i
THE POWER OF TWO STRATEGY AND THE
MASTERY OF RECOUNT TEXT
(Classroom Action Research on the Tenth Grade Students of MA
AL-Manar Tengaran in Academic Year of 2015/2016)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd) English Education
Departement of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) of Salatiga
By:
ANISA NUGRAHAINI 113 12 050
ENGLISH EDUCATION DEPARTEMENT OF TEACHER
TRAINING AND EDUCATION FACULTY STATE INSTITUTE
v
MOTTO
“
MAN JADDA WAJADA
”
“
Failure occurs only when we give
up”
~ The Researcher ~
“Kegagalan berawal dari rasa takut”
vi
DEDICATION
~This graduating paper is especially dedicated to: My beloved parents (Supawitno and Metin Triyani) thank you very much for everything.
~ My sister and Brother thank you for your support.
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ACKNOWLEDGEMENT
Alhamdulillah, thanks to Allah SWT, God the almighty for the blessing given to the writer in completing this graduating paper as one of requirement to finished study in English Education Department, Teacher Training and Education Faculty.
This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, she would like to express special thanks to:
1. Dr. H. Rahmat Haryadi, 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. Ruwandi, S.Pd, M.A as councelor who has educated, supported, directed
and given the writer advice, suggestion and recommendation to her for this graduating paper from beginning until the end. Thanks for his patience.
5. All lecturers, especially the lecturers of English Education Department of State Institute for Islamic Studies (IAIN) Salatiga.
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7. My belove grandma thanks for everything.
8. Makmun Santoso M.Pd.I as the head master of MA Al-Manar, Bener, Tengaran, teachers and staffs of MA AL-Manar Tengaran thank you for their help.
9. Aliyati Fatmawati, S.Pd as the teacher at MAN Tengaran, as the validator for the value time to correcting the instruments and share about the research.
10.My collaborator of research Ayusi Setyowati
11.All class members of X PK MA Al-Manar, thank for their cooperation during the teaching learning process.
12.My closest friends (Fitri, Ida, Mbak Khafid, Novi, Tiara, Asna,Mbak yusi, and Vika), thank you for being my best friends.
13.Thank you for my proofreader Faisal and Rif’an.
14.All my friends in English Education Department who cannot be mentioned one by one.
15.My dream, thanks for teaching me how to be good person, patient, smile, share, care, and love.
Salatiga, October 4th 216 The researcher
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TABLE OF CONTENTS
TITLE………. I
DECLARATION………... Ii
ATTENTIVE COUNSELOR’S NOTES…….……… iii
STATEMENT OF CERTIFICATION………... Iv MOTTO……….. V DEDICATION………... vi
ACKNOWLEDGMENT………... vii
TABLE OF CONTENTS……….. Ix LIST OF FIGURE TABLES………... xii
ABSTRACT……… xiv
CHAPTER I: INTRODUCTION………. 1
A. Background of the Research………...………... 1
B. Limitation of the Research……….………... 5
C. Problems of Research...……… 5
D. Purposes of the Study………... 6
E. Benefits of the Study………. 6
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G. Graduating Paper Organization………... 8
CHAPTER II: UNDERLYING FRAMEWORK....………. 9
A. Previous Researcher... 9
B. Reading Comprehension ...……….. 10
1. Definition of Reading……….………... 10
2. Purpose of Reading………...…… 11
3. Types of Reading……… 12
4. Teaching of Reading………... 13
5. Reading Comprehension………... 15
C. Recount Text………...…... 19
1. Definition of Recount Text……...………....………... 20
2. Generic Structure of Recount Text...……....…. 21
D. The Power of Two Strategy…………...….... 22
CHAPTER III: RESEARCH METHODOLOGY ....………….. 28
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F. Technique of Collecting Data...……….……… 35
G. Research Instrument……….………... 37
H. Technique of Data Analysis………. 38
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION……… 41
A. Implementation of The Power of Two Strategy...…………..……... 41
1. Cycle I...………... 41
2. Cycle II...………...………. 47
B. Result of the Using The Power of Two Strategy……...……….. 53
1. Cycle 1………... 53
2. Cycle 2………... 58
C. Research Summary………...……… 62
CHAPTER V: CONCLUSION AND SUGGESTION………... 65
A. CONCLUSION……….. 65
B. SUGGESTION………... 66
REFERENCES
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List of Figure and Tables FIGURE
Figure 3.1 Action Research Classroom based on Arikunto ... 32
TABLES Table 2.1 Rubric of Assessment for Reading Comprehension……...……. 19
Table 3.1 Time of Setting Research ………...…….. 29
Table 3.3 Steps of Cycle 1………...… 33
Table 3.4 Steps of Cycle 2………... 34
Table 4.1 Students Observation Sheet Cycle I …………...……….... 45
Table 4.2 Result of Observation Sheet in First Meeting ………... Table 4.3 Students Observation Sheet Cycle II... 46 51 Table 4.4 Result of Observation Sheet in Second Meeting ……….... 52 Table 4.5 Result of Pre-test and Post-test Cycle I...
Table 4.6 Count Passing Grade of Pre-test in Cycle I...
52 54
Table 4.7 Count Passing Grade of Post-test in Cycle I ………... Table 4.8 Result of Pre-test and Post-test Cycle II... Table 4.9 Count Passing Grade of Pre-test in Cycle II... Table 4.10 Count Passing Grade of Post-test in Cycle II ………..………...
Table 4.11 Mean of the Students’ Score... Graphic 4.1 The Mean and T-calculation of Students’ Score...
xiii ABSTRACT
Nugrahaini, Anisa. 2016. “THE POWER OF TWO STRATEGY AND THE MASTERY OF RECOUNT TEXT” (Classroom Action Research in the Tenth Grade Students of MA Al-Manar Tengaran in the Academic Year of 2015/2016). Graduating Paper. English Education Department State Institute for Islamic Studies (IAIN) of Salatiga Counselor: Ruwandi, S.Pd, MA.
