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THE USE OF LEARNING CELL TECHNIQUE
TO IMPROVE STUDENTS’ READING COMPREHENSION
(An Action Research in Class 8 C of SMPN 2 Kradenan, Grobogan in the Academic Year of 2011/2012)
THESIS
Submitted to Fulfill One of the Requirements for the Completion of the Graduate degree in English Education
Written by:
Sri Hartini
NIM: S891008081
ENGLISH DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
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ii APPROVAL
THE USE OF LEARNING CELL TECHNIQUE
TO IMPROVE STUDENTS’ READING COMPREHENSION
THESIS
An Action Research in Class 8 C of SMPN 2 Kradenan, Grobogan in the Academic Year of 2011/2012
By:
SRI HARTINI
NIM S.
891008081
Approved by Consultants
Consultant 1 Date:Feb 29th, 2012 Consultant 2 Date: Feb 29th, 2012
Dr. Abdul Asib , M.Pd. Drs.Martono,M.A.
NIP. 19520307 198003 1 005 NIP.19600301 199803 1 004
The Head of the English Education Department of Graduate Program
Dr. Abdul Asib, M.Pd.
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LEGALIZATION
This Thesis has been examined by the Board of Thesis Examiners and approved
as a fulfilment of the requirements of obtaining the Graduate Degree in English
Education of Sebelas Maret University
on: February 29th , 2012
Board of Thesis Examiners: Signature
Chairperson: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D. (...) NIP. 19600918 198702 2 001
Secretary: Dr. Ngadiso, M.Pd. (...) NIP. 19621231 198803 1 009
Consultant 1: Dr. Abdul Asib, M.Pd (...) NIP. 19520307 198003 1 005
Consultant 2:Drs.Martono,M.A. (...) NIP.19600301 199803 1 004
The Director of Graduate Program The Head of the English Education Department of Graduate Program
.
Prof. Dr. Ir.Ahmad Yunus, M.S. Dr. Abdul Asib, M.Pd
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Use of
Learning Cell Technique to Improve Students’ Reading Comprehension (An
Action Research in Class 8C of SMPN 2 Kradenan, Grobogan in the
Academic Year of 2011/2012). It is not a plagiarism or made by others. Anything
related to others’ work is written in quotation, the source of which is listed on the
bibliography.
If then this pronouncement proves wrong, I am ready to accept any
academic consequences, including the withdrawal or cancellation of my academic
degree.
Surakarta, February 29th , 2012
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ABSTRACT
Sri Hartini, S.891008081: “The Use of Learning Cell Technique to Improve
Students’ Reading Comprehension (An Action Research in Class 8C of SMPN
2 Kradenan, Grobogan in the Academic Year of 2011/2012). First Consultant: Dr. Abdul Asib , M.Pd, Second Consultant: Drs.Martono,M.A. Thesis: Surakarta, English Department, Graduate School, Sebelas Maret University, 2012.
The objective of the research was to examine whether the use of learning cell technique can improve the students’ reading comprehension. Besides, the research was also designed to know how the situation was when learning cell technique was implemented in the classroom practice.
This research was a classroom action researh. The research was carried out in Class 8C of SMPN 2 Kradenan in the Academic Year of 2011/2012. This research was conducted in two cycles by following the procedure of action research, i.e. planning, implementing, observing, and reflecting. In collecting the data, the researcher used observation, interview, questionnaire, and test. The teacher was the researcher assisted by collaborators as observers and a teacher as a photographer. The interview and questionnnaire were given to the students before and after the implementation of learning cell technique. The tests were in the form of pre-test, post-test 1 and post-test 2. The data were analized qualitatively and quantitatively. The qualitative data were analyzed using Interactive Model of Data Analysis as propounded by Matthew M. Miles and A.M. Huberman.
The results of the research showed that Learning Cell Technique was able to improve the students’ reading comprehension. It was proven by the increase of the students’ mean score from 41.16 in pre-test to 46.30 in cycle 1, and 48.74 in cycle 2, although the results of the research were just a little bit improvement. Furthermore, the class situation also improved. The class became more enjoyable and fun. The students became more active individually and in group. There were some advantages of using Learning Cell Technique in teaching –learning of reading as follows: (1) The students get the ability how to make good questions and answers from the text; (2) By making questions and answers, the students can understand the content of the text; (3) The students have braveries in asking questions, answering questions and giving arguments based their answers.
Based on the result of the research, it could be concluded that the use of Learning Cell Technique has proven to be an effective way in teaching-learning of reading comprehension in Class 8 C of SMPN 2 Kradenan in the academic year of 2011/2012.
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MOTTO
Maka bertanyalah kepada orang yang mempunyai pengetahuan jika kamu tidak mengetahui.
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DEDICATION
This thesis is dedicated to:
-
Her late parents, Pawiro Sukarto and
Suliyem.
-
Her parents in law, Kaspoan and Supijah
-
Her beloved husband, Widodo, S.Pd.
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ACKNOWLEDGEMENT
First of all the writer realizes that this thesis would not have been completed without the blessing and mercy of Allah SWT. Therefore, she would like to express her gratitutes to Him for making it possible for her to finish writing this thesis.
In doing this work, the writer realizes that she is unable to finish it without contributions, helps, suggestions, and comments from many people. She is greatly indebted to them. Therefore, in this opportunity she would like to express her gratitute to:
1. Prof. Dr. Ir. Ahmad Yunus, M.S. as the Director of Graduate School of Sebelas Maret University for his permission to write this thesis.
2. Dr. Abdul Asib, M.Pd. as the Head of English Education Department,
Graduate School of Sebelas Maret University who has suggested and guided the writer to do this thesis well.
3. Dr. Abdul Asib, M.Pd as the first consultant, and Drs. Martono, M.A.
as the second consultant who thoroughly and patiently gave the writer encouragement, guidance, and valuable ideas for the completeness of this thesis.
