meeting in cycle I, the researcher asks them to re check before submit their assignment.
The result after applying action of Strategy showed the students’ score was improving. This score was taken from students reading test and calculating through RAFT Strategy mean score and data analysis after that the researcher used the score of test to find out the students improvement but the mean score still low was 55.75 so the researcher decide to continue cycle II.
The eight meeting in cycle II, the researcher ask the students to answer the question of the text that contains some question of Literal reading comprehension and critical reading comprehension Fifthly, the researcher asks them to re-check before submitting their assignment.
Then, the activities in fourth meeting are: firstly, the teacher gave a text to students’ to be read. Secondly, the researcher asks the students’ to answer the question based on procedures of RAFT Strategy. The activity in the second cycle is almost same with the first cycle. Where, before taking action, the teacher previously makes planning and implies it in the action stage. The difficulty that the researcher find in the cycle I is the students still difficult to answer some question about critical reading comprehension. So that, the researcher emphasize it at the second cycle.
The result of revision is planning to resolve the students’ difficulty in answering the question about interpretative comprehension. Besides providing some interesting topics the teacher also reforms many aspects such as more relaxed in teaching, gives the students motivation before entering the main learning material, explains the learning material clearly, raises the voice, and re-corrects the class management, and time management. The teacher
also gives the students chance to ask the question, explains the students’
mistakes in reading clearly (pronunciation, fluency and understanding) and guided the students in reading well and answering the question.
2. The Improvement of the Students’ literal reading comprehension through Role, audience, Format And Topic (RAFT) strategy
The use of Role, audience, Format And Topic (RAFT) strategy in the form of teaching method of English Reading skills could improve the students’
literal reading comprehension. It was proved by the reading test as it was indicated by the significant difference between the score of the result of diagnostic test and the result of test cycle I and cycle II in the following table Table 7. The Students’ Improvement in Literal Reading Comprehension
No. Indicators Cycle I Cycle II
Improvement CI−CII
Score Score %
1. Main idea 53.75 82.5 54.32
2. Supporting idea 48.75 78.75 61.53
∑X 102.5 161.25 115.85
X 51.25 80.625 57.925
The data in the table above shows the students’ reading comprehension in literal as the result of calculating cycle I reading’ test at the students’ reading comprehension by using Role, audience, Format And Topic (RAFT) strategy . Where the students improvement of main idea from cycle I to cycle II is 54.32%, and the students improvement of supporting idea from cycle I to cycle
II is 61.53%. The assessment of cycle I is greater than cycle II (80.6255%. >
51.25%) .
Based on the percentages above there are significant improvements of the students by using Role, audience, Format And Topic (RAFT) strategy. To see clearly the improvement of the students’ reading comprehension, the following graphic is presented.
Figure 1: The improvement of the Students’ Literal Comprehension
The figure above shows the improvement of the students’ literal comprehension in main idea from cycle I to cycle II is 54.32% and supporting idea 61.53%, so the students literal improvement from cycle I to cycle II (54.32%). Therefore there is the improvement of the students’ in literal and the target can be achieved. Finally, the using Role, audience, Format And Topic (RAFT) strategy is effective for students the word meaning and supporting idea in their literal comprehension.
0 20 40 60 80
C I - C II 54,32
61,53
0 main idea suppoting idea
1. The Improvement of the Students’ Interpretative comprehension
The application of Using Role, audience, Format And Topic (RAFT) strategy in improving the students’ Interpretative comprehension is dealing with summarizing and making conclusion. The improvement of the students’
Interpretative comprehension dealing with summarizing and conclusion can be seen clearly in the following table:
Table 8: The Improvement of the Students’ Interpretative Reading Comprehension.
No. Indicators Cycle I Cycle II
Improvement CI−CII
Score Score %
1. Summarizing 50 80 60
2. Conclusion 50 73.75 47.5
∑X 100 153.75 107.5
X 50 76.87 53.75
The data in the table above shows the students’ reading comprehension in interpretative as the result of calculating the students’ test in reading comprehension by using Role, audience, Format And Topic (RAFT) strategy , where the students’ score is different in cycle I and cycle II. The mean score cycle I is 50 and cycle II is 76.87. The achievement of cycle II is greater than cycle I (76.87% > 43. 50%) .
To see clearly the improvement of the students’ interpretative comprehension, the following chart is presented:
Figure 2: the improvement of the students’ Interpretative Comprehension
The figure above shows the improvement of the students’ literal comprehension in summarizing from cycle I to cycle II is 60% and conclussion 66.85%, so the students literal improvement from cycle I to cycle II (63.42%).
Therefore there is the improvement of the students’ in literal and the target can be achieved. Finally, the Role, audience, Format And Topic (RAFT) strategy is effective for students the word meaning and sequence of details in their interpretative comprehension.
2. The Improvement of the Students’ Reading Comprehension
The implementation of Role, audience, Format And Topic (RAFT) strategy in improving the students’ reading comprehension covered literal and interpretative. The improvement of the students’ reading comprehension could be seen clearly in the following table:
0 20 40 60
C I - C II 60
47,5
Conclusion Summarizing
Table 9: The improvement of the students’ Reading Comprehension
No. Variables Cycle I Cycle II Improvement CI−CII
Score Score
1. Literal
comprehension 51.25 80.625 57.30
2. Interpretative
comprehension 50 76.87 53.74
∑X 101.25 157.495 111.04
X 50.62 78.74 55.52
The table above indicates that there is improvement of the students’
reading comprehension cycle I to cycle II. Which in cycle I the students’ reading comprehension is 50.62% and categorized as fair and cycle II (78.74%) which categorized as good. The improvement of students’ reading comprehension from cycle I to cycle II is 55.52%. There is also significant improvement of the students the literal and interpretative in their reading comprehension
The table above proves that the use of Role, audience, Format And Topic (RAFT) strategy in teaching and learning process is able to improve the students’ reading ability after taking action in cycle I and cycle II.
To see clearly the mean score improvement of the students’
Interpretative comprehension, following chart is presented:
Figure 3: The Improvement of the Students’ Reading Comprehension
The figure above indicates that there is improvement of the students’
reading comprehension from cycle I and cycle II. which in cycle I the students’
reading comprehension becomes (57.3%) and categorized as fair and cycle II (53.74%) which categorized as good. The improvement of students’ reading comprehension achievement from cycle I to cycle II (55.52%)
3. The Observation Result of Students’ Activeness
The implementation of Role, audience, Format And Topic (RAFT) strategy in improving in The Observation Result of Students’ Activeness could be seen clearly in the following table:
Table 10:The Observation Result of Students’ Activeness
MEETING CYCLE I MEETING CYCLE I
I 58,7 V 41,17
II 67, 5 VI 83,7
III 77, 5 VII 83, 7
IV 88,7 VIII 95
The result of the students’ observation in teaching and learning process improved significantly through Role, audience, Format And Topic (RAFT)
51 52 53 54 55 56 57 58
C I - C II 57,3
53,74
Literal Interpretative
strategy in improving the students’ reading comprehension. It is proved by the improvement of students’ participation in the first meeting of cycle I was 48,52%
and in the last meeting of cycle II students’ participation became 83,08%. It indicates that the application of Role, audience, Format And Topic (RAFT) strategy can stimulate the students’ activeness in teaching and learning process.