The aims of this research are (1) to identify the implementation of The Power of Two strategy to improve reading comprehension in recount text for the tenth grade students of MA Al-Manar in the academic year of 2015/2016 (2) to find out the result of the research after using The Power of
Two strategy in the students’ reading comprehension in recount text of the
tenth grade students of MA Al-Manar in the academic year of 2015/2016. The methodology of research is Classroom Action Research (CAR). To improve the students comprehension in recount text, the reseacher has undertaken two cycles to give students more opportunity to improve their understanding. The number of students in this research was 24 students. In completing the research, the researcher used observation sheet, documentation, and written text as the instruments of collecting data. The observation during the process of English teaching and learning was conducted by the observer.The result of this research showed that the implementation of The Power of Two strategy is satisfying based on the observation sheet there was improvement. It showed from the mean score of pre-test and post-test. In cycle I, post-test was higher than pre-test: 75.41>62.08, and in cycle II, post-test was higher than pre-test: 85>72.08. It was also proved by the score of t-test from cycle I (4.79) was lower than t-tes cycle II (7.72). It means The Power of Two strategy improves the
students’ reading comprehension in recount text.
1 CHAPTER I
INTRODUCTION
A. Background of the Research
Language is a means of communication that is used to transfer information, ideas, and feelings from one person to another. Considering the importance of language, we know that English is an important subject that should be learned by people in Elementary School, Junior High School, Senior High School and University. It demands the people to understand English language. In English, there are four aspects of language such as: listening, speaking, reading, and writing. From those four aspects, reading is an important aspect for everyone to get message from written text or other printed text.
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enjoy and imagine what we read. The other hand, academic reading is different. Sometime, students or teachers read to get some information and must give full attention to understand comprehensively. Different with what they want to read to get some information they must give full attention to get reading comprehension.
Harmer ( 2005:68) says reading is one of language skills which able needed be taught in language classroom. Students need to be able to read English either for their careers, for study, or simply for pleasure. Reading also plays an important role for language acquisition. When students are provided with comprehensible linguistic inputs, some of the language will stick in their minds as part of the language acquisition process. When reading text are very interesting and engaging, the acquisition process will be more successful. Reading text also provide opportunities for students to learn vocabulary, grammar, pronunciation and even good models for English writing the way sentence, paragraphs, or texts are constructed.
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Thus, when people talk about reading, it might be automatically related to comprehension or understanding. For instance, a reader who understands what he or she has read can answer the question about it. It means that understanding something is the main goal of reading.
Reading becomes an important part of language teaching which is complicated. Some teachers considered that reading is not a favorite activity for many students. Therefore, English teachers should find a strategy to overcome this problem. They are expected to find an appropriate strategy or activities to make students understand in reading text and moreover enjoy in reading. The teacher must consider the strategy that suitable for teaching in order to make the learning process becomes effective. The strategy itself should be appropriate for the condition of the class and the ability of the students. It is cause by differnt condition of every class. also will determine the suitable strategy itself.
The strategy used by English teachers in teaching reading must be appropriate of the kinds of reading text. There are several text which is needed to be learned by high school students in Indonesian, some of those texts are procedure, descriptive, recount, and narrative text.
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reading comprehension of recount text of the students is still not good enough.
When the researcher did the observation, some difficulties were faced by students on recount text. The first students were difficult to identify the information in the generic structure of recount text. The second difficulty was students did not really understand about language features on recount text. The third difficulty was student lack of vocabulary. The last students had difficulty to understand the meaning and conclusion of the text. This information was gotten based on the explanation of the teacher when the researcher conducted observation in MA Al-Manar Tengaran.
There are many ways to solve the problems. One of them is by improving the use of learning strategy. The researcher is interested in
improving students’ reading comprehension in recount text using “The
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The researcher tries to use “The Power of Two” strategy to improve reading comprehension in recount text on the tenth grade students of MA Al-Manar Tengaran.
Based on the explanation above, gives inspiration to the researcher and carrying out the research entitled THE POWER OF TWO STRATEGY AND THE MASTERY OF RECOUNT TEXT (Classroom Action Research in the Tenth Grade Students of MA Al-Manar Tengaran in the Academic Year of 2015/2016)
B. Limitation of the Research
This research is focusing on the students’ reading comprehension in recount text of the tenth grade students of MA Al-Manar Tengaran. In this research, the researcher takes one class of the tenth grade students. The action research is used to know the reading comprehension in recount text of the tenth grade students by using the power of two strategy.
C. Problems of Research
In this research, the researcher would like to focus on:
1. How is the implementation of The Power of Two strategy to improve reading comprehension in recount text for the tenth grade students of MA Al-Manar Tengaran in academic year 2015/2016?
6 D. Purposes of the Research
The general purpose of the research is to know the degree of The Power of Two strategy that is suitable with class condition. The specific purposes of this research are:
1. To identify the implementation of The Power of Two strategy to improve reading comprehension in recount text for the tenth grade students of MA Al-Manar Tengaran in academic year 2015/2016. 2. To find out result of the study after using The Power of Two strategy in
the students’ reading comprehension in recount text of the tenth grade
students of MA Al-Manar Tengaran in the academic year 2015/2016. E. Benefits of the Research
The result of the research can provide useful information for : 1. To the Teacher
The result of this research will be useful for teachers as input in classroom management and provide innovative learning strategy to improve reading comprehension in recount text.
2. To the Students
7 3. To the Readers or Other Researchers
The use of The Power of Two strategy can be used as the references for those who want to conduct a research in improving reading recount text. Furthermore, for the next researcher who conduct The Power of Two strategy to improve reading recount text in other areas or scope.
F. Definiton of the Key Terms 1. The Power of Two
The Power of Two means to combine the power of two people. Combining the power of two people in this case is form pair work. This activity is used to promote cooperative learning and reinforce the importance and benefit of synergy, that is, that two heads are indeed better than one (Ramayulis,2006:110).
2. Recount Text
According to Knapp (2005:224) recount texts are the types of text which retell event or experience in the past. Commonly, recount text written based on experiences own writer, but recount text be able to write based on imagination in outside writer experiences.
