i

THESIS

TEACHING READING COMPREHENSION

THROUGH COOPERATIVE INTEGRATED

READING AND COMPOSITION (CIRC) TO

THE EIGHTH GRADE STUDENTS OF SMPN 3

SUKAWATI IN THE ACADEMIC YEAR 2013/2014

LUH RAI MAYUNI

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

ii

THESIS

TEACHING READING COMPREHENSION

THROUGH COOPERATIVE INTEGRATED

READING AND COMPOSITION (CIRC) TO

THE EIGHTH GRADE STUDENTS OF SMPN 3

SUKAWATI IN THE ACADEMIC YEAR 2013/2014

LUH RAI MAYUNI

NPM: 10.8.03.51.31.2.5.3689

ENGLISH EDUCATIONSTUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

iii

PRE-REQUISITE TITLE

TEACHING READING COMPREHENSION

THROUGH COOPERATIVE INTEGRATED

READING AND COMPOSITION (CIRC) TO

THE EIGHTH GRADE STUDENTS OF SMPN 3

SUKAWATI IN THE ACADEMIC YEAR 2013/2014

Thesis

As Partial Fulfilment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program

Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

LUH RAI MAYUNI

NPM: 10.8.03.51.31.2.5.3689

ENGLISH EDUCATIONSTUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2014

iv

APPRROVAL SHEET

1

This thesis entitled ”Teaching Reading Comprehension Through

Cooperative Integrated Reading and Composition (CIRC) to the Eighth Grade

Students of SMPN 3 Sukawati in Academic Year 2013/2014” has been approved

and accepted as Partial Fulfillment for the Sarjana Pendidikan degree in English

Education Study Program, Faculty of Teacher Training and Education,

Mahasaraswati Denpasar University.

Approved By

Advisor I Advisor II

I.B Nym. Mantra, S.Pd., S.H., M.Pd Pt. Ayu Paramita Dharmayanti, S.Pd, M.Pd

NPK. 82 64 10 347 NPK. 82 8810 339

v

APPRROVAL SHEET

2

This thesis has been examined and assessed by the examiner committee of

English Education Study Program, Faculty of Teacher Training and Education,

Mahasaraswati Denpasar University in the oral examination on 14th February

2014

Chief Examiner

I Komang Budiarta, S.Pd., M.Hum.

NPK. 82 8208 306

Examiner I Examiner II

I.B Nym. Mantra, S.Pd., S.H., M.Pd Pt.Ayu Paramita Dharmayanti, S.Pd, M.Pd

NPK. 82 64 10 347 NPK. 82 8810 339

Approved By

Dean of the Faculty of Teacher Head of the English Education

Training and Education Study Program

Prof. Dr. Wayan Maba I Komang Budiarta, S.Pd., M.Hum.

NIP. 19581231 198303 1 032 NPK. 82 8208 306

vi

STATEMENT OF AUTHENTICITY

The researcher hereby declares that this thesis is her own writing, and it is

true and correct that there is no other‟s work or statement, except the work or

statement that is referred in the references. All cited works were quoted in

accordance with the ethical code of academic writing.

Denpasar, 1st February 2014

The Researcher,

Luh Rai Mayuni

NPM. 10.8.03.51.31.2.5.3689

vii

ACKNOWLEDGMENT

First of all, the researcher would like to express her great-sincere gratitude

to the Almighty God, Ida Sang Hyang Widhi Wasa, for His everlasting blessing

and mercies so that this thesis could finally be completed on the due date.

Her tremendous gratitude further goes to her first and second advisor, I.B

Nym. Mantra, S.Pd, S.H., M.Pd and Putu Ayu Paramitha Dharmayanti, S.Pd,

M.Pd who already guided her and shared their brilliant ideas for the improvement

of the thesis. In addition, she would like to thank their helpful guidance and

correction during the writing of the thesis.

In addition, she also wishes to share out her gratefulness to the Headmaster

of SMP N 3 Sukawati for his permission and of course the eighth grade students

class G of SMP N 3 Sukawati for their kind assistance during the process of

gathering the data needed for the present study.

Next, she is also deeply indebted to her parents, brother, beloved boy and

her friends for their love and support so that she is able to complete his study

successfully. They furthermore share their moral support during the process of

writing thesis.

Finally, she would like to dedicate this thesis to her parents, her beloved

brother and her boy friend who have given their prayer, love, affection, fidelity,

devotion and tremendous support during the process of writing the thesis.

Denpasar, 1st February 2014

The Researcher,

Luh Rai Mayuni

viii

ABSTRACT

Mayuni, L. R. (2014) Teaching Reading Comprehension through Cooperative

Integrated Reading and Composition to the Eighth Grade Students

of SMPN 3 Sukawati in Academic Year 2013/2014. The First

Advisor. Ida Bagus Nyoman Mantra, S.Pd., S.H., M.Pd. and the

Second Advisor. Putu Ayu Paramita Dharmayanti S.Pd,.M.Pd.

Reading is an important language skill because someone cannot know

about a lot of information in the form without a good reading skill. However,

some problem can be seen from reading especially in reading comprehension. The

undertaking of the present classroom action research was mainly intended to

figure out whether CIRC Technique can improve the subject‟s reading

comprehension. The subjects of the present study was the eighth grade students of

SMPN 3 Sukawati in Academic Year 2013-2014 that consisted of 23 males and

19 females. Based on the result of the pre-test which was carried out in the pre-

cycle, it pointed out that the subject‟s ability in reading comprehension was

categorized low. The present classroom action research was then carried out

through implementing CIRC Technique in two cycles. The result of the post-test

in each cycle obviously showed that there was significant improvement

concerning the subject‟s ability in reading comprehension. Furthermore, this

research showed that there was changing learning behavior as the result of the

positive responses concerning the technique applied in improving the subject‟s

ability in reading comprehension. To sum up, the present classroom action study

proved that CIRC Technique could improve reading comprehension of the eighth

grade students of SMPN 3 Sukawati in academic year 2013-2014; in addition, the

subjects also responded positively the implementation of CIRC Technique.

Keywords: Teaching, Cooperative Reading and Composition (CIRC) Tehnique,

and Reading comprehension.

ix

TABLE OF CONTENTS

COVER ..................................................................................................... i

INSIDE COVER ........................................................................................ ii

PRE-REQUISITE TITLE .......................................................................... iii

APPROVAL SHEET 1 .............................................................................. iv

APPROVAL SHEET 2 .............................................................................. v

STATEMENT OF AUTHENTICITY ........................................................ vi

ACKNOWLEDGMENT ............................................................................ vii

ABSTRACT .............................................................................................. viii

TABLE OF CONTENTS ........................................................................... ix

LIST OF TABLES ..................................................................................... xiii

LIST OF GRAPHS .................................................................................... xiv

LIST OF APPENDICES ............................................................................ xv

CHAPTER I INTRODUCTION............................................................... 1

1.1 Background of the Study ................................................................ 1

1.2 Research Problem ........................................................................... 3

1.3 Objective of the Study .................................................................... 4

1.4 Limitation of the Study ................................................................... 4

1.5 Significance of the Study ................................................................ 4

1.6 Definition of Key Term .................................................................. 5

1.6.1 Reading Comprehension ........................................................ 5

x

1.6.2 CIRC Technique .................................................................... 6

1.6.3 SMPN 3 Sukawati ................................................................. 6

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW .................. 7

2.1 Theoretical Review ........................................................................ 7

2.1.1 Conception of Reading Comprehension ................................. 7

2.1.2 Kinds of Reading ................................................................... 8

Reading Aloud ....................................................................... 9

Silent Reading ....................................................................... 10

Intensive Reading .................................................................. 10

Extensive Reading ................................................................. 11

2.1.3 Component of Reading .......................................................... 12

Vocabulary ............................................................................ 12

Grammar ............................................................................... 13

2.1.4 Technique of Teaching Reading Comprehension ................... 13

2.1.5 Assessing the Reading Comprehension .................................. 15

2.1.6 Cooperative Integrated Reading and Composition (CIRC) ..... 16

2.2 Empirical Review ........................................................................... 19

2.3 Hypothesis ..................................................................................... 21

CHAPTER III RESEARCH METHOD ..................................................... 22

3.1 Subject of the Study ....................................................................... 22

3.2 Research Design ............................................................................. 22

3.3 Research Procedure ........................................................................ 23

3.3.1 Planning ................................................................................ 24

xi

3.3.2 Action.................................................................................... 26

3.3.3 Observation ........................................................................... 27

3.3.4 Reflection .............................................................................. 28

3.4 Research Instrument ....................................................................... 29

3.4.1 Test ....................................................................................... 29

3.4.2 Questionnaire ........................................................................ 29

3.5 Data Collection .............................................................................. 30

3.6 Data Analysis ................................................................................. 30

3.7 Success Indicator ............................................................................ 31

CHAPTER IV FINDING AND DISCUSSION .......................................... 32

4.1 Finding .......................................................................................... 32

4.1.1 Pre-Cycle ............................................................................... 37

4.1.2 Cycle 1 ................................................................................. 37

4.1.3 Cycle 2 .................................................................................. 39

4.2 Discussion ...................................................................................... 43

CHAPTER V CONCLUSION AND SUGGESTION ................................. 46

5.1 Conclusion ..................................................................................... 46

5.2 Suggestion ...................................................................................... 47

REFERENCES .......................................................................................... 49

xii

APPENDICES

SURAT IJIN PENELITIAN

SURAT KETERANGAN PENELITIAN

BIOGRAPHY

xiii

LIST OF TABLES

Table 4.1 Tabulation of Data Showing the Subjects‟ Progressing

Scores in Reading Comprehension through CIRC

Technique ....................................................................................... 34

Table 4.2 Tabulation of Data Showing the Subjects‟ Changing

Motivation and Attitudes in Reading Comprehension

through CIRC Technique ................................................................ 35

Table 4.3 Tabulation of the Data Showing the Frequency Distribution

of Initial Reflection (IR) and Post-test Scores in Reading

Comprehension through CIRC Technique....................................... 41

xiv

LIST OF GRAPHS

Graph 4.1 Depicting the Subjects‟ Progressing Achievement in Reading

Comprehension after the Implementation of Cooperative Integrated

Reading and Composition (CIRC) in Cycle 1 and Cycle 2………42

xv

LIST OF APPENDICES

Appendix 1 List of Subjects ....................................................................... 52

Appendix 2 Pre-Test .................................................................................. 53

Appendix 3 a Lesson Plan 1 ....................................................................... 57

Appendix 3 b Lesson Plan 2 ....................................................................... 64

Appendix 3 c Lesson Plan 3 ....................................................................... 71

Appendix 3 d Lesson Plan 4 ....................................................................... 78

Appendix 4 a Post-Test 1 ........................................................................... 85

Appendix 4 b Post-Test 2 ........................................................................... 88

Appendix 4 c Post-Test 3 ........................................................................... 91

Appendix 4 d Post-Test 4 ........................................................................... 94

Appendix 5 a Answer Key of Pre-Test ....................................................... 97

Appendix 5 b Answer Key of Post-Test 1……………………………… .... 98

Appendix 5 c Answer Key of Post-Test 2 ................................................... 99

Appendix 5 d Answer Key of Post-Test 3 .................................................. 100

Appendix 5 e Answer Key of Post-Test 4 ................................................... 101

Appendix 6 Kuesioner………………………………………………………102

xvi

1

1

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Reading is an important language skill because someone cannot know

about a lot of information in the form of media such as magazine, newspaper and

so on without a good reading skill. Moreover, reading is refer to a passive skill but

the reader is far from passive during this activity to comprehend the meaning of

the text. They must be able to recognize structural clues, the indicator or word

classes, of persons and tenses of the verb. Besides, they also must be able to

recognize the words which introduce phrases, clauses, and the particular

modification of meaning, the adverbs and adverbial expressions which limit the

action in time, place and manner.

However, some problem can be seen from reading especially from

teaching reading for students. When the researcher do Practice Teaching Program

in SMPN 3 Sukawati, especially in 8G students, the researcher found a various of

problems in reading comprehension, such as the student cannot understand about

the reading text for find the main idea and answer the question related to the

reading text. It is caused of less of vocabulary, students work individually, and

techniques used by their teachers still teaching techniques are old that is

traditional techniques.

From that problem, researcher is trying to solve with a solution, in which

the importance of motivation in the learning. One way to improve reading

comprehension of the students is by using new teaching techniques, namely

2

Cooperative Integrated Reading and Composition (CIRC). The purpose of

implementing Cooperative Learning Method especially Cooperative Integrated

Reading and Composition 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.

Steven and Slavin in Nur (2000: 8) state that CIRC is a technique where

the students‟ work in their teams on a variety of cooperative activities including

partner reading, identification of main story elements, vocabulary and

summarization activities, practice of reading comprehension strategies, and

creative writing using a process writing approach. To this study this technique is

focused on the learning system where the students‟ work together in a working

group. Group work is believed can improve student motivation. Motivation from

inside or outside the student can make more spirit and can improve the quality of

student learning, which in this case in particular can enhance students' ability to

understand the content of the reading text. Brown in Simanjuntak (2004: 8) states

that motivation is the key to successful in learning. Motivation is commonly

understood as an inner drive, impulse, emotion, or desire that moves one to

particular action.

The difference between Traditional Techniques with CIRC technique, is in

traditional techniques students become passive, because the teacher only gives the

text and the students were told to work on. While the CIRC techniques, students

will become more active as the teacher gives the student text and gives the

opportunity for student to discuss and to express their opinions and ideas of what

3

is contained in the text that has been given. In addition, in the traditional

technique the teacher telling the students work individually, while in the CIRC

techniques, students work and discuss in groups. So that students have a place to

share if they find a problem in finding the main idea in the text.

Those are some of the differences between traditional techniques with

CIRC techniques, so researcher has argued that the CIRC technique suitable to be

applied in teaching Reading Comprehension, because learning will become more

interesting and challenging so that the knowledge of the students will be

stimulated become willing to understand the content of a text that given.

