THE USE OF OREGON READING MODEL TO IMPROVE THE STUDENTS’ READING COMPREHENSION (Classroom Action Research of the Second Year Students of SMK N 1 Salatiga in the Academic Year of 2014/2015) - Test Repository

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THE USE OF OREGON READING MODEL TO IMPROVE

THE STUDENTS’ READING COMPREHENSION

(Classroom Action Research of the Second Year Students of SMK N 1

Salatiga in the Academic Year of 2014/2015)

A GRADUATING PAPER

Submitted to the Board of Examiners as a partial fulfillment of the

requirements for the degree of

Sarjana Pendidikan Islam (S.PdI)

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

By:

ATHOK IBNU SALAM

113 10 125

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

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DECLARATION

In the name of Allah,

Hereby, the writer declares that this graduating paper is written by the writer himself. This paper does not contain any materials which have been published by other people and it does not cite any other people‟s ideas except the information from the references.

This declaration is written by the writer to be understood.

Salatiga, April 9th 2015 The writer

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MOTTO

IT‟S NOT OVER TILL IT‟S OVER

(Johann wolfgang von Goethe (1749-1832)

IT‟S KIND OF FUN TO DO THE IMPOSSIBLE

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DEDICATION

This graduating paper is dedicated to:

1. My God, Allah SWT who always besides me, listens to me, takes care of

me, and gives me the best thing ever.

2. My beloved parents, my father and my motherwho always pray, guide,

patient, and motivate me tobecome better person.

3. All of my beloved brothers, sisters, and my big family who fill my life with love and affection.

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ACKNOWLEDGEMENT

Alhamdulillahirobbil „alamin, all praises due to Allah, the Most Gracious

and the Most Merciful. Bless and the mercy is upon great prophet Muhammad

SAW for his guide us from the darkness to the brightness.

However, this thesis will not be finished without supports, advices, help

and encouragement from some people and the institution. I would like to say thanks to:

1. Dr. Rahmat Haryadi, M.Pd as the Rector of IAIN Salatiga.

2. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty of IAIN Salatiga.

3. Noor Malihah, Ph.D, the Head of English Education Department of IAIN Salatiga.

4. Sari Famularsih, S.PdI,.M.A as my counselor.

5. All of the lecturers in IAIN Salatiga. 6. All of the staffs in IAIN Salatiga.

7. My big family, father, mothers, brothers, and sisters that I cannot mention one by one.

8. All of my friends anywhere. Thanks for support and togetherness.

Salatiga, March, 13th2015 The writer

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ABSTRACT

Salam, Athok I. 2015.“The Use of Oregon Reading Model to Improve Students’ Reading Comprehension (Classroom Action Research of the Second Year Students of SMK Negeri 1 Salatiga in the Academic Year of 2014/2015)”. A Graduating Paper. English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN). Counselor: Sari Famularsih, S. PdI, M. A.

Key words: Oregon Reading Model, reading comprehension.

The writer uses Oregon Reading Model to improve students‟ reading

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TABLE OF CONTENTS

TITLE PAGE ...i

DECLARATION ...ii

ATTENTIVE COUNSELOR NOTES ...iii

CERTIFICATION PAGE ... iv

MOTTO ... v

DEDICATION ...vi

ACKNOWLEDGMENT ... vii

ABSTRACT ...viii

TABLE OF CONTENTS ... ix

LIST O FIGURE AND TABLES ……….xi

CHAPTER I INTRODUCTION A. The Background of the Study ... 1

B. Problem Statement ………...4

C. Objectives of the Study ... 4

D. Limitation of the Study ...4

E. Benefit of the Study ………...………….… 5

F. Clarification of the Key Terms ... 6

G. The Graduating Paper Outline ... 7

CHAPTER II THEORETICAL FRAMEWORK A. Oregon Reading Model ... 9

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CHAPTER III STUDY METHODOLOGY

A. Place and Time of the Study.………..……….. 24

B. General situation of SMK N 1 Salatiga...24

C. Type of the Study ... 26

D. Subject of the Study ... 27

E. Procedure of the Study………..………..…… .30

F. Technique of Collecting Data …... 31

G. Technique of Data Analysis ...33

CHAPTER IV DATA ANALYSIS A. Data Analysis ... 36

1. Cycle 1...….………... 36

2. Cycle 2... 49

B. Discussion ... 61

CHAPTER V CLOSURE A. Conclusion ... 63

B. Suggestion ... 65 REFERENCES

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List of Figure and Tables

Table 3.1. Schedule of the Study...22

Table 3.2. List of XIAP 3 (Office Administration Class) Students of SMK N 1 Salatiga in Academic of 2014/2015...27

Figure 1.3. The Procedures of Classroom Action Research...29

Table 4.1. Check list for Classroom Observation...43

Table 4.2. The Results of Pre-test in Cycle I...44

Table 4.3. The Result of Post-test in Cycle I...46

Table 4.4.Check list for Classroom Observation...56

Table 4.5. The Result of Pre-test in Cycle II...56

Table 4.6. The Result of Post-test in Cycle II...58

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CHAPTER I

INTRODUCTION

A. Background of the Study

English is very important to communicate in modern era especially

English language. English is an international language which is used as a media of communication internationality. In Indonesia, English considered as

a foreign language and taught formally at the school. English is staring from kindergarten up to the university. Students are having many times to learn English in the school or in the home with their friends. There are two things

which we all know about language: first that we use it for a purpose, second that it only makes sense in context. It is can help the students to get more of

skill in English language skills. In English there are four skills should be mastered, they are reading, listening, speaking, and writing. From these four skills, reading is essential factor to improve the readers to another skills

listening, speaking and writing (Chatherine, 1996: 11).

Reading becomes important because it will bring some advantages, the

students will gain a lot of information from various course that can add their insights to the world and its development. They also get more additional knowledge which has not gained from lesson at school from the teacher‟s

explanations. The information that is obtained can be several information about past, present and future event. More-over about everything that

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knowledge about everything.Reading skills become very important in the education field, so students must be trained in order to have a good reading

skill. Reading is crucial for students, because the success of their study depends on their reading comprehension.Reading is a fundamental goal that

children must master in order to be successful in school and in life. As professional educators, we know that the parents, principals, district leaders, and even our government are constantly pushing us to increase the reading

levels of the students in our classrooms (Stone, 2009: 39).

