i
T
HE USE OF “READ PLEASE” SOFTWARE
TO IMPROVE
THE STUDENTS’ READING SKILL
(A Classroom Action Research of The Eight Grade Students’ of Ta’mirul Islam Boarding School Solo, in Academic Year 2015/2016)
GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the Requirements for the Degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Educational Faculty
State Institute for Islamic Studies (IAIN) of Salatiga
Dyah Novita Sari
11311129
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA
v MOTTO
“With the day comes new strength and new thoughts”
-Eleanor Roosevelt
“Be who you want to be, not others choose to see”
-Unknown-
“Change the way you look at the things ang the tings you look at change”
vi
DEDICATION
This graduating paper is whole-heartedly dedicated to:
Allah SWT, My Lord My God Almighty thanks for guiding me to face
everything in this extraordinary world.
My beloved parents Mr. Siswanto and Mrs. Siti Sumaliyah. Thanks for
love, patience and motivation which has given to me.
All My beloved brothers and sisters which has supported me in any
situation.
My beloved sister Budi Astuti who always give me a big support as my
parents.
My someone special who always accompany me and be my new strength
vii
ACKNOWLEDGEMENT
Assalamu’alaikum Wr.Wb
In the name of Allah, The Most Gracious and The Most Merciful, The
Lord of Universe. Because of Him, the writer could finish this graduating paper as
one of the requirement for the Degree of Educational Islamic Studies (S.Pd.I) at
English Education Department of Teacher Training and Education Faculty State
Institute for Islamic Studies (IAIN) Salatiga in 2016.
Secondly, peace and salutation always be given to our Prophet
Muhammad SAW who has guided us from the darkness into the lightness.
However, this paper would not be finished without those supports,
advices, guidance, helps and encouragement from individual and institution, and I
somehow realize that an appropriate moment for me to deepest gratitude for:
1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for
Islamic Studies Salatiga.
2. Mr. Suwardi, M.Pd., the Dean of Teacher Training and Education
Faculty of State Institute for Islamic Studies (IAIN) Salatiga
3. Mrs. Noor Malihah, Ph. D as the Head of English Department of State
Institute for Islamic Studies (IAIN) of Salatiga and the consultant of this
graduating paper. Thank you for all of your suggestions,
recommendations and support for this thesis from the beginning until the
end.
4. Mr. Ari Setiawan, S.Pd, MM as consultant who has guiede, espoused,
and given the writer advices, suggestions and recommendations for this
graduating paper from the beginning until the end. Thank you for your
patience and care.
5. Mr. Rifqi Aulia Erlangga, S.Fil M.Hum as my academic counselor
ix
TABLE OF CONTENT
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
STATEMENT OF CERTIFICATION ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
TABLES OF CONTENTS ... ix
LIST OF TABLES ... xii
ABSTRACT ... xiii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problems Statements ... 4
C. Objectives of the Study ... 5
D. Benefit oh the Research... 5
E. Limitation of the Problem …... 6
F. Definition of the Key Terms ... 6
G. Review of Previous Study ...7
H. Paper Organization ... 8
CHAPTER II LITERATURE REVIEW A. Definition of Software ... 10
B. “Read Please” Software ... 11
C. Reading ... 23
CHAPTER III RESEARCH METHODOLOGY A. Research Method... 21
B. Research Procedure ... 23
x
D. Object of the Research ... 26
E. Instrument of Data Collection ...27
CHAPTER IV RESEARCH FINDING
A. Data Analysis ... 44
B. Discussion ... 62
CHAPTER V CLOSURE
A. Conclusions ... 65
B. Suggestions ... 66
BIBLIOGRAPHY
xi
LIST OF TABLE
3.1 Schedule of The Research ... 27
3.2 Observation Sheet ... 28
3.3 Scoring rubric of Reading ... 30
3.4 The Criteria of Students‟ Score ... 31
3.5 List of Facilities in Ta‟mirul Islam ... 45
4.2 The Result of Pre-Test I ... 43
4.3 The Classification ... 44
4.4 The Result of of Post-Test I ... 45
4.5 The Classification of Post-Test I ... 46
4.6 The Result of Pre-Test and Post-Test I ... 47
4.7 Observation Sheet ... 54
4.8 The Result of Pre-Test II ... 55
4.9 Classification of Pre-Test II ... 56
4.10 The Result of Post-Test II ... 57
4.11 Classification of the Students ... 58
xii ABSTRACT
Sari, Novita Dyah. 2016. “The use of “Read Please” software to improve the students’ reading skill (A Classroom Action Research of The Eight Grade of Ta’mirul Islam Boarding School Solo in Academic Year 2015/2016)”. A Graduating Paper. Educational Faculty English Department State Institute of Islamic Studies (IAIN). Consultant: Ari Setiawan, S.Pd, M.M
This study is intended to improve the students‟ reading skill using “Read Please” software. The research answered these main questions (1) How is the profile of the student‟s reading skill before and after using of “Read Please” software at the
eight grade students‟ of Ta‟mirul Islam boarding school Solo in the academic year
of 2015/2016? (2) Does the use of “Read Please” software improve reding skill at the eight garde students‟ of Ta‟mirul Islam boarding school Solo in academic yaer
of 2015/2016? (3) How far the improvement of “Read Please” software in
improving students‟ reading skill for the eight grade of Ta‟mirul Islam Boarding School Solo in the academic year of 2015/2016? The methodology of this research used Classroom Action Research (CAR). There were two cycles. Each cycle consisted of planning, action, observation and reflecting. From the results, the writer found several findings on it. The result of this research is there is an improvement of students‟ reading comprehension by using “Read Please” software. It can be seen from: (1) Before the software implemented the students‟ are not trust and confidence with their ability in reading English text loudly. But after the software has been implemented, the students showed their ability in read English text briefly and confident. (2) After implementing the software, their skill in reading are improving. It can seen from the mean score in the first cycle and the secind cycle are increasing. The mean in the post test I is 77.57 and the maen in the post tes II is 85.71. (3) The mean of pre- test I is 72.9 and post-test I is 77.57, test II is 74.57 and post-test is 81.38. And the percentage mean score of pre-test I is 14.3%, post-pre-test I is 38.1%, pre-pre-test II is 28.57% and post-pre-test II is 85.71%. It can be mean that 18 of 21 students can pass the KKM after learning by using “Read Please” software. Thus, it can be concluded that there is significant improvement of students‟ reading skill by using “Read Please” software.
