THESIS

THE IMPLEMENTATION OF SQ3R TECHNIQUE TO IMPROVE READING COMPREHENSION OF

THE EIGHTH GRADE STUDENTS OF SMPN 1 MENGWI IN ACADEMIC YEAR 2013/2014

NI LUH LINA MARINI

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2014

i

THESIS

THE IMPLEMENTATION OF SQ3R TECHNIQUE TO IMPROVE READING COMPREHENSION OF

THE EIGHTH GRADE STUDENTS OF SMPN 1 MENGWI IN ACADEMIC YEAR 2013/2014

NI LUH LINA MARINI

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2014

ii

THESIS

THE IMPLEMENTATION OF SQ3R TECHNIQUE TO IMPROVE READING COMPREHENSION OF

THE EIGHTH GRADE STUDENTS OF SMPN 1 MENGWI IN ACADEMIC YEAR 2013/2014

NI LUH LINA MARINI

NPM. 10.8.03.51.31.2.5.3760

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY DENPASAR

2014

iii

PRE-REQUISITE TITLE

THE IMPLEMENTATION OF SQ3R TECHNIQUE

TO IMPROVE READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMPN 1 MENGWI

IN ACADEMIC YEAR 2013/2014

Thesis As Partial Fulfillment of the Requirements for the

Sarjana Pendidikan Degree in English Education Study Program Faculty of Teacher Training and Education

Mahasaraswati Denpasar University

NI LUH LINA MARINI NPM 10.8.03.51.31.2.5.3760

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR 2014

vii

ACKNOWLEDGEMENT

By the grace of Ida Sang Hyang Widhi Wasa who has given her most

generous motivation, the researcher can finish this thesis entitled “The

Implementation of SQ3R Technique to Improve Reading Comprehension of the

Eighth Grade Students of SMPN 1 Mengwi in Academic Year 2013/2014”.

In writing this thesis, a lot of people have provided motivation, advice,

support, and even remark that had helped the researcher. In this valuable chance,

the researcher aims to express her gratitude and appreciation to all of them.

The researcher would like to express her deepest gratitude and

appreciation to her first advisor, I Komang Budiarta, S.Pd., M.Hum. who is also

the Head of English Education Study Program for his guidance, encouragement,

advice, and suggestion which are very helpful in finishing this thesis. Then, the

greatest thank also goes to the second advisor, A. A. Istri Yudhi Pramawati, S.S.,

M.Hum. who had given advice, and correction and guided her to write her thesis.

The gratefulness further goes to the headmaster, the teacher, and students

of SMPN 1 Mengwi especially VIII I class for her permission to the researcher to

conduct her research in the school. Finally, the researcher would like to dedicate

this thesis to her family especially her father, I Wayan Sida Arsa; her mother, Ni

Wayan Diani; her younger sister, Ni Kadek Nian Marini; her younger brother,

Pande Komang Puspa Raditya; her beloved boyfriend, I Made Kanta and all of her

friends who had been always giving motivation, inspiration and always support

the researcher during the writing of this thesis.

The researcher is fully aware of her weakness that this thesis is far from

perfect; therefore, she would greatly appreciate all comments, criticisms and

suggestions. Finally the researcher does hope that her writing will be useful

particularly to the researcher own self and generally to the readers who are

interested in this field of study and want to conduct similar research.

Denpasar, 19th August 2014

The Researcher

viii

ABSTRACT

Marini, N., L., L. (2014). The Implementation of SQ3R Technique to Improve Reading Comprehension of the Eighth Grade Students of SMPN 1 Mengwi In Academic Year 2013/2014. The First Advisor: I Komang Budiarta, S.Pd., M.Hum. and the Second Advisor: A. A. Istri Yudhi Pramawati, S.S., M.Hum.

Reading is one of the language skills taught in teaching English at junior

high school. The initial reflection showed that most of the students in junior high school had problems in reading comprehension. The students were difficult to find general information, specific information, textual meaning, and textual reference. The objective of the present study was to figure out whether or not the implementation of SQ3R technique can improve reading comprehension of the eighth grade students of SMPN 1 Mengwi in academic year 2013/2014. Therefore, to achieve the objective, the researcher conducted a classroom action research. This research was conducted in two cycles where each cycle had 2 sessions. The data were analyzed by comparing the result of pre-test and post-test. The result post-test showed the significant improvement. This research furthermore showed that most of the subjects gave positive response that SQ3R technique was successfully applied in improving the subjects’ reading comprehension. In conclusion, the present classroom action study proved that SQ3R technique could improve reading comprehension of the eighth grade students of SMPN 1 Mengwi in academic year 2013/2014.

.

Keywords: implementation, SQ3R technique 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 ............................................................................................ xi

LIST OF GRAPHS ........................................................................................... xii

LIST OF APPENDICES ................................................................................... xiii

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

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

1.2 Research Problem.............................................................. 4

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

1.4 Limitation of the Study ..................................................... 5

1.5 Significance of the Study .................................................. 5

1.6 Definition of Key Term ..................................................... 6

CHAPTER II THEORETICAL AND EMPIRICAL REVIEW ..................... 8

2.1 Theoretical Review ............................................................ 8

2.1.1 Reading Comprehension ........................................... 8

2.1.2 SQ3R Technique ....................................................... 12

2.1.3 Assessing Reading Comprehension .......................... 15

2.2 Empirical Review ............................................................... 17

CHAPTER III RESEARCH METHOD ........................................................... 20

3.1 Subject of the Study ........................................................... 20

3.2 Research Design ................................................................. 20

x

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

3.3.1 Initial Reflection........................................................ 24

3.3.2 Planning .................................................................... 24

3.3.3 Action ........................................................................ 25

3.3.4 Observation ............................................................... 26

3.3.5 Reflection .................................................................. 26

3.4 Research Instrument ........................................................... 27

3.5 Data Collection................................................................... 29

3.6 Data Analysis ..................................................................... 29

3.7 Success Indicator ................................................................ 30

CHAPTER IV FINDING AND DISCUSSION ............................................... 31

4.1 Finding ............................................................................... 31

4.1.1 Pre-Cycle ................................................................... 34

4.1.2 Cycle I ....................................................................... 36

4.1.3 Cycle 2 ...................................................................... 38

3.4 Discussion .......................................................................... 43

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

3.1 Conclusion ......................................................................... 46

3.2 Suggestion .......................................................................... 47

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

APPENDICES .................................................................................................... 51

xi

LIST OF TABLES

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing

Scores of Reading Comprehension .................................................. 31

Table 4.2 Tabulation of Data Showing the Subjects’ Response

on the Implementation of SQ3R Technique in Teaching

Reading Comprehension .................................................................. 33

xii

LIST OF GRAPHS

Graph 4.1 Depicting the Subjects’ Progressing Achievement of

Reading Comprehension of Pre- Test,

Post-Test 1, 2, 3 and 4 ..................................................................... 42

Graph 4.2 Percentage of the Each Response of the Questionnaire

Toward the Implementation of SQ3R Technique ............................ 42

xiii

LIST OF APPENDICES

Appendix 1 List of Subject ............................................................................. 52

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

Appendix 3 Lesson Plan Cycle I Session 1 .................................................... 59

Appendix 4 Post-Test 1 Cycle I Session 1 ...................................................... 65

Appendix 5 Lesson Plan Cycle I Session 2 .................................................... 71

Appendix 6 Post-Test 2 Cycle I Session 2 ...................................................... 77

Appendix 7 Lesson Plan Cycle II Session 3 ................................................... 83

Appendix 8 Post-Test 3 Cycle II Session 3 .................................................... 89

Appendix 9 Lesson Plan Cycle II Session 4 ................................................... 95

Appendix 10 Post-Test 4 Cycle II Session 4 .................................................. 101

Appendix 11 Questionnaire .............................................................................. 107

1

CHAPTER I

INTRODUCTION

1.1 Background of the study

Reading is one of the basic English skills which should be mastered by the

students. It is a process of transferring information from the writer to the reader. It

is an important skill in our daily life because it gives many advantages for us.

Reading is similar to listening in which it is a receptive skill; however, it involves

students’ interaction in the form of visual input of language. Interaction means

that reading is most definitely an active process where the students should be

active in reading the text; they will predict and get the points of the text. There

should be connection between the readers’ knowledge and their prediction with

the text. According to Nunan (2003:68) reading is a fluent process of readers

combining information from the text and their own background knowledge to

build a meaning. It means in reading activities, the readers should be able to

concentrate while their eyes moved to the text that is read in order to get

information based on their background knowledge.

Through reading, we can obtain many kinds of information which can

expand our knowledge. Moreover, reading comprehension is usually used for such

kinds of purposes like reading for general information, specific information,

textual meaning and textual references. Without reading, the readers would not

know how and where to use words, the way sentences are formed and how to

comprehend the text. It is because reading teaches the language learners so many

aspects that will then become useful in writing. Because of those cases, teaching

reading comprehension to the students is very important.

2

In fact, the importance of teaching reading for the teachers is not similar to

the importance of reading activity in the classroom for students. Commonly,

students do not find that reading activity is necessary thing in learning English.

Most of them think that reading is a thing that forces them to think hard in doing

some certain exercises or tasks. It causes the students are less motivated in reading

the text, lack of vocabulary and the strategies that is applied by the teachers in

teaching reading is not good for the students, so the students felt bored when the

teachers teaching reading comprehension.

Based on the preliminary observation which was carried out at SMPN 1

Mengwi. It was found that most of the students at SMPN 1 Mengwi were still low

in reading comprehension. The eighth grade students of SMPN 1 Mengwi had

problems in finding general information, specific information, textual meaning

and textual reference from the text. Furthermore, most of reading texts were hard

for the students when the texts were too long and had a lot of unfamiliar words

and complex sentences. It was also found that the teachers often used reading

aloud technique frequently to teach reading comprehension to the students.

