TEACHING READING COMPREHENSION BY USING...
Transcript of TEACHING READING COMPREHENSION BY USING...
-
TEACHING READING COMPREHENSION BY USING COOPERATIVE
INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO THE
SEVENTH GRADE STUDENTS OF SMPN 1 KERAMBITAN IN ACADEMIC
YEAR 2012-2013
BY
KOMANG AYU WIDYA HAPSARI
NPM.09.8.03.51.31.2.5.3317
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
2013
-
TEACHING READING COMPREHENSION BY USING COOPERATIVE
INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO THE
SEVENTH GRADE STUDENTS OF SMPN 1 KERAMBITAN IN ACADEMIC
YEAR 2012-2013
THESIS
As Partial fulfilment of the requirements for the Sarjana
Pendidikan Degree in English Department
Faculty of Teacher Training and
Education Mahasaraswati
Denpasar University
BY
KOMANG AYU WIDYA HAPSARI
NPM. 09.8.03.51.31.2.5.3317
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAHASARASWATI DENPASAR UNIVERSITY
2013
-
APPROVAL SHEET
1
This thesis entitled Teaching Reading Comprehension by using Cooperative
Integrated Reading and Composition (CIRC) Method to the seventh grade students of
SMPN 1 Kerambitan in Academic Year 2012-2013 has been approved and accepted
as Partial Fulfillment for the Sarjana Pendidikan degree in English Department
Faculty of Teacher Training and Education, Mahasaraswati Denpasar University.
Advisor I Advisor II
Drs. Nengah Astawa, M. Hum I Ketut Wardana,S .Pd.M. Hum
NIP.19531231 198703 2 001 NPK. 82 7110 342
-
APPROVAL SHEET
2
This thesis has been examined by the committee on oral examination on
Chief Examiner
Dr. Drs. Made Sukemerta. M.Pd
NIP. 119550507 198203 1003
Examiner I Examiner II
Drs. Nengah Astawa, M.Hum I Ketut Wardana, S.Pd. M.Hum
NIP.19531231 198703 2 001 NIK. 82 7110 342
Approved by
Dean of the Faculty of Teacher Head of the English Department
Training and Education
Prof.Dr. Wayan Maba I Komang Budiarta, S.Pd.
NIP.1958 1231 198 303 1 032 NPK.82 8208 306
-
ACKNOWLEDGEMENT
First of all, the researcher wishes to express genuine gratitude to the Almighty
God, Ida Sang Hyang Widhi Wasa, for His blessing and endlessly merciful love so
that this thesis could be accomplished on time. Second, the researcher
wishes to extend his deep and profound gratitude to her first advisor Drs. Nengah
Astawa, M.Hum and second advisor I Ketut Wardana, S.Pd. M.Hum for their
invaluable guidance, suggestion and corrections in the course of writing this thesis.
And special sincere gratitude further goes to head of the English Department,
lecturers and all staffs of the English Department, Faculty of Teacher Training and
Education of Mahasaraswati University Denpasar for their motivation in teaching and
help in writing this thesis. Besides, researcher would also like to express gratitude to
the headmaster of SMPN 1 Kerambitan who has given a chance to do the research. A
special acknowledgement is also forwarded to all of the students in the seventh grade
students of F class for their good cooperation. Finally, I
would like to express my deepest gratitude to all at my friends and my family that
could not be mentioned here. Once again, thanks for all.
Denpasar, July 2013
The Researcher
Komang Ayu Widya Hapsari
-
TABLE OF CONTENTS
Page
COVER ..................................................................................................... i
APPROVAL SHEET 1 .............................................................................. ii
APPROVAL SHEET 2 .............................................................................. iii
ACKNOWLEDGEMENT ........................................................................ iv
TABLE OF CONTENT ............................................................................. v
LIST OF TABLE ....................................................................................... vii
LIST OF FIGURE ...................................................................................... viii
LIST OF SYMBOL.................................................................................... ix
LIST OF ABBREVIATION ..................................................................... x
ABSTRACT .............................................................................................. xi
CHAPTER I INTRODUCTION
1.1 Background of the Study........................................... 1
1.2 Statement of Research Question ............................... 3
1.3 Objective of the Study............................................... 3
1.4 Limitations of the Study ............................................ 4
1.5 Assumption of the Study ........................................... 4
1.6 Significance of the Study .......................................... 5
1.7 Definition of Key Terms ............................................ 6
1.8 Theoretical Framework ............................................. 6
CHAPTER II REVIEW OF RELATED LITERATURE
-
2.1 The Conception of Reading Comprehension ............ 8
2.2 The Kinds of Reading .............................................. 9
2.3 The Theory of CIRC ................................................ 12
2.4 The Use of CIRC in Teaching Reading .................... 13
2.5 Assessment of Reading Comprehension .................. 14
CHAPTER III RESEARCH METHOD
3.1 Subject of the Study .................................................. 18
3.2 Research Design ........................................................ 18
3.3 Research Instrument .................................................. 24
3.4 Data Collection ......................................................... 25
3.5 Data Analysis ............................................................ 26
CHAPTER IV THE PRESENTATION OF THE FINDINGS
4.1 Data ........................................................................... 28
4.2 Data Analysis ............................................................ 31
4.3 Discussion of the Findings ........................................ 37
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion ................................................................ 39
5.2 Suggestion ................................................................. 41
REFERENCES ........................................................................................... 44
APPENDICES
-
LIST OF TABLE
Page
Table 4. 1. Tabulation of Data Showing the Subjects Progressing Scores
In Reading Comprehension
Through CIRC Method ................................................... 31
Table 4. 2. Tabulation of Data Showing the Subjects Changing
Motivation and Attitudes in Learning Reading Comprehension
Through CIRC Mehod .................................................... 32
Table 4.3. Tabulation of the Data Showing Frequency Distribution of
Initial Reflection and Post Test Scores in Reading Comprehension
By Using CIRC Method ............................................................ 33
Table 4 4. Summary of the Research Finding Showing the Mean of Each
Session and the Grand Mean
for Cycle I and Cycle II... 35
-
LIST OF FIGURE
Page
Figure 4.1. Figure Depicting the Subjects Progressing Mastery in Reading
Comprehension After Being Taught
CIRC Method in Cycle I.. ......................................... 37
Figure 4. 2. Figure Depicting the Subjects Progressing Mastery in Reading
Comprehension After Being Taught
CIRC Method in Cycle II...................................................... 37
Figure 4. 3. Figure Showing the Subjects Grand Mean Taught in Teaching
Reading Comprehension by Using CIRC Method....................... 38
-
LIST OF SYMBOL
Page
: Next or Continue . 19
: Inter connected
M : Mean score of the students achievement of vocabulary test .. 26
: The sum of the total score
N : The total number of students
X : Score
XO : pre test score
-
LIST OF ABBREVIATION
A : Action
CIRC : Cooperative Integrated Reading and Composition
F0 : Frequency of Pre-test Scores
F1 : Frequency of Post-test 1 Scores
IR : Initial Reflection
O : Observation
P : Planning
R : Reflection
R1/RI : Reflection 1
R2/RII : Reflection 2
RP : Revised Planning
SMPN: Sekolah Menengah Pertama Negeri
Xo : Pre test Score
-
ABSTRACT
Widya Hapsari Komang Ayu. 2012. Teaching Reading Comprehension by using
Cooperative Integrated Reading and Composition (CIRC) Method to the
Seventh Grade Students of SMPN 1 Kerambitan in Academic year 2012-
2013. First advisor: Drs. Nengah Astawa, M. Hum. Second Advisor: I
Ketut Wardana, S.Pd. M.Hum.
Key Words: Teaching Reading Comprehension. Cooperative Integrated
Reading and Composition (CIRC).