4. The lecturers of the English Education Department of Graduate school
of Sebelas Maret University Surakarta, for their lectures, guidance, suggestions, and criticism. All lessons and knowledge are really important for the researcher.
5. Agus Suprapto,S.Pd. MM as the Headmaster of SMPN 2 Kradenan
who has given the writer permission to conduct the research at that school.
6. Her colleagues- Pada, S.Pd and Susilowati, S.Pd. who have helped her
as her collaborators.
7. All her beloved students who have taken part in her research.
8. Her late parents, Pawiro Sukarto and Suliyem.
9. Her parents in-law Kaspoan and Supijah, her brothers and sisters for their prayer for the writer to finish her study successfully.
10.Her beloved husband, Widodo, S.Pd. for his great love, tender,
patience, support, and understanding and her beloved children- Nais Volum Firdaus and Dear Area Firdaus for their endless love.
Finally the writer realizes that this thesis is far for being perfect. Therefore, the writer would like to accept constructive suggestion and critism for the progress of the next study. Hopefully, this thesis will be useful for the readers and give an important contribution to the development of English education. May God always bless us and lead us in his right path.Amin.
Surakarta, February 29th , 2012
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LIST OF FIGURE AND TABLE... xiii
LIST OF APPENDICES... xv
CHAPTER II REVIEW OF RELATED LITERATURE A. Reading ... 9
1. The Definition of Reading... 9
2. Types (Genre) of Written Language... 11
3. Skills of Reading Comprehension... 12
4. Types of Reading... 14
5. Reading comprehension and its affecting factors 15
6. The level of reading comprehension... 18
7. 10 Strategies for Reading Comprehension... 20
B. Learning Cell Technique... 24
1. Definition of collaborative learning... 24
2. Definition of Learning Cell Technique... 26
3. Steps of Learning Cell Technique... 27
C. Review of Related Research... ... 28
D. Rationale... 30
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CHAPTER III RESEARCH METHOD
A. Setting and the Time of the research... 33
B. Research Subject... 34
C. Research Method... 35
D. Procedures of the research... 37
E. Technique of Collecting Data... 40
F. Technique of analyzing Data... 45
CHAPTER IV RESEARCH RESULTS AND DISCUSSION A. Process of research... 48
1. Introduction... 48
2. Research Implementation... 49
a. Description of Cycle 1... 51
1) Planning the Action... 51
2) Implementing the Acting... 54
3) Observing the Action... 69
4) Reflecting... 73
b. Description of Cycle 2... 74
1) Planning the Action... 74
2) Implementing the Action... 77
3) Observing the Action... 86
4) Reflecting... 89
B. Discussion... 90
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion... 94
B. Implication... 95
C. Suggestion... 96
BIBLIOGRAPHY... 97
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LIST OF FIGURES
Figure 2.1. An Example of small group discussion in learning cell
technique ...29
Figure 3.1 Steps of Action Research (McNiff: 22)... 41
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LIST OF TABLES
Table 3.1 The research schedule...37
Table 4.1 The overview of the research implimentation... 53
Table 4.2 Pre-test score... 58
Table 4.3. The students’ gained scores of pre-test viewed from their skill...58
Table 4.4 The level of students’ RC based on their pre-test... 59
Table 4.5 Post-test 1 score... 71
Table 4.6 The students gained scores viewed from their skill ... 71
Table 4.7 The level of students’ RC based on their post-test result...73
Table 4.8 Pre-test and post-test 1 scores... 75
Table 4.9 The students’ gained scores viewed from their skill in the pre-test and post- test1... 75
Table 4.10 The level of students’ RC based on their pre-test and post-test 1. 76 Table 4.11 The improvement of class situation... 76
Table 4.12 The unsolved problems of cycle 1 and the proposed technique... 79
Table 4.13 Post-test 2 scores... 87
Table 4.14 The Students’ gained scores viewed from theor skill... 88
Table 4.15 The level of students’ RC based on their post-test 2 result...88
Table 4.16 Pre-test, post-test 1 and post-test 2... 90
Table 4.17 The students’ gained scores viewed from their skill in the Pre-test, Post-test 1 and Post-test 2... 90
Table 4.18 The level of students’ Reading Comprehension based on their Pre-test and Post-test 1 results ... 91
Table 4.19 The improvement of class situation... 91
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LIST OF APPENDICES
Appendix 1 Vision and Mission of SMPN 2 Kradenan... 103
Appendix 2 Lesson Plan... 106
Appendix 3 Group... 130
Appendix 4 Blueprint of try-out test... 131
Appendix 5 Try-out test Items... 135
Appendix 6 The Validity and Reliability of Try-Out Items... 148
Appendix 7 Blueprint of Pre-test... 153
Appendix 8 Pre-test items... 156
Appendix 9 Blueprint of Post-test 1... 168
Appendix 10 Post-test 1 items... 171
Appendix 11 Blueprint of Post-test 2... 182
Appendix 12 Post-test of Cycle 2 ... 185
Appendix 13 Test Result... 196
Appendix 14 Result of Questionnaire ... 199
Appendix 15 Interview... 203
Appendix 16 Field Notes... 208
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CHAPTER I
INTRODUCTION
A. Background of the Study
Learning a language is expected not only to help the students realize
themselves, their culture and others but also to help them to express ideas and
opinion to participate in their lives.
In this global area, English is a means of communication in the daily
life as both written and spoken language. It plays an important role in the
communication with other people in the world. In Indonesia, English is taught
from beginning level until advanced level of education. In the beginning level
of formal education, English is given to the playgroup, kindergarten and
elementary students as local content. It is not taught as compulsory subject. In
the junior high school, senior high school and vocational school, English is
taught as the compulsory subject. They must study hard to master English in
order to pass the state examination (Ujian Nasional). Some people learn
English in non formal institution, namely English course.
