A. Research Design
A research method used in this study was an action research. Action research is focused on the immediate application, not on the development on theory, no upon general application. This research will be conducted in the classroom. So this research called classroom action research (CAR). This activity contains several cycles. In each cycle have four elements: planning, acting, observing and reflecting.
In this classroom action research conducted through cycle I to observe the students’ competence in improving reading skill to find the meaning of unfamiliar word a paper through context clue method. After finding the result of the cycle I, the researcher continued cycle II to improve the result in students’ competence in reading skill of unfamiliar word a paper.
CYCLE I 1. Planning
The activities that will do in this stage as follows:
a) Made the lesson plan based on the curriculum for the implementation of action.
b) Descriptive text material material.
c) Designed the observation paper to observe the edition of learning and teaching process.
14
2. Action
In this activity had scenario learning process it should based on the context clues strategy in reading comprehension as follows:
Before the teacher implementation the Context Clues Strategy the teacher had to explaine about material of descriptive. The teacher divided the students in some groups and asked the students to read the text and followe the procedure of context clues srategy, as follows:.
Step 1 : Indetification word
The students were required to read the text and identified difficult words based on the sentences where they found the word.
Step 2 : Wrote the sentences where you found the word.
The students wrote sentences where they found difficult word and wrote where they found the word on paragraph and they underlined the word.
Step 3: Choosen an appropriate strategy from the list who would be used.
The teacher asked students what strategy was used to read the text and students choose an appropriate strategy.
Step 4 : Desribe how to use strategy to figure out the meaning unknow word.
Students explained their strategy and predict the meaning of the word.
Step 5 : Look at the meaning in dictionary
- Students were requaired to look up the meaning of the words and gave them definition.
- The teacher required the students to answer the question and main idea of the text.
- The teacher requaired the students made a conclusion about text.
An the step above are used in first meeting until fourth meeting in cycle CYCLE II
In the cycle II based on the activities that had been in first cycle, had been correct the weakness in the first cycle was after that conduct four times meeting include once time for test in cycle II, the main activities are:
1. Planning
a. Contining the activities that have been done in first cycle to next cycle.
b. Repairing the weakness in the first cycle.
c. Designing lesson plan base on the results of reflection in cycle I.
2. Action
In this stage, action was done to improve the result based on the cycle I reflection.the steap cycle II follow by:
Step 1 : Indetification word
The students were required to read the text and identified difficult words base on the sentences where they find the word.
Step 2 : Write the sentences where you found the word.
The students’ wrote sentences where they found difficult word and wrote where they find the word on paragraph and they underlined the word.
Step 3: Choose an appropriate strategy from the list who would be use.
Teacher asked students what strategy was used to read the text the students choosen an appropriate strategy.
Step 4 : Desribe how to use strategy to figure out the meaning unknow word.
Students explained their strategy and predict the meaning of the word.
Step 5 : Look at the meaning in dictionary
- Students are requaired to look up the meaning of the words and gave them definition.
- Students look for Cause effect relationship of the text
- The teacher required the students to answer the question and main idea of the text.
- The teacher requaired the students’ make a conclusion about text.
3. Observation
In this phase, the teacher had observation the students’ activity in learning process by using checklist observation to know the students ability in reading. After applying Context Clues strategy in action, the teacher gave evaluation to the students to know the students reading comprehension in cycle 1.
4. Reflection
Reflection was the activity of evaluating critically about the progress or changed of the students and also the teacher. In this step, researcher observe activity was result any progress and also about the positive and negatives in
learning. The reflection was success. The researcher did not need to continue in the next cycle.
The score of the observation steps gathered for data analysis and evaluation by the observer and then the observer can reflect herself about successful of action research. The observers will evaluate in every cycle
B. Research Variables and Indicators 1. Variables
In this research used two variables, they were : a. Independent Variable
The Independent variable of the study was the use of Context Clues Strategy in teaching Reading Comprehension.
b. Dependent Variable
The Dependent variables were literal reading comprehension and interpretative Reading Comprehension.
2.Indicators
a. Literal reading comprehension with the indicator are : the word meaning and sequence details.
b. Interpretative reading comprehension with the indicator are : taking notes and conclusion.