The present classroom action research dealt with the teaching reading comprehension
by using cooperative integrated reading and composition (CIRC) in academic year 2012-
2013. The present classroom action investigation was basically triggered out by the fact that
the students under study still faced problem in reading comprehension. In this classroom
action study, the teaching and learning processes were divided into two cycles where each
cycle consisted of two sessions. The obtained data of the present classroom action study were
collected through the administration of pre-test, post-test, and questionnaire which analyzed
descriptively. The present classroom action study was started with administering IR or pre
test to the subject under study. The results of the data analysis of the pre test score showed
the mean figure of 30.70.The results of the data analysis of the reflection or post test scores in
cycle I (session1 and session 2) showed the increasing mean figures of 46.61 and 57. The
results of the data analysis of the reflection or post test scores obtained by the subject under
study in cycle II (session 1 and session 2) pointed out the increasing mean figures of 73.23
and 86.76. Compared with the mean figure of IR scores, the mean figure obtained by the
subject under study for each session was convincingly much higher than the mean figure of
pre test scores. The grand mean figure of the reflection or post test scores obtained by the
subject under study in cycle I was 51.80 and in cycle II was 80. There was a significant
difference of the grand mean figure between cycle I and cycle II. The difference of the grand
mean figure of cycle I and cycle II was 28.2 (80 51.80). These findings clearly showed that
CIRC could improve the reading comprehension of the seventh grade students of SMPN 1
Kerambitan. The result of the data analysis of questionnaire score showed the comparative
percentage figures of 40.68%for option A, 52.60% for option B, 6.71%for option C, and 0 %
for option D. The result of the questionnaire showed that almost all of the students liked and
agreed learning reading comprehension. The result of the present classroom action study
were in line with the presented research findings, teaching reading comprehension by using
CIRC Method gave significant improvement.
-
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Reading is a complex process of responding meaning by encoding written symbol
in any kind of text, because it involves both conscious and subconscious concept of
meaning. Beside that the importance of reading to students is quite vast. By reading,
we learn things, develop new skills, improve in literature, train our brains and
develop spelling, vocabulary skills and so many things. Thomas and Eskey (2002:5)
suggest that reading is a process of obtaining information from a written text that
does not involve converting written language into spoken, this posses our first
problem for teachers because reading aloud is a favorite classroom activity in their
reading classes.
Unfortunately, in reading skill, almost all of seventh grade student in seventh F of
SMPN 1 Kerambitan have the crucial difficulties in comprehending the contents of
the text. They cannot pronounce, spell, identify, and understand all words in any kind
of text. They do not know what the text tells about, and then there are many
unfamiliar words, difficulties in finding the main idea, the meaning of word phrases
and sentences in the text, also determining kind of texts.
Reading comprehension is not only a matter of knowing a lexical meaning of
word by word but also what information or idea are explicitly start in both Besides
-
that, Reading comprehension is not simple process but it is very complex activities.It
needs preparation for learners to read, because they will have to recognize difference
in word length and word shape, they will have to learn, to organize and interpret what
they have read. The condition above naturally happens because the strategy of
teaching reading is not appropriate with students ability, because the teacher usually
teaches with a central teaches method, so the students cannot try to more active in the
class and not have motivated to study hard beside that the minimum completeness
criteria is 75, so the students hard to get the scores of minimum completeness criteria.
From this point of problems faced by the subject under study, a good
technique of teaching reading should be able to stimulate high motivation, interest
and attention of the students. In other word, a good technique can motivate and
promote students to comprehend a text in reading activities in the class.
The purpose of implementing CIRC method is to generate opportunities for
the students to become more active in learning. In this case study, the students will be
engaged in pairs, group discussion and whole class discussion activities, therefore the
students will have much deeper understanding on the reading text they have read.
Based on the purpose above, this study is conducted to know the process in
reading descriptive and narrative text. Therefore, corresponding to the above facts,
the researcher is highly motivated to improve the seventh grade students of SMPN 1
Kerambitan achievement in reading comprehension through CIRC method.
1.1 Statement of Research Question
-
In reference to the above background of the study, students still face problems in
reading comprehension which is required to be solved by applying CIRC method. So,
in this study, the research question can be formulated as follow, Can the reading
comprehensions of the seventh grade students of SMPN 1 Kerambitan in academic
year 2013-2014 be improved through CIRC?
1.2 The Objective of the Study
To be able to provide clear answers of research questions above, the study has
general objective and specific objective. The general objective of the study is to
improve the students reading comprehension. Furthermore, specific objective of the
study is to know the improvement of reading comprehension of seventh grade
students in SMPN 1 Kerambitan after being taught through CIRC. The study is also
conducted to know the degree of motivation, interest and involvements after CIRC is
applied.
1.3 The Limitation of the Study
Since reading discussion is too broad and complex in one single coverage of the
study, it is essential to narrow down the area of this study. It is really important in
order to get focused in a specific area of reading comprehension. Therefore this study
is limited on the teaching of reading text comprehension to the seventh grade of
SMPN 1 Kerambitan in academic year of 2013 - 2014 by using CIRC. The topics
-
which are going to be taught are taken from the English teaching syllabus in
semesters II.
1.4 Assumptions of the Study
Because of the limitation of time, finance and investigators ability, not all
variable can be controlled. In order to neutralize the compounding variables, it is
essential to state some assumption as follows:
1. The seventh grades of SMPN 1 Kerambitan are assumed to have already
studied English for the same period.
2. The seventh grade students of SMPN 1 Kerambitan have the same high
motivation in learning English.
3. The teacher of SMPN 1 Kerambitan are assumed to have been qualified
enough in English teaching.
1.5 Significance of the Study
The results of this study are expected to give both theoretical and practical
significances. Theoretically the findings of this study are expected to provide
theoretical evidences of CIRC Method in improving students in reading
comprehension.
Practically, the result of this study is highly expected to be valuable for
students, teacher and for institution. First For the students, this finding is expected to
-
improve the students reading comprehension using CIRC Method. Second for the
teacher, this finding of the study is expected to be an informative feedback which
could be used as indicator showing their relative success and failure in teaching
Reading Comprehension. English teacher demands to be more skillful, active,
creative and innovative in their teaching process make the students serious
participation in learning process. Third, for the institution the research is expected to
be useful as reference and to increase the number of catalogues in the library.
1.6 Definition of Key Terms
In order to avoid misunderstanding of the reader, it is necessary to define the
terms on this study. Those are clarified as follows.
a. Reading comprehension
Reading comprehension is the process of recognition, interpretation and
perception of written or printed material. (Thomas and Eskey, 2002:5). It is an
active activity that tries to catch some information from the text. Related to
the study being conducted, reading comprehension is defined as the ability of
the subject under study in understanding English reading text as suggested by
English teaching syllabus of SMPN 1 Kerambitan.
b. Cooperative Integrated Reading and Composition
CIRC is kind of techniques in teaching reading ( Slavin, 983:2).It is an
effective technique to help the students in comprehension reading passage in
-
which the teaching and learning processes are mainly in group learning
activities. In which specifically the students under study engage in small
group discussion which consist of maximum 4 students in each group and this
method can improve students chance in reading aloud. This technique is one
method to improve reading comprehension to have students of SMPN 1
Kerambitan.
c. SMPN 1 Kerambitan
It is a government school, which is located in Kerambitan Street, Tabanan
where the present research is conducted.
1.7 Theoretical Frameworks
A scientific study should be constructed in theoretical frameworks include: 1) the
theory of Reading Comprehension, 2) Kinds of Reading, 3) The Theory of CIRC, 4)
The Use of CIRC Method and 5) Reading Assessment. All the above heading will be
briefly discussed in chapter II.
-
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, some important points which include a lot of theoretical
reviews from some related literature are described to support this study. There are
five descriptions that cover the theory of reading comprehension, kinds of reading,
the theory of CIRC, the use of CIRC and reading assessment which provide
explanation of variables proposed in the present study.
2.1 The Conception of Reading Comprehension
Referring to the broadness of reading comprehension, the conception or the
essence of reading which is used in the present study can provide definition about
thought of frame works, in the references are taken from experts different points of
views.
According to Heinemann (2009: 10) reading is a process very much
determined by what the readers brain, emotions and beliefs bring to the reading the
knowledge or information strategies for processing text, moods, fears and joys all of
it. The strategies one may vary according to ones purpose, including whether one is
reading for oneself only or for somebody else, such as reading to answer
-
comprehension questions, reading to perform for listeners (including the teacher and
classmates), and much more.
Of course these social factors may generate confidence, fear, anger, defiance, or other
emotions it just depends.