Reading aloud was the technique which only emphasized about how to

read in good stress, intonation, and pronunciation. However, this technique was

also used by the teachers in teaching reading comprehension. In this situation, the

researcher concluded that sometimes the technique and the learning objectives

were not matched each other because reading aloud was not an appropriate

technique for teaching reading comprehension. Furthermore, the way in which the

teacher explained has been good and clear enough for the students; however, the

teacher only focused on the use of book, that was most of the tasks should be done

3 in the worksheet. It could be assumed that this way had reduced students’ learning

focus in practicing their reading based on what they needed and their

environment; as the reading comprehension tasks would not be appropriate with

the their level. The teacher should make sure that the tasks are appropriate with

the students’ level and material from syllabus in order to emphasize that teaching

and learning process would focus on the process of reading.

This study concerns to the way how to solve the problem faced by the

students. Therefore, based on those factors above, teachers should pay attention to

use appropriate methods, strategies and or techniques. The main purpose is to

solve the problem of teaching reading comprehension to the eighth grade students

of SMPN 1 Mengwi in academic year 2013/2014. The technique used should be a

technique that involves the students in the process of reading activity; therefore,

the students will experience the learning and learn how to comprehend the text. In

addition, one of the appropriate techniques for the students in reading is SQ3R.

SQ3R is a active reading technique for extracting the maximum amount of

benefit from reading time, the learning process would be done in five steps, they

are survey, question, read, recite, and review in reading. This technique helps the

students to organize the structure of a subject in their mind, helps the students to

set study goals and separate important information. The main point of this

technique is the students will perhaps have high motivation because they are given

a chance to be active in teaching learning process.

In applying this technique, the teacher teaches the students with five

varieties of specific comprehension strategies: survey an idea of text; read the

title, main heading and subheading of the text; and take a note the words italic or

4 bold found in the text, give question about what has been surveyed, read the text

to find the answer, recite to respond the answer of questions using own word,

review and memorize all of the materials of the text.

Based on the explanation about the facts above, the researcher is highly

motivated to conduct this present research to improve reading comprehension by

using SQ3R technique. Finally, in the end of the lesson, this technique is expected

to improve reading comprehension of the eighth grade students of SMPN 1

Mengwi in academic year 2013/2014.

1.2 Research Problem

Teaching reading comprehension in the classroom is considered really

important and must be given a great attention by the teacher. Based on the

background above, the main problem of this study has been explained that the

eighth grade students of SMPN 1 Mengwi in academic year 2013/2014 had low

ability in reading comprehension. Therefore, based on the discussion above, the

research problem can be formulated as follows: can reading comprehension of the

eighth grade students of SMPN 1 Mengwi in academic year 2013/2014 be

improved by using SQ3R technique?

1.3 Objective of the Study

In order to make the present study has direction, certainly it is a need to

declare an objective to be achieved. It is guidance that reading comprehension of

the eighth grade students of SMPN 1 Mengwi needs to be improved. Moreover,

any scientific study is certainly intended to answer and solve the research problem

which has been formulated in the study. Thus, concerning the problem mentioned

5 above, the objective of the study is to figure out whether or not reading

comprehension of the eighth grade students of SMPN 1Mengwi in academic year

2013/2014 can be improved by using SQ3R technique.

1.4 Limitation of the Study

There should be a limitation in a study in order to limit the discussion of

the study. The purpose is also for making the areas of discussion more specific

and not confusing. Furthermore, the limitation of this present classroom action

study is on improving reading comprehension of the eighth grade students of

SMPN 1 Mengwi in academic year 2013/2014 by the implementation of SQ3R

technique. Besides, in this present study the researcher focuses on reading

comprehension especially in finding general information, specific information,

textual meaning and textual reference. In addition, the texts that will be used in

this present study are recount and narrative text.

1.5 Significance of the Study

This research is concerned with the implementation of SQ3R technique to

improve the students’ reading comprehensionespecially in finding general

information, specific information, textual meaning and textual reference.

Therefore, there are two significance which are expected in this study. Those are

theoretical and practical significance to the teaching and learning process.

Theoretically, this study is hoped to be a guide study or a reference for the

next research. Besides, it can contribute the new research finding about using

SQ3R in teaching reading comprehension. In other words, there is a development

6 in education about teaching and learning process especially about teaching

reading comprehension by applying the present technique.

Practically, this study is hoped to contribute a useful technique in

improving students’ reading comprehension. By using SQ3R, the students are

hoped to be active and motivated in reading activity since they will practice their

reading comprehension. Therefore, SQ3R will be a new effective technique which

can be used by the teacher in order to improve the students’ reading

comprehension. In addition, for the teachers, this study is hoped to be able to give

the new finding about improving reading comprehension of the eighth grade

students by using SQ3R, especially for the teachers who teach at the eighth grade

students of SMPN 1 Mengwi. Furthermore, for the school, this study is hoped as a

way to improve and increase the learning quality in teaching reading

comprehension in the classroom.

1.6 Definition of the Key Term

In order to avoid misunderstanding and confusion on the part of the reader,

there are three key terms intensively used in the context of the present study,

which needs to be operationally defined; they are SQ3R technique, reading

comprehension, and SMPN 1 Mengwi.

1. Reading Comprehension

Reading Comprehension is the ability of the eighth grade students of

SMPN 1 Mengwi in academic year 2013/2014 in understanding a reading

text especially in finding general information, specific information, textual

meaning and textual reference of the reading text.

7

2. SQ3R Technique

SQ3R is operationally defined as a reading comprehension technique for

increasing and improving reading comprehension which consists of five

steps: survey, question, read, recite and review. In survey, the students are

asked to get an idea of the text; read the title, main heading and subheading

the text; and take a note the italic or bold words found in the text. In

question, the students are given questions about what have been surveyed

and then written down the questions using their own word. In read, the

students are asked to read the text to find the answer of the question. In

recite, the students are asked to respond the answer of the questions using

their own words. In review, the students are asked to review and memorize

all of the materials of the text.

3. SMPN 1 Mengwi

SMPN 1 Mengwi is one of junior high schools which is located at Jalan

Danau Batur, Mengwi Village, Badung Regency where the present study is

going to be conducted by the researcher.

8

CHAPTER II

THEORETICAL AND EMPIRICAL REVIEW

2.1 Theoretical Review

A scientific investigation is expected to contribute practical significance

and should be conducted on the basis of some relevant theoretical constructs and

empirical evidence. The present investigation is based on the following theoretical

reviews: (1) reading comprehension, (2) SQ3R technique, and (3) assessing

reading. Each of these headings is briefly discussed in Chapter II, which deals

with ‘theoretical and empirical review’.

2.1.1 Reading Comprehension

The concept of reading comprehension is a never-ended concept to be

discussed. People try to give limitation or determine the meaning in order to make

a clearer definition and understanding of reading comprehension. There are so

many definitions of reading comprehension available.

Johnson (2008:109) states reading is the act of creating meaning with text.

The two keywords here are creating and meaning. If there is no meaning being

created, there is no reading taking place. To do this practice, the way how readers

can understand and create the meaning of what they read will depend on how they

can perceive as well as to make sense words, sentences, or even a connected text

in their mind or thought. This process will require the readers to use of

background knowledge, vocabulary, grammatical knowledge, experience of the

readers to help them in comprehending the written text.

Background knowledge will really help reader in reading comprehension.

As what had been stated by Caldwell (2008:177), in which reading

9

comprehension is about relating background knowledge to new knowledge

contained in the written texts. Our ability to understand what we read is highly

dependent upon the background knowledge that we bring to the act of reading. If

we know a lot about a topic, then, we will use this knowledge to interpret the text,

to make inferences, to create visual images, and to evaluate the author’s point of

view. Cook in Hammer (2000:199) also has the same idea of activating

background knowledge to comprehend any reading text. He states in order to

make sense any text we need to have preexistent knowledge of the world. It can

be assumed that the wider we have background knowledge, the easier we

comprehend what we are reading. It is because we have been already familiar with

the topic and we do not need to think hard to catch the idea.

Since reading comprehension is defined as the level of understanding of a

text/message, vocabulary and grammatical knowledge have a big rule within this

context. This understanding comes from the interaction between the words that

are written and how they trigger knowledge outside the text/message.

Comprehension is at the heart of what it means to really read. Reading is thinking

and understanding and getting at the meaning behind a text (Serravallo, 2010:43).

She emphasizes that reading activity must be directed toward the understanding

and catching the idea that the text provide. Activating prior knowledge before,

during, and after reading a text will be proficient to the readers. They think about

what they already know about a text’s structure or topic before they read; they

make connections to their lives, other books, and the world as they read; and they

think about these connections after they are finished reading.

Good readers spend time thinking and talking about what they read and

connect it to their personal experiences (Haager et al., 2010:118). Instead of

10

pronouncing every word in proper way, without identifying the meaning of the

text, reading activity is just wasting time, indeed. Readers have to realize that they

are in the situation of learning someone’s experience (author) and try to reflect it

into their own experience. The more they can connect what they read to their own

experience, the better it will be since it is going to give many benefits to their life.

Wallace in Carter and Nunan (2001:22) explains that reading

comprehension is an active process rather than passive one. Thus, the reader was

typically described as 'extracting' meaning from a text. More recently the ground

has shifted again to talk of reading as 'interactive' rather than simply 'active'.

Readers are seen as negotiating meaning; meaning is partial within the text and

writers' intentions may not be privileged over readers' interpretations. The term

interactive refers to the situation of two ways communication. The readers and the

writer actually are doing an indirect communication in which readers try to get the

meaning of what the writer want to communicate by their writing.

