interaction between readers and authors has happened when the readers are successful in getting the messages from the authors in the texts provided.

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activity, the students wereable to increase the students’ ability of SMPNegeri 6 Susua especially at the eighth grade in comprehending the information in the texts provided.

b. The Purposes of Reading

Grabbe and Stoller (2002:13) say that there are some purposes of reading, namely: 1) Reading to search for simple information.

2)Reading to skim quickly. 3)Reading to learn from text. 4)Reading to integrate information.

5)Reading to write or search for information needed for writing. 6)Reading to critique texts.

7)Reading for general comprehension.

Burkart (1998:34) states,

“Reading was an activity with a purpose. A person may read in order to gain information or

verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may

also read for enjoyment, or to enhance knowledge of the language being read.”

The statement above explains that there are many purposes of reading such as to gain information,

to enhance knowledge, to critic a writer’s ideas or writing style and for enjoyment. When students wanted to do something, of course they have a certain purpose in their mind to madethe difference between success and failure of their activities. The case was the same when students read a reading text.

c. The Process of Reading

Goodman (1988) as quoted by Harrison, (Eds) (2004:42) assert that there are seven processes in reading, as follows.

1) Recognition-Initiation

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2) Prediction

Brain was always anticipating as it seeks order and significance in sensory input. 3) Confirmation

If the brain predicts, it must also seek to verify its predictions was confirmed. 4) Correction

The brain reprocesses when it finds inconsistence or its predictions are was confirmed. 5) Termination

The brain terminates the reading when the reading tasked was completed, but the termination may occur for other reason, the tasked was non productive little meaning was being constructed. Briefly, the processes of reading above are very important in the research because the processes of reading would help the researcher in doing was research and also the researcher applied it in teaching-learning process to achieve the good result.

d. Reading Comprehension

a. Definition of Reading Comprehension

Reading comprehension was a process of getting the information and using their prior knowledge, when the students read a text automatically can get the meaning from the materials.

Stoller (2002:17) says, “Reading comprehension was ability to understand the information in a text and interpret it appropriately”. Based on the definition, reading comprehension was an ability to understand the meaning or information from the text and then interpret the text as well as getting the sense of meaning, information, ideas from the text.

From the experts’opinions it is conluded that to comprehend the text, the students at the eighth grade of SMP Negeri 6 Susua used information they already possess to filter, interpret, organize and reflect upon the incoming information from the page. The reading text not only on comprehension skill

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b. Levels of Comprehension

Berry Et al (2005:31), explains three different levels of comprehension in reading skill, they are. 1) Literal Level

The first level of comprehension can be called the literal level for the sake of wording because it was the most simple. At the level the reader or student can attempt to answer the question: What did the author say? At the level, the reader would not have to understand the true meaning of a paragraph; however, the reader could memorize the information. Instructors might ask the reader to read a chapter dealing with dates or specific facts. At the literal level, the reader would memorize these dates and facts. However, even though the readers have memorized these facts, the does not mean that the readers necessarily understands their full meaning or see the implication of these dates and facts applied to other situations.

2) Interpretive Level

The second level of comprehension was called the interpretive level. At the interpretive level the reader or student can attempt to answer the question: What was meant by what was said? At the level, the reader are attempting to understand what the author meant by what she/he said in the story, paragraph or textbook. It was presumed that the readers have already memorized certain facts at the literal level and now the readers are attempting to see the implications of the author’s words. Atthe level, the readers are attempting to “read between the lines” as they say. At the level, you are attempting to understand what which the reader memorized at the literal level of comprehension.

3) Applied Level

The last level was called the applied level. At the level the reader or student can attempt to answer the question: How would the author’s message apply to other situations given what the reader memorized and understood at the other two levels? At the level, the readersare “reading between the lines” and then examining the message from the author and attempting to apply

that message to other settings.

In the research, the researcher assessed the students’ ability in comprehension ability in literal level. From the explanation above, the students focused on understanding main ideas and from narrative text.

c. The Evaluation of Reading Comprehension

To know the students’ ability in reading comprehension their ability should be assessed. Hughes

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ability.” In others words the evaluation was very important for the teacher to see how qualified the students have mastered comprehensively of what they have studied.

According to Purwanto (2006:109) there are forms of test to build evaluation in reading comprehension as follows.

1) Essay Test

Essay test requires the students to do their assignment or answer the question in essay form i.e. composing, in which their length depends on the students’ understanding of the given text. Yet, an

essay test item can be clarified as either an expanded-response essay items or a short-answer essay items.