In sum, reading is both a psycholinguistic process (involving the mind
actively processing the text) and a sociolinguistic one (with multiple social factors
that can affect how one reads, how much one gleans from the reading, and more).
Even word identification itself can be affected by these factors, because reading is as
much or more a brain to text process as a text to brain process. These
characterizations of the reading process are developed throughout this book, not only
with references to research but through examples and do it yourself activities.
Furthermore, Eskey (2002:14) writes reading is a complex process, because it
involves both conscious and subconscious by the reader. The actions that occur
subconsciously cannot be seen by anyone. They suggest that reading is a process of
obtaining information from a written text that does not involve converting written
language into spoken.
In this case, Elizabeth and Pressley (2002: 14) write that comprehension is the
process of deriving meaning from connected text. It involves word knowledge as well
as thinking and reasoning. Therefore, comprehension is not a passive process but an
active one. The reader actively engages with the text to construct meaning. This
-
active engagement includes making use of prior knowledge. It involves drawing
inferences from the words and expression that a writer uses to communicate
information, ideas and viewpoints. Reading is something many of us take for granted.
We read with what appears to be little effort and little planning.
It is remarkable that so much of the worlds population can read, a little more than 80
percent of the worlds population can read to some extent (Elley, 2001: 13).
Based on the definitions of reading comprehension, the present study refers to
the theory which is proposed by Eskey (2002:14) that reading comprehension is a
complex process involving more than one skill in which readers make sense of the
text by combining their prior knowledge and the information given in the text itself.
2.2 Kinds of Reading
Reading is an important skill for people. Based on the theory of reading
comprehension highlight in preceding discussion, there are four types for classroom
reading performance such as reading aloud, silent reading, intensive reading, and
extensive reading.
a. Reading aloud
Reading aloud is one kind of reading activity that can be used to check
the pronunciation of the students. They make accurate connections between
graphemes and phonemes. It is vital in reading in order to speed word
recognition and to help pronounce and learn new words. Reading aloud forces
-
students to make and practice these connections. Students should read aloud
prepared texts at the appropriate level to the teacher and to supportive groups
or other individuals, so that they have feedback as possible on their decoding
skills. For the successful of this activity, the teacher must consider of many
factors such as the material which teacher present before students should be
according to previous knowledge of the students or related to their own
experience, the teacher should emphasize on the stress of learners and teacher
should be very careful while process of reading is going on. If any mistake is
committed by learners, they should correct it with friendly and productive
(Patel, 2008:121).
The benefit of using this activity in the classroom are enable the
learner to develop the skill of reading very well by speaking or expressing
ideas, and also develop their pronunciation. Language learning is a kind of
imitation. When teacher says anything or read any text, the learner also tries to
imitate that. So teacher should have innovative ideas, so that it can make this
activity very affective.
b. Silent reading
Silent reading is a very important skill in teaching of English, in this
activity the students more comprehend and understand about what they read
because there are not any noisy to disturb when they read. This reading should
be employed to increase reading ability among learners.
-
The benefit of using silent reading in the classroom activity does not
only enable the students to be more active and accurate, but also need a
minimal time because this activity is done at a time. All students participate
together in this activity at a time. This activity also helps the students to
develop the skill of reading fast, but only bright and intelligent students can
learn this skill and average students learn it hardly (Patel, 2008:116).
c. Intensive reading
Intensive reading is related to further progress in language learning
under the teachers guidance. Intensive reading will provide a basis for
explaining difficulties of structure and for extending knowledge of vocabulary
and idioms. It will also provide material for developing greater control of the
language in speech and writing (Patel, 2008:119).
d. Extensive Reading
Extensive reading is the reading for pleasure. The reader wants to
know about something. The reader does not care about specific or important
information after reading. Usually people read to keep them update. It is used
to obtain a general understanding of a subject and includes reading longer
texts for enjoyment only. The use of extensive reading skills can improve the
learner general knowledge. It is not like intensive reading that focuses only on
translating and extracting the printed symbol, word, phrases, or sentence to
find the detailed information of the text being read.
-
Harmer (2007:283) states that one of the fundamental conditions of a
successful extensive reading program is that students should be reading
material which they can understand. If they are struggling to understand every
word, they can hardly be reading for pleasure. This means that students at the
appropriate level can read them with ease and confidence.
Extensive reading assignment may direct students to articles of current
interest in foreign language magazine or newspaper. To ensure that
students do not become bogged down in reading which is too complicated,
the teacher will be well advised to discuss the relation of articles to be
read, with due regard to the special interest of the reader.
2.3 The Theory of CIRC
Cooperative Integrated Reading and Composition (CIRC) is a comprehensive
approach to reading and writing instruction for grades two through eight. CIRC
consists of three principal elements: story-related activities, direct instructions in
reading comprehension, and integrated writing/language arts. In all of these activities,
students work in heterogeneous learning teams. All activities follow a regular cycle
that involves teacher presentation, team practice, independent practice, peer pre-
assessment, additional practice, testing, and team recognition (Slavin, 1983:2).
Cooperative Integrated Reading and Composition (CIRC).The newest of the
students team learning methods is a comprehensive program for teaching reading and
-
writing. In CIRC, the teachers use basal readers and reading groups. However,
students are assigned to teams composed of pairs from two different reading groups.
While the teacher work with one reading group. Students in other groups are working
in their pairs on a series of cognitively engaging activities, including reading to one
another; making predictions about how narrative stories will come out; summarizing
stories to one another; writing responses to stories; and practicing spelling; decoding
and vocabulary.
2.4 The Use of CIRC in Teaching Reading
A comprehensive programmed for teaching reading and writing in the upper
elementary grades are called Co-operative Integrated Reading and Composition
(CIRC) Stevens et al (1987: 5). In CIRC, teachers use reading texts and reading
groups, much as in traditional reading programmed. However, all students are
assigned to teams composed of two pairs from two different reading groups. While
the teacher is working with one reading group, the paired students in the other groups
are working on a series of engaging activities, including reading to one another,
making predictions about how narrative stories will come out, summarizing stories to
one another, writing responses to stories, and practicing spelling, decoding, and
vocabulary. Students work as a team to master main idea and other comprehension
skills. During language arts periods, students engage in writing drafts, revising and
editing one anothers work, and finalizing the team books.
-
In most CIRC activities, students follow a sequence of teacher instruction,
team practice, team pre-assessments and quizzes so that they do not take the quiz
until their teammates have determined that they are ready. Certificates are given to
teams based on the average performance of all team members on all the reading and
writing activities.
Research on CIRC and similar approaches has found positive effects on
measures of reading performance in upper-elementary and middle schools. CIRC has
been adopted as the upper-elementary and middle school component of the Success
for All comprehensive reform models and is currently disseminated under the name
Reading Wings by the Success for All Foundation (Madden, 2009:121).
The steps of CIRC Method in the research study: first, telling to the students
to make a group, each group consists of 4 people. Second, the researcher telling the
students about the material based on the topic. Third, the researcher told the students
to read and find out the main idea of the material with work together and give some
opinion about the material also write down in worksheet. Fourth, the students present
about the result of group work and the last, the researcher make a common result.
2.5 Assessment of Reading Comprehension
The purpose of reading assessment is to measure the students ability in
reading comprehension. The nature of the assessment of reading in classroom context
is should be directly and intimately related to the nature of the instruction. Much
-
instruction is indeed assessment anyway, sometimes quit explicitly. So, as when
homework assignments are marked and grades are recorded in some form of
continues assessment. Much instruction may be assessment like, but learners may not
be being directly evaluated on their performance, but rather a performance is being
elicited in order to help learners understand or improve their understanding of text.
Alderson and Bachman (2000:227) state that the objective of scoring in short
answer question depends upon the completeness of the answer key and the possibility
of students responding with answer or wordings which were not anticipated. Short
answer question are not easy to construct. The question must be worded in such a
way that all possible answers are foreseeable. Otherwise the marker will be presented
with a wide range of responses which she will have to judge as to whether they
demonstrate understanding or not.