In English language, there are integrated skills to be mastered such as :
speaking, listening, reading and writing. There are various skills in mastering
language: receptive skills, listening and reading, productive skills, speaking
and writing. The students must have good communication in both spoken and
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According to Kurikulum Tingkat Satuan Pendidikan 2006 (KTSP,
2006) the aim of the English teaching in Indonesia especially teaching English
to junior high school is to enable students to have the ability in developing
communicative competence in both oral and written form achieving functional
literacy level, to have the awareness about the essence and the importance of
English in increasing competition in global community, and the last is
developing the students’ comprehension about interrelationship between
language and culture.
Reading is a necessary skill that any learner needs. Reading is the
activity to get meaning from the text. In other words, it means grasping the
meaning out from the text.The indicators of reading are word meaning, main
idea, general idea, explicit/detail informations, implicit information, and word
reference.
The aim of reading activity is to understand meaning (a message) of a
text. Students must have an ability to comprehend the spoken and the written
text adequately. Those who have good reading competence will be able to
understand them easily and it can help to support the other skills. That is the
reason why having reading competence is very important for the learners.
The standard of reading for SMP Negeri 2 Kradenan, Grobogan on the
eighth grade, the students are expected to understand the meaning of
functional text and short essay in description and recount and should read
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accurately and fluently. Besides, the students must comprehend the text deeply
as in National Standard for examination, reading always becomes an important
skill. That is why reading must be comprehended by the students in Junior
High School. In National Standard for examination, it is mentioned that the
students must have some comprehension skills: (1) finding explicit and
implicit information; (2) finding main idea; (3) finding meaning of words; and
(4) word reference.
The result of the preliminary study at VIII C showed that the average
of students’ score was 40.00. There were only 1 student or 2.63 % who got
score above 65 and others 37 students or .97.36 % failed in comprehending
reading passage. The target of the English achievement is hoped equal or more
than 65 as KKM (Kriteria Ketuntasan Minimum). So, it could be concluded
that the result of the preliminary study was still unsatisfactory.
Reading cannot be separated from comprehension. That is why there
appear a lot of difficulties dealing with reading comprehension. Many English
learners find it difficult to understand the English text. They often get stuck
because of some problems, such as unfamiliar words, their inability in
understanding the context, being lazy, etc. The students still encounter some
difficulties in identifying the implicit, explicit information of the text, main
idea, and words reference. Besides they had low interest to participate in the
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The students’ lack of understanding on reading lesson was mainly
caused by inappropriate teaching technique used when the teachers attempted
to explain reading materials. The teacher only used conventional technique. In
the reading class, the teacher presented a reading material in the text book and
asks the students to read whether silently or loudly, and then students had to
answer the questions. Consequently, the lesson became monotonous and
boring, students lack motivation to read. Some of them showed negative
attitudes. For example, some of them were absent minded, chatted to other, or
busy with themselves. As a result, the students were not able to get good
score in their reading achievement.
The method of teaching is quite important in the teaching learning
process. Teachers should choose an appropriate method in order to make the
students achieve adequate competence in reading. Teacher’s professionalism
deals with an ability of the teacher to guide, motivate, and facilitate students
to develop their reading competence. To solve the problems above, the
researcher will use Learning Cell Technique. This technique can assist the
students individually develop questions about a reading assignment or other
learning activity and then work with a partner, alternating asking and
answering each other’s questions.
Learning cell technique can be useful to engage students actively in
thinking about content, to encourage students to generate thought-provoking
questions, and to teach students how to check their understanding. Ask the
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sample analysis question stems, such as, Explain why (how)_________. What
are the strengths and weaknesses______? Why is ____________important?
etc. Creating questions about an assignment requires students to think about
the content in a way that is different from simply taking notes on it. It provides
an opportunity for students to think analytically, to elaborate as they put
material into their own words, and to begin to use the language of the diciplin.
Responding to the questions of peers provides a platform for discussion based
on student level of understanding. Exchanging questions and answers with a
peer can motivate students and challenge them to pursue deeper levels
thought.
The researcher of this study used the learning cell technique in
teaching reading at SMP Negeri 2 Kradenan, Grobogan because it could
develop the students’ thinking skills and reading comprehension. The purpose
of this technique was to engage students actively in thinking about the content
by creating questions and answering all the quenstions. This technique could
easily be taught and implemented for the students. The researcher believed
that learning cell technique can increase the students’ reading comprehension.
The indicators of reading comprehension are to know the explicit information,
word meaning, to understand the idea (general idea and mean idea), to know
implicit information and word reference. By using Learning Cell Technique,
the students should make questions and answers which were related to
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· What is Tony’s pet? (to know explicit information)
· Shortly, the show began. What is meant by the show? (to know
word meaning)
· What is the main idea of paragraph 4? (To understand main
idea).
· What does the text tell about? (general idea)
· When was the sender born? (to know implicit information)
· “I am happy to spend my time with him.” (paragraph 3). What
does the underlined word refer to? (to know word reference)
Based on the evidences above, the researcher wanted to do a research
about: Improving the students’ reading comprehension using learning cell
technique. The purpose of this technique was to engage students actively in
thinking about the content by creating questions and answering all the
questions. This technique could easily be taught and implemented for the
students. The researcher believed that learning cell technique could increase
the students’ reading comprehension.
B. Statements of the Problems
Based on the background of the study above, the research problems
which arise are as follows:
1. Can and to what extend Learning Cell technique improve students’
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2. How is the situation when learning cell technique is implemented in
classroom practice?
C. The Purposes of the Study
The purpose of the study is to examine whether and to what extent the
use of learning cell technique can improve the students’ reading
comprehension. Besides, the research is also designed to study how is the
situation when learning cell technique is implemented in the classroom
practice.
D. The Benefits of the Study
1. For Students
a. The students’ English reading skill increases.
b. The students are trained to be capable of reading texts using
learning cell technique. The students’ vocabulary will increase
automatically.
c. It will give enjoyble learning situation which can improve the students’
learning motivation.
