A THESIS PAIRED READING (An Action Research at the Eighth ...... · (An Action Research at the...

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A THESIS

PAIRED READING

(An Action Research at the Eighth Grade Students of SMP Negeri 16

Surakarta in the Academic Year of 2011/2012)

Submitted to the Teacher Training and Education Faculty of

Sebelas Maret University to Fulfill One of the Requirements for

Getting the Undergraduate Degree of English Education

Ana Widyastuti

X2207044

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2012


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ABSTRACT

ANA WIDYASTUTI. X2207044. Paired Reading (An Action Research at the Eighth Grade Students of SMP Negeri 16 Surakarta in the Academic Year of 2011/2012). A Thesis, Surakarta: Teacher Training and Education Faculty of Sebelas Maret University, 2012. This research is aimed at finding out: (1) whether the implementation of paired reading to the eighth grade students of SMP Negeri 16 Surakarta can

reading skill; and (2) What happens to the class situation .

The method used in this research was a collaborative action research. The research was conducted in two cycles at the 8E grade students of SMP Negeri 16 Surakrta from September 21st to October 25th 2011. There are two kinds of data: qualitative and quantitative data. The qualitative data were collected by using observation, questionnaire, and interview. Then, the quantitative data were collected by using test. Qualitative data were analyzed by using 5 stages suggested by Burns (1999: 157- 159) as follows: assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. The quantitative data were analyzed by using descriptive statistics. The research findings show that the use of Paired Reading could improve

text; (2) Students are able to get implicit information of the text; (3) Students are able to get the explicit information from the text; (4) Students are able to guess the meaning of word (vocabulary); (5) Students are able to determine the generic structure seen from the improvement of the mean score of pre test, post test 1, and posttest 2, those are 46.37, 61.86 and 72.45. The improvement of classroom situations

behavior changes. They do not do useless activity during the lesson; (2) Almost all of students give more attentiexplanation; (3) Students are active; they answer and share with the other students; (4) The students are interested in the lesson and discuss with pair; (5) They are not silent and give response students are confident to say something to the teacher; and (6) Students are not shy and afraid to ask if they have difficulties. Paired Reading can be applied in teaching learning process. By implementing paired reading, the students can improve their reading skill. The researcher hopes what the researcher has done will inspire the English teachers to conduct paired reading in their classroom.


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MOTTO

IF THE EDUCATION IS LIFE, THEN THE LIFE IS ALSO EDUCATION.

(LINDERMAN)

PRACTICE IS THE GOLDEN WAY TO COMPREHEND ENGLISH BETTER

(THE WRITER)


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DEDICATION

With deep love, this thesis is dedicated to:

Her beloved Father and Mother who give her

support, prayer, care, and love

Her beloved sisters, thank you for support and

prayer,

Thank for your

nice friendship.

You all


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ACKNOWLEDGEMENT

to Allah SWT who has given His

blessing to the writer so that she can complete the writing of this thesis. In this

occasion, the writer would like to express her deepest gratitude and appreciation

to the following.

1. Prof. Dr. H. M. Furqon Hidayatullah, M. Pd., the Dean of Teacher

Training and Education Faculty, for his advice and approval of this thesis.

2. Dr. Muhammad Rohmadi, M.Hum., the Head of the Art and Language

Education, and Endang Setyaningsih, S.Pd. M.Hum, the Head of English

Department of Teacher Training and Education Faculty, for their advice

and approval of this thesis.

3. Dr. Ngadiso M.Pd. as the first consultant and Drs. Muh Asrori, M.Pd. as

the second consultant, who have given guidance to the best result of the

thesis.

4. Abdul Haris Alamsah, S.Pd., M. Pd. the Headmaster of SMP Negeri 16

Surakarta for facilitating the writer in collecting the data.

5. Bambang Wahyudi Kesdu, S.Pd, the English teacher of SMP Negeri 16

Surakarta, who has helped the writer to do the research.

6. The VIII E students of SMP Negeri 16 Surakarta who have participated

well during the research.

7.

for their supports, caring, prayer, and helps.

8. Her Dearest Angel, for his love, prayer, and support.

9. Her friends in need: Erlina, Isyak, Lienti, Septiana, Laras, and Atika, Her

Friends in HOLAHOP.

10. Her friends in English Department of year 2007, for their never ending

friendship.


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The writer realizes that this thesis is still far from being perfect. She hopes

and accepts every comment and suggestion. Hopefully, this thesis will be useful

for the readers.

Surakarta, Desember 2011

Ana Widyastuti


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TABLES OF CONTENT

TITLE i

ABSTRACT ii

APPROVAL OF THE CONSULTANTS iii

APPROVAL OF THE EXAMINERS iv

MOTTO v

DEDICATION vi

ACKNOLEDGEMENT vii

TABLE OF CONTENTS ix

LIST OF APPENDICES xii

LIST OF FIGURES xiii

LIST OF TABLES xiv

CHAPTER I INTRODUCTION 1

A. Background of the Study 1

B. Problems Statements 6

C. Objectives of the Study 6

D. Benefits of the Study 6

CHAPTER II THEORETICAL REVIEW 8

A. Review of Reading 8

1. The Nature of Reading 8

2. The Nature of Reading Skill 10

3. Purposes of Reading 14

4. Three Phases of Reading Activity 15

5. The Reading Techniques 15

6. Scanning and Skimming 17

7. The Model of Reading 18

8. Micro skills and Macro skill of Reading 19

9. Construct of Reading Skill 20


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B. Review of Cooperative Learning 20

1. The Nature of Cooperative Learning 20

2. The Reason of Using Cooperative Learning 22

3. The advantage and Disadvantage of

Using Cooperative learning 22

4. Learner roles and Teacher Roles in

Cooperative Learning 23

C. Review of Paired Reading 24

1. The Nature of Paired Reading 25

2. The Procedure of Paired Reading 26

3. How to use paired reading; How to pair students 28

4. The Advantage and Disadvantage of Teaching

Reading Using Paired Reading 28

D. Rationale 29

E. Hypothesis 31

CHAPTER III RESEARCH METHODOLOGY 32

A. Context of Action Research 32

1. Time of Research 32

2. Research setting 32

3. Subject of Research 33

B. Research Method 35

1. The Nature of Action Research 35

2. Characteristics of Action Research 37

3. The Steps in Action Research 38

C. Technique of Collecting Data 42

D. Technique of Analyzing Data 45

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 49

A. Introduction 49

1. 50


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2. Class Situation 51

3. Causes of Reading Skill Problems 52

B. Research Implementation 53

1. Description of Cycle 1 54

2. Description of Cycle 2 75

C. Research Findings and Discussion 92

1. Research Findings 91

2. Research Discussion 96

CHAPTER V CONCLUSION, IMPLICATION, SUGGESTION 101

A. Conclusion 102

B. Implication 102

C. Suggestion 103

BIBLIOGRAPHY 105

APPENDICES 107


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LIST OF APPENDICES

Appendix 1: Research Schedule 107

(Try-out) 108

Name VIIIE 109

Appendix 4: Pre Research Observation 110

Appendix 5: Result of Questionnaires Transcript of interview

(Pre-Research) 113

Appendix 6: Syllabus of Reading for VIII Grade of Junior High School 127

Appendix 7: Lesson Plan of Cycle 1 and Cycle 2 130

Appendix 8: Field Note of Cycle I and Cycle 2 117

Appendix 9: The Researcher Diary of Action Research 197

Appendix 10: Result of Questionnaires Transcript of interview

(After Research) 199

Appendix 11: Blueprint of Reading and Reading Try out Test Instrument

of Cycle I and Cycle 2 208

Appendix 12: Validity and Reliability Test 235

Appendix 13: Blueprint of Reading and Reading Test Instrument of

Pre Test, Post Test 1 and Post Test 2 259

283

Test, Post Test 1 and

Post Test 2 291

Appendix 16: Photographs 297

Appendix 17: Legalization 300


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LIST OF FIGURES

Figure 3.1 : Action research spiral (Kemmis & McTaggart) 39


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LIST OF TABLES

Table 3.1: Schedule of the Research 32

Table 4.1: Result of Previous Condition 50

Table 4.2: Result of Pre-Test 51

Table 4.3: Result of Pre- 52

Table 4.4: Overview of the Implementation of the Research 53

Table 4.5: Post Test Score of Cycle 1 71

Table 4.6: Post Test Score of Cycle 1 Viewed from 71

Table 4.7: Change of Classroom Situation before and After Cycle 1 72

Table 4.8: Unsolved Problems in Cycle 1 and the Proposed Solutions 74

Table 4.9: Post Test Score of Cycle 2 89

90

Table 4.11: Change of Classroom Situation before and After Cycle 2 90

Table 4.12: The Finding Result 93

94


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CHAPTER I

INTRODUCTION

A. Background of the Study

Nowadyas, English becomes the most important language to learn

because it is common language used in international communication. Julian

(1998: 25) states that English serves for many people as a bridge into the

worlds of higher education, science, international trade, politics, tourism or

any other venture which interest them. At the same time, English serves for

many times for many more people as a barrier between themselves and

those same fields of interest. Many people in their own countries will not be

able to become doctor, for example, if they cannot learn enough English.

Learning English means learning four language skills, namely:

reading, listening, speaking, and writing. From these four skills, reading is

an essential factor in the learning process, as stated by Carrell (1996: 1)

below:

For many students, reading is by far the most important of the four skills in a second language, particularly in English as a second or foreign language. Certainly, if we consider the study of English as a foreign language around the world the situation in which most English learners find themselves reading is the main reason why students learn language.

Reading is the key of learning. The advantages of knowing a

foreign language are clear enough for the students, for better jobs, access to

literature or whatever. By reading much, students are able to get the

information of the text or writer opinion, they can also explore all aspects of

knowledge, studying specific subject, or learning how to do something. If

the students want to succeed in learning, they must read as much as

possible.

Reading, one of the major avenues of communication, is essential to

the existance of our complex system in a social arrangement. Brown (1994:


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283) states that, we as the members of a literate sociaety are dependent on

the written word arround us, even life-and-death matters in our lives.

Moreover, Nuttal (1996: 3) says that the reason for reading is not very likely

that we were interested in the pronunciation of what we read or even in the

grammatical structures used, but we wanted to get something from the

writing.

In learning reading, each student has his own way. The teaching

reading can be an arduous task as it is often difficult to know how to

improve student skills. One of the most obvious points about reading is that

there are different types of reading skills: (1) Skimming - reading rapidly

for the main points; (2) Scanning reading rapidly to find a specific piece

of information; (3) Extensive reading reading a longer text; often for

pleasurewith emphasis on overall meaning; and (4) Intensive reading

reading a short text for detailed information.

Reading is the key to learning. By reading much, students are able

to widen their perspective of study. From reading, they can also explore all

aspects of knowledge. They will get answers from thousands of questions

existing in their mind from reading. Simply, if the students want to succeed

in learning, they must read as much as possible. Reading according to

Carrell is receptive language process. It is a psycholinguistic process in that

it starts a linguistic surface representation encoded by a writer and ends with

meaning which the reader constructs. Thus, in hhtp://www.readingsuccess

lab.com/Glosary/DefineReadingSkill.html reading skill is defined as bits of

information that can be used to solve problem when reading or writing,

enabling readers to turn writing into meaning and achieve the goals of

reading independence, comprehension, and fluency. If reading skills appear

to be lacking, then a reading skill assessment is recommended.

Based on pre research in the eighth grade students in SMP N 16

Surakarta, the writer found some problems dealing with reading skills. The

problems are: (1) The students have difficulty to get the main idea; (2) The


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students have difficulty to get the implicit information; (3) The students

have difficulty to get detail information or explisit information; (4) The

students have difficulty to guess the meaning of word; and (5) The students

have difficulty to determine generic structure of text. Based on explanation

standard criterion) of English lesson in SMP Negeri 16 Surakarta.

The problems not only came from the reading skills, but also from

classroom situation such as: (1) The students make noise in class; doing non

academic, such as drawing, singing; (2) Some students seem pay attention,

but actually they daydream; (3) Almost all students were passive; (4) The

students are not eager in following the teaching learning process. They are

not interested in the lesson and some of them are chatting with their friend;

(5) When the teacher asks something, students cannot answer the question

and keep silent; and (6) When the students did not understand, they just

keep silent and they did not care.

From the pre-observation, the writer can conclude that the low

reading achievement of the students is caused by some factors. Based on the

interview, students said that English is difficult. It is quite hard for them to

understand the text. One of the reasons is that they do not know the meaning

of the words; in other word they lack vocabulary. Some of them are shy if

the teacher asks them to read the text in front of class, they are not

confident. They often repeated to read the text more than twice, because

they lost the concentration to comprehend the text. The teacher says that

they seem not enthusiastic during the teaching and learning process. While

in a half hours they still focus, but in the mid of the teaching and learning

process, students often lost their concentration.

There are some factors by teacher in covering reading strategy. An

English teacher in SMP Negeri 16 Surakarta often neglects using an

appropriate teaching technique to enhance the students reading skill. The

teacher also still implements the teacher-centered method rather than


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students-centered. In teaching and learning process, the teacher dominates

the classroom. There is no variation in teaching of reading. In this context,

they merely gives a text and two or three students are asked orally to read

aloud or silently the text. Subsequently, all of them are asked to reveal

questions in relation to difficult words and answer question available. The

teacher is neither rethinking whether they do understand the contents of

stated information within the text or not nor reflecting how to solve the

existing problems by innovative teaching technique so that the students are

capable of attaining the comprehension more.

Another technique was emphasized on translating the text; word by

word. Knowing the meaning of the word is not assuring the students

understand the text. If the students could not translate the difficult word,

they are ashamed of asking the teacher. Meanwhile, when the students

translate the text, the teacher does not monitor the whole class (all students).

This situation makes the students bored; they are not comfortable and they

make noise. Sometimes the teacher reads the text aloud, gives the meaning

of new vocabulary of the text. It makes the students passive. The other cause

is while the students translate the text, they are not bringing the dictionary,

the reasons are; the students are not excited to open the dictionary, they

prefer asking their friends to look at the dictionary, actually not all students

know the meaning of word and they are ashamed to ask the teacher.

Knowing the fact above, it is seen that there must be one way to

solve the problem. One of the ways is teaching using paired reading which

enthusiasm for learning and their determination to achieve academic success

(Lan and Repman quoted in Orlich, Harder, Callahan, and Gibson 1998:

275). By using cooperative learning students can work in groups to read

materials, write summaries, find specific information, and answer questions.

Moreover, Cooperative learning also increases one's self-esteem, social

skills, and study skills. Students can receive feedback and edit assistance

from peers, increas their higher level of thinking skills, each student


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contribution will be held accountable, which result in equal participation

from each student (http://www.teachnology.com/currenttrends/ cooperative

Learning/kagan/)

Paired reading is a reading activity where a learner and a skilled

lack vocabulary. Students can actively practice their newly learned

vocabulary as they express their opinions and share ideas in the discussing

without the added pressure of reading in front of a large audience. This strategy

can be used to build the skills so that reluctant readers can work toward reading

in front of a large group. Hundley cited in http://www.jackson.k12.ky.us/rea-

dingstrategies/glossary.htm states that paired reading is a strategy during

reading which is the best practice lesson with the eighth-grade students. In

this strategy, the student reads aloud in pair and the other listens then

summarizes what he or she heard.