2) True-False Test

The test was in the form of the questions or affirmative that contains two possible answers i.e. true or false. The statement requires the students to be able to determine their answers from the given sentence.

3) Multiple Choice Test

In the test the students need not to write their answers. Generally, the students are confronted to several provided-answers which consisted of three, four, or even five options, so the students just choose the best answers among others based on their consideration related to the given questions.

Multiple choice introduces two things: a) STEM identifies the problems in the form of questions, imperative, statement, or incomplete sentence and b) OPTION that was the response alternative.

4) Matching Test

The test provides two groups of statements and the students then match them according to the suitable pairs from group one to other.

5) Completion Test

The completion test requires the students to finish an incomplete sentence by filling in a blank with correct word or phrase.

Based on the experts’ opinion, the researcher used one of the ways of evaluating the students’

ability in reading comprehension. In doing the research, the researcher chose multiple choice tests because it was an appropriate evaluation to get the students’ ability in reading comprehension especially at literal level. The researcher chose the test to evaluate the students’ ability in reading

comprehension because it consisted of some topics, so it could help the researcher to know the

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Moreover, Alderson (2001: 201) points out, “Multiple-choice questions are a common device for testing students, test comprehension. Furthermore, Haladyna (1999:1) affirms that multiple-choice test was a very flexible assessment format that can be used to measure knowledge, skills, abilities, values, comprehension, and etcetera. It can be concluded that multiple choice test was one of the

flexible ways in testing the students’ability in reading comprehension.

The test usually consists of a number of the items that pose a question which students must select and answer from among a number of choices. Items can also be statement to which students must find the best completion. Multiple-choice questions items, therefore, are fundamentally recognition tasks, where students must identify the correct response. Students learn how to answer multiple-choice questions by eliminating improbable of the question destructors, or by various forms of logical analysis of the structure of the question.

According to Urbana-Champaign (2009:26), there are some advantages, and suggestion in multiple choice item, they are:

1) The advantages in using multiple-choice items are: a) Versatility in measuring levels of cognitive ability. b) Highly reliable test scores.

c) Scoring efficiency and accuracy.

d) Objective measurement of students’ achievement.

e) A wide sampling of content or objectives

f) A reduced guessing factor when compared to true-false items.

g) Different response alternatives which can provide diagnostic feedback. 2) The suggestions in using multiple-choice are:

a) Read all the answer choices before selecting one.

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From the statements, it is concluded the advantages and suggestions helped the researcher as the

guideline in evaluating the students’ ability in reading comprehension. And also when the students got the difficulties in answering the questions, they were proposed to see the suggestions.

In the research, the researcher provided 20 items of questions and there were four options answer for each item that was only one correct answer expected to be chosen by the students. In giving

the students’ score, the researcher adjusted it on their answers, the right answer was scored 1 (one) and the wrong one was scored 0 (zero). The students’ maximal mark was 100 as suggested by Depdiknas (2004: 15) in giving the mark of students in reading comprehension by using multiple-choice test, and then the researcher formulatedthe students’ score foreach number of questions, as follows.

After getting the students’ total score, the researcher counted the students’ value by using the following formula suggested by Cartier (1968); Cziko (1983); Hudson & Lynch (1984); Bachman (1987); and Brown (1984a, 1988a, 1990, 1993, 1995) in Brown (1996:1-8):

After getting the students’ mark the researcher decided the whole percentage of the students’

ability by using a formula as Tuckman (1975) in Nurgiyantoro (1986:345-347), as follows:

Which:

Students’ total score =The sum of all right answers of the students

Student’s mark= x100

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TP : Tingkat percentile

FB : Jumlah frekuensi kumulatif di bawahnya (jumlah frekuensi di bawah skor yang akan dihitung

tingkat percentilnya).

N : Jumlah subyek

100 : Bilangan konstan/tetap

After getting the students’ mark individually and the percentage totally, their ability in

comprehension was classified in some categories as stated by Tuckman in Nurgiyantoro (1968:363), they were:

85%-100% was very good level 75%-84% was good level 60%-74% was enough level 40%-59% was less level and 0%-39% was fail level

2. Cause and Effect Strategy

a. The Definition of Cause and Effect Strategy

Jersey (1958:86) says, “Cause and Effect Strategy was help students identify what happened and why it happened in both fictional and non-fiction texts. When the students can see that there are causal relationships between events or ideas in text, they can made generalizations about other cause relationships in new texts and in life situation”.