Sadoski (2004:86) states that comprehension is the reconstruction of the

author’s message the author constructs a message and encodes it in printed

language, and the reader decodes the printed language and reconstructs the

message. When all goes well, communication occurs ̶ two minds with one thought

and the implications of that thought. Reader must see the writer point of view.

Along with Sadoski, Nunan (2000:72) states that reading is usually

conceived of as a solitary activity in which the reader interacts with the text in

isolation. To gain the information contained in the text, readers must have such

kind of willing to know what the text is about and try to make connection within

the text. If there is no such that connection, reading will be useless since the

reader has no interaction with the ideas and the information that is available in the

11

reading passages. The information is isolated in written form, and the readers just

need to reveal it through doing reading activity.

The other definition comes from Lems et al. (2010:170) state that reading

comprehension is not a static competency; it varies according to the purposes for

reading and the text that is involved. When the pre-requisite skills are in place,

reading becomes an evolving interaction between the text and the background

knowledge of the reader. This is accomplished through use of strategies, both

cognitive and meta-cognitive. The strategies then are required to use before,

during, and after reading. In the context of reading comprehension, strategies can

be defined as deliberate actions that readers take to establish and enhance their

comprehension. It actually can be done by connecting to their personal experience

or reflecting to their prior knowledge or even their own assumption about writer.

Haynes and Zacarian (2010:71) also explain about six reading

comprehension strategies that are important to be known by readers. They are

visualizing what is happening in the text, activating background knowledge by

making connections, asking mental questions to self-check comprehension,

learning how to make inferences about what is read, determining the importance

of information in a text, and synthesizing information that is learned. These

strategies will help readers in order to increase their ability in reading

comprehension. The ability of readers in using these six reading comprehension

strategies will vary depends on their personal characteristic. Someone may easy to

visualize what they read but the other may not.

Someone’s ability in comprehending a reading text will be different one to

another. Reading is a complex activity that requires a deep understanding. For

12

that reason, readers are put in some level. There are two levels of reader, they are

upper and lower level. For those who are upper level, they are decoding and

establishing meaning at the same time as they are responding to what they read,

selecting particular aspects for consideration and evaluating effects. At the lower

levels emphasis is placed on accurate and fluent reading and on reading with

understanding. Response to texts is included at all levels but becomes more

prominent later, as do strategies for information retrieval. It is the sense of a text

as an artifact and critical evaluation of it which distinguishes someone’s responses

at the upper level. (Harrison and Salinger, 2001:89). From this explanation, the

upper level will be more critical than lower.

In conclusion, reading comprehension can be adopted by the teacher and

applied in the reading class in the school. Teacher should consider the upper level

as the high achievers while the lower level as the low achiever in the class. Thus,

when reading activity is conducted, teacher should not treat all the students in the

same way. Some students may easily understand a certain reading passage but the

others may not. The solution is to have them working together, and let them put

their thought together in cooperative way. This way actually will be beneficial for

both high and low achiever in improving their reading comprehension. The

strength and the weakness of the students are well-accommodated since they can

share the information together.

2.1.2 SQ3R Technique

Lipson and Wixson (2003) states that SQ3R method is perhaps one of the

oldest and most widely method. It applies most readily to textbooks and formal

13

reading assignments in wich readers are required to consume main points from

expository writing. However, Manktelow (2007:47) explains that SQ3R is a fives

stage active reading technique, they are survey, question, read, recite, and review.

This technique use for fully absorbing written information. It helps you to create a

good mental framework of a subject, into which you can fit facts correctly. It

helps you to set study goals. It also prompts you to use the review techniques that

will helps to fix information in your mind. If you use SQ3R, you will significantly

improve the quality of your study time.

Huber (2004) claims that SQ3R as the actual method and subsequent

variations are reviewed else where the steps associated with the method are

briefly. The goal of the method is to increase students engagement with the text,

as students subject actively consume information in an effort to answer self-

generated key questions regarding the subject content. Although commonly

taught, there is surpringly limited regarding the impact of SQ3R.

In addition, Shepard (2001:23) explains that SQ3R is a five steps technique

thus are survey, question, read, recite, and review. It will help you identify the

significant ideas, graps these ideas more readily, remember the essential points,

and better prepared for exams. Each steps is symbol that will appear as a reminder

at appropriate places throughout the text. The following explains how the S in

SQ3R refers to survey; the Q refers to question; and 3R refers to read, recite, and

review. This technique identify each of the five steps of the method.

According to Carter et al. (2007:156) they claims that SQ3R stands for

Survey, Question, Read, Recite, and Review. As the reader move through the

14

staages of SQ3R, the reader will skim and scan the text. Approach SQ3R as a

flexible framework on which to build the study method. When the reader bring

personal learning styles and study preferences to the system, it will work better

than if the reader follow it rigidly. And they claims that the SQ3R has five steps,

those are: survey, question, read, recite, and review.

1. Survey

Surveying, the first stage in SQ3R, is the process of previewing, or

prereading, a book before the readers study. Most textbook includes

elements that provide a big-picture overview of the main ideas and themes.

The readers should use the big-picture to make sense of the information

that contains with the text and learn the order topics. Moreover, the readers

will overview by surveying the text elements.

2. Question

After the readers have surveyed the text, the next step is to ask questions

about the assignment. The process of asking questions leads to discover

knowledge, which is the essence of critical thinking as the readers

formulate some questions and then discover the answer in the text and the

materials. It meant the readers should make a note of any questions on the

subject’s mind, or particularly interest of the survey. These questions can

be considered almost as study goals understanding. The answers can help

the readers to know about the structure of the information.

3. Read

In read, the readers should read all points of the text that are relevant in

order to make easier the students to answers the question because this

15

steps will be particularly easy for the readers, if there is a lot of dense and

complicated information from the text. Besides, when the readers find the

concept of reading, then they will able to answer and the questions based

on the text that has been studied in reading comprehension.

4. Recite

In recite, the readers response all of the questions by using their own

words after they finish reading. Moreover, the readers have to take a notes

from the text to the information, read appropriate sections of the

document, run through several items. Furthermore, the readers underline

the important points, and then the readers are asked to recall or recite all

of the materials that have been studied.

5. Review

In review, the readers have to review the exercise by recalling the

information. This review will help the readers memorize material as it

prepares for the exams. Furthermore, if the readers close the book, after

reading it once, the readers will forget almost everything related to the

material. However, if the readers close the book, the readers will

remember all of the materials that have been studied before.

2.1.3 Assessing Reading Comprehension

Assessment is done to measure someone’s ability of a certain thing. The

ability that is going to be measured is involving knowledge, skill, and also

students’ behavior. In this case, the assessor does not only want to see whether

someone has improved their ability or not, but also to grow motivation in hope

that someone will do something better after having an assessment.

16

In assessing reading comprehension, Clay et al. (2003:4) state that there

are two goals of reading assessment. The first is to find out how well students are

reading in order to help them improve (diagnosis). The second is to measure how

much progress has been made. The diagnosis is aimed to give the appropriate

feedback and find the best way how to assist the students. While to see students

progress, it is a need to conduct some tests for several times that gradually can

improve students’ ability of reading comprehension.

In teaching learning process in the class, Caldwell (2008:16) states that

assessment can happen at any points in a lesson. It can be a planned and carefully

thought-out procedure. It is also applicable in reading class. Commonly, people

will think that assessment is done after students read a certain reading passage

then they will have some questions that have been prepared to be answered. In

fact, the assessment can be done before students read the reading passage, asking

students about what they know of the topic for example. They do not need to read

the whole text, but they just need to activate their prior knowledge and try to

relate to the topic. This kind of assessment will require students to actively join

the class since the question, that is going to pose, is thought-out procedure.

Remember that assessment can be done by administering a series of tests.

Test may be constructed as device to reinforce and motivate the students or

primarily as a means of assessing students’ performance in the language. The item

of the test must be carefully chosen. When students are taking a reading test, the

effect can be both increasing and decreasing students’ comprehension. Harrison

and Salinger (2002:23) explain the important question is whether by moving to

assessments we are moving closer to the on-line process of comprehension or

even further away from it. Thus, questions on a test must be well-selected.

17

In assessing reading comprehension, there are some kinds of test that can

be used. One of the most considerably effective tests is multiple choice test item.

However, one kind of test seems to be boring for the test taker, it can be

collaborated with the other kinds of test item. Thus, variation is needed. Multiple

choice responses are not only a matter of choosing one of four or five possible

answers in multiple choice test. Other formats, some of which are especially

useful at the low levels of reading, include same/different, circle the answer,

true/false, choose the letter, and matching (Brown, 2004:191).

The teaching technique used in this study that is SQ3R, this technique can

help the students or the readers create a good mental framework of a subject, into

which readers can fit facts correctly and readers set study goals. It also prompts

readers to use the review technique that will help to fix information inreaders’

mind. Besides, SQ3R is a useful technique for extracting the maximum amount of

benefit from the reader’s mind. It also helps the reader to set study goals and to

separate important information from relevant irrelevant data, Mayer and Rys

(2008:4). In this classroom action study, the researcher will carry out a test during

the teaching and learning process to determine the extent of the eighth grade

students of SMPN 1 Mengwi proficiency in reading comprehension. In this case

the researcher will make test to measure the students’ achievement. In

comprehension, the points are students are fully accepted.

2.2 Empirical Review

Empirical review is a review of the information and theories that were

currently available on the subject who will be used in this present study. The point

of empirical review is to elaborate a deep understanding of the theories

18

previously. It meant that empirical review is to review the results of studies which

have been done earlier by other researchers. Therefore, it was really useful for the

present study because it could be used as a reference for the present study.