3. Reading Comprehension
Reading comprehension means understanding what has been read. The process of understanding the message that the author is trying to convey. It is an active thinking process that depends not only on
8 G. Graduating Paper Organization
The researcher wants to arrange the graduating in order to the reader can catch the content easily. It is divided into five paper chapter.
Chapter I is an introduction. In this chapter, the researcher comes up to be background of the research, limitation of the research, problem of the research, purposes of research, benefits of the research, definition of the key terms, and also graduating paper organization.
Chapter II is underlying theories. It consists of underlying theories that include reading comprehension and The Power of Two strategy
Chapter III explains about research methodology, research setting, type of the research, research procedures, technique of collecting data, research instrument, and technique of data analysis.
Chapter IV presents about the implementation and result of using
The Power of Two strategy to improve the students’ reading comprehension
of tenth grade of MA Al-Manar Tengaran.
9 CHAPTER II
UNDERLYING THEORIES
A. Previous Researcher
There are many aspects of reading, sych as word recognition, comprehension and reflection. In this research, the researcher took three previous researches which support this research.
The first previous research was written by Romli (2014) conducts research about improving reading comprehension using “Story Mapping”
method. The finding of Romli’s work shows improvement. The students’
reading comprehension after Story Mapping was implemented.
The second previous research was written by Yuniarti (2013) conducts research about improving reading comprehension using “Know- Want- Learn” technique. The finding of Yuniarti’s work shows
improvement. The students’ reading comprehension after Know – Want – Learn technique was implemented.
The last previous research was written by Prihastuti (2013) conducts
research about improving reading comprehension using “ Visualization” strategy. The finding of Prihastuti’s work shows improvement. The students’ reading comprehension after Visualization strategy was
implemented.
Based on previous research above, the researcher is interested to
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tenth grade students of MA Al-Manar Tengaran in the academic year of 2015/2016.
This research is different from the previous research, because the
researcher will use “The Power of Two” strategy to improve students’
reading comprehension in recount text. B. Reading Comprehension
1. Reading
a. Definition of Reading
There are many definitions of reading presented by the experts. One of the definitions is given by Beene and Kopple (1992: 12). According to Beene and Kopple, reading is the process of finding meaning in written reconstructioncharacters or symbols and of interpreting and analyzing text. It can be assumed that reading is complement of writing
Reading is process of matching information in a text to internally activated information. Thus, reading is not information processing but rather information interpreting what we understand from a text depends part on what we knew previously (Dubey, Eskey, and Grabe, 1986: 28).
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Reading plays an important role in the individual development and the most important activity for the students. By reading activity, we can get more knowledge and much information. For language students, reading is a good thing to do as it provides apportunities to study language: vocabulary, grammar, puntuation, and the way to construct sentence, paragraph, and text at one (Harmer, 1998: 68)
For the conclusion of the definitions above, it considers that reading is one of the four skills that should be mastered by the students beside speaking and listening. Moreover, comprehending text is sometimes difficult to be achieved by the reader. The reader need more than recalling information given in a text. Reading is the interaction of the text and the reader.
b. Purposes of Reading
Accroding to Grabe (2009: 8-9), there are some purposes for comprehensive reading, such as:
12 2) Reading to learn from text
It happens in academic and professional contex, it also requires remembering the main idea and supporting idea making
a relation with the reader’s knowledge. Reading to learn is usually carried out at a reading rate somewhat slower than general reading comprehension. This activity makes stronger inference because it is to help remember information.
3) Reading to inegrate information, write and critique texts
This skill needs critical information being read so that the reader can decide what information to integrate and how to
integrate it for the reader’s goal. Both of reading to write and
reading to critique texts may be task variants of reading to integrate information. Then, it involves abilities such as composing, selecting, and making critique from the material. 4) Reading for general comprehension
It can be done by fluent readers very fast and automatically in the processing word, and effective coordination in many process of the text.
c. Types of Reading
Reading skill can be divided into four types, there are : 1) Skimming
It means quickly running one’s eyes across a whole text to
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able to predict the purpose of the passage, the main topic or message, and possibly some of the developing or supporting ideas (Brown, 1994: 320).
2) Scanning
It means quickly searching for some particular piece or piece of information in a text. The purpose of scanning is to extract certain specific information without reading through the whole text (Brown, 1994: 308).
3) Intensive Reading
It means reading activity that focuses to learn composition of the text which is the variants of the text depends of the purpose of the reader (Harmer, 2001: 210).
4) Extensive Reading
Is carried out to achive a general understanding of a usually somewhat longer text (Brown, 1994: 313).
In this research, the researcher implemented scanning as type of reading that the students use to comprehend the content of recount text. Scanning make the students more easy to answer the questions from teacher.
d. Teaching of Reading
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1) Reading is not passive skill. Reading is incredibly active occupation. To do it successfully, we have to understand what the words mean, see the pictures the words are painting, understand the arguments, and work out if we sgree with them. 2) Students needs to be engaged with what they are reading. As
with everything else in lessons, students who are engaged the reading text, not interested in what they are doing, are less likely to benefit from it.
3) Students should be encouraged to respond to the content of a reading text, no just to the language. It is important to study reading text for the way they use language, the number of paragraph they contain and how many times they use relative clauses.
4) Prediction is major factor in reading. When we read texts in our own language, we frequently have a good idea of the content before we actually read.
5) Match the task to the topic. Once a decision has been taken about what reading text the students are going to read, we need to choose good reading tasks, the right kind of questions, engaging and useful puzzles etc.
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the topic for discussion and futher tasks, using the language for study and later activation.
2. Reading Comprehension
a. Definition of Reading Comprehension
Before defining reading comprehension, it is better for the writer to define the meaning of comprehension itself. The definition of comprehension comes from (Smith, 1982; in Dubin et al,. 1986: 6) stated that comprehension means relating what we don’t know, or new information, to what we already know, which is not a random collection of fact but cognitive structure. Comprehension is the process of thoughtfully making meaning of a witten communication
through the interaction of the reader’s prior knowledge, experiences,
and expectations and the information available in the text
Snow (2002: 11) stated that reading comprehension as the process of extracting and constructing meaning through interaction and involvment with written language.