Herczog, (Eds.), 2010,Strategies for Struling Readers:aTeacher Resource Guide

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The decision about how to present information they choose from a variety of structures to organize information for students. Cause and effect may be found in fiction, nonfiction, poetry, and plays. Sometimes a single incident (cause) can lead to multiple effects. Other times multiple causes can lead to a single effect. The purpose of our experiment was to see if becoming an all-star athlete would increase the attractiveness and popularity ratings among other students. A cause was why an event happens. An effect was an event that happens because of a cause.

In conclusion that Cause and Effect Strategy could affect to the student’s ability in reading comprehension, the students can understand why events and actions happened and the students could relate their prior knowledge. By using Cause and Effect Strategy, the researcher taught reading easier to the students.

b. The Procedure of Cause and Effect Strategy

Ella, (1999:18) writes some steps to apply of Cause and Effect strategy for reading skill.

1) Introduce cause and effect. You may use any of the ideas listened above or you may have another way you would like to introduce the concept.

2) Read a children’s book to the class that shows many examples of cause and effect.

3) As a class, discuses the examples in the book and write them on the board.

4) It was helpful to point out “signal” words as you teach the concept. Signal words help the reader to identify a cause and effect relationship. It was important to tell students that not all cause and effect relationships will have signal words.

5) It was also helpful to point out that some causes may have several effects and vice versa. Also, sometimes a cause can become an effect and vice versa.

6) Discuss how cause and effect relationships can be stated (directly said) or implied (you must

“read between the line” to figure it out).

7) After you believe students have a good understanding of the concept, divide the class into groups and assign roles (Roles may include writer, reader, presenter, etc.)

8) Give each group a copy of the cause and effect worksheet (p. 2 of the document) and a

children’s book.

9) Explain the directions. Each group was to read their children’s book and write down the

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Branson (2005:54) states some steps to apply of Cause and Effect Strategy for reading skill. 1)Begin by reading a story together or doing a science experiment with a clear cause-effect

outcome. Then discuss the concept of cause and effect with your child. Ask her if she has ever heard the phrase before and, if so, see if she can explain what it means.

2)Continue your discussion by talking about how events are connected to each other and that the cause was the thing that makes something happens, while the effect was the thing that happens (the reaction).

3)Ask your child to provide you with an example of a cause and effect from the book you read or the experiment you did. Then see if she can provide one from real life as well. Ask: Do things always happen in pairs of cause and effect and then stop? Are the times when something was caused by more than one thing or that the first reaction was the cause of another reaction?

4)Provide a simple example of an event that was series of cause-effect relationships, either

verbally or in pictures. You can sing a song like “There Was an Old Lady Who Swallowed a Fly,” in which each thing the old lady swallows compels her to swallow something else

which triggers another reaction and so forth, or you could simply pull up a picture of to show how each action of a piece of the machine causes a reaction of another piece.

Chrwas Horner and Ryf (2007:31-32) write some steps to apply of Cause and Effect Strategy activities in reading skill as follows.

1) “Explain” how recognizing cause and effect relationships in text will help students understand

and remember what they are reading. For example, each action (cause) has consequent reactions (events) leading to an outcome (effect). Making these connections will help them remember events in a reading and why they happened.

2) “Model” using a simple example to fill in a cause and effect graphic organizer. Example:

Provide the following paragraph for students to read. (can be written on the board or on paper.)

3) Once you have modelled how to fill in the cause and effect graphic organizer, use an article that has text structure containing cause and effect relationships to guide students in filling out a cause and effect organizer using the information in the text. For example, use the article. 4) “Application”- Have the students work in pairs to finish filling out a graphic organizer sheet

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Quirke, Reichmann, Peyton (2009:6) write some steps of Cause and Effect Strategy in teaching the students.

1) The teacher makes the students discussion by talking about how events are connected to each other and that the cause was the thing that makes something happen, while the effect was the thing that happens (the reaction).

2) Ask your child to provide you with an example of a cause and effect from the book you read or the experiment you did. Then see if she can provide one from real life as well. Ask: Do things always happen in pairs of cause and effect and then stop? Are the times when something was caused by more than one thing or that the first reaction was the cause of another reaction?

3) Provide a simple example of an event that was series of cause-effect relationships, either

verbally or in pictures. You can sing a song like “There Was an Old Lady Who Swallowed a

Fly,” in which each thing the old lady swallows compels her to swallow something else which

triggers another reaction and so forth, or you could simply pull up a picture to show how each action of a piece of the machine causes a reaction of another piece. Effect and cause lesson for the students.