Therefore, the researcher is highly motivated in conducting the present

study to find out the extent of improvement of the students‟ achievement in

reading comprehension of the eighth grade students of SMPN 3 Sukawati to be

taught through Cooperative Integrated Reading and Composition (CIRC).

1.2 Research Problem

As mentioned in the background study above, the students should develop

their reading skill in order to be able to read the material written in English

effectively. The researcher would like to introduce the cooperative integrated

reading and composition (CIRC) technique as one strategy for overcoming some

of the problem faced by students in reading comprehension. Thus, in this

classroom action research, the research question can be formulated as follows: To

what extent can Cooperative Integrated Reading and Composition (CIRC)

technique improve reading comprehension to the eighth grade students of SMPN

3 Sukawati in Academic Year 2013/2014 ?

4

1.3 Objective of the Study

This is directed to answer the research question which has been previously

formulated for the present study. In line with this rationale, the present study is to

find out the extend Cooperative Integrated Reading and Composition (CIRC)

technique can improve students‟ reading comprehension of eighth grade students‟

of SMPN 3 Sukawati in academic year 2013/2014.

1.4 Limitation of the Study

The present study simply limits its study on assessing the improvement of

students‟ reading comprehension through CIRC technique. This research on

reading is also limited to those language function as suggested by English syllabus

of Junior High School used in the school where the research is conducted. Thus,

other features of language functions are simply beyond the scope of this research.

1.5 Significance of the Study

This research is concerned with teaching reading comprehension, using

Cooperative Integrated Reading and Composition (CIRC) to improve the

students‟ comprehension. It could improve the students‟ reading ability and

students found that tasks are very challenging and interesting. The teachers find

shared reading to be another effective resource for teaching reading. In the reading

classroom, the teacher is a motivator/stimulator. Therefore, the findings of the

present research are expected to indicate significant theoretical and practical

5

information on the importance of implementing Cooperative Integrated Reading

and Composition in teaching reading, described as follows:

Theoretically, Cooperative Integrated Reading and Composition can be

used to improve students‟ comprehension of a reading passage. The findings are

expected to be used as evidence that shared reading is an effective technique in

teaching reading.

Practically, the outcome of this research study is expected to give feedback

to English language teachers, especially those who teach at eight grade students

of SMPN 3 Sukawati.

1.6 Definition of Key Term

There are three terms that explains in order to avoid misunderstanding on

the side of the readers, that is, Cooperative Integrated Reading and Composition

(CIRC) technique , reading comprehension and SMPN 3 Sukawati.

1.6.1 Reading Comprehension

The ability to understand the reading text depends on familiarity with the

type of material involved and the particular purpose of reading This particular

skill will develop with practice of reading. In addition, good result in reading

comprehension can be achieved if the reader can choose and apply an appropriate

strategy. Therefore, operationally Reading Comprehension in the ability of the

students to understand the reading text such as the main idea of reading text, the

content of reading text, and so on.

6

1.6.2 CIRC technique

CIRC is a technique where the students‟ work in their teams on variety of

cooperative activities including partner reading, identification of main story

elements, vocabulary and summarization activities, practice of reading

comprehension strategies, and creative writing using a process writing approach.

(Steven and Slavin in Nur 2000: 8) Therefore, in this study, CIRC is a teaching

technique used by the English Teacher in teaching reading comprehension to the

eighth students of SMP N 3 Sukawati , where the students‟ work together in a

working group to discuss the Reading Tasks.

1.6.3 SMP N 3 Sukawati

It refers to a Junior High School which is located on Pasekan street

Batuyang Gianyar, Bali.

7

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

In this chapter, the researcher was described some important points which

include lots of theoretical reviews from some related literature support to this

study. There were five descriptions that include such as conception of reading

comprehension, kinds of reading, component of reading, teaching reading

comprehension, and cooperative integrated reading and composition (CIRC).

2.1.1 Conception of Reading Comprehension

Brown in Lenawati (2011:7) states that reading involves the identification

and recognition of printed or written symbol, in which it serves as stimuli for the

recall of meaning built up through past experience, and further to the construction

meaning throughout the reader manipulation of relevant concept already in this

possession.

Harmer (2008:8) writes that reading is useful for language acquisition.

Provided that the students more or less understand what they read, the more they

read, the better they will get it. Moreover, reading comprehension is a complex

process of language skill, which can be gradually developed from simple to more

complex practices. Due to its complexity, the reader needs many abilities and skill

to understand the concept and meaning being communicated and presented in

print. Successful comprehension process involves the reader‟s abilities to discover

the meanings needed to achieve the particular piece of information, solving

problem through reading, working to grasp ideas of following a set of direction.

8

Mikulecky (2000:55) proposes several ways, which should be known by the

readers in order to be able comprehend different reading material most efficiently

of six ways as follows.

1. Develop new schemata about what reading is and how it is done most

effectively.

2. Break the habit of reading every word.

3. Learn how to tap background knowledge to better employ top-down

processing.

4. Acquire some skills which are required for fluent reading in order to

strengthen or support the bottom-up processing.

5. Acquire reading skills which enhance the interaction of top-down and

bottom-up processing modes.

6. Read English text for pleasure or enjoyment.

Successful and skilful readers should be able to read by using the

above tips as basis for comprehension. Study reading comprehensions

have revealed that the use of above points result in efficient reading. In

order to comprehend written materials, the readers must have schemata

for defining the purpose of reading, identifying the organizational

patterns of the materials and interpreting the key concepts.

2.1.2 Kinds of Reading

As reference to the conception of reading comprehension highlighted in

preceding discussion, there are four types of classroom reading performance such

as : (1) reading aloud, (2) silent reading, (3) intensive reading, (4) extensive

reading.

9

1. Reading Aloud

The aim of reading aloud is to recognize the sound of the words in the text,

this oral reading suitable for the beginning and intermediate levels. Oral reading

can serve as an evaluate check and add some extra student participant if the

teacher want to highlight a certain short segment of reading passage.

Some activities that the teacher can use in reading aloud like guessing

game, pictures description and missing letters to develop the students‟ reading

comprehension. If one students is reading aloud , the teacher ask to the other

students to pay attention to the next part of the text being read rather than listen to

their friends.

Kenneth (2001:309) states the teacher must first make the distinction

between reading aloud and reading for comprehension, since the term reading is

often used for both. Practice in reading aloud is a preliminary step to both reading

for comprehension and writing. Before the students can do either very well, the

connection between the sound and its written symbol needs to be firmly

established.

In addition, Bell (2011:115) explains that read text aloud serves four

purpose for the readers: (1) to analyse the text a literary critic, (2) to grow and to

develop as performer, (3) to communicate a message to the audience, (4) to

perform an artistic creation. All of these apply to oral reading and should be

extension of the classroom literary and language arts activities in short story,

poetry and children‟s fiction. In general oral reading fluency provides one of the

best, measures of readings competence including comprehension.

10

2. Silent Reading

In general assumption about reading is the students to improve their

reading ability in reading a lot. Studies also have shown that the amount of time

spent for reading is related to students‟ reading comprehension and vocabulary

growth; they also develop more positive attitudes toward after silent reading

sessions.

Students like silent reading because it is quite, which much indication that

is the only quite time in their entire day. Readers responded that since no one

watches them they are not so worried when they make mistakes.

Silent reading is the opposite of reading a lot this activity is really intended

to improve the students‟ comprehension. They have to find out what is the content

of reading text. The student will use al, their semantics and syntax ability to

predict the meaning of the whole text.

3. Intensive Reading

Intensive reading calls students‟ attention to grammatical forms, discourse

markers, and other surface structure details for the purpose of understanding

literal meaning, implication rhetorical relationship, and the like.

Grelet (2011:205) states intensive reading is usually concerned with

shorter text for the student, it will be easier to extract specific information shortly,

intensive reading is basically and essentially applied for information by doing this

activity the students surely hope to find out something new in order to grasp and

draw on different lexical clues and structural devices to extract meaning from

different text as marked.

11

Some reading activity, including intensive reading, is certainly an activity

with a purpose. The purpose of the reader determines the way in which they treat

the reading material and the comprehension skills they need to use.

Comprehension is defined as a text of skill, which develops over time as complex

process involving all aspects of a deficiency in any aspect of reading interferes

with the comprehension process.

4. Extensive Reading

In extensive reading, the students are reading in quantity, without

bothering to check every unknown word structure. The main purpose in helping

the classes with extensive reading should be train the students to read fluently in

English for their enjoyment and with no help or guidance from the teacher.

Grellet (2011:208) states that extensive reading is a fluency activity

involving globing or holistic understanding of much longer reading text The topic

of the text is usually different kind and they badly meet the interest and concern of

the readers themselves. Extensive reading activities are therefore and it is usually

done for one‟s pleasure or enjoyment.

Extensive reading is carried out achieve a general understanding of a text.

All pleasure reading is extensive. Technical, scientific, and professional reading

can also extensive. The letter, sometimes involves skimming and scanning as

strategies for gaining the general sense of a text. After the students have done pre

reading activity, skimmed for the gist, and scanned for come key details extensive

reading is quite simply a relatively rapid and efficient process of reading a text for

global or general meaning. Hedge believes that extensive reading varies according

to students‟ motivation and school resources. A well-motivated and trained

12

teacher will be able to choose suitable handouts or activities books for the

students.

2.1.3 Component of Reading

There are two component of reading that will be discussed here, they are

vocabulary and grammar. Both of them are described as the following.

1. Vocabulary

How to understand the meaning of words, based on the context, is a very

important factor in reading comprehension because many words have alternative

meanings. This is essential to make sense of the whole text (Smith, 2001 : 119).

Vocabulary is one of the important things in language components, in

learning English that need to be having more attention. It considered as important

aspect because if the students have less of knowledge in vocabulary the might not

able express their ideas. So the mastery of vocabulary will help learners in English

especially in understanding the content of text.

Fisher et. Al (2000:129) states that vocabulary development is crucial

aspect learning to read. In other word, the number of different meaning for these

as quoted words both affect the reading ability. And the more word we know, the

more easily we can recognize word in print. Moreover, read more effectively and

efficiently, students in English will need to enlarge their vocabulary. So the

student who has difficulty in recognizes word quickly or accurately is likely to be

a slow reader. And it also as disadvantages for the learners when they wish to find

the answer for a question.

13

2. Grammar

The students might encounter some difficulties in answering the best test

especially in form of easy test. Most of the students were fail to answer the

question because they do not understand how to answer the question with a good

grammar, in term of structure. In this case, the aspect of grammar has an

important rule as well as vocabulary that we cannot separated in reading

comprehension.

Harmer (2002:110) writes that besides vocabulary, there are also some

other factors that make the reading text difficult. The difficulty may also be the

cause of syntax complexity. The reading material, which is written in a very

complex structure, will be difficult for the students to understand especially for

those who have limited knowledge in grammar.

2.1.4 Technique of Teaching Reading Comprehension

The ability to understand the reading text depends on familiarity with the

type of material involved and the particular purpose of reading This particular

skill will develop with practice of reading. In addition, good result in reading

comprehension can be achieved if the reader can choose and apply an appropriate

strategy.

There are many kinds of strategy is teaching reading according to Harmer

(2000:69) some strategies of reading to be manifested on technique of teaching

reading as follows.

The first strategy is identifying the purpose in reading. Efficient of reading

consist of clearly identifying the purpose in reading something. By doing so, they

know what they are looking for and can eliminate potential distracting

14

information. So in teaching reading in English the teacher should make sure that

the students know their purpose in reading text.

Second strategy is using grapheme rules and patterns to aid in bottom-up

decoding (for beginning level learners). At the beginning level of learning

English, one of the difficulties students encounter in learning to read is making

correspondence between spoken and written English. In many cases, learners have

become acquainted with oral language and have some difficulty learning English

spelling conventions. They need to be given hints and explanation about certain

English orthographic rules and peculiarities

The third strategy is using efficient silent reading technique for relatively

rapid comprehension (for intermediate and advance level). This strategy will not

apply to beginning level students because they are still struggling with the control

of limited vocabulary and grammatical patterns. Intermediate to advance level

students need to be speed-readers. So, the students have to know a few silent

reading rules, like they do not to „pronounce‟ each word to themselves, they

should try to visually perceive more than one word at one time, and unless the a

word is absolutely crucial to global understanding, students should skip over it

and try infer its meaning through its context.

Forth strategy is skimming. Skimming consisted of quickly running one‟s

eyes across a whole text (in essay, article, or chapter for example) to get the gist.

Skimming gives readers the advantage of being able to predict the purpose of the

passage, the main topic or massage, and possibly some of the developing or

supporting ideas.

15

Fifth strategy is scanning. Scanning consisted of quickly searching for

some particular piece of pieces of information in a text, scanning exercises may

ask students to look for name or dates, to find a definition of a key concept or list

a certain number of supporting details. The purpose is to extract certain specific

information without reading through the whole text.

Almost every teacher in every classroom used question as we know by

asking question the students, the teacher may help students to stimulate their

mental activity and whether to attract their attention. And when using this

technique, the question should not mainly come from the teacher himself, but the

student should be asked to make question related to the passage that being

discussed. It is believed by using this technique the comprehension of student

could improve their reading.

2.1.5 Assessing the Reading Comprehension

The assessment was usually with test. Generally, there were two kinds of

tests that can be used in measuring the students‟ ability, namely, oral test (it

usually used in test of listening and speaking) and written test (usually used for

making test of reading and writing). Brown (2004:165) argues that assessment, on

the other hand, is an ongoing process that encompasses a much wider domain.

Whenever a student responds to a question, offers a comment, or tries out a new

word or structure, the teacher subconsciously makes an assessment of the

students‟ performance. Based on this, it can be mentioned that assessment used

to determine the quality of students‟ works.

Elizabeth Pang S et al. (2004:215) defines that there are two forms of

reading assessment. The first is to find out how well children are reading in order

16

to help them improve (diagnosis). Diagnostic assessment is about giving feedback

and assistance to learners. The second is to measure how much progress has been

made. Both forms of assessment are needed for effective reading instruction. In

beginning reading, assessment is normally done by listening to students reading

aloud. Teachers assess word recognition and fluency in this way. Beyond this

stage, assessment should focus primarily on text comprehension. Text

comprehension is usually assessed through questions. Questions should focus on

main ideas and viewpoints, not minor details. Therefore, these terms are called

higher order questions.