2. For teachers
a. They can use learning cell technique as an alternative technique in
teaching reading.
b. It stimulates teacher to find a new technique which is appropriate for
teaching reading.
c. It improves the teachers’s capability to conduct teaching learning
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3. For other researchers
The result of this study can be used as a reference for starting point
to conduct further study about teaching and learning English, especially by
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Reading
1. The Definition of Reading
Wixson, Peters, Weber, and Roeber (1987) state that reading is the
process of constructing meaning from the written texts. It is a complex
skill requiring the coordination of a number of interrelated sources of
information (Anderson et al.,1985). Reading is the process of constructing
meaning through the dynamic interaction among: (1) the reader’s existing
knowledge; (2) the information suggested by the text being read; and (3)
the context of the reading situation.
Aebersold and Field (1997: 15) give their opinion in defining
reading as follows:
In a general sense, reading is what happens when people look at a text and assign meaning to the written symbols in that text. The text and the reader are the two physical entities necessary for the reading process to begin. It is , however, the interaction between the text and the reader that constitutes actual reading. Granted, the meaning the reader gets the text may not be exactly the same as the meaning the writer of the text wished to convey.
Aebersold and Field believe that reading is involving and
interacting between the text and the reader. The interaction between the
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Based on the theories above, it can be concluded that reading is a
process to obtain ideas or meaning from a text, which is more complex
symbolized in written or printed language. Reading involves two main
physical entities in the process; those are the text and the reader. In the
reading process, there is an interaction between the reader and the text
when reader tries to convey the meaning of the text. In this interaction,
there is a mental process that will show that reading is a personal activity.
Reading is not only extracting meaning from text but also a process of
connecting information in the text with the knowledge/ prior knowledge of
the reader.
2. Types (Genres) of Written Language
Each type or genre of written text has its own set of governing
rules and convention. A reader must be able to anticipate those
conventions in order to process meaning efficiently. With an extraordinary
number of genres present in any literate culture, the reader’s ability to
process texts must be very sophisticated. Consider the following abridged
list of common genres, which ulti mately form part of the specifications
for assessments of reading ability.
Brown (2004: 186) states that there are three kinds of genres of
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a. Academic reading
General interest articles (in magazines, newspaper etc.),
technical reports (eg. Lab reports), professional journal articles,
reference materials (dictionaries, etc.), textbooks theses, essays,
papers, test directions , editorials and opinion writing.
b. Job-related reading
Messages (e.g., phone messages), letters/emails, memos
(e.g.,interoffice), reports (e.g.,job evaluation, project reports),
schedules, labels, signs, announcements forms, applications,
questionnaires financial documents (bills, invoices, etc.), directories
(telephone, office, etc.), manuals, directions.
c. Personal reading
Newspapers and magazines, letters, emails, greeting cards,
invitations, messages, notes, lists schedules (train, plane etc.), recipes,
menus, maps, calendars, advertisements (commercials, want ads),
novels, short stories, jokes, drama, poetry, financial documents,(e.g.,
checks, tax forms, loan applications), forms, questionnaires, medical
reports, immigration documents, comic strips, cartoon.
The genres of the written language enables readers to apply
certain schemata that will assist them in extracting appropriate
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3. Skills of Reading Comprehension
Brown (2001: 187-189) states that there are two skills in the
assessment of reading comprehension.They are:
Microskills:
a. Discriminate among the distinctive graphemes and orthographic
patterns of English.
b. Retain chunks of language of different lengths in short-term memory.
c. Process writing at an efficient rate of speed to suit the purpose.
d. Recognize a core of words, and interpret word order patterns and their
significance.
e. Recognize grammatical word classes (nouns, verbs, etc.), systems (e.g.
tens, agreement, pluralization), patterns, rules, and elliptic forms.
f. Recognize cohesive devices in written discourse and their role in
signalling the relationship between and among clauses.
Macroskills:
a. Recognize the rhetorical forms of written discourse and their
significance for interpretation.
b. Recognize the communicative functions of written texts, according to
form and purpose.
c. Infer context that is not explicit by using background knowledge.
d. From described events, ideas, etc., infer links and connections between
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idea, supporting idea, new information, given information,
generalization, and exemplification.
e. Distinguish between literal and implied meanings.
f. Detect culturally specific reference and interpret them in a context of
the appropriate culture schemata.
g. Develop and use a battery of reading strategies, such as scanning and
skimming, detecting discourse markers, guessing the meaning of
words from context, and activating schemata for the interpretation of
texts.
Other skills suggested by Krashen and Terrel (1995: 134) which
distinguish at least four types of reading skills. Scanning is making a
quick overview of a passage, looking for specific information. Scanning
commonly occurs when using the telephone book, reading the classified
ads, ordering from a menu, and so forth. Skimming uses the same
approach, except that instead of concentrating on specific information, we
are looking for the main idea or general gist of a passage. In pleasure
reading, we usually neither skim nor scan, but read for main ideas, without
always paying close attention to details. This sort of reading is termed
extensive reading, i.e., rapid reading for main ideas of a large amount of
text. Intensive reading is reading for complete understanding of an entire
text. A student reading a problem an a chemistry text cannot be satisfied
with knowing approximately what is asked. Nor will a person filling out a
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4. Types of Reading
a. Perceptive. Perceptive reading tasks involve attending to the
components of larger stretches of discourse: letters, words,
punctuation, and other graphemic symbols.
b. Selective. This category is largely an artefact of assessment formats. In
order to ascertain one’s reading recognition of lexical, grammatical, or
discourse features of language within a very short stretch of language,
certain typical tasks are used: picture-cued tasks, matching, true/false,
multiple-choice, etc.
c. Interactive. Included among interactive reading types are stretches of
language of several paragraphs to one page or more in which the
readers must, in a psycholinguistic sense, interact with the text.
d. Extensive. Extensive reading applies to text of more than a page, up to
and including professional articles, essays, technical report, short
stories, and books.