The activity in paired reading makes the students active, they can

cooperate with their pair, discuss the text, and share it. In pairs the students

are more involved and concentrate on the task; students feel secure. They

feel anxious when they are working individually than wh

encourage students to share the idea and knowledge, students can help each

other to explore the meaning of a text.

The class is divided in pairs. It makes the students work together.

The students themselves are not disturbed by the noise; it is more noticeable

to the teacher standing at the side of room. The noise created by pair is

students using English, or engaged in learning task.

During the reading section, the teacher cannot control the mistake of

students like as the meaning of word or missing to guess the word. Some of

the students are shy, if the teacher asks them to read the text in front of

class, if they are making the mistakes. But using paired reading can solve it.

The students read the text in pair. If there is mistake, the partner can correct


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it. This way makes the students confident while they have errors. Another

side, while the students are in pair, they are sharing about text, guessing the

meaning, determining generic structure of text, finding the main idea, to get

the detail information or explicit information and implicit information.

Based on the description above, the writer is interested in

ng Reading Skill Using Paired

Reading (An Action Research at the Eighth Grade Students of SMP Negeri

16 Surakarta in the Academic Year of 2011/2012).

B. Problem Statements

Based on the observation above, the problems that will be analyzed

in this study are:

1. Can the implementation of paired reading at the eight grade students of

SMP Negeri 16 Surakarta improve the students reading skill?

2. What happens to the class situation when paired reading is implemented

in improving students reading skill?

C. Objectives of The Study

The study is aimed at finding the answer to the questions stated in

the problem statement. Therefore, the objectives of this study are:

1. To find whether the implementation of paired reading can improve the

students reading skill.

2. To identify what happens to the class situation when paired reading is

reading skill.

D. Benefit of the Study

The research result is expected to be able to give some benefits for

several parties, they are:


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1. Teacher

The result of study will help the teachers

difficulties in learning reading and enable teacher to become

continuous learners by conducting the next cycles of research.

2. Students

ses

confidence in their reading ability, and increases their enjoyment of

reading; students expect to have a good improvement in reading skill

and behavioral change during the teaching learning process.

3. Researcher

The study can bring her to a better understanding of improving the

reading skill.

4. Other researcher

It is expected that the result of the research becomes a reference for

similar studies.


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CHAPTER 11

THEORETICAL REVIEW

A. Review of Reading

1. The Nature of Reading

There are some definitions of reading. In the most general

terms we may say that reading involves the reader, the text, and the

interaction between the reader and text (Rumelhart in Aebersold and

Field, 1997: 1). DeBoer and Dallman (1966: 17) state that reading is a

much more complex process. It involves all of the higher mental

processes. It involves recalling, reasoning, evaluating, imagining,

applying, and problem solving. Good reading requires good thinking.

When we teach reading, especilaly in the begining stages, we must

teach good thinking. Meanwhile, Aebersold and Field (1997: 15) state

that reading is what happens when people look at a text and assign

meaning to the written symbols in that text. There are interaction

between the reader and the text. The meaning the reader gets from the

text may not exactly the same as the meaning the writer of the text

wished to convey. Likewise, the meaning that one reader gets from a

text may be different from that of other readers reading the same text.

From the three definitions, it can be concluded that reading is

interaction between the reader and text which involves some processes

that are used to assign meaning from written symbols in the text.

When people read a text, they are thinking to get the meaning,

although it is not exactly the same as the meaning that is conveyed by

the writer and may be different from the other readers reading in the

same text.


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Similarly, Stauffer in Petty and Jensen (1980: 207 ) state that

there are some definitions of reading:

a. Reading is complex process.

b. Reading means to get information from the printed page.

c. Reading is the ability to pronunce and comprehend the printed

word.

d. Reading is interpreting signs, letters, or symbols by assigning

meanings to them.

e. Reading is receiving ideas and impressions from an author via the

printed word.

reading is complex process which involves ability to pronunce and

comprehend the printed word, interprete signs, and receive ideas from

the printed page to get the information.

According to Wallace ( 1992: 4) reading as interpreting means

reacting to a written text as a piece of communication; in other words,

reader has some purpose in attempting to understand. Grellet (1981: 7)

states that reading is a constant process of guessing, and what one

brings to the text is often more important than what one finds in it.

This is why from the very beginning, the students should be taught to

use what they know to understand unknown elements, whether these

are ideas or simple words.

reads,

he is processing information. Space and Space (1977: 3) state a

fundamental fact: reading is obviously a multifaceted process, a

process that, like a chameleon, changes its nature from one

developmental stage to the next. They point out that at one stage

reading is largerly recalling, interpreting, judging, and evaluating; the

last definition is purposed by Stauffer. He states that reading is mental

process requiring accurate word recognition, ability to call to mind


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particular meanings and ability to shift or reassociate meanings until

the constructs or concepts presented are clearly grasped, critically

evaluated, accepted, and applied, or rejected.

Based on the all definitions above, it can be concluded that

reading is complex process that there is interaction between the reader

and text to get the information. The reader gets the information

through some processess; ability to pronunce and comprehending the

printed word, interpreting signs, receiving ideas from the printed page,

recalling, judging, evaluating, and requiring accurate word

recognition, ability to call to mind particular meaning and ability to

shift or reassociate meanings until the constructs or concepts

presented are clearly grasped, critically evaluated, accepted, and

applied, or rejected.

2. The Nature of Reading Skill

Deboers and Dallman (1964: 37) give specific instruction in

reading skills. Reading skills are how to recognize letters and phoenic

elements, how to discover familiar elements in the longer unfamiliar

words, how to use context clues, how to note details, how to find the

main idea of a longer passage, how to compare, evaluate, and

reading both the nature of the material read and to their purpose.

These skills can be learned through guided practice.

Learners sometimes find difficulties in reading. They need

some skills to make them easier in getting their purposes in reading. It

is stated that skill is ability to perform a task or activity consistently

over a period of time (www.nttat.org/glossary.htm). The expertise

required for a particular task or occupation may include manual

dexterity and mental aptitude. Other definitions, skill is an elementary

action requiring manual or verbal dexterity that is necessary for

perfoming a compound or complex set of action in order to


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accomplish a particular task; the ability to do something well arises

from training or practice, so having skills in reading helps learners in

accomplishing a task (members.aol.com/JohnEshleman/glossary.

html).

Reading skill is defined as bits of information that can be used

to solve problem when reading or writing, enabling readers to turn

writing into meaning and achieve the goals of reading independence,

comprehension, and fluency. If reading skills appear to be lacking,

then a reading skills assessment is recommended

(http://www.readingsuccesslab.com/Glossary/DefineReadingSkills.ht

ml. published on CD-ROM by SIL International, 16 March 1999).

According to Wallace (1996: 54), a skill approach to early

reading tends to be characterized in terms of the ability to make sense

of a written message. Early reading skills are exemplified by

performance on certain kinds of motor skills, the ability to

discriminate shapes and patterns, and phonic and word recognition

to some kind of sound representation. It tends to be assumed that

phonic skill is displayed by the ability to read aloud with recognition

skills, often associated with the so-

involve the ability to name whole words, whether presented in a

textual or situational context or not.

Based on the explanation above, it can be concluded that

reading skill is ability to recognize letters and phoenic elements,

discover familiar elements in the longer unfamiliar words, use context

clues, find the ideas, evaluate and visualize the

get the detail information and to do something well arising from

training or practice.


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Carroll as stated in Petty and Jansen (1980: 211) also lists some

components of the total skills of reading as follows:

a. Skill in using the language that is to be read: since language

learning is lifelong process, the extent of this skill, which

beginners need, may, in some sense, be thought of as minimal.

Usually a minimal level is some ability to speak and understand

with confidence and fluency. The necessary level is knowledge of

how the language works how sentences are put together, what

word order signifies.

b. Skill in dissecting spoken words into component sounds: every

meaning although the maturing reader often merges this skill or

uses it in conjunction with other skills.

c. Skill in recognizing and distinguishing different forms of letters in

the alphabet (i.e., uppercase and lowercase letters, as well as

different printed and handwritten forms).

d. Skill in applying the left-to-right principle by which words are

spelled and put in order in continuous text: the mature reader

demonstrates mastery of this skill with a minimal amount of

e. Skill in using patterns of correspondence between letters and

sounds that help in recognizing words known in speech or that

help in pronouncing words that are not familiar: in a sense, this

skill is a composite of several of the preceding ones; that is, skill

in determining the sound values associated with the letters,

recognizing the letters, and following a left-to-right order is

necessary to learn the patterns of correspondence.

f. Skill in recognizing words by cues (total configuartion,

recognation of a structural element, and derivation of meaning

from the context) as well as being able to use cues for

pronunciation as an intermediate step in recognition.


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g.

in a manner analogous to apprehending meaning by listening.

h. Skill in reasoning and thinking about what is read; this skill at its

highest level requires shifting and reassociating meanings untill

the reader grasps and reacts to the meaning in a particular context.

Both teachers and researchers have attempted to identify the

mental activities that readers use in order to construct meaning from a

text. These activities are generally reffered to as reading strategies,

although they are sometimes called reading skill. There are some

points of reading skill (Anderson et al, 1991; Barnett 1989; Clarke

1979 quoted from Aebersold and Field 1997: 16) as follows:

a. Recognize words quickly

b. Use text features (subheadings, transitions, etc)

c. Use title(s) to infer what information might follow

d. Use world knowledge

e. Analyze unfamiliar words

f. Identify the grammatical functions of words

g. Read for meaning, concentrate on constructing meaning

h. Guess about the meaning of text

i. Evaluate guesses and try new guesses if necessary

j. Monitor comprehension

k. Keep the purpose for reading the text in mind

l. Adjust strategies to the purpose for reading

m. Identity or infer main ideas

n. Understand the relationship between the parts of a text

o. Distinguish main ideas from minor ideas

p. Tolerate ambiguity in a text (at least temporarily)

q. Pharaphrase

r. Use context to build meaning and aid comprehension

s. Continue reading even when unsuccessful, at least for a while.


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3. Purposes of Reading

Reader purpose is important to bear in mind that reading is

not an invariant skill, that there are different types of reading skills

which correspond to the many different purposes we have for reading.

Rivers and Temperley (1978: 187-8) suggest that second language

learners will want to read for the following purposes:

a. to obtain information for some purpose or because we are curious

about some topic

b. to obtain instructions on how to perform some task for our work or

daily life (e.g. knowing how an appliance works)

c. to act in a play, play a game, do a puzzle

d. to keep in touch with friend by correspondence or to business

letters

e. to know when or where something will take place or what is

available

f. to know what is happening or has happened (as resported in

newspaper, magazines, reports)

g. for enjoyment or excitement

Reading must have the purposes of reading to understand the

reading passage. Wallace (1996: 6-7) classifies the purposes of

reading based on the personal reasons as follows:

a. Reading for survival

Reading for survival is almost literary a matter of life and death.

For example, a stop sign for a motorist. Survival reading serves

immediate needs or wishes.

b. Reading for learning

It is expected to be exclusively school-related. Reading is intended

to support learning.

c. Reading for pleasure

Reading for pleasure is done for its own sake readers do not have

to do it. It is written originally to offer enjoyment.


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4. Three phases of Reading activity

There are three main types of reading activity according to

Williams (1984: 37):

a. Pre reading activities

Some pre reading activities simply consist of questions to which

the reader is required to find the answer from the text. The pre

reading phase tries to do is:

1) To introduce and arouse interest in the topic

2) To motivate learners by giving a reason for reading

3) To provide some language preparation for the text

b. While reading

This phase draws on t

previous to reading. The aims of this phase are:

1)

2) To help understanding of the text structure

3) To clarify text content

c. Post reading activities

The aims of post reading work are:

1) To consolidate or reflect upon what has been read

2)

views.

5. The Reading Techniques

Each people has different purpose in reading. It will affect

someone in reading for specific purposes. There are four techniques of

reading skills used in language, namely:

a. Skimming

Skimming is used to quickly gather the most important

information, or 'gist'. Run your eyes over the text, noting important

information. Use skimming to quickly get up to speed on a current


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business situation. It's not essential to understand each word when

skimming.

Examples of Skimming:

1) The Newspaper (quickly to get the general news of the day)

2) Magazines (quickly to discover which articles you would like

to read in more detail)

3) Business and Travel Brochures (quickly to get informed)

b. Scanning

Scanning is used to find a particular piece of information. Run

your eyes over the text looking for the specific piece of

information you need. Use scanning on schedules, meeting plans,

etc. in order to find the specific details you require. If you see

words or phrases that you don't understand, don't worry when

scanning.

Examples of Scanning

1) The "What's on TV" section of your newspaper.

2) A train / airplane schedule

3) A conference guide

c. Extensive reading

Extensive reading is used to obtain a general understanding of a

subject and includes reading longer texts for pleasure, as well as

business books. Use extensive reading skills to improve your

general knowledge of business procedures. Do not worry if you

d understand each word.

Examples of Extensive Reading

1) The latest marketing strategy book

2) A novel you read before going to bed

3) Magazine articles that interest you

d. Intensive reading

Intensive reading is used on shorter texts in order to extract

specific information. It includes very close accurate reading for


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detail. Use intensive reading skills to grasp the details of a specific

situation. In this case, it is important that you understand each

word, number or fact.

Examples of Intensive Reading

1) A bookkeeping report

2) An insurance claim

3) A contract

(http://esl.about.com/od/englishreadingskills/a/readingskills.htm)

6. Skimming and Scanning

People will never read efficiently unless they can adapt their

reading speed and technique to their aim when reading. By reading all

texts in the same way, students would waste time and fail to remember

points of important, and difficult to get the ideas to them, because they

would absorb non-essential information. It is important for readers to

use appropriate reading techniques. In junior High School, skimming

and scanning skills are types of reading skills which are often used by

students in accomplishing a task because students intend to search and

find important information in texts. These ways are more efficient than

the other types.

Grellet (1998: 4) defines skimming as reading the text quickly

in order to get the gist of it, that is the general meaning without any of

details. The reader sees each word of sentences extremely quickly. The

purpose of skimming technique is to see what a text is about. It helps

the reader to organize his thought and specify information that he gets

from the texts, therefore, his subsequent reading is more efficient.

Scanning is reading technique that aims to get the students have a final

answer of particular information. This occurs when a reader goes

through a text very quickly in order to find particular points of

information. To do scanning, reading involves some stages:

a. Determine what is the keyword in the question


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b. Look quickly through the text for these words

c. Read each word of the sentences to know whether the word

provides the information that we need, stop reading.

7. The Model of Reading

Barnett in Aebersold and Field (1997: 18) states that there are

three main models of reading proces:

a. Bottom up Theory argues that the reader constructs the text from

the smallest units (letters to words to phrases to sentences, etc) and

that the process of constructing the text from those small units

becomes so automatic that readers are not aware of how it operates

(Eskey 1988; Stanovich 1990). Decoding is an earlier term for this

process.

b. Top-down theory argues that readers bring a great deal of

knowledge, expectations, assumptions, and questions to the text

and, given a basic understanding of the vocabulary, they continue

to read as long as the text confirms their expectations (Goodman

1967). The Top-down school of reading theory argues that readers

fit the text into knowledge (cultural, syntactic, linguistic, and

historical) they already possess, then check back when new or

unexpected information appears.

c. The interactive school of theorists which most researchers

currently endorse argues that both top-down and bottom up

processes are occurring, either alternately or at the same time.