1 CHAPTER I
INTRODUCTION
A. Background of the Research
Recently, science and technology grows well, especially in social
media. In past time, a lot of information stored in books or other print
sources but this time those can find by search in the social media that
require the ability to understand. For students‟ at all level in education are
required to master their ability in reading English text. In English learning
there are four aspects that includes, speaking, reading, writting, and
during explanation. Beside they learn the explanation from the teacher
they have to read more the material themself to reach the point.
Understanding the main idea from some text is needed to read the
whole text, recognize every each word, and know the meaning of the
word. They have to know how to interprate the mind idea of the text by
their own understanding. Many students‟ do not interest with reading and
they will have difficulties when they try to accept what the mean of what
2
Mastering reading skill is important for all students‟ to get the
information from the printed text, most of the information is needed for
their knowledge which up to date from magazine, newspaper, articles, text
book, and technology.
In this era, most of school use English for their daily, and the
students‟ of Ta‟mirul Islam borading school also use bilingual, Arabic and
English. The students‟ should mastering these two language familiar but in
fact English lesson is one of their difficult lesson beside mathematic,
nahwu, and shorof. During the English lesson, students‟ get difficulties in
reading, they don‟t know how to read the word and they don‟t know what
is the meaning of some vocabularies. The student‟s felt that English lesson
is same like nahwu and shorof lesson.
The teacher of Ta‟mirul Islam said that most of their students still
difficult to spell, understand the meaning and shy during reading an
English text, they felt confuse if they are false read the word. The students
also have low passion to mastering English lesson especially improving
their reading skill. They think Arabic language is more important than
English language.
In the past problem is why most of students‟ do not like read?
There are many factors why they don‟t like read. The book is irrelevant;
exposing someone only to the wrong, age-inappropriate reading material
3
Variation sytle in teaching models is the best way to make
students‟ interest with the lesson. Feel enjoy during the lesson can help to
catch the ponit of the lesson. In mastering reading skill also need a
variation style, beacuase the students‟ should know if reading have many
advantages.
Actually reading have many advantages, the students will find a lot
of information from various sources that can add their insights to the world
and they also get more additional knowledge which has not got from
lessons at school from the teacher explanations. Everything that students
need can be found by reading from any resources.
The resources can be found on printed book and technology, but
people usually find what need to search by their technology. Many people
have their own smart phone that will help them in searching anything.
Besides that, people easier to understand the main point of some
information in the technology than from the printed book. Nowadays,
many of people use the technology for searching some information than
searching in the printed book.
According to Dechant (1982:36) said that communication always
involves two elements: 1) The ideas or experience that are to be
communicated; 2) the sign or symbols that are used to convey these ideas
or experience.
Hudson, 2007:7) states that, the capacity to read is a truly
4
brains disrtibuted around the world can read or can learn to read, while no
other animal or machine can accomplish this feat, is more than merely
noteworhty. It is amazing capacity that allows people in different physical
locations and eras to communicate ideas, grand and worldly, to one
another.
The researcher tries to use “Read Please” software to improve the
students‟ reading skill of eight grade of Ta‟mirul Islam boarding school
Solo. There are many reasons for using of this software are to teach them
to read English correctly, to help the students‟ reduce in reading saturation
and also help the teacher in teach their subject easier, especially for
reading subject.
Based on the expalantion above, it gives inspiration to the
reseracher and carrying out the research entitled The Use of “Read
Please” Software To Improve The Students’ Reading Skill For The
Eight Grade Students’ Of Ta’mirul Islam Boarding School Solo In Academic Year 2015/2016.
B. Statement of the Problem
In this research, the writer would like to focus on the following
problems:
1. How are the profile of the students‟ reading skill before and after using
of “Read Please” software for the eight grade student of Ta‟mirul
5
2. Does the use “Read Please” software improve reading skill for the
eight grade of Ta‟mirul Islam boarding school Solo in academic year
2015/2016?
3. How far the improvement of “Read Please” software in improve the
student‟s reading skill of the eghit grade of Ta‟mirul Islam boarding
school Solo in academic year of 2015/2016?
C. Objective of the Research
Based on the problem of the statement the objective of the study
are;
1. To describe the profile of the student reading skill before and after the
use of “Read Please” software at eight grade of Ta‟mirul Islam
Boarding school Solo in academic year of 2015/2016.
2. To find out the use of “Read Please” software toward reading skill for
the eight grade students of Ta‟mirul Islam boarding school Solo in
academic year 2015/2016.
3. To find out the significant improvement after the use of “Read Please”
software of the eight grade of Ta‟mirul Islam boarding school Solo in
academic year of 2015/2016.
D. Benefits of the Research
In this research, the benefits of the study are:
6
Students are interest and have a passion to develop their skill in
reading. especially for their reading skill by use “Read Please”
software.
2. For Teachers
This research can be one of the reference and enrich the technique
in teaching reading, also help them to solve the problem about reading
skill.
3. For Ta‟mirul Islam boarding school
This software can be reference for teaching reading subject
especially in English subject.
E. Limitation of the Problem
This research is concentrated on the implementation of the use of
“Read Please” software to improve the students in reading skill of the
eight grade of Ta‟mirul Islam Boarding School Solo in academic year of
2015/2016. Hopefully this research will give good influence for the
student.