Sometimes, reading is seen as a simple activity, but actually it is a

complex. We do not just speak of symbols that from of writing but also to understand the purpose of the text. In the reading, students are expected to observe, understand and think.

Reading is a complex information of processing skill in which the readers interact with the text in order to create meaningful discourse. By

readingactive the readers will get the problem solving individual who coordinates a number of skills and strategies to gain comprehension as he/she

read as a reading material. The goal of reading program is to develop fluency where in independent readers set their own goals and strategies for reading. Reading activities are suggested by the goal of the readers and by specific

characteristics of the reading passage. Reading task must be realistic in terms of both language use and student abilities (Silverstein, 1984:12).

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the language through delivering idea based on the text in process to receive and construct the meaning and process information as well.

Sometimes students faced several problems in reading comprehension. The problems divided into two, internal and external problems. Internal

problem come from student themselves such as lack of motivation and knowledge. For example, when the teacher discusses about sport, many students actually do not know some kind of sports such as: baseball, fencing,

yacht, etc. External problem come from teachers, school facilities, parents, and the condition of students in learning English, for example, the skill and

method which the teacher used in teaching reading in the classroom. The teachers ask the students to read some text without giving direction and strategies to the students.

A teacher should have some strategies and methods that suitable with the condition. To solve the problems in reading comprehension, the writer will

give Oregon reading model to improve the students‟ reading comprehension. It can be built from their interest and motivation before reading the whole text.

Based on the background above, the writer emphasizes the study in the use of Oregon reading model by conducting class action research. It helps students to understand and comprehend the text easily. So, the study focuses

on “THE USE OF OREGON READING MODEL TO IMPROVE THE

STUDENTS‟ READING COMPREHENSION (Classroom Action Reserch of

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B. Problem Statements

Based on the background of the study, the writer finds out the

following problems, they are:

1. How can the implementation of Oregon Reading Model improve the students‟ reading comprehension of the second year students of SMK

N 1 Salatiga in the academic year of 2014/2015?

2. How is the significant of the use Oregon Reading Model to improve the students‟ reading comprehension of the second year students of

SMK N 1 Salatiga in the academic year of 2014/2015?

C. Objective of the Study

This study has some following purposes, they are:

1. To find out the implementation of Oregon Reading Model improve the students‟ reading comprehension of SMK N 1 Salatiga in the academic

year of 2014/2015.

2. To find out the significant of the use Oregon Reading Model to improve the students‟ reading comprehension of the second year

students of SMK N 1 Salatiga in the academic year of 2014/2015.

D. Limitation of the Study

Some aspects can be examined the problems. Nevertheless, in this

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Model to improve the students‟ reading comprehension of the second year students of SMK N 1 Salatiga in the academic year 2014/2015 as the subject

of the study. The writer expected to get the best result effectively.

E. Benefit of the Study

This study is expected to give theoretical and practical benefits: 1. Theoretical

The result of this study can be used as the reference for those who want to conduct a study in English teaching and learning process.

2. Practical

a. For the writer

The finding of this study can be used as a starting point for the

writer to get experiences that will be useful in the future as an English teacher and the result of the study can be a reference in reading

comprehension. b. For the students

The finding of this study could motivate students in order to involve them in learning process actively and to improve their reading comprehension.

c. For the English teacher

The finding of this study can be a new knowledge for the

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improve the students‟ reading comprehension. The teachers could

improve their capability through many ways to develop the new

methods of language learning to increase the knowledge about reading comprehension.

F. Clarification of Key Terms

The writer will clarify the term to avoid a mistake in understanding

the title above: 1. Use

To employ for some purpose; put into service; make use of: to use a knife (Hornby, 1985:426). The meaning of use in this case is in applying the Oregon Reading Model.

2. Oregon Reading Model

This Reading Model used by Oregon Department of Education

has developed with a committee of teachers the Four Traits of Reading: Comprehension, Extend Understanding, Reads Critically for

Text Analysis, Reads Critically for Context Analysis (Lewin: 2003). 3. Improve

Improve is achieve or produce something better (Oxford

University Press, 2008: 222). 4. Reading

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They also define the reading is an interacting process with the language in the printed page.

5. Reading Comprehension

Reading Comprehension itself is a process of making sense

of writing ideas through meaningful interpretation and interaction with language (Dallmann et al, 1982: 25).

G. Graduating Paper Outline

This study is organized into five chapters as follows:

Chapter 1 is introduction presenting the background of the study, the limitation of study, the statement of problem, the objective of the study, benefit of study, definition key term, the review of previous study

and organization of thesis. Chapter 2 is review of related literature. It consists of theories underlying the writing of the study; they are the

meaning of use Oregon Reading Model, Improve the Reading Comprehension.Chapter3 presents study report and data presentation. It

consists of data location of SMK N 1 Salatiga, condition of teachers and students, facilities of SMK N 1 Salatiga, activity of SMK N 1 Salatiga, study site, the general concept of classroom action study and study

methodology. Chapter 4 presents the implementation of the study. They are analysis cycle 1 and 2. Chapter 5, as the last chapter in this study

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CHAPTER II

THEORITICAL FRAMEWORK

A. Oregon Reading Model

Oregon reading model is used by Oregon Department of Education has developed with a committee of teachers with use the Four Traits of Reading: Comprehension, Extend Understanding, Reads Critically for

Text Analysis, Reads Critically for Context Analysis (Lewin: 2003). There are purposes the Four Traits of Reading:

1. Comprehension

The reader understands both the parts of a selection and the selection as a whole, the abilities are:

a. To understands the text literally

b. To understands the nonliteral-that is makes inferences

c. To understands main ideas of the text d. To understands details of the text

e. To use textual resources such as tables, illustrations, glossary 2. Extends Understanding

The reader makes connections and can see a relationship

between this selection and other sources, such as:

a. To connects to or reminds of personal experience

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c. To connects to or reminds of another text-something read earlier

d. To connects to or reminds of TV show, movie, of video

e. To connects to or reminds of some issue or event in the

community or world. 3. Reads Critically: Text Analysis

The reader analyzes and evaluates the author‟s ideas and

writing craft, there are:

a. To identify the author‟s purpose

b. To evaluate the author‟s use of stylistics

c. To analyze the author‟s use of literary elements

d. To critique author‟s ideas and writing ability with relevant

examples from the text

e. To makes reasoned judgments about the author

4. Reads Critically: Context Analysis

The reader analyzes and evaluates the ways in which the author‟s message or theme may have been influenced by the times in

which the author lived, as follow:

a. To understands the author‟s life experiences

b. To evaluate life experiences that influenced the writing

c. To understands the historical, economic, social, political, and

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B. Reading comprehension

1. Definition of Reading

There are many definitions of “reading” presented by the

experts. However, there must not be the worthiest sense. One of the

definitions is implied by Daniel (quoted in Dallmann et al., 1982: 23) “Reading is verbal process interrelated with thinking and with all other communication abilities-listening, speaking, ad writing, specifically, reading is a process of reconstruction from the printed patters on the page ideas and information intended by the author.”