Based on the experts’opinion, the researcher concludes that understanding cause and effect was important for reading success. Some events have more than one cause, and some causes have more than one effect.

Based on the procedures of teaching Cause and Effect Strategy explained, the researcher modifies the steps to teach the students at SMP Negeri 6 Susua, namely.

1) The researcher introduced the material and invited to find out the main idea in narrative text. 2) The researcher discussed about how events are connected to each other and that the cause was

the thing that makes something happens, while the effect was the thing that happens (the reaction).

3) The researcher provided simple example to the students of cause and effect by writing on the board, verbally and in pictures.

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6) The researcher asked the students to think of something that might happen and describe cause and effect relationships in narrative text.

7) The researcher decided the class into groups and found the specific facts about narrative text. 8) The researcher gave each group of a copy of the cause and effect worksheet.

9) The students discussed then, each group would present their result to read and point out in front the class.

c. Advantages and Disadvantages of Cause and Effect Strategy

Manzo (1993:132) says, that the advantages of Cause and Effect Strategy as follows. 1) The students read an informational or literary text.

2) The students brainstorm cause and effect relationships found in the text.

3) The teacher introduces a visual aid of a tree with many branches either on the board or chart paper, as well as on worksheets for each student.

4) The students write the cause on the trunk of the tree.

5) On each branch the students write the effects of the cause. If there was more than one cause and effect relationship in the text, use another tree.

6) The students share their cause and effect trees and/or extend them into paragraph form. Furthermore Ella (1999:19) says that the advantages of Cause and Effect Strategy as follows. 1) Cause and Effect allow a lot of detail to be collected that would not normally be easily

obtained by other event.

2) The data collected was normally a lot richer and of greater depth than can be found through other event.

3) Cause and Effect tend to be conducted on rare cases where large samples of similar participants are not available.

4) Cause and Effect studies can help experimenters adapt ideas and produce hypotheses which can be used for later testing.

5) A cause was an action or event that results in another action or event.

6) Cause and Effect will connect Text Structure Learning from Reading to Writing. 7) Cause and Effect will organize the structure of students' writing.

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Ella (1999:19) says that disadvantages of Cause and Effect Strategy are, as follows.

1) One of the main critic was of cause and effect was that the data collected cannot necessarily be generalized to the wider population.

2) The can lead to bias in data collected, which can influence results more than in different designs.

3) It was also very difficult to draw a definite cause/effect from case studies.

4) Cause and Effect explore some signal words and phrases that help readers figure out cause and effect in a text

5) It cannot help to understand whether there are many causes that contribute to an effect. d. Relationship Cause and Effect Strategy and Reading Comprehension

Reading comprehension was a process of getting the information from the text. The comprehension talks not only about being read, but also understanding the meaning of what the written material talks about. In teaching reading the teacher has to use strategy; one of them was Cause and

Effect Strategy to increase the students’ ability in reading skill. Cause and Effect was important in teaching-learning process to help students identify what happened and why it happened in both fictional and non-fiction texts. In other words by teaching Cause and Effect Strategy, the students are able to comprehend, analyze the meaning all of the content of the text and it can be getting a good arranging sentences in a good order.

In addition, Johnson (1984) says, Cause and Effect Strategy was help students identify what happened and why it happened. Cause and Effect Strategy helps the students to be consistent with their ability in reading, after the researcher applies Cause and Effect Strategy in teaching learning process.

Based on the explanation, the researcher states that by applying Cause and Effect Strategy can

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e. Reading skill in Syllabus of the Eighth Grade of SMP Negeri 6 Susua

In doing research, the researcher applied the research by conducting the teaching reading comprehension in SMP Negeri 6 Susua, especially for the students at the eighth grade based on the syllabus 2015/2016. The competence standard states that the students should be able to comprehend the meaning of simple short essay in recount and narrative form to build a good interaction in the daily life context. And the basic competence asserts that students should be able to respond the meaning of short functional text and essay in recount and narrative forms.

From the statements, the researcher finds two kinds of text that the syllabus focuses on, they are.

Recount is a piece of text that retells past events, usually in the order in which they happened. The purpose of a recount text is to give the audience a description of what happened and when it happened.