In practice, the only way to ensure that the test constructor has removed
ambiguities in the question, and written a question which requires certain answers
and not others, is to try it out on colleagues or students similar to those who will be
taking the test. It is very difficult to predict all responses and interpretations of short
answer questions, and therefore some form of pre-testing of the questions is essential
wherever possible. One way of developing short-answer questions with some texts is
to ask oneself what questions a reader might ask, or what information the reader
might require, from a particular text.
In addition, test is important to know the level of the students and know how
good the students ability. Teacher can organise the good test for knowing those
-
things. In order to judge the effectiveness of any test, it is sensible to lay down
criteria against which the text can be measured, as follows:Validity: a test is valid if it
is supposed to test. A particular kind of validity that concerns most test designers is
face validity. This means that the test should look as if it is valid.Reliability: a good
test should give consistent result. In practice, reliability is enhanced by making the
test instructions absolutely clear, restricting the scope for varietyin the answer, and
making sure that test conditions remain constant (Harmer, 2002: 322).
After considering the criteria of the test above, the teacher can use some types
of test to measure the students achievement. Nation (2009:77-88) states some types
of test that can be used to measure the students reading comprehension. The reading
tests can be explained below:
a. Pronominal Questions, Imperatives
These questions require learners to make a written answer which can
range in length from a single word to several paragraphs. Usually for
comprehension, short answers are required and these forms of questions are
called short answer questions.
b. True/False, Yes/No, Alternative Questions and Multiple-choice
These question forms are all grouped together because the answer to
the question is contained within the question or instructions, and thus the
learners do not have to compose their answer. This simplifies marking. In the
following discussion we will focus on multiple-choice questions because
-
these are the most difficult to make. Typically there is a stem with four
choices, one of which is correct.
For example:
Peter is the youngest in our family. He is fourteen years old and four years
younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked
to do. Peter is interested in sports very much, and at school, he plays football
and tennis. He is the best badminton player in our family.
1. How old is Peter? He is . years old.
A. four
B. fourteen
C. forty
D. ten
2. What is peters hobby?
Answer:
-
CHAPTER III
RESEARCH METHOD
3.1 Subject of the Study
The subjects of this study were of the seventh grade students of SMPN 1
Kerambitan on academic year 2012/2013. There were 34 students as the subject of
the study in class seventh F, which consisted of 19 male and 15 female. The
researcher decided to choose the seventh grade students of SMPN 1 Kerambitan
because they had crucial problem in reading. It could be clearly seen from the
participation of the students in every classroom activities where most of them feel
bored with the reading activities that had been applied by their teacher in every
classroom reading activities.
3.2 Research Design
This study was consistently designed by using classroom action research which is
aimed at improving students ability in reading comprehension through Cooperative
Integrated Reading and Composition (CIRC) to the students of SMPN 1 Kerambitan.
This study consists of two major cycles. Each cycle has two sessions each of which
contains of four steps namely: planning, action, observation, and reflection. This
classroom action research concerns on teaching reading comprehension and the data
was be collected by using two kinds of test that were pre-test and post test.
-
The pre test was administered to the seventh grade students of SMPN 1
Kerambitan in order to measure the real pre existing reading comprehension to
measure the real pre existing reading comprehension ability of the subject. The mean
score of pre test was compared to the corresponding mean scores of the post test
administered at the end of each session for the sake of establishing the degree of the
increasing reading comprehension ability of the subject.
This classroom action study was primarily intended to find out the
effectiveness of improving reading comprehension especially through Cooperative
Integrated Reading and Composition (CIRC). On account of this fact, the result of the
reflection or post test in cycle I has two sessions was used as valuable input and a
basis to accordingly revise the planning in cycle II. Therefore, cycle II has two
sessions was started with revised planning (RP) which was assumed to be more
effective than cycle I. Each cycle has two sessions. The degree of effectiveness of
teaching reading comprehension by using CIRC was figured out through comparing
the mean score of pre test (Xo) obtained by the subject with their corresponding mean
score of the reflection or post test in both cycle, such as cycle 1 (XI) and cycle II ( XII).
To make it apparent, the design of the present class action study can be described as
proposed by Kemmis and Mc Taggart in Denzin and Lincoln ( 2000:567) in the
following:
-
Planning Action Observation Reflection
Reflection Observation Action II Revise Planning
To gain clear understanding comprehension about the model pictured above, each
step or phase is described in detail below:
3.2.1 Planning
Before the present classroom action study could be successfully carried out,
the researcher had to prepare instructional planning for all sessions. The planning was
expected to be futuristic and flexible to face some non-anticipated effects. Deciding
the materials related to the topic to be taught in the class. Set up the teaching learning
scenario. The scenario will be as follows:
-
1. Seeking and preparing a series of reading text and writing exercise which
could be appropriately use in teaching reading comprehension by using
CIRC to seventh grade students of SMPN 1 Kerambitan. The reading texts
were completed with exercise and test to make sure that the study was
effective and efficient.
2. Designing lesson plan or setting up the teaching scenarios of the present
classroom action study. The researcher design and planned four lesson
plans or teaching scenarios that were used in cycle I and cycle II with four
sessions. Thus, each lessons plan used to teach reading once. Four lessons
plan were used in two cycles respectively. In line with the time schedule,
each sessions or meeting were planned to last about 80 minutes.
3. Constructing reflection or post test at the end of each session of the basis
of the reading text which was being taught at the time. The administration
of the reflection was used to measure the extent of the subjects progress
in reading comprehension.
4. Constructing questionnaire to the subjects under study. By the end of the
first cycle, the research also administered questionnaire which was
actually intended to measure quantitatively the changing learning
behaviors of the subjects in improving reading comprehension through
CIRC.
3.2.2 Action
-
The action was done by following the teaching learning scenario. If something
happens outside the scenario, then another action was be done to anticipate that.
Action refer to what the researcher did in the classroom and how to manage the class,
each of which was closely related to know what she or he planned in the lesson plans.
In this step, all the students were given a written achievement in order to know their
improvement in comprehending the passage that given. They were given about 30
minutes for doing the test. In relation to improving the comprehension of the seventh
grade students of SMPN 1 Kerambitan, there were three main activities as the
realization of the lesson plans stated in the planning they are pre-activities, while-
activities, and post-activities. The further explanation about what kind of activities
they were and their goals can be described as follows:
1. Pre-activities
The implementation of CIRC is to improve reading comprehension. In this
stage, the researcher did several activities, namely: greeting, checking
students attendance list, trying to active the students knowledge by giving
them motivation and a common description related to the material which
would be discussed in the class. This activity was done to lead the students
attention to the material; therefore, they could be involved in the learning
process actively.
2. Whilst-activities
The researcher who acted as classroom teacher applied CIRC as a method for
teaching reading comprehension. As the students were positive and just keep
-
silent. The researcher told the role to be the students. The rules are: first,
telling to the students to make a group, each group consists of 4 people.
Second, the researcher telling the students about the material based on the
topic. Third, the researcher told the students to read and find out the main idea
of the material with work together and give some opinion about the material
also write down in worksheet. Fourth, the students present about the result of
group work and the last, the researcher make a common result.
3. Post-activities
In this activity, the researcher administered reflection or post-test to measure
the students ability after being taught through group investigation method.
During the post-test activities, the students did the test individually.
3.2.3 Observation
In the classroom action research, the researcher also acted or behaved as a
classroom teacher as well as an observer. In the light of this class action research,
observation was intended to establish whether or not the teaching and learning
process being carried out, in this case teaching reading comprehension through CIRC
Method of the seventh grade students of SMPN 1 Kerambitan, could increase and
develop their achievement of reading.
3.2.4 Reflection
Reflection was the activity that used to find out the result of action and
observation in the process of learning. It also showed the strength and weakness of
the technique that we used. This activity was administered during the post activities
-
of the session. The result of the reflection was used as an input to improve the next
session.
3.2.5 Points of Revision
Based on the pre-test, post-test, and questionnaire in cycle 1, the researcher
will generally evaluate the teaching learning process to get a data about the subjects
improvement. In addition, base on this evaluation the researcher will do a revision for
cycle II. Some revision that may be done in the cycle II such as:
1. The teacher minimizes the commotion in the classroom by changing the
place of students who always make a noise in the class.
2. The students are divided into some groups. Thus, the teacher gives a
reading text to each group and they analyzed the reading text. Each group
makes some questions to other groups which related with reading text that
given by the teacher.