According,Blair & Rupley (1981: 2) argue that the reading can be defined as a thinking process and it can be a communicative skill. They also define the reading is an interacting process with the

language in the printed page. This printed page s`hould be understood and the reader should be able to express in oral form. In the short

sentence, they defines that the reading is a language process. However, basically the nature of reading is difficult to be defined as in process of reading exactly. This can be pointed out in many views.

Reading as the process of giving the significance it ended by the writer to graphic symbols by relating them to one‟s own find or

experience (Dechant, 1970: 19). Reading is thus perceived as a two fold process: identification of the symbols, and association of appropriate meaning with them. Reading requires identification and

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2. Type of Reading Text

According to Patel and Jain (2008: 117) there are types of reading text:

a. Intensive Reading

Intensive reading is related to improve in language learning under the teacher‟s guidance. There are characteristics of intensive

reading (Patel, 2008: 117-119):

1) This reading helps learners to develop vocabulary

2) Teacher play main role in this reading 3) Linguistic items are developed

4) This reading aims active use of language 5) Intensive reading is reading aloud

6) Intensive reading emphasized in speech habit (pronunciation,

intonation and rhythm) b. Extensive reading

Extensive reading is teach the students to read directly ad fluently in the target language without the aid of the teacher. The importance of extensive reading is for the development of students‟

as a reader word recognition and language (Harmer, 2001:210). According to Patel (2008: 120) there are characteristics of

extensive reading:

1) Extensive reading helps learners to active develop vocabulary

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4) This reading aims to enrich learners knowledge 5) Extensive reading is silent reading

6) In extensive reading emphasized in subject matter

7) By using extensive reading good reading habit can be

developed. c. Aloud reading

According to Venkateswaran quoted by Patel (2008: 120)

defined that reading aloud is not useful at the secondary level because of it is very difficult skill for students who does not know

how to pronounce the text. Besides that, if the students have not prepared themself for reading, it will be very difficult for them and will be unnatural. Basically reading is silently reading, text should

be read aloud which have been written to read aloud like poetry, dialogue, and other type of text. The texts which have no need not

to read aloud should not be read aloud. Patel (2008: 122) says that the advantages of aloud are:

1) This reading help the learners to improve reading skill well by speaking and expressing ideas

2) Aloud reading aims to develop learners in pronounce well

3) Learners will enjoyable in reading when the teacher give stimuli during reading

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the teacher said. So, the teacher should have innovation ideas that can make the activity is effective.

d. Silent reading

Silent reading is important skill in teaching English. In

addition, the students will easy when reading because they read whisper. Silent reading is also to get any information. Below are the advantages of silent reading:

1) This reading makes the students active

2) In silent reading focuses of learners toward subject matter and

naturally

3) This reading is saves time because all students participate in tha actifity at a time

4) Silent reading is useful to develop reading skill fast

5) This skills use play main role to improve the students‟

knowledge 3. Kinds of reading text

Kinds of reading text are so excessive, but the writer only mentions six texts of English reading (Iwuk, 2007: 54-80). Those are: a. Procedure text

Procedure text is text which is frequently found at round us, like food rules and texts having another “how to” in the title of

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b. Recount text

Recount text is text to retell something that happened in the

past and to tell a series of past event. Recount text gives information about moment or event took place in the past.

c. Descriptive text

Descriptive text is text which informs to describe a particular person, place or thing in detail.

d. Narrative text

Narrative text is text to amuse or entertain the readers and

to tell a story. In other hands, this text tells us something so that the reader enjoys and imagines the story. Those texts are well known as narrative, such as: folktale, legend, novel etc.

e. Report text

Report text is text that presents information about

something, as it is. This text gives descriptive information of general characteristic of the living or the death ones.

f. Spoof text

Spoof text is text which tells a remarkable and funny story or moment. On the other hand spoof text is a text which tells

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g. Hortatory Exposition Text

Hortatory exposition is a type of spoken or written text that

is intended to persuade the listeners or readers that something should or should not happen or be done. Social function of the

hortatory exposition is to persuade the readers or listeners that

something should or should not be the case.

(http://schoolshandouts.blogspot.com)

4. Reading proses

Many specialists defines that reading is the process of putting

the reader in contact and communication with ideas. Reading process will be discussed in turn (Fauziati, 2005: 139).

a. The complex reading

Reading process are consist of two major sub proses, they are: 1. The first level is identification

the process of identification is the way of determining rapidly and accurately just what the text says.

2. The second level is interpretation

At this level the readers must negotiate a meaning with the writer of the text, the text serving as spokesperson for the

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b. Bottom-up

Bottom-up is a process of decoding meaning from the

printed page. In the process, readers recognize a multiplicity of linguistic signals (such as letters, morphemes, syllables, words,

phrases, grammatical cues, discourse markers) and use their linguistic data processing mechanisms to impost some of order on these signals. Bottom-up assumed that a reader process by moving

eye from left to right across the page, first making in letters, combining these to form word, then combining these to form

words, then combining the words to form the phrases, clauses, and sentences of the text.

c. Top-down

Top-down is process that brings a whole host of background information into the arena of making decisions about what something “mean”. In addition, top-down deals with the

general notion of reading as the reconstruction of meaning based

on a skillful sampling of the text. It means that the readers will read a text by reading the sentences, and the tries to find the information by guessing the meaning.

d. Interactive

The interactive of the reading process deals with particular

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Obviously, this process predict that good readers will not become progressively more efficient at is as they develop their

interpretative skills.

5. The Term of Reading Comprehension

The major goal of reading instruction is to progress in each youngster the ability to understand the printed language. Commonly, quality and quantity of such understanding are affected by he aspects

of reading instruction and individual characteristics (Blair& Rupley, 1981: 2).