5. Reading Comprehension and Its Affecting Factors
Reading comprehension is the core of reading activity. It means
that comprehending a text in order to convey the meaning is an influential
factor the success of reading process. Francoise Grelet (1986: 3) states that
reading comprehension is understanding a written text. It means extracting
the required information from it as efficiently as possible. Comprehension
involves all elements of the reading process working together as a text is
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concluded that reading comprehension is how the reader uses his/her skills
in reading process as an integrated skills to extract or convey meaning
from the text that is being read.
Aebersold and Field (2000: 15) the process of comprehending
involves decoding the writer’s words and then using background
knowledge to construct an approximate understanding of the writer’s
message. The process of comprehending a text is not so exact since
reading is a personal activity. It means that reading comprension differs
from one reader to another. For example: Dear and Nais who read the
same text about Herman’s family. Dear can understand the content of the
text. To show his understanding, he ilustrates the Herman’s family in form
of tree diagram. Meanwhile, Nais can not do as the former can do. She
summarizes the text into a short paragraph. She understands the text but
she has different technique to show up.
It is a fact that most students have difficulties in comprehending a
text. Those difficulties cause deficiency in the reading process. Inadequate
comprehension is usually created by some factors. Cushenberry (1985: 62)
in Muhtar (2010: 10) there are several factors which influence reading
comprehension is not optimum. They are:
a. Emotional Factor
Learners usually become severly frustrated when they are not
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attempts to read, which makes them conspicuous in a socially
unfavorable way, are the reason they are disappointed and ashame.
Children who are depressed have great difficulty in reading. Their
home environment which not harmonious with their psychology
problems can hinder their concentration
b. Intelligence Comprehension
Wolf (1987: 307) in Muhtar (2010: 10) reading comprehension
can be defined as information processing. It assumes that reading
comprehension is a cognitive process, First, the input is perceived in
its visual mode and then it is processed in a general cognitive level.
Therefore, a particular level of comprehension needs a particular level
of intelligence. There are different levels of intelegence needed in
dealing with comprehension at the literal, interpretive, critical,and
creative level.
c. Physical factors
Learners who have health problem such as obesity,
malnutrition, neurological difficulties and granular disturbances may
have a significant negative impact on reading in general and
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d. Background Experience
Those who have limited experiences with words in the number
of setting will have difficulty with comprehension in general because
of their low level of schemata . Besides, Baker and Brown (1985: 32)
in Muhtar (2010: 11) the ability to grasp the logical organization of the
text is firmly rooted in the reader’s prior knowledge of the world. If a
reader does not have the relevant background information, it may be
difficult or imposible for him to detect the logical organization of the
text being read. It can be said that efficient comprehension requires the
ability to relate the textual material to the reader’s existing or prior
knowledge.
6. The Level of Reading Comprehension
In reading passage, the readers must know the levels of
comprehension as Heilman (1981: 246) in Robiah (2009: 15) classifies
reading comprehension into three levels. They are: (1) literal
comprehension: (2) interpretive comprehension; and (3) critical
comprehension. The three levels of reading comprehension will be
described briefly, as follows:
a. Literal Comprehension
Literal comprehension is level which includes understanding
the ideas and information explicitly stated in the passage, the abilities
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or paraphrased in own words, understanding of grammatical ( verbs,
pronouns, conjunction, and so forth), recalling main idea explicitly
stated and knowledge of sequence of information presented in
passage.
b. Interpretive Comprehension
Interpretive comprehension is a level which concerns with
understanding of ideas and information which is not stated in the
passage explicitly. In this level, the reader must present their
understanding about the author’s tone, purpose and attitude, infer
factual information, main ideas, comparison, cause-effect relationship
which is not explicitly stated in the passage and summarization of
story content.
c. Critical Comprehension
Critical comprehension is a level which includes analizing ,
evaluating, and personally reacting to information offered in a
passage. In this level, the readers must have some abilities, for
example; reacting to information in a passage personally, indicating its
meaning to the reader , analyzing and evaluating the quality of
written information.
From the explanation above, it can be concluded that reading
comprehension is the core of reading activity. It means that
comprehending a text in order to convey the meaning is influential
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comprehending involves decoding the writer’s words and then using
background knowledge to construct and approximate understanding of
the writer’s message. If a reader does not have the relevant
background information, it may be difficult or imposible for him to
detect the logical organization of the text being read.
To be able to achieve the purposes of reading comprehension,
the readers must know the level of comprehension (the aspects of
reading comprehension). They are literal, interpretive, and critical
comprehension. The indicators of literal comprehension are to know
the information explicitly stated in passage and to know word
meaning . The indicators of interpretive comprehension are to know
the information implicitly, to present their understanding about the
author’s tone, purpose and attitude (general idea and mean idea), and
to infer factual information from the text (word reference). In critical
comprehension, the readers must have the ability to analize and
evaluate the information from the text. In this research, the researcher
will limit the aspects of reading comprehension, literal and
interpretive comprehension.
7. 10 Strategies for Reading Comprehension
To make reading comprehension successful, there are some
strategies which can be practically applied in the classroom. As Brown
(2001: 306-311) states there are ten strategies in reading comprehension,
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a. Identify the purpose in reading.
If we read something we don’t know before, we must
recognize the purpose we are being asked to read it. Efficient reading
consists of clearly identifying the purpose in reading something. By
doing so, we know what we are looking for and can weed out potential
distracting information. Whenever we are teaching a reading, make
sure our students know their purpose in reading something.
b. Use graphemic rules and pattern to aid in bottom-up decoding (
especially for beginning level learners).
At the beginning level of learning English, one of the
difficulties students encounter in learning to read is making the
correspondences between spoken and written English.
c. Use efficient silent reading techniques for relatively rapid
comprehension (for intermediate to advanced levels).