The first research was by Arpiniari (2011) entitled “Improving Students

Ability in Reading Comprehension through SQ3R to the Tenth Grade Students of

SMKN 3 Sukawati in Academic Year 2010/2011”. She applied SQ3R technique

in her research. This study aimed at finding out whether or not reading

comprehension through SQ3R technique can improve the reading ability of the

tenth grade students of SMKN 3 Sukawati in academic year 2010/2011. The result

of this research clearly showed that the reading comprehension SQ3R technique

could make the subjects active and significantly improve their reading ability

especially in comprehending the recount text. It meant that the finding of this

research proved the objective of study.

The second research was done by Puspita (2012) who did the same

research entitled “Improving Reading Comprehension Through SQ3R Technique

to the Eighth Grade Students of SMPN 2 Sidemen in Academic Year 2011/2012”.

Based on direct observation by Puspita, the subjects had low ability in reading

comprehension. Therefore, the researcher concentrated of the students’ problems

in comprehending narrative text by using SQ3R technique. The result of this

research clearly showed that the reading comprehension of SQ3R technique could

make the subjects more active in their reading ability especially in comprehending

the narrative text. It meant that this research finding was significant.

Both of the researches were done in SMKN 3 Sukawati and SMPN 2

Sidemen. Those researches were about SQ3R technique which would be used in

19

this present study. It showed SQ3R technique was successfull and effective to

improve reading comprehension. It meant that the technique was very effective

with the students who needed to improve their ability in reading comprehension.

Thus, technique was also expected to improve the achievement of the subjects’

ability. Nevertheless, in the first research, the researcher did not use media in this

study whereas the material was difficult to understand by the students. It made the

students’ get bored with the explanation. In addition, in the second research, the

researcher did not give the reading passages which were related to their daily life

as what can be seen in the present study.

20

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subjects of the present classroom study were the eighth grade

students of SMPN 1 Mengwi in academic year 2013/2014. The students of VIIII

were selected as the subjects of the study; this class consisted of 39 students: 21

males and 18 females. The subjects of the study were considered to be

representative enough for the purpose of this study. The subjects were considered

to have crucial problems inreading comprehension and most of the subjects had

low ability in finding general information, specific information, textual meaning

and textual reference. It was based on the preliminary study in which the

researcher interviewed the English teacher who taught the eighth grade students of

SMPN 1 Mengwi in academic year 2013/2014.

3.2 Research Design

The design of this research which was adopted in the study was classroom

action research. Action research was an approach to improve education by

changing it and learning from consequences of changes. Cohen et al. (2000:229)

state that the improvement and changes upon the subjects’ recount paragraph

writing was the basic purpose of this research design. Action research was defined

as some cycle process of planning, action, observation, and reflection. Moreover,

McNiff and Whitehead (2002:15) state action research is a name given to a

particular way of researching your own learning. It is a practical way of looking at

your practice in order to check whether it is as you feel it should be.

21

Another statement from Koshy (2005:1), action research as an enquiry,

undertaken with rigor and understanding so as to constantly refine practice; the

emerging evidence-based outcomes will then contribute to the researching

practitioner’s continuing professional development. In addition, Ary et al.

(2010:514) state there are three main characteristics of action research: 1) the

research is situated in a local context and focused on a local issue. 2) the research

is conducted by and for the practitioner. 3) the research results in an action or a

change implemented by the practitioner in the context.

Based on that explanation, classroom action research was used in the

present study. The research was started by doing the initial reflection and then

lesson would be held for several times in the form of cycles. Each cycle consisted

of two sessions in which each session in that cycle consisted of four

interconnected activities. Furthermore, the four interconnected activities were

planning, action, observation, and reflection.

Planning was the first activity of the cycle. Burns (2010:47) states that

action research is not a lock-step process; it is dynamic and recursive and new

decisions and plans will constantly arise as you develop your research. At this

stage, it was a need to create a plan that would be addressed to the problem faced

by the subjects of the study that had been identified before. Planning was aimed to

prepare all the things needed to solve the problem in the next activity. Planning

was very crucial so that it was created as good as possible to have a better result in

the end of the study. On the way of doing the research, planning can be revised

22 when it was necessary. It meant that planning was not simply done before the

research begun but also when study was conducting depended on necessary.

Action was the execution of the planning. It was the time to use all the

things that have been planned. Ary et al. (2010:519) explain that action required

the researcher to implement the plan or changes a practice and collectsdata. In

addition, Gummesson in Coghlan and Brannick (2005:28) explain that action

researchers are not merely observing something happening; they are actively

working at making it happen. It can be said that action could be the core of the

research since the success of the research is determined by how well planning was

carried out during the investigation. It was also the time and the opportunity when

the data were collected and the technique was applied.

Observation deals with analyzing the result of the action. It was the time

to observe all the data collected both main data and supporting data. Burns

(2010:103) states that observation concern with analyzing and synthesizing your

data and making sense of the various types of information you have collected. The

purpose of doing observation was to see whether there was a certain improvement

or not toward the subjects’ ability in reading comprehension; besides, to know the

feeling of the subjects upon the technique used during the action.

Reflection refers to the diagnosis of the result of the action. Pelton

(2010:27) explains that you need to reflect on your data as it is being collected so

that you can make day-to-day teaching decisions that best support your students’

learning. It indicated that reflection also served as feedback to improve the next

23 action. Since data were gathered, then it was a need to do reflection so that

researchers know what should be done next in order to obtain the best result of the

action. Ary et al. (2010:519) argue by doing reflection, a new understanding of the

nature of the problem is developed. It means that reflection provides opportunity

to identify the problem of the research deeper and deeper as well as to identify the

strengths and weaknesses of the action. In this part also, the researcher had main

duty to find out the cause of subject’s failure to decide whether the next cycle

needs to be conducted or not.

In addition, the research design that would be used in this present study

can be briefly described in the following chart.

3.3 Research Procedure

It has been stated that type of investigation used in this research was

classroom action research. In this classroom action study, the teaching and

learning processes were divided into some cycles where each cycle consisted of

two sessions. Each session consisted of four interconnected activities, namely:

planning, action, observation, and reflection. It was necessary to note that initial

reflection was a term normally used in a classroom action study in which pre-test

was administered to the subjects. This research design was suitable in order to

Cycle I

Observation

Action Planning

Next Cycle

Reflection

Observation Reflection

Cycle II Revised Planning Action

Initial Reflection

24 improve reading comprehension of the eighth grade students of SMPN 1 Mengwi

in academic year 2013/2014 by using SQ3R technique.

3.3.1 Initial Reflection

In initial reflection of the classroom action study, the researcher

interviewed the English teacher to get the real fact from the subjects about the

extent of their writing skill and administered the pre-test. Furthermore, initial

reflection was conducted to the eighth grade students of SMPN 1 Mengwi. Pre-

test was given before the investigation to the find out the pre-existing of the

subjects’ ability in reading comprehension.

3.3.2 Planning

Before giving the treatment, the researcher had to prepare instructional

planning for all the sessions. As mentioned previously, the subjects of the present

classroom action research study would be the eighth grade students of SMPN 1

Mengwi. Planning here referred to the step of the action and instruments required

in collecting the needed data. In the planning phase, a number of activities were

planned which included the following points:

1. Seeking and preparing the material which would be combined with SQ3R

which could be appropriately used in teaching reading comprehension to

the eighth grade students of SMPN 1 Mengwi.

2. Designing lesson plans or teaching scenarios of the present classroom

action study. The researcher tried her best to create classroom activities in

such a way in order to help the subjects in learning to improve and enhance

their reading comprehension achievements.

25

3. Constructing the post-test that researcher would administer in the end of

every sessions. Post-test was focused on figuring out subjects’ achievement

in reading comprehension.

4. Constructing the questionnaire that researcher would administer in the end

of the last cycle. The questionnaire dealt with the subjects’ response of

using SQ3R tehnique.

3.3.3 Action

Action was the implementation of the previous planning. This was the

main activity in the classroom action study. Actions referred to what the

researcher really did in the classroom setting during the processes of teaching

reading comprehension. What the researcher did successively in every classroom

session was principally based on three phases teaching technique, namely pre-

activities, whilst-activities and post-activities.

In pre-activity, the researcher tried to activate and focus the subjects’

mutual interests and attention. Basically, the pre-activities were intended to

activate the subjects’ prior knowledge related to the topics, which were to be

discussed. During this activity, the researcher asked some general questions that

were related to the topic and then the subjects responded orally.

In whilst-activity, the researcher first introduced the topic of the present

study to be learned by the subjects. The researcher asked the subjects to learn

using five steps: survey, question, read, recite, and review. In survey, the

researcher asked the subjects to survey the text about the main idea, the title, the

main heading and subheading of the text, and take a note, find the words italic,

bold of the text. Next, the researcher asked the subjects to find their question of

26 the text using their own word. Then, the researcher asked the subjects to read the

text to find the answer of the question. In recite, the researcher asked them

torespond the answer of question using their own word. And for the review, the

researcher asked the subjects to review and memorize all the materials.

In post-activity, the researcher reviewed the subjects’ activity by

concluding what they have learnt and discussed the difficulties faced by the

subjects during the teaching learning process. To end the class, the researcher also

conducted follow up activity and gave homework.

3.3.4 Observation

In the observation, the researcher would observe the classroom situation

and to know the subjects behavior during the process of teaching and learning.

The researcher did an evaluation upon the subjects’ achievement to see how far

the process of action had reached the target and the main purpose was to identify

the success or the failure of the action research. In the light of this classroom

action research, observation would be intended to see whether or not the teaching

learning process being undertaken would improve reading comprehension using

SQ3R technique of the eighth grade students of SMPN 1 Mengwi. Furthermore, it

would be also meant to see whether there were some positives changing behavior,

attitude, and motivation on the side of the subjects in learning and practice of the

writing skill in their classroom activities.