Reading Comprehension itself is a process of making sense of writing ideas through meaningful interpretation and interaction with language (Dallmann et al, 1982: 25).

Reading Comprehension is defined as the level of understanding of writing. Proficient reading depends on the ability to

recognize word quickly and effortlessly. If word recognition is difficult students use too much of their processing capacity to read individual

words, with interferes with their ability to comprehend what is read. 6. Components of Comprehension

A study by Davis (quoted. Blair& Rupley, 1987: 241) is

generally regarded as the significant attempt to delineate separate comprehension skills, his analysis showed the following five

comprehension skills:

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b. Drawing inferences from the content. c. Following the structure of a passage.

d. Recognizing a writer‟s purpose, attitude, tone, and mood.

e. Finding the answer to questions answered explicitly or in

paraphrase.

7. Level of Comprehension

There some levels of comprehension (Dallmann et al, 1982:25),

here as follows :

a. Literal Comprehension

Literal comprehension is an understanding the ideas and information explicitly state in the passage.The abilities are :

1) Knowledge of word meanings.

2) Recall of details directly stated and paraphrased in own wods. 3) Understanding of grammar clues-subject, verb, pronouns,

conjunctions, and so forth.

4) Recall of main idea explicitly stated.

5) Knowledge of sequence of information presented in passage. b. Interpretative comprehension

Interpretative comprehension is an understanding of ideas

and information not explicitly stated in the passage.

1) Reason with information presented to understand the author‟s

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2) Infering actual information, main ideas, comparisons, cause- effect relationship not explicitly stated in the passage.

3) Summary of story content. c. Critical comprehension

Critical comprehension includes analyzing, evaluating, and personally reacting to information presented in the passage.

The abilities are :

1) Personal reacting to information in a passage indicating its meaning to the reader.

2) Analyzing and evaluating the quality of written information. 8. Factor affecting comprehension

To help students handle their shortcomings in comprehending

what they have read, the teacher must understand the factor that affect comprehension (Dallmann et al, 1982:165). Here are :

a. Difficulty of material

One of the major factor causes of lack comprehension is

that the teachers expect them to readmaterialas beyond their level. b. Intelligence

A child‟s ability to comprehend in reading as sometimes

limited by the conceptual “load” that his mental ability enables him

to carry. All the mechanical reading skills in the world, will not

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his mental development. While we should be never understimate a child‟s power, we should adjust the task to their cabapilities.

c. Environment

Noisy surroundings, inadequate lighting, high or low

temperatures, stimulating or distracting surroundings may interfere with maximum comprehension. The extent to which the environment affects comprehension varies with individuals. The

same person may at one time not to be bothered by factors that other times decidedly decrease his comprehension.

d. Emphasize on word recognized

Methods of teaching that concentrate on the recognition of individual words but neglect attention to meanings that can be

derived from connected discourse may account for deficiencies in comprehension.

e. Emphasize on oral reading

Oral reading can have either a desirable or a detrimental

effect on comprehension. At times oral reading of a selection that is particular difficult for the reader may increase his understanding of it, since them then not only sees but also hears what he reads.

f. Background for reading a selection

A frequent cause of poor comprehension is lack of an

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understanding of the concepts involved are limitations to comprehension.

g. Adjustment of reading techniques to purpose and type of material Effective reading requires a flexible approach to the printed

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CHAPTER III

comprehension. The students have some difficulties to understand how to read and how the teacher to use Bahasa to explain English lesson.

The classroom action study is finished on January, 24th 2015. The schedule of study can be drawn in the table below:

Table 3.1. Schedule of the Study

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3. Saturday

B.General Situation of SMK N 1 Salatiga

State Vocational School (SMK N) 1 Salatiga is one of the best and

favorite Vocational High Schools in Salatiga. It is located at Jl. Nakula Sadewa 1/3 Dukuh, Sidomukti Salatiga. This school divided into six

departments, they are Accounting, Office Administration, Sales / Marketing, Catering, Tata Beauty and designer/clothing design. Facilities and infrastructure in SMK N 1 Salatiga consist of classroom, language laboratory,

computer laboratory, library, head master room, administrative room, consulting room, vice principle room, mosque, toilet for teacher, toilet for

students, learning media, canteen, and others. State Vocational School (SMK N) 1 Salatiga has history, vision and mission. They are:

1. The history of SMK N 1 Salatiga

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State Preparation SMEA known by Mr. Mayor Salatiga (Letkol S.Soegiman at the time) and supported by the Party Muspida. With

head offices permit the Department of Education and Culture, Central Java Province No.IDPE / 435 / D / 67, dated Januari 17th,1967SMEA preparation stood in Salatiga. On this matter, a request to be upgraded to the level of the Ministry of Education and Culture in Jakarta to be upgraded to the status of preparations SMEA State. By letter of the

Head of State SMEA preparation No.M / 30/115 dated May 25th, 1968, which accompanied the recommendations of IDPE Central Java

province, eventually came down Decree of the Minister of Education and Culture of the Republic of Indonesia No. 191 / UUK-3/1969 dated May 25, 1968, which gives an increase in the status of the preparation

become SMK N 1 Salatiga.

Over time, SMEA 1 Salatiga with the assistance of the State

managed to occupy a new building located in the village of Kembangarum which has a land area of approximately 15,000 m2.

Until now, the title had been changed into SMEA to be SMK 1 by decree. Education Minister No. 036 in May 1997.

2. Vision

Producing graduates who are faithful, competence, and competitive and knowledgeable.

3. Mission

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b. To educate the students to be citizens who are responsible and characterized.

c. To educate the learners to implement healthy life, to have the insight knowledge, environment, and arts.

d. To educate and train the learners to have the appropriate skill with their competence

e. To foster an entrepreneurial spirit.

f. To provide students with knowledge and skills as a preparation for those who continue their education.

4. Students of SMK N 1 Salatiga

There are 1420 students of SMK N 1 Salatiga in the academic year 2014/2015. There are 480 students in the tenth grade, 462

students of eleventh grade and 478 students of the twelfth grade. Tenth and eleventh grade consist of thirty classes and divided into six

departments, they are three classes for acutancy, three classes for office administration, two classes for marketing, two classes for chef,

two classes for designers, and one class for beautician departments. The twelfth grade each consist of twelve classes, divided into departments, they are three classes for accounting, three classes for

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C. Type of the Study

This study uses the Classroom Action Research (CAR). According to Hopkins (2008:1), “classroom study is an act undertaken by teachers, to

enhance their own or a colleague‟s teaching, to test the assumptions of

educational theory in practice, or as a means of evaluating and implementing whole school priorities”.