These theorists describe a process that moves on both bottom-up

and top-down, depending on the type of text as well as on the

motivation, strategy use, and culturally shaped beliefs about the

reading.


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8. Microskills and Macroskills of Reading

Reading involves a variety of skill. Brown (2004: 186)

proposes these following micro and macro skills:

a. Microskills

1) Discriminate among distinctive graphemes and ortographic

patterns of English

2) Retain chuncks of language of different lengths in short term

memory

3) Process writing at an efficient rate of speed to suit the purpose

4) Recognise a core of words, and interpret word order patterns

and their significance

5) Recognise grammatical word classes (nouns, verb, etc) system

(e.g. tense, agreement, pluralisation), patterns, rules, and

elliptical forms.

6) Recognise that a particular meaning may be expressed in

different grammatical forms

7) Recognise cohesive devices in written discourse and their role

in signaling the relationship between and among clauses

b. Macroskills

8) Recognise the rhetorical forms of written discourse and their

significance for interpretation

9) Recognise the communicative functions of written texts,

according to form and purpose

10) Infer context that is not explicit by using background

knowledge

11) From described events, ideas, etc. Infer links and connections

between events, deduce causes and effects, and detect such

relations as main idea, supporting idea, new information, given

information, generalisation, and exemplification.

12) Distinguish between literal and implied meanings


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13) Detect culturally specific refernces and interpret them in a

context of the appropriate cultural schemata

14) Develop and use a battery of reading strategies such as

scanning and skimming, detecting discourse markers, guessing

the meaning words from context, and activiting schemata fro

inperpretation of texts.

9. Construct and Indicators of Reading

Reading is complex process that there is interaction between

the reader and text to get the information. The reader gets the

information through some processess; ability to pronunce and

comprehending the printed word, interpreting signs, receiving ideas

from the printed page, recalling, judging, evaluating, and requiring

accurate word recognition, ability to call to mind particular meaning

and ability to shift or reassociate meanings until the constructs or

concepts presented are clearly grasped, critically evaluated, accepted,

and applied, or rejected. Reading skill is ability to recognize letters and

phoenic elements, discover familiar elements in the longer unfamiliar

words, use context clues, find the ideas, evaluate and visualize the

well arises from training or practice.

From the micro and macro skills above, the researcher restricts

on five indicators of reading skills as follows: getting the main idea,

the detail information or explisit meaning, guessing the meaning of

words from context, determining generic structure of genre text, and

getting the implisit meaning.

A. Review of Cooperative Learning

1. The Nature of Cooperative Learning

Cooperative learning is an approach to teaching that makes

maximum use of cooperative activities involving pairs and small group


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of learners in the classroom (Richards & Rodgers 2001: 192).

According to Johnson, et al. (1994: 4 quoted by Richards & Rodgers)

cooperative learning is the instructional use of small groups through

learning. It is a successful teaching strategy in which small teams, each

with students of different levels of ability, use a variety of learning

activities to improve their understanding of a subject. Each member of

a team is responsible not only for learning what is taught but also for

helping teammates learn, thus creating an atmosphere of achievement.

According to Stevens and Slavin in Orlichy, et.al, (1998: 275),

cooperative learning teaches social as well as academic skills. For

learning groups to be effective, students must learn to honor and

learning processes, to communicate effectively with one another, and

to come to a consensus or understanding needed. Students engaged in

cooperative learning experiences have been able to identify an increase

in their own knowledge and self esteem, trust of peers, and problem-

solving and communication skills (Dyson 1995 cited in Orlichy,

Harder, Callahan, and Gibson 1998: 275

Keith states that peer tutoring and paired reading are combining

two powerful techniques. He claims these methods have great potential

for cooperative learning, and emphasize that good organizations by the

teacher is essential (http://www.howardcc.edu/prodev/resources/

learning/group1.htm).

Based on explanation above, it can be concluded that

cooperative learning is teaching strategy involving pairs and small

group in which students of different level of ability work together to

improve their understanding of a subject.


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2. The Reason of Using Cooperative Learning

Wood in (http://www.howardcc.edu/prodev/resources/learning/

group1.htm) says that ooperative learning enables students to display

more positive attitudes and and helps them increase intrinsic

motivation to learn. Research has shown that cooperative learning

techniques:

a. promote student learning and academic achievement

b. increase student retention

c. enhance student satisfaction with their learning experience

d. help students develop skills in oral communication

e. develop students' social skills

f. promote student self-esteem

g. help to promote positive race relations

Furthemore, Johnson and Holubec quoted in Richard &

Rodgers (2001: 192) state that cooperative learning sought to do the

folowing:

a. raise the achievement of all students, including those who are

gifted or academically handicapped

b. help the teacher build positive relationship among students

c. Give students the experiences they need for healthy social,

psychological, and cognitive development.

d. Replace the competitive organizational structure of most

classrooms and schools with a team-based, high-performance

organizational structure.

3. The advantage and Disadvantage of Using Cooperative learning

a. The advantage

According to Orlich, Harder, Callahan, and Gibson (1998:

276) there are some advantages of cooperative learning:

1) It improves comprehension of basic academic content

2) It reinforces social skills


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3) It allows student decision making

4) It creates active learning environment

5) It b -esteem

6) It celebrates diverse learning styles

7) It promotes student responsibility

8) It focuses on success for everyone

b. The Disadvantage

There are some weaknesses of cooperative learning in

http://www.teachnology.com/currenttrends/cooperative_learning/

kagan as follows:

1) The student having a lack of social skills would not know how

to work in groups and this could result in task or social

conflicts.

2) The group grades, what if only one student is working in a

group and all the others are just enjoying the grades due to his

hard work

3) The fear of failure; a student who might want to avoid failure

might not participate in the group task by expressing his or

her worries by blaming the task being stupid or his or her

group members being dumb.

4. Learner roles and Teacher Roles in Cooperative Learning

a. Learner Roles

The primary role of the learner is as a member of a group

who must work collaboratively on tasks with other group members.

Learners have to learn teamwork skills. Learners are also directors

of their own learning. They are thought to plan, monitor, and

evaluate their own learning, which is viewed as a compilation of

lifelong learning skills. Thus, learning is something that requires

grouping is the most typical communicative language learning


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format, ensuring the maximum amount of time both learners

alternate roles involve partners in the role of tutors, checkers,

recorders, and information shares.

b. Teacher Roles

The teacher has to create a highly structured and well

organized learning environment in the classroom, setting goals,

planning and structuring tasks, establishing the physical

arrangement of the classroom, assigning students to groups and

roles, and selecting materials and time (Johnson, et al. in Richards

& Rodgers 2001: 199). As a facilitator the teacher must move

around the class helping students and groups as need arises.

Teachers speak less than in teacher-fronted classes. They

provided broad questions to challenge thinking, they prepare

students for the tasks they will carry out, they assist students with

the learning tasks, and the few commands, imposing less

disciplinary control. The teacher may also have the task of

restructuring lessons so that students can work on them

cooperatively (Harrel in Rodgers & Richard 2001: 200).

B. Review of Paired Reading

1. The Nature of Paired Reading

Paired Reading (also called Partner Reading) is a form of

choral reading in which two readers, one more proficient than the

other, read a familiar text together. This strategy helps students

develop fluency and word recognition skills (http://www.childliteracy.

com/paired.html). Another definition of paired reading is reading

activity where a learner and a skilled reader read a text together

(http://www.pairedrdg method. method.html). The purpose is to

structure high-involvement in reading. Paired reading is aimed at

giving minimum directions, partly to allow for maximum self-direction

and partly to allow for individual variation in ability. Students usually


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partner who needs help. The paired reading strategy encourages peer

teaching and learning. Students are divided into pairs and read along

together or take turns reading aloud to each other. Pairs can have the

same reading ability or can include a more fluent reader with a less

fluent reader. Each student reads and provides feedback about their

own and their partner's reading behaviors (Merrill & Toth 2001: 189).

Based on Journal of Literacy Research, summer 2004 by

Meisinger, et.al, paired reading is a classroom strategy used to

facilitate the development of fluent reading skills. In partner reading,

students are paired together for the purpose of supporting each other

through the oral reading of connected text. Partners listen, follow

along, and provide needed words or assistance while taking turns

reading, switching roles every other page. Partner reading, a scripted

cooperative learning strategy, is often used in classrooms to promote

the development of fluent and automatic reading skills.

According to Weinstein in http://www.wadsworthmedia.com/

marketing/samplechapter/0534553389 paired reading is strategy of

cooperative learning. He suggest that cooperative learning strategies

are successful in aiding comprehension and retention because they fall

into one or more categories of learning strategies- processes and

methods useful in acquiring and retrieving information. Weinstein

propose five categories of learning strategies. One of them categories

is elaboration strategies such as jigsaw, paired reading and student-

generated question.

Based on the definition above, it can be concluded that paired

reading is reading activity that involves in strategy of cooperative

learning in which two readers; one more proficient than the other can

develop fluency and word recognition skills. They provide feedback


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about their own and their partner's reading behaviors that encourage

each other through the oral reading of connected text.

2. The Procedure of Paired Reading

According to Harmin & Toth (2001: 189-190), there are some

steps of paired reading as follows:

a. Divide students in pairs

b. The students take turns reading the next section to each other, one

person volunteers to start read aloud for bit

c. The students talk over the reading and what they think when they

finish the reading. In this case the students share in pair about the

information of text, guess the meaning of text to get the main idea,

detail information, find the implicit and explicit meaning and

determine the generic structure of genre text.

d. The students identify some things that they like, think something in

their own life that the reading reminds them of, or think of

something about the person that they like or found interesting in

the reading, make notes then report (share) to with one another.

e. The students say thank to their partner and write summary of text.

f. The students may pair up with new partner and ask one of students

to summarize the reading to the classmate.

g. The students write what they disagree of the summary, or what

they would have done differently. They rewrite the part of reading

in their own word.

h. The students begin to do individual work.

T

while they are reading. If a thought or comment comes up as they read,

they can pause to share it with one another before continuing to read.

Then, the students make a note about key issues or question that

emerge as they read, perhaps it can be addressed later. Or students


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might note new words or parts of the reading that, even after they talk

them over, are still unclear to them.

Moreover, Toping in http://www.childliteracy.com/paired.html

states that actually paired reading was originally developed as a

strategy for parents and children reading at home, but it is easily

adapted for classroom use or intervention lessons.

a. In paired reading, two students of different reading abilities read

together for 15 to 30 minutes.

b. If one student makes an error or hesitates on a word, the other

reader waits to see if it is corrected. If not, the partner says the

word while pointing to it, and the pair continues reading.

c. When the less proficient student feels comfortable to read

independently, he or she gives the other reader a signal (such as a

gentle elbow nudge). Pairs may use the same signal to resume

paired oral reading when desired.

d. At the end of the session, the students talk about the text and

compliment each other on their reading rate, phrasing, expression,

or word identification strategies, determine the generic structure of

text and guessing the meaning of word. The students talk about the

text in pairs then they are sharing to find the main idea, the explicit

and implicit meaning then summarizes the text.

e. Praise is very important in paired reading.

3. How to Use Paired Reading; How to Pair Students

Pair students implemented in same reading ability high level

readers with low level readers. Use the following steps to pair high-

level readers with low-level readers :

a. List the students in order from highest to lowest according to

reading ability

b. Divide the list in half


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c. Place the top student in the first list with the low student in the

second list

d. Continue until all students have been partnered

e. Be sensitive to pairings of students with special needs, including

learning or emotional needs. Adjust pairings as necessary

f. The reader from the first list should read first while the reader

from the second list listens and follows along

g. The second reader should pick up where the first reader stops. If

additional practice is needed, the second reader can reread what

the first reader has read.

h. Encourage pairs to ask each other about what was read. "What was

your page about? What was your favorite part?" http//reading

rocket; paired reading.co.id

In partner reading, children show positive emotional support

behaviors by encouraging each other when struggling through text by

making positive verbal comments, such as "that's right," or

nonverbally through nodding, leaning forward, and listening.

However, negative comments such as "Why can't you get it" or

nonverbal behaviors such as rolling the eyes or looking away may not

only cause conflict, but may directly interfere with role of the

supporter in the interaction.

4. The Advantage and Disadvantage of Teaching Reading Using

Paired Reading

a. The Advantage

There are some benefits teaching reading using paired

reading http://www.mcps.org/Curriculum/langarts/fifth/Readlit

instructionalstructures.doc are the following:

1) To build oral skills so that reluctant readers can work toward

reading in front of a large group.


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2) Supportive environment for students to practice reading

strategies.

3) Involves half the students actively reading at one time.

4) Provides a collaborative setting for students. Work in pair,

make the students feel comfortable and confident to express

their opinion. In pair, they are discussing of text (guessing

the meaning to find the main idea, determining the generic

structure of text, and getting the detail information) then

summarizing the text together.

5) May provide an opportunity for a strong reader to model the

reading process.

6) May be a good way of checking students' progress in

learning.

b. The Disadvantage

1) Quiet students may not feel comfortable while expressing

their ideas with their partner.

2) The time spent talking about irrelevant topics is

unbelievable.

3) A concept may not be understood as well if a person doesn't

have to figure it out.

4) One of students in pairs don't always cooperate well.

C. Rationale

As students advance through the grade levels, reading proficiency

becomes more and more important to learning. In reading, the students

should understand some terms such as: getting the main idea of a text,

following direction, selecting important details, summarizing what they

have read. It also includes al

grammar. In fact, there are some problems of students in reading. They

have difficulty to find the main idea, have difficulty to guess the meaning


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of word, have difficulty to determine generic structure of genre text, and

have difficulty to get the detail information. The low reading achievement

of the students happens because they lack vocabulary. Some of them are

shy if the teacher asks them to read the text in front of class, they are not

confident. The students lost concentration to comprehend the text. The

teacher neglects using an appropriate teaching technique to enhance the

students reading skill. The teacher applies teacher centered approach. This

situation makes the students bored and passive. All of those problems can

be solved using paired reading. In general, students who experience

difficulties in the development of efficient reading skills are less likely to

achieve academically at a level commensurate with their peers.

Paired reading is good strategy to develop reading skill of students.

The power of this strategy while the students are divided in pairs, they can

actively practice their newly learned vocabulary words as they express

their opinions, and share the ideas with their pair to get the detail

information of text then summarize together. In pair the students feel

secure and not afraid of making mistake, for example in guessing the

meaning and determine the generic structure of text. They can correct the

mistake each other and make them confident while they are reading in

pair. Exchanging the pair make student add their vocabulary and more

comprehend the text. Paired reading is learner centered approach which

makes the students active. They are expressing their opinion and

discussing about text. They can cooperate with their pairs and makes the

situations not bored for them.

From the benefit of Paired Reading above, it was hoped Paired

Reading covered the indicators of reading, because in pair stage the

students conduct the discussion with partner, exchange the opinion or idea

to know the contain of text. Therefore, it is assumed that the use of paired


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D. Hypothesis

Based on the theory and the rationale, the hypothesis is formulated

skill at the eighth grade of SMP Negeri 16 Surakarta.