If the teachers are teaching beginning level students, this
particular strategy will not apply because they are still struggling with
the control of a limited vocabulary and grammatical patterns. The
teachers’ intermediate to advanced level students need not be speed
readers, but the teachers can help them increase efficiency by teaching
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· The teachers do not need to “pronounce” each word to ourselves.
· Try to visually perceive more than one word at a time, preferably
phrases.
· Unless a word is absolutely crucial to global understand, skip over
it and try to infer its meaning from its context.
d. Skim the text for main ideas.
Skimming consists of quickly running one’s eyes across a
whole text (such as essay, article or chapter) for gist. Skimming gives
readers the advantage of being able to predict the purpose of the
passage, the main topic, or message, and possibly some of the
developing or supporting ideas. This gives the a head start as they
embark on more focused reading. A teacher can train students to skim
passages by giving them, say, thirty seconds to look through a few
pages of material, close their books and then tell her/him what they
learned.
e. Scan the text for specific information.
Scanning is quickly searching for some particular piece or
pieces of information. Scanning exercises may ask students to look for
names or dates, to find a definition of a key concept, or to list a certain
number of supporting details. The purpose of scanning is to extract
specific information without reading through the whole text. For
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general English, scanning is important in dealing with genres like
schedules, manuals, forms, etc.
f. Use semantic mapping or clustering.
The strategy of semantic mapping, or grouping ideas into
meaningful clusters, helps the reader to provide some order to the
chaos.Making such semantic maps can be done individually, but
they make for a productive group work technique as students
collectively induce order and hierarchy to a passage.
g. Guess when you are not certain.
Learners can use to their advantage to:
· Guess the meaning of a word.
· Guess a grammatical relationship (e.g. a pronoun reference)
· Guess a discourse relationship.
· Infer implied meaning (“between the lines”).
· Guess about a cultural reference.
· Guess content messages.
The key to successful guessing is to make it reasonably accurate.
h. Analize vocabulary.
Severals techniques are useful here:
· Look for prefixes (co-, inter-, un-, etc) that may give clues.
· Look for suffixes (-tion, -tive, ally, etc) that may indicate what part
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· Look for roots that are familiar.
· Look for grammatical contexts that may signal information.
· Look at the semantic context (topic) for clues.
i. Distinguish between literal and implied meanings.
This requires the application of sophisticated top-down
processing skills. The fact that not all language can be interpreted
appropriately by attending to its literal, syntectic surface structure
makes special demands on readers. Implied meaning usually has to
derived from processing pragmatic information.
j. Capitalize on discourse markers to process relationships.
Many discourse markers in English signal relationships among
ideas as expressed through phrases, clauses, and sentences. A clear
comprehension of such markers can greatly enhance learners’s reading
efficient.
Reading comprehension is the core of reading activity. It
means that comprehending a text in order to convey the meaning is
influential factor the success of reading process. The process of
comprehending involves decoding the writer’s words and then using
background knowledge to construct an approximate understanding of
the writer’s message. There are several factors which influence
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factor; (2) intelligence comprehension; (3) physical factors; (4)
background experience.
B. Learning Cell Technique
1. Definition of collaborative learning (Barkley,Cross and Major: 6)
Learning Cell technique is one of collaborative learning.
Collaborative learning is based on different epistemological assumptions,
and it has its home in social constructivism. Mattews captures the essence
of the philosopical underpinnings of collaborative learning: “
Collaborative learning occurs when students and faculty work together to
create knowledge.... It is a pedagogy that has its center the assumption that
people make meaning together and that the process enriches and enlarge
them” (Matthews, 1996: 101 ).
Rather than assuming that knowledge exists somewhere in reality “
out there,” and that is waiting to be discoverd by human endeavors,
collaborative learning, in its tightest definition, assumes that knowledge is
socially produced by consensus among knowledgeable peers. Knowledge
is something people construct by talking together and reaching agreement
(Bruffee, 1993: 3). Bruffee, the most ardent advocate of collaborative
learning, wants to avoid having students becomes dependent on the teacher
as the authority on either subject matter content or group process. Thus, in
his definition of collaborative learning, it is not up to the teacher to
monitor group learning, but rather the teacher’s responsibility is to become
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Collaborative learning is a relationship among learners that
requires positive interpendence ( a sense of sink or swim together),
individual accountability (each of us has to contribute and learn),
interpersonal skills (communication, trust, leadership, decision making,
and conflict resolution), face to face promotive interaction, and processing
(reflecting on how well the team is functioning and how to function
better).
2. Definition of Learning Cell Technique (Barkley, Cross and Major: 140-
144)
In learning Cell technique, students individually develop questions
about reading assignment or other learning activity and then work with a
partner, alternating asking and answering each other’s questions.
The purpose of this CoLT is to engage students actively in thinking
about content, to encourage students to generate thought-provoking
questions, and to teach students how to check their understanding.
Creating questions about an assignment requires students to think about
the content in a way that is different from simply taking notes on it. It
provides an opportunity for students to think analytically, to elaborate as
they put material into their own words, and to begin to use the language of
the discipline. Responding to the questions of peers provides a platform
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questions and answers with a peer can motivate students and challenge
them to pursue deeper levels of thought.
In addition to developing content mastery, this technique motivates
students to practice interpersonal skills such as giving feedback in
nonthreatening ways, maintaining focus, and developing and sustaining
mutual tasks. Students learn to question, explain, admit confusion, and
reveal mis-conceptions-something that they are more likely to do with a
peer than with the instructor. Finally, an effective partner can act as a role
model for useful learning strategies.
3. Steps of Learning Cell Technique (Barkley, Cross, and Major: 54, 141)
a. Preparation
Prepare students by teaching them how to write good questions.
Central to implementing collaborative learning effectively is
constructing the learning task although students are charged with
taking responsibility for their own learning in collaborative learning,
the responsibility for defining and structuring the learning task lies
with the instructor.