Reading comprehension is the process of constructing meaning by coordinating a number of complex processes that include word reading, word and world knowledge, and fluency
(O’Shea et al.,1987; in Boardman, Klingner and Vaughn, 2007: 2)
16 b. Levels of Comprehension
According to Hamra (2012: 3) reading comprehension devided into three levels, they are:
1) Literal reading
This refers to the simple understanding of the information that explicitly stated in the text. The readers are expected to express the core message of the text. Some skills that are necessary for this level include following directions, remembering facts, recognizing skills the main ideas, and knowing the organization of the texts.
2) Inferential Comprehension
Refers to information that is implied, or not explicitly stated in the text. The readers are expected to integrate information and draw conclusion or inference, and they need to know not only what the writers write but also what they mean. Literal level of comprehension the most important information, while inferential level observes the relationship of information then make inference based on the relationships. 3) Critical reading
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information or ideas. Involves the reader making judgments about various aspects of the text. The literary quality of the text, and the competency of the author. This level of comprehension obviously relies on the text, but to an even greater extent, it requires the reader to make personal judgments about the text. In a sense, these are inferences also, but they are highly dependent on the individual and unique background of the reader.
In this research, the researcher implemented literal reading to capture the information of the text explicitly. The readers quite capture the information contained literal (reading the lines) in reading text. The reader does not try to explore or capture further.
c. Reading Activities
Reading activities that are meant to increase communicative competence should be success and build students confidence in their reading ability. Accroding to Fauziati (2010: 40), reading activities are divided into three, there are:
1) Pre – reading
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text or activate the wxiting knowledge that he students process to comprehend the process.
According to Byrnes (2002) as quoted by Fauziati (2010: 41) pre-reading are most important at lower level of language proficiency and at ealier stages of reading instruction. As the students become more proficient at using reading strategies, we will be able to reduce the amount of guided pre-reading and allow the students to do thse activities themselves.
2) While- reading
While- reading is used to monitor comprehension, to evaluate ideas gleaned from each paragraph, and to begin to organize ideas within the structure of the text as students are reading (Johnson, 2008: 128). In while-reading activities, the students check their comprehension as they read. The purpose for reading determines the appropriate type and level of comprehension. For example, when reading for specific information, the students need to ask themselves about the information that want to know when he/she read the text. 3) Post- reading
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In this research, the researcher choose post-reading as reading activity in the class. Post reading activities function as a closing mark for a reading class. The activities for post reading like answering questions to show comprehension of massages to mutiple choice or true/false questions.
d. Rubric Assessment of Reading Comprehension
Rubric is an academic term which refers to performance standards that are designed for specific students (Marija, 2014: 1). Rubric make assessing student work quick and efficient and also rubric is teaching tools that support students learning. Rubric assessment for reading comprehension contains two indicators, there are: grammar and content. The criteria of assessment for reading as follow:
Table 2.1
The criteria of assessment for reading comprehension
No Description Score
1 The answer is accurate in grammar and content 10 2 The answer is accurate content and inaccurate
grammar
5
20 C. Recount Text
There are some genre should be studied by senior high school one of them is recount text. Recount grammar and stucture is similar with narrative genre that retell past event. However, between them have different generic stucture.
1. Definition of Recount Text
There are many text that have learned by students one of them recount text. Recount text is a reconstruction of something which happened in the past (Djuharie, 2007:44).
Hyland (2004: 29) states that recount is a kind of genre that has social function to reconstruct past experience by retelling in original sequence. The tense that use in recount text is past tense.
According to Anderson (2003: 48), recount text 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 occured and when it occured.
Then, recounts are the simplest text type in this genre. Formally, recounts are sequential texts that do little more sequence a series of events. Every story, no matter how simple, needs an orientation (Knapp, 2005: 223).
21 2. Generic stucture of recount text
a. Orientation
Provides the setting and produces participants. It provides information about (who, where, and when).
b. Event
Tell what happened, present event in temporal sequence. It is usually in chronological order. Personal comments and evaluative remaks, which are interpersed.
c. Re –orientation
Optional-closure of events. It is rounds off the sequence of events. 3. Language Features of Recount text
According to Mark and Kathy Anderson (2002: 50), the language features of recount text are:
a. Proper noun to identify those involved in the text.
b. Descriptive words to give details about who, what, when, where, and how.
c. The use of past tense to retell the events.
d. Words that show the order of events (for example, first, next,then). This is example of recount text :
Last month was my holiday. My family and I arranged big plan for spending our holiday. We decided to go to Bali. We went there by plane. We had a wonderful holiday in Bali.
Orientation Proper
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We arrived to Bali on Saturday. We stayed in the hotel. Bali was a really great place. The people were friendly, the food was great, and the weather was a lot better than at home.
Most days were pretty. At the first day, I swam two or three times in a day, but my brother (Niko) just spent all his time lying on the beach with his eyes closed. The next day, we got on the bus and went to the north of the island. It was much quieter there than here very beautiful, but not tourist. Then, we went across to the east coast to see some of the old villages.
I learned Balinese. I couldn’t say much, but it was
fun to try. Niko actually spoke it quite well, but he was afraid to open his mounth. So, I was the one who talked to people.
The language feature of recount text of the passage above is to inform the reader than there are some proper nouns, a descriptive word, that show past tense, and words shows time.
D. The Power of Two Strategy 1. Definition of strategy
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skillful way, and the skill of planning the movement of armies in a battle or war an example of doing this.
According to Ahmadi and Prasetya (2005: 11), the term strategy orginally used in the military and it means as the art of tactics in war, especially related with the movement of army navigation in which position they feel the most advantage to get victorious. Today, the term strategy borrowed by many other sciences and it also educational science. Generally, strategy is a activity to achieve the determined goals. If this relates to learning and teaching, the strategy can mean as decscribing the teacher and students activity in teaching and learning to achive determined goal.