C. Research Instrument
The instruments of this research were as follows:
1. Observation sheet
Observation sheet aimed to find out the students’ data about their presence and activeness in teaching learning process.
2. Reading test
Reading test aimed at test the students’ basic competence in comprehending reading text. Test was used to know students’ capability in comprehending the text. In cycle I the test consisted of 3 items, where 1 item for list of word meaning which included in the text, 1 item for answer the main idea, and 1 item make conclusion the text. In cycle II, the test consisted of 3 items also, where 1 item for list of word meaning which include in the text, 1 item for answer the main idea, and 1 item made conclusion of the text.
D. Technique of Data Collection
The procedures of collecting the data were as follows:
1. Checklist observation sheet
The researcher used observation sheet to find out the students participant in teaching learning process through context clues Strategy, it was done in every cycle. It was summed the end of cycle one and two.
Where teacher noticed the students weel during learning process and the gave mark for the students’ name who were very active, active, less active, or not active.
2. Reading test
The researcher gave reading text to students to find out their improvement of students reading comprehension by using context clues strategy.
- Researcher prepared test material or topic for students.
- Teacher asked students to read the text for 10 minuts.
- Researcher asked students to follow all step in reading.
Comprehension based on their mistake. There were components that concern of the researcher in this reseach to measure. Those were word meaning, main idea, and make conclusion.The assessment of students’ active participation described followed:
1. Rubric for Word Meaning
Indicator score
Word identified Definitions
Idetified is a clear Definitions were detailed 4 Identified were fairly neatly written
and readable
Accurately matched the meaning and context clues in sentence.
3
Identified were not neatly written and difficult to read
Definitions less accurately matched the meaning and context clues in sentence.
2
There is many mistake made in identified and the writen difficult to read.
Definitions accurately
mistake matched the meaning
1
Not identified Not definitons 0
Clinton (1998:1) 2. Sequence details
Indicators Score Student locates and uses all relevant information stated directly in the
text to answer questions, complete tasks, or otherwise demonstrate clear understanding.
4
Student locates and uses most relevant information stated directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding
3 Student locates and uses some relevant information stated directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding.
2 Student locates and uses little or no relevant information stated directly in the text to answer questions, complete tasks, or otherwise demonstrate clear understanding
1
3. Rubric for conclusion
Indicator Score
Student Showed Evidence of Reading Resource
Grammar
Conclusion reflect resource readings in development of idea.it is excellent
Paragraph have no errors in punctuation, capitalization, and spelling.
4
Conclusion reflect readings in development of idea.it is good.
Paragraphs have one or two punctuation, capitalization, and spelling errors.
3
Conclusion reflect only reading in development of ide it is poor.
Paragraph has three to five punctuation, capitalization, and spelling errors
2
Conclusion there answer, but do not reflect any reading of resources in development idea.
Paragraph has six or more punctuation, capitalization, and spelling errors
1
(Walters 1992:2)
Taking notes (summarize)
POINT CRITERIA
Super! (4)
Summarizes the main idea and details succinctly
Uses text elements, ideas and key vocabulary in a concise, thoughtful manner
Reflects on a moral, lesson or “something I learned
Good (3)
Summarizes the main idea and some details succinctly
Uses text elements, ideas and key vocabulary
May include author’s purpose
Summarizes the main idea concisely
Uses key vocabulary Needs Work
(2)
Retells the text and alludes to the main idea
Has a sense of order
May include some inaccuracies
Retells the text with some inaccuracy
May be out of sequence (details, etc.) Unacceptable
(1)