F. Definition of the Key Terms
This research is composed of four main terms which are essential
to be described. The writer wants to explain the meaning of the tittle
7
1. Software
Software means computer instruction or data. Anything that can be
stored electronically is software, in contrast to storage devices and
display devices which are called hardware. Computer software is a
general term that describes computer programs. Related term such as
software program, applications, scripts, and instruction sets all fall
under the category of computer software. Therefore, installing new
program or application on computer is synonymous with installing
new software on computer.
2. Reading
There various definitions of reading, (Dechant; 1982:15) stated that
reading classified definitions into those that define reading as
intrepretation of experience and those that define reading as
intrepretation of graphic symbols and discussed th e importance of the
sign system, decoding, and semantic and language structures.
3. Skill
The ability to do something well; expertise.
The ability comes from one‟s knowledge, practice, and aptitude to do
something well and competent excellence in performance.
G. Review of Related Literature
To support this research, the writer takes two literature reviews, the
8
Running Dictation game of MTsN karanggede in The Academic Year of
2013/2014”.That research was conducted by Sri Darsini 2015. The
researcher conclude that the use of news item text during reading subject is
give more imoprovement than just read the text.
The second research was done by Astri Rahmawati (2014) entitled “The
Use of Group Investigation Strategi to Improve Students’ Reading Skill of
MAN Tengaran in The Academic year of 2013/2014. The reseacher
conclude that making a group investigation makes the students more active
in asking questions without fearing than they work individualy. Since in s
group the students‟ have more breafly in asking some question, beacuse
they work in group that can them feel confident. And this technique very
effective in teaching reading process.
H. Paper Organization
In order to make easy to understand this paper, the writer uses of
representation. The system consist of five chapters:
Chapter I is introduction. It contains; background of the research,
statement of the problem, the objective of the research, the benefits of the
research, limitation of the problem, definition of the key terms, review of
related paper, and paper organization.
Chapter II is theoretical framework. It consists of the underlying
9
Chapter III explains about methodology the research, the setting of
the research. Subject the research, type of the research, procedures of the
research, technique of collecting data, and technique analyzing data.
Chapter IV is data analysis which consist of description from
chapter I up
10 CHAPTER II
LITERATURE RIVIEW
Software means computer instruction or data. Anything that can be
stored electronically is software, in contrast to storagedevices and display
devices which are called hardware. Computer software is a general term
that describes computer programs. Related term such as software program,
applications, scripts, and instruction sets all fall under the category of
computer software. Therefore, installing new program or application on
computer is synonymous with installing new software on computer.
A. Definition of Software
Software can be thought of as the variable part of a computer and
hardware the invariable part. Software is often divided into application
software (programs that do work users are directly interested in) and
system software (which includes operating systems and any program that
supports application software). The term middleware is sometimes used to
describe programming that mediates between application and system
software or between two different kinds of application software (for
example, sending a remote work request from an application in a computer
that has one kind of operating system to an application in a computer with
11
Software used to manage and control the hardware components
and which allow interaction between the hardware and the other types of
software. The obvious type systemis the computer‟s operating system but
device drivers include two types are utility and application software.
Utility software is a software such as anti virus, firewalls, disk
sedragmenters which help to maintain and protect the computer system but
does not directly interface with the hardware. Application software known
as „apps‟ are designed to allow the user of the system to complete a
specific task or set of tasks.
Some general kinds of application software include:
1. Productivity software, which includes word processor,
spredsheet, and tools for use by most computer users.
2. Presentation software
3. Graphics software for graphic designer
4. Specialized scientific application
5. Vertical market or industry specific software such as, for
banking, insurance, retail, and manifacturing environment.
B. “Read Please” Software
1. Definition of “Read Please” soft ware
Read please Shoft ware is a text to speech application designed to
give the computer a human-sounding voice, so it can read arbitrary text
12
file, type association, the program can read any text file or rich text
format file directly from the internet.
2. The steps of using “Read Please” software. The following term are
several steps of applying the software:
a. Locate the text that have to read
b. Choose the vioce
c. Settle the duration or intonation of reading
d. Press the green readplease play button
C. The Benefits of using “Read Please” software
“Read Please” software is a computer application that can read any
text, the user can manage the speed, volume and can change the voice,
female or male. The researcher used this software because there are many
benefits as the teaching media. This software can teach how is the
pronounce some English word, and how to read a whole of English text. It
can made the teacher teach easly and can be one way how to make the
students‟ interest to learn Englis especially in reading. ( http://
download.cnet.com/ ReadPlease-2003/3000-7239_4-10030557.html :3
April 2016)
D. Reading
In English, there are four basic skills that the students have to
master in study. They are listening, speaking, reading, and writing. One of
13
reading to acquire knowledge and source of information. They need to
practice continually and extensively to develop reading skill.
1. Definition of reading
There various definitions of reading, (Dechant; 1982:15) stated
that reading classified definitions into those that define reading as
interpretation of experience and those that define reading as
interpretation of graphic symbols and discussed the importance of the
sign system, decoding, and semantic and language structures. It also
meant by Charles (1963: 120) states that reading is the process of
learning to read in ones native language is the process transfer from the
auditory signs for language signals, which the child has already
learned, to the new visual signs for the same signals. In addition,
Grabe (2009: 15) says that reading is a strategic process in that a
number of the skills and process used in reading call for effort on the
part of the reader to anticipate text information, select key information,
organize and mentally summarize information, monitor
comprehension, repair comprehension breakdowns, and match
comprehension output to reader goals.