1) Generic Structure of Recount

f) Orientation: Introducing the participants, place and time g) Events: Describing series of event that happened in the past

h) Reorientation: It was optional. Stating personal comment of the writer to the story 2) Language Feature of Recount

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Example of recount text

My Horrible Experience

Let me remind you my experience during an earthquake last week. When the earthquake happened, I was on my car. I was driving home from my vocation to Bali. Suddenly my car lunched to one side, to the left. I thought I got flat tire. I did not know that it was an earthquake. I knew it was an earthquake when I saw some telephone and electricity poles falling down to the ground, like matchsticks. Then I saw a lot of rocks tumbling across the road. I was trapped by the rock. Even I could not move my car at all. There were rocks everywhere. There was nothing I could do but left the car and walked along way to my house, in the town. When I reached my town, I was so surprised that there was almost nothing left. The earthquake made a lot of damage to my town. Although nothing was left, I thanked God that nobody was seriously injured.

Source:http://www.docstoc.com/docs/24134610/recounttext.

Narrative text

Narrative text was a type of reading text that tells a story. As Shier (2009:2) says,

“Narrative textwas talking about a story that was may be folktale, fable, short story, legend and so on. It has function to amuse or entertain the readers with actual or imaginary experience in different ways. Narrative text always deals with some problems, which lead to the climax and

then turn into a solution to the problem.”

According to Williams in Klingner (2007:77), “Narrative text focuses on teaching students to

utilize story structure as an organizing framework for understanding critical aspect of the stories theyread.”

Generic structure of narrative text:

a) Orientation; the introducing of what was inside the text. What the text talks in general, who involves in the text, when and where it happens.

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c) Resolutions; the phase where the participants solve the problem aroused by the conflict. It does not matter whether the participants succeed or fail. The point was the conflict becomes end.

Example of narrative text

Beauty and the Beast

Once upon a time there was a prince. He was good looking and very rich. He lived in a beautiful castle together with was staffs and servants.

One rainy dark night, a woman came to was castle. She was old and ugly. The prince did not like her and sent her away. After he sent the woman away, she turned into a beautiful fairy. She cast a spell over the prince and was castle. The prince became a beast. He was no longer good looking. He looked very ugly instead and all was servants turned into furniture.

One day, an old man named Maurice was traveling pasting the castle. It was raining so hard that he decided to enter the castle. When the Beast saw him, he captured him.

After some time, Maurice’s daughter, Belle, began to worry about him. She started to look for

him. Finally, she arrived in the castle and she found her father there. She asked the Beast to let her father go but he refused. Belle, then, agreed to stay in the castle so that her father could go home.

While Belle was staying at the castle, the Beast slowly changed. He was not mean anymore. Belle began to like him and finally they fell in love each other. Right after, she declared her love for him the spell was broken. The Beast and was servants became human again. Then, the Beast and Belle got married. They lived happily ever after.

Source:http://collectedion.aucklandartgallery.govtz.nz

From the definition and example, it can be said that narrative text was a short story it may be a legend which happened in the past time and to made amuse or entertain the readers. The researcher choose narrative text because help the students to increase their ability in reading comprehension through targeting the intensive reading instruction, in which the students engaged to get the main elements of the text.

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B. The Latest Related Research

Mrs. Kealoha (2011) searched about the role of Cause and Effect Strategy. Help students to understand what event, its importance and purpose. The students can identify cause and effect in the text, in the first grade of Junior High School in Honolulu Hawai’i. In her research the researcher used Classroom Action Research (CAR).

The steps of Cause and Effect Strategy used by Kealoha as follows.

1. Introducing the material and examples to help students understand how authors organize. 2. The researcher made a discussion to the students.

3. Asking the students to think of something that might happen and describe cause and effect relationships in reading text.

4. Deciding the class into groups.

5. Giving worksheet and the last was presenting the result by reading in front class.

Mrs. Keahola did two cycles to get the best result. The result of the research was the students text were interesting, motivated, and focused on reading texts when using Cause and Effect Strategy.

In doing her research, she chooses the class that has scores under the average 30-65 and they cannot achieve the minimum competence criterion (70), also the ability in comprehending a text was low, especially in Narrative text.

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students were successful. The result of her research it can increase the students’ ability in reading

comprehension.

After the researcher doing the Cycles, it was found that the average of the students’ value in Cycle I was 63.44 while in Cycle II was 84.89 and it was in “good level”. And it shows the students’

ability in reading comprehension increased from Cycle I to Cycle II.

