CHAPTER III RESEARCH METHOD
B. Description of Research Setting
2. Result of English Reading Comprehension Learning
Graph. 4.9 Percentage of Student's Response on Critical Reading Strategy in Second Cycle
2. Result of English Reading Comprehension Learning Using Critical Reading Strategy
Based on the results of data analysis that has been obtained during the action implementation process, the results of increased understanding of English reading through a critical reading strategy are described in each cycle. The
92%
0%8%
Student's Response on Critical Reading Strategy
Positive Attitude Negative Attitude No Response
success of increasing students' reading comprehension in English is elaborated through the results of reading comprehension tests. In addition, the results of increasing understanding of English reading were taken from the results of students' exercise scores (portfolio values). In this section, the researcher presents the post-test results of the first and second cycles in the form of comparisons and the average score of the first and second cycles. The results of the exercise score are also presented in the form of a comparison of the first and second cycles.The following is graphs test results in the first and second cycle.
Graph. 4.10 Comparing the Result of Pre-Test and Post-Test of Cycle 1 The graph 4.10 shows changes of students' reading comprehension ability from the pre-test results to post-test. In the first cycle, there were 6 students who experienced a decrease in score from pre-test to post-test, namely students D, G, K, P, Q, and T. After the interview, it was found that the cause of the decline was that students were in a physically unfit condition as many as 2 people (students T and Q), while 4 people (students D, G, K, and P) felt the problem was more varied and difficult. However, overall a total of 19 students or 76%
of students have experienced increased reading comprehension skills. Although
0 20 40 60 80 100
A B C D E F G H I J K L M N O P Q R S T U V W X Y
Test Score
Students
Comparing Pre-Test and Post-Test in Cycle 1
Pre-test Post-test
there were still many students who did not meet the minimum standard score of 70. The average score from pre-test to post-test also increased from 53.76 to 57.76. While the lowest score of 45 is obtained by students B, M, R, S, and V.
For students who get the highest score of 73 is students T. The results of the post-test obtained the lowest score of 40 obtained by students G, the highest score of 80 by student J.
While the result of pre-test and post-test is;
Graph. 4.11 Comparing the Result of Pre-Test and Post-Test of Cycle 2 Graph 4.11 shows changes of students' reading comprehension ability from the pre-test results to the second cycle post-test. In the second cycle the students' grades have increased and have met the minimum standard score of the school by 70. The average score from pre-test to post-test also increased from 57.76 to 87.56. The increase in the average score is in accordance with the indicators to assess the successful implementation of this class action research so that the second cycle of activities is stopped. The lowest value of 40 obtained by students G, the highest score of 80 by students J. The results of the post-test
0 20 40 60 80 100
A B C D E F G H I J K L M N O P Q R S T U V W X Y
Test Score
Students
Comparing Pre-Test and Post-Test in Cycle 2
Pre-test Post-test
showed the lowest score of 80 obtained by students G, U, and V. While the highest value of 100 by students B.
Here is the comparing of average score from pre-cycle, cycle 1 and cycle 2;
Graph. 4.12Comparing the Average Score
Improving students' reading comprehension skills can also be understood from the results of the exercises at each meeting. The following is the value of the exercise results in each cycle;
Graph. 4.13 Exercise Score in Cycle 1 Note;
M1-1 : Meeting 1 Cycle 1 M1-2 : Meeting 2 Cycle 1
53,76 57,76
87,56
0 20 40 60 80 100
Pre-Cycle Cycle 1 Cycle 2
SCORE
Comparing the Average Score
Average Score Line Improved
72 74 76 78 80 82 84 86 88
A B C D E F G H I J K L M N O P Q R S T U V W X Y
Test Score
Students
Exercise Score in Cycle 1
M1-1 M1-2
The score of the exercise gained by students has increased very well. From the first meeting to the second meeting has increased 100%. The average score from the first meeting to the second meeting also increased from 81.7 to 83.5.
The lowest score at the first meeting was 77.3 obtained by students C and the highest score obtained by W was 85.7. For the second meeting, the lowest score was 78.3 by students C and the highest score was 86.3 by students V and W.
Here the result of exercise score in second meeting;
Graph. 4.14 Exercise Score in Cycle 2 Note;
M2-1 : Meeting 1 Cycle 2 M2-2 : Meeting 2 Cycle 2
The score of the exercise gained by students has increased very well. From the first meeting to the second meeting has increased 100%. The average score from the first meeting to the second meeting also increased from 85.5 to 87.8.
The lowest score at the first meeting was 81.7 obtained by students A and the
76 78 80 82 84 86 88 90 92 94
A B C D E F G H I J K L M N O P Q R S T U V W X Y
Test Score
Students
Exercise Score in Cycle 2
M2-1 M2-2
highest score obtained by V was 88. For the second meeting, the lowest score was 86 by students C, D,E, dan Q and the highest score was 91.3 by students P.