3. The teacher chooses the best group become a model to present their task in
front of the class.
3.3 Research Instrument
The researcher instruments were tools which were used by the researcher to
collect the required data. There are several instruments that were used in this study in
obtaining the data: lesson plan, test and questionnaire.
a. Lesson Plan
-
The lesson Plan was prepared in order to have a clear description of what to
do be done in classroom. It was a guideline for the teacher in conducting every steps
of the teaching plan. This lesson plan involved the activities that were conducted, the
time allocation, the teachers approach and the material used in teaching and learning
process.
b. Test
Tests were used to find out the students ability in reading comprehension.
There were two kinds of tests administered in this research. Those tests were pre-test
and post-test. The pre-test was used to know the students pre-existing ability in
reading comprehension before they were given the treatment through CIRC Method.
The post-test was used to find out the improvement that the students made in terms of
mastering reading text after CIRC was applied.
c. Questionnaire
The questionnaire was given to the seventh grade students of SMPN 1
Kerambitan after the completion of cycle II. It was carried out to measure the
changing behavior after the method had been applied, such as motivation, interest,
and reaction. It simply consisted of 10 items. The response of the subjects in the
questionnaire was in the form of objective test. The questionnaire was measure about
how they perceived reading and in order to know whether or not the students
responses toward the application of CIRC Method changed through the cycle.
-
3.4 Data Collection
In measuring the students comprehension on reading, the researcher used essay
tests that were administered at the end of every meeting.
There are considerably three kinds of raw score which was obtained, those are as
the following:
1. Scores indicate the subjects pre-existing mastery in reading. The researcher
gave pre-test to test the students in order to know their ability.
2. Scores show the subjects progress achievement in reading comprehension
collected after administering post test. The researcher administered post test at
the end of the each cycle to find out the result of the action.
3. Scores show the subjects changing learning behaviors. The researcher gave
questionnaire to the students at the end of cycle II.
3.5 Data Analysis
The obtained data show changing learning behaviors of the subject under study
and data showing the reading comprehension of the subject were descriptively
analyzed. The mean score obtained by the subject in IR was compared with its
corresponding mean scores in reflection or post tests for both cycle I and cycle II. The
comparative corresponding means between IR and reflection scores were also
presented in the form of block graph. The mean scores of IR and post tests scores will
be calculated and computed.
-
The grand mean of cycle I and cycle II are calculated by totaling the mean score
in each cycle. The grand mean of cycle I and cycle II was finally compared. The
amount of the difference between the two means show increasing effectiveness of
cycle I and cycle II.
The analyzed data involved four stages:
1. Correcting the students answers in every cycle
2. Computing the data with the following formula
X
M =
N
3. Questionnaire
The calculated of questionnaire can be computed by using the following formula
The total score of each option x 100
X= Grand total score all options
The total correct of each student (X)
The total correct answers
X= x 100
The total number of items
4. Determining qualification of the students achievement
Finally, the students achievement will be calculated into the following criteria
-
Percentage Criteria
80% - 100% Excellent
70% - 79 % Good
60 % - 69 % Fair
50 % - 59 % Poor
0% - 49 % Failure
-
CHAPTER IV
THE PRESENTATION OF THE FINDING
4.1 Data
To gather the data of the present classroom action study, the researcher used
three kinds of instruments; namely pre-test, post-test, and questionnaire. The data
required was meant to answer the research question through administering the
instrument mentioned above to seventh grade students of SMPN 1 Kerambitan.
The pre-test in reading comprehension was administered to the subject under
study to get their pre-existing ability in reading comprehension. In pre-test, the
subjects were given 20 of multiple choice test items and 5 of essays items to
determine their ability in reading comprehension. Post-test was administered in both
of cycle. This was the fact that in each session the researcher administered the post-
test as the reflection in reading comprehension through CIRC Method that was
presented and discussed in that session.
As the result, there were 5 sets of raw scores got for the present classroom
action study that was pre test scores, and reflection scores for cycle I in session 1,
session 2, and cycle II in session 3, session 4. The five of scores which were collected
in this study could be tabulated as follows:
-
Table 4.1
Tabulation of Data Showing the Subjects Progressing Scores in Reading
Comprehension through CIRC Method
No Subject
IR
XO
Cycle I
X1 X2
Cycle 2
X3 X4
1 Bagus Wisnu I Gst 17,5 40 45 70 80
2 Agus Mahendra I Pt 17,5 40 50 75 85
3 yuda I Made 30 50 55 75 80
4 Satria Krisna Dw Pt 20 35 50 70 80
5 Surya Wibawa I Pt 22.5 35 40 75 85
6 Pusparini Desak 27.5 45 55 70 80
7 Riska Werdiasa Md 20 35 50 75 80
8 Sri Astuti Ni Pt 25 50 55 75 85
9 Ayu Prima Dewi 35 45 60 75 80
10 Ari Widiani Ni Pt 15 40 55 80 85
11 Setia Permata Km 45 55 60 70 85
12 Yunda Yuantari Luh 35 65 80 85 100
13 Nia Sri Utami Kadek 42,5 60 70 75 90
14 Mita Dewiyanti Md 45 55 70 75 90
15 Dharana Yoga Kd 37 60 65 70 80
16 Diantari Ni Made 40 50 65 75 80
17 Putri Wahyuni Made 42,5 55 60 70 90
18 Feby Eka Kawi Pt 50 55 70 75 90
19 Ema Anggara Pt 47,5 55 65 70 90
20 Arianto I Gd 27,5 40 60 75 80
-
21 Adam Dewari 15 45 65 70 85
22 Tika Lestari Ni Pt 42,5 60 65 70 90
23 Ayu Linda Km 50 55 60 75 80
24 Santika Dewi Ni Pt 25 45 50 75 85
25 Alit Indra K 37 45 50 75 80
26 Diva Setiawan I Gd 30 40 50 70 85
27 Wahyu Adnyana Gd 35 45 60 70 85
28 Arta Wijaya I Pt 15 40 50 75 85
29 Arjun I Gst Pt 15 35 45 70 80
30 Kusuma Dana I Gd 45 50 60 75 80
31 Agus Wiarsana I Md 35 40 60 70 80
32 Yogi Apriliana I Kd 17,5 45 55 75 80
33 Wisnu I Pt 20 40 50 70 85
34 Alit Wijaya Kusuma 20 35 40 70 85
Total 1044 1585 1940 2490 2950
The additional data required for this study were collected through
administering questionnaire to the subject under study at the end of cycle II. The
answer of the questionnaire was quantitatively scored using the rating scale 0-3. They
scored from administering questionnaire showed the subjects changing attitudes and
motivation in reading comprehension through CIRC Method. The obtained data
shown the subjects total scores for items of the questionnaire was tabulated as the
following:
-
Table 4.2
Tabulation of Data Showing the Subjects Changing Motivation and Attitude in
Learning Reading Comprehension through CIRC Method
No
Items
A Score
A
B Score
B
C Score
C
D Score
D
Total
1 16 48 18 36 0 0 0 0 84
2 15 45 19 38 0 0 0 0 83
3 15 45 17 34 2 2 0 0 81
4 14 42 14 28 6 6 0 0 76
5 4 12 19 38 11 11 0 0 61
6 3 9 21 42 10 10 0 0 61
7 8 24 24 48 2 2 0 0 74
8 7 21 20 40 7 7 0 0 68
9 9 27 21 42 4 4 0 0 73
10 8 24 19 38 7 7 0 0 69
730
4.2 Data Analysis
From the result above, there were five sets of raw scores, which showed the
students progress in reading comprehension by using CIRC Method, that based on
the research instrument in which the researcher administered pre-test and post-test in
-
each session. Before the above data were analyzed, data showing frequency
distribution is tabulated as the following:
Table 4.3
Tabulation of the Data Showing Frequency Distribution of Initial
Reflection (IR) and Post Test Scores in Reading Comprehension by using CIRC
Method
IR Cycle I Cycle II
X0 F0 X1 F1 X2 F2 X3 F3 X4 F4
50 2 65 1 80 1 85 1 100 1
47.5 1 60 3 70 3 80 1 90 6
45 3 55 6 65 5 75 17 85 12
42.5 3 50 4 60 8 70 15 80 15
40 1 45 7 55 5
37 2 40 8 50 8
35 4 35 5 45 2
30 2 40 2
27.5 2
25 2
22.5 1
20 4
-
17.5 3
15 4
After getting the data as showed on Table 4.1, all of the gathered data were
computed in order that could find the mean of initial reflection scores (X0) and the
mean of post-test scores for four sessions (X1, X2, X3, X4, ). The computation of the
data could be shown as the following:
1. The main score of Pre test: X0 = 1044 = 30.70
N 34
2. The main score of S1: X1 = 1585 = 46.61
N 34
3. The main score of S2: X2 = 1940 = 57
N 34
4. The main score of S3: X3 = 2490 = 73.23
N 34
5. The main score of S4: X4 = 2950 = 86.76
N 34
After the computation of the main scores of all sessions it is continued by
computing, the grand mean of cycle I and II which could be shown as the following:
a. The grand mean of the post-test scores in cycle I
X1+ X2 = 46.61+ 57 = 103.61 = 51.80
2 2 2
-
b. The grand mean of the post-test scores in cycle II
X3+ X4 = 73.23+ 86.76 = 160 = 80
2 2 2
The results of the above analysis were considered as the findings of the
present classroom action study.