Meanwhile in the research, the researcher noticed that the similar atmosphere exists, as the

basic steps increasing the students’ in reading comprehension. Thus, the researcher increased the

students’ ability in reading comprehension by using Cause and Effect Strategy especially in narrative

text at the eighth grade of SMP Negeri 6 Susua in 2015/2016. C. Conceptual Framework

The strategy of the teacher was very useful for the students in understanding the material well. Strategy was a tool in teaching successfully. Thus, the researcher needs to prepare all the equipments of teaching such as materials, the purposes of teaching including the strategy used in the teaching-learning process. In the teaching reading process the researcher should be able to apply many strategies to increase the students’ ability to comprehend reading texts the researcher describes a scheme. In the scheme the researcher prepared himself by selecting Narrative Text as a material to be taught.

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asked the students to do exercises by using Cause and Effect Strategy, and the last, the researcher evaluated the students ability in reading comprehension.

The researcher solvedthe students’ problem in reading comprehension in order that the students’ ability in reading comprehension especially in narrative text would be increased. The researcher implemented Cause and Effect Strategy and explained for the students to guide them in reading comprehension. Furthermore, the researcher ordered the students to read and comprehend a reading text (narrative text). The researcher analyzed the result of the students’ reading comprehension by giving test to the students. Finally, the implementation of the strategy increases

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To make clear, the researcher has made it in conceptual framework, as follows.

Figure1.The Conceptual framework of increasing the Students’Ability in Reading Comprehension by Using Cause and Effect Strategy.

The Researcher

READING COMPHREHENSION

The result of the students’ ability in

reading comprehension

2. The students’ limitation in comprehending the

generic structures in narrative text.

3. The students cannot see the key words and phrases in text.

4. The students difficult to find the specific facts.

Cause and Effect Strategy the steps as follows:

1) The researcher introduced the material and invited to find out the main idea in narrative text.

2) The researcher discussed about how events are connected to each other and that the cause was the thing that makes something happens, while the effect was the thing that happens (the reaction) and differentiate between fiction and nonfiction.

3) The researcher provided simple example to the students of cause and effect by writing on the board, verbally and in pictures.

4) The researcher continued discussion to the student’s the generic structures in narrative text.

5) The researcher more explained to identify the key words and phrases in narrative text.

6) The researcher asked the students to think of something that might happen and describe cause and effect relationships in narrative text. 7) The researcher decided the class into groups and find out the specific

facts about narrative text.

8) The researcher gave each group of a copy of the cause and effect worksheet.

9) The student discussed then, each group presented their result to read and point out in front the class.

Teaching the students in Narrative Text

CAR

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CHAPTER III RESEARCH METHOD

A. The Object of the Action

In doing the research, the researcher conducted Classroom Action Research (CAR). The research focused on increasing the teaching-learning activities in the classroom. The researcher chose CAR as the research method because the researcher wantedto increase the students’ ability in reading

comprehension by using Cause and Effect Strategy. As stated by Ferrance (2000:1) action research was a process in which participants examine their own educational practice systematically and carefully, using the techniques of the research.

In addition, Atweh (1998:25) says,

Through action research people can come to understand their social and educational practices more richly by locating their practices, as concretely and precisely as possible, in the particular material, social and historical circumstances within which their practices were produced, developed and evolved—so that their real practices become accessible to reflection, discussion and reconstruction as products of past circumstances which are capable of being modified in and for present and future circumstances.

From the theories above, it was clear that Classroom Action Research was very important in education field as an action of the teachers to increase or change practices in their school situations.

In conducting the research, the researcher needed an English teacher to help himself to observe the activities during conducting the research. According to Arikunto and Supardi (2008:22), it was suggested for the beginner researcher collaborated with the English teacher in conducting Classroom Action Research.

The object of action searched in the research wasthe students’ ability in reading comprehension

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B. Setting and the Subject of the Research

The location of research was SMP Negeri 6 Susua. It was located on Jalan Fatodano, in Hilidanayao Village, Susua Sub Dwastrict, and West Nias Regency. The total numbers of the teachers was 12 persons and 1 of them was an English teacher. The school consisted of three classes. The seventh grade consisted of one class, the eighth grade consisted of two class, and ninth grade consisted of one class. In the research, the researcher choses the eighth grade class B as the subject of the research which consisted of 25 students. The researcher choses the class because the students in the class had the problem in reading comprehension.

C. The Schedule of Implementing the Action

In the research, the researcher limited himself in allotted time. The research was done at the beginning on February 2016, because at the time the topic of narrative text was taught to the students based on the academic calender and syllabus.