Strategy are specific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designed for controlling and manipulating certain information (Brown, 2000: 199)
Based on the definition above, the researcher can summarize that learning strategy is a plan that contain a series of activities designes to achieve a particular educational goal.
2. Definition the Power of Two
The power of two means that combining the ability of two people, two people better than one. Combining the two people means that we
make a small group, each group consists of two people. The goal’s of
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According to Sanjaya (2008: 126), The Power of Two is combination of two people. In this case is form small groups, each group consist of two people. This activity was carried out in order to appear synergy. It is two or more person is better than one person.
Siberman (2009: 151) states that The Power of Two included active learning. It is the right strategy to improve active learning which gives a task for students in a small group. Support each friend in the class in variety of opinion, knowladge, and their skill. It is made learning as something that important in class. The Power of Two strategy designed to maximize collaborative learning and minimize the gap between students to each other.
According to Hisyam (2008: 52), the power of two strategy have principle that think two are far better than thingking own. Agus (2011: 100) states that the learning activity in this strategy started by the
teachers’ questions. The students answer the teachers’ question themselves. After all of the students answer the question, the students are required to looking for partner and make a new answer again. After that, each partner also disscus with other patner to the result obtained to be better. The strategy the power of two strategy has aimed to make students be active either individually or in group.
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achive basic competence. This activity is used to promote cooperative learning and to reinforce the importance and benefit of synergy, thart is, that two heads are better than one. Strategy the power of two is designed to maximize the learning collaborative and minimize the gap between students with the other students. So, this strategy has principle that thingking of two students is better than a lone (Djamarah, 2010: 395).
3. Procedure of The Power of Two Strategy
According to Siberman (2009: 161), there are some steps considered important in the implementation of the power of two strategy in classroom:
a. The teacher gives a students some question that need reflection and thought
b. The teacher asks all of students to answer the questions individually. c. The students finish answer the teachers’ question, after that make a students in pair and ask them to share their answer with their partner d. The teacher asks each patner to create a new answer
e. When all of partner have finished answer the quetions, and then the teachers asked them to compare the answer of each patner to the other patner.
4. Advantages of the Power of Two Strategy
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a. The students are not depend to the teacher but can thinkself, find information from various sources, and learn from other students. b. To develop students’ ability to express or compare the idea with
other.
c. The students can cooperation with other and realize about their limitation and accept all of weakness.
d. Make a students to be more responsible in carried out their task e. Increase the motivation and give support to think.
f. Increase academic achievement and social skill. g. It is relatively quick and easy to organize
h. Help classroom to become a more relaxed and friendly place. i. It recognizes the old maxim that ‘two heads are better than one’, and
promoting the cooperation between students. 5. Disadvantages of the Power of Two Strategy
Beside has advantages the power of two strategy has disadvantages, there are :
a. Students in pair often veer away from the point of an excersice. b. Make each students in pair and sharing among patner make learning
is not condusive.
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28 CHAPTER III
RESEARCH METHODOLOGY A. Setting of the Research
The research was conducted at MA Al-Manar Tengaran in academic year of 2015/2016. The school is located at Jl KH Djalal Suyuthi, Bener Tengaran Semarang. The school has three grade of classes. Each grade is devided into two classes which named social and religious class.
MA Al-Manar Tengaran uses curriculum regulated by education departemen of Indonesian goverment. The current curiculum is call KTSP (Kurikulum Tingkat Satuan Pendidikan). The instructional process is conducted in six day from Monday to Saturday. The lesson started at 07.15 am and finish at 13.45 p.m except in Friday that finish the lesson at 11.00 a.m.
B. Subject of the Research
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enthusiastic learned about religion. The majority of them came from Salatiga and some of them from Lampung. They come from high and middle economy families and most of them have high motivation to study.
C. Time of the Research
This research is conducted at XPK class of MA AL-Manar, May 16th 2016 to May 19th in the academic year of 2015/2016. Table 3.1 shows the
schedule of the research :
Table. 3.1 Time Setting of the Research
No Date and Time Activities Place 4 April 16th 2016 Consultation of research
30 D. Type of the Research
This research is a kind of Classroom Action Research (CAR) that tries to solve the problems of classroom activity in the teaching and learning process. As starting point, it is necessary to present the definition of action research.
According to Arikunto (2010:138), that classroom action research is formed from three words they are :
a. Research : an action to get details form an object using certain way or methodology to get useful data or information in increasing the quality of something that attract the researcher interest and important for him/ her.
b. Action : activity that intentionally done in certain aim, that has a form of cycle sequence activity to students.
c. Class : a group of students in the some time and have the same lesson from their teacher.
Then, according to Kemmis (1983) as quoted by Hopkins (1993:44), who writes:
31
research has been employed in school-based curriculum development, professional development, school improvement. Then, Nunan (1992:229) stated that action research is a form of self-reflection inquiry carried out by practitioners, aimed at solving problems, improving practice, or enchancing understanding. It is often collborative.
From the definition above, it can be summarized that action research is the syatematic study of effort to overcome educational or to change things related to educational problems for improvement. It is done by practitioners or teacher, or in collaboration of teacher and researcher by means of their own practical action.
E. Research Procedures
The researcher followed model of classroom action research’s method by Arikunto (2010). The implementation of CAR are planning, acting, observing, and reflecting. These stage can be draw as follow:
1. Planning
Developing plan of action to identify the problems in order to proces of learning and teaching applied be appropiate to concept. 2. Acting
Acting is applied what has been plan in the first stage like acting in the classroom. In this stage, the action must be accordance with the plan, but it must seem natural and engineered .
3. Observation
32
about accurrences or behaviors that drawn will be happened (Arikunto, 2010:272).