Retells giving a minimal amount of information
May include information that is off topic
Hill Middle School staff (1999) E. Data Analysis
1. Scoring the students “correct answer” in reading comprehension.
=
′
x 10
Depdikbud (1985:5) 2. Find out the mean score of the students’ reading comprehension by using the
following formula:
Where:
̅
= Mean score∑ = The sum of all score
N = The total number of subject
=
Gay (1981: 298) 3. Scoring Participation
The observer analyzes the students’ participation in research by applying percentage technique through the following formula:
P = × 100
Where: P = Percentage
FQ = Sum of all the students’ score N = Total students
Sudjana (1990 : 36) Technique of Data Analysis
The technique and data analysis of this research are analyze quantitatively employing statistical calculation. The steps and analyzing the data were chronologically convey as follows:
1. Scoring the students answer the writer used formula as follows:
Student answer
Score = x 10
Maximum score
(Depdikbud, 1985) 2. Tabulating the score of the students’, the writer used the formula as
follows:
∑X X =
N
Notation
X = The Mean
∑X = The Sum of Scores N = The Number of Subjects (Gay, 1981 p. 298)
3. The researcher analyzes the research by applying percentage technique used the formula:
FQ
P = x 100%
4 xN
Where :
P = Percentage of The Questionnaire FQ = The Frequency of Items
N = Total Sample.
(Suharsini arikunto, 2005)
4. After collecting the data of the students, the researcher classified the score of the students. To classify the students’ score, there are seven classifications which used as follows:
a) 9.6 to 10 classified as excellent b) 8.6 to 9.5 classified as very good c) 7.6 to 8.5 classified as good d) 6.6 to 7.5 classified as fair good e) 5.6 to 6.5 classified as fair f) 3.6 to 5.5 classified as poor g) 0 to 3.5 classified as very poor
(Sudiyono, 2005:43)
39 CHAPTER IV
FINDINGS AND DISCUSSION
This chapter consists of findings of the research and its discussion. The findings of the research presented the result of the improvement of the students’
reading comprehension that covers the students’ Literal comprehension and the students’ Interpretative comprehension and the discussion of the research covers further explanation of the findings.
A. The Findings
The finding of this research based on result of cycle I until finis in cycle II. There are two explanations in this finding, such as explanation of tables and graphics.
1. The improvement of the students’ Literal comprehension
The application of Reciprocal Teaching technique in improving the students’ Literal comprehension is dealing with main idea and supporting ideas. The improvement of the students’ Literal comprehension dealing with main idea and supporting ideas can be seen clearly in the following table:
Table 1: The improvement of the Students’ Literal Reading Comprehension
No.
Indicators
Cycle I Cycle II
Improvement CI−CII
Score Score %
1. Word meaning 52. 5 75 42.82
2. Sequence of details 50 70 40
∑X
102.5 145 82.82
51.25 72. 5 41.41
40 X
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 Context Clues strategy. Where the students improvement of word meaning from cycle I to cycle II is 42.82%, and the students improvement of sequence of details from cycle I to cycle II is 40%. The assessment of cycle I is greater than cycle II (72. 5%. > 51.25%) .
Based on the percentages above there are significant improvements of the students by using Context Clues technique. 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 chart above shows the improvement of the students’ literal comprehension in word meaning from cycle I to cycle II is 42.82% and sequence details 40%, so the students literal improvement from cycle I to cycle II (41.415%). Therefore there is the improvement of the students’ in literal and the
0 10 20 30 40 50
C I - C II
improvement 42,82
41,41 40
0 Word meaning Sequence of details
41 target can be achieved. Finally, the Context Clues method is effective for students the word meaning and sequence of details in their literal comprehension.
2. The Improvement of the Students’ Interpretative comprehension
The application of Context Clue method 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 2: The Improvement of the Students’ Interpretative Reading Comprehension.
No.
Indicators
Cycle I Cycle II
Improvement CI−CII
Score Score %
1. Conclusion 43.75 70 60
2. Summarizing 43.75 73 66.85
∑X
87.5 143 126.85
X 43.75 71 63.42
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 Context Clues strategy, where the students’ score is different in cycle I and cycle II. The mean score cycle I is 43.75 and cycle II is 71. The achievement of cycle II is greater than cycle I (71% > 43.75%) .
42 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 chart above shows the improvement of the students’ literal comprehension in conclussion from cycle I to cycle II is 60% and summarizing 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 Context Clues method is effective for students the word meaning and sequence of details in their interpretative comprehension.