B. Discussion
The results of the data analysis concluded that the action research process to improve English reading comprehension using a critical reading strategy had provided a learning concept that was quite enjoyable for students. Stages of learning English reading comprehension using critical reading strategies, among others;21
1. Making observations about a text. At this stage students were directed to observe or scanning and skimming texts. At this stage, the teacher guided students slowly so they can understand the contents of the text as a whole.
2. Establishing connections among observations. At this stage, students were directed to read each sentence of the reading carefully so that students get the meaning of the text clearly.
3. Making inferences based on observations and connections. At this stage, students were focused on doing the exercises gradually from simple exercises to understanding the meaning of reading that can be associated with student learning experiences.
4. Drawing conclusions from the inferences. At this stage, students were directed to determine the conclusions from the learning process that has been done.
21 Robert DiYanni and Anton Borst, Critical Reading Across the Curriculum Volume1:
Humanities, (New Delhi: Wiley Blackwell, 2017), p.3
5. Considering the text embodies and possible endorses value. At this stage, students were directed to be able to provide feedback on the teacher's assessment results and reviewed the material that has been learned.
From the learning steps, the following are the differences made in the planning of cycle 1 and cycle 2;
Table 4.3 The Differences of Action in Cycle 1 and Cycle 2
Steps Cycle 1 Cycle 2
Making observations about a text.
a. Providing reading material for students to read
b. Providing information to students how the learning objectives to be achieved
a. Providing reading material for students to read
b. Providing meaning story in the text
Establishing
connections among observations.
Students focused on the meaning in the reading
Students related the main idea in the text and context Making inferences
based on observations and connections
Giving instructions to students that they have to read carefully the text and it has been given in order to answer the question correctly
Giving a game to student, namely; monopoly and fishing for sounds.
Drawing conclusions from the inferences
Stimulating material taught to students
Giving instruction to students in order making the conclusion
Considering value the text embodies and possibly endorses
Teacher asked the students about the relationship of value in reading text with students’ experience
Teacher asked the students about the relationship of value in reading text with students’ experience
In this research, the students directed to be active and attractive. They focused to increase the analytic thinking about text. Besides that, they also used the opportunity in each discussion to get the meaning context and literal from broader perspective. They also related their information from the text with the students’ experience learning. Thus, critical reading is as strategy in reading comprehension. It explores students’ ability in reading process. This research directed students toward technique and strategy can be in the form of critical reading because through critical reading the reader looks for ways to first understand and then deal with the writer's ideas and which often requires thinking and using text vocabulary.
Critical reading strategy brought the student to get dept meaning as reader.
They have to analyze and interpret the idea in the text using their experience. In fact, when one reads words, phrases, or sentences in any language, one is stimulated to think. Thus, it can be concluded that critical reading may foster not only independent reading. The critical reading strategy through game has completed the learning process of reading to be more complete and enjoyable, so students were able to find new vocabulary and find new meanings from the context of reading related to student life. This is due to the fact that in addition to reading the text critically, the learners also needed to discuss their ideas with
their peers and the teacher and, consequently, may used the vocabularies of the text for this purpose. Therefore, if the teacher’s aim is to help students sharpen their awareness regarding the effects of textual features that an author employs in order to deliver certain messages, it is necessary to spend more time discussing and examining each text critically during which the vocabularies of the text could be heard and used repeatedly in a meaningful and purposeful context.
The finding in this research gave the new perspective that students in junior high school have to give the stimulation in reading process. Their ability can be increased through higher thinking in learning. The students' basic linguistic abilities become a strong foundation in improving their reading comprehension skills by utilizing critical reading skills. The new value obtained from the research results is seen in learning English reading comprehension is not only oriented to the content but also developing students' reading strategy. Every student has excellent reading skills, so the development of these abilities needs to be stimulated very well in the classroom through the use of learning media or a combination of learning techniques. Research has proven that the game becomes a complement to students learning in class to be more fun. The game is also one of the media to stimulate students' abilities to be better. Critical reading requires a process of active communication. In here, the student in the class were directed to implement their critical reading skills to understand the contents of the text with a variety of fun activities, reading games that lead
students to develop an understanding of the reading context. Thus, this research provides different and new values in implementing a critical reading strategy.
CHAPTER IV
CONCLUSIONS AND SUGGESTIONS A. Conclusions
The result of data analysis concluded that;
1. There was significant increasing of English reading comprehension through critical reading strategy from cycle 1 to cycle 2. The result can be seen from the teacher’s activity and students’ activity along learning conducted. The process of English reading comprehension learning using critical reading has positive impact to students. The result of interview and discussion with students and collaborator concluded that critical reading can be built students’ reading ability. This strategy indicates that there was a relationship between the improvement of critical reading strategies and the amount of practice they had. Some problem that faced by student can be solve using this strategy.