2.1.6 Cooperative Integrated Reading and Composition (CIRC) Technique

Steven and Slavin in Nur (2000: 8) state that CIRC is a technique where

the students‟ work in their teams on a variety of cooperative activities including

partner reading, identification of main story elements, vocabulary and

summarization activities, practice of reading comprehension strategies, and

creative writing using a process writing approach. To this study this technique is

focused on the learning system where the students‟ work together in a working

group.

According to Westwood (2008: 96), the success of CIRC depends on the

composition of the working groups and the nature of the tasks set for the

students‟. Shalomo (2012:75) states when utilising group work as a strategy it is

important to consider the following basic points.

1. The size of the group is important. Often children working in pairs is a

good starting point.

17

2. Initially there is some merit in having groups working cooperatively on the

same task at the same time. This procedure makes it much easier to

prepare resources and to manage time effectively.

3. It is not enough merely to establish groups and set them to work. Group

members have to be taught how to work together. They may need to be

taught behaviours that encourage cooperation – listening to the views of

others, sharing ideas, praising each other, and offering help to others.

4. Choice of tasks for group work is very important. Tasks have to require

collaboration and teamwork.

5. The way in which individual tasks are allotted needs to be carefully

planned and should be based on students‟ abilities.

6. Teachers should monitor closely what is going on during group activities

and must intervene when necessary to provide suggestions, encourage the

sharing of a task, praise examples of cooperation and teamwork, and

model cooperative behaviour themselves.

7. Seating and work arrangements are important. Group members should be

in close proximity but still have space to work on materials without getting

in each other‟s way.

8. Group work must be used frequently enough for the children to learn the

skills and routines. Infrequent group work results in children taking too

long to settle down.

Agarwal (2011:73) states that cooperative integrated reading and composition

(CIRC) focused on using cooperative learning as the vehicles by which to

introduce practices identified in research on reading and writing into routine

18

classroom practices, and to embed cooperative learning within the fabric of the

elementary reading and program. Mayer (2011:355) states that in CIRC technique,

the students work as a total team to master main idea and other comprehension

skill. During language arts periods, students engage in writing drafts, revising and

editing one another‟s work, and preparing for publications of team books.

The CIRC program consist of three principal elements : basal-related

activities, direct instruction in reading comprehension, and integrated language

art/writing, in all of these activities, students work in heterogeneous learning

teams (Agarwal.2011:73). CIRC teachers conduct daily small group basal

instruction along with weekly direct instruction reading lesson in comprehension

fostering and metacognitive strategies , using special CIRC materials. Students

work in mixed-ability learning teams to master the basal and direct instruction

lesson content. A cooperative reward structure is used, whereby groups are

responsible for individual students learning, and teams receive certificates and

other rewards (McNamara.2007:177).

Slavin in Richardson (2009:204&205) describes a way of teaching reading

and writing in upper elementary grades through stressing cooperative groups. In

cooperative integrated reading and composition (CIRC), teachers use basic

reading texts and traditional reading groups but assign pairs of students from

different reading groups to meet and work on specialized tasks. For instance,

students in the pairs might read to each other, make predictions about the reading,

summarize stories, and work on vocabulary skills.

One important possibility opened up by the development of CIRC is the use of

cooperative learning as the unifying element of school reform. It provides a

19

structure within which it is possible to incorporate identification of story elements,

prediction, summarization, direct instruction in reading comprehension and

integration of reading and writing within the reading period. To maximize the

effectiveness of CIRC, teachers have to efficiently structure the presentations

methods for each segment of the lesson. They are required to use a vocabulary

presentation procedure that requires a demonstration of understanding of word

meaning by each individual, a review of methods of word attack, oral reading of

vocabulary to achieve perfection and use of the meanings of the vocabulary words

to help introduce the content of the story. The teachers have to structure story

discussion to emphasize such skills as making and supporting predictions about

the story. Adoption of CIRC by teachers can serve as a basic of fundamental

reform of curriculum and school organization (Agarwal.2011:75&76) .

2.2 Empirical Review

In conducting this study, researcher wants to improve the students reading

comprehension through CIRC technique. There are other researchs that used

CIRC technique in teaching learning process which can improve the students

reading comprehension. The researcher uses those previews studies which used as

a basic consideration to conduct this present study. The related study which are

used as references are described in chronological order below.

Based of the research that done by the researcher “Ni Luh Lenawati” with

the title “Improving Students‟ Reading Comprehension Through Cooperative

Integrated Reading And Composition (CIRC) Technique Of Seventh Grade

Students Of SMP Negeri 1 Tegallalang In Academic Year 2010/2011”. The result

20

of this research was successful because by using this technique could improve the

student‟ achievement in learning reading comprehension. It showed that the

students‟ average score in the pre-test was 3.62 and the mean figure improved to

4.80 in terms of level of achievement in the cycle 1. After the cycle 2 treatments,

the grand mean of the students‟ achievement increased extremely to 6.72.

Therefore, it could be concluded that CIRC technique significantly contributed to

improve the students‟ reading comprehension.

Another research that done by the researcher “Paramita and Rahmah” with

the title “Improving Students‟ Achievement In Writing News Item Text Through

Cooperative Integrated Reading and Composition (CIRC) Technique to the grade

X students of SMA Mitra Inalum Tanjung Gading. The result of this research was

the implementation of Cooperative Integrated Reading and Composition (CIRC)

technique could improve the students‟ achievement in writing news item text in the

class X-1 at SMA Mitra Inalum Tanjung Gading. The improvement of the students

can be seen from the score of the students in the tests. Based on the data analysis,

students‟ score kept improving in every test. The mean of the students‟ score in the

pre-cycle was 38.4, in the cycle 1 was 75.4 and in the cycle 2 were 81.9. Furthermore,

from the qualitative data, the writer concluded that CIRC technique could help the

students to get involved in teaching learning process because the students not only

interact with the teacher but also with other students. And the last, the students also

could help each other in understanding the lesson cooperatively.

21

2.3 Hypothesis

On attempting to give a tentative solution to the problem, the

hypothesis was stated as the following: teaching reading comprehension through

Cooperative Integrated Reading and Composition (CIRC) can be improved to the

eighth grade students of SMPN 3 Sukawati in Academic Year 2013/2014.

Based on the empirical review that the researcher got, Cooperative

Integrated Reading and Composition can improve the reading comprehension of

the students.

22

CHAPTER III

RESEARCH METHOD

3.1 Subject of the study

To find out the effectiveness of the present study by applying the

strategy which was mentioned in previous chapter, we first should look the

problem faced by students in getting comprehension of reading. On the other

hand, the solution given was inappropriately linked with the strategy that being

applied. The findings of any classroom action research could not be

generalized to other class even though they might be at the same school. The

subjects of the present classroom action study limited to the students in class

VIII G of SMPN 3 Sukawati. There was 42 students‟ altogether, 23 males and

19 females. The researcher choose VIII G students of SMPN 3 Sukawati,

because the score of the students in reading comprehension was low.

3.2 Research Design

Classroom action research design used in this investigation. It made use of

a collection of pre-test post-test research design. Hence, this classroom action

study concerned with teaching reading comprehension by using two kinds of tests,

that was, initial refection or pre-test and reflection or post-test. Initial reflection

(IR) was intended to evaluate the pre-existing reading comprehension while

reflection (R) which administered at the end of each session, it meant to reveal the

expected increase in the students‟ reading comprehension achievement after they

23

have been taught reading comprehension through Cooperative Integrated Reading

and Composition.

In this classroom action study, the teaching and learning processes was

divided into two cycles where each cycle consists of two sessions. Each session

consists of four interconnected activities, namely: planning (P), action (A),

observation (O), and reflection (R). It was necessary to note that IR was a term

normally used in a classroom action study, which refers to a pre-test in reading

comprehension. The IR was administered to the eighth grade students of SMPN 3

Sukawati, in order to measure the real pre-existing reading comprehension ability

of the subjects. The mean scores of the IR was compared to the corresponding

mean scores of the R administered at the end of session 1 for the sake of

establishing the degree of the increasing reading comprehension ability of the

subjects.

The study was conducted in two cycles, I and II as about to be view

as the following detail:

Cycle I : P1 A1 O1 R1

Cycle II : RP A2 O2 R2

Cyclical model based on Kemmis and Mc Taggart in Winter and Munn-

Giddings (2001:2)

3.3 Research Procedure

According to Kember (2000:25) the process of action research is a

cyclical or spiral process where each cycle consists of planning, action,

observation, and reflection, which usually leads to revise or totally a new plan

24

and the continuation of the action research process in the second cycle, and so

on until the student‟s achievement have reached a particular limitation as

purposed.

3.3.1 Planning

Before the present classroom action study, could be successfully carried

out, the researcher had to prepare instructional planning for the sessions. As

mentioned previously, the subjects of the present classroom action study is

class VIII G students of SMP Negeri 3 Sukawati. The undertaking of the

present study was substantially based on the fact that the subjects under study

still had low reading comprehension ability in English. Thus, the CIRC

technique was a technique which used to improve and progressively enhance

their reading comprehension. It was strongly anticipated that this technique

would be effective and efficient in helping the subjects to overcome their

reading comprehension problems. In order to achieve the objective of the

present classroom action study, the researcher planned the instructional

activities by doing the following.

a. Prepared a series of reading texts and writing exercise which could be

appropriately used in teaching reading comprehension that could solve the

problem faced by the students of class VIII G students of SMP Negeri 3

Sukawati. The researcher selected and prepared four reading texts which

presumably were regarded suitable for teaching reading comprehension to

class VIII G students who still had rather low pre-existing reading

comprehension ability in English. The reading texts were completed with

exercises and tests to make sure that the study was effective and efficient.

25

b. Designed lesson plans or set up the teaching scenarios of the present

classroom action study. The researcher designed and planned four lesson plans

because the research designed two cycles with four sessions. Thus, each lesson

plan was used to teach reading once. Two lesson plans was used in cycle I and

two other lessons used in cycle II respectively. There was one reading text for

each session. The topics of the reading texts were chosen based in the

curriculum of SMP Negeri 3 Sukawati. It was necessary to note that the

teaching scenarios for teaching reading comprehension through discussion

technique were implemented. The researcher tried her best to create classroom

activities in such way in order to help the students under study to improve and

enhance their reading comprehension.

c. Constructed reflection or post test at the end each session on the basis of the

reading text which was being taught at that time. Each reflection was planned

to last for about 15 minutes. The administration of the reflection was used to

measure the extent of the subjects‟ progress in reading comprehension. The

result of the reflection was scored by counting the right answers for each item

of the test.

d. The next activities were constructing questionnaires to the subjects under

study. As mentioned in the previous discussion, the present classroom action

study dealt with the teaching of reading comprehension was divided into two

cycles and each cycle consisted of four successive sessions. By the end of the

second cycle, the researcher also administered questionnaires to the subjects

under study. The administration of the questionnaires was actually intended to

26

measure quantitatively the changing learning behaviour of the subjects in

teaching reading comprehension through the CIRC technique.

3.3.2 Actions

Implementing the previously planned scenarios was the main activity in this

classroom action study. In line with the objective of the study, actions or

classroom activities refer to what the researcher really did in the classroom

settings during the processes of teaching reading comprehension through CIRC

technique. Researcher attempted to manage and conduct the previously

planned classroom activities in the teaching reading scenarios, so that the

objective of teaching reading comprehension for each session can be most

effective and efficiently attained. Thus, the classroom activities were classified

into three main parts, that was, pre-activities, while-activities, and post-

activities, which were briefly elaborated on as follows.

1. The teaching of reading comprehension started with pre-activities. In pre-

activities the researcher, who also acted as a classroom teacher, aimed to

activate and focus the subjects‟ mutual interest. The pre-activities were

intended to activate the subjects‟ prior knowledge related to the topic, which

was to be discussed. During the activities the researcher asked some general

leading questions about the topic of the text being taught. These pre-activities

were plan about 15 minutes for each session.

2. In whilst activities, the researcher first of all, divided the class into several

small groups consisting of maximum four students in a group. The researcher

then handed out the copies of the reading text and exercises which had been

previously prepared for the whole group of students. Next, the researcher

27

asked the students to study the questions or exercises and discuss any difficult

words in the exercises. The students were asked to discuss and do the exercises

based on the reading text given. Once the students finish the exercises, the

teacher asked one of the group members of each group to answer the question

orally. General classroom discussion was conducted afterwards. This activity

was last for about 50 minutes for each session.

3. Post-activities ended the teaching of reading comprehension through CIRC

technique. In the post-activities, the researcher administered reflection or post-

test. That was, by the end of each session the students were instructed to

answer the question that given by teacher. Reflection was actually intended to

measure the subjects‟ progressing ability in reading comprehension after the

CIRC techniques was carried out. During the post activities the students were

strictly prohibited from cooperating with each other or to work together. The

post activities in each session were planned to proceed for about 15 minutes.

The students‟ work was collected, taken home and scored by the researcher.

The errors found out would be discussed in the upcoming session so that the

students learn from the errors and mistakes they made.

3.3.3 Observation

In this classroom action investigation the researcher acted or behaved

as a classroom teacher as well as an observer. This suggested that classroom

observation was simultaneously carried out while researcher was teaching

reading comprehension. In the light of this class action study, observation was

intended to establish whether or not the teaching learning process being

undertaken., in this case reading comprehension using CIRC technique to class

28

VIII G students of SMP Negeri 3 Sukawati, could improve and promote their

achievement in reading comprehension especially in using the CIRC

technique. Besides, it was also meant to perceive whether there were any

positive changing behaviours, motivation and attitudes on the part of the

subjects under study.