D. The Procedures of the Action Research

In conducting the research, the researcher arranged the procedures of action in one or more cycles based on the success and the unsuccessful of the research. Each cycle consisted of two meetings. According to Arikunto (2008:83), the operational of Classroom Action Research consisted of four components, they are:

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2. Action was the realization of theory and teaching strategy. It was aimed for increasing the problem.

3. Observation was an activity for collecteding the data and information that can be used as the input in doing reflection toward what has been done in action.

4. Reflection was an activity of analyzing, interpreting, and explaining all of the information that has been got from the observation and what has been done in the action.

The procedure above consisted of planning, implementation, observation and reflection. In observation phase it was not only the researcher who does the observation, but also the teacher

collaborator had help the researcher to observe the students’ activities and the researcher’s activities

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To make it clearer, the researcher makes a figure about the cycle that was done by the researcher in doing the research as follows.

Cycle I

Cycle II

Figure 2: The researcher procedures of increasing the students’ ability in reading comprehension

by using Cause and Effect Strategy

Preliminary study considers about the syllabus, Minimum Competence Criterion, the students’ ability in reading comprehension especially in

narrative text form.

Planning:the researcher prepares the material, lesson plan, observation

sheet, and evaluation sheet.

Action:the researcher teaches the students in 2 cycles by reading comprehesion

through Cause and Effect Strategy.

Observation:The teacher-collaborator assisted the researcher to observe the reseacher’s and the students‟ activities,

during teaching-learning

Reflection:The researcher notes, analyzed and evaluated the result of the observation sheet and evaluation

sheet as reflection and make improvisation for the next cycle.

Unsuccessful

Research report

Reflection:The researcher notes, analyzed and evaluated the result of

the observation sheet and evaluation sheet as reflection and

make improvisation for the

to observe the researcher’s and the

students‟ activities, during

teaching-learning

Action:explaining the material and conducted again to teach reading comprehesion through Cause and

Effect Strategy.

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In detail, the procedures of implementing the act are served as follows. a) Cycle I:

Cycle I consisted of two meetings, such as below: 1. First Meeting:

a. Planning

1) Arranging lesson plan. 2) Preparing the material.

3) Preparing the observation sheet. 4) Preparing the student’sattendance list. 5) Preparing field note.

b. Action

1) Greeting the students.

2) Introducing him self to the students.

3) Checking the students’attendance.

4) Introducing the material and asking the students’ background knowledge

about the material.

5) Explaining reading comprehension, narrative text, and Cause and Effect Strategy.

6) Applying Cause and Effect Strategy in reading teaching-learning process. a) The researcher introduced the material and invited to find out the main

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b) The researcher discussed by talking about how events are connected to each other and that the cause is the thing that makes something happens, while the effect is the thing that happens (the reaction).

c) The researcher provided simple example to the students of cause and effect by writing on the board, verbally and in pictures.

d) The researcher continued discussion to the students about the generic structures in narrative text.

e) The researcher more explained to identify the key words and phrases in narrative text.

7) Concluding the material to the students. 8) Closing the teaching and learning process. c. Observation

1) Observing the students’ activities during the teaching-learning process. 2) Observing the students’ attitude during the teaching-learning process. d. Reflection

1) Noting the result of the observation. 2) Analyzing the result of the observation. 3) Evaluating the result of the observation. 4) Improving the weakness for the next actions. 2. Second Meeting

a. Planning

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3) Preparing the observation paper. 4) Preparing the student’s present list. 5) Preparing field note.

b. Action

1) Greeting the students.

2) Checking the students’attendance.

3) Reviewing the previous material.

4) Explaining reading skill, narrative text, and Cause and Effect Strategy. 5) Continuing to apply the procedure of Cause and Effect Strategy.

f) The researcher asked the students to think of something that might happen and describe cause and effect relationships in narrative text. g) The researcher divided the class into groups and find out the specific

facts about narrative text.

h) The researcher gave each group of a copy of the cause and effect worksheet.

i) The students discussed then, each group would present their result by reading and pointing out in front the class.

6) Evaluating the students, and giving the instruction for the students or explaining for them how to do it.

7) Giving correct answers to the students and asked the students’

complication.

8) Concluding the material.

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c. Observation

1) Observingthe students’ activities during teaching-learning process. 2) Observing the students’ attitude during reading activity.

d. Reflection

1) Noting the result of the observation. 2) Analyzing the result of the observation. 3) Evaluating the result of the observation. 4) Improving the weakness for the next cycle.

b) Cycle II

The result of Cycle I cannot achieved the MCC and would be designed by considering the weaknessess and the strength. The students still unable to comprehend reading text. Furthermore, the researcher continued to teach the students in Cycle II as follows.