3.3.5 Reflection

Reflection was the last activity in classroom action research; it was based

on the results of the observation and post-test. The result of the observation and

27 post-test was analyzed in order to find the strength and the weakness of the action

and decide whether the study was continued or not. The researcher administered

some post-tests. Each post-test was administered during whilst-activities of each

cycle. The researcher gave the subjects post-test that consisted of multiple choice

texts in order to know the result of the action in each session of every cycles. The

result of reflection in cycle I was used as a feedback and revised planning to be

carried out in the action of cycle II in order to improve the subjects’ achievement.

3.4 Research Instrument

The research instruments were tools which were used by the researcher to

collect the required data.Selecting a valid and reliable research instrument was a

very essential step of scientific investigation. This was due to the fact that merely

the qualified research instruments on their own can result in the valid and reliable

required data of the study being carried out. Without instruments, it was

impossible for the researcher or observer to collect the needed data which was

used to determine its validity. In relation with what has been stated above, there

were some research instruments that were used by the researcher in conducting

the present study such as: the tests and questionnare.

3.4.1 Test

The tests were used to measure the subjects’ achievement on the lesson

being taught such as: pre-test and post-test. Pre-test was used to know the

subjects’ initial ability in reading comprehension in order to know the problem in

detail and to examine the subjects’ achievement in reading comprehension before

the treatment given. Pre-test was conducted before cycle I. After administering the

28 pre-test, the researcher administered post-test. Post-test was conducted in each

sessions of every cycle to know the subjects’ understanding about the topic that

had been taught. Post-test was administered at the end of the teaching in each

cycle to find out the subjects’ improvement in each cycle after they were taught

recountand narrative textin reading comprehension through SQ3R.

Pre-test and post-test were in the same format of multiple choice which

consisted of 20 test items. Those items were about finding general information,

specific information, textual meaning and textual reference from the text. The

subjects answered the items by crossing the choices among (A, B, C, or D).

Besides, the score 1 was for the correct answer, and 0 was for the wrong answer.

3.4.2 Questionnaire

A questionnaire was used to find out the subjects responses on the

implementation of SQ3R in teaching reading comprehension. The questionnaire

was given at the end of the last cycle in which the study has been success in order

to get information or to have the description about the subjects’ responses on the

implementation of the technique. The questionnaire consisted of 10 multiple

choice items and the subjects chose either A, B, C, or D. The questionnaire was

scored using the rating scale of 1-4. Option A meant the subjects strongly agreed

with the technique and it would be scaled 4. Option B meant the subjects agreed

with the technique and it would be scaled 3. Option C meant the subjects quite

agreed with the technique and it would be scaled 2. Option D meant the subjects

strongly disagreed with the technique and it would be scaled 1. In addition, the

items of the questionnaire were written in Bahasa Indonesian in order to avoid

misunderstanding of the subjects’ response.

29 3.5 Data Collection

There were three important kinds of instruments which were used to

collect the data of this classroom action research; they were pre-test, post-test, and

questionnaire. The pre-test was administered in order to know the subjects’ pre-

existing reading comprehension. Post-test, in this present study was administered

in the end of session. Furthermore, by the end of the last cycle, the researcher also

administered a questionnaire to the subjects under study to measure quantitatively

the subjects’ responses in reading comprehension by using SQ3R.

3.6 Data Analysis

The data collection must be processed and analyzed (Kothari, 2004:38).

The main data which were needed for the present study as mentioned previously

were gathered through pre-test, post-test, and additional supporting data were

gathered through administering questionnaire to the eighth grade students of

SMPN 1 Mengwi. The result of the achievement test would be analyzed

descriptively since it was in the form of raw scores. The average score of the

whole subjects would be gotten by using the following formula:

M = ∑ xN

The formula is described as following:

M = Mean score of the average score from the subjectss’ reading

comprehension.

∑x = The sum of the total score.

N = The total number of the subjects

30

To see the improvement of subjects’ achievement in reading

comprehension, the result of the mean score of the pre-test was compared with the

result of the main score of the post-test in each session. Supporting data were

taken to find out the percentage of subjects who strongly agreed, agreed, quite

agreed and disagreed of the technique applied based on the questionnaire given.

The analysis of the data used the following formula:

Percentage = Total responses on an itemTotal responses on all items

× 100%

3.7 Success Indicator

Based on the curriculum used in SMPN 1 Mengwi in which the minimum

passing grade that must be achieved by the students in English subject was 77. It

meant that all subjects included in class I of VIII grade as the subjects of

investigation, must get at least 77 to pass the lesson. In conducting this study, the

researcher did hope that all subjects would achieve it well since the score was

very useful to their next educational level. However, the present study was

considered successful and can be ended if 80% or at least 32 subjects had obtained

the minimum passing grade 77 in comprehending the reading text.

31

CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding

The research design which was used in this study was classroom action

research. The objective of this present study was to figure out whether or not the

reading comprehension of the eighth grade students of SMPN 1 Mengwi in

academic year 2013/2014 can be improved by using SQ3R technique. The

subjects of the study were the eighth grade students which were 39 subjects. The

data gathered were derived from the result of pre-test and post-tests in cycle I and

cycle II. Pre-test was administered to the subjects to obtain their pre-existing

ability in reading comprehension. In addition, post-test was administered to know

subjects’ ability in reading comprehension after they were taught by the

researcher. Each cycle consisted of two sessions; thus, there were two post-tests in

a cycle. The data of the pre-test and the post-test could be tabulated as follows:

Table 4.1 Tabulation of Data Showing the Subjects’ Progressing Score

of Reading Comprehension

Subject Pre-Cycle Cycle I Cycle II Pre-Test Post-Test 1 Post-Test 2 Post-Test 3 Post-Test 4

1 60 65 70 75 80 2 50 60 70 75 80 3 60 65 70 75 80 4 50 65 75 80 85 5 60 60 70 75 85 6 60 70 75 75 85 7 50 65 70 70 90 8 50 60 70 75 90 9 50 60 70 75 80

32

10 60 80 80 85 85 11 50 60 60 75 90 12 60 65 80 85 85 13 50 60 75 85 85 14 55 60 75 85 85 15 50 60 70 60 80 16 60 70 70 75 80 17 50 65 75 85 85 18 60 65 70 75 85 19 60 70 75 75 90 20 50 60 75 85 90 21 50 65 75 85 95 22 60 70 70 85 80 23 55 60 60 85 90 24 55 65 60 75 80 25 60 65 60 85 90 26 50 70 70 75 90 27 50 60 65 75 85 28 50 65 60 75 80 29 55 60 60 75 80 30 50 60 60 75 80 31 50 65 65 75 85 32 60 70 60 75 85 33 50 65 70 75 80 34 50 60 70 75 80 35 50 70 70 80 80 36 50 65 75 85 90 37 55 65 70 85 90 38 50 60 60 80 85 39 60 70 80 75 90

Total 2105 2465 2705 2970 3310

Moreover, the data were also gathered by administering the questionnaire

as the additional data. The questionnaire was administered at the end of the last

cycle. Its purpose was as the information to know the response of the subjects

under study towards the application of SQ3R technique in teaching reading

33 comprehension in the classroom. In addition, the data of the test and questionnaire

could be tabulated which show as follows:

Table 4.2 Tabulation of Data Showing the Subjects’ Response on the Implementation of

SQ3R Technique in Teaching Reading Comprehension

Subject A (4) B (3) C (2) D (1) 1 16 12 4 - 2 28 6 2 - 3 8 15 6 - 4 20 12 2 - 5 12 15 4 - 6 20 12 2 - 7 8 12 6 1 8 16 18 - - 9 16 9 2 2 10 20 12 2 - 11 20 12 2 - 12 12 12 4 1 13 12 12 4 1 14 20 12 2 - 15 24 12 - - 16 24 9 2 - 17 12 18 2 - 18 20 9 4 - 19 24 9 2 - 20 24 12 - - 21 24 9 2 2 22 4 12 6 1 23 20 12 2 - 24 24 12 - - 25 24 9 2 - 26 16 12 4 - 27 24 6 4 - 28 32 6 - - 29 28 9 - - 30 20 12 2 -

34

31 24 12 - - 32 8 15 6 - 33 12 15 4 - 34 16 9 6 - 35 24 12 - - 36 24 12 - 37 24 12 - - 38 20 12 2 - 39 20 12 2 -

Total 744 449 94 8 Total A + B + C + D = 1295

The data above showed the results of this study which were the pre-test,

post-tests, and questionnaire. As the researcher had explained before that the

research design of this study was classroom action research where it was carried

out in two cycles. In addition, each cycle consisted of two sessions and had

interconnected activities namely: planning, action, observation, and reflection.

However, before conducting the cycle, the researcher started the study by doing

the initial reflection in order to find out the fact about the subjects’ problems in

teaching learning process of reading comprehension.

4.1.1 Pre-Cycle

In pre-cycle, the researcher conducted initial reflection by doing

observation. In addition, the observation was done by interviewing the English

teacher and direct observation in the classroom to know exactly the problems that

the subjects faced in reading comprehension. Based on the interview, it was

known that the subjects of the study had difficulties in finding general

information, specific information, textual meaning and textual reference of a

reading passage. Furthermore, the English teacher also explained that most of the

35 subjects failed in gaining the information contained in the reading passage

because they were lack of grammar and vocabulary.

To know the real problem and quantify the subjects’ initial reflection in

reading comprehension, the researcher administered pre-test. In pre-test, the

researcher asked the subjects to answer the questions in the form of multiple

choice. Multiple choice test items consisted of 20 items. The subjects’ answers the

questions in maximum 20 minutes. Moreover, the results of the subjects’ answers

would be scored by using the formula that had been presented in previous chapter.