4. Reflection
Reflection is activities to restate what occurred (Arikunto, 2010:140). The result of the observation is analyzed. It is to record what happens that in observation. Then, thr researcher examinied the result of the acting that has been conducted. Through the reflection researcher was know the strength and weakness of implementing “the power of
two” strategy in reading class. Beside that there is problem in the cycles
I the researcher must solve the problem in the next cycles. Figure 3.1
The model of action research based on (Arikunto, 2010:137)
The whole action,which are applied in CAR as picture above through the stage as follow:
33 a. Cycle I
The steps of the first cycle are explained bellow: Table 3.2
The steps of the cycle I
Planning a. Make some agreement with the teacher from MA Al-Manar that she will be a teacher. b. Preparing the material for teaching process like
lesson plan and designing the step in doing the acting.
c. Preparing list of students’ name and scoring. d. Preparing sheet for classroom observation (to
know the students’ motivation of teaching
process when method is applied). e. Preparing pre-test and post-test.
Acting a. Greeting : introduction, call the name of students to fiilthe presence
b. Giving pre-test for students..
c. Teaching the material and should be done by students from the teacher.
d. The power of two strategy activities and group discussion.
34
Obsevation a. Observing the students’s capability in understanding of the lesson.
b. Observing the students’s attention and all the activities in the learning process.
Reflection a. Analyzing the data of the cycle I.
b. The researcher analyze the result of the cycle I. c. Make a conclusion of cycle I.
b. Cycle II
The step of the second cycle are explained bellow: Table 3.3
The step of the cycle II Planning a. Preparing leson plan of cycle II
b. Preparing the material for teaching
c. Preparing list of students’ name and scoring d. Preparing the sheet of classroom observation
(to know the students’s motivation of teaching
process when method is applie) e. Preparing pre-test and post-test Acting a. The students do the pre-test
b. The teacher re-explain about the material c. The students ask to students about the students
35
d. The power of two startegy activities e. The teacher concludes the material related
with explanation te lesson f. Giving post-test
Observation a. Observing the students’s capability in understanding of the lesson
b. Observing the students’ attention and all the activities in the learning process
Reflection a. Analyzing the data of the cycle 2
b. The researcher make a conclusion after comparing the students’ s score between cycle I and 2 to find how far the improvement of
students’ ability in learning.
F. Technique of Collecting Data
The researcher used some technique to collect the data. There are three technique to collecting data in this study, the explanation:
1. Test
To get the data the reasercher does the test that consists of pre-test and post-test. There are two kind of test :
36
comprehension in recount text of students is before they use of the power of two strategy.
b. Post-test will be given after the researcher give the material. Using pos-test to know students’ improvement after using the power of two stratgy. The function of post-test is to know the increasing of reading comprehension in recount text after students use the power of two strategy.
Pre-test and post-test are to know the differences of the students’ reading comprehension in recount text before and after using the power of two strategy.
2. Observation
Observation is the process of collecting data in which reseacher look at the situation of research. This stage is used to make a researcher feel what perceived by the subject. Thus, it make the researcher be a source of data. In addition , observation forming knowledge that known between researchers and the subject (Moelong, 2011: 187).
In this stage the researcher used field note which is used to observe the situation and activities during teaching learning process.
The researcher also has to take a note the students’ response about the
question and the activity of the students while having the discussion. 3. Documentation
37
etc. In this stage, researcher used a note to write a list of important thing and takes a photographs as proof of teaching learning activity.
G. Research Instruments
There are two kinds of research instrument are test and non-test. 1. Test
Test is some questions that have right and wrong answer. It can be some questions that need answer or some questions that must be given
a response with the aim of measuring the level of person’s ability. From
the definition about the researcher use pre test and post test as kind of test.
Test uses to know how far the students’ competence in reading
comprehension before and after applying the power of two strategy. The forms of the test is short questions. In this test consist 10 items. Both of them considered 10 items for every test. If the students answer 10 items of the question correctly, they will get score 100 (that is total score x10 = 100).
2. Non-test
Non-test is a technique to getting an overview asessment mainly on the characteristics, attitude or personality. The kind of non-test are observation checklist , interview, questioner and documentation. This research use observation checklist and documentation as non-test.
38
instrument gives monitor and records the students’ involvement during
the lesson. In the observation sheet, there are four aspects that are consider focuses, those are: paying attention, activeness in asking questions, activeness inresponding questions and enthusiasmn in doing test. In this instrument, the teacher gives point in each aspect based on the situation of students.
Field note are used to record anything happened in the classroom.
It can be usefull to record the students’ behavior and difficulty in
mastery recount text and the students weaknesses during teaching learning process. Moleong (2011: 208) says this note useful only as an intermediary tool namely between what is seen , be heard , perceived , and palpable with notes actually in the form of field notes. The last, the reseacher used photo as documentation of the research.
H. Technique of Data Analysis
After collecting the data, the next step of study is analyzing the data. The are two ways to analyze the data, they are :
a. Descriptive Technique
39 b. Statistical Technique
A statistical technique is uses to calulate the result of the
students’ test written in each cycles. The formula to analyzing the data are as follows:
1. Mean Calculation
M=Ʃ 𝒇𝒙𝒏
Where, M : mean
Ʃfx : the total score
N : Number of student
2. Standard Derivation Calculation
𝐒𝐃 = √∑ 𝐃𝐍 − (𝟐 ∑ 𝐃𝐍 )
𝟐
Where,
SD : Derivation Standard for one simple t-test D : Different between pre-test and post-test N : Number of observation in simple 3. The Calculation of t-test
After calcuating the SD, the researcher calculated t-test to know was there any significant difference or not between pre-test and post-test. Finally, the writer is could to draw conclusion whether the power
40
SD : Deviation Standart for one sample t-test D : Different between pre-test and post-test N : Number of observation in sample.
41 CHAPTER IV
DATA ANALYSIS AND DISCUSSION
A.Implementation of Using The Power of Two Strategy
In this implementation ofthe research, the researcher arranged two cycles. The steps were planning, acting, observing, and reflecting.
1. Cycle I a. Planning
The firts activity in this research was planning, the activities prepare: 1) Preparing materials, making leasson plan, and designing the
steps in doing the action (see appendices). 2) Preparing list students’ name and scoring.