Besides, Arikunto (2006:2-3) informs that CAR consists of three

words, so there are three definitions, which can be explained:

1. Study-indicates an activity to observe the object by using of

methodologies and some ways to get the useful data or information to improve the quality of thing and that is necessary for writer.

2. Action is a movement activity, which is done deliberately with a certain

purpose.

3. Classroom- in this case is not bound by the terms of the classroom, but it

has a more specific meaning. The word of class means groups of students who are in the same time to receive the same lesson from the same

teacher.

Based on three of main words above:study, action, and classroom, CAR means an observation toward learning process that organized as an

action, which is appeared deliberately and happened simultaneously in the classroom.

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that classroom action study is basically a way of reflecting on the teaching (or teacher – training, or management of an English department). It is done by

systematically to collect the data.

D. The Subject of the Study

The object of this study is the second year students of SMK Negeri 1 Salatiga in the academic year 2014/2015. The resarcher took XI AP 3 (Office

Administration program of Class 3). There are 35 students and all of them are females. Based on the writer‟ observation, this class had low score in English

term. He wants to apply the learning strategy in order to improve students‟ reading comprehension. The position of the writer in this study is as a teacher. The sample and the populations are as follow:

Table 3.2. List of XI AP 3 (Office Administration Class) Students of

SMK N 1 Salatiga in Academic of 2014/2015

No. Name

1. Agustina Candra Dwi Hastuti

2 Alfi Mukhotifah

3 Ana Nur Jannah

4 Anita Dwi Mardianti

5 Aprilia Murtiningsih 6 Ayu Risqita Sari

7 Candra Arum Sari

8 Derista Febriana Safitri

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10 Diah Putri Aulia 11 Dina Indah Wulansari 12 Dwi Novitarini 23 Meilynda Rizqi Setyawati

24 Ninda Widya Pratiwi

25 Novia Alfatikha

26 Nur Hayati

27 Resya Putri Kristiana

28 Roesdiana Eka

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E. The Procedure of Study

This study applies Kemmis and Mc Taggart‟s model of classroom action

study method. Arikunto (2010: 137) informs that the principal concept of CAR according to both of those experts consists of four steps (and its

repeating); they are planning, acting, observing, and reflecting. These steps are involved in a cycle, which can be drawn as follow:

Figure 1.3. The Procedures of Classroom Action Research

This study using classroom action study, the writer will do the study in

two cycles those are cycle 1 and cycle II. The steps in each cycle are same. The steps in each cycle are as follows:

1. Planning

The activities in the planning are as follow:

a. Preparing the materials and lesson plan in doing the action.

b. Preparing list of the students‟name and scoring. Planning I

Reflecting I _{Acting I}

Planning II Observing I

Reflecting II

Observing II

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c. Preparing teaching aids (e.g Oregon Reading Model (Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads

Critically for Context Analysis), eraser, white board, board marker, ect). d. Preparing checklist for class observation (to know the situations of

teaching learning process when the reading model or mode is applied). e. Preparing a test (pre-test and post-test to know whether students improve or not).

2. Action

The activities in the planning are as follow:

a. Giving pre-test

b.Teaching reading by using Oregon Reading Model (Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads

Critically for Context Analysis).

c. Giving opportunity to the students to ask about difficulties or problems.

d.Asking the students to identify the text using Oregon Reading Model (Comprehension, Extend Understanding, Reads Critically for Text

Analysis, Reads Critically for Context Analysis) in pairs. e. Giving post-test

3. Observation

Observation is one of the instruments in collecting data. As a scientific method, observation can be systematically used to observe and investigated the students‟ feeling, thinking, and something they do in

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post-test to know whether the students‟ reading comprehension improve or not.

4. Reflection

Result from observation then being reflected by the teacher and the

writer, this includes analysis, and evaluating the result. It is to remember what happened that has been recorded in observation. Reflection seeks to make sense of the process, problem and real issues in strategic action.

F. Technique of Collecting Data

The writer will present the act of collecting data are as follows: 1. Test

Arikunto (2010: 226) stated that test is used to measure the students‟ basic ability and achievement. To get the data, the writer will

precede the test that consists of test and post-test. The function of

pre-test is to know how far the students‟ reading comprehension of the students before applying Oregon reading Model (Comprehension, Extend

Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis). The function of post-test is to know the improving the students‟ reading comprehension after applying Oregon Reading Model

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2. Documentation

The writer needs some documentations and data to know about the

school situation of this study. Documentation included the official, report, pictures, and materials, so this study can produce good finding.

3. Observation

In addition the writer also conducted observation with classroom action study so the writer joined in the class room. In this case, the writer

is as a teacher. The writer used field note which is used to observe and to know the situation and activities during teaching-learning process. By

using field note the writer would like to know the class situation and students‟ participation.

G.Technique of Data Analysis

After collecting the data, the next step of this study is analyzingthe data.

There are two ways to analyze the data, they are: 1. Descriptive technique (Qualitative)

A descriptive technique is used to know students‟ behavior during the teaching learning process. In this case the writer analyzes the observation checklist used field note in which has been made by his partner

and recorded all the activities in the classroom. 2. Statistical technique (Quantitative)

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each cycle. To analyze the data of the study, the writer used Mean formula. David (1969:137) said that the mean is the most frequently used measure of

central tendency in test statistics. So the writer using mean to analyze the data of the study.

Mean score:

Explanation: M = Mean

∑Χ = the sum of the item score

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CHAPTER IV

DATA ANALYSIS AND DISCUSSION

In this chapter, the writer would like to analyze the data gathered from the

action study activities. The data was obtained from teaching learning process and evaluation. The data analysis is function to measure improving the students‟

reading comprehension by applying “Oregon Reading Model (Comprehension,

Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis)”.

In this study, the data consists of field note, the result of pretest and posttest. There are two cycles in this study, cycle I and cycle II. For the whole stages of each cycle will be explained in the description bellow:

A. Data Analysis

1. Cycle I

a. Planning

The writer prepared some instruments of the study. They are as follow:

1) Lesson plan as teaching guidance in learning process. 2) The writer preparing the material.