3. The Improvement of the Students’ Reading Comprehension
The implementation of Context Clues method in improving the students’
reading comprehension covered literal and interpretative. The improvement of the students’ writing ability could be seen clearly in the following table:
Table 3: The improvement of the students’ Reading Comprehension
No. Variables Cycle I Cycle II
Improvement CI−CII Score Score
1. Literal
comprehension 51.25 72. 5 41.41
2. Interpretative 43.75 71 60
0 20 40 60 80
C I - C II improvement
60
63,42 66,85
0
Conclusion Summarizing
43 comprehension
∑X 95 143 101.41
X 47. 5 71 50.70
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 47.5% and categorized as fair and cycle II (71%) which categorized as good. The improvement of students’ reading comprehension from cycle I to cycle II is 50.70%. There is also significant improvement of the students the literal and interpretative in their reading comprehension
The table above proves that the use of Context Clues method 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 table above indicates that there is improvement of the students’
reading comprehension from cycle I and cycle II. which in cycle I the students’
0 10 20 30 40 50 60
C I - C II improvement 41,41
50,7 60
0 Literal
Interpretative
44 reading comprehension becomes (41.41%) and categorized as fair and cycle II (60%) which categorized as good. The improvement of students’ reading comprehension achievement from cycle I to cycle II (50.70%)
4. The Observation Result of Students’ Activeness
The result of the students’ observation in teaching and learning process improved significantly through Context Clues 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 Context Clues strategy can stimulate the students’
activeness in teaching and learning process.
B. Discussion
In this part, discussion deals with the interpretation of findings derived from the result of findings about the observation result of the students’ reading comprehension in terms of literal comprehension dealing with word meaning, and sequence details and interpretative comprehension dealing with summarizing and conclusion.
1. The Improvement of the Students’ Literal comprehension
The result of the data analysis through the reading test shows that the students’ Literal comprehension in term of main idea and supporting idea improved significantly. It is indicated by the percentage of the result of the
45 students’ diagnostic test and the percentage of the result of the students’ test in cycle I and II that are difference one another. The mean score of the students’ diagnostic test was 34.5. It is lower than the mean score of the students’ in cycle I was 51.25. and cycle II was 72. 5. These scores got from two indicators; word meaning and sequence details. The improvement of such two indicators is explained in detail as follow:
a. Word meaning
The result of the data analysis presented in the finding above shows that the mean score of the students’ main idea was getting higher from diagnostic test to cycle I and cycle II. In the diagnostic test the mean score was 36. 25. This result was lower than the result in the cycle I was 52. 5. The improvement is 44. 82%. Then in the cycle II the students’ mean score was 75. By seeing the result of the students’ in the cycle II that was higher than both diagnostic test and cycle I indicate that the application of Context Clue method could improve the students’ ability to identify the sequence details in reading comprehension significantly.
b. Sequence of details
The result of the data analysis showed that the mean score of the students’ in term of supporting idea was getting higher from diagnostic test to cycle I and cycle II. In the diagnostic test the mean score was 32.5. This result was lower than the result in the cycle I was 50. The improvement is 53.84%. Then in the cycle II the students’ mean score was 70.. By seeing the result of the students’ in the cycle II that was
46 higher than both diagnostic test and cycle I indicate that the application of Context Clue method could improve the students’ ability to identify Supporting idea in reading comprehension significantly.
In order to see the students’ score achievement of literal comprehension in any level of scoring classification, it is presented as follow:
2. The Improvement of the Students Interpretative comprehension
The result of the data analysis through the reading test showed that the students in Interpretative comprehension in terms of taking notes and cause- effect relationship improved significantly. It was indicated by the percentage of the result of the students’ diagnostic test and the percentage of the result of the students’ test in cycle I and II that were difference one another. The mean score of the students’ diagnostic test was 30. It is lower than the mean score of the students’ in cycle I was 43.75 and cycle II was 71. These scores were got from two indicators; word meaning and sequence details. The improvement of such two indicators are explained in detail as follow:
a. Summarizing
Based on the result of data analysis, it showed that the mean score of the students’ in term of summarizing was getting higher from diagnostic test to cycle I and cycle II. In the diagnostic test, before the application of Context Clue method, the mean score was 30. This result was lower than the result in the cycle I was 43.75 with The improvement is 45.83%. Then in the cycle II the students’ mean score was 70 with percentage.