Based on the definitions above the writer concludes that reading
is an effort to get the point or information from some text. And be the
way how the reader gets the idea, knowledge or feeling that expressed
14 2. Types of Reading
Reading skill can be divided into four types, there are:
a. Scanning reading
It is making quickly over view of passage, looking for specific
information.
b. Skimming reading
It is making quick uses the same approach, expert that instead
of concentrating on specific information. We are looking for
the main idea or the general gist of passage.
c. Intensive reading
It is reading for complete understanding of entire of it.
d. Extensive reading
It is rapid for main ideas of a large amount of the text.
3. Aims of Reading
Grabe (2009: 8) states that the aims of reading, there are:
a. Reading for information (scanning and skimming)
To seek information can combine scanning (identifying a
specific graphic form in the text) and skimming (to search
information the reader has to build a simple quick understanding in
the text)
b. Reading for quick understanding (skimming)
Skimming is used the readers when they need to read many
15
one text to focus more attention. They don‟t need to read all the
materials. They just want to know some material in details.
c. Reading to learn
Reading is often carried out in academic and professional
settings. They read to learn when the information in a text is
identified as important (often by a teacher or textbook) and when
that information will be used for some task or may be needed in the
future.
d. Reading to integrate information
The type of reading to integrate information is that the reader
synthesizes information from multiple texts or brings together
information from different part a long text, and creates their own
understanding about the information.
e. Reading to evaluate and critique
This happen in academic and professional settings, after
reading a long text they have been asked to evaluate and critique.
They make their decisions about which aspect of the text are most
important, persuasive, least persuasive or most controversial.
f. Reading for general comprehension
The most common purpose for reading among fluent readers,
and it is the default assumptions for the term reading
16
g. Develop the students knowledge of vocabulary and idiom
Reading can come from any resourchers, printed book or
online. Every text consist many of vocabulary and idiom which
usually reader do not understand. Its make stimulus to the writter in
understanding, exactly it develop their vocabulary and idiom.
4. The Principals of Reading
According to Harmer (2001:70) the principles of reading are:
a. Reading is not passive skill. Reading is an incredibly active
occupation. To do it successfully, we have to understand what
the words mean.
b. Students need to be engaged with what they are reading. As
with everything else lessons, student who are not engaged with
the reading text, not actively interested in what they are doing.
c. Students should be encouraged to responds to the content of
reading text, not just to the language. It is important to study
reading text for the way they use language, the number of
paragraphs they contain and how many times they use relative
clauses.
d. Prediction is a major factor in reading. When we read texts in
our own language, we frequently have a good idea of the
17
e. Match the text to the topic. Once a decision has been taken
about what reading text the students are going to read, we need
to choose a good topic for them that suitable for their ability.
5. Aspect of Reading
Some of the aspects of reading which deserve both specific
attention in isolated learning situations and, at other times, more
balanced attention in a more normal reading situation are word
recognition, comprehension, and reflection. Dallman (1982: 25) states
that aspect of reading are:
a. Word recognition
The degree of excellence in reading is determind to a large
extent by the ability to recognize and pronounce words. The
chiefly skill in recognizing words continues to enjoy support in
respectable and influential quarters.
b. Comprehension
The vast majority of teachers do not endorse the claim that
the individual who can regognize words can read. To them
comprehension ia an absolute necessity in reading. And practice of
equating the pronunciation of words in context with reading is
faulty.
c. Reflection
Many educators have pointed out that word recognition and
18
the process of reading, when defined as gaining meaning from the
printed page, it is necessary to be able to hold ideas as they occur
and to conceptualize meaningful interpretation through reflection.
6. Purposes of Reading
Mahmoud (1992: 10) states that the purpose of reading are:
a. Reading for specific information
Reading for specific information is a common form of
reading used to discover specific or limited information.
b. Reading for application
Reading for application is used to accomplish a special
task.
c. Reading for pleasure and intertainment
It includes reading from magazine, newspaper, novels and
similar material.
d. Reading for ideas
The type of reading requires paying special attention to
main ideas, cocepts and the nature of the presented information.
The readre skims through major topics, headings, illustrations, and
conclusions in order to obtain a general idea of the text. Reading
for idea is enhanced through familiarity with the overal field of
study, realted topics, facts, and discussions.
19
It requires comprehension of the relationship between the
information introduced and overall knowledge of the subject. It
requires understanding the relationship of topics to sentences,
paragraphs, and the main ideas.
7. Causes of the Poor Reader
The rate of comprehension of poor readers is often significantly
below the norm for their age and grade level. They cannot read as
many words per minute as would be normal for a pupil their age.
Emerald (1982: 350) says that the causes commonly adducted to
explain a slow reading rate are:
a. The pupils move the lips and vocalizes excessively during
silent reading. An over emphasis on auditory methods of oral
reading may lead to excessive lip movements, inner
vocalization, and word by word reading
b. The pupil sounds out every word
c. The material is too difficult, the pupils has not had the
experintial background and lacks the intellectual maturity to
bring meaning to the printed materials.
8. Elements to Develop Reading Skill
Dallman (1982: 27) says that the student‟s reading skill can be
20
a. Physical health
Reasonable measure of physical health is essential to all
school learning. Nerveous tension and even ordinary physical
fatigue can reduce enjoyment and interest in reading. The
physical health include: sight, heraing, and speech. And it all
should in a good condition.
b. Mental health
Among the basic developmental needs of children that
affect growth in reading is feeling of security, of being
accepted and loved. To assure success for every student in the
process of learning to read, the teacher must know theie
student‟s capabilities. Havea good mental can build a self
confidence and a strong desire to achive the point.
c. Attitude of the learner
The desire to read is the motivating force that leads to reading.
For the beginner learner they honestly eclaim that they hate
reading. That attidue should be lost from the student mind,
teacher should select stories, or the other interest text to force
that mind and build a good attidue about reading.
d. Attitude of the teacher
The teacher and the school do not bear exclusive
responsibility for developing reading skill but taecher can be
21
process teacher should shows respect for each indivudual.