3) Checklist for classroom observation (to know the situations of

teaching learning process when reading model or mode is applied)

4) Teaching aids (board maker, Oregon Reading Model

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5) Pre-test and post-test

Pre-test was given to the students before applying “Oregon Reading

Model (Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis)” and post-test

was given after applying this reading model. b. Implementation of the action

On Tuesday, January, 7 th 2015, the teacher (the writer) and the observer entered XI AP 3 class of SMK N 1 Salatiga. The condition of the class was quiet and the teacher accosted the students soon. Next, the

writer introduced his self and he explains what his purpose being in SMK N 1 Salatiga. The leader of XI AP 3 class took pre-test questions and hand out pre-test question.

Before I will explain the material today, I ask the students to do a pre-test for about 20 minutes. After the students have finished doing

pre-test and I asked the students to collect the answer sheet on my table, the teacher began to discuss the material would be studied. The teacher

gave materials about hortatory exposition. The conversation between teacher and students in reading lesson are as follows:

Teacher : “Assalamualaikum wr.wb”.

Students : “Waalaikumsalam wr.wb”.

Students : “Good morning sir”.

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Teacher : “I‟m fine too,thank you. Sit down please!.”

Students : “Yes sir”.

Teacher : “Guys, let‟s start our meeting by saying basmalah

together.”

Students : “Bismillahirrahmaanirrakhim.”

Teacher : “Before we continue our lesson today, firstly I will introduce myself. My name is Athok Ibnu Salam. I

am a university student in STAIN Salatiga.

Before explaining the material today, I ask the students to do a

pre-test for about 20 minutes. After the students have finished doing pre-test and I asked the students to collect the answer sheet on my table, the teacher began to discuss the material would be studied. The teacher

gave materials about hortatory exposition. The conversation between teacher and students in discuss the material are as follows:

Teacher : “This material about hortatory exposition (materi ini tentang hortatory exposition). Do you know about the material?”. (apakah kalian tahu tentang

materi ini?)

Students : “No, I don‟t!”

Students : “Hortatory exposition adalah sebuah teks yang merupakan upaya penulis kepada penerima untuk

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tertentu. (Hortatory exposition is text represent the attempt of the writer to have the addressee do

something or act in certain way).

Teacher : “I will explain about hortatory exposition.

Pernahkah kalian belajar tentang hortatory exposition?”. (saya akan menjelaskan tentang

hortatory exposition. Do you ever study about

hortatory exposition?)

Students : “Ya Sir pernah”. ( Yes, I do)

The teacher asked the students to read the material and the teacher explained to them. The material as as follow:

Skateboard

Anybody who is over the age of six knows that there is nowhere safe for skateboarders to skate. This prevents young people from enjoying an active, energetic and adventurous pastime. Just watch a local street for a short while and note the steady stream of skaters speeding up and down the footpaths. Toddlers can be trampled on and old ladies can be knocked down as they struggle home carrying their cat food from supermarkets.

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Young people should be prevented from becoming overweight couch potatoes. If they are actively involved in skating, they do not smoke, take drugs or break laws for fun.

Kids will always seek thrills and excitement. They need to practice their 180s, 360s and Ollie‟s free from restrictions. We must build skate parks in the suburbs so that streets are safe for small children and senior citizens and skaters have spaces where they can race, chase, speed, and soar towards the sun.

Then, the teacher gave the text for students. The conversation as follow:

Teacher : ”Please, look at the text! How do you know about the text? (perhatikan teks itu! Apa yang kamu

ketahui tentang teks tersebut?)

Students : ”Tentang skateboard”.

Teacher : ”Iya betul” (That‟s right). Saya akan mengajak

kalian untuk memahami teks tersebut dengan

menggunakan Oregon Reading Model

(Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis).

Students : ”Apa itu Sir? (What it is Sir?)

Teacher : ”Oke, I will explain about Oregon Reading Model”. (Baik, saya akan menjelaskan tentang

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Modeladalah modelmembacayang digunakan

olehOregonDepartemen Pendidikan yang

telahdikembangkan

olehkomitegurudenganpenggunaanempatsifatreadin

g, meliputi Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis”. (Oregon reading model is

used by Oregon Department of Education has

developed with a committee of teachers with use the

Four Traits of Reading, they are: Comprehension,

Extend Understanding, Reads Critically for Text

Analysis, Reads Critically for Context Analysis).

The explanation of above, they are as follows:

1. Comprehension yaitu upaya memahami teks secara

keseluruhan: gagasan utama dan rincian dari teks.

2. Extend Understanding yaitu upaya memahami teks

lebih jauh lagi dengan menghubungkan sumber-sumber lain seperti: pengalaman pribadi, pengalaman orang tua atau keluarga, dari TV, majalah, dan

kejadian yang terjadi di lingkungan sekitar kita.

3. Reads Critically for Text Analysis yaitu upaya

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4. Reads Critically for Context Analysis yaitu upaya menganalisis dan mengevaluasi cara-cara di mana

pesan penulis atau tema mungkin telah dipengaruhi oleh waktu di mana penulis tinggal; pengalaman

hidup penulis dan isu-isu atau peristiwa yang mempengaruhi penulis.

Teacher : ”Do you understand students? (Apakah kalian

sudah paham murid-murid?). Ada pertanyaan? “.

(Any question so far?)

Students : ”Tidak ada Sir”. (Not yet, Sir)

Teacher : ”Oke, kalau sudah paham, coba sekarang kalian baca teks tersebut dengan cermat”. (Ok, if you

understand, try to read the text carefully)

I ask the students to read the text for about 5 minutes as follows:

Students : ”Sudah selesai Pak”

Teacher : ”Baiklah, apakah kalian paham dengan teks yang kalian baca?”

Students : ”Iya Pak”. (Yes Sir)

Teacher : ”Jika kalian merasa sudah paham, maka saya akan bertanya kepada kalian”.

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Teacher : “Apakah kalian pernah bermain skateboard? Diah?”. (Do you ever playing skateboard? Diah?)

Diah : ”Pernah pak, tapi hanya asal-asalan”. (Yes sir, I do but perfunctory)

Teacher : ”Dimana kamu bermain skateboard?” (Where do you playing skateboard?).

Diah : ”Di jalan depan rumah pak”. (In the road front of

my house)

Teacher : ”Ok, thank you Diah. Now, what is the main idea

of the text?

Diah : “There is nowhere safe for skateboarders to skate, sir.”