Table 4.4
Summary of the Research Finding Showing the Mean of Each Session
And the Grand Mean for Cycle I and Cycle II
Pre-test/ IR X0 30.70 Grand Mean Students
Achievement
Cycle I
X1 46.61
X I= 51.80
Fair
X2 57
Cycle II
X3 73.23
X II= 80
Good
X4 86.76
The additional supporting data were collected by means of administering
questionnaire by the end of the study research. The data obtained from the
questionnaire had to be computed. The computation of the comparative percentages
for the scores of the items the questionnaire showed the total subjects answers for
items of A, B, C, and D were shown as follow:
The Percentage of Questionnaire
-
1. Total Percentage of item A = 297 X 100% = 40.68%
730
2. Total Percentage of item B = 384 X 100 % = 52.60%
730
3. Total Percentage of item C = 49 X 100 % = 6.71%
730
4. Total Percentage of item D = 0 %
In Table 4.4, it showed the first finding of the mean score of pre- test (X0) 30.70
The second, it presented the mean of the post- test scores of cycle I S1 is 46.61, S2 is
57 attained by the subjects under study. Next third, it showed post- test in the cycle II,
S3 is 73.23, and S4 is 86.76. From these data, it was found that the mean score from
cycle I until cycle II significantly increased. The grand means obtained by the
subjects under study for both cycle I and cycle II which showed the grand mean
scores of XI is 51.80 and XII is 80 were rationally much higher than the
corresponding of mean score of pre-test X0 is 30.70. The data showed that
vocabulary mastery of subjects under study increased from cycle I until cycle II. The
difference was obviously significant.
The finding of this present study viewed the rising comparative mean scores
of the initial reflection (IR) with the posttest scores obtained by the subjects under
study for the cycle I and cycle II.
-
Figure 4.1.Figure depicting the Subjects Progressing Mastery in reading
comprehension after Being Taught CIRC Method in Cycle I.
Figure 4.1 .Figure Depicting the Subjects Progressing Mastery in Reading
comprehension after Being Taught CIRC Method in Cycle II.
0
10
20
30
40
50
60
X0 X1 X2
30.7
46.61
57
0
10
20
30
40
50
60
70
80
90
X0 X3 X4
30.7
73.23
86.76
-
Figure 4.1.Figure showing the Subjects Grand Mean Taught in teaching reading
comprehension by using CIRC Method.
4.3 Discussion of the Findings
The data analysis of the present classroom study indicated that the mean of the
Pre-test scores which were collected from the subjects under study in reading
comprehension showed the mean figure of 30.70. This means the students ability in
reading comprehension was low. That is call low because the standard achievement in
SMPN 1 Kerambitan is 7.5. The mean figure obviously showed that the ability of the
subject under study is relatively low. It was hard to figure out why the ability of the
students in reading comprehension was quite low as there were many factors dealing
with it such as: finding the word meaning, main idea, and general information.
0
10
20
30
40
50
60
70
80
X0 Cycle I Cycle II
30.7
51.8
80
-
The researcher conducted the CIRC Method in teaching, the reading
comprehension of the subjects under study increased significantly in cycle I S1 is
46.61 and S2 is 57. The grand mean score obtained by the subjects under study in
cycle 51.80. Comparatively, the grand mean score of cycle I much higher than mean
score of the pre test is 30.70.
The data that were found in improving students reading comprehension was
showed by the analysis of data of reflection or post- test in cycle II S3 is 73.23 and S4
is 86.76. The grand mean score of posttest in cycle II is 80 was also much higher
than the grand mean of post-test in cycle I is 51.80 and the mean score of pre- test or
IR is 30.70. This data showed that students reading comprehension improved after
the researcher applied CIRC Method, from cycle I until cycle II, it was improved
significantly. The study was also followed by the positive changing behaviors in
reading comprehension by using CIRC Method. The proportional percentages scores
of the total response of the questionnaire were A is 40.68%, B is 52.60 %, C is 6.71
%, and D is 0 %. The result of the questionnaire showed that almost all of the
students liked and agreed learning reading comprehension. The result of the present
classroom action study were in line with the presented research findings, teaching
reading comprehension by using CIRC Method gave significant improvement.
The discussion above showed that the students reading ability was really
improved through CIRC Method. It means that the Method was effective in
improving the subjects reading comprehension ability
-
CHAPTER V
CONCLUSION AND SUGGESTIONS
The discussion throughout the present classroom action study which dealt
with teaching reading comprehension through CIRC Method to the seventh grade
students of SMPN 1 Kerambitan could finally be concluded in this chapter. Some
practical suggestions in reference to the significance of the established research
findings were also recommended in this chapter, so that the findings of this study
could really provide some benefits for the English teacher, the seventh grade students
of SMPN 1 Kerambitan, and other researchers.
5.1 Conclusion
The present classroom action study was conducted to help students under
study improve and develop their reading comprehension ability. In this study the
researcher used CIRC Method. This method was used to improve the students ability
in reading comprehension by helping the students to solve the problem that they meet
in a group. In this present action study the researcher used classroom action research
to know the students ability in reading comprehension. The data obtained for showing
the students progress in reading comprehension to the seventh grade students of
-
SMPN 1 Kerambitan were descriptively analyzed by the The means of the post test
scores for cycle I obtained by the subjects under study
showed the increasing means figures S1 is 46.61 and S2 is 57. The grand means of
the reflection scores in the cycle I figured the means figure of X1 is 51.80.
After following the second cycle treatments, the grand mean of the students
achievement increased enormously to 80. This grand mean was established after
calculating the two sessions in cycle II, there were S3 is 73.23 and S4 is 86.76. As a
result, it can be accomplished that the teaching reading comprehension by using
CIRC Method was able to improve the students ability in reading comprehension.
The students felt happy in learning reading comprehension, it was showed
from the students answers in the questionnaires. Based on the result the options A is
40.68%, B is 52.60%, C is 6.71%, and D is 0%. It proved that the attitude and the
learning motivation of the subjects under study were heightened. These findings
clearly suggested that teaching reading comprehension by using CIRC Method made
the students active in learning reading comprehension. This was an account of the
fact that an action classroom study was mainly undertaken for helping of student who
had problems in learning reading comprehension. This research was basically
accomplished to improve the poor reading comprehension of the seventh grade
students of SMPN 1 Kerambitan in academic year 2012/2013 and could be
accomplished that the teaching reading comprehension by using CIRC Method was
able to improve the students ability in reading comprehension. In the end, the
-
English teacher used the findings of the present classroom action study to devise
more effective use CIRC Method in teaching classroom.