2. The result of English reading comprehension learning using critical reading strategy has developed students’ ability. It can be seen from the result of post-test and exercise score. The average score obtained from the pre-cycle to the second cycle also increased quite well. From the pre-cycle to the first cycle, the score increases by 4, while from the first cycle to the second cycle an increase of 29.8. From the success criteria of this study, it was concluded that the action stopped in the second cycle because the average score of students had reached 87.56.
B. Suggestion
Based on the research finding in applying of critical reading strategy to increase students’ English reading comprehension, the researcher offers the suggestion as following:
1. Further research is needed to explore the effectiveness of critical reading strategy with the thinking skills like as higher order thinking. This strategy can be explored to learn English writing. But, the researcher has to know the students’ characteristic in order to implement the critical reading strategy.
2. For teacher, the result of research can be considered as one of strategy in reading learning. They can use multimedia to complete the implementation of strategy.
3. For students, this research can be used as the guiding in English reading comprehension. They have to know in developing their ability in reading.
REFERENCES
Albeckay, Emhemmad Masoud, Developing Reading Skills through Critical Reading Programme amongst Undergraduate EFL Students in Libya, Procedia - Social and Behavioral Sciences, 123 (2014 ) 175 – 181 TTLC AKSAN, Nilgun& KISAC, Buket. A descriptive study: Reading comprehension
and cognitive awareness skills, Procedia Social and Behavioral Sciences 1 (2009) 834–837, Available online at www.sciencedirect.com
Akın, Ferdi., Koray, Özlem., &Tavukçu, Koray., How effective is critical reading in the understanding of scientific texts?,Procedia - Social and Behavioral Sciences, 174 ( 2015 ) 2444 – 2451 INTE
Alshumaimeri,Yousif. The Effects of Reading Method on the Comprehension Performance of Saudi EFL Students, International Electronic Journal of Elementary Education, Vol.4 No.1, 2011
Brassell, Danny & Timothy Rasinski, Comprehension That Works Taking Students Beyond Ordinary Understanding to Deep Comprehension. CA:Shell Education, 2008
Burns, Anne. Doing Action Research in English Language Teaching A Guide for Practitioners, London & New York: Routledge, 2010
Chair, Catherine Snow.Reading for Understanding Toward an R&D Program in Reading Comprehension, CA: Rand, 2002
Carter, R& Nunan, D, The Cambridge guide to teaching English to speakers of other languages, Cambridge: Cambridge University Press, 2002
DiYanni, Robert and Anton Borst, Critical Reading Across the Curriculum Volume1: Humanities, New Delhi: Wiley Blackwell, 2017
DURAN, Erol & YALÇINTAŞ, Esra, Review of The Critical Reading Education in The Primary Schools, Procedia - Social and Behavioral Sciences, 174 ( 2015 ) 1560 – 1566 INTE
Dai, David Yun & Sternberg, Robert J., Motivation, Emotion and Cognition. New Jersey: Lawrence Erlbaum Associates Inc, 2004
Grabe, William,Reading in a Second Language Moving from Theory to Practice.
NY: Cambridge University Press, 2009
Gibson, James L. et.al., Organizations Behavior, Strcuture, Processess Fourteenth Edition. New York: McGraw-Hill, 2012
George, Jennifer M. & Jones, Gareth R. Understanding and Managing Organizational Behavior Sixth Edition. New Jersey: Prentice Hall, 2012 Israel, Susan E. et.al., Metacognition in Literacy Learning Theory, Assessment,
Instruction and Professional Development, Mahwah: Lawrence Erlbaum Associates, Inc, 2005
Johnson, Andrew P. ,Teaching Reading and Writing a Guidebook for Tutoring and Remediating Students, New York: Rowman and Littlefield Education, 2008 Küçükoğlu,Hülya, Improving reading skills through effective reading strategies,
Procedia - Social and Behavioral Sciences, 70 ( 2013 ) 709 – 714
Khabiri, M &Pakzad, M., The Effect of Teaching Critical Reading Strategies on EFL Learners’ Vocabulary Retention, The Journal of Teaching Language Skills / 4(1), Spring 2012,
Kaufman, James C. & Sternberg, Robert J. The Cambridge Handbook of Creativity. Cambridge: Cambridge University Press, 2010
Nation, I.S.P.Teaching ESL/EFL Reading and Writing, ( London & New York:
Routledge, 2009
Mohammadi,EsmaeelNour,Heidari, Farrokhlagha.,&Niry, Nasrin Dehghan, The Relationship between Critical Thinking Ability and Reading Strategies used by Iranian EFL Learners, English Language Teaching; Vol. 5, No. 10; 2012 McLaughlin, M &DeVoogd, G, Critical literacy: Enhancing students’
comprehension of text, New York: Scholastic, 2004a
McNiff, Jean &Whithead, Jack. Action Research: Principles and Practices second edition, London & New York: Routledge/ Falmer, 2002
Olmez, Funda. Exploring the interaction of L2 Reading Comprehension with Text and Learner-Related Factors, International Conference On Teaching and Learning English as an Additional Language, GloELT, 2016.