Teacher : ”That‟s right. Where do the kids usually ride their skateboard?”

Students : ”In the main roads and foot paths”.

Teacher : ”Good. Apakah kalian tahu apa tujuan atau alasan penulis menulis teks itu?” (What is the writer’s

purpose in writing the text?)

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Teacher : ”No, the right answer is to convince the readers that they need a safe place for skaters to skates. Do

you understand girls?”

Students : ”Yes sir”.

Teacher : ”Okay, kalian sudah bisa memahami teks tersebut dengan cukup baik, beri tepuk tangan buat kalian! Ada pertanyaan untuk pelajaran hari ini?”. (Any

question for the lesson today?)

Students : ”No Sir..” (Tidak ada Sir)

Teacher : ”Are you sure?” (Kalian yakin?)

Students : ”Iya Sir”(Yes Sir)

Teacher : ”Oke bagus, kalau tidak ada pertanyaan berarti kalian sudah paham”.

Students : ”Okey..Sir...”

Finally, the students understood the explanation. He gave the opportunity them to make questions, but no one have the question.

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c. Observation

The observation was carried out during the implementation of

the action. The writer and the observer observed the learning activities since the cycle I was going on. The students have done the pretest by

them self without asking to their friends, although they still got difficulties to understand an English text. They gave less attention when the teacher explained the material. In fact, they felt nervous when they

presented the result of their discussion. It happened because they did not accustom to present in front of the class yet. Besides, “Oregon

Reading Model (Comprehension, Extend Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis)”

was a new reading model for them, so that they needed to adapt.

Table 4.1. Check list for Classroom Observation

No. Statement Score

Yes No

1 Teacher prepared the material well V

2 Teacher conducted the classroom well V

3 Teacher used the time effectively V

4 Teacher conveyed the materials clearly V

5 Teacher gave evaluation after the lesson plan V 6 Teacher asked the student‟s difficulties V 7 Students felt enthusiastic to follow the lesson V 8 Students gave attention to teacher‟s

explanation

V

9 Students active during learning process V

10 Students applied materials well V

11 Students understood the teacher‟s explanation V

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Moreover, the writer would like to analyze the students‟ improvement in reading comprehension by calculating the result of

pretest and posttest. The result of both of the tests can be seen in the table as follows:

1. The score of pre-test in cycle I

Table 4.2. The Results of Pre-test in Cycle I

NO. NAME PRE-TEST

1 Agustina Candra Dwi Hastuti 40

2 Alfi Mukhotifah 10

3 Ana Nur Jannah 40

4 Anita Dwi Mardianti 20

5 Aprilia Murtiningsih 50

6 Ayu Risqita Sari 30

7 Candra Arum Sari 30

8 Derista Febriana Safitri 40

9 Desti Wulandari 50

10 Diah Putri Aulia 40

11 Dina Indah Wulansari 20

12 Dwi Novitarini 40

13 Ezri Diah Ayu P. U 40

14 Fera Puspita Sari 30

15 Fitri Wahyusari 10

16 Indah Pujiati 20

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18 Isti‟adatun Nasihah 40

19 Kartini Aprilianingtyas 50

20 Lailatul Fitriya 40

21 Lia Trikaloka 40

22 Lusiana Agustiningrum 30

23 Meilynda Rizqi Setyawati 40

24 Ninda Widya Pratiwi 40

25 Novia Alfatikha 20

26 Nur Hayati 40

27 Resya Putri Kristiana 40

28 Roesdiana Eka 50

29 Shofi Putri Barokah 40

30 Siti Nur Chasanah 40

31 Suci Kumalawati 40

32 Umi Fatimah S 40

33 Vivit Noviani 40

34 Wahyuni Muslimah 20

35 Yuliati 20

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2. Mean of pre-test in cycle I

M = 1220

35

M = 34.86

3. The score of post-test in cycle I

Table 4.3. The Result of Post-test in Cycle I

NO. NAME POST-TEST

3 Ana Nur Jannah 60

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16 Indah Pujiati 30

17 Intan Iswandari 60

21 Lia Trikaloka 70

26 Nur Hayati 50

28 Roesdiana Eka 60

29 Shofi Putri Barokah 60

32 Umi Fatimah S 30

33 Vivit Noviani 60

35 Yuliati 10

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4. Mean of post-test in cycle I

M = 1930

35

M = 55.14

From the result of the tests above, there is improvement of students‟ reading comprehension before and after the application of

“Oregon Reading Skill (Comprehension, Extend Understanding, Reads

Critically for Text Analysis, Reads Critically for Context Analysis)” in cycle I. Mean of posttest (55.14) is higher than mean of pretest (34.86).

d. Reflection

After analyzing the result of the action in cycle I, the writer concluded that the students‟ reading comprehension was improved, in

spite of just a little improvement. It was shown by the average of post-test (55.14), which is higher than the average of pre-post-test (34.86).

In other hand, the writer needed to explain the material in detail in order to make the students understand well. He must guide the

students to discuss and present the material in front of the class. Besides, the students must be more active to ask the teacher when they did not understand about the lesson. The writer will use the same

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2. Cycle II

Based on the result of cycle 1, it is necessary for the teacher to

continue to the next cycle: a. Planning

The activities are prepared:

1) Lesson plan as a guide for teacher, activities in the class, so teaching and learning process can be controlled.

2) Material (text about hortatory exposition).

3) Teaching aids (Oregon Reading Model (Comprehension, Extend

Understanding, Reads Critically for Text Analysis, Reads Critically for Context Analysis).

4) Checklist for classroom observation.

5) Test (pre-test and post-test) to know whether students‟ reading comprehension improve or not.

b. The implementation of the action

On Thrusday, January, 24th 2015 the teacher entered the class to teach English. In action 2, the teacher revised the teaching learning process in cycle I where students still have difficulties in comprehension skill. Students usually started the meeting by greeting and teacher asking students‟ condition. The conversation between

teacher and students in reading lesson are as follows:

Teacher : “Assalamualaikum wr.wb”.

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Students : “Good morning sir”.

Teacher : “Good morning students...How are you today?”

Students : “I‟m fine thank you, and you ?”

Teacher : “I‟m fine too..thank you, sit down please!.”

Students : “Yes sir..”

Teacher : “Ok class; let‟s start our meeting by saying

basmalah together.”

Students : “Bismillahirrahmaanirrakhim.”