5.2 Suggestions
Based on the findings of the study, CIRC Method is very effective applied to
increase students' ability in reading comprehension of the seventh grade students of
SMPN 1 Kerambitan in academic year 2012/2013, the researcher would like to
suggest the following things:
1. For the teacher
Based on the research that has been done by the researcher, it is suggested
to the English teacher of SMPN 1 Kerambitan to use CIRC Method as the
teaching method. Because by using it the teacher can help the students to
solve the problem in reading comprehension. The teacher also should have
some various types of teaching material and teaching method. By using
some of various methods the teacher can have many kinds of choice for
using in teaching learning process. Therefore, the students will have more
experience in learning English by using many methods. The result of the
study is also expected to enrich the teachers knowledge about the method,
in addition, the teacher must have many references about the method that
can be used to improve the students ability in reading comprehension.
2. For the students
-
The students should practice all the time if they do not want to lose their
skill in English. The students are expected to be more active in teaching
learning process and to keep the importance of reading and concepts of
understanding text effectively in mind by reading the door knowledge can
be opened and welcome the readers with wider vision.
3. For the other researcher
It is recommended to another researcher to examine and investigate the
effectiveness of the implementation of CIRC Method in teaching another
language skill in teaching English for the students of Junior High School.
The researcher also can use another teaching method or CIRC Method to
improve the students ability in reading comprehension.
4. For the institution SMPN 1 Kerambitan
It is suggested to give more attention in reading comprehension, because
some of the students still have difficulty in comprehend many kinds of
text. It was proved to be very effective to use CIRC Method in learning
process and make effective use of reading mastery. CIRC Method helps
the students to solve the problem that they faced in reading
comprehension process by finding the solution I the group.
-
REFERENCES
Broughton, Geoffrey.2003.Teaching English as a Foreign Language. New York:
Rout ledge Education Books.
Brown, H. Douglas.2000.Principles of Language Learning and Teaching. USA:
San Francisco State University.
Chambers, Ellie. 2006. Teaching and Learning English Literature. British: SAGE
Publications Ltd.
David. Johnson. 2000. Cooperative Learning Methods: A Meta Analysis.Minnesota:
University of Minnesota.
Eskey, in Thomas. 2002. Teaching Reading to English Language Learners.England:
A Reflective Guide.
Hager, Ashley. 2005. Understanding What Reading Is All About. Cambridge:
Harvard Graduate School of Education.
Harmer, Jeremy. 2001. How to Teach English. England: Longman Group, Ltd.
Harmer, Jeremy. 2007. The Practice of English Language Teaching. England:
Longman Group, Ltd.
Heinemann. 2009. Reading Process. Portsmouth: Miami University Oxford.
Irwin, J.W.2007. Teaching Reading Comprehension Processes .America: Pearson
Education, Inc.
Kristin, et.al. 2010. Teaching Reading to English Language Learners. New
York: The Guilford Press.
National Reading Panel. 2000. What is Reading Comprehension and why is it
Important.NC: National Center.
Pressley. 2002. Teaching Reading. Bureau: International of Education.
Slavin, E. Robert. 1987. Cooperative Learning and the Cooperative School.
Washington: Office of Educational Research and Improvement.
Slavin, E. Robert. 1987. Cooperative Integrated Reading and Composition.
Washington: Office of Special Education and Rehabilitative Services.
-
APPENDICES
-
LIST OF APPENDICES
Appendix 1 : List of Students Name
Appendix 2 : Initial Reflection (Pre-Test)
Appendix 3 : Lesson Plan
Appendix 4 : Reflection (Post-Test)
Appendix 5 : Questionnaire
Appendix 6 : Surat Keterangan Penelitian Universitas Mahasaraswati Denpasar
Appendix 7 : Surat Keterangan Penelitian dari SMPN 1 Kerambitan
Appendix 8 : Statement of Authenticity
Appendix 9 : Auto Biography
-
APPENDIX 1
List of Students Name
No Students Name Sex
1 Bagus Wisnu I Gst Male
2 Agus Mahendra I Pt Male
3 yuda I Made Male
4 Satria Krisna Dw Pt Male
5 Surya Wibawa I Pt Male
6 Pusparini Desak Female
7 Riska Werdiasa Md Male
8 Sri Astuti Ni Pt Female
9 Ayu Prima Dewi Female
10 Ari Widiani Ni Pt Female
11 Setia Permata Km Female
12 Yunda Yuantari Luh Female
13 Nia Sri Utami Kadek Female
14 Mita Dewiyanti Md Female
15 Dharana Yoga Kd Male
16 Diantari Ni Made Female
-
17 Putri Wahyuni Made Female
18 Feby Eka Kawi Pt Male
19 Ema Anggara Pt Male
20 Arianto I Gd Male
21 Adam Dewari Male
22 Tika Lestari Ni Pt Female
23 Ayu Linda Km Female
24 Santika Dewi Ni Pt Female
25 Alit Indra K Male
26 Diva Setiawan I Gd Male
27 Wahyu Adnyana Gd Male
28 Arta Wijaya I Pt Male
29 Arjun I Gst Pt Male
30 Kusuma Dana I Gd Male
31 Agus Wiarsana I Md Male
32 Yogi Apriliana I Kd Male
33 Wisnu I Pt Male
34 Alit Wijaya Kusuma Male
-
PRE TEST
School : SMPN 1 Kerambitan
Subject : English
Class : VII F
Day/date : April, 30rd
2013
Read the text carefully and choose the best answer by crossing A, B, C, or D
Peter is the youngest in our family. He is fourteen years old and four years
younger than me. He has long, straight hair, bright eyes and a friendly smile.
Sometimes he is rather naughty at home, but he usually does what he is asked
to do.
Peter is interested in sports very much, and at school, he plays football and
tennis. He is the best badminton player in our family.
1. How old is Peter? He is . years old.
A. four
B. fourteen
C. forty
D. ten
2. The writer is . years old.
A. fourteen
B. sixteen
C. eighteen
D. nineteen
3. Which of the following statement is not true about Peter?
A. He has long and straight hair.
B. He has bright eyes.
C. He is interested in sports.
D. He likes playing basket ball.
4. According to the passage, we know that Peter is .
A. the writers youngest brother
-
B. the writers elder brother
C. a naughty boy
D. a friendly boy
5. It is implied in the passage that .
A. Peter is naughty.
B. Peter is lazy.
C. Peter is unfriendly.
D. Peter is diligent.
6. From the text, we may conclude that .
A. many people do not like Peter.
B. people is older that the writer.
C. peter is a welcoming person.
D. peter is not diligent at all.
7. What is the text mostly about?
A. Peter
B. Peters hobby
C. Peters family
D. peters elder brother
8. He is fourteen years old . than me.
The underlined word refers to .
A. Peter
B. the writer
C. the writers brother
D. the writers family
9. Peter is interested in sports very much, and at school he plays football and
tennis. The underlined phrase can be replaced by .
A. dislike sport
B. really likes sport
C. hates sport very much
D. finds sport not really entertaining
-
10. but he usually does what he is asked to do
The underlined phrase means .
A. He does anything he wants.
B. He always asks.
C. He is lazy.
D. He is diligent.
Read the text carefully and choose the best answer!
My lovely mother
I have a super mother. My mother is now in her late fifties. She comes from
a family of traditional Cantonese middle class people. She has some knowledge of
traditional .(11). for fever, loss of appetite and minor cough. She is quite tall
and medium built. She looks much younger than her age. She .(12). Mandarin
fluently and English quite well. She is an excellent cook, and her grandson once said
that her cooking skills could match those of a chef in a restaurant. She is very friendly
and ....(13).. She never fails to help anyone to who needs her help. She likes to
travel and, like any other woman, she likes to shop.
11. .
A. food
B. menu
C. beverage
D. remedies
12. .
A. asks
B. learns
C. cleans
D. speaks
13. .
A. rude
B. smart
C. pretty
-
D. helpful
14. I read a few lines,
What does the underlined phrase mean?
A. Words in a postcard
B. Text on the book
C. Museum guiding
D. Gardens rules
Read the text then find the suitable words to complete the sentences as an
answer of question number 15-20
Last week I .(15) my grandmothers house. I (16) public
transportation to reach the house. On the trip, I(17) so many beautiful scenery
there. My grandmother greet me, when I (18) her house. She looked so glad. She
(19) me her delicious food, then we (20) together.