In Cycle II, consisted of two meetings. 1. First Meeting

a. Planning

1)Arranging lesson plan. 2)Preparing the material.

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b. Action

1) Greeting the students.

2) Checking the students’attendance.

3) Introducing the material and asking the students’ background knowledge

about the material.

4) Explaining reading comprehension, narrative text, and Cause and Effect Strategy.

5) Applying Cause and Effect Strategy in reading teaching-learning process. a) The researcher introduced the material and invited to find out the main

idea in narrative text.

b) The researcher discussed about how events are connected to each other and that the cause was the thing that makes something happens, while the effect was the thing that happens (the reaction).

c) The researcher provided simple example to the students of cause and effect by writing on the board, verbally and in pictures.

d) The researcher continued discussion to the student’s the generic structures in narrative text.

e) The researcher more explained to identify the key words and phrases in narrative text.

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c. Observation

1) Observing the students’ activities during the teaching-learning process. 2) Observing the students’ attitude during the teaching-learning process. d. Reflection

1) Noting the result of the observation. 2) Analyzing the result of the observation. 3) Evaluating the result of the observation. 4) Improving the weakness for the next actions. 2. Second Meeting

a. Planning

1) Arranging lesson plan. 2) Preparing the material.

3) Preparing the observation sheet. 4) Preparing the student’sattendance list. 5) Preparing field note.

b. Action

1) Greeting the students.

2) Checking the students’attendance.

3) Reviewing the previous material.

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5) Continuing to apply the procedure of Cause and Effect Strategy:

f) The researcher asked the students to think of something that might happen and describe cause and effect relationships in narrative text. g) The researcher divided the class into groups and find out the specific

facts about narrative text.

h) The researcher gave each group of a copy of the cause and effect worksheet.

i) The students discussed then, each group would present their result by reading and pointing out in front the class.

10) Evaluating the students, and gave the instruction for the students or explaining for them how to do it.

11) Giving correct answers to the students and asked the students’

complication.

12) Concluding the material.

13) Closing the teaching and learning process. c. Observation

1) Observing the students’activities during teaching-learning process. 2) Observing the students’ attitude during teaching-learning process. d. Reflection

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Clearly, in Cycle I, the researcher taught the students was unsuccessful, the

average of the students’ mark had not achieved yet the MCC (Minimum

Competence Criterion) of the school, namely 65, the researcher continued in the next cycle and the average of the students’ mark has achieved the Minimum

Competence Criterion was 85 points.

The activities had been done by the researcher, applied Cause and Effect Strategy collected the data qualitative and quantitative data Qualitative data was got from the events taken place during teaching and learning process in the

classroom. While quantitative data got from the evaluation results of the students’

answer sheets, the result can be numbered based on the mark of the students’

answers sheets.

E. Instruments of Collecting the Data

There were two kinds of the data in the research to be collected, such as qualitative data and quantitative data. Qualitative data are the data that refers to the

students’ behavior and attitudes in the class, while quantitative data are the data that

refers to the students’ ability in reading comprehension.

Finally, the researcher collected all the data. In collecteding the data, the researcher used observation sheet and evaluation sheet, as follows.

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lesson plan. The teacher-collaborator noticed them the checking list mark when the activity was done and undone.

2) Field notes was used to write beyond expectation activities during the teaching learning process and used by the teacher-collaborator to know the weakness, strength and improvement during teaching-learning process.

3) Evaluation sheet was used in observing the ability of the students in answering the questions. Evaluation paper was used to collected quantitative data. Evaluation paper contained of essay test based on reading comprehension paragraph by using Cause and Effect Strategy. In the evaluation, the researcher will used multiple-choice. Because, multiple choice test was suitable to measure the ability of

students’ comprehension in answering multiple choice questions which consisted

of 20 items of questions and there were four options answer for each item which was only one the correct answer expected to be chosen by the students.

F. Techniques of Analyzing the Data

In analyzing the data, the researcher would analyze data; they are qualitative data and quantitative data. Qualitative data were taken from the observation sheet and field notes. Quantitative data were taken from the analysisof the score of the students’

evaluation sheet the researcher analyzed the qualitative data by using these three steps that have to be paid attention, they are:

Gambar

Figure 2: The researcher procedures of increasing the students’ ability in reading comprehensionby using Cause and Effect Strategy
Table 1
Table 3
Table 4
+6

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