The two most critical elements in constructing the collaborative
learning situation (1) designing an appropriate learning task, and (2)
structuring procedures to engage students actively in performing that
task. If the learning task is not suitable, or if it is not clearly understood
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will abound, students will flounder, waste time , and fail to benefit
from interaction with their fellow students.
b. Procedure (Barkley, Cross, and Major: 141)
1) Ask students to individually develop a list of questions and
answers dealing with the major points raised in a reading or other
learning assignment.
2) Form students pairs, or simply ask students to partner with a
student sitting nearby.
3) Explain the process by which you want partners to alternate asking
and answering each other’s questions.
4) Students A begins by asking the first question, and the student B
answer the question. Student A offers corrections and additional
information until a satisfactory answer is achieved.
5) Students B asks the next question and student A answer, and the
process repeats until all the qustions have been asked and
answered.
The Learning Cell Technique resembles a seminar insofar as it
involves small group discussion. However it also differs. Students
produce written assignments and bring them to class. There they divide
into groups of between two or five students, and discuss each other’s
work. The teacher moves from group to group to check progress. At
the end of the class the entire group comes together and each group
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for traditional marking. The preparation for the learning cell class
requires each student to prepare a series of questions to ask the other
members of the group. They must also attempt written answers to their
own questions. In the group discussion they then hear alternative
responses to the questions that they have already tried to answer. All
this happens before the relevant lectures on the material under
discussion taken place. Thus, the students must read, write, and discuss
the material before any formal instruction has taken place.
(Goldschmid ,1971 in Sellars, John.12th January 2010, 12:19)
Hixson-Lied states that in Learning Cell technique, students
develop questions individually, then quiz each other based on these
questions. A facilitator can compile all questions for future use as
practice quizzes/exams.
Hints:
· Encourage students to create quiz questions based on notes, books,
and other resources.
· Encourage a variety of questions for deeper understanding.
Here is one of examples of small group discussion in learning cell
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Learning cell technique
Figure 2.1. Small group discussion in learning cell technique
Extracting from the theories above, the researcher can conclude that
Learning cell technique is one of the collaborative learning techniques. In this
technique, students produce written assignment, questions and answers from
the text given by the teacher. In the class, the students are divided into small
groups. Each group discusses the questions and the answers from the text
given. The teacher moves from group to group to check the progress. At the
end of the class the entire group comes together and each group reports on its
discussion.
C. Review of Related Research
Langer (2007) states that experience has taught that four is the ideal
size for a group. Students who do not prepare or who arrive late complicate
matters considerably and so are excluded from the session. This, along with
the reasons why, is made explicit at the outset of the course. The majority of
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sessions lose mark from final grades accordingly. The quantity of reading
material is reduced in order to offset the amount of work involved in
preparing the discussion questions. It should be noted, however, that the extra
work involved in completing such a course may lead to an increase in the
students drop out rate. Students are initially apprehensive and sceptical.
However they soon see the benefits of this method and they enjoy the
discussion. They have to work harder but they do appear to learn more.
Philosophical discussion suddenly becomes possible in a class of a hundred
students.
Cross (2005: 141) states that the researcher decided to use Learning
Cells to help students review major school of art in order to prepare for an
upcoming examination. He asked students to develop two questions for each
of the following schools: Cubism, Dada, Expressionsm, and Surrealism. One
question was to adress a defining feature, the other was ask a more
thought-provoking question emerging out of some aspects of the school that the
student found particularly intriguing. After students finished asking and
responding to each other’s questions, they turned in their questions and
answers to the instructor. He (2005: 141) reviewed the questions, and added
a few questions that had not been adrressed by the students, and then selected
five questions for each school, transcribing them into a single document. At
the next class meeting, he distributed the handout as a study guide,explaining
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Oosells, The Learning-Cell Technique for teaching Human Anatomy
and Physiology (2005: 140). She chose this CoLT to break up her three-hour
class sessions and to deepen her students’ understanding of the content she
was presenting. She lectured on her first topic and then distributed a handout
with a set of questions based on the lecture that were samples of the kind she
would use on an exam. She next engaged students in a class discussion in
which she guided them through the process of creating similar questions.
After she lectured on her second topic, she asked students to write a set of
questions on their own that addressed the material she had just covered. She
then asked students to find a partner and take turns asking and answering the
questions. She uses this technique throughout the semester, and as students
became more proficient with practice, the activity took less time. Oosells
(2005: 140) believed that the process of creating the questions provided a
clear frame-work for focusing students’ attentions on the lecture. She also
thought that responding to another student’s questions provided the
opportunity for each students to recall, rehearse, and check their
understanding of key concepts in a way that kept students engaged and
motivated during the long class session.
Barkley, The Learning-Cell Technique for teaching Race and Ethnic
Relations (2005: 141). The researcher organized his online class into three
segments. At the beginning of the semester, he assigned students to work in
pairs for the first course segment, and then reassigned new pairs for the next
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two questions that particularly intriqued or puzzled them. Since the course
focused on racial relations, he encouraged students to use the assignment to
ask questions that were appropriate to segment topics but that students might
otherwise feel uncomfortable about asking. For example, one student
asked,”Should I be using the terms”Black’ or African American?” Partners
then exchanged questions. This format gave students permission to pursue
answers outside of class (for example,”I am in a class and was asked to find
out whether ‘Black’ or ‘African American’ was the preferred term. Can you
help me?). Students returned their answers to the partner who had created the
questions. The partner added any comments or follow-up questions, and
summitted it to the professor. The professor evaluated both partners’
contributions, added his own comments, and assigned each student a grade
that took into consideration the thorooghness and thoughtfulness of their
work. For each segment, he selected several of the best questions and answers
and posted them in a forum on the course’s discussion board.