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CHAPTER III

RESEARCH METHODOLOGY

A. Context of The Action Research

1. Time of the Research

The research was done in September October 2011 at the VIII E

grades students of SMP 16 Surakarta in the academic year of

2011/2012(See below):

Table 3.1 The Schedule of the Research

NO Activity Time of Research 1 Preparation of Try-out and Pre-test September 2011 2 Pre Test September 2011 3 Action of Cycle 1 September 2011 4 Post Test of cycle I September 2011 5 Action of cycle II October 2011 6 Post Test of cycle II October 2011 7 Analyzing the Data October 2011

2. Research Setting

This setting of the study was SMP Negeri 16 Surakarta which is

located at JL Kolonel Sutarto no. 188 Surakarta, phone (0271) 636960

Surakarta. It is near the main street. Therefore, it is easy for students to

arrive at SMP Negeri 16 Surakarta. They usually ride bicycle or public

transportation which can exactly stop in front of the school.

SMP Negeri 16 Surakarta is also near to public service, on the west

side there is SMK Kristen Surakarta, there is Mess Tri Cakti on the east

side, store selling notions on the north side, and in front of the school is

motorcycle dealer. SMP Negeri 16 Surakarta has facilities that support the

teaching and learning activities. There are computer laboratory,

multimedia room, and library where students can find the lessons books

and magazines. There are also basketball court and volley ball court. They

are located in the middle of the school buildings. In the edge of the court


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are OSIS room, library, and Tata-Busana room. The classrooms VIIIA-

VIIID are in west side of court. Therefore, classroom of VIII E located in

side of court, the mosque is located on the corner side of VIII-D.

This school has also two garages that are used for the teachers and

students. But usually one of garages on the east side is closed. There are

two canteens and three toilets. The toilets are separated for teacher and

students. The weather in SMP Negeri 16 Surakarta is mild since there are

enough trees around the buildings. Although the school is beside the main

highway, the teaching and learning activities are not disturbed since the

students have become accustomed to this condition.

In addition, there are several extracurricular provided such as

dance, volley ball, futsal, PMR, Karate, and many others. The

extracurricular activities are guided by advisor. They are given on Monday

until Saturday for two hours at 14.00-16.00. Friday is for religious

extracurricular activity at 11.00-13.00.

SMP Negeri 16 Surakarta has perspective and missions. The

The missions are:

Melaksanakan proses belajar mengajar secara efektif; Melaksanakan bimbingan kepada siswa sehingga mampu berkembang secara optimal sesuai potensi yang dimiliki; Menumbuhkan semangat bersaing yang sehat antar siswa; Menumbuhkan semangat bersaing antar sekolah; Mendorong dan membantu siswa untuk mengenali bakat dan minatnya; meningkatkan keimanan terhadap Tuhan Yang Maha Esa sesuai ajaran agam

3. Subject of the Research

This research was conducted to the students at the second grade

in SMP Negeri I6 Surakarta

chair. There are two

whiteboards in class. There are also pictures of president, vice president,


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Garuda Pancasila, and a clock put on the wall. There are windows on both

sides of the room which can be used as air circulation. There are some

put on both side of the room above the windows. The

Class VIII-E consists of 34 students including 16 boy students and

18 girl sstudents. he students

choose their friend as tablemate freely. Nevertheless, the students choose

their tablemate friends in the same gender. Most of students come from

Surakarta. The students that come from Surakarta, usually ride bicycle but

for those who came from outside Surakarta, they usually ride public

transportation or they are picked up by their parents.

Psychologically, they were motivated students in learning

especially in topic of lessons and activities that they were interested. They

were also responsible students. According to the teacher, most students did

the tasks when the teacher asked them although the result of their task was

still far from what the teacher expected.

Based on the pre-test given to the students, the researcher

summarized that this class had problem in reading skill. They got

difficulties in reading such as; have difficulty to get the main idea, explicit

information, guessing meaning of word, determine generic structure of

text, and implicit information. That was why the researcher conducted the

classroom action research in order to solve the problems.

In conducting the research, the researcher is not only as a teacher

but also as an observer. In addition, the researcher was helped by the

English teachers as one collaborator in controlling the students. Therefore,

the research got feel well during teaching and learning process.


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B. Research Method

1. The Nature of Action Research

In conducting the study the writer uses action research method.

There are some definitions of action research that are given by some

experts.

a. Rapoport (1970: 499) in Burns (1999: 29) says that action research

aims to contribute both to the practical concerns of people in an

immediate problematic situation and to the goals of social science by

joint collaboration within a mutually acceptable ethical framework.

b. Bodgan and Biklen (1982: 215) in Burns (1999: 30) asserts that action

research is the systematic collection of information that is designed to

bring about social change.

c. Carr and Kemmis (1986: 162) in Burns (1999: 30) assume that action

research is simply a form of self reflective enquiry undertaken by

participation in social situations in order to improve the rationality and

justice of their own practices, their understanding of these practices

and the situations in which the practices are carried out.

d. Burns (1994: 293) in Burns (1999: 30) says that action research is the

application of fact finding to practical problem solving in a social

situation with a view to improving the quality of action within it,

involving the collaboration and co-operation of researchers,

practitioners and laymen.

Cohen and Manion in Bell (1993: 6) desribe it as:

ly an on-the-spot procedure is designed to deal with a concrete problem located in an immediate situation. This means that the step-by-step process is constantly monitored (ideally, that is) over varying periods of time and by a variety of mechanisms (questionnaires, diaries, interviews and case studies, for example) so that the ensuing feedback may be translated into modifications, adjustments, directional changes, redefinitions, as necessary, so as to bring about lasting benefit to the ongoing proces


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He also suggests that action research can be utilized towards five

general ends:

a. As a means of remedying problems diagnosed in specific situations, or

of improving in some way a given set of circumstances;

b. As a means of in-service training, providing teachers with new skills

and methods and heightening self-awareness;

c. As a means of injecting additional or innovative approaches to

teaching and learning into a system which normally inhibits innovation

and change;

d. As a means of improving the normally poor communication between

the practicing teacher and academic researcher;

e. (although lacking the rigour of true of true scientific research) as a

means of providing an alternative to the more subjective,

impressionistic approach to problem solving in the classroom (cohen

and Manion 1980: 211 quoted from Richards and Nunan 1997: 63).

Ellliot (1991: 69) says:

feed practical judgments in concrete situations, and the validity of

act more intelligently and skillfully. In action research are not validated independently and then applied to practice. They

Action research is a reflective process of progressive problem

solving led by individuals working with other in teams or as part of a

community of practice to improve the way they address issues and solve

problems. Action research can also be undertaken by larger organizations

or institutions, assisted, or guided by professional researchers with the aim

of improving their strategies, practices, and knowledge of the environment

within which they practice (http,//en wiki/action research action). The

action research framework is most appropriate for participants who

recognize the existence of shortcomings in their educational activities and


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who would like to adopt some initial stance in regard to the problem,

formulate a plan, carry out an intervention, evaluate outcomes, and

develop further strategies in an iterative fashion (Hopkins, 1993) in

http://www. physicsed. buffalostate.edu/ danowner/ actionrsch.html). In

short, action research is characterized by those constraints and strength

given a research methodology intended to be a workable technique for

working classroom teachers. One can conclude that the meaning of

classroom action research is reflective action which is done to maintain the

action in order to make the teaching-learning process better.

Based on the definitions above, it can be concluded that action

research is systematic collection of information in finding practical

problem solving followed by improving the way they address issues and

solve problems in some ways of circumstances which are involved in

providing teachers with new skills and methods, heightening self-

awareness and injecting additional or innovative approaches to teaching

and learning in order to make the teaching-learning process better.

2. Characteristics of Action Research

According to Burns (1999: 30) action research has some

characteristics, as follows:

a. Action research is contextual, small-scale and localized it identifies

and investigates problems within a specific situation.

b. It is evaluative and reflective as it aims to bring about change and

improvement in practice.

c. It is participatory as it provides for collaborative investigation by

teams of colleagues, practitioners and researchers.

d. Changes in practice are based on the collection of information or data

which provides the impetus for change.


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3. The Steps in Action Research

Kemmis and McTaggert in Burns (1999: 32) explain that action

research occurs through a dynamic and complementary process, which

reflection. These moments are the fundamental steps in a spiraling process.

Each step is explained as follows:

a. Planning

Before implementing the action, the researcher needs to make general

plan. At this stage, researcher prepares equipments needed in doing the

b. Action

Action is act to implement the plan. The researcher does the planning

which has been made. The researcher carries out the lesson plans. In

this research, the researcher uses paired reading in teaching and

ill.

c. Observation

Observation is a step where the researcher observes the effects of the

critically informed action in the context in which it occurs. The

researcher observes all activities happening in the classroom and make

notes related to the process of teaching and learning. The researcher

does observation during teaching and learning process.

d. Reflection

Reflection is a step to reflect the effects of the action as the basis for

further planning. Reflection is needed as the basis for further planning.

In this step the researcher reflects what he has done through a

succession of stages.


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The spiral model can be illustrated as follows:

Figure 3.1 Action research spiral (Kemmis & McTaggart)

The four steps at the model can be expanded into six steps which

are included in the procedure of action research. The procedures are: (1)

identifying the problem; (2) planning the action; (3) implementing the

action; (4) observing the action; (5) reflecting the action; and (6) revising

the plan. Each step will be explained follows:

a. Identifying a problem area

The problems are identified first before planning the action. In this

step, the researcher identifies the problems occurring in the class. The

problems are identified by using three instruments:


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1) Test

The pre-

2) Interview the teacher and the students

The interview is held in order to know the problem faced by the

teacher during teaching learning process.

3) Observation

The observation is held in order to

behavior during teaching-learning process.

b. Planning the action

General plan would be made before implementing the action. The

researcher will prepare everything related to the action as follows:

1) Preparing the materials and sheets for classroom observation (to

know the situation of teaching-learning process when the

technique is applied).

2) Making lesson plan and designing the steps in doing the action.

3) Preparing teaching aids (slide shows, text-book, etc).

4) Preparing exercise and post-

reading skill improves or not).

c. Implementing the Action

In implementing the action, the researcher does the planning which has

been made. The research applies the lesson plans the research has

made. The researcher uses paired reading in teaching and learning

implementation would be presented as follows:

1) The researcher divides the students in pairs.

2) The researcher asks the students take turns reading the next section

to each other, one person volunteers to start

3) The researcher asks the students to talk over the reading and what

they think. In this case the students share in pair about the

information of text, guess the meaning of text to get the main idea,


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detail information, and determine the generic structure of genre

text. So all indicators of reading can be solved while the students

make a pair.

4) The researcher asks the students identify some things that they

like, think something in their own life that the reading reminds

them of, or think of something about the person that they like or

found interesting in the reading, make notes then report (share) to

with one another.

5) The researcher asks the students say thank to their partner and

write summary or an outline of the reading or prepare graphic

organizer of it.

6) The researcher asks the students pair up with new partner and ask

one of students to summarize the reading to the classmate.

7) The researcher asks the students to write what they disagree of the

summary, or what they would have done differently.

8) The researcher asks the students rewrite the part of reading in their

own word.

9) The researcher asks the students begin to do individual work.

d. Observing the Action

Observation is one of the instruments used in collecting data. The

learning

process occurs. The results of the observation are recorded on

observation sheets as useful data. The researcher is helped by the

e. Reflecting the Action

The researcher evaluates the teaching activity that has been carried out.

The researcher reflects the field note and diaries in order to find out the

strengths and weaknesses of teaching activity that has been carried out.

The weaknesses are refined in the next cycle, so that the effectiveness

determined.


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f. Revising the plan

The researcher revises the plan based on the weaknesses in the

previous cycle to get better result of the action.

C. Techniques of Collecting Data

Data plays an important role in research. The conclusion of research is

acquired from the data. In collecting the data, this research uses test and

document. Test is a set of questions, experiences, or other to measure the skill,

knowledge, intelligence, achievement, or aptitude of an individual or group

(Arikunto, 2002: 127). It is quite clear that the function of a test is to know the

in numerical devices and category systems. Document in this research is used

to provide information related with the problem. The documents that are used

by the writer are lesson plans, the teaching material, and worksheet.

There are two kinds of data, qualitative and quantitative data. They are

as follows:

1. Qualitative Data

Qualitative data are used to describe data which are not amenable

to be

(Wallace, 2000: 38). It can be said that in attempting to collect the

qualitative data, observation, interview, and diary are used as the prime

techniques.

a. Observation

The researcher is a teacher who teaches reading using paired reading in

the classroom. So, in this research, the researcher always observes the

cover the process of implementation of paired reading in teaching

reading. Furthermore, collaborator observes and offers suggestion

about the implementation of using paired reading in teaching reading.

In addition, to support the explanation above, Wallace (2000: 105)

proposes several possibilities about who and what is to be observed:


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1) The focus of the observation can be ourselves as teachers: the

technique we use, management procedures, and so on.

2) The focus can be our students: the way they work, the way they

interact, the way they respond to our teaching, and so on.

Wallace (2000: 106) also proposes several possibilities about who

does the observing:

1) The observation can be done by the teacher concerned. This is the

easiest to handle if the focus of the observation is our students. It

is less easy to organize if the focus is ourselves as teachers,

although it is still possible.

2) It is possible to use our students as observers. For examples, a few

students may be given checklist category about teaching behavior.

b. Interview

The interview is done to get information from the students and the

collaborators. The information covers their understanding of paired

reading, the strengths and the weaknesses of the implementing paired

reading. Then, ask the students to give response about the activity of

teaching learning process using paired reading.

c. The diaries

The diaries are essentially private documents, and there are essentially

no rules about how to keep a diary (Wallace, 2000: 62). Since the diary

is private, diary writes can confide to it whatever thoughts or feelings

occur to them. It is therefore especially suitable for exploring affective

data.

2. Quantitative data

Quantitative data are broadly used to describe what can be

(Wallace, 2000: 8). In this research, the writer gives a pre-test and pos-test

improves or not when paired reading is implemented in classroom.


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a. The validity of the instrument

Brown (1991: 101) defines test validity as the degree to which a test

measures what it claims to be measuring. To measure the validity of

the test, the researcher uses internal validity. The formula of Internal

Validity is as follows:

St= 2

St

= standard deviation of the square root of the total of

the square of each deviation score divided by the

number of respondents

2 = the total of the square of each deviation score

N = the number of respondents

rn=

rn = the validity of each item

= sum of correct answers within the row divided by sum of

correct answers within column

= the average of the total correct answers

= standard deviation of the square root of the total of the

square of each deviation score divided by the number of

respondents

= the total of the correct answers divided by the number of

respondents


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= the total of the incorrect answers divided by the number

of respondents

b. The reliability of instrument

A test will be reliable if it is administrated many times approximately

the same result will be obtained (Syukur, 1999: 23). The formula is as

follows:

rkk= 1 1 2

rkk = internal reliability

= the total valid item

= the sum of the multiplication of the proportion of

the correct answers and the incorrect answers

2 = standard deviation of the square root of the total of

the squared of each deviation score divided by the

number of respondents.

D. Technique of Analyzing the Data

After collecting the data, the next step of the study is analyzing the data.

The aim of this study is not only to investigate that paired reading can improve

om.

To prove it, the data must be analyzed. There are two kinds of data which will

be analyzed: qualitative and quantitative data. They are as follows:

1. Qualitative Data

The classroom action research analyzes the qualitative data from

the result of interview, observation, and documents.