15. The suitable word for number 15 is A. go to
B. goes to
C. went to
D. gone to
16. The suitable word for number 16 is
A. took
B. takes
C. taken
D. takked
17. The suitable word for number 17 is
A. See
B. Seen
C. Saw
D. Sawed
18. The suitable word for number 18 is
A. came
-
B. come
C. comed
D. coming
19. The suitable word for number 19 is
A. give
B. gift
C. given
D. gave
20. The suitable word for number 20 is
A. eat
B. eated
C. ate
D. eating
Read the following text carefully and answer the questions!
The Hawk hunts the chicks
Once upon a time, there is a hawk. The hawk falls in love with a hen, the
hawk falls in love with a hen, and the hawk flew down from the sky and asked the
hen, Will you marry me?
The hen loved the brave, strong hawk and wished to marry him, but she said,
I cannot fly as high as you can, if you give me time, I may learn to fly as high as
you. Then we can fly together.
The hawk agreed with the hens will. But before the hawk went away, the
hawk gave the hen a ring. This is to show that you have promised to marry me, said
the hawk.
It so happened that the hen had already promised to marry a rooster, so, one
day the rooster saw the ring that wore by the hen. The rooster became very angry.
Throw that ring away at once!Shouted the roosters anger that she threw a way the
ring immediately.
-
When the hawk came a few months later, the hen told truth to the hawk. The
hawk was so furious that he cursed the hen. Why didnt you tell me earlier? Now,
you will always be scratching the earth, and I will always by flying above to catch
your children, said the hawk.
21. Who falls in love with a hen?
Answer:
22. What did the hawk ask to the hen?
Answer:
23. What did the hen say to the hawk?
Answer:
24. What did the hawk give to the hen?
Answer:
25. What did the hen promise to the hawk?
Answer:
-
LESSON PLAN
School : SMPN 1 Kerambitan
Subject : English
Skill : Reading
Grade/ Semester : VII/II
Time allocation : 1 x 40 minutes
Standard Competency : Understanding meaning in short simple functional
reading text according to speech acts which is
correlated to nearest environment.
Basic Competency : Understanding meaning correctly and efficiently
that is expressed implicitly in written functional
text and short essay in narrative and descriptive
related to the closest environment or in academic
context.
I. Indicator : 1.Identifying the main idea of the text.
2. Deducing the meaning of text.
3. Answering the questions based on the text.
II. Learning Objective:
1.1 After the method applies, the students are able to determine general and
specific information of the text.
1.2 After the method applies, the students are able to deduce the meaning of
the text.
1.3 After the method applies, the students are able to answer the questions
based on text.
III. Learning Material
-
Giving narrative text and descriptive text about snow white story and my pet, the
students answer the question based on the text given.
IV. Teaching Media
1. Reading Text
V. Teaching Method
Cooperative Integrated Reading and Composition (CIRC).
VI .Learning Activities
No. Structure Learning Activity Time
1. Introduction
Apperception Greeting and check the students
attendance list
5 minutes
Giving the students topic of the
materials
Giving the purpose of the lesson
Motivation Asking and answering question about
the materials
5 minutes
2 Whilst Activity
Exploration Giving the students kind of narrative
and descriptive text and their meaning.
10
minutes
Elaboration Leading the student to read the narrative
text and descriptive text with loudly
based on CIRC method.
30
minutes
Giving the students exercises about the
materials.
Confirmation covering the students exercise and so 15
-
observation some question to students minutes
3 Closing Reflection of the materials 15
minutes
Asking the students about the problem
in the materials and giving the answer.
Giving assignments
VII. Learning Sources and Teaching Media
1. LKS Bahasa inggris untuk SMP
2. White board, marker, a set word
VIII. Assessment
1. Type of test : Reading test
2. Form of test : Answer the question
3. Criteria of evaluation : One correct answer get two score
Denpasar, 5 mei 2013
The Researcher
Km Ayu Widya Hapsari
-
LESSON PLAN
School : SMPN 1 Kerambitan
Subject : English
Skill : Reading
Grade/ Semester : VII/II
Time allocation : 1 x 40 minutes
Standard Competency : Understanding meaning in short simple functional
reading text according to speech acts which is
correlated to nearest environment.
Basic Competency : Understanding meaning correctly and efficiently
that is expressed implicitly in written functional
text and short essay in narrative and descriptive
related to the closest environment or in academic
context.
I. Indicator : 1.Identifying the main idea of the text.
2. Deducing the meaning of text.
3. Answering the questions based on the text.
II. Learning Objective:
1.4 After the method applies, the students are able to determine general and
specific information of the text.
1.5 After the method applies, the students are able to deduce the meaning of
the text.
1.6 After the method applies, the students are able to answer the questions
based on text.
-
III. Learning Material
-
Giving narrative text and descriptive text about Cinderella story and budis pet
the students answer the question based on the text given.
IV. Teaching Media
2. Reading Text
V. Teaching Method
Cooperative Integrated Reading and Composition (CIRC).
VI .Learning Activities
No. Structure Learning Activity Time
1. Introduction
Apperception Greeting and check the students
attendance list
5 minutes
Giving the students topic of the
materials
Giving the purpose of the lesson
Motivation Asking and answering question about
the materials
5 minutes
2 Whilst Activity
Exploration Giving the students kind of narrative
and descriptive text and their meaning.
10
minutes
Elaboration Leading the student to read the narrative
and descriptive text with loudly based
on CIRC method.
30
minutes
Giving the students exercises about the
materials.
Confirmation covering the students exercise and so 15
-
observation some question to students minutes
3 Closing Reflection of the materials 15
minutes
Asking the students about the problem
in the materials and giving the answer.
Giving assignments
VII. Learning Sources and Teaching Media
3. LKS Bahasa inggris untuk SMP
4. White board, marker, a set word
VIII. Assessment
4. Type of test : Reading test
5. Form of test : Answer the question
6. Criteria of evaluation : One correct answer get two score
Denpasar, 5 mei 2013
The Researcher
Km Ayu Widya Hapsari
-
LESSON PLAN
School : SMPN 1 Kerambitan
Subject : English
Skill : Reading
Grade/ Semester : VII/II
Time allocation : 1 x 40 minutes
Standard Competency : Understanding meaning in short simple functional
reading text according to speech acts which is
correlated to nearest environment.
Basic Competency : Understanding meaning correctly and efficiently
that is expressed implicitly in written functional
text and short essay in narrative and descriptive
related to the closest environment or in academic
context.
I. Indicator : 1.Identifying the main idea of the text.
2. Deducing the meaning of text.
3. Answering the questions based on the text.
II. Learning Objective:
1.7 After the method applies, the students are able to determine general and
specific information of the text.
1.8 After the method applies, the students are able to deduce the meaning of
the text.
1.9 After the method applies, the students are able to answer the questions
based on text.
III. Learning Material
-
75
Giving narrative and descriptive text about Batara kala and a Theatre, the
students answer the question based on the text given.
IV. Teaching Media
3. Reading Text
V. Teaching Method
Cooperative Integrated Reading and Composition (CIRC).
VI .Learning Activities
No. Structure Learning Activity Time
1. Introduction
Apperception Greeting and check the students
attendance list
5 minutes
Giving the students topic of the
materials
Giving the purpose of the lesson
Motivation Asking and answering question about
the materials
5 minutes
2 Whilst Activity
Exploration Giving the students kind of narrative
and descriptive text and their
meaning.
10
minutes
Elaboration Leading the student to read the
narrative and descriptive text with
loudly based on CIRC method.
30
minutes
Giving the students exercises about
the materials.
Confirmation covering the students exercise and so
observation some question to students
15
minutes
3 Closing Reflection of the materials 15
-
76
Asking the students about the problem
in the materials and giving the answer.
minutes
Giving assignments
VII. Learning Sources and Teaching Media
5. LKS Bahasa inggris untuk SMP
6. White board, marker, a set word
VIII. Assessment
7. Type of test : Reading test
8. Form of test : Answer the question
9. Criteria of evaluation : One correct answer get two score
Denpasar, 12 mei 2013
The Researcher
Km Ayu Widya Hapsari
-
77
APPENDIX 4
Post-test
In cycle 1 session 1
School : SMPN 1 Kerambitan
Subject : Engli