D. Rationale
As stated in the previous chapter that students of SMP 2 Kradenan do not
have good motivation to learn especially English lesson. In reading class they
usually kept silent when the teacher began to explain the material. They
seemed to pay attention to her explanation. Surprisingly, when she asked
them what she had already explained, they often responded differently. Some
students kept silent, some other smiled and other said that they still did not
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were still unsatisfactory. The average of students’ score was 40.00 % (under
the English KKM: 65). There were only 1 student or 2.63 % who got score
above 65 and others 37 students or 97.36% failed in comprehending reading
passage. They had difficulties in finding information explicitly and implicitly,
meaning, main idea and reference. The students’ lack of understanding on
reading lesson is mainly caused by inappropriate teaching technique used
when the teacher attempted to explain reading materials. The teacher only
used conventional technique. In the reading class, the teacher presented a
reading materials in the text book and asked the students to read whether
silently or loudly, and then the students had to answer the questions.
Consequently, the lesson became monotonous and boring.
The method of teaching is quite important in the teaching learning
process. Teachers should choose an appropriate method in order to make the
students achieve adequate competence in reading. So the researcher proposes
Learning Cell Technique to improve the students’ reading comprehension.
Learning cell technique can be useful to engage students actively in thinking
about content, to encourage students to generate thought-provoking questions,
and to teach students how to check their understanding. Creating questions
about an assignment requires students to think about the content in a way that
is different from simply taking notes on it. It provides an opportunity for
students to think analytically, to elaborate as they put material into their own
words, and to begin to use the language of the diciplin. Responding to the
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understanding. Exchanging questions and answers with a peer can motivate
students and challenge them to pursue deeper levels thought. Because the
subject of this research is class 8C students so the researcher limited the
reading comprehension aspects (literal and interpretive). By using Learning
Cell Technique, the students should make questions and answers which were
related to indicators of reading comprehension. For example:
· What is Tony’s pet? (to know explicit information)
· Shortly, the show began. What is meant by the show? (to know
word meaning)
· What is the main idea of paragraph 4? (To understand main
idea)
· What does the text tell us about? (general idea)
· When was the sender born? (to know implicit information)
· “I am happy to spend my time with him.” (paragraph 3). What
does the underlined word refer to? (to know word reference)
Hopefully the questions and answers can cover all the indicators of reading
comprehension.
The researcher believes that it is necessary to use learning cell
technique for teaching reading comprehension. Students need to read about
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E. Hypothesis
Based on the related theories explained above, the writer proposes the
following research hypothesis:
· The use of learning cell technique can improve the reading comprehension
of class 8 C of SMP Negeri 2 Kradenan, Grobogan in the academic year of
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CHAPTER III
RESEARCH METHOD
A. Setting and the Time of the research
The study was a classroom action research, which implemented
learning cell technique to improve students’ reading comprehension. This
study took place in SMP Negeri 2 Kradenan, Grobogan regency, Central Java.
The location of the school is about 36 kilometers from the centre of
Purwodadi city. The school had 17 classes ( six of the ninth grade, five of the
eighth grade, and six of the seventh grade). There were three English teachers
in the school and all of them S1 graduates. The school was chosen because it
is the school where the researcher has been teaching English since 1995, so
there was a bigger chance for the researcher to be permitted to conduct
research at the school. Another reason was that learning cell technique has
never been applied in this school.
Time allotment for English was 4 x 40 minutes a week . This research
was conducted in October to November, 2011.
In order to enhance academic and non-academic quality, SMP Negeri 2
Kradenan formulated its achievement goals which can be seen from its vision
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This research was conducted from July 2011 until January 2012.
NO Description
The subject of the research was class VIII C students of SMP Negeri 2
Kradenan . There were 38 students in the classroom, 20 boys and 18 girls.The
English teacher and the researcher were the agents. The other English teachers
assisted the researcher. They were as analysts or observers.
Viewed from economic condition, most of the students of VIIIC came
from low and middle level economic families. Most of their parents were
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could not afford to buy English book or English references. They only had
LKS or exercise books and small English dictionary.
The students did not have good motivation to learn English but not all
of them. The teachers had to work hard to make them enjoy in this school by
giving motivation continuously. For example: the teacher says,” Students,
don’t be afraid to make mistakes,” or “ Don’t be ashame,” Everyday the
students came to class, sit on their chairs and most of them just kept silent or
absent minded during the lesson. They did like this because they have less
support or motivation from themselves, their family or environment to study.
Sometimes some of them were away from school for some days without
permision.Fortunately, the teachers gave them more attention. If they did not
come at least three days, the Guru BP and Wali Kelas visited their homes to
know what happened and gave motivation to them in order to go back to
school again.
In this class, the students were interested in English subject although
they had heterogeneous ability. However, in comprehending reading passage,
they found diffulties in new vocabulary and finding information from the text.
That was why the researcher conducted the classroom action research in order
to solve the problems.
C. Research Method
The method used in this research is action research. There are various
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Lomax (1990: 10) states that action research is a way of defining and
implementing relevant professional development. It is able to harness forms of
collaboration and participation that are part of our professional rhetoric but are
rarely effective in practice...(it)...starts small with a single commited person
focusing on his/her practice. It gains momentum through the involvement of
others as collaborators. It spreads as individuals reflect on the nature of their
panticipation, and the principle of shared ownership of practice is established.
It can result in the formation of a self-critical community: extended
professional in the best sense of the term.
McNiff, Lomax, and Whitehead (1996: 7) state that action research is a
form practitioner research that can be used to help he/she improves his/her
professional practices in many different types of workplaces. Practitioner
research simply means that the research is done individuals themselves into
their own practices. For example one of us (Jean) has been working in a
school with a group of teachers and parents, exploring together how they
might evolve a ‘code of behaviour’ for the home-school community.rather
than simply write out a code, they decided to see if they could live their beliefs
first and then write down a description of what they had done, drawing the
code out of the observation of their practice. Parents, teachers and children
worked together in the livingrooms as well as in classrooms on this project.
The notion of research was demystified because they built together a
perception of research as a vehicle for improving the quality of their life in