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McKeman in Burns (1999: 157-160) states the stages in analyzing

the data. They are as follows:

a. Assembling the data

The first step is to assemble the data collected over the period of the

research. At this stage, broad patterns should begin to show up which

can be compared and contrasted to see what fits together.

b. Coding the data

Coding is the process of attempting to reduce the large amount of data

that may be collected to more manageable categories of concepts,

themes or types. Data analysis becomes much messier and coding data

becomes less clear cut when we are dealing with diary entries,

classroom recording or open-ended survey questions.

c. Comparing the data

Once the data have been categorized in some way, comparisons can be

made to see whether themes or pattern are repeated or developed

across different data gathering techniques. At this stage we may also be

able to map frequencies of occurrences, behaviors or responses. The

main aim at this stage is to describe and display the data rather than to

interpret or explain them.

d. Building interpretations

This is the point where we move beyond describing, categorizing,

coding, and comparing to make some sense of the meaning of the data.

This stage demands in certain amount of creative thinking as it is

concerned with articulating underlying concepts and developing

theories about why particular patterns of behaviors, interactions or

attitudes have emerged.

e. Reporting the outcomes

The final step involves presenting an account of researcher for others.

2. Quantitative Data

In analyzing the test score of the written test, a statistical technique


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analyzed in order to prove whether or not teaching reading using paired

and post test 2 are compared to know whether there is an improvement of

The formula used to compute the mean scores are:

Z = ZN

X = XN

=

In which

Z = Mean of pre-test

= Mean of post-test 1

= Mean of post-test 2

N= the number of student

From the calculation result using the formula above, it can be seen

the improvement of the result of pre test and Post test. From the analysis


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can know the result of improving reading skill through Paired Reading

activity whether it is successful or not.


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CHAPTER IV

RESULT OF THE STUDY

paired reading. It is presented in chapter four which is divided into three parts.

The first is introduction which describes the condition before the research, the

second is process of the research and the third are the result findings and

discussion.

A. Introduction

This research is aimed at finding out whether the use of Paired Reading

situation when Paired

skill. Furthermore, the research describes the teaching learning situation when

Paired Reading is implemented in reading class. The research was carried out at

SMP Negeri 16 Surakarta, especially VIII E class.

The situation before the research was identified in pre-research stage. This

was aimed at finding out the problems during the teaching learning process in

research ac

problems in the classroom situation, and the causes of those problems (viewed

problems were identified, the researcher could decide what kind of solution would

be used. To reach this purpose, the writer conducted interview to the students,

gave questionnaire, and pre-test as well.

classroom situation. Furthermore the research found out the causes of the

problem. They are written in the table below. The result of pre research activities

was described in table 4.1


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4.1 The Result of Previous Condition

Condition 1. kill

a. The students had difficulty to get the main idea b. The students had difficulty to get the detail information or explicit

information c. The students had difficulty to guess the meaning of word d. The students had difficulty to determine generic structure of text e. The students had difficulty to get the implicit information.

2. Reading Classroom situation a. The students made noise in class; did non academic activities, such

as drawing, singing b. Some students seemed paying attention, but actually they

daydreamed c. Almost all students were passive d. The students were not eager in following the teaching learning

process. They were not interested in the lesson and some of them were chatting with their friend

e. When the teacher asked something, students could not answer the question and keep silent

f. When the students did not understand, they just kept silent and they did not care

3. The Cause of the Problem a. They did not know the meaning of the words; in other word they

lack vocabulary b. Some of them were shy if the teacher asked them to read the text in

front of class, they were not confident c. They lost the concentration to comprehend the text d. They seem not enthusiastic during the teaching and learning

process e. Teacher often neglected using an appropriate teaching technique to

enhance the students reading skill f. There was no variation in teaching of reading g. The teacher did not monitor the whole class

1.

The competence of students of VIII E of SMP N 16 Surakarta in

reading skill was poor. It can be seen from their pre test scores which are

mostly unsatisfying. The result of the pre test of reading skill was as follows:


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Table 4.2 The Result of Pre Test

Explanation Score The Highest 63.33 The Lowest 33.33 The Mean 46.37

Based on the table above, the highest score in the preliminary research

was 63.33. Furthermore, the lowest score in the preliminary research was

33.33. The last, the mean score in the pre test was 46.37.

from their skills. The stude

in generic

the table 4.3.

Table 4.3 The Result of Pre-

No Skill Highest Lowest Mean 1 Main Idea 100 33.33 57.35 2 Implicit Meaning 100 0 40.44 3 Explicit Meaning 85.71 28.57 56.30 4 Vocabulary 75.00 0 33.45 5 Generic structure 100 20 56.47

2. Class Situation

Before conducting the research, the teaching learning process was not

run well. Basically, the English teacher applied these stages of teaching

reading that was pre reading, during reading and post reading. However, it did

not work very well since there were a lot of missing parts which students

missed from the explanation.


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fact that could be

explained as follows: (1) The students made noise in class; did non academic

activities, such as drawing, singing; (2) Some students seemed paying

attention, but actually they daydreamed; (3) Almost all students were passive;

(4) The students were not eager in following the teaching learning process.

They were not interested in the lesson and some of them were chatting with

their friend; (5) When the teacher asked something, students could not answer

the question and kept silent, and (6) When the students did not understand,

they just kept silent and they did not care.

3. Causes of Reading Skill Problems

were from teacher and the students. From students, the causes were: (1) They

did not know the meaning of the words; in other word they lack vocabulary;

(2) Some of the students were shy if the teacher asked them to read the text in

front of class, they were not confident, and (3) They lost the concentration to

comprehend the text.

From the questionnaire of pre research, 91.18% of students had

problem in meaning of word (vocabulary). That was why the students were

not interested in reading English text. The next problem, some of the students

were shy if the teacher asked them to read the text in front of class, they were

not confident. From the questionnaire, 61.76% students were not confident,

because they were shy and afraid of making mistake.

From the teacher, the causes were: (1) Teacher often neglected using

an appropriate teaching technique to enhance the students reading skill; (2)

There was no variation in teaching of reading, and (3) The teacher did not

monitor the whole class. This situation made the students bored; they were not

comfortable and they made noise.

The researcher solved the problem by made some proposed solution of

the problems. They were as follow (1) the researcher was recommended by

the


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collaborator to give more motivation for the students; and (3) the researcher

would like to use discussion, in this case the researcher used Cooperative

Paired Reading is good strategy to develop reading skill of students.

The power of this strategy while the students are divided in pairs, they can

actively practice their newly learned vocabulary words as they express their

opinions, and share the ideas with their pair to get the detail information of

text then summarize together. In pair the students feel secure and not afraid of

making mistake, for example in guessing the meaning and determine the

generic structure of genre text. They can correct the mistake each other and

make them confident while they are reading in pair. Paired reading is learner

centered approach which makes the students active. They are expressing their

opinion and discussing about text. They can cooperate with their pairs and

makes the situations not bored for them.

From the benefits of Paired Reading above, it can be seen that Paired

Reading covers the indicators of reading because in paired stage the students

share with their partners, exchange their ideas to find out the solution/the

answer of difficulties including determining main idea, implicit information,

explicit information, vocabulary, and generic structure of text.

B. Research Implementation

The implementation of teaching reading using paired reading through

classroom action research included two cycles. The first cycle was held in

three meetings. Each meeting took 80 minutes. In all cycle, descriptive text

was used as teaching material.

Table 4.4 The overview of the implementation of the research

I. Pre-Research a. Observing : August 1st, 2011 b. Interviewing : August 2nd, 2011 c. Giving Questionnaire : August 2nd, 2011 d. Conducting Try out cycle I e. Conducting pre-test


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II. Research Implementation Cycle 1 : Descriptive Text

a. Meeting 1 : September 21st, 2011 ; My Gregory Cat b. Meeting 2 : September 23rd, 2011 ; My Friend c. Meeting 3 : September 28th, 2011 ; The Bogor Botanical Garden d. Meeting 4 : September 30th, 2011 ; Post Test Cycle I Conducting Try out Cycle 2

Cycle 2 : Descriptive Text a. Meeting 1 : October 19th , 2011 ; Broccoli b. Meeting 2 : October 21st, 2011 ; Rafflesia Arnoldi c. Meeting 3 : October 25th, 2011 ; Strawberry d. Meeting 4 : October 28th, 2011 : Post Test Cycle 2

Based on the table above, it can be described that the materials for the

two cycles were descriptive texts. Each cycle consists of four steps. The steps

were: (1) planning the action; (2) implementing the action; (3) observing the

action; and (4) reflecting the observation results. Each cycle consists of three

meetings. Every meeting had time duration for 80 minutes

1. Description of Cycle 1

There are four steps in cycle 1. They are planning, action,

observation, and reflection. Each step would be explained below:

a. Planning

The researcher had planned some activities to do before

carrying out the research in order to get the maximum result in

research. The activities were sharing idea with the collaborator,

the main teaching activities into three phases.

1) Sharing idea with the English teacher

In order that to the research could be optimally, the

researcher asked an English teacher, Mr. BW as a collaborator. In

this research, the researcher was the teacher for implementation of

Paired Reading in the classroom. Meanwhile, Mr. BW was the

observer.


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The researcher shared with the English teacher many

things. There were about designing the lesson plan that reflected

what would be applied by researcher and the teacher in the

classroom, how to observe what happened in the classroom when

Paired Reading was implemented in teaching reading skill, and how

Based on the result of sharing with the teacher, there were

many things that the researcher and the English teacher discussed.

The first is about the time for doing the research. The second is

information, explicit information, vocabulary, and generic structure

of tex

scores of pre-

researcher observed some points during implementation of Paired

ce and

in a discussion and the activity in the classroom.

2) Making lesson plan

Lesson plan is a document that the teacher needs for action

in teaching activities. In making lesson plan, the researcher should

need. Knowing that case, in agreement with the English teacher, the

researcher designed the lesson plan as follows:

Scholl : SMP Negeri 16 Surakarta

Subject : English

Class/ Semester : VIII/ 2

Time Allotment

Standard Competence: 11.1 Memahami makna dalam essai pendek

sederhana berbentuk descriptive


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untuk berinteraksi dengan lingkungan

sekitar.

Basic competence : 11.2 Merespon makna dan langkah retorika

dalam esei pendek sederhana secara

akurat, lancar dan berterima yang

berkaitan dengan lingkungan sekitar

dalam teks berbentuk descriptive dan

report.

Indicators : The students are able to find:

1. main idea of descriptive text

2. meaning of word of descriptive text

3. explicit information of descriptive text

4. implicit information of descriptive text

5. generic structure in descriptive text

Text : Descriptive text

Topic : Descriptive Animal

Skill : Reading

Objectives

In the end of the lesson, the students are able to find:






Materials

Method / Technique

Paired Reading

Teaching Scenario

1. Introduction

a. Teacher greets and checks attendance:

Good Morning, students?


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How are you today?

Who is absent today?

b. Teacher explains about the aims of the lesson and about the

technique that they are going to use (Paired Reading)

2. Main Activity

Pre- Reading

a. Teacher stimulates the students by giving some questions

(dealing with the topic)

1) Have you ever described something?

2) What animal do you like?

3) Do you have pet?

4) What is it?

5) Could you tell us about your pet briefly?

b. Teacher gives worksheet to the students and gives some

questions (dealing with Descriptive) and explains about the

descriptive text

c. Teacher gives the students the example of descriptive text

Whilst Reading

a. Students read My Cat Gregory in pairs

b. In pairs, the students talk about the content of text

c. Teacher asks the students to write summary of the text (the

students may pair up with new partner or exchange the

pair to share the information of text).

d. The teacher choose one of students to present the summary

in front of class

e. The students begin to do individual work.

f. Teacher and the students discuss and check the answers

Post- Reading

1) The students rewrite specify information and determine the

generic structure of text) in their own word.


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3. Closing

a.

b. Teacher guides the students to reflect the lesson

c. Teacher inform the material to the students in the next meeting

is describe person

d. Teacher says good bye

Sources

1. http://understandingtext.blogspot.com/2010/02/best-example-

of- descriptive-text- about.html

2. The Smartest Way to Learn English by Ali AKhmadi and Ida

Safrida

Evaluation

1. Technique : written and oral test

2. Type : written and oral questions

3.

4. Individual and group task

3)

The aim i

reading. In the first meeting, the students got the material that is

descriptive and the modeling of the descriptive text. The text is

about descriptive animal . In the second meeting

the teacher gave descriptive text with the different topic, the text is

about descriptive person . In the third meeting, the

4) Dividing the main teaching activities into three phases

The researcher divided the activities into 3 parts. They were

pre reading activities, whilst reading activities, and post reading

activities. Before and after stages, there would be opening and

closing.


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b. Acting

Researcher carried out the activities based on the lesson plan

for implementation Paired Reading in teaching reading skill in cycle 1.

The researcher gave the texts with different topics. In the first meeting

the researcher gave short explanation about the technique that they

were going to use that is Paired Reading.

1) The first meeting

The lesson started at 09.55 -11.15 a.m. It was held on

Wednesday 22nd, 2011 in 8E room of SMP Negeri 16 Surakarta.

SMP Negeri 16 Surakarta is located in JL Kolonel Sutarto no. 188

Surakarta. It is near the main street. Teaching learning process of

VIIIE was taught by Ana Widyastuti (AW) and the observer was

MR. Bambang W Kesdu (BW). When the researcher (AW) taught

the students, the teacher observed. He was sitting on a chair located

in the backside of the room.

At 09.55 WIB AW came to the class greeted by the

students. They put on OSIS Uniform. AW checked the attendance

list. In that day all students were present. AW said

students answered Then, AW

sa

absent today? One of the students answered After that,

AW mentioned the topic to be discussed that is descriptive text of

animal. She said that the students would study about the physical

appearance of animal. AW gave guiding question about the pets.

She said that one of pets is cat. Then, they read a text entitled My

Cat Gregory in pair consisted on two students. The members were

selected based on score of pre test recommendation of teacher

BW. Teacher BW and AW had discussed before the research came

into the implementation of the action. The class was very noisy

when they looked for their pair friends.


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Before the students began to read the text, in pre reading

stage, the teacher introduced Paired Reading. AW asked to the

students

diartikan perkata dulu, ada yang bisa?

. AW said

Then, AW said that Paired Reading is one of technique

in cooperative learning where the students were divided in groups

of two (pairs) and held the discussion. She explained about Paired

Reading and cooperative learning. AW gave some question to

stimulate students (dealing with the topic). AW asked,

One

of students answering, AW said Apa

there are students answer, cat, dog, bird. AW said,

tell us th

Kalian bisa menjelaskan pakai bahasa Indonesia saja, ayo siapa

. AW pointed out some of students to answer the

question and he (MH) could answer the question correctly.

AW gave worksheet to the students. She also gave some

questions (dealing with Descriptive text) and explained about the

descriptive text. AW said,

descriptive text, jadi hari ini kita akan membahas tentang

ever got the descriptive text from MR.

AW said

one of students raising

Descriptive text is text yang mendeskrepsikan tentang sesuatu, bisa

orang, binatang ato tempat. AW then explained about descriptive

text in white board.


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At 10.30 WIB, when reading was started; AW gave

students the text of descriptive Students read

the Students read the texts in pair. In pairs,

students talked about the content of text. AW asked students to

write summary and may pair up to change the partner to share the

information of text and pointed out one of friend to present the

summary in front of the class. While the students were doing

discussion, AW monitored and guided the students.

At 10.35 WIB the bell rang indicating the first session had

finished. AW asked students Half of class

said Then, AW asked to the

Kelompok siapa yang mau maju, kalau tidak ada nanti saya

. Then, AW and the students shared and

discussed together the content of text. After that, AW asked the

students to do exercise individually. While students were doing

exercise, AW monitored and guided the students.