There were 39 subjects who followed the pre-test. After scoring the

subjects’ pre-test, the researcher got the sum of the subjects’ total score which was

2105 (see table 4.1). The researcher would use the formula to count the subjects’

mean score. The form of formula was the total score of the subjects divided by the

total of the subjects. Then, it was calculated to know the mean score by using the

formula mentioned in chapter III it can be seen as follows:

M = ∑x

= 2105

= 53.97 N 39

In addition, the mean score of the pre-test above, 53.97, showed the

reading comprehension was very poor compared with the minimum passing grade

used in SMPN 1 Mengwi which was 77. It indicated that subjects’ ability in

comprehending reading passage was low. Moreover, there were no subjects of

study who could obtain 77. All of them really had difficulties in finding general

information, specific information, textual meaning and textual reference of the

reading passage. Immediate solution should be found in order to improve their

ability in reading comprehension. Therefore, cycle I was conducted.

36 4.1.2 Cycle I

Cycle I was carried out based on the result of the pre-test. In this cycle, the

research was started by making planning, action, observation, and reflection. As

mentioned earlier in the result of pre-test that the subjects of the eighth grade

students had low ability in reading comprehension. Therefore, all the plan was

concerned on improving reading comprehension progressively.

In planning, the researcher prepared all materials that would be used in

applying the technique. It included the texts which was about recount, and made

slide show about the material that would be discussed. Then, the researcher

designed lesson plan which consisted of two sessions in the first cycle with time

allocation in each session was 80 minutes. In the activities of doing the task, all of

the subjects’ were given handout; after preparing the material and making the

lesson plan, the researcher constructed and prepared post-test which would be

administered in the end of the session in cycle I. They were made for first session

and second session of this first cycle of the study.

In action, SQ3R technique was used in teaching and learning process in

the classroom. In each session, there were three main activities such as pre-

activities, whilst-activities and post-activities. To start the sessions, the researcher

elaborated some general questions which were related to the topic. As mentioned

before, the time allocation in each session was 80 minutes. In the first session, the

researcher started by giving the students reading passages. Then the researcher,

introduced the material to the subjects. The subjects were taught recount text for

the first and second session. After they had been taught the material, they did the

reading comprehension task individually. Furthermore, the researcher conducted

37 the-post test that was done in 20 minutes. Furthermore, this test consisted of

twenty multiple choices. For the more detail information about the activities, it

can be seen in appendix 4 and appendix 5.

During the teaching learning learning process, the researcher also did

observation. It was mainly focused on indentifying the situation of the lesson and

analyzing the data taken from the action. Besides, as a classroom teacher, the

researcher was also as an observer to know the subjects’ responses toward the

implementation of SQ3R technique during the lesson. In order to know whether

the subjects’ ability in reading comprehension had improved or not.

Moreover, to get the data related to the subjects’ improvement after the

application of SQ3R technique in reading comprehension, the researcher then

gave post-test. The post-test in the first session and second session were followed

by 39 subjects. The total sum of subjects’ score in post-test 1 was 2465 and post-

test 2 was 2705 (see table 4.1). The mean score of the post-test 1 and post-test 2

were calculated to have the mean score by using the formula:

M = ∑x

= 2465

= 63.20 N 36

M = ∑x

= 2705

= 69.35 N 39

The result of analysis from the post-tests in cycle I above showed that

there were improvements of the subjects’ mean score from pre-cycle to cycle I.

This meant that SQ3R technique could improve by the subjects’ reading

comprehesion. However, the success indicator had not yet been achieved in the

first cycle. In post-test 1 of cycle I, there was only 1 subject who achieved the

38 minimum passing grade 77; then in post-test 2, there were only 3 subjects who

achieved the minimum passing grade 77. Therefore, the researcher decided to

continue this study to the second cycle.

4.1.3 Cycle II

Cycle II was conducted based on the result of post-test 2 in cycle I. In this

cycle, the activities were similar with the activities of teaching learning process in

cycle I. Since the researcher expected the improvement of the subjects in reading

comprehension, revised planning should be done immediately in cycle II. It had

been revised from the previous planning in cycle I. In addition, after the

preparation was completed, cycle II was carried out as it was planned on the

course plan. In general, the teaching learning process in cycle II was also the same

as cycle I. It divided into two sessions, session 1 and session 2 and there were four

interconnected activities including planning, action, observation and reflection.

In planning of cycle II, it was similar with cycle I in which the researcher

prepared all materials well for teaching reading comprehension. However, the

researcher prepared the topics of narrative text which was about fabel. Then, the

researcher designed the lesson plan in which there were some steps. Those steps

were similar with cycle I. Moreover, the researcher constructed post-test. In the

first session and second session, the topic was about fabel. The researcher

administered the post-tests and questionnaire, with the time allotment was 80

minutes within good arrangement of lesson plans for two sessions. In the last

session, the researcher prepared questionnaire to the subjects which would be

given in cycle II which was expected as the second session.

39

Furthermore, the action was conducted after making the planning. It was

based on the changing plan that had been explained above. The researcher, then,

started adopting the change of the planning. The activities in cycle II were similar

with cycle I. However, there were some parts which were different in order to

improve the subjects’ reading comprehension. In this cycle, the researcher taught

narrative text to the subjects. It was about fable. The researcher presented and

explored the material by using slide show. Then, the researcher applied the

technique in different topic with cycle I. Some questions which were given to the

subject were related with the topics. In the end of each session, the researcher

gave worksheet to the subjects to know the improvement of reading

comprehension. Therefore, the subjects did not waste their time in reading the text

in the sheet. The, more explanation of the lessons can be seen in appendix 6 and 7.

The observation was mainly focused on identifying the situation of the

lessons and analyzing the data taken from the action. Here, the researcher acted as

observer to know the subjects’ response toward the implementation of the

technique during the lesson in which it could be said that they were getting used

to the technique and enjoyed the lessons.

To know the result of the subjects’ test after the learning process was as a

measurement exactly whether the treatment was good or not. In this second cycle,

the researcher administered the post-test in each session whether there was an

improvement of the subjects’ reading comprehension compared with the post-tests

in the first cycle. The mean score of both post-tests that had been administered in

cycle II, the total score that of the post-test 3 which was 2970 and post-test 4

which was 3310 (see table 4.1) that were taken from 39 subjects. The mean score

can be calculated by using the formula, it can be analyzed as follows:

40

M = ∑x

= 2970

= 76.15 N 39

M = ∑x

= 3310

= 84.94 N 39

Furthermore, the data required for the present study were also collected

through administering the questionnaire to the subjects under study at the end of

cycle II. The scores gathered from administering the questionnaire showed the

subjects’ response of the application of SQ3R in improving reading

comprehension. In addition, the answers of the questionnaire were scored using

the rating scale 4-1. It meant that if the subjects had answered A, this would be

recorded as 4, if the subjects had answered B; this would be recorded as 3.

Furthermore, if the subjects had answered C, this would be recorded as 2, and if

the subjects had answered D, this would be recorded as 1.

The data which were presented in table 4.2 above showed the subjects’

total score of option A, B, C, D in the questionnaire. For the computation of the

comparative percentages for the options score of the questionnaire which showed

the subjects’ total answer for option A, B, C, D were shown as follows:

1. The total percentage of option A = 7441295

x 100% = 54.45%

2. The total percentage of option B = 4491295

x 100% = 34.67%

3. The total percentage of option C = 94

1295 x 100% = 7.26%

4. The total percentage of option D = 8

1295 x 100% = 0.62%

41 The analysis of the last post-test in cycle II showed that there was

significant improvement from the pre-test to post-test. In pre-test, the mean score

was 53.97; there was no subjects who achieved the minimum passing grade. In

post-test 3 which was 76.15 only 15 subjects and post-test 4 which was 84.94 all

of the subjects achieved the minimum passing grade. The analysis above showed

that the subjects’ score in the last post-test of cycle II was 84.94 and all of the

subjects achieved the minimum passing grade. The result of post-test 4 showed

that this research had achieved the success indicator that had been decided.

Furthermore, based on the success indicator mentioned in chapter I, the study only

could be stopped if 80% of the whole subjects could obtain the minimum passing

grade. The result of post-test 4 showed that all of the subjects achieved the

minimum passing grade. Therefore, the research would be ended.

Moreover, the result of the last post-test was also supported by the result of

the questionnaire that showed the subjects’ response to the technique applied.

Most of the subjects gave positive responses toward the technique, it can be seen

from the percentages of the subjects who strongly agreed, agreed, quite agreed,

and disagreed respectively; they were 57.45%, 34.67%, 7.26%, and 0.62%. From

the result of the questionnaire, most of the subjects gave positive response about

the application of SQ3R technique in improving reading comprehension.

Furthermore, in order to give the presentation of the data clearly, the

finding of this present classroom study showed the rising comparative mean

scores of pre-test, post-test 1, post-test 2, post-test 3, and post-test 4, and also the

42 questionnaire which were obtained by the subjects under study. They could be

presented in the form of two graphs as follows:

Graph 4.1 Depicting the Subjects’ Progressing Achievement of Reading Comprehension of Pre-Test, Post-Test 1, 2, 3, and 4

Graph 4.2 Percentage of the Each Response of the Questionnaire Toward the Implementation of SQ3R Technique.

0

10

20

30

40

50

60

70

80

90

Pre-Test Post-Test 1 Post-Test 2 Post-Test 3 Post-Test 4

53.9763.20

69.3576.15

84.94

0%

10%

20%

30%

40%

50%

60%

70%

80%

A B C D

57.45%

34.67%

7.26%0.62%

43

The discussion about the findings of the data which were from pre-test,

post-test 1, post-test 2, post-test 3, post-test 4, and questionnaire, would be

explained in detail way in the following sub discussion.