3) Preparing sheets for classroom observation (see appendices). 4) Preparing the test (to know students’ achievement improve or
not).
b. Implementation of the Action
The researcher becames researcher and the researchers friends, Ayusi Setyowati became the teacher. The first activity was conducted on Monday, Mey 16th 2016 at 10.00 a.m, the teacher and the researcher entered to the English class, the teacher opened the
lesson by introducing herself and checked the students’ presents. It
was 24 students in the class.
42
give some simulations about The Power of Two strategy before the lesson begin to makes sure that the students understand about the strategy.
Before the lesson, the teacher gave the students pre-test for about 20 minutes about recount text before using the power of two strategy. All of students did the pre-test, some of them did byself, and other asked to the teacher and friends. After the students had finished the pre-test. The teacher collected the pre-test and began the teaching learning process.
The teacher told about the topic that day, and the teacher asked the students about it. The situation class as follow:
Teacher : “ Today, we will discuss about recount text, have you ever hear about recount text ?”
Students : “yes miss”
Teacher : “What is recount text itself?”
The class became noisy, some of them tried to answer as they know, but the other just silent. Then, the teacher gave explanantion about the text.
Teacher : “ ok, I will explain about the definiton of recount text. Recount text is type of text that retell pas events,
usually in order to in which they happened.have you
ever went to beach?”
43
Most of the students answered the question from the teacher, and the students started to be enthusiastic in learning and teaching process.
Teacher :” did you have a experiences in there?”
Students : “Yes miss, we were happy because we can saw the
beautiful scene and played the water”
Teacher : “ok , the experience that your friend say it is recount text. So recount text that is tell the event in past time”
Then, the teacher gave printed text of example recount text to the students and the teacher asked to students to read the text. Teacher : “ Ok, read the learning material about recount text,
and please mas zam zam read loudly”
Student :” Ok miss”
Zam zam read the learning material about recount text. After the students finished read the material the teacher explained to them about definition of recount text, generic structure, and language feature of recount text.
Teacher : “Please, mbak salamah read the example of recount text but just one paragraph. After mbak
Salamah please mas Muhadi read the next
paragraph”
44
Students read the example of recount text and after thatteacher explain about the generic stucture from that example of recount text.
Teacher :” there is any questions?” Students :” No miss”
Teacher : “ do you understand about that?” Students : “ Yes miss (Said loudly)”
Teacher : “Okay good.... Now, I will give you task about recount text but you must do individually”
Students : “ Okay miss..”
Students did the task individually after that teacher asked them to submitted the task that had finished. The teacher asked to students to make a group in pairs.
Teacher : “Now do the task but with your partner. Make a new answer because this question same with the first task
and you will discuss with each partner. Do you
understand?”
Students : “yes miss?”
45
answer on the white board is false, they could change it with their own group answer. After that, the teacher explained the best and true answer.
c. Observation
In the first cycle, the researcher and her partner observed
teaching learning process by monitoring the students’ activity and attention during the action. Observation focused on students’
reading comprehension in recount text.
The teacher also observed students’ attention, activeness in asking quetions, answering questions and enthisiasm in doing test. In this section, almost of them was silence in the class, only several
who has answered the teachers’ questions.
Some students did the pre-test by self without asked their friends, although they still got difficulty in understanding English text.
After the teacher applied The Power of Two strategy, they looked enjoyed and enthusiastic with teaching and learning process. Students look more confident until the end of the lesson.
Table 4.1
Students’ Observation Sheet Cycle 1
No Name
Object
Pre –test Post-test
A B C D A B C D
46
The result of obsevation sheet cycle I in first meeting
Code Activities Pre-test Post-test
47
B Activities in asking question 10 15
C Activeness in responding questions 9 13
D Enthusiasm in doing test 14 20
d. Reflection
48 2. Cycle II
a. Planning
Based on th result of cycle I it was necessary for the writer to continue to the next cycle. The writer prepared some instrument of the research, such as:
1) Preparing materials, making leasson plan, and designing the steps in doing the action.
2) Preparing list students’ name and scoring. 3) Preparing sheets for classroom observation.
4) Preparing the test (to know students’ achievement improve or not).
b. Implementation of the Action
On Thrusday, 19th mey 2016 the teacher and the researcher came
to the class. In action 2, the teacher revised the teaching learning process in cycle I where students still have difficulties in reading comprehension on recount text. The teacher usually started the meeting by greeting and asking students condition and checkk attendance then the teacher start the lesson.
Teacher : “Assalamualaikum warah matullahi wabarokatuh” Students : “ Waalaikumsalam warah matullahi wabarakatuh” Teacher : “How are you today?”
Students : “I’am fine, and you?”
49
Before starting the lesson the teacher check attending list, after that the teacher reviewed the previouse lesson.
Teacher : “ did you still remember our lesson today?”
Students : “yes miss about recount text”
Teacher : “ what is recount text?”
Students : “ Recount text is a text that telling about past event”
Teacher : “ Okay good, what is the generic stucture and
language feature of recount text?”
Students : “generic stucture of recount text is orientation, events, and re-orientation and then language feature
of recount text is used past tense”
Teacher : “ yes, thats right.”
Later than reviewed the material. Teacher gave pre-test to the students. As in the first cycle, they need 20 minutes to the test. Some students finished it before set time. After that students submitted the pre-test.
Teacher : “Now, we did the same discussion like cycle I about the task, first did individually and the second by
group in pairs and the last we were discussed
50 Students : “ okay miss....”
After that , the teacher gave printed text of example recount text for the students and the teacher and students comprehend the contents of text by together. After that, the teacher gave to students a task and asked to students to did by individually. Then, their do the task again in same question. After finishing their work, they presented in front of the class, and the teacher discuss ther work. Teacher gave post test to know their reading comprehension in recount text increase or not. The teacher gave 20 minutes, after time was up students collect their worksheet. The teacher closed the meeting.
c. Observation
The researcher and the teacher observed the learning activities since the cycle II was going on. The teacher checked the students understanding about recount text by reviewing the material in previous cycle.