Then, AW asked students,

Okay, what is

your name? The student answer,

Answer number one, please? Then AW

pointed out other students to share their answer. AW and students

discussed and checked the answers.

In post reading, AW asked the students to find the specific

information of each paragraph and determine the generic structure

of text in their own word in 10 minutes. Then,

it must be submitted. One of students asked

AW answered and gave explanation to all students

Kalian menulis inti dari text itu per paragrap (point-point nya


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saja) dengan mengklasifikasikan the generic structurenya,

paragraph mana yang termasuk identification dan paragraph

mana yang description, jadi itu lebih singkat dari summary, Is it

clear? After the students

submitted the outline of text, AW asked students whether there was

difficulty or not, so far any question or problem? All students said

. AW made summary and reflected about the lesson

together with the students about My Cat Gregory and descriptive

see you class, nice to meet

. Then, all students said

2) The second Meeting

The second meeting was held on Friday, September 23rd,

2011 at 07.00-08.20 WIB in VIIIE room of SMP Negeri 16

Surakarta. In the second meeting, all of students were present.

They put on Pramuka Uniform. When the researcher (AW) taught

the students, the teacher observed. He was sitting on a chair located

in the backside of the room.

At 07.00 WIB, the bell was ringing twice. It means that the

students had to enter to the class. Before the students entered the

room, they lined up led by one of students. Then, the students

handshaked Mr. BW and AW. One by one of students entered the

room. Mr. BW and AW as a teacher entered the class. Mr. BW

brought handbook and some pieces of paper and AW brought

handbook and worksheet.

In opening, after all the students entered the room, AW

started the lesson by greeting the students and checking stu

attendance. AW said students answer

AW answered


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said, Then, AW asked one of students to

guide praying together before starting the lesson.

In pre reading, AW reviewed the previous meeting to

remind the students about descriptive text. AW asked

remember what last meeting topic was? kalian masih ingat tidak

materi minggu lalu? Some of students answered. Dewi answered

and then Dhimas also gave his answer

AW asked another student,

g

Saniya answered . AW

said, It was descriptive text.

about the descriptive text again with different texts and different

topics. We learn about descriptive text of person. AW stimulated

the students by giving some questions (dealing with topic). AW

asked All of the students said,

Angin

answered, end

ayo di coba pake bahasa inggris,

salah nggak apa-apa.. Angin could answer the question correctly.

She told all students about his friend with his own words by using

English, even though his English was not fluent.

AW gave worksheet to the students. She also gave some

questions and explained about the physical appearance and

Do you still remember

what descriptive text is? One of students raised his hand. AW said

Its purpose is to describe and reveal a particular person, place, or


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During reading, AW gave the students the example of

descriptive text . Students read text in

pair. In pairs, students talked about the content of text. AW asked

students to write summary and may pair up to change the partner to

share the information of text and pointed out one of friend to

present the summary in front of class. While the students were

doing discussion in pair, AW monitored and guided the students.

Raise your hand pl Siapa yang mau maju?

Jangan takut salah. Nanti saya kasih nilai plus kalau tidak ada

nanti saya tunjuk. There was no student who wanted to be a

Intang, read

your summary, AW and

the students shared and discussed together the content of text. After

that, AW asked the students to do exercise individually. While

students were doing exercise, AW monitored and guided the

students.

one? Raise your

hand, please? All students were silent, there were not students

raising their hand. Then, AW pointed out other students to share

their answer. AW and students discussed and checked the answers.

In post reading stage, AW asked the students to find the

specific information of each paragraph and determine the generic

My Friend

Then, it must be submitted. Before ending the meeting, AW asked

ny questions or

Beside, the teacher kept

reminding the students not to be afraid in giving the answer. In

discussion, it did not run well. The students made noise. Then, the

teacher reminded the students to participate in their pair discussion.


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AW made summary and reflected about the lesson together with

the students; that was about descriptive text. Then AW ending the

see you class, ni . Then, all students said

3) The third meeting

The third meeting was held on Wednesday, September 28th

2011. In that day all of students were present. They put on Batik

Uniform. When the researcher taught the students, the teacher

observed. He was sitting on a chair located in the backside of the

room.

At 09.55 the bell rang twice. It means the students had to

enter to the class. Mr. BW as observer and AW as a teacher entered

the room. Mr. BW brought some pieces of paper and AW brought

some books.

In introduction, after all the students entered the classroom,

AW started the meeting by greeting and checking the attendance

list. AW said Students answered

Then, AW said

Students answered AW answered

AW guided students to pray together before starting

the lesson. Then, AW asked One of the

students said

In pre-reading, AW said

discuss about descriptive but we will read another topic and

tive text of place. One of

students asked,

kerja kelompok?

pasangannya masih sama dengan yang kemarin, kalian boleh juga

bertukar pasangan, diskusi dengan teman yang lain untuk membuat

some questions (dealing with topic). AW asked,


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visiting tourism object One of students answered,

one of students answered

One

of students raising her hand The

student answer, my name is Kurnia, I like Teleng Ria Beach,

all of students were silent. AW

pointed out one student to answer the question. Then, AW said

All of the students said

AW said

yang ada di Taman Botanical Bogor dan lokasi Taman tersebut.

AW gave worksheet to students and explained about

descriptive text. Do you still remember what descriptive text is?

ayo siapa yang mau menjawab, salah tidak apa-apa,

kalu tidak bisa menjelaskan banhasa inggris, pake bahasa

One of students raised his hand. Okay,

The student answered

Its purpose is to describe and reveal a particular person, place, or

During reading, AW gave the students example of

descriptive text Students read the

The Bogor Botanical Garden

talked about the content of text. AW asked students to write

summary and reminded them that they could change their pair to

share the information of text and pointed out one of friend to


doing discussion in pair, AW monitored and guided the students.


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AW asked to the students,

Kelompok siapa yang mau

maju? Nanti saya kasih nilai plus kalau tidak ada nanti saya

tunjuk, jangan takut salah. There were no students who wanted to

be a volunteer. Then, AW pointed one of students. Cornelius, read

your summary, AW

and the students shared and discussed together the content of text.

After that, AW asked the students to do exercise individually.

While students were doing exercise, AW monitored and guided the

students. AW

said

please? There were students to be a volunteer. Then, AW pointed

out other students to share their answer. AW and students

discussed and checked the answers.

In post reading stage, AW asked the students to find the

specific information of each paragraph and determine the generic

structure of text text in their own

word in 10 minutes. Then, it must be submitted. Before ending the

meeting AW asked the students whether there was difficulty or not,

Here were some

Mita : Saya senang berpasangan Miss, karena kita bisa

bertukar pikiran, kalau kesulitan memahami isi teks

bisa saling membantu.

Rahmat : Senang, tapi nggak sukanya kalau pasanganya

sama-sama tidak tau. Jadi sama-sama bingung

Rheka : Senang Miss,soalnya kalau pasangannya tidak tau

kita bisa bertukar pasangan jadi tambah mudeng.


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Shofyan : Senang Miss, kalau berpasangan bisa tanya

kosakata yang kita tidak tau, lah jarang bawa kamus

AW made the summary and reflected about the lesson

together with the students; that was about descriptive. AW closed

see you class, nice to

. Then, all students said

4) The fourth meeting

The fourth meeting was conducted on Friday, 30th

September 2011 in VIIIE room. That day, as was informed in the

previous meeting, students would have post-test. The test covered

several reading skills: determining main idea, implicit information,


At 11.15 WIB, AW entered the class and greeted the

students ood morning

All students replied, said AW. Before

doing the test, AW told the students that they had to be honest

boleh mencontek, kerjakan sendiri! The students did the test and

the researcher monitored them.

c. Observing the action

Observing was conducted in order to know whether the

implementation of Paired Reading can improve reading skill or not and

what happens to the class situation when paired reading was

finding out the strength and weaknesses of Paired Reading to improve

teaching reading using Paired Reading and was done by the researcher

with the teacher in each meeting. In cycle I, the researcher conducted


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four meetings. The result of the observation can be explained as

follows:


The researcher came on time to the class. In the first

meeting, the researcher explained about Cooperative Learning and

Paired Reading. The researcher divided the reading activities into

three stages (Pre, whilst, and post Reading). Paired Reading was

implemented in the whilst-reading. The text that was used in this

meeting was In the first meeting, the teaching

learning process ran slowly. The students were busy with their

pairs. They seemed strange with the situation. They made a noise

for while. When AW asked them to be quiet, almost of students

were calm. When she gave explanation of the topic, they paid

attention. While AW gave instruction about how they would work

with their pair, they were confused. They kept silent and did not

ask the teacher. The students were still confused to understand the

procedures. When the students worked in pair, there were just

several students who really worked. When it was time for giving

opinion or sharing with the pair, they were shy to speak up.

2) In the second meeting

In the second meeting, the researcher also divided the

reading activities into three stages (pre, whilst, and post reading).

Paired Reading was implemented in whilst reading. The teaching

learning process ran better than the previous meeting. All students

sat based on their pair before AW recommended them. The

situation of that time was conducive. However, there were no

students who wanted to be a volunteer to read the summary and

answer the questions. The students were shy to read the summary

in front of class and they were still afraid of making mistake. Then,

AW pointed a student to read summary. There was a student

complaining about their pair. Some of them did not participate


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during discussion. AW reminded the students that if they did not

participate in pair, they would get no score. AW monitored the

difficulty or not. There were some students who did not pay

attention. They talked with their friend.

3) The third meeting

In the third meeting, researcher gave

text. As she did in the first and second meeting, the

researcher divided into pre, whilst, and post reading. Paired

Reading was implemented in whilst reading. Students were given

time to discuss and to share their opinion. In this meeting the

teaching learning process ran well. The students were interested in

the lesson and discussed with their own pair. Students summarized

the text better than the previous meeting. Some of the students

were active enough. They cooperated with their own partner better.

They paid attention and did not do useless activity during the

lesson. In this meeting the students gave more responses to the

some of them were shy to ask their difficulty.

4) The fourth meeting

In the fourth meeting, post test I was conducted. This test

was held to know the students

the action plan was implemented. The result of the post test 1

score increased from 46.37 in the pre test I into 61.86 in post test

I. The mean score of each indicator also improved. The mean score

of main idea increased from 57.35 in the pre test into 75.98 in the

increased from 40.44 in the pre test into 43.38 in post test I. The

of explicit information increased from 56.30

in the pre test into 72.68 in post


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of vocabulary increased from 33.45 in pre test into 44.85 in post

56.47 into 71.76 in post test I.

d. Reflecting

Based on the analysis of the result of the observation in cycle 1,

some results of the research are as follows:

1)

On September 30th 2011, the researcher conducted the post

test

cycle 1. Based on the result of the post test score of cycle 1, the

reading skill. The highest score gained by the students improved

from 63.33 in pre test into 73.33 in post test 1. The lowest score

improved 33.33 in pre test into 53.33 in post test 1. The mean score

between pre test and post test also improved from 46.37 into. 61.86

In brief the post test score cycle 1 can be shown in table 4.5.

Table 4.5 Post Test Score of Cycle 1

No Explanation 1. Highest Score 73.33 2. Lowest Score 53.33 3. Average Score 61.86

Supporting the post test of cycle 1 in the table 4.5, the

following table or the Table 4.6 provided the data about the

No Skill Highest Lowest Mean 1. Main Idea 100 50 75.98 2. Implicit Meaning 75.00 0 43.38 3. Explicit Meaning 100 42.86 72.68 4. Vocabulary 75.00 12.50 44.85 5. Generic Structure 100 40 71.76


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The implementation of Paired Reading in cycle 1 improved

explicit

information, vocabulary, and generic structure of text. However,

the improvement of finding implicit information and vocabulary

are still low since the English standards score (KKM Bahasa

Inggris) in that school was 68.00

2) Changes in Class Situation

The implementation of Paired Reading changed class

situation in VIII E SMP Negeri 16 Surakarta. The change of class

situation can be seen in the table below:

Table 4.7. Change of class situation before and after Cycle 1

A.

Cla

ss s

itua

tion

Pro

ble

ms

Before action Research After Action Research

a. The students made noise in class; did non academic activities, such as drawing, singing.

b. Some students seemed paying attention, but actually they daydreamed

c. Almost all students were passive

d. The students were not

eager in following the teaching learning process. They were not interested in the lesson and some of them were chatting with their friend

e. When the teacher asked something, students could not answer the question and kept silent;


a. changed. They did not do useless activity during the lesson.

b. Almost all of students gave more attention to the

c. Students could be active;

they answered and shared with the other students.

d. The students were interested in the lesson and discussed with pair.

e. They still tended to be silent and did not give response. Students were not confident to say something to the teacher

f. They still tended to be silent. Students were shy and afraid to ask if they had difficulty


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The writer and the English teacher also reflected several

positive results and some weaknesses in the first cycle. They are

described as follows:

1. The strengths

a. Reading;

1) Students were able to find main idea from the text

2) Students were able to find explicit information from

the text.

3) Students were able to find the generic structure of

genre text.

b. Class situation

1) Almost all of students paid attention to the teacher

explanation.

2) The activities of reading skill teaching process using

paired reading generally ran well.

3) The students were interested in the lesson and

discussed with their own pair.

4)

activity during the lesson.

5) Students could be active, gave the answer and shared

with the other students.

2. The Weakness

a. Reading

1) Students still had problem to find implicit information

of the text

2) Students still had problem to find the meaning of word

(vocabulary)

b. Class situation


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1) When the teacher asked something, they just kept

silent and they did not care. The students were afraid

of making mistake.

2) When the students did not understand, they still tended

to be silent. Students were shy to ask if they had

difficulty. Students were not confident to say

something to the teacher.

e. Revising Plan

To overcome the problems in cycle 1, the researcher revised the

plan for the next cycle, so that the problems would not occur again. In

cycle 2 the researcher motivated the students by giving additional score

and reward for the students who were active to ask when they had

difficulty and wanted to be a volunteer. In cycle 2 the researcher gave

more explanation and reviewed the material, so that the students can

remember it. In addition, the researcher gave more exercises to

indicator which could not be reached by students. The exercises were

implicit information and vocabulary.

Table 4.8 Unsolved Problems in Cycle 1 and the Proposed Solutions

No Problems Solutions 1 a. Students still had problem to

find implicit information of the text and the meaning of word (vocabulary)

b.When the teacher asked something, they just kept silent and they did not care. The students were afraid of making mistake. When the students did not understand, they still tended to be silent. Students were shy to ask if they had difficulty. Students were not confident to say something to the teacher.

Teacher gave more exercises of implicit information and the meaning of word (Vocabulary). Teacher motivates students by giving additional score and reward for the students who wanted to be a volunteer and for the student who wanted to ask when they had difficulty.


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2. Description of Cycle 2

In the description of cycle 2, it involves four important stages.

They are planning, action, observation and reflection. The detail about

those four stages is explained as follows:

a. Planning

In order to get the maximum results in the research, researcher

had planned some activities to do before carrying the research. Those

activities were sharing idea with collaborator, making lesson plan,

activities into three phases.

1) Sharing idea with collaborator

There were many things that the researcher shared with his

collaborator. The collaborator gave the idea to revise the plan. As

some students still had difficulty in applying Paired Reading, the

collaborator suggested the researcher to give model again about

using Paired Reading. Then, the collaborator suggested the

researcher to remain using descriptive text, as the students were

familiar with descriptive text than the others. Next, the collaborator

also suggested the researcher to add more exercises (implicit

information, and vocabulary) and motivated the students by giving

additional score and reward for the students who were active to ask

when they had difficulty and wanted to be a volunteer. By adding

more exercises in cycle 2, the problems emerged in cycle 1 would

be covered.