3.3.4 Reflection

Reflections were given to the subjects being studied on the basis of

teaching reading comprehension in determining the main ideas of the reading

text through discussion techniques. As mentioned previously, the present

classroom action study was divided into two cycles where each cycle consisted

of four successive sessions. Because there were four sessions in this classroom

action study, the researcher had to provide reflections four times. Each

reflection was administrated during the post-activities of the session. Thus, the

post-activities consisted some question based on the reading text that being

discussed. The results of the reflections were corrected and scored at home and

the subjects‟ errors were soon discussed in the following sessions. The results

of the entire reflections or post-test in cycle I were used as feedback and basis

to plan and carry out the actions in cycle II in improved ways. The reflections

given by the end of each session was planned to last for 15 minutes.

3.4 Research Instrument

The selection and construction of appropriate, valid and reliable

research instrument was very essential step of a scientific investigation, this

was on account of the fact merely valid and reliable research instruments can

29

be used to collect the valid and reliable required data for the study being

undertaken. The study deals with research question: to what extent is the

effectiveness of Cooperative Integrated and Reading Composition (CIRC) in

improving the reading comprehension ability of the eight grade students of

SMPN 3 Sukawati. This research question logically suggests that there are

three sets of data or raw scores, which are required for the study. They are

achievement test (pre-test and post-test) and questionnaire.

3.4.1 Test

There were some tests used in this study. All texts completed with

exercise and tests, this included pre test and post test. Pre test conducted before

the first cycle is carried out to know their initial ability in reading

comprehension. It was form of multiple choice which consisted of twenty

questions and essay consisted of 5 questions.

Post test was carried out at the end of each to know the students

improvement in reading comprehension. It was in the form of multiple-choice

and essay.

3.4.2 Questionnaire

Questionnaire was given to the students in order to get the subject

response towards the use of CIRC in reading class. The questionnaire consisted

of ten items, the response of the students in questionnaire was in the form of

multiple choice options. To avoid confusion, the questionnaire is written in

Bahasa Indonesia. The answers of the questionnaire are quantitatively scored

in total number of option chosen.

30

3.5 Data Collection

There were two kinds of data collection gathered in study namely

quantitative and qualitative data. The quantitative data showed the finding of the

student‟s abilities in reported speech in the form of means scores taken from the

pre-test and post test. Besides, the qualitative data was taken from the result of

questionnaire that given to the students once in the end of cycle one. The data

required to answer the research question gathered through administering pretest,

post-tests and questionnaires to the eighth grade students of SMPN 3 Sukawati.

Thus, there were considerably three kinds of raw scores obtained for the present

class action study, those:

(1) scores indicated the subjects‟ pre-existing reading comprehension through

CIRC Technique.

(2) scores shown the subjects‟ progress achievement in reading

comprehension.

(3) scores showing the subjects‟ changing learning behaviours in learning

reading comprehension through CIRC Technique.

3.6 Data Analysis

The most valuable data required to answer the research question

understudy was to collect data through administering IR and post-tests, some

support additional data were gathered through administering questionnaire to the

subjects under study, that is, the eighth grade students of SMPN 3 Sukawati.

1. The quantitative data was analyzed by using the following formula:

31

Where:

M = Mean score

= The Sum of Total Score

N = The Total Number of the Students

2. The questionnaire was analyzed by using the formula as the following of

an item :

X = R x 100%

N

Where :

X = Score in percentage

R = Score of total items chosen

N = Total of the all items chosen

3.7 Success Indicator

This study considered to be successful if 80% of the subjects could

achieve the score which has been defined in that institution or the minimum

passing grade of the school.) For the KKM in this school is 75. There are 42

students in G class where the study is conducted, it means that 35 students of

them should achieve the standard score of the institution especially for English

lesson.

32

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

In order to obtain reliable data for this study, as stated in Chapter III, there

were three research instruments that were administered to the subjects under

study. Consequently, there were three raw data was gathered for the present study

which result from initial reflection (IR) in the form of pre test, post test and

questionnaire. The data required was meant to answer the research question

through administering the instruments mentioned above to class VIII G of SMP

Negeri 3 Sukawati. The purpose of the pre-test or IR was to measure their pre

existing knowledge and ability in reading comprehension which consisted of 25

multiple choice test items and 5 essay test items. The pre test was conducted on

the 30 th

of December 2013. The result showed that the scores of the pre test that

were obtained from the subjects under study in reading comprehension were

52.02. This result indicated that the subjects under study were low in reading

comprehension because the standard score in the school institution was 75. Some

aspect of reading comprehension included in the test was limited to measure the

topic sentences and specific information, meanwhile the questionnaire consisted

of 10 items indicating the changing attitudes, motivation of the new technique

under study.

Post tests or reflections were administered for four times, (two times in

cycle I and two times in cycle II). The first reflection was conducted on the 02nd

of January 2014 where the mean score of the students was 72.29. Moreover, this

33

result indicated that their reading comprehension was increased but still

categorized as “low”. Because of some students still had a score that less of the

KKM. Thus, the second reflection was done on the 07th of January 2014 where

the result was 77.50 on their mean score.. The score was increased but still it

reached at “low” category, the researcher believed that the students‟ reading

comprehension can be increased further, so the second cycle was conducted for

the next treatment.

Based on the result on the cycle I, for the further improvement the first

treatment and initial reflection of cycle II had been conducted on the 09th

of

January 2014. From the result it could be seen the improvement of reading

comprehension under the subject of this study five sets raw were 79.64 which can

be categorized as “enough” and it almost reached minimum standard in SMPN 3

Sukawati at 75. However this result could not reach minimum standard and still

needed improvement to accomplish study in SMPN 3 Sukawati. Therefore, the

forth post test was administered on the 16th of January 2014. Finally the

improvement on reading comprehension could be said as done, the result was

81.60 which could be qualified as ”good”. This result also showed the score

passed standard minimum and student accomplished could be reached.

Consequently, at the end of the research, there were five sets raw scores

obtained for this study which resulted from those test above, they were Pre-test

scores in IR and post test scores in reflection for all session (S1,S2,S3,S4). All of

the four sets of scores gathered were tabulated as follows:

34

Table 4.1

Tabulation of Data Showing the Subjects‟ Progressing Scores in Reading

Comprehension through CIRC Technique

No Name Pre-

Test

Post-

Test

1

Post-

Test

2

Post-

Test

3

Post-

Test

4

1 I Putu Abdi Anggi Payana 60 80 75 85 80

2 Putu Adhi Putra Mahendra 60 75 75 70 85

3 I Made Agus Raditya Putra 60 80 80 70 80

4 I Wayan Agus Widiastawan 56 75 80 85 85

5 I Made Aldo Karyana 60 70 85 95 90

6 Ni Wayan Anggie Ekastuti 40 70 85 90 90

7 I Gede Ardiantara 56 75 80 75 85

8 A.A Ary Setiawati 53 65 80 80 85

9 Ni Luh Ayu Rismayanti 46 60 80 85 90

10 I Kadek Bagiarta 60 70 70 65 80

11 I Made Budhi Sugandhika 56 70 70 85 85

12 D.P Cok Angga Mandala 46 65 85 75 80

13 A.A Istri Dwintya Putri 43 60 70 70 85

14 Ni Putu Daniarti S. 46 60 80 95 90

15 I Made Dwi Kartika 50 85 80 85 85

16 I Wayan Ego Pradana Putra 56 70 70 80 85

17 Ni Kadek Eva Ariasih 53 70 80 90 90

18 I Gede Giri Adnya Kusuma 53 70 70 75 80

19 Luh Putu Inggriani Jayanti 56 75 80 80 85

20 I Wayan Januarta 56 75 85 85 90

21 Lia Anggraini 43 80 70 75 75

22 Ni Luh Manik Rahayuni 53 70 80 80 85

23 I Kadek Mardana 46 75 85 70 85

24 Ni Kadek Martia Candra Devi 60 80 80 90 85

25 Nadia Apriliana 46 75 70 70 75

26 I Wayan Noka Pramana 50 55 65 75 80

27 I Gede Nova Cahyana 46 80 70 75 85

28 Ni Kadek Novi Sudyastuti 46 80 85 80 85

29 Oggi Roseyuli Ananta 53 75 75 85 80

30 Pande Luh Ade Sarina Dewi 46 60 80 85 85

31 I Gede Pasek Ary Pratama 60 75 80 80 85

32 I Putu Rama Wirayasa 50 80 70 65 85

33 I Made Ramanda Bayu S. 40 70 85 75 80

34 Made Satria Dwi Mahendra 60 80 75 80 70

35 Ni Luh Putu Sekarini 56 50 80 90 85

36 Ni Ketut Sriyanti 53 70 80 80 85

37 Ni Kadek Suastiningsih 56 70 80 95 90

38 I Komang Sukma Surya W. 43 75 70 65 70

35

39 Ni Putu Talia Febiana 66 85 85 75 90

40 I Komang Taruna Bagaswara 46 76 65 70 75

41 Ni Komang Trisnayanti 50 75 80 85 85

42 Ni Luh Widi Kariasih 50 80 85 80 85

Jumlah 2185 3036 3255 3345 3510

There are two types of data used in this study, the quantitative data and the

qualitative data. The quantitative data are the numerical data gained from the

result of thesis. Meanwhile, the qualitative data are descriptively data taken from

the questionnaires which supported the quantitative data. The qualitative data

required for the present classroom action study were collected through

administering questionnaire to the subject under study. The result of questionnaire

was qualitatively scored using the rating scale 0 – 3 (A: 3, B : 2, C : 1, D : 0). The

scores were gathered by administering questionnaire showed the subjects‟

changing attitude and motivation in reading comprehension through Cooperative

Integrated Reading and Composition technique. The obtained data showing the

subjects‟ total scores for the items of the questionnaire were tabulated as the

following:

Table 4.2

Tabulation of Data Showing the Subjects‟ Changing Motivation and Attitudes in

Reading Comprehension through CIRC Technique

Subject A B C D Total

1 18 8 - - 26

2 24 2 1 - 27

3 27 2 - - 29

4 21 6 - - 27

5 27 2 - - 29

6 15 10 - - 25

7 15 10 - - 25

36

8 21 6 - - 27

9 15 10 - - 25

10 24 4 - - 28

11 18 8 - - 26

12 9 12 1 - 22

13 9 12 1 - 22

14 9 12 1 - 22

15 15 10 - - 25

16 15 10 - - 25

17 24 4 - - 28

18 24 4 - - 28

19 12 12 - - 24

20 12 12 - - 24

21 24 2 1 - 27

22 15 6 2 - 16

23 6 12 2 - 20

24 9 12 1 - 22

25 12 12 - - 24

26 12 12 - - 24

27 3 10 3 - 16

28 12 12 - - 24

29 15 6 1 0 22

30 9 12 - 0 21

31 12 10 1 - 23

32 9 10 2 - 21

33 12 10 1 - 23

34 6 6 4 0 16

35 15 8 - 0 23

36 18 6 1 - 25

37 12 6 1 0 19

38 15 8 - 0 23

39 15 8 - 0 23

40 15 8 - 0 23

41 12 8 1 0 21

42 9 10 1 - 20

Total 616 360 26 0

37

Based on tabulation of the data, in table 1 and table 2 there were sets of raw scores

which showed the progress of students in reading comprehension through CIRC

Technique. The data could be analyzed accurately in order to figure out student‟s

progress and the result of the analysis was discussed as the following: In table I

there were five sets of raw the score which showed the students‟ progress in

reading comprehension through CIRC technique.

4.1.1 Pre Cycle

The Present of Classroom Action Study was started in administering pre-test.

Observation of initial score in order by administering pre-test was to measure pre-

existing of students reading comprehension. The result of pre-test was categorized

into low category and the score of pre-test was 52.02. In addition, student‟s

weakness was unable to get main information and also specific information from

in reading recount text. From the data presented in table 1, the mean score of the

pre-test (X0) could be computed as follows:

4.1.2 Cycle 1

The cycle I conducted according to the result of pre-test, which was still

low. This cycle divided into 2 sessions where each session consisted of four

interconnected activities namely planning, action, observation and reflection.

In session I these activities were started with a planning. Moreover, in this

step the researcher prepared lesson plan, post-test, and the materials about recount

38

text with the topic holiday. The action was conducted by three main activities

namely pre-activity, whilst-activity, and post-activity. In pre-activities, teacher

was started the lesson by checking student‟s attendance and motivating students.

In whilst-activities teacher applied activities which had been developed in lesson

plan. Then, in the post-activity, the teacher concluded the topic that has been

given before and the post test was administered to the subject. From the data

presented in table 1, the mean score of post test in cycle I session I (X1 of S1) and

season II (X2 of S2) could be computed as follows:

The mean score in first reflection was 72.29. This result was still “low” and for

the mean score in second reflections were done which the result was 77,50. This

result was categorized as still “low”. Because of some score‟s students can‟t

reached the KKM, that was 75 However, it showed that there was an

improvement from the result of the pre-test. After knowing the result of cycle I it

was necessary conducted the cycle II in order to increasing the students score.

After finished cycle I, the researcher gave questioner to the students. In table no 2,

showed the students‟ score after answering the questionnaire which aimed to

know the subjects‟ changing motivation and attitudes in reading comprehension

CIRC. Score of the items of the questionnaires in which the subject‟s total answer

for item A, B, C, and D were shown as follow:

39

1. The percentage of item A = x 100% = 61.48%

2. The percentage of item B = x 100% = 35.92%

3. The percentage of item C = x 100% = 2.60%

3. The percentage of item D = x 100% = 0%

The analysis of the questionnaire above showed the comparative

percentages of 61.48%, 35.92%, 2.60% and 0% for total responses of the

questionnaire items of option A, B, C, and D. Furthermore, this result clearly

showed 61.48% of the students absolutely accept this technique, 35.92% of the

students agree with the technique and only 2.60 % still doubt about this technique.

These findings certainly supported the major findings of the classroom action

study. In addition, the obtained comparative percentages every item of the

questionnaires indicated the subjects‟ positive changing attitudes and motivation

in reading comprehension through Cooperative Integrated Reading and

Composition technique.