Oakhill, Jane., Cain, Kate., &Elbrow, Carsten., Understanding and Teaching Reading Comprehension A Handbook. London & New York: Routledge, 2015
Richards,J.C.&. Schmidt,R. Longman dictionary of language teaching and applied linguistics (3rd Ed.), London: Pearson Education, 2002
Scanlon,Donna M., Anderson,Kimberly L.,& Joan M. Sweeney, Early Intervention for Reading Difficulties, New York: The Guilford Press, 2010
Wooley,Gary.Reading Comprehension Assisting Children with Learning Difficulties,(London & New York: Springer, 2011
https://rumaysho.com/3505-tafsir-surat-iqro-1-bacalah-dan-bacalah.html
Appendix 1. Observation Guiding for Teacher’s Activity Collaborator :
Teacher : Activity : Time :
Put a check mark (√) in the appropriate column:
1. It is not reflecting what happened at all 2. It is less reflecting what happened 3. It is reflecting what happened
4. It is almost reflecting what happened 5. It is reflecting fully what happened
No Teacher Activity Score
1 2 3 4 5
1 Teacher explains the learning goal
2 Teacher gives warming up or review the previous material
3 Teacher gives motivation
4 The teacher is as facilitator for students in reading learning
5 The teacher makes a good interaction in the class 6 The teacher guides the students to find the meaning
of text
7 Student read the text aloud 8 The teacher gives the feedback
9 The teacher asks the students’ opinion about the learning process
10 The teacher gives a conclusion or resume of learning
Appendix 2. Observation Guiding for Students’ Activity Students :
Teacher : Activity : Time :
Put a check mark (√) in the appropriate column:
1. It is not reflecting what happened at all 2. It is less reflecting what happened 3. It is reflecting what happened
4. It is almost reflecting what happened 5. It is reflecting fully what happened
No Teacher Activity Score
1 2 3 4 5
1 The students ask and comprehend the learning goal 2 The students are active in warming up activity 3 The students give the review material
4 The students always read the text carefully 5 The students discuss in the group
6 Student read the text aloud 7 Students do the task actively
8 The students give the evaluation of learning 9 Students make the resume of learning 10 Students give the feedback on their learning
Appendix 3. English Reading Comprehension Test in Pre-Cycle 1. Read the text carefully!
In 2009 in Kazakhstan, a group of fishermen met on a Sunday afternoon. They were on the beach of the North Aral Sea. They ate food. They did some sports.
Afterwards, they told stories and sang songs about the Aral Sea and fishing. It was a good party.
The fishermen were happy because there were fish in the water. For many years, there weren’t many fish. At one time, the Aral Sea in Central Asia was the fourth largest lake in the world. It had an area of 67,300 square kilometres. Two of the biggest rivers in Central Asia, the Amu Darya and the Syr Darya, went into the Aral Sea. But the water almost disappeared.
The Aral Sea was a busy place. Almost 20 percent of the Soviet Union’s fish came from here. 40,000 people lived and worked near the lake. Then people used the water in the two rivers for agriculture, so the water didn’t arrive at the Aral Sea. Also, it didn’t rain for many years.
Then, in 2005, the Kazakh government and the World Bank built a dam. The dam separated the north and south parts of the sea. Then the north part of the Aral Sea started to fill with water again.
Philip Micklin is a scientist. He studies the Aral Sea. In 2010 he said ‘Nature can come back.’ But in 2014, he saw satellite pictures of the east part of the Aral Sea. It was completely dry.
In June 2015 a scientist from Uzbekistan, YusupKamalov, and a National Geographic reporter visited the Aral Sea. They found a huge desert. They stood on the sand. Once it was the edge of the water. Now the water is 80 kilometres away. They drove to the water. On the way, they passed oil and natural gas rigs.
Kamalov said that every year there are more oil rigs. They arrived at the edge of the Aral Sea. The water was very salty. There were no fish. Kamalov said,
‘This is what the end of the world looks like’.
2. Choose the correct answers to complete the following short passage.
My Hometown
Hello friends, my name is Emma. I (1) ---- in Yerevan. It is the capital of Armenia. It has three thousand years of history. It (2) ---- beautiful water fountains. It is located in Ararat Valley. It has (3) ---- beautiful churches and