After some discussion, the researcher and the collaborator

agreed to remain using descriptive text in cycle 2. After that, the

progress during the treatment; there should be open ended


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questions that consisted of the five reading skills: they were main

idea, implicit information, explicit information, vocabulary, and

generic structure of the genre text. The researcher also motivated

students by giving additional score and reward for the students who

wanted to be a volunteer and for the students who wanted to ask

when they had difficulty

2) Making Lesson Plan

From the result of cycle 1 and suggestion by collaborator,

the researcher designed the lesson plan for cycle 2 as follows:

Scholl : SMP Negeri 16 Surakarta

Subject : English

Class/ Semester : VIII/ 2

Time Allotment

Standard Competence: 11.1 Memahami makna dalam essai

pendek sederhana berbentuk

descriptive untuk berinteraksi

dengan lingkungan sekitar.

Basic competence : 11.2 Merespon makna dan langkah

retorika dalam esei pendek

sederhana secara akurat, lancar

dan berterima yang berkaitan

dengan lingkungan sekitar dalam

teks berbentuk descriptive dan

report.

Indicators : The students are able to find:



3. explicit information of descriptive

text

4. implicit information of descriptive

text


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Text : Descriptive text

Topic : Descriptive Vegetables

Skill : Reading

Objectives

In the end of the lesson, the students are able to find:






Method/ Technique

Paired Reading

Teaching Scenario

1. Opening

a. Teacher greets and checks attendance:

Good Morning, students?

How are you today?

Who is absent today?

b. Teacher explains about the aims of lesson today

2. Main Activity

Pre Reading

a. Teacher stimulates the students by giving some

questions (dealing with the topic)

1) Mention the name of the vegetable in the picture!

2) Where can you find them?

3) Can you grow them in your garden?

4) What vegetable do you like?

5) Mention kinds of vegetable around you?

b. Teacher gives worksheet to the students


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c. Teacher gives some questions and reminds about the

Descriptive Text and how to find main idea of

descriptive text, implicit information of descriptive text,

meaning of word, explicit information of descriptive

text and generic structure of descriptive text.

d. Teacher gives the students the example of descriptive

Whilst Reading

a. Teacher gives more explanation how to find implicit

information and meaning of word

b. Students read in pairs

c. In pairs, the students talk about the content of text

d. Teacher asks the students to write summary of the text

(the students may pair up with new partner or exchange

the pair to share the information of text). Teacher will

give additional score and reward for pairs who want to

be a volunteer to present the summary of text in front of

class

e. The students begin to do individual work (Teacher

gives more exercises of implicit information and the

meaning of word (Vocabulary). Teacher will give

additional score and reward for pairs who want to be a

volunteer in sharing their answer/ idea about the

questions.

f. Teacher and the students discuss and check the answers

Post- Reading

Write the specify information of each paragraph and

determine the generic structure of text in their own word.

3. Closing

a. difficulties

b. Teacher guides the students to reflect the lesson


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c. Teacher inform the material to the students in the next

meeting is describe person

d. Teacher says good bye

Sources

1. http://understandingtext.blogspot.com/2010/02/best-example-

of-descriptive-text-about.html

2. The Smartest Way to Learn English by Ali AKhmadi and Ida

Safrida

Evaluation

1. Technique : written and oral test

2. Type : written and oral questions

3.

4. Individual and group task

3)

After getting the material, the researcher did the same

she proposed the material to the collaborator to get his agreement

about them. The researcher implemented Paired Reading in

exercises of finding implicit information and the meaning of word

(vocabulary).

4) Dividing the main teaching activities into three phases

The researcher divided the activities into 3 parts. They were

pre reading activities, whilst reading activities, and post reading

activities. Before and after three stages, there would be opening

and closing.

b. Acting

In this cycle, the researcher taught the same topic of descriptive

text as the one in the first cycle, but she taught by using different texts.

The texts used in cycle two were


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1) First Meeting

The first meeting was held on wednesday, October 19th,

2011. 09.55- 11.15 of SMP Negeri 16 Surakarta. Teaching learning

process of VIII E was conducted by Ana Widyastuti (AW) and the

observer was Mr. Bambang W Kesdu (BW).

At 10.00 WIB AW came to the class and greeted the

students. They put on OSIS Uniform. AW checked the attendance

list. In that day all students were present. AW said

students answered Then, AW

absent today? One of the students answered

In Pre-reading, AW reminded the students about

Descriptive text and explained how to find main idea, explicit

information, implicit information, meaning of word, and generic

structure of the text. AW gave more explanation on implicit

information and vocabulary. AW stimulated the students by giving

some questions (dealing with the topic). AW also informed the

students that there was reward and additional score for the active

students.

Today we are going to talk about descriptive

vegetable, anyone of you can you mention what is the name of this

vegetable (AW showed the picture of vegetables). Whole class

Dewi answered,

answered Dewi. AW

do you like? Mention kinds of vegetable

Some of the students answered the question. Do you know

gave worksheet and the example of descriptive text


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Before the students read the text in pairs. AW gave

explanation about how to find main idea, explicit information,

implicit information, meaning of word, and generic structure of the

text, but more emphasis on implicit information and vocabulary. In

pairs, students talk about the content of text. AW asked students to

write summary and reminded them that they could change their

pair to share the information of text and pointed one of friend to


doing discussion, AW monitored and guided the students.



said, ants to

Kelompok siapa yang

. One of

He

answered,

said

students shared and discussed together the content of text. After



students.

Then,

Okay, what is your

name? The student answered

. The

students looked very enthusiastic to share their answer. They came

in front of the class voluntarily. The Students answered the

question and wrote the answer on the whiteboard. Then, AW and

the students discussed and checked the answers together.




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Broccoli

students Half of class said, AW

Ada tidak yang mau menc There

were two students reading their task in front of class. AW gave

reward for them. Then, the text of other students must be

submitted. AW asked students whether there was difficulty or not,

All students said .


the students about and descriptive text. Then, AW

, see you class, nice to

. Then all students said nice to meet you

2) Second Meeting

The second meeting was held on Friday, October 21st, 2011

at 07.00-08.20 WIB in VIIIE room of SMP Negeri 16 Surakarta. In

the second meeting, all of students present. They put on Pramuka

Uniform. When the researcher (AW) taught the students, the

teacher observed. He was sitting on a chair located in the backside

of the room.

At 07.00 WIB, the bell was ringing twice. Mr. BW and AW

as a teacher entered the class. Mr. BW brought handbook and some

pieces of paper and AW brought handbook and worksheet. AW

started the meeting by greeting and checking the attendance list.

AW said students answered

answered

AW answered AW

Then, AW asked one of students to guide praying

together before starting the lesson.

In pre reading, AW stimulated the students by giving some

questions dealing with the topic. AW also informed the students


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that there was reward and additional score for the active students.

AW said

Do you like

Almost all students answered, AW asked,

Some of students answered,

Then, AW said,

iapa yang mau menjawab tunjuk jari, nanti

saya kasih nilai plus, sebisanya saja salah tidak apa-apa. Some of

students answered voluntary. Aw said,

One of

Bunga Bangk

Bunga

AW reminded the students about

Descriptive text and explained how to find main idea, explicit

information, implicit information, meaning of word, and generic

structure of the text. AW gave more explanation on implicit

information and vocabulary.

In whilst reading section, AW gave the students the

example of descriptive text . Students read

in pair. In pairs, students talked about the

content of text. AW asked students to write summary and reminded

them that they could change their pair to share the information of

text and pointed one of friend to present the summary in front of

class. While the students were doing discussion in pair, AW

monitored and guided the students.

Siapa yang mau maju?

There were

students who wanted to be volunteers. They seemed enthusiastic.

Intang, read your summary

in front of class, AW and


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the students shared and discussed together the content of text. After



students.

AW gave additional score and reward for students who

wanted to be a volunteer in sharing their answer on whiteboard.

AW asked the students to write the answer on whiteboard. They

came in front of class voluntarily. Then, teacher and students

discussed and checked the answers together.



Raflesia Arnoldi

asked students, There

were students to be volunteers, but AW just pointed one student

tudents must

be submitted. AW asked students whether there was difficulty or

not, so far any question or problem? All students said .


the students; that was about descriptive text. Then, AW ending the

. Then all students said

3) Third Meeting

Third meeting was held on Wednesday, October 25th, 2011

at 09.55-11.15 WIB in VIII room of SMP Negeri 16 Surakarta.

AW started the meeting by greeting and checking the attendance

list. AW said students answer

AW answered AW

asked One of the students said,


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In Pre-reading, AW stimulated the students by giving some

questions (dealing with the topic). AW also informed the students

that there was reward and additional score for the active students.

Today we are going to talk about descriptive fruit,

anyone of you, can you mention what is the name of this fruit (AW

showed the picture of fruits). Almost all of students answered the

na Saniya answered,

answered Saniya

saya kasih nilai plus. Some of the students answered the question.

Do you know Almost all of students

said, . Then, AW gave worksheet and the example of

descriptive text

In pairs, students talk about the content of text. AW asked

students to write summary and reminded them that they could

change their pair to share the information of text and pointed one

of friend to present the summary in front of class. While the

students were doing discussion, AW monitored and guided the

students.



said, Then, AW asked to the students,

Kelompok siapa yang

. One of

students raised his hand. AW asked, He

answered,

AW. Then, AW and the students shared and discussed together the

content of text. AW asked the students to do exercise individually.

While students were doing exercise, AW monitored and guided the

students.


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Then, AW asked students to

One of students raised her hand, AW

Okay, what is your name? The student answered

. The students looked very enthusiast to share

their answer. They came in front of the class voluntarily. The

students answered the question and wrote their answer on

whiteboard, AW asked the other students to go back to their seat.

Then, AW and the students discussed and checked the answers

together.



Strawberry

must be submitted. AW asked students whether there was

difficulty or not, so far any question or problem? All students said

. Before ending the lesson the English teacher asked the

experience, the teacher asked the students about their feeling

Kurnia : Seneng pak,, ada nilai plus nya .. jadi semangat maju.

Ita : Saya suka mengerjakan soal nebak gambar buah buahan

pak, semuanya benar.

Dinar

AW made summary and reflected about the lesson together

with the students; that was about descriptive text. Then, AW

. Then all

students said

4) Fourth meeting

The fourth meeting was conducted on Friday, 28th October

2011 in VIII E classroom. That day, as was informed in the

previous meeting, students would have post-test. The test covered


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several reading skills: determining main idea, implicit information,


At 07.00 WIB, AW entered the class and greeted the

students Good

All students replied, said AW.

Before the students were doing the test, AW asked the students to

check their paper and told the students,

and do this test by yourselves. No cheating! Tidak boleh mencontek

The students did the test and the researcher monitored

them.

c. Observation

Observing was conducted in order to know whether the

implementation of Paired Reading can improve reading skill or not and

what happens to the class situation when paired reading was

finding out the strength and weaknesses of Paired Reading to improve

teaching reading using Paired Reading and was done by the researcher

with the teacher in each meeting. In cycle II, the researcher conducted

four meetings. The result of the observation can be explained as

follows:


The researcher came on time to the class. The researcher

divided the reading activities into three stages (Pre, whilst, and post

Reading). Paired Reading was implemented in the whilst-reading.

In this meeting, the text was Students discussed and

shared the content of text. Exchanging the pair made students got

more information of text. Then, the students presented the

summary of text in front of class. The students also followed the

teaching learning process enthusiastically. It could be seen when


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the students shared and discussed in pair, presented the summary in

front of class, and gave their answer. There were fun situation and

the students were more active during teaching learning process. It

could be seen when the teacher asked them to be volunteers, they

ran in front of class and scrambled with other pairs. However,

some students were still passive and shy to give their opinion, they

were not confident.

2) The second meeting

In this meeting, the researcher divided the reading activities

into three stages (Pre, whilst, and post Reading). Paired Reading

was implemented in the whilst-reading. The text in this meeting

was Raflessia Arnoldi. Students discussed and shared the content

of text. Exchanging the pair made students got more information of

text to present the summary in front of class. In second meeting,

students cooperated with their own partner better. They had good

interaction to share their opinion. The students were more active,

and not afraid to make mistake. They shared their answer and came

in front of the class voluntarily.

3) The Third meeting

In the third meeting, the researcher divided the reading

activities into three stages (Pre, whilst, and post Reading). Paired

Reading was implemented in the whilst-reading. The text in this

meeting was strawberry. Exchanging the pair made students got

more information of text to present the summary in front of class.

Students discussed and shared the content of text. Discussing and

sharing makes all students involve in teaching learning process.

The students were more active and communicative. It could be

seen they spoke up by giving their idea. Most of the students

answered the questions correctly. However, some students were

still passive.

4) Fourth meeting


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In the fourth meeting the students did the post-test 2. The

post-

skill. The students score increased. The result of post-test showed

test

1 into 72.45 in post test 2. The mean score of three indicators that

score of main idea increased from 75.98 in the post test 1 into

76.47 in the post

information increased from 43.38 in the post test 1 into 68.48 in the

post

increased from 72.68 in the post test 1 into 73.10 in the post test

44.85 in the post test 1 into 68.13 in the post

mean score of generic structure also increased from 71.76 in the

post-test 1 into 72.35 in the post-test 2.

d. Reflecting

Based on the analysis of the result of the observation in cycle 2,

some results of the research are as follows:

1)

On October 19th 2011, the researcher conducted the post test

2. Based on the result of the post test score of cycle 2, the

res

reading skill. The highest score gained by the students improved

from 73.33 in post-test 1 into 80.00 in post-test 2. The lowest score

improved 53.33 in post-test 1 into 66.67 in post-test 2. The mean

score between pre-test and post-test also improved from 66.17 in

post-test 1 into 72.45 in post-test 2. In brief the post-test score of

cycle 2 can be shown in table 4.9.


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Table 4.9 Post Test Score of Cycle 2

No Explanation 1 Highest Score 80.00 2 Lowest Score 66.67 3 Average Score 72.45

Supporting the post test of cycle 2 in the table 4.9, the

following table or the Table 4.10 provided the data about the

Table 4.10 Post Test Score

No Skill Highest Lowest Mean 1 Mean Idea 100 40 76.47 2 Implicit Information 100 57.14 70.16 3 Explicit Information 100 42.86 73.10 4 Vocabulary 100 33.33 70.58 5 Generic Structure 100 20.00 72.35

It was clear

The implementation of Paired Reading in cycle 2 improved

information, vocabulary, and generic structure.

2) Changes in Class Situation

The implementation of Paired Reading changed class

situation in VIII E SMP Negeri 16 Surakarta. The change of

classroom situation can be seen in the table below:

Table 4.11 Change of Class Situation before and After Cycle 2

Indi

cato

rs o

f Cla

ss S

itua

tion

P

rob

lem

Before action Research After Action Research a. The students made noise

in class; did non academic activities, such as drawing, singing

b. Some students seem paying attention, but actually they daydreamed

c. Almost all students were passive

d. The students were not

a. changed. They did not do useless activity during the lesson.

b. Almost all of students gave more attention to

explanation. c. Students were active;

they answered and shared with the other students.

d. The students were


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eager in following the teaching learning process. They are not interested in the lesson and some of them chatting with their friend

e. When the teacher asked something, students could not answer the question and kept silent; and


interested in the lesson and discussed with pair.

e. They were not silent and gave response. Students were confident to say something to the teacher

f. They were not silent. Students were not shy, and afraid to ask if they had difficulty

The writer and the English teacher also reflected several

positive results and some weaknesses in the first cycle. They are

described as follows:

1. The strengths

a. Reading;

1) Students were able to get implicit information from the

text

2) Students were able to get explicit information from the

text.