4.1.3 Cycle II

Cycle II was started with revised planning. In this step the researcher was

also made revision from the previous cycle. The revision was made based on the

results of the post I and post test II. In planning cycle II, additional material like

reading text about bad experience was prepared. If in cycle I session I and II the

material was explained in generally; nevertheless, in cycle II the material was

40

presented more specific. After making revision and preparation, session I and

session II was carried out and the action was conducted by three main activities

namely pre-activity, whilst-activity and post-activity. In pre-activities, teacher was

started the lesson by checking student‟s attendance and motivating students. In

whilst-activities teacher applied CIRC technique more intensively in order to get

better result and at this point students more adapted with the technique. Then, in

the post-activity, the teacher concluded the topic that has been given before and

the post test was administered to the subject. From the data presented in table 1,

the mean score of post test in cycle II session I (X3 of S3) and session II (X4 of

S4) could be computed as follows:

The mean score of third post test was figure of 79.64 and this result was

categorized as “good”. The result of the forth post test showed that the mean score

of post test was 83.57 it was categorized as “very good”. The cycle could be said

done and there wasn‟t need further cycle because the minimum score has been

able to reach that was 75.

The result in cycle 2 was showed that the mean score of the student‟s

reading comprehension was already at ”good. The grand mean of cycle I session

I, session II and cycle II session I, session II could be explained as followed:

41

The grand mean X1 of the post test scores in cycle I was:

X1 + X2 72.29 + 77.50 149.79

2 2 2

The grand mean X2 of the post test scores in cycle II was:

X3 + X4 81.90 + 85.12 163.21

2 2 2

The results of the above analysis were considered the findings of the present

classroom action study, which can be summarized as the follows:

Table 4.3

Summary of the Research Finding showing the mean of each Session and

the grand mean for cycle I and cycle II

Reflection Session

Total raw

score

Mean

Score

Total

mean

Grand

mean

IR S0 2185 52.02 52.02 52.02

Cycle 1

S1 3036 72.29

149.79 74.89

S2 3255 77.50

Cycle 2

S3 3345 79.64

163.21 81.60

S4 3510 83.57

In table 3, it was clearly shown that the findings of this classroom action research

were: first, the mean score of the pre-test obtained by the subjects under study was

52.02. It showed obviously the low ability of the subjects in reading

comprehension. Second, the mean scores of post-test in reflection of cycle I

obtained the subjects under study were 72.29 and 77.50. The mean score obtained

by subject under study for each session was comparatively higher than the mean

= = = 74.89

= = = 81.60

42

score in the IR. Third, the mean scores of post-test in reflection for cycle II by the

subjects under study were 79.64 and 83.57. This mean score showed that each

session of cycle II was still comparatively much higher than the mean score in the

IR.

The main findings of the present classroom action study, that the

increasing comparative mean figures of the IR score and the post test scores

obtained by the students under the study for cycle I and cycle II can be graphically

presented as following:

Graph 4.1

Graph Showing the Subjects‟ Progressing Grand Mean in Reading

Comprehension through CIRC Technique

In the graph above, the grand mean figure of the post test in cycle 1

was 74.89 and in cycle 2 were 81.60. There was significant different score which

was gotten in the pre test and in cycle 1, cycle 2. This mean figure suggested that

the teaching reading comprehension in cycle 2 (S3 and S4) using CIRC technique

43

could be remarked to be more effective than cycle 1 or in other word this

technique could improve students‟ reading comprehension in cycle 2.

4.2 Discussion

The data analysis of the classroom action study show that the mean of

initial reflection (X0) obtained by the subject under study in reading

comprehension was 52.02. This mean clearly showed that reading comprehension

of the student had a problem and it was identified as low.

The result of data analysis had been collected by data or students‟ scores

after giving the tests. In the table there was compared to the score in the pre test

with the scores in cycle 1 (the score in session 1(S1) and session 2 (S2)). The

mean score in session 1 was 72.29 and in session 2 were 77.50. It meant that the

score in session 1 (S1) higher than the score in the pre test. Besides, the score in

session 2 much higher than session 1, so it showed that the student made an

improvement in their‟ reading comprehension from the pre test until post test in

cycle 1.

In the table showed that the data analysis result of the post test (reflection)

scores in cycle 2 (S3 and S4) pointed out the increasing mean figures of 79.64 and

83.57. These scores were much higher than in the pre test. The mean figures

obtained by the subject under study in each session of cycle 2 were still visible

much higher than mean figure of pre test (IR) scores. By looking the data that

obtained from every session in cycle 1 and cycle 2, it could concluded that the

score was increased from the pre test until the last post test in cycle 2.

44

In the graph 4.1, the grand mean figure of the post test in cycle 1 was

74.89 and in cycle 2 were 81.60. There was significant different score which was

gotten in the pre test and in cycle 1, cycle 2. This mean figure suggested that the

teaching reading comprehension in cycle 2 (S3 and S4) using CIRC technique

could be remarked to be more effective than cycle 1 or in other word this

technique could improve students‟ reading comprehension in cycle 2. This was

due to the fact that the cycle 2 was a revised version of cycle 1; therefore, the

teaching scenarios in cycle 2 were accordingly revised by taking into account the

weakness found out in cycle 1. It showed that the grand mean score of the

reflection in cycle 2 was higher than cycle 1.

The questionnaire was given in the last session 1. Students had the

opportunity to answer the questionnaire individually and by the real condition of

motivation in teaching reading comprehension after CIRC technique were

conducted in the cycle. The purpose of given questionnaire in the last of cycle 1

was the researcher want to know the respect of the students for the CIRC

technique. So, the researcher could be continued to the cycle 2. A questionnaire

consisted of ten questions. The questionnaire which were actually intended to

measure the changing learning behavior of the subjects under study in learning

reading comprehension through CIRC Technique administered by the end of cycle

1. The subjects would be given ten questions related to how CIRC Technique

motivated them and in order to avoid misunderstanding and confusion, the

questionnaire was written in Bahasa Indonesia. The researcher constructed

questionnaire in multiple choice in respective item of A, B, C, and D and the

results of questionnaire were qualitatively scored using the rating scale 0-3.

45

The proportional percentage figures of the total response of the

questionnaire for items A, B, C and D are 61.48%, 35.92%, 2.60% and 0%. This

figure showed that 61.48% of the students absolutely accept this technique,

35.92% of the students agree with the technique and only 2.60 % still doubt about

this technique. This figure indicated the subjects‟ positive changing attitudes and

motivation in reading comprehension through Cooperative Integrated Reading and

Composition technique.

The findings of the present study were in line with the existing research

finding that revealed the improvement of the subject under study in mastering

English reading comprehension through CIRC Technique. Therefore, the

researcher though that the hypothesis stated as the following: the reading

comprehension at the SMP Negeri 3 Sukawati could be improved by

Implementing CIRC technique was confirmed.

46

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

The discussion of the present study in the previous chapters which dealt

with teaching reading comprehension by using CIRC technique to the eighth

grade students of the SMP Negeri 3 Sukawati could finally be concluded in this

chapter. In addition, some practical suggestions in reference to the significance of

the established findings were also recommended here.

5.1 Conclusion

The main idea required for the present classroom action study was

gathered through administering initial reflection and reflections to the subjects

under study every end of the lesson. The supplementary data was also collected by

administering questionnaire by the end of cycle 1. The present classroom action

study was conducted to help students to improve their ability in reading

comprehension.

The mean score of IR (X0) = 52.02. This mean figure clearly showed that

the students‟ reading comprehension of SMP Negeri 3 Sukawati in Academic

Year 2013/2014 was low. Every cycle consisted of two sessions; the mean score

in session 1 until session 4 were 72.29, 77.50, 79.64, 83.57 Furthermore, the

grand mean of the reflections in cycle 1 was 74.89 and the grand mean of the

reflections in cycle 2 was 81.60. Comparing with the mean score of IR, it was

clear that the grand mean of cycle 1 and cycle 2 were much higher than IR. In

addition, comparing from S1 to S4 the results mean figures were progressed and

47

increased significantly. The difference between the grand mean of cycle 1 and

cycle 2 was 6.71. The established mean figure for each session (S1 to S4) was

much higher than the IR. It indicated that the result mean figures progressed and

increased significantly.

The proportional percentage figures of the total response of the

questionnaires for items A, B, C and D are 61.48%, 35.92%, 2.60% and 0%. This

figure proved that the subjects‟ learning behaviors changed positively, that is their

attitudes and motivation heightened significantly. The findings of the present‟s

classroom action study are in line with the existing research findings, which have

discovered reading comprehension through CIRC techniques is significantly

effective and give significant improvement to the students.

In conclusion, the problems that faced by the eighth grade students of

SMP Negeri 3 Sukawati in reading comprehension could be solved by using

CIRC technique on teaching learning process. The hypothesis, the CIRC

technique could improve reading comprehension to the eighth grade students of

SMP Negeri 3 Sukawati, was proved. It proved that implementing CIRC

technique could improve the students‟ reading comprehension of the eighth grade

students of SMP Negeri 3 Sukawati in academic year 2013/2014.

5.2 Suggestion

From the conclusion above the researcher would like to give some

suggestions dealing with the study accomplished:

1. For the teacher, the researcher suggests to be more active, creative, and

innovative in teaching reading comprehension and also to other language

48

skills. The most important think is the teacher must be friendly and

sensitively to the students‟ situation and always be a good motivator for

them. Therefore, by doing the things above the students will enjoy and

interest to learn English subject. The result of the study is also expected to

enrich the teacher‟ knowledge about the technique. The research hopes that

they would use CIRC technique to teach reading comprehension because

after doing observation this technique was success applied in teaching

reading comprehension.

2. For the students of the eighth grade of SMP Negeri 3 Sukawati also

suggested keep on motivating and improving their reading comprehension

more intensively; besides, motivate themselves to learn more seriously, not

only in the classroom but also out of the classroom; moreover, to enrich their

vocabulary they have to read a lot of books.

3. For other researchers who are going to conduct a classroom action research, it

is suggested to use more reading passage in teaching learning process and

hopefully it can be used as a reference and be an alternative source and

guidance in conducting the same study of obtaining better result.

49

REFERENCES

Spencer K. and Miguel K. (2009). Kagan Ccoperative Learning. New York :

Kagan Publishing.

Agarwal and Nagar. (2011). Cooperative Learning. Delhi: Chawla Offset Press.

Elizabeth at all. (2004). Teaching Cooperative Learning. United States of

America : State University of New York Press.

Ni Luh Lenawati. (2011). Improving Students‟ Reading Comprehension Through

Cooperative Integrated Reading And Composition (CIRC ) Technique

Of Seventh Grade Students Of SMP Negeri 1 Tegallalang In Academic

Year 2010/2011. Universitas Mahasaraswati Denpasar.

Harmer, J. (2001). The Practice English Language Teaching. New York:

Longman Publishing .

Mayer, R. (2011). Handbook of Research on Learning and Instruction. New York

: Routledge

Brown, D.A.J. (2004). Language Assessment Principles and Classroom Practices.

California: Pearson Education, Inc.

Watson. (2002). Reading Comprehension Skills and Strategies. United States of

America. Saddleback Educational Publishing.

Hedge, T. (2003). Teaching & learning in the language classroom. UK: OUP.

Asep J. and Abdul H. (2012). Evaluasi Pembelajaran. Yogyakarta: Multi

Pressindo.

Robyn G. and Adrian A. (2003). Cooperative Learning. London : Routledge

Falmer

Kember, D. (2000). Action Learning and Action Research : Improving the Quality

of Teaching and Learning. London : Biddles Ltd, Gulford and King‟s

Lynn.

Winter, R. and Munn-Giddings, C. (2001). A Handbook for Action Research in

Health and Social Care. London : Routledge

Harmer, J. (2008). The Practice of English Language Teaching, Fourth Edition.

Cambridge, UK : Pearson Longman.

50

Chastain, K. (n.d). Developing Second Language Skills Theory in Practice.

Chicago : Rand McNally College Publishing.

Richards and Remandya. (2008). Methodology in Language Teaching and

Anthology of Current Practice. New York : Cambridge University Press.

Shalomo, S. (2012). The Handbook of Cooperative Learning. Yogyakarta:

Familia.

51

52

Appendix 1

LIST OF SUBJECTS

No Subject

1 I Putu Abdi Anggi Payana

2 Putu Adhi Putra Mahendra

3 I Made Agus Raditya Putra

4 I Wayan Agus Widiastawan

5 I Made Aldo Karyana

6 Ni Wayan Anggie Ekastuti

7 I Gede Ardiantara

8 A.A Ary Setiawati

9 Ni Luh Ayu Rismayanti

10 I Kadek Bagiarta

11 I Made Budhi Sugandhika

12 D.P Cok Angga Mandala

13 A.A Istri Dwintya Putri

14 Ni Putu Daniarti S.

15 I Made Dwi Kartika

16 I Wayan Ego Pradana Putra

17 Ni Kadek Eva Ariasih

18 I Gede Giri Adnya Kusuma

19 Luh Putu Inggriani Jayanti

20 I Wayan Januarta

21 Lia Anggraini

22 Ni Luh Manik Rahayuni

23 I Kadek Mardana

24 Ni Kadek Martia Candra Devi

25 Nadia Apriliana

26 I Wayan Noka Pramana

27 I Gede Nova Cahyana

28 Ni Kadek Novi Sudyastuti

29 Oggi Roseyuli Ananta

30 Pande Luh Ade Sarina Dewi

31 I Gede Pasek Ary Pratama

32 I Putu Rama Wirayasa

33 I Made Ramanda Bayu S.

34 Made Satria Dwi Mahendra

35 Ni Luh Putu Sekarini

36 Ni Ketut Sriyanti

37 Ni Kadek Suastiningsih

38 I Komang Sukma Surya W.

39 Ni Putu Talia Febiana

40 I Komang Taruna Bagaswara

41 Ni Komang Trisnayanti

42 Ni Luh Widi Kariasih

53

Appendix 2

Pre Test

School : SMP N 3 Sukawati

Subject : English

Class : VIII G

Semester : II

Day/Date : Monday, December 30 th

2013

Time : 60 minutes

Name :

I. Read the text carefully and choose the correct answer by crossing (X)

A,B,C, or D !