Getting respect from the teacher make the students feel comfort
22 CHAPTER III
RESEARCH METHOD
This chapter presents the research method. It focuses on the method used in
conducting the research. It describes setting and schedule of the research, subject
of the research, research design, research procedure, data and data source,
instrument of data collection and technique of analyzing data.
A. Research Method
The method of research is applying Classroom Action Research.
According to Arikunto (2006: 2-3) there are three words that can explain in
applying CAR. So, there are three definitions that can be explained:
research, action, and class. Research is an activity to observe the object by
using of ways methodologies to get te useful data or information to improve
the quality of thing and that is necessary for researcher. Action is a
movement activity delibaretaly with a specific purpose. A group of
students,whom got the lesson in the same time and place.
Then she concludes, that Classroom Action Research means the
research that undertaken by teachers to improve their performance and
teaching skill in the classroom.
The aim of action research is to feed practical judgment in concrete
situation, and the validity of the theories or hypothesis it is not generate
depends so much on scientific test of truth as an their usefulness in helping
people to act more intelligently and skillfully. In recent years, action
23
and in service education, particularly within the field of self-evaluation
(Arikunto: 2006: 57).
Kemmis in Hopkins (1993: 44) said that action research is a form of
self reflecting enquiry undertaken by participants in social including
educational situations in order to improve the rationality and justice of their
own social or educational practice, their understanding of these practice and
the situations in which the practices are carried out. And taken from
Division of Education, Indiana University, South Bend, said that classroom
action reserach is research designed to help the teacher to find out what is
happening in his or her own classroom, and to use that information to take
action for future improvement Basrowi (2008: 27).
Asmani (2011: 46) outline the characteristic of Classroom Action
Research, are:
1. An inquiry on practice from within
2. A collaborative effort between school teacher and teacher educators
3. Reflective practice made public
Base on the definition above, it can conclude that Classroom Action
Research is the research thatundertaken by teachers to improve their
performances and teaching skills in the classroom. CAR is used as one way
to improve the quality of teaching and learning and a method of finding out
what works best in classroom so that can improve student learning process.
The researcher uses classroom action research because the research was
24
explain the process of teaching reading skill use “Read Please” software.
This research is Collaborative Classroom Action Research, because
the researcher directly works together with one of her partner to help
conducting the research to solve the student‟s problem in the class. The
collaborator is one of the students at IAIN Salatiga, named Indah Rahayu.
She is a student in English Education Department 2011th. In this research,
the writer acts both as a teacher and researcher.
B. Research Procedures
In this classroom action research, the writer plans to conduct two
cycles in teaching reading descriptive text, which is each cycle consists of
four stages, they are: planning, acting, observing, and reflecting. The four
stages of the CAR cycle is conducted which is integrating like spiral. The
scheme of model classroom action research is as follow:
25
Here some explanation about four stages of each cycle in the
procedure of this research, they are:
a. Planning
Planning is the first stage of research procedure. This activity
covers the problem identification. In the planning stage, the resesrcher
has to identifying the problem, making some strategy to solve the
problem which happened in the class. The activities in the first stage
are:
1) Preparing the material, making lesson plan and design the
steps in doing action
2) Preparing list of the students‟ name and list of score
3) Preparing teaching aids
4) Preparing test, pre-test and post-test
b. Action
The researcher conduct an action after the first stage completed.
The action should same with what has been planed in thefirst stage. It
refers on how the researcher do in the classoom and how the class will
manage based on the lesson plan. This action aimed to solve the
problem in the planning stage. The researcher implements the CAR
with activities bellow:
1) Giving pre-test
26
3) Teaching reading skill using “Read Please” software
4) Giving opportunity for students‟ to ask any difficulties
5) Giving post-test
c. Observation
Obseravtion was the activity of monitoring (data collecting) to
determine how much the effect of the action has reached the target.
Observation was conducted by observing and scoring through oral
test to student‟s ability in reading English text.
d. Reflection
Reflection was conducted for evaluating all of the actions done in
every cycle. The result of the observation is analyzed, it is to
remember what occurs that has been written in observation. Reflection
seeks to memorize sense of the process, problems and real issues in
strategic action. The writer‟s reflection is done by discussing with his
collaborator. If the researcher find problems in teaching in the first
cycle, she will try to solve the problem in the next cycle.
Students minimum score (KKM) was 78. It means that students
passed the test when they got score 78 or above. The writer expected
that 75% students could pass the test in the cycle 1. When the number
of students who pass the KKM was lower than the writer expectation,
below from 75%. The writer would conduct the next cycle II in order
27 C. Technique of Collecting Data
There are two kinds of data that were collected in this research they
were quantitative data and qualitative data. The quantitative data was score
of students test and the qualitative data was information about the
application of “Read Please” software reaction in teaching learning process.
The researcher also observes the classroom interaction and collects the
needed information.
The quantitative data (score) was collected by using test which
consist of written test and oral test, and qualitative data from the information
about the application of the using “Read Please” software collected by using
observation.
D. Object of the Research
In this research, the researcher chooses Ta‟mirul Islam boarding
school as object of the study especially eighth grade students consist of 3
classes, but the researcher took one class VIII C because most of the
students in this class are not confident to read aloud English text. They
also have difficult in pronounce some word. There are 21 students‟ in
this class and all of them are girls.