3) Students were able to determine the generic structure of

genre text.

4) Students were able to get main idea of the text

5) Students were able to guess the meaning of word

(vocabulary)

b. Class situation

1)

explanation.

2) The activities of reading skill teaching process using

paired reading generally ran well.


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3) The students were interested in the lesson and discussed

with pair.

4) Stud

activity during the lesson.

5) Students were active, gave the answer, and shared with

the other students.

6) When the teacher asked something, they gave more

were not afraid of making mistake.

7) When the students did not understand, they were not

silent. Students were not shy to ask if they had

difficulty. Students were confident to say something to

the teacher.

2. The Weakness

In the teaching and learning process, sometimes the

students tended to make noise during the lesson. They talked to

each other. The teacher controlled them not to speak too loudly

and monitored every activity they did.

C. Research Finding and discussion

1. Research finding

After analyzing the research result which was gathered from

several sources of data such as field notes, research diary, observation

report, interview report, the score of pre-test and post-test, and photograph,

there were several findings which answered the research question as stated

in chapter 1. The research findings included the improvement of the

findings are presented in the following table:


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Table 4.12 The Finding Result

No Before Action Research After Action Research

Indi

cato

rs o

f L

angu

age

Skill

Pro

ble

m

1. Students have difficulty to get the main idea of text

2. Students have difficulty to get the implicit information.

3. Students have difficulty to get the detail information or explicit information

4. Students have difficulty to guess the meaning of word (vocabulary)

5. Students have difficulty to determine generic structure of genre text

1. Students were able to get the main idea

2.Students were able to get the implicit information

3.Students were able to get the detail information or explicit information

4. Students were able to guess the meaning of word (vocabulary)

5. Students were able to determine generic structure of genre text


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Indi

cato

rs o

f Cla

ss S

itua

tion

Pro

blem

1. The students made noise in class; did non academic activities, such as drawing, singing

2. Some students seemed paying attention, but actually they daydreamed

3. Almost all students were passive

4. The students were not eager

in following the teaching learning process. They are not interested in the lesson and some of them chatting with their friend

5. When the teacher asked something, students could not answer the question and kept silent; and

6. When the students did not understand, they just kept silent and they did not care

1. They did not do useless activity during the lesson.

2. Almost all of students gave more attention to the

3. Students were active; they

answered and shared with the other students.

4. The students were interested in the lesson and discussed with pair.

5. They were not silent and

gave response. Students were confident to say something to the teacher

6. They were not silent. Students were not shy, and afraid to ask if they had difficulty

could

see the improvement of scores from cycle 1 to cycle 2. It can be

summarized in table below:

No Point Before Action

Research After Action Research

1.

a. The achievement of the

score was low

b. The lowest score in pre test was 33.33

c. The highest score in pre test was 63.33

d. The mean score

a. The achievement of the

improved b. The lowest score in

post test 1 was 53.33 and post test 2 was 66.67

c. The highest score in post test 1 was 73.33 and post test 2 was 80.00

d. The mean score in


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in pre test was 46.37

the post test 1 was 61.86 and post test 2 was 72.45

2.

Score for each Indicators a. Identifying the

main idea

b. Determining the implicit information

c. Determining the

explicit information

d. Understanding

the word meaning

e. Determining the

generic structure of genre text

57.35 40.44 56.30 33.45 56.47

post test 1 = 75.98 post test 2 = 76.47 Post test 1 = 43.38 Post test 2 = 70.16 Post test 1 = 72.68 Post test 2 = 73.10 Post test 1 = 44.85 Post test 2 = 70.58 Post test 1 = 71.76 Post test 2 = 72.35

From the table above, there are two findings related to the research

skill. It can be seen in the result of pre test and both post tests, from 46.37

to become 61.86 and 72.45. Based on the result of post test, the researcher

could consider that most of the students could comprehend the descriptive

text. It indicated they could answer the questions related to the text, they

could find the main idea, implicit information, explicit information,

vocabulary, and generic structure of genre text.

The second finding is the development of the class situation.

Before this research, there were some problems in the classroom. Some of

them were passive and not eager in following the teaching learning

process. They were not interested in the lesson. However, after

implementing this research, the students became active, confident,

enthusiastic, and enjoyed during teaching learning process. It was because


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they solve the problem with their partner. They could correct the mistake

each other. Exchanging the pair made students enjoy in teaching learning

process; they were more comprehend the text and got the information

about text with the other partner. Before the students shared in front of

class, they discussed with partner. It made the students more enthusiastic

and confident to give the opinion.

Based on the result of the observation, the researcher concluded

that teaching reading using Paired Reading encouraged and made the

students more active, confident, enthusiastic, and enjoy the teaching and

learning process. It was because in Paired reading the students conducted

the discussion between their partners, exchanged their ideas then shared in

front of class. As the result, the students showed that they made good

improvement on reading skill.

2. Research Discussion

Teacher BW and researcher concluded that the implementation of

Paired Reading in teaching reading is an effective way to improve the

students reading.

a. Paired Reading improve of Students Reading Skill

Paired Reading is learner centered approach which makes the

students active. It is reading activity that is involved in strategy of

cooperative learning. According to Weinstein, Paired Reading is

strategy of cooperative learning. He suggests that cooperative learning

strategies are successful in aiding comprehension and retention

because they fall into one or more categories of learning strategies

processes and methods useful in acquiring and retrieving information


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(http://www.wadsworthmedia.com/marleting/samplechapter/05345533

889ch11.pdf)

Hundley states that paired reading is strategy during reading,

which is the best practice lesson on the eighth grade students. In this

strategy the student reads aloud in pair and the other listens then

summarizes what he or she has heard (http://www.jackson.k12.ky.us/

readingstrategies/glosary.htm)

using Paired reading

to teach reading and the indicators of problems significantly decrease.

In reading text, the students have some problems about main idea,

implicit information, explicit information, vocabulary and generic

structure of text.

By using Paired Reading, the students can solve their problems.

The students read the text in pair, they talk over the reading. They

discuss with their partner, and elaborate their ideas to comprehend the

text, write summary, and present of summary in front of class. While

the students are in pair, they can share about the information of text to

find the main idea of each paragraph. Burns, et.al (1984: 203-205)

states that there are some major question types that have been found to

be useful in guiding reading. One of them is about main idea. The

students are asked to identify the central theme of a selection.

The students have difficulty to find the implicit information. It

can be solved while the students conduct the discussion in pair. They

share the content of text, they can tell about the information that is

implied but not directly stated in the text. It is related with the theory

by Burns et.al (1984:203-205), he mentions

question types to guide reading. Reading for inference covers the

ability to read between the lines to get answer that is implied by

statement in the selection. In inference, the students are asked for

information that is implied but not directly stated in materials.


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In pair, the students can also share the information or

knowledge conveyed explicitly in text (Explicit information). Usually

this information is related with the questions based on the text. Burns

et.al (1984:203-

types in guiding reading. In this question, the students are asked to

assimilate the information conveyed by the material /these questions.

The students have difficulty in vocabulary. The students can

solve their problem while the students read the text in pair and find the

difficult words (unfamiliar word), they can help each other to guess the

meaning of word. According to Burns, et.al (1984:203-205)

vocabulary is one of the questioning technique in comprehension skill.

Reading to find vocabulary questions covers the ability to get the

meaning of words used in the selection.

Meanwhile, the students also have difficulty in determining the

generic structure of text. While the students discuss in pair, they can

also identify the kind of genre text with the partner and show the

generic structure of text. They must know the genre of text, because

between the text and genre are related. Brown (2004: 186) states that,

each type or genre of written text has its own set of governing rules

and conventions. A reader must be able to anticipate those conventions

in order to process meaning efficiency. With an extraordinary number

be very sophisticated.

Paired Reading encourages and makes students more active

in teaching learning process, because in Paired Reading students

conducts the discussion between their partners, exchange their ideas

to find out the solution of their problems (main idea, implicit

information, explicit information, vocabulary, and generic structure

of text). Discussing and sharing make all students involve in teaching

learning process.


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b.

Using Paired Reading, the students can cooperate with the

other students in classroom activity. According to Johnson, et al.

quoted by Richards & Rodgers (1994: 4) cooperative learning is the

instructional use of small groups through which students work

member of a team is responsible not only for learning what is taught

but also for helping teammates learn, thus creating an atmosphere of

achievement.

Before the researcher conducted the research, there were

problems of classroom situation such as: (1) The students made noise

in class; did non academic activities, such as drawing, singing; (2)

Some students seemed paying attention, but actually they

daydreamed; (3) Almost all students were passive; (4) The students

were not eager in following the teaching learning process. They were

not interested in the lesson and some of them chatting with their

friend; (5) when the teacher asks something, students could not

answer the question and keep silent, they did not confident to say

something; and (6) when the students did not understand, they just

keep silent and they did not care.

That class situation changed after the researcher conducted an

action research. It proved how the elements of cooperative learning

strategy applied were helpful. Johnson and Johnson in Orlich, et al.

(1998: 277) had presented the five key elements, namely:

1) Positive Interdependence

In cooperative learning classroom, students work together to

ensure the success of each student.

2) Face-to-Face Interaction

In cooperative learning situations, students interact, assist one

another with learning task, and promote one another success. The

small group setting allows students to work directly with one


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another, to share opinion and ideas, to come to common

success and acceptance.

3) Individual Accountability

In cooperative learning settings, each student is held accountable

for his or her own academic progress and task completion, apart

from the accomplishment of the group as a whole.

4) Teamwork Skills

Contributing to the success of cooperative effort requires

teamwork skills. Students must have and use the needed

leadership, decision making, trust building, communication, and

conflict-management skills

5) Group Evaluation

Group of students need to evaluate and discuss how well they are

meeting their goals, what actions help their group, and what

actions seem to hurt group interactions.

In Paired Reading, the students were motivated by

cooperative interaction in a group. The students were more active.

They participated to discuss about the summary of text with their own

partner. These findings show that positive interdependence and

interaction did happen in the class. Moreover, the students were not

afraid to ask about their difficulty, they were confident to say their

opinion with their partner, and share their summary in front of class,

they could share their ideas freely and not afraid to make mistake, it

caused they could correct mistakes each other. This is the result of

their good teamwork skill and understanding their individual

accountability. These advantages did make all students more

enthusiastic to work well in their group discussion.

Moreover, Cooperative Learning enables students to display

more positive attitudes and helps them increase intrinsic motivation to

learn. Wood has shown that cooperative learning techniques:


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h. Develop students' social skills

These skills help to build stronger cooperation among group

members. Students learn how to get along, how to take turns, how

to listen politely, and how to speak politely.

i. Promote student self-esteem

The students help each other as discussion occurs. Interaction

often promotes more positive attitude toward the subject matter.

As they work on and solve difficult problems, they feel a sense of

uccessful and

they can do the work.

j. Help to promote positive race relations

Cooperative learning provides students an opportunity to be

grouped not only heterogeneously by academic performance, but

also by race, gender, and language proficiency. When using

cooperative learning methods, students are asked to work in

heterogeneous groups to solve problems and complete tasks.

(http://edtech.kennesaw.edu/intech/cooperative learning.htm)

In paired Reading, the students could work and discuss

together in pair and help each other before they shared their

opinion in front of class. It made the students comfortable and

enthusiastic to be a volunteer, and came in front of class to share

their answer. While the students were freely sharing their ideas,

they learned how to get along and how to speak politely to

elaborate their ideas to solve the problems. These findings show

self esteem and positive race relations.


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CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

This chapter presents the conclusion and suggestions of the action research

conducted in the Eighth Grade SMP Negeri 16 Surakarta in academic year

20111/2012.

A. Conclusion

The result of research showed that the use of Paired Reading is able to

improve the get the main idea,

implicit information, explicit information, guess the meaning of word

(vocabulary) and determine the generic structure of genre text. The

upported by the result of


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the test scores. The mean score of Pre test was 46.37 and it improved into

61.86 in the post test 1 and it also improv test.

reading skill.

The class situation also changes after the researcher conducts action

research using Paired Reading. Using Paired Reading the students are more

communicative and not afraid to make mistake. They speak up by giving their

idea, share their answer and come in front of the class voluntarily. Discussing

and sharing make all students involve in teaching learning process. Teaching

reading using discussion of Paired Reading encourages and makes the students

more active and enthusiastic during the teaching learning process, because in

Paired Reading, the students conduct the discussion between their partners,

exchange their ideas, the students also may pair up or exchange with new

partners.

B. Implication

The researcher can imply that Paired Reading is suitable teaching

technique to reading skill. There is enhancement of the

grade of SMP Negeri 16 Surakarta. In Paired Reading, the students read the

text in pair, discuss with their partner, exchange their ideas, and help each

other in solving their problems to comprehend the text. Exchanging the pair

makes students get more information of text to present summary in front of

class. The students tend to be more communicative and not afraid to make

mistake. They speak up by giving their idea and share their answer. Using

Paired Reading students could also share about their difficulty in finding the

main idea, implicit information, explicit information, guessing the meaning of

word (Vocabulary), and determining the generic structure of genre text.


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Paired reading is learner centered approach which makes the students

active. They are expressing their opinion and discussing about text. They can

cooperate with their pairs and makes the situations not bored for them. This

situation makes the students enthusiastic and enjoy the teaching learning

process.

C. Suggestion

Based on the conclusion and implication stated above, the

researcher would give suggestions dealing with the teaching of reading. They

are for English teacher, students, institutions, and other researcher.

1. For English Teacher

English teacher should create an enjoyable atmosphere in teaching

and learning process so that the students involve actively during the class.

Teaching reading using Paired Reading can be a good choice as technique

which can be implemented in reading class. The teacher should divide

students in pair to conduct the discussion. By doing this, the students will

be motivated in joining the class and will not be bored during teaching and

learning process. They can cooperates each other and solve their problems

while they are discussing with the partner.

2. For Students

The students must be active in teaching learning process, especially

when they are taught by using Paired Reading because through this

technique they can ask their difficulty to their partner or teacher, exchange

their ideas and share their ideas to the class. The students should practice

reading English text, discussing with their friend if they have problems in

reading the text, and enjoying the reading class. They should be more

active and not afraid of making mistakes during teaching learning process,

especially in reading class.

3. For institutions


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The institutions should encourage and support the teacher to

improve the quality of the teaching and learning process. This can be done

by providing facilities and media which can support the teaching and

4. For other researcher

Other researchers are expected to use the finding of this research as

a foothold to conduct the next research on similar problems of reading skill

through other teaching techniques. This thesis can be a reference for other

researcher to conduct the next research if there are some weaknesses.

BIBLOGRAPHY

Aebersold, Jo Ann & Field, Marry Lee. 1997. from Reader to Reader Teacher: Issues and Strategies for Second Language Classsroom. The United States of America: Cambridge University Press.

Bell, Judith. 1993. Doing Your Research Project. United State of America; Open University Press

Brown. 1994. Teaching by Principles; An Interactive Approach to Language Pedagogy. United State of America: Prentice Hall

Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. The United Kingdom; Cambridge University Press

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