Text for no.1-5

Last week, my friend and I rode our bikes to the beach. It was

only five kilometers from our houses.

It was quite windy and there was hardly anyone there. It

surprised us because there were always many people coming there on

the weekends. So, we had the beach on our own. We bought some hot

chips, rode our bikes, played in the water and sat under the trees. We

really had a great time.

1. Where did the story happen?

a. in a house c. at the store

b. in a water d. at the beach

2. How did they go to the beach?

a. by bicycles c. by bus

b. by car d. by boat

3. Who did the writer and his friend find when they reached the beach?

a. many people c. almost no one

b. many visitors d. foreign tourist

4. How did the writer think about the trip?

a. It was an unpleasant trip c. It was a funny trip

b. It was a horrible trip d. It was a good trip

54

5. “It was only five kilometers from our houses.” ( paragraph 1 line

1). The word “It” refers to….

a. bike c. beach

b. chip d. house

Text for no.6-10

On Thursday 24 April we went to the Botanical Gardens. We walked

down and boarded the bus.

After we arrived at the garden, we walked down to the Education Centre.

The third grade students went to have a look around. First, we went to the first

farm and Mrs. James read us some information. Then, we looked at all the lovely

plants. After that we went down to a little spot in the Botanical Garden and had a

morning tea break.

Next, we did sketching and then we met the fourth grade students at the

Education Centre to have lunch. Soon after that, it was time for us to go and make

our terrariums while the fourth year students went to have walk. A lady took us

into special room and introduced herself, then she explained what we were going

to do. Next, she took us to a pyramid terrarium. It was really interesting.

After we had finished, we met the fourth grade students outside the

gardens.

Then we reboarded the bus and returned to school.

6. Most events mentioned in the text happened….

a. at the Education Centre

b. in the botanical garden

c. on the bus to Botanical Garden

d. outside the school

7. The writer of the text is….

a. a fourth grade students

b. a school teacher

c. a third grade students

d. Mr. and Mrs. James

8. What did the fourth grade students do after lunch?

a. They had a walk

b. They made their terrarium

c. They returned to school

d. They went to a pyramid terrarium

9. What was the second activity of the writer during the excursion to the Botanical

Garden?

a. Gathering at the Education Centre

b. Going to a small garden

c. Looking at the lovely plants

d. Visiting a beautiful lady

55

10.“It was really interesting.” (paragraph 3 line 5) What does the underlined word

refer to?

a. A pyramid terrarium

b. A specific room

c. Education Centre

d. First farm

Text for no.11-20

On Saturday night, we went to the Town Hall. It was the last day of the

year and a large crowd of people had gathered under the Town Hall clock. It

would strike twelve in twenty minutes‟ time. Fifteen minutes passed and then, at

five to twelve, the clock stopped. The big minute hand did not move. We waited

and waited, but nothing happened. Suddenly someone shouted,”It‟s two minutes

past twelve! The clock has stopped!”

I looked at my watch. It was true. The big clock refused to welcome the

New Year. At that moment, everybody began to laugh and sing.

(sumber: detik-detik UN bahasa Inggris; 2005/2006; Intan Pariwara)

11. When did the clock stopped?

a. At 5.12 c. At 11.55

b. At 12.00 d. At 12.02

12. Why did the people gather under the Town Hall clock?

a. To welcome the New Year c. To see the newly bought clock

b.To strike the laughing people d. To stop people who shouted

13. Based on the text, where was the writer?

a. At the center of the town c. At the beach

b. At home d. At the market

14. When did the event happen?

a. in the middle of the year c. Christmas celebration

b. the end of the year d. at the weekend as usual

15. Which of the following is not true according to the text?

a. the writer was waiting to celebrate the New Year.

b. the writer brought a watch.

c. the writer was very happy.

d. The writer celebrated the New Year with his family.

16. What probably happened when someone shouted that the clock stopped?

a. Everybody directly celebrated the New Year

b. everybody sings and laugh.

c. everybody looked for a watch.

d. everybody shouted too.

17. What does the first sentence tell you?

56

a. The problem that the writer met c. The funny thing in the story

b. The opening of the story d. The past event

18. “It would strike twelve in twenty minutes‟ time.”(paragraph 1 line 2)

The underlined word refers to …

a. the clock c. the town

b. author‟s watch d. the place

19. It was the last day of the year and a large crowd of people had gathered under

the Town Hall clock.

What is the closest meaning of the underlined word?

a. mass c. quiet

b. big d. busy

20. “The big clock refused to welcome the New Year”

What is the synonym of the underline word ….

a. reject c. admit

b. accept d. hate

II. Read the text carefully and answer the question above based on the

text !

One day I went to Bandung with my friend for a vacation. We went there

on night bus when we arrived in Cianjur, the bus stopped for a rest. I got of the

bus to get a cup of coffee, but my friend didn‟t. He went to a mosque to pray. It

took only a few minutes to pray, but when I came out again the bus was not there.

It had gone! Shocked and confused. I asked the shopkeeper about the bus. She

said that the bus had departed about five minutes ago.

I tried to call my friend on my cell phone, but the battery was running low.

I couldn‟t do anything but hope and pray. After several minutes, my wish came

true. The bus came back! Got on the bus and walked to my seat. I was so ashamed

when everybody on the bus looked at me. I could feel my face turn red. I asked

my friend why she didn‟t tell the driver that I was still outside.

“I did, I told him several times that you were outside, but he said that you

were in the bus toilet because he saw a man going into the toilet,” my friend

replied, laughing. The other passengers smiled at me. I was so embarrassed.

1. What did the story tell us about ?

2. What did the writer do when the bus stop for a rest in Cianjur ?

3. Why couldn‟t the writer cell his friend?

4. How did the writer fell?

5. What is the main idea of second paragraph?

57

Appendix 3 a

LL esson plan on cycle I Session 1

School/institution : SMPN 3 Sukawati

Subject : English

Class/Semester : VIII G / II

Skill : Reading

Theme : Recount text (Holiday)

A. Standard Competence :

Reading

Understanding the meaning in simple written text in form of recount used in

the context of daily life.

B. Basic Competence :

Responding the meaning of reading text recount from that given such as

finding out the word meaning, specific information, and main idea from the

text correctly, accurately, and fluently that related to the text.

C. Indicators:

1. Find out the main idea and detail information in the recount text.

2. Ask and answer questions dealing with recount text.

3. Concluding the context of the text accurately.

D. Teaching learning objective :

58

In the end of this material students are able to :

1. Read the text accurately.

2. Identify the explicit and the implicit information of the text.

3. Share the information accurately.

4. Conclude the topic based on reading text.

E. Time allotment : 2 x 40 Minutes

F. Expected Building Characters :

Brave

Respect

Active

Trustworthiness

G. Teaching Learning material :

Short recount text about Holiday

Holiday in Bali

I had a terrible day yesterday. First, I woke up an hour late because my

alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when

I was making breakfast. After breakfast, I got dressed so quickly that I forgot to

wear socks.

Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it.

I wanted to take a taxi, but I didn't have enough money.

Finally, I walked the three miles to my school only to discover that it was Sunday!

I hope I never have a day as the one I had yesterday.

59

H. Teaching Learning methods :

Cooperative Integrated Reading and Composition

I. Teaching learning procedures :

No

Structure

Teaching Learning activities

Time Teacher Students

1

Pre activities

Apperception Greeting

Checking the

students present

list

Asking some

students about

holiday

Explaining the

material that will

be discuss and

also Cooperative

Integrated

Reading and

Composition.

Telling about the

intent that the

students will be

achieved after

studying this

material

Responsing the

greeting

Responsing to

the present list

Answering

teacher’s

questions

Listening the

teacher’s

explanation

1x10

minutes

Motivation Conditioning the

students to focus

to the material

Focusing their

mind to the

material

1 x 5

minutes

60

2

Main activities

Exploration

Asking students

to make group

and each group

consist of four

students.

Reading the text

briefly to the

students as an

example.

Asking the

students to read

the text briefly &

silently

Listening to the

teacher

Reading the text

silently

1 x 10

minutes

Elaboration Asking some

students to read

aloud.

Telling the

correct

pronounciation

and stress when

the student make

a mistakes

Reading aloud

the text given

Repeating the

correct

pronounciation

and stress in

every single

word

1 x 20

minutes

61

Confirmation

Asking the

students to

discuss with their

group, to find the

difficult word.

Asking the

students to

discuss with their

group to make

summarizing of

the text given.

Asking the

students to

answer the

questions that

related to the text

individually.

Taking a note of

new words

Discussing with

group and make

summarizing.

Answering the

questions.

1 x 25

minutes

3 Post activities Summarizing the

materials that

have done

Saying good bye

and leaving the

classroom

Giving attention

to the teacher’s

conclusion

Saying good bye

1 x 10

minutes

62

J. Teaching Learning source and media :

The students text book (Wardiman, Artono dkk. 2008. English in Focus.

Jakarta: Pusat Perbukuan, Department Pendidikan Nasional Tahun 2008)

Reading text (http://makalahtugasku.blogspot.com/2013/08/18-contoh-

recount-text-bahasa-inggris.html

K. Learning Media

Reading passage

L. Assesment

Indicator

Assesment

Technic Instrument Example

Instruments

Answering

the

following

questions

according

to the text

given !.

Written

test

Text

1. What is the main idea of the

text?

Scoring Rubric

NO. Criteria Score

I

Correct answer

Incorrect answer or no

1

0

63

answer

III

Correct answer, the structure

of sentence in grammatical

Correct answer, but the

structure of sentence is not

grammatical

Incorrect answer or no

answer.

2

1

0

Assessment Guideline

Written :

1. For number I, for each correct answer scoring 1

2. for number II, for each correct answer scoring 2

3. Number of maximum score

I 10 x 1 = 10

II 5 x 2 = 10

Total = 20

4. Maximum value = 20 : 2 = 10

Researcher,

Luh Rai Mayuni

NPM:10.8.03.51.31.2.5.3689

+

64

Appendix 3 b

LL esson plan on cycle I Session 2

School/institution : SMPN 3 Sukawati

Subject : English

Class/Semester : VIII G / II

Skill : Reading

Theme : Recount text (Holiday)

A. Standard Competence :

Reading

Understanding the meaning in simple written text in form of recount used in

the context of daily life.

B. Basic Competence :

Responding the meaning of reading text recount from that given such as

finding out the word meaning, specific information, and main idea from the

text correctly, accurately, and fluently that related to the text.

C. Indicators:

4. Find out the main idea and detail information in the recount text.

5. Ask and answer questions dealing with recount text.

6. Concluding the context of the text accurately.

D. Teaching learning objective :

65

In the end of this material students are able to :

5. Read the text accurately.

6. Identify the explicit and the implicit information of the text.

7. Share the information accurately.

8. Conclude the topic based on reading text.

E. Time allotment : 2 x 40 Minutes

F. Expected Building Characters :

Brave

Respect

Active

Trustworthiness

G. Teaching Learning material :

Short recount text about Holiday

H. Teaching Learning methods :

Cooperative Integrated Reading and Composition

Holiday in Botanical Garden

On Thursday 24 April we went to the Botanical Gardens. We walked down

and boarded the bus. After we arrived at the garden, we walked down to the

Education Centre. The third grade students went to have a look around. First, we

went to the first farm and Mrs. James read us some information. Then, we looked

at all the lovely plants. After that we went down to a little spot in the Botanical

Garden and had a morning tea break. Next, we did sketching and then we met the

66

fourth grade students at the Education Centre to have lunch. Soon after that, it was

time for us to go and make our terrariums while the fourth year students went to

have walk. A lady took us into special room and introduced herself, then she

explained what we were going to do. Next, she took us to a pyramid terrarium. It

was really interesting. After we had finished, we met the fourth grade students

outside the gardens. Then we reboarded the bus and returned to school.

I. Teaching learning procedures :

No

Structure

Teaching Learning activities

Time Teacher Students

1

Pre activities

Apperception Greeting

Checking the

students present

list

Asking some

students about

holiday

Explaining the

material that will

be discuss and

also Cooperative

Integrated

Reading and

Composition.

Telling about the

intent that the

students will be

achieved after

studying this

material

Responsing the

greeting

Responsing to

the present list

Answering

teacher’s

questions

Listening the

teacher’s

explanation

1x10

minutes

Motivation Conditioning the

students to focus

to the material

Focusing their

mind to the

material

1 x 5

minutes

67

2

Main activities

Exploration

Asking students

to make group

and each group

consist of four

students.

Reading the text

briefly to the

students as an

example.

Asking the

students to read

the text briefly &

silently

Listening to the

teacher

Reading the text

silently

1 x 10

minutes

Elaboration Asking some

students to read

aloud.

Telling the

correct

pronounciation

and stress when

the student make

a mistakes

Reading aloud

the text given

Repeating the

correct

pronounciation

and stress in

every single

word

1 x 20

minutes

68

Confirmation

Asking the

students to

discuss with their

group, to find the

difficult word.

Asking the

students to

discuss with their

group to make

summarizing of

the text given.

Asking the

students to

answer the

questions that

related to the text

individually.

Taking a note of

new words

Discussing with

group and make

summarizing.

Answering the

questions.

1 x 25

minutes

3 Post activities Summarizing the

materials that

have done

Saying good bye

and leaving the

classroom

Giving attention

to the teacher’s

conclusion

Saying good bye

1 x 10

minutes

69

J. Teaching Learning source and media :

The students text book (Wardiman, Artono dkk. 2008. English in Focus.

Jakarta: Pusat Perbukuan, Department Pendidikan Nasional Tahun 2008)

Reading text (http://makalahtugasku.blogspot.com/2013/08/18-contoh-

recount-text-bahasa-inggris.html

K. Learning Media

Reading passage

L. Assesment

Indicator

Assesment

Technic Instrument Example

Instruments

Answering

the

following

questions

according to

the text

given !.

Written

test

Text

2. What is the main idea of the

text?