Before the teacher teach English, he gave pre-test to the

students. As in the first cycle, they needed 30 minutes to do the test. Some students finished it before a set time. When the time was up, the teacher asked them to collect their worksheets. At that moment, he

started the lesson and invited the students to discuss the material as in the cycle I. He began to teach the material as follows:

Teacher : ” Do you still remember the definition of hortatory exposition?”(Apakah kalian masih ingat tentang

definisi descriptive text?)

Student : ”Yes sir, Hortatory exposition adalah sebuah teks yang merupakan upaya penulis kepada penerima untuk

melakukan sesuatu atau bertindak dengan cara tertentu. (Hortatory exposition is text represent the attempt of the

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Teacher : “Good, I will explain you about the Generic Structure Hortatory Exposition they are:

1. Thesis

Pemaparan tentang keprihatinan sebuah masalah

yang sedang terjadi di sekitar kita. 2. Argument

Pada bagian ini penulis akan berusaha

menyampaikan beberapa argumentasi atau alasan yang tujuannya tidak lain adalah agar pembaca

terpengaruh dan meyakini yang seharusnya itu bagaimana.

3. Recommendation

Bagian terakhir dari generic structure hortatory exposition adalah pernyataan apa yang seharusnya

atau tidak seharusnya terjadi atau dilakukan, yang biasa disebut saran (rekomendasi)”.

Teacher: “Ok class, understood? (paham?)”

Students: “Yes sir…”

Teacher : “Agar kalian lebih paham lagi, ini ada contoh hortatory

exposition yang kemarin, coba kalian identifikasi menurut bagiannya masing-masing! (this is example about

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The teacher asked the students to read the material and the teacher explained to them. The material as as follow:

Never Try Smoking

A lot of people, especially teenagers, who do not smoke, always want to try smoking. They know it is bad for them and all, but it is just something they want to try. So they ask one of their

smoker friends for a cigarette. Admittedly, they firstly cannot light it on their own so they ask his friend to do it. Then they inhale that

cigarette and smoke occasionally.

Apparently that makes them the born smokers. Now they do smoke fairly regularly. They cannot avoid smoking and they

enjoy too. They have smoker friends. Everyday they bring a pack in their pocket. For them, a pack of cigarette is as important as a

wallet for their money.

Suddenly, for certain reason, they realize the fact that

tobacco is the cause of a long list of nasty diseases. It is not only heart disease, stroke, and chronic lung disease but also bladder, lung, and pancreatic cancer. Even it was reported that around

400,000 Americans died each year. It was one every 80 seconds from tobacco-related illnesses.

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difficult. “Why can‟t I stop smoking? I really want to stop it”. It is

hard to quit because nicotine is powerfully addictive. Cigarette is

one of the most efficient drug-delivery devices ever devised. As result, when people try to quit smoking, they often experience

classic nicotine withdrawal symptoms such as anxiety, irritability, headache, depression, and restlessness.

Well, still want to try smoke? Think the facts before trying!

If you are not smoker, you should never and never try to smoke. After the teacher explains to the students, the teacher asks

the students to made sentences used simple present tense. The teacher asked the students to wrote in the whiteboard. Then, the teacher correct their answer together. After finishing learned about

simple present tense, the teacher asked students about difficulties post-test in the second cycle.

Then, the students to do the assignment. After, they finished the

assignment, I asked one of them to read the answer it. The conversation between teacher and students as follows:

Teacher : “Are you finish? (apakah kalian sudah selesai?) Any voluntary to read the answer? I will give

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memberikan hadiah pada kalian, jika ada yang mau

membacakan?).

Fera : “Saya akan membacakan sir”. (I will read the answer sir).

Teacher : ”Oke, silahkan yang lain mendengarkanya!” (Oke, please read, listen your friend!).

Teacher : “Paragraf 1 dan 2 adalah Thesis, menerangkan

keprihatinan penulis terhadap adanya fakta sebagian orang terutama anak remaja yang merokok”.

Teacher : ”Yeah, very good”. (ya, sangat bagus). Give applause for Fera!” (beri tepuk tangan buat Fera..!)

The students gave applause for Fera.

Teacher : “Paragraf 3 dan 4 adalah Argument, menerangkan argumentasinya tentang bahaya merokok bagi

kesehatan. Paragraf terakhir adalah Recomendation, memberikan rekomendasi atau saran kepada pembaca yang belum merokok agar jangan sekali-kali mencoba. Any question?”

Students : ”Tidak Sir..” (No Sir)

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kurang paham, boleh ditanyakan (Oke, like that the answer, if tomorrow asked about it, you must do it!

If you understand or have’t understand, you can ask

me!)

Students : ”Yes sir!”.

Then the teacher gave a text to the students. In the same

manner as in cycle I the teacher took the important point from the discussion. He explained more about how to identify the hortatory text.

He gave post-test to the students. They must do the test for 30 minutes maximally. After they finished, the teacher collected the students‟

worksheet and end the lesson.

c. Observation

The writer and the observer observed the learning activities

since the cycle II was going on. The teacher checked the students understanding about the text by reviewing the material in previous

cycle.

Based on the observation from the observer during the lesson, the students gave more attention when the teacher explained the

material than before. They completed their assignments, which is given by the teacher, discussed the material seriously and the students

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Table 4.4. Check list for Classroom Observation

No. Statement Score

Yes No

1 Teacher prepared the material well V

2 Teacher conducted the classroom well V

3 Teacher used the time effectively V

4 Teacher conveyed the materials clearly V

5 Teacher gave evaluation after the lesson plan V 6 Teacher asked the student‟s difficulties V 7 Students felt enthusiastic to follow the lesson V 8 Students gave attention to teacher‟s

explanation

V

9 Students active during learning process V

10 Students applied materials well V

11 Students understood the teacher‟s explanation V

12 Students did the evaluation well V

Moreover, the writer would like to analyze the students‟ improvement in reading comprehension by calculating the result of pretest and posttest. The result of both of the tests can be seen in the

table as follows:

1. The score of pre-test in cycle 2

Table 4.5. The Result of Pre-test in Cycle II

NO. NAME PRE-TEST

3 Ana Nur Jannah 80

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14 Fera Puspita Sari 80

16 Indah Pujiati 80

17 Intan Iswandari 70

21 Lia Trikaloka 80

26 Nur Hayati 80

28 Roesdiana Eka 60