The researcher also observed the students’ attention,
51
In cycle II the students felt comfortable and confident when carrying out the task. The teaching and learning process in cycle II was very active (teacher and students). After analyzing the result of two cycle, concluded that The Powe of Two strategy can improve reading comprehension in recount text.
Table 4.3
Students’ Observation Sheet Cycle 2
52
16 Muhadi
17 Muhammad Rubai
18 Muhammad Ali M.
19 M.Djalaludin H
20 Mustaqim
21 Nur Fadilah Umah
22 Nurul Latifah
23 Rini Kholifah
24 Syari Salamah
Table 4.4
Result of obsevation sheet cycle 2
Code Activities Pre-test Post-test
A Paying attention 14 20
B Activities in asking question 11 15
C Activeness in responding questions 9 13
D Enthusiasm in doing test 15 20
d. Reflection
Based on the findings of cycle II, the improvement of the
53
is displayed in the score that mean pre test is 72.08 and the mean of post test 85.
In addition, all students seriously paid attention to the teacher explanation and active in the process of learning such as asking question and responding the question (D.2 19.05.16). Moreover, the students more confidance in front of the class when discussion. In this cycle 75% was the target of passing grade, and it was 98% of the students could pass the passing grade. The passing grade was 70. Therefore, the students achived the target of passing grade, so the researcher stopped the research until cycle II.
B.Result of Using The Power of Two Strategy
The researcher collected the data of cycle I and II from the students. The students was tenth grade of senior high school in MA Al-Manar Tengaran. The total number of students was 24 students. The researcher result score explained below:
1. Cycle I
The researcher had made table of respondents’ pre-test and post-test. The reseacher also calculated mean of pre-test and post-test and significant standard 5%. The writer did this calculation to know
respondents’ significant improvement in reading comprehension. It
was shown in the table below:
55
In cycle I, the researcher could calculate the students passing grade who could pass the passing grade.
Table 4.6
Count Passing Grade of pre-test in cycle I
Criteria Grade Presentation
<70 13 54%
70 6 25%
>70 5 21%
Total 24 100%
From the table above, the researcher knew that only 11 students passsed the passing grade. Therefore, it does not achieved the target of passing grade yet.
Table 4.7
Count Passing Grade of Post-test in Cycle I
Criteria Grade Presentation
<70 7 29%
56
>70 13 54%
Otal 24 100%
From the result of post-test passing grade, 17 students passed the passing grade. The passing grade waas 70 and the target was 75 %. Thus, the target of passing grade was not achived.
The reseracher wanted calculate the result of students about mean of pre-test and post-test, standard derivation and t-test as follows:
a. Mean of pre-test I M = ∑ 𝑋
𝑁
M = 1490
24
= 62.08
b. Mean of post-test I
M = ∑ 𝑋
𝑁
M = 1810
24
= 75.4
57
4. There was improvement of reading comprehension in recount text using the power of two strategy between pre-test (before the action) and the post-test (after the action).
c. SD of pre-test and post-test
58
T-table ≤ T-calculation = 2.64 ≤ 4.79
The score of the result above showed that the students’ increased from the pre-test and post-test. The mean of pre-test was 62.08 while the mean of the post test result was 72.04. Based on the comparison, the
students’ reading comprehension in recount text enhance
The calculation also showed that there was significant
improvement of The Power of Two strategy in improving the students’
reading comprehension in recount text. The t-tabel with 5% significance of degree freedom is 2.64. The result of t-calculation was 4.79. It means that there was considerable improvement in cycle I because T-calculation was bigger than t-table.Then, the target of passing grade was achived. The students get score 70 was 17 students. It was 75 % of the students passed the passing grade. It could be conclude that using The Power of Two strategy could improve the students reading comprehension in recount text on cycle I. Eventhough, in cycle I was suitable the researcher wants to conduct cycle 2 with the reason that the researcher wanted to know the result of students improvement with the different questions. Does it make different result in cycle I and cycle II. Therefore, the researcher must did again the method in cycle 2.
2. Cycle II
59
Table 4.8
Result of Pre-Test and Post-Test Cycle 2
60
From the data above, the researcher wanted to calculate the Passing grade in pre-test and post-test in cycle 2.
Table 4.9
Count Passing Grade of Pre-test in cycle 2
Criteria Grade Presentation
> 70 13 54%
70 8 34%
<70 3 12%
Total 24 100%
From the table above, the researcher knew that 21 students passed the pre-test with score the passing grade. The passing grade was 70 and the target 75%. Thus, the target of passing grade was achived.
Table 4.10
Count Passing Grade of Post-test in cycle 2
Criteria Grade Presentation
> 70 19 80%
70 4 16%
<70 1 4%
61
From the result of post-test passing grade, 23 students passed the passing grade. The target of passing grade was 75%. It was 98% of the students passed the passing grade. It meant that the target of passing grade was reached.
From the data above, the reseracher wanted to calculate the result of students about mean of pre-test and post-test, standard derivation and t-test as follows:
a. Mean of pre-test cycle II M = ∑ 𝑋
𝑁
M = 1730
24
= 7.08
b. Mean of post-test cycle II
M = ∑ 𝑋
62 c. SD of pre-test and post-test
SD = √Ʃ𝐷2
In cycle II, the result of post-test I and post-test II could be seen that the average score of students increased from 72.04 to 85. Based on this result, it means that applying the Power of Two
strategy was successful in improving the students’ reading
63
The T-calculation also showed that there was significant
improvement in students’ matery of recount text. The t-table with 5% significance of degree of freedom is 2.64. The result of t-test was 7.72 while t-table is 2.64. It meant that there was considerable improvement in cycle II because t-test was bigger than t-table.
Finally, can be conclude the Power of Two can improve the students’
mastery in recount text.
E.Research Summary
From the result of analyzes in cycle I and II, it shows significant
improvement of students’ mastery in recount text. The improvement as follow:
Table 4.11
The Mean of the Students’ Score
No Analyze Cycle I Cycle II
1 Mean Pre-test
Post-test
62.08 75.41