Scoring Rubric

NO. Criteria Score

I

Correct answer

Incorrect answer or no

1

0

70

answer

III

Correct answer, the structure

of sentence in grammatical

Correct answer, but the

structure of sentence is not

grammatical

Incorrect answer or no

answer.

2

1

0

Assessment Guideline

Written :

1. For number I, for each correct answer scoring 1

2. for number II, for each correct answer scoring 2

3. Number of maximum score

I 10 x 1 = 10

II 5 x 2 = 10

Total = 20

4. Maximum value = 20 : 2 = 10

Researcher,

Luh Rai Mayuni

NPM:10.8.03.51.31.2.5.3689

+

71

Appendix 3 c

LL esson plan on cycle II Session 1

School/institution : SMPN 3 Sukawati

Subject : English

Class/Semester : VIII G / II

Skill : Reading

Theme : Recount text (Bad Experience)

A. Standard Competence :

Reading

Understanding the meaning in simple written text in form of recount used in

the context of daily life.

B. Basic Competence :

Responding the meaning of reading text recount from that given such as

finding out the word meaning, specific information, and main idea from the

text correctly, accurately, and fluently that related to the text.

C. Indicators:

7. Find out the main idea and detail information in the recount text.

8. Ask and answer questions dealing with recount text.

9. Concluding the context of the text accurately.

D. Teaching learning objective :

72

In the end of this material students are able to :

9. Read the text accurately.

10. Identify the explicit and the implicit information of the text.

11. Share the information accurately.

12. Conclude the topic based on reading text.

E. Time allotment : 2 x 40 Minutes

F. Expected Building Characters :

Brave

Respect

Active

Trustworthiness

G. Teaching Learning material :

Short recount text about Bad Experience

My Bad Day on Sunday

I had a terrible day yesterday. First, I woke up an hour late because my

alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when

I was making breakfast. After breakfast, I got dressed so quickly that I forgot to

wear socks.

Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it.

I wanted to take a taxi, but I didn't have enough money.

Finally, I walked the three miles to my school only to discover that it was Sunday!

I hope I never have a day as the one I had yesterday.

73

H. Teaching Learning methods :

Cooperative Integrated Reading and Composition

I. Teaching learning procedures :

No

Structure

Teaching Learning activities

Time Teacher Students

1

Pre activities

Apperception Greeting

Checking the

students present

list

Asking some

students about

holiday

Explaining the

material that will

be discuss and

also Cooperative

Integrated

Reading and

Composition.

Telling about the

intent that the

students will be

achieved after

studying this

material

Responsing the

greeting

Responsing to

the present list

Answering

teacher’s

questions

Listening the

teacher’s

explanation

1x10

minutes

Motivation Conditioning the

students to focus

to the material

Focusing their

mind to the

material

1 x 5

minutes

74

2

Main activities

Exploration

Asking students

to make group

and each group

consist of four

students.

Reading the text

briefly to the

students as an

example.

Asking the

students to read

the text briefly &

silently

Listening to the

teacher

Reading the text

silently

1 x 10

minutes

Elaboration Asking some

students to read

aloud.

Telling the

correct

pronounciation

and stress when

the student make

a mistakes

Reading aloud

the text given

Repeating the

correct

pronounciation

and stress in

every single

word

1 x 20

minutes

75

Confirmation

Asking the

students to

discuss with their

group, to find the

difficult word.

Asking the

students to

discuss with their

group to make

summarizing of

the text given.

Asking the

students to

answer the

questions that

related to the text

individually.

Taking a note of

new words

Discussing with

group and make

summarizing.

Answering the

questions.

1 x 25

minutes

3 Post activities Summarizing the

materials that

have done

Saying good bye

and leaving the

classroom

Giving attention

to the teacher’s

conclusion

Saying good bye

1 x 10

minutes

76

J. Teaching Learning source and media :

The students text book (Wardiman, Artono dkk. 2008. English in Focus.

Jakarta: Pusat Perbukuan, Department Pendidikan Nasional Tahun 2008)

Reading text (http://makalahtugasku.blogspot.com/2013/08/18-contoh-

recount-text-bahasa-inggris.html

K. Learning Media

Reading passage

L. Assesment

Indicator

Assesment

Technic Instrument Example

Instruments

Answering

the

following

questions

according to

the text

given !.

Written

test

Text

3. What is the main idea of the

text?

Scoring Rubric

NO. Criteria Score

I

Correct answer

Incorrect answer or no

1

0

77

answer

III

Correct answer, the structure

of sentence in grammatical

Correct answer, but the

structure of sentence is not

grammatical

Incorrect answer or no

answer.

2

1

0

Assessment Guideline

Written :

1. For number I, for each correct answer scoring 1

2. for number II, for each correct answer scoring 2

3. Number of maximum score

I 10 x 1 = 10

II 5 x 2 = 10

Total = 20

4. Maximum value = 20 : 2 = 10

Researcher,

Luh Rai Mayuni

NPM:10.8.03.51.31.2.5.3689

+

78

Appendix 3 d

LL esson plan on cycle II Session 2

School/institution : SMPN 3 Sukawati

Subject : English

Class/Semester : VIII G / II

Skill : Reading

Theme : Recount text (Bad Experience)

A. Standard Competence :

Reading

Understanding the meaning in simple written text in form of recount used in

the context of daily life.

B. Basic Competence :

Responding the meaning of reading text recount from that given such as

finding out the word meaning, specific information, and main idea from the

text correctly, accurately, and fluently that related to the text.

C. Indicators:

10. Find out the main idea and detail information in the recount text.

11. Ask and answer questions dealing with recount text.

12. Concluding the context of the text accurately.

79

D. Teaching learning objective :

In the end of this material students are able to :

13. Read the text accurately.

14. Identify the explicit and the implicit information of the text.

15. Share the information accurately.

16. Conclude the topic based on reading text.

E. Time allotment : 2 x 40 Minutes

F. Expected Building Characters :

Brave

Respect

Active

Trustworthiness

G. Teaching Learning material :

Short recount text about Bad Experience

My First Experience to Ride Motorcycle

One day, when I was ten years old, my father bought an old motorcycle.

That was " Honda 75". I think it was small light object and easy to ride it. I

persuaded my father to teach me to ride " Honda 75 ". Firstly, my father refused

my request and promised that he would teach me two or three years later, but I

still whimpered. Finally, my father surrendered and promised to teach me. He

began to teach me riding the motorcycle around a field in my village. My father

was very patient to give me some directions. I was very happy when I realized my

ability to ride a motorcycle. " Yes, I can ".

One day later, when I was alone at home, I intended to try my riding

ability. So, myself tried bravely. All ran fluently in the beginning, but when I was

80

going back to my home and I must passed through a narrow slippery street, I got

nervous. I lost my control and I fell to the ditch.

After that, I told my father about the last accident. I imagined my father

would be angry and never let me ride again. But the reality is exactly on the

contrary, my father was very proud of me. He just gave me some advices and

since that accident, I got my father's permission to ride motorcycle.

H. Teaching Learning methods :

Cooperative Integrated Reading and Composition

I. Teaching learning procedures :

No

Structure

Teaching Learning activities

Time Teacher Students

1

Pre activities

Apperception Greeting

Checking the

students present

list

Asking some

students about

holiday

Explaining the

material that will

be discuss and

also Cooperative

Integrated

Reading and

Composition.

Responsing the

greeting

Responsing to

the present list

Answering

teacher’s

questions

Listening the

teacher’s

explanation

1x10

minutes

81

Telling about the

intent that the

students will be

achieved after

studying this

material

Motivation Conditioning the

students to focus

to the material

Focusing their

mind to the

material

1 x 5

minutes

2

Main activities

Exploration

Asking students

to make group

and each group

consist of four

students.

Reading the text

briefly to the

students as an

example.

Asking the

students to read

the text briefly &

silently

Listening to the

teacher

Reading the text

silently

1 x 10

minutes

Elaboration Asking some

students to read

aloud.

Telling the

correct

pronounciation

and stress when

the student make

a mistakes

Reading aloud

the text given

Repeating the

correct

pronounciation

and stress in

every single

word

1 x 20

minutes

82

Confirmation

Asking the

students to

discuss with their

group, to find the

difficult word.

Asking the

students to

discuss with their

group to make

summarizing of

the text given.

Asking the

students to

answer the

questions that

related to the text

individually.

Taking a note of

new words

Discussing with

group and make

summarizing.

Answering the

questions.

1 x 25

minutes

3 Post activities Summarizing the

materials that

have done

Saying good bye

and leaving the

classroom

Giving attention

to the teacher’s

conclusion

Saying good bye

1 x 10

minutes

83

J. Teaching Learning source and media :

The students text book (Wardiman, Artono dkk. 2008. English in Focus.

Jakarta: Pusat Perbukuan, Department Pendidikan Nasional Tahun 2008)

Reading text (http://makalahtugasku.blogspot.com/2013/08/18-contoh-

recount-text-bahasa-inggris.html

K. Learning Media

Reading passage

L. Assesment

Indicator

Assesment

Technic Instrument Example

Instruments

Answering

the

following

questions

according

to the text

given !.

Written

test

Text

4. What is the main idea of the

text?

Scoring Rubric

NO. Criteria Score

I

Correct answer

Incorrect answer or no

1

0

84

answer

III

Correct answer, the structure

of sentence in grammatical

Correct answer, but the

structure of sentence is not

grammatical

Incorrect answer or no

answer.

2

1

0

Assessment Guideline

Written :

1. For number I, for each correct answer scoring 1

2. for number II, for each correct answer scoring 2

3. Number of maximum score

I 10 x 1 = 10

II 5 x 2 = 10

Total = 20

4. Maximum value = 20 : 2 = 10

Researcher,

Luh Rai Mayuni

NPM:10.8.03.51.31.2.5.3689

+

85

Appendix 4 a

Post test cycle I session 1

School/institution : SMPN 3 Sukawati

Subject : English

Class/Semester : VIII G / II

Skill : Reading

Theme : Recount text

Date : Thursday 02nd

of January 2014

Name :

I. Please choose the best answer with crossing A,B,C, or D according to the

text above !

My Holiday

On Wednesday, my friends and I went to Jogjakarta. We stayed at

Dirgahayu Hotel which is not far from Malioboro.

On Thursday we visited the temples in Prambanan. There are three big

temples, the Brahmana, Syiwa and Wisnu temples. They are really amazing. We

visited only Brahma and Syiwa temples, because Wisnu temple is being

renovated.

On Friday morning we went to Jogja Kraton. We spent about two hours

there. We were lucky because we were led by a smart and friendly guide. Then we

continued our journey to Borobudur. We arrived there at four p.m. At 5 p.m. We

heard an announcement that Borobudur gate would be closed.

In the evening we left for Jakarta by Wisata bus.

1. The text above mainly discusses about …

a. the writers first visit to prambanan

b. the writers impression about the guide

c. the writers trip to jogyakarta

d. the writers experience at kraton

2. Which temple was being renovated ?

a. Syiwa c. syiwa and wisnu

b. Brahma d. wisnu

86

3. Which of the following statements is true ?

a. the writer and the friends went to jogyakarta for having a research

b. the1 writer went to borobudur first ant them to kraton

c. the writer was very disappointed with the guide

d. the writer left for Jakarta on Friday

4. Then we continued our journey to Borobudur. (paragraph 3 line 3)

What is the synonym of the underline word above?

a. Holiday c. Visit

b. Trip d. Going

5. They are really amazing. (paragraph 2 line 2)

In the text, word “they” refers to ?

a. Jogja Kraton and Borobudur.

b. Friends and guide.

c. Brahmana, Syiwa and Wisnu temples.

d. Dirgahayu Hotel and Malioboro.

6. What is the main idea of third paragraph?

a. Trip the writer to Jogja Kraton and Borobudur.

b. The writer left from Jogyakarta.

c. The writer visited the temples in Prambanan.

d. The writer find a smart and friendly guide.

7. How many days the writer and friends spent their holiday in Jogjakarta?

a. 2 days c. 4 days

b. 3 days d. 1 day

8. How many hours they spent in Jogja Kraton?

a. 3 hours c. 2 hours.

b. 4 hours d. 1 hour.

9. Why they left Jogja Kraton and Borobudur?

a. Because they heard an announcement.

b. Because they want to go to another place.

c. Because guide told them to left the place.

d. Because they had been boring at that place.

10. What day they visited the temples in Prambanan?

a. On Wednesday c. On Friday

b. On Thursday d. On Sunday

87

II. Please answer the question based on the text above!

1. What is the main idea of second paragraph?

2. Why did they just visit Brahma and Syiwa temple?

3. Why did they were lucky?

4. What did temples that they had been visit?

5. Where did they stay during their holiday in Jogjakarta?

88

Appendix 4 b

Post test cycle I session 2

School/institution : SMPN 3 Sukawati

Subject : English

Class/Semester : VIII G / II

Skill : Reading

Theme : Recount text (Holiday)

Date : Tuesday, January 07th

2014

Name :

I. Please choose the best answer with crossing A,B,C, or D according to

the text above !

A Study Tour to Bali

I was in junior high school when at the first time I went to Bali Island. I

went there with my teachers and my friends. It was a study tour actually. My

teacher, my class friends, and I were in the same bus. We left our school at 8 a.m.

The journey from Pati to Bali took a day. I was so exhausted because I had

to sit along the journey. Actually, it was a funny journey because I spent all of my

time with my friends, like playing games, laughing, and kidding. But I felt that all

of my tiredness gone all of sudden when we arrived at the Sanur Beach. It was

still morning, I saw a sun rise which was so beautiful. Then we were drove to the

hotel to take a rest and had meals. After that, we went to the Nusa Dua Beach.

There were so many activities to do there. We could play parasailing, banana boat,

and so on. But I chose to go to a little island which had a lot of reptile there. There

were snake, turtles, etc. The scenery was so beautiful because I was in the middle

of the sea!