4.2 Discussion

The present study was closed in the second cycle since the success

indicator was achieved in cycle II. This research was ended based on the result of

the last post-test in cycle II where the subjects’ ability in reading comprehension

was gradually improved. SQ3R technique can improve reading comprehension

especially the eighth grade students of SMPN 1 Mengwi in academic year

2013/2014. However, the improvement was not instantly achieved in a single

lesson. There were some lessons conducted and the subjects of the study must

build adaptation to the new technique. Therefore, the present study did not only

focus on the improvement of the subjects’ ability in reading comprehension but

also the subjects’ response after having the lessons.

In the pre-cycle, the subjects’ mean score was 53.97. It was far away from

what it supposed to be. Because the minimum passing grade was 77, of course,

the subjects’ ability was considered low. Moreover, no one of the subject could

obtain the minimum passing grade. The use of the common technique previously

by the English teacher was not really helping the subjects in comprehending

reading passages. Most of them failed in understanding the reading passages

given. It also indicated the lack of vocabulary and grammar. This problem

absolutely needed an immediate solution.

In cycle I, the subjects’ ability in reading comprehension improved. There

was improvement of mean score of post-test 1 and post-test 2 in cycle I which

44 were 63.20 and 69.35. However, the success indicator had not yet achieved the

standard that had been decided. There was only 1 subject who achieved the

minimum passing grade 77 in post-test 1. Then, only 3 subjects who achieved the

minimum passing grade 77 in post-test 2. The subjects were still hard to find the

general information, specific information, textual meaning and textual refference

of a text given. They should have a long time to analyze the text in order to

answer the 5W1H questions. Therefore, the researcher revised the technique to

apply it in the next cycle. Then, the researcher conducted cycle II.

In addition, the result of two post-tests in the cycle II showed that the

subjects’ ability in reading comprehension improved significantly. The subjects’

mean score in post-test 3 and post-test 4 of cycle II was 76.15 and 84.94.

However, there were only 15 subjects’ who achieved the minimum passing grade

in the post-test 3 of cycle II. Furthermore, in post-test 4 of cycle II, all of the

subjects’ who achieved the minimum passing grade that was 77; even they more

than the minimum passing grade. This result also showed that this research could

be ended because the success indicator had been decided.

Besides, the data of questionnaire showed that the subjects’ response was

really good toward the technique used. More than half of the subjects chose the

response A which represented strongly agreed. The comparison of the total

response of the questionnaire were 57.45% of the subjects strongly agreed with

the application of SQ3R; 34.67% of the subjects agreed with the technique used;

7.26% of the subjects who quite agreed with the application of SQ3R; and 0.62%

of the subjects who disagreed with the application of the technique. Therefore, the

45 researcher can conclude most of the subjects strongly agreed with the

implementation of SQ3R technique in teaching reading comprehension.

In conclusion, SQ3R technique could help subjects to improve their

reading comprehension. The subjects’ improvement in cycle II was caused by the

revision of the planning that was changed by the researcher since in the first cycle

the implementation of SQ3R technique had not yet been successful. However, it

was successful in the last session of the second cycle. Therefore, this research was

ended in the second cycle. This research had proved that SQ3R technique was

well worked and accepted by the subjects.

Based on the result of the post-tests in the two cycles and the

questionnaire, the researcher can sum up that SQ3R technique could significantly

improve reading comprehension of the eighth grade students of SMPN 1 Mengwi

in academic year 2013/2014 in finding general information, specific information,

textual meaning and textual reference.

46

CHAPTER V

CONCLUSION AND SUGGESTION

The discussions of the present study in the previous chapter which dealt

with improving reading comprehension through SQ3R technique of the eighth

grade students of SMPN 1 Mengwi was finally concluded in this chapter. In

addition, some practical suggestions in reference to the significance of the

established findings are also recommended.

5.1 Conclusion

The objective of the present study was to figure out whether or not SQ3R

technique can improve reading comprehension of the eighth grade students of

SMPN 1 Mengwi in academic year 2013/2014. It was based on the problem faced

by the subjects of the study who consisted of 39 students who had low ability in

reading comprehension. The researcher, then, conducted a classroom action

research by implementation of SQ3R technique.

There were two cycles which were conducted during the present study and

each cycle consisted of two sessions. During the research present study, the

researcher had administered pre-test, post-test 1, post-test 2, post-test 3 and post-

test 4 to the eighth grade students of SMPN 1 Mengwi especially in I class. The

mean score were: 53.97, 63.20, 69.35, 76.15 and 84.94 respectively. The mean

score of pre-test, post-test 1, post-test 2, post-test 3 and post-test 4 were compared

and it clearly showed a significant improvement. In addition, the result of post-test

4 showed all of the subjects had achieved the minimum passing grade of SMPN 1

Mengwi. As a result, it could be clearly stated that reading comprehension of the

eighth grade students of SMPN 1 Mengwi in academic year 2013/2014 be

improved by using SQ3R technique significantly.

47

Along with the result of the post-tests, the result of the questionnaire also

showed positive response. From 39 subjects, 57.45% strongly agreed with the

application of SQ3R technique, 34.67% agreed, 7.26% quite agreed, and 0.62%

disagreed. It showed the attitudes and the learning motivation of the subjects

under study changed quite positively. These findings clearly suggested that

improving reading comprehension using SQ3R technique could serve to make the

subjects more active in learning and. Furthermore, these technique made the

subjects significantly improved their ability in reading comprehension.

Finally, the findings of the present study convincingly concluded that

reading comprehension of the eighth grade students of SMPN 1 Mengwi in

academic year 2013/2014 can be improved by using SQ3R technique. Therefore,

the present study was stopped at the last session of second cycle. This was

revealed by the significant improvement of the amount of the subjects who

achieved the minimum passing grade in post-test. In other words, SQ3R technique

was effective to improve the subjects’ reading comprehension.

5.2 Suggestion

Based on the result of this research in which the implementation of SQ3R

technique could improve the ability of reading comprehension of the eighth grade

students of SMPN 1 Mengwi, the researcher would like to suggest the English

teachers, the eighth grade students, and other researchers as follows.

For the the English teachers of class VIII I of SMPN 1 Mengwi in general

are suggested to use SQ3R technique in order to make the students get better

achievement in reading comprehension as proven from the result of this research.

Then, the teacher should also be selective to choose the appropriate materials

48 related to the topic of teaching English. Furthermore, the teacher had to create

many activities to avoid monotonous activities in the classroom. The teachers

should also be creative and innovative to avoid the monotonous teaching

technique in the classroom by using interesting media such as slide show or video;

then, having many ideas is a must to make the students active and enthusiastic in

catching the material that was presented.

For the eighth grade students of SMPN 1 Mengwi are also suggested to

keep on motivating and improving their reading comprehension more intensively.

All of the students are suggested using SQ3R technique in learning reading.

Because the technique has five steps: survey, question, read, recite and review that

can make the students easy to read and answer the question of the text.

Furthermore, SQ3R technique is expected to provide the students more practices,

rather than wasting time to play in the school. Moreover, the eighth grades

students of SMPN 1 Mengwi are suggested to motivate themselves to learn

reading comprehension more seriously not only in the classroom but outside the

classroom, because the more they practice practices book given in the school; the

more improvement they can achieve from these technique.

In addition, there is also suggestion for the other researchers. For those

who are going to conduct an action study that uses SQ3R technique, are

recommended to apply the technique in improving the other skill such as

listening, speaking, and writing skill to solve the problems faced by the students.

APPENDICES

52

Appendix 1 LIST OF SUBJECTS

Class : VIII I

Academic year : 2013/2014

NO NAME NIS M/F 1 Ni Made Ayu Yuli Kristina 9698 F 2 I Komang Anom Wibawa 9699 M 3 I Putu Ary Sutadiana 9700 M 4 Ni Luh Ayu Widiastuti 9701 F 5 I Made Agus Sudirga Yasa 9702 M 6 Dwi Angga Permadi 9703 M 7 I Gusti Ayu Ary Pinatih 9704 F 8 Ni Nyoman Chista Handayani 9705 F 9 I Putu Darmawan 9706 M 10 I Made Doni Priawan Dwitama 9707 M 11 Kadek Dwi Pebriani 9708 F 12 Dwiky Chandra Hidayat 9709 M 13 Ni Kadek Dwi Mahayani 9710 F 14 Ni Nyoman Ega Sanggita 9711 F 15 Fanuel Handi Raharjo 9712 F 16 I Dewa Gede Satria Wiguna 9713 M 17 I Made Gede Ardy Dewangga 9714 M 18 I Dewa Ayu Gede Anggraeni 9715 F 19 I Putu Gede Haris Surya Prasetya 9716 M 20 Ni Putu Indah Ariandini 9717 F 21 Putu Kresna Arya Putra 9719 M 22 I Putu Kurniawan 9720 M 23 Ni Made Kristianti 9721 F 24 Ni Made Lestari Dewi 9722 F 25 Ni Kadek Mita Widiari 9723 F 26 Ni Putu Pika Okarini 9724 F 27 Putu Putri Ambara Dewi 9725 F 28 Komang Rio Januartha 9726 M 29 Putu Riska Yulvani Dewi 9727 F 30 I Nyoman Resa Suwastama 9728 M 31 Made Rama Ananda 9729 M 32 I Kadek Slamet Indrawan 9730 M 33 Ni Nyoman Sri Sukariasti 9731 F 34 I Gusti Ngurah Satria Wibhawa 9732 M 35 Komang Trisna Pompiyana 9733 M 36 I Putu Trisna Adi Putra 9734 M 37 Ni Putu Vienna Putri Wibhawa 9735 F 38 Putu Wulan Sri Dewi 9736 F 39 I Made Yogi Pratama 9737 M

53

Appendix 2

PRE- TEST

I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!