They use two languages in their daily life, Arabic and English,
because they are staying in the boarding. They have English lesson at
least two meetings in a week and each meeting a long with two hours
28
The Implementation of Cycle 1 February 24
th
2016
February 26th 2016
3
The Implemantation of Cycle 2 March 6th 2016
E. Instrument of Data Collection
Data collection is a process of collecting information relate to the
research activity. There are four kinds of instruments used to collect the data
of this classroom action research as follow:
1. Observation Sheet
Observation sheet uses to monitor the students‟ activity during
teaching process and also know how far the students‟ improvement
before and after applying the method. It is also formulated in order to
help collaborator in observing students behavior during teaching and
learning class. In this research, the researcher and his collaborator
observed the learning process and noticed all the activities related with
29 6 Ria Novella Cesarika 7 Riza Fasikhatul 8 Sarah Musfira 9 Silvi Ervina 10 Siti Nur Salsabila 11 Syaher Amalina 12 Tara Bunga Angelica 13 Tara Bunga Angelina 14 Tarisa Emaliana
30 etc (Arikunto: 274). This research use
There for the valid data the researcher use the media to take some
picture during the classroom activities by using camera.
3. Test
According to Arikunto (2010: 266) test is used to measure the basic
capabilities and achievments. Especially for learning achievement, test
commonly used in schools can be divided into two categories:
a. Test Created by Teacher
Test made by a teacher with a particular procedures, but no
trials have repeatedly then is not yet known features and
benefits.
b. Standardize Test
Test that usually already provided in the testing agencies,
which are already guaranteed quality and standardized test
trials has experinced repeatdly so it can be said to be good.
In this research the writer prefers test made by teachers because
teacher can measures students difficulties in learning English, especially
in reading. The writer uses pre-test and post-test in order to get the data
and to find the differences of the students‟ ability before and after the
teacher use the software. Pre-test is given to students at the very
beginning of teaching and learning process while post-test is given after
31
Table 3.3
Scoring Rubric of Reading
No Aspect Score Criteria
1. Fluency
50 If there hesitation
60 Fluent but there is still hesitation
70 Fluent
80 Very fluent
2. Accuracy
50 Every utterence can not be understood
60 Some of the utterence can be
understood
70 Most of the utterence can be
understood
80 All of the utterence can be understood
3.
Pronounciation
50 Most of the pronounciation is wrong
60 Some of the pronounciation are right
70 Most of the pronounciation are right
80 All of the pronouncitaion are right
4. Intonation
50 All Intonation / rhythm are wrong
60 Some intonation / rhythm are right
70 Most of the intonation / rhythm are
right
80 All of the words, phrase and sentence‟s intonation and rhythm are right
5. Comprehension
50 Get score of the written test 3 until 4
60 Get score of the written test 5 until 6
70 Get score of the written test 7 until 8
32
The next step of analyzing is classifying the students‟ score into
categories. The measurement of the students‟ achievement is interpreted
as follow:
4. Technique of Analyzing Data
After collecting the data, the next step is analyzing all the data. It
uses to find out the improvement of students‟ skill in writing descriptive text
using TGT method to. There are technique for analyzing the data, as follow:
1. Descriptive technique
Descriptive technique uses to know students‟ participation and
their behaviorduringthe activities in classroom. In this case, the
researcher uses field note and analyze the observation sheet which has
been made by the collaborator before.
2. Statistical technique
Statistical technique uses to know the results of using “Read
Please” software toward improvement students‟ reading skill from
33
1. Mean
Explanation:
M = mean of the students‟ score
ΣX = the sum of the students‟ score
N = the total number of students
2. SD (Standard Deviation)
The first step, the writer will calculate SD, the formula is:
√ ( )²
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
3. T-test
After calculating the SD, the writer doing test to know is there any
significant differences or not between pre-test and post-test,
( ) (
34 Explanation:
to = T-test for the differences of pre-test and post-test
SD = Deviation Standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
This pattern is used to know the improvement students‟ speaking ability
by compressing between pre test and post-test.
5. Setting of The Research
This research was conducted at Ta‟mirul Islam Boarding School Solo. It is
located in Jl.KH Samanhudi No. 03 Bumi, Laweyan, Tegalsari, Surakarta.
For the further information about this school will be described as follow:
a. Profile of Ta‟mirul Islam Borading School Solo
Ta‟ mirul Islam Boarding School Solo is one of boarding in Solo.
It is developing school which still progress their quality and quantity
in education aspect. It is was built to create a new ulama generation.
Ta‟mirul Islam has a different rules with the goverment, they has their
own curriculum. Ta‟mirul Islam curriculum include Islamic lesson, for
the general lesson they use goverment curriculum. This boarding
school consist of two part, girl and boy, they stay in different place.
This boarding school was established on March 1987. The total
students‟ in the academic year of 2014/2015 is 273 students and all of
35
into 3 classes for the first grade, 3 classes for the second grade and 2
classes for the third grade.There are six programs which are provided
as follow: KMI, Takhosus, Tahfidzul Qur’an, Manasik Haji, Ma’had
Aly and Kinder garden. (Ta‟mirul Islam: 2016)
b. Vision and Mission
Creating „Ulama‟ Amilin to be adhesive of people which based on
sanad until creating Robbi Rodiya generation. (Ta‟mirul Islam: 2016)
c. Motto
“Iso Ngaji Lan ora Kalah Karo Sekolah Negri”
In English means to be good on receiving the holy Qur‟an and not
poorer than the state school.
d. Facilities of Ta‟mirul Islam Boarding School Solo
Table 3.5
List of Facilities in Ta’mirul Islam Boarding School Solo
No. Facilities Total Condition
36 CHAPTER IV
RESEARCH FINDING AND DISCUSSION
The researcher has arranged the research in two cycles. The steps
are: planning, acting, observing, and reflecting.
A. Cycle I
1. Planning
Before conducting the research, the researcher prepares the
instrument, as follows:
a. Lesson Plan
The researcher use the lesson plan as guide for the
reseacher‟s activities in the class and helps the researcher to
control the teaching and larning process.
b. Material
In the research the researcher use theme about descriptive
text. The researcher use some book and internet as resoucres of
the material.
c. Teaching aid
The researcher prepare some instrument, such as: laptop,
speaker active, blank paper, rubric, observation sheet and board
37
d. Sheet for classroom observation
In order to know how is the condition of teaching learning
process, the researcher prepare the sheet for classroom
observation.
e. Test (pre-test and post-test)
Pre-test was a test that given to the students before the
teaching learning process. Meanwhile, post-test was a test that is
given to the students‟ after learning process conducted.