Next, we went to Garuda Wisnu Kencana (GWK). There were two statues

which were so big. They were Wisnu and his bird, called Garuda. I was interested

in its relief on the rock but, actually, I did not know the story on it. At last, we

went to the Sosro Company. We learned a lot of things there from the first step till

the end of making a tea. After that, we went back to Pati. After a very long

89

journey, through the land and the sea, I learned something about nature and

human products. Although it took a lot of my energy, I felt so happy because I

spent all of my time with my friends.

1. The text above mainly discusses about …

a. the writers study tour to Bali

b. the writers first visit to Bali Island

c. the writers trip to Bali Island

d. tourism object in Bali

2. Which of the following statements is true?

a. The writer left her school at 9 p.m

b. The writer was in different bus.

c. The writer just go to Sanur Beach.

d. The writer do study tour with her teacher and her class friend.

3. We left our school at 8 p.m. (paragraph 1 line 3)

In the text, word “we” refers to ?

a. The writer and family.

b. The writer and teacher.

c. The writer, teacher, and class friends

d. The writer and friends.

4. What the writer do in during her/his journey?

a. Take a rest, sunbathing, and laughing.

b. playing banana boat and kidding.

c. playing games, laughing and kidding.

d. taking a picture and laughing.

5. I was so exhausted because I had to sit along the journey. (paragraph 2)

What is the synonym of the underline word above?

c. Tired. c. comfortable.

d. Happy. d. interesting

6. What is the main idea of second paragraph?

a. Study tour to Bali.

b. Trip to the Sanur Beach and Nusa Dua Beach.

c. The unique of place in Bali.

d. Visited to the Garuda Wisnu Kencana (GWK)

7. How many tourism object in Bali that the writer visited?

a. 2 c. 4

b. 3 d. 1

90

8. What does statues that exist in Garuda Wisnu Kencana (GWK)

?

a. Bird and Saraswati statue c. Horse statue

b. Wisnu and Garuda d. Wisnu and bird.

9. What does the company‟s name that the writer visited?

a. Sari Wangi Company c. Coffee Company

b. Sosro Company d. Fabric Company

10. What does the writer felt after that journey?

a. Sad c. Satisfied.

b. Disappointed d. Happy.

II. Please answer the question based on the text above!

1. What is the main idea of first paragraph?

2. Why did they writer felt so exhausted?

3. What did the writer do at the Sanur Beach?

4. What did the writer do at the Nusa Dua Beach?

5. What did the writer learned from this journey?

91

Appendix 4 c

Post test cycle II session 1

School/institution : SMPN 3 Sukawati

Subject : English

Class/Semester : VIII G / II

Skill : Reading

Theme : Recount text (Bad Experience)

Date : Thursday, January 09th

2014

Name :

I. Please choose the best answer with crossing A,B,C, or D according to

the text above !

I had a bad experience when I did shopping because of the shop assistant‟s

fault. However, the security officer of the shop really embarrassed me of stealing

a pair of blue jeans.

That was on Sunday afternoon. I went to a fashion shop with my friends. I

choose a pair of blue jeans to buy and paid for them at the cashier. Unfortunately,

the shop assistant was careless. She forgot to take the censor clip on the blue

jeans. So, when I left the shop, the detector beeped. The security officer shouted at

me, “Hey, you…! Stop!!” Then, he took me to the manager‟s room.

After examining, the security officer and the manager realized that it was

not my fault. They said they were very sorry about what had happened. Finally,

the manager asked me to take one piece of clothing for free.

1. What does the text talk about?

a. The writer‟s fault at the blue jeans shop.

b. The writer‟s bad experience at a fashion shop.

c. The shop assistant‟s activity.

d. The security officer‟s fault.

92

2. What the writer did on Sunday afternoon?

a. swimming. c. studying

b. shopping d. washing.

3. Who did fault?

a. The writer c. Security officer

b. Shop assistant d. The writer‟s friend

4. “…….because of the shop assistant‟s fault.” (paragraph 1 line 1)

What is the closest meaning of the underline word above?

a. Wrong c. wise

b. Shy d. honest

5. When the writer did shopping?

a. Sunday morning c. Sunday afternoon

b. Saturday morning d. Monday afternoon

6. Where the writer did shopping?

a. At the market c. At the shop.

b. At mall d. At the fashion shop.

7. “…..paid for them at the cashier.” (paragraph 2 line 2 )

The word ”them” refers to?

a. a pair of shoes c. sweeter

b. a pair of blue jeans d. t-shirt

8. How did the shop assistant when the writer shopping there?

a. careless c. kindly

b. friendly d. responsibility

9. “She forgot to take the censor clip…”(paragraph 2 line 3)

What does the underlined word refer to?

A. The writer.

B. The shop assistant.

C. The security officer.

D. The manager.

10. Why did the detector beep?

A. The security officer shouted at the writer.

B. The security officer took the writer to the manager‟s room.

C. The shop assistant forgot to take the censor clip on the blue jeans.

D. The shop assistant found that the writer stole a pair of blue jeans.

93

II. Please answer the question based on the text above!

1. What is main idea of second paragraph?

2. How the bad experience of the writer?

3. What did the shop assistant forget?

4. Who did realize the fault?

5. What the writer get finally ?

94

Appendix 4 d

Post test cycle II session 2

School/institution : SMPN 3 Sukawati

Subject : English

Class/Semester : VIII G / II

Skill : Reading

Theme : Recount text (Experience)

Date : Thursday, 16th

January 2014

Name :

I. Please choose the best answer with crossing (X) A,B,C, or D according

to the text above !

Going to a movie

Josse and Robby decided to go to a film theatre to relax. They arrived at

the cinema at eight p.m. They were very tired after finishing the exams. They

choose to see an adventure film. They didn‟t want to see a drama, thriller, or

horror film. They wanted to forget studying for one night and fantasize a little.

So they bought two tickets for a movie called Lord of the Rings, The

Fellowship of the Ring. They got in the theatre just on time before the movie

started.

Inside the theatre, a tall man sat on a seat in front of them. He put on a tall

hat. Josse and Robby could not see the screen. Josse tapped the man on the

shoulder and asked him to remove his hat. When the man turned around to say

sorry, they recognized him. He was Mr. Samuel, Josse‟s Father.

(Source: ujian nasional SMP/MTs Tahun Pelajaran 2004/2005)

1. What is main idea of the first paragraph?

a. Josse purposely met his father in the theatre.

b. Josse and Robby were late to get in the movie.

c. They bought two tickets for the movie.

d. Josse and Robby went to the theatre for relaxing.

95

2. What time Josse and Robby arrived at the cinema?

a. seven p.m c. nine p.m

b. eight p.m d. six p.m

3. Josse and Robby went to a theatre and saw a/an ?

a. adventure movie c. horror

b. drama movie d. d. thriller

4. “They choose to see an adventure film” (paragraph 1 line 2)

The word “they” refers to?

a. Drama and horror film

b. Lord of the Rings, The Fellowship of the Ring

c. Mr.Samuel and Josse

d. Josse and Robby

5. What type of movie that they didn‟t want to see?

a. a drama, thriller, or horror film

b. adventure, drama, or thriller

c. adventure, drama, or horror film

d. drama, adventure, or tragedy film

6. “They didn‟t want to see a drama, a thriller or a ...” (Paragraph 1 line 3)

The word underlined means a film that tells a strory about … events.

a. amused c. romantic

b. excellent d. scary

7. How many tickets that they bought?

a. three tickets c. four tickets

b. two tickets d. five tickets

8. What the title of the movie that they watch?

a. The Trek

b. Fast and Furious

c. Lord of the Rings, The Fellowship of the Ring

d. Titanic

9. Why couldn‟t Josse and Robby see the screen?

a. A tall man sat in front of them.

b. The man sitting in front of them wore a tall hat.

c. They sat on seats at the back row.

d. They were too short to see the screen clearly.

10. Who is Mr.Samuel?

a. Robby‟s father c. Josse‟s father

b. Robby‟s brother d. Josse‟s friend

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II. Please answer the question based on the text above!

1. What did they do after finishing the exams?

2. Why did they choose to see an adventure film?

3. What is the main idea of second paragraph?

4. What did they do for they can see the screen?

5. What the experience that they get in the cinema?

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Appendices 5 a

ANSWER KEY of PRE-TEST

I.

1. D 11. C

2. A 12. A

3. A 13. A

4. D 14. B

5. C 15. D

6. A 16. C

7. C 17. B

8. A 18. A

9. C 19. A

10. A 20. A

II. 1. The writer went to Bandung with his/her friend for a vacation.

2. To get a cup of coffee but his/her friend didn‟t.

3. The battery was running low.

4. The writer felt embarrassed.

5. The writer try to call his/her friend because he be left out of the bus.

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Appendix 5 b

ANSWER KEY of POST TEST 1

I.

1. C

2. D

3. D

4. B

5. C

6. A

7. B

8. C

9. A

10. B

II. 1. The writer and friends visit the temples in Prambanan.

2. Because Wisnu Temple is being renovated.

3. Because the writer and friend led by a smart and friendly guide.

4. Brahma and Syiwa.

5. Dirgahayu Hotel

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Appendix 5 c

ANSWER KEY of POST TEST 2

I.

1. A

2. D

3. C

4. C

5. A

6. B

7. B

8. B

9. B

10. D

II.

1. The writer study tour to Bali.

2. Because the writer had to sit along the journey.

3. The writer saw a sunrise which so beautiful.

4. He could play parasailing, banana boat, and so on.

5. He learned something about nature and human products.

100

Appendix 5 d

ANSWER KEY of POST TEST 3

I.

1. B

2. B

3. B

4. A

5. C

6. D

7. B

8. A

9. B

10. C

II.

1. The writer went to a fashion shop with his friends.

2. The shop assistant forgot to take the censor clip on the blue

jeans so the security catching him.

3. To take the censor clip.

4. Security officer and the manager.

5. Take one piece of clothing for free..

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Appendix 5 e

ANSWER KEY of POST TEST 4

I.

1. D

2. B

3. A

4. D

5. A

6. D

7. B

8. C

9. A

10. C

II.

1. The writer study tour to Bali.

2. Because the writer had to sit along the journey.

3. The writer saw a sunrise which so beautiful.

4. He could play parasailing, banana boat, and so on.

5. He learned something about nature and human products.

102

Appendix 6

KUESIONER

Pilihlah salah satu jawaban dari pertanyaan-pertanyaan di bawah ini dengan

mengisi tanda silang (X) pada (a), (b), (c), atau (d) dengan sejujur-jujurnya sesuai

dengan pendapat anda!

1. Menurut Anda apakah pelajaran membaca penting bagi Anda dalam

menambah wawasan ?

a. Sangat penting.

b. Kurang penting.

c. Biasa saja.

d. Tidak penting.

2. Bagaimana perasaan Anda ketika membaca teks dalam Bahasa Inggris?

a. Sangat senang.

b. Senang.

c. Sedikit senang.

d. Tidak senang.

3. Dengan membaca…bagi saya untuk menambah kosa kata dalam Bahasa

Inggris?

a. Mudah.

b. Sangat mudah.

c. Tidak mudah.

d. Sulit.

4. Bagaimana cara Anda memahami isi dari suatu reading text ?

a. Membacanya berulang-ulang dan menarik kesimpulan.

b. Hanya mencari jawaban atas pertanyaan yang diberikan setelah

membaca wacana tersebut.

c. Mencari kata-kata sulit dalam kamus.

d. Hanya membaca sekilas tanpa memahami teks tersebut.

5. Efektifkah bagi Anda diskusi dalam proses belajar mengajar?

a. Sangat efektif.

b. Efektif.

c. Kurang efektif.

d. Tidak efektif.

6. Menurut Anda apakah diskusi dapat membantu memahami suatu bacaan?

a. Dapat sekali.

103

b. Dapat.

c. Kurang dapat.

d. Tidak dapat.

7. Setujukah Anda jika Guru menerapkan teknik diskusi tersebut dalam proses

pembelajaran?

a. Sangat setuju.

b. Setuju.

c. Tidak setuju.

d. Ragu-ragu.

8. Bagaimanakah kemampuan belajar Anda setelah menggunakan teknik

diskusi?

a. Sangat meningkat.

b. Meningkat.

c. Kurang meningkat.

d. Tidak meningkat.

9. Kegiatan diskusi dalam kelas akan…. Bila adanya interaksi antara guru dan

siswa.

a. Sangat efektif.

b. Efektif.

c. Kurang efektif.

d. Tidak efektif.

10. Menurut Anda tepatkah teknik diskusi digunakan untuk membantu anda

lebih memahami isi dari suatu bacaan?

a. Sangat tepat.

b. Tepat.

c. Biasa saja.

d. Tidak tepat.

104

105

106

BIOGRAPHY

Her name Luh Rai Mayuni, she was born in

Denpasar on May 29th

1992. She comes from

Denpasar. She lives at Sedap Malam street

Gg.Cempaka No.13 Kesiman. She has one brother, his

name is Wayan Gde Budiarta. Her parents are from

Bali; hence, She is truly Balinese and Hindu. Her

father‟s name is I Made Kardi and her mother‟s name

is Ni Nyoman Sukardi. Her father is a government

officer and her mother is a housewife. In her education,

She started her study in Kindergarten at TK.Semara Ratih in 1997. And then she

continued her study in elementary school SDN 13 Kesiman in 1998 until 2004.

Next she continued her study in junior high school in SMPN 9 Denpasar in 2004

until 2007. In 2007, she continued her study in SMA Dwijendra Denpasar until

2010. After that, she decided to continue her study at Mahasaraswati Denpasar

University in 2010 until 2014. She tried to have an experience in teaching as a

teacher in “Be The Best” that can support her study in Mahasarawati Denpasar.

For increase her experience in the organization, she ever became a committe in

each activity that held by FKIP UNMAS DPS;besides, she also as a secretary in

her STT. She wants to make her parents proud of her. She wants to be an English

teacher because she wants to share her knowledge with other people and also she

likes teaching. During she studied at Mahasaraswati Denpasar University, the

thing that make her to leave an impression are the lecturer, some lecturer is very

kind and also always give the motivation. Besides, her friends also very kind and

cooperative so in the class during the learning, she be able to share knowledge,

problem, and so on to her friends.