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 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, and 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 rebounded the bus and returned to school.

1. What is the main idea of the first paragraph?

A. Going to Botanical Garden B. They went to Botanical Garden C. The writer went to Botanical Garden D. I went to Botanical Garden

2. “Mrs. James read us some information”.

The underlined word is synonymous with ........ A. news. B. story. C. facts. D. advice.

3. When did they have a day to botanical garden?

A. On Thursday B. On 24th April C. On Thursday 24th April D. On thay day

4. What grade did sketching at Education Centre for lunch?

A. First grade students B. Second grade students C. Third grade students D. Fourth grade students

54

5. What is the purpose of the text above? A. To entertain the reader B. To announce the students C. To describe the person D. To retell the story

6. “It was really interesting”.

What is the synonym of the underlined word? A. amusing B. awesome C. worderful D. beautiful

7. 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 8 . 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.

9. 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 10. “It was very interesting.” (par. 4) What does the underlined word refer to? A. A pyramid terrarium B. A specific room C. Education Centre D. First farm

Flight to London Mr. Richard’s family was on vacation. They are Mr. and Mrs. Richard with

two sons. They went to London. They saw their travel agent and booked their tickets. They went to the British Embassy to get visas to enter Britain. They had booked fourteen days tour. This includes travel and accommodation. They also included tours around London

They boarded a large Boeing flight. The flight was nearly fourteen hours. On the plane the cabin crews were very friendly. They gave them news paper and magazine to read. They gave them food and drink. There was a film for their

55

entertainment. They had a very pleasant flight. They slept part of the way. On arrival at Heathrow Airport, they had to go to Customs and Immigration. The officers were pleasant. They checked the document carefully but their manners were very polite. Mr. Richard and his family collected their bags and went to London Welcome Desk. They arranged the transfer to a hotel.

The hotel was a well-known four-star hotel. The room had perfect view of the park. The room had its own bathroom and toilet. Instead of keys for the room, they inserted a key-card to open the door. On the third floor, there was a restaurant serving Asian and European food. They had variety of food. The two weeks in London went by fast. At the end of the 14-day, they were quite tired but they felt very happy.

11. What is the main idea of the first paragraph?

A. The vacation of Mr. Ricard’s family B. Mr. Ricard’s family boarded a large Boeing flight C. Mr. Ricard went to the British Embassy to get visas to enter Britain D. They booked a well-known four-star hotel in London

12. “This includes travel and accommodation”.

The underlined word is synonymous with ........ A. journey. B. driver. C. cruising. D. sailing.

13. What kind of flight did they take?

A. Garuda flight B. Air Asia flight C. Boeing flight D. Batik flight

14. Where did they stayed in a well-know....

A. four-star hotel B. five-star hotel C. perfect hotel D. a star hotel

15. How was their flight?

A. It was very bad flight. B. It was very boring flight. C. It was very noisy flight. D. It was very pleasant flight.

56

16. “They checked the document carefully but their manner were very polite”. What is the synonym of the underlined word? A. file B. data C. instrument D. story

17. How long were they in London?

A. Two days B. Four days C. Forty day D. Fourteen days

18. Where did they go to get their visa to enter Britain?

A. London B. British Embassy C. Britain D. Heathrow Airport

19. What kind of food did the restaurant serve?

A. Indonesian food B. London food C. Asians food D. Asian and European food

20. “ They went to London.” ( par. 1) What does the underlined word refer to?

A. Richard family B. Mr. Richard family C. Mr. Richard’s family D. Richard’s Family

57

ANSWER SHEET PRE-TEST

Name : …………………………..

Class : …………………………..

Date : …………………………..

I. Read the text below and choose the right answer by crossing (X) A, B, C,

or D!

No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D

58

ANSWER KEY PRE-TEST

1. C 11. A

2. A 12. A

3. C 13. C

4. D 14. A

5. A 15. D

6. A 16. A

7. C 17. D

8. C 18. B

9. B 19. D

10. C 20. C

59

Appendix 3

LESSON PLAN

Cycle I Session 1

School : SMPN 1 Mengwi

Subject : English

Class/ Semester : VIII. I/2

Skill : Reading

Topic : Recount Text

A. Standard Competence:

11. Understanding meaning in simple short essay in the form of recount to

interact within the surroundings.

B. Basic Competence:

11.2 Responding meaning and rhetorical steps in simple short essay

accurately, smoothly, and acceptable that is related within the surroundings in

the form of recount text.

C. Indicators:

Identifying general information, specific information, textual meaning and

textual reference in simple short essay in the form of recount

D. Learning Objective:

After the students practice their reading comprehension task, they are able to

identify the general information, specific information, and textual meaning

and textual reference of recount text.

E. Time Allotment: 2 × 40 minutes

F. Learning Materials

1. Definition of Recount Text

Recount text is a text that retells the reader about one story, action,

activity or experience which has happened in the past. This could be a

60

personal events, factual incidents or imaginary incidents. The goal of recount

text is for entertaining or informing the reader.

2. Generic Structure

• Orientation is where the reader tells who was involved, what happened,

where the events took place, and when it happened.

• Events are the stage when the reader tells what happened and in what

sequence.

• Reorientation consists of optional-closure of events/ending.

• The features are including who? Where? When? Why? Noun or pronoun,

and past tense.

3. The Example of Recount Paragraph

Lateness

I was Last morning, Dinar, my roommate woke up late and she had to go

to campus.

When she wanted to take her motorcycle, in fact she couldn’t move it

because there were some motorcycles that blocked up her motorcycle.

She tried to move all of the motorcycles, so that her motorcycle could

move from the garage. But she couldn’t do it.

Then, she called Adel who had that motorcycle which blocked it up. After

that, her friend who had that motorcycle helped her. Finally, she could move her

motorcycle and rode it to go to campus.

(Taken from : www.recount-text-smp.com)

The main idea of a paragraph tells the topic of the paragraph. The topic tells

what all or most of the sentence are about.

How to find main idea of the text

• Read the passage of the text

• Ask the question to o yourself “what is this passage about ?”

• In your own words, explain the answer in one short sentence

• Look for a sentence in the text that most closely fits with your summary.

The example of main idea.

- First paragraph : She was late go to campus.

61

- Second paragraph : She want to took her motorcycle.

- Third paragraph : She tried to move the motorcycles.

- Fourth paragraph : Finally, she could her motorcycle.

Textual meaning of reading text is reading that explores about meaning and

understanding based on the context that was taught.

Example : She tried to move all of the motorcycles, so that her motorcycle

could move from the garage. Garage synonymous with carport.

Textual reference are what you use when writing a paper in order to support

the argument you are trying to make. You refer to passages from the texts you

are discussing in order to strengthen your argument.

Example : “She tried to move all of the motorcycles, so that her motorcycle

could move from the garage”. In third paragraph, “she” refers to the writer.

G. Technique

SQ3R

H. Learning Activities

Activities A. Pre-activities (10 minutes)

1. Greeting the students

2. Checking students’ attendance

3. Introducing the topic of the material

4. Making a stimulation to make students having an imagination about

the topic that will discuss

5. Explaining the students’ roles in doing the activity and the objective

of the lesson

B. Whilst-activities

Exploration (3 minutes)

6. Asking the students some question about the topic

Elaboration (40 minutes)

7. Explaining about what the recount text is and the main idea of each

paragraph

8. Giving a handout copy of recount text entitled A Study Tour To Bali

62

and telling the story to the students

9. Explaining to the students the example of the text given and what the

general information, specific information and textual meaning from

the text

10. Distributing the students’ worksheet

11. Asking the students to survey the text carefully by focusing on the

title, first sentence and the last sentence of the text (survey)

12. Asking the students to answer the questions related to the text as a

pre-questions (question)

13. Asking the students to read the text carefully (read)

14. Asking them to understand the text and findout the answer of the text

15. Asking them to note all the underlined , italicized, bold printed words

or phrase and find the meaning (recite)

16. Asking the students to identify the general information, specific

information (what, who, when, where, why, how) and the meaning of

some difficult words of the text

Confirmation (7 minutes)

17. Asking the students to review everything once more by reading their

note (review)

18. Giving positive feedback about the students’ participation in the

learning process

19. Asking the students about what they have just learnt

20. Summarizing the lesson

21. Asking the students whether they still have questions about the lesson

or not

C. Post-activities (20 minutes)

22. Distributing post-test

23. Collecting the students’ worksheet

24. Closing the meeting by saying “Good Bye”

I. References

1. www.definition-recount-text-smp.com

2. www.recounttext-smp.com

63

3. LKS Intan Prawira SMP

4. Priyana, Joko., Irjayanti, R Arnys., & Renitasari, Virga. (2008).

Scaffolding English for Junior High School Students Grade VIII

(SMP/Mts). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

J. Assessment

Indicators of Competence Technique In form of Instrument Identifying general

information, specific

information, textual

meaning and textual

reference in functional

text in the form of recount

Written test Multiple

choice

Post-test

Scoring procedure:

Student’s score = Students' correct answer

Maximum score × 100

Denpasar, 22 April 2014 The Researcher Ni Luh Lina Marini NPM : 10.08.03.51.31.2.5.3760

64

STUDENTS’ WORKSHEET Please identify the general information, specific information, textual meaning and textual reference of the words from the text!

My Football Experience

When I was in junior high school, I really loved football. Every day I

practiced in field of my school with my team and my coach. They were strong and

smart players. My coach, Mr. Sentana was a kind person. But, while he was

coaching us, he was very discipline. He gave punishment to anyone who came late

and did not obeyed the team’s rules.

With Mr. Sentana, our team won many tournaments in football

championship under – 15 years old. One of the greatest tournaments that we got

was Jakarta Cup. There were 67 