2. Implement of the action
a. First meeting
On Thursday 24th February 2016, the teacher, researcher
and her collaborator entered the class at 09.10. The class was very
noisy, after they looked their teacher entered the class suddenly
they silent and backed to their chair. The teacher introduced the
girl who came with her, she explained that they came from IAIN
Salatiga for doing some research in her class. Students‟ seem little
enthusiastic, the teacher gave a chance to the researcher and her
collaborator to begin their research.
For the first meeting, the researcher gave salam and the
students answered loudly, she ask about their condition, their
readiness, then she introduced her self and her collaborator, what
would they do in their class and why they do the reseacrh. During
38
really paid attention, its because they feel strange and embittered
with what the researcher do in their class.
The researcher told why she do this research, she saw that
the students‟ of the second grade of Ta‟mirul Islam is still has
She began to check the attendence list, in that day there are
two students‟ were absent. Finishing check the attendence list, the
reseacher asked anybody know about descriptive text? There are
some of student answered but they confused with their answer. The
researcher gave example of descriptive text, she asked their
students are they understood about the text? Most of them has
understood what is the text about. The activity continued untill the
researcher gave the pre-test about descriptive text. She told that the
time is up, than the students‟ collect their test.
Next is,the researcher divided a short text that describe
about elephant. She asked for each students‟ read the text. During
39
found most of them wrong in some word, such as: “least, cabbages,
bought, month etc”. But before she applied her software, the time
is up. When every students‟ read one by one, its need a longer
time. Than she said to te students that the lesson will be continued
on Sunday 28th February 2016 in the same time at 09.10.
Before she closed the lesson, she asked to the students‟ to
checked the attendence list. There are also two students was absent,
Shelinda and Siti Novi. In the second meeting, the students seem
more enthusiasm than before. They have felt enjoy with the
researcher. The rearcher asked to put out the text which has given
in the first meeting. She choosed one of her students named Ria to
read the text. There some mistake in read some word. She asked
for once more students named Bunga to read the text. She also
found some mistake in read some word.
After getting the same mistake in reading some word, she
asked help to her collaborator to prepared the media, speaker active
40
would they do at that meeting. She told that day, she would gave
some software that purposed to teach about how to read the text
correcly. The class began noisy, some of the students felt amazed
and asked with their friend about how is the software work.
The researcher began to applied the software, she wrote
some text in the software and the text is same, describe about
elephant. She asked to all students‟ to kept silent during the
software applied. They really paid attantion, and some of the
students tried to read again the text. After appliying the software,
the researcher called one by one her student to read the text which
has read by software. Her students has improvement in their
reading better than before the software applied. But some of
students still got difficult in read.
The student named Yasmin Latufa has a good reading, she
read correclty the text. Yasmin has a good score in every criteria of
score, which include: fluency, accuracy, intonation, and
pronunciation. The researcher was amazed with Yasmin ability in
read English text. After scoring the student‟s reading, the
researcher give post-test about their comprehension in descriptive
text. She told the time is up for doing the test and the students‟
collected their test. The researcher closing the lesson by saying
41
c. Observation
In the first cycle, the researcher and her collaborator
observed the teaching learning process. The researcher is helped by
the observer in monitoring the students‟ activity and attention
during the action using the observation sheet. By observing the
students, the researcher found that most of the students are
enthusiastic in the teaching learning process but there are some
students who have a little difficulty to answer the question from the
teacher because their lack of vocabulary they are Syaher, Wanda,
Zumrotun, and Umi Rahmiyatin. And also there are some of
students still got difficulties in their reading English text they are:
Riza, Nurul and angelina. When the classroom action researcher
implemented by using the Read Plesase software the researcher
also found many students are still shy to read aloud. They felt they
can‟t read correctly and think that who can‟t read correctly would
get fury from the researcher. Many of them feel shy and do not
confidence with their ability in English. But after the software
applied they are a little bit confidence. Beacuse they know how to
read correctly.
When the software implemented the techer use random
student‟s list and use a short game to choose the students which
must read the text, it is very useful to interest and substract their
42
The condition in the classroom is a little bit noisy because every
student very enthusiastic follows the chance from the teacher to read
one by one in front of the teacher.
During the teaching and learning process the teacher asked the
students to read the text with their own ability. A reward is needed to
make the students keep enthusiastic.
43
b. The result of per-test
Table 4.2
The Result of Pre-Test I
44
N = the total number of students
Table 4.3
The Classification of Pre-test
Criteria of Assessment Frequency Percentile Rank (%) Grade
45
c. The Result of Post-Test I
Table 4.4
The Result of Post-Test I
46
M = mean of the students‟ score
ΣX = the sum of the students‟ score
N = the total number of students
Table 4.5
The Clasification of Post-Test I
Criteria of Assessment Frequency Percentile Rank (%) Grade
47
d. The result of Pre-test I and Post-tes I
Table 4.6
The Result of Pre-test I and Post-test I
48 √
Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
- T-test
standardized score because the standardize 78. In the post-test I
49
it. There are 23.8% upsurge from the pre-test and post-test I. The
calculation result of t-test =6.23 , t-table with Df = N-1, Df = 20,
level of signification 5% in t-table = 2.086. The result of t-test is
6.23 > 2.086. So, t-test calculating is greater than t-table. Based
on the result, it means that there is a significant difference
between pre test and post test.
From analysis above, the researcher concludes that the mean
of pre test and post test is a significantly difference, where post
test (77.5) is greater than pre test (72.9). It shows that the
classroom action research that is implemented by using read
please software influence to improve the students‟ reading skill.
4. Reflection
Based on the observation on the cycle I, the researcher had
to reflect the weekenesses during the teaching and laerning
process in order to help the students maximize their reading skill.
The thing that need to be fixed by the reseracher are:
a. The researcher has to asked the students to bring their
dictionary since they are lack of vocabullary.
b. The researcher has to motivated the students to read English
written text.
c. The researcher need to give some reward after the students
present their text in front of their friends in order to help them
50
After the cycle I implemented there are only 14.3 % who can
passed the standardize score. The researcher expected 75%
students can pass the standardize score after the cycle. However
because the researcher expectation is not achieved the researcher
need to arrange the cycle II.
B. Cycle II
1. Planning
Based on the result of cycle I, it necessery for the teachet to
continue to the next level.
a. Lesson plan
The researcher use the lesson plan as guide for the
reseacher‟s activities in the class and helps the researcher to
control the teaching and larning process.
b. Material
In the research the researcher use theme about
descriptive text. The researcher use some book and internet
as resoucres of the material.
c. Teaching Aids
The researcher prepare some instrument, such as: laptop,
speaker active, blank paper, rubric, observation sheet and
51
d. Sheet for Classroom observation
In order to know how is the condition of teaching
learning process, the researcher prepare the sheet for
classroom observation.
e. Test (Pre-test and Post-test)
Pre-test was a test that given to the students before the
teaching learning process. Meanwhile, post-test was a test
that is given to the students‟ after learning process conducted.
2. Implement of the Action
The reesarcher and her collaborator entered in the same
class at Sunday 6th March, 2016. The students‟ were ready as
usuall. In the cycle I still there are few problem that need to
revised in the cycle II. Some students still lack of their reading,
such as in their fluency, prononciation and their accuracy.
The teacher open the class by saying salam, students‟
answered with loudly. In the third meeting, students seem very
enthusiastic. The teacher asked the students about the last lesson,
some of the students raised their hand. Students named Yasmin
tried to answer, and the other students named Musfira also tried to
answer. After repeting the last lesson, the teacher gave some
assignment it means for the pre test. Finish the assignment,
students collected their answer. The teacher gave a peice of paper
52
whom famous in Indonesia. She called one by one of her students
to read the text. While thestudents read the text, she scored her
student‟s oral reading. After finished the scored, teacher bagan
describe about someone that famous in Indosesia and asked the
students to identifed. The class began noisy, they began to asked
each other. Someone of them named Tri Rosalina asked the tacher
to repeat the explanation. The explanation was repeated and after
few second student named Yasmin answered that the explanation
is about description. Than teacher began to explain once more
time about Desciptive text and the theme is people whom famous
in Indonesia. The class is silent, the students just keep silent and
listen what the teacher explained about. She choose one of her
students named Bunga to tried answer what is the text about. She
answered that the text is about Pas Mantab. Other students said”
gmana to Bunga ki.. itu kan tentang Sule”. Bunga laughed and
correct her answer. During learning, her collaborator scored the
student‟s attitude.The students has understood than the teacher
applied the software. She wrote the text on the software and
began in applying. After that been apllied, teacher called her
students based on the attandence list. Same in the first meeting,
teacher scored their oral reading during they read the text. One of
the students named Wanda still got many difficulties, teacher
53
for the second time she has got her improvement. After the
students finished in their reading, than teacher gave some
assignment that can proved their undestanding about descriptive
text. The students‟ collected their assignment. Teacher closed the
lesson and also gave appologize and thankful to all students in the
class VIIIC. Before closed the lesson the teacher gave motivation
in improving their reading skill than the teacher said salam and
walk out with her collaborator.
3. Observation
In the cycle 2, all students felt more enthusiastic to follow
the lesson. During learning process, researcher and her
collaborator saw the students‟ has not felt shy when they read
aloud. Most of the students can find the difficult word, because in
the last meeting their teacher has ask for all students to bring
dictionary. The become more active in the class, they brave to ask
or give a respon when the teacher ask them. Furthermore, they are
more confidence with their self when they use English and share
55 Table 4.8
The Result of Pre-Test II
56
M = mean of the students‟ score
ΣX = the sum of the students‟ score
N = the total number of students
Table 4.9
Classification of Pre-Test II
Criteria of Assessment Frequency Percentile Rank (%) Grade
57
c. The Result of Post-test II
Table 4.10
The Result of Post-test II
58
M = mean of the students‟ score
ΣX = the sum of the students‟ score
N = the total number of students
Table 4.11
Classification of the Students
Criteria of Assessment Frequency Percentile Rank (%) Grade
59
d. The Result of Pre-test I ans Post-test II
Table 4.12
The Result of Pre-test I and Post-test II
60 Explanation:
SD = Deviation standard for one sample t-test
D = Different between pre-test and post-test
N = Number of observation in sample
- T-test
score and 71.43% cannot pass it because the standardize 78.
While in the post-test II there are 85.71% students pass the
standardized score and 14.29% students cannot pass it. There
61
calculation result of t-test = 6.50 , t-table with Df = N-1, Df =
20, level of signification 5% in t-table = 2.086. The result of
test is 6.50 > 2.086. So, test calculating is greater than
t-table. Based on the result, it means that there is a significant
difference between pre test II and post test II.
From analysis above, the researcher concludes that
there are significant difference of pre test and post test,
where post test II (81.38) is greater than pre test II (74.38).
It shows that the classroom action research that is
implemented by using read please software influenced to
improve the students‟ reading skill.
5. Reflection
In previous cycle, the result of pre test II shows 28.57%
students can pass the standardize score. While in the post-test II
85.71% students can pass the standardize score. This achievement
is greater than the researcher expectation, where the researcher
expectation is 75% pass the standardize score. In this cycle, the
researchers conclude that the implementation of classroom action
research by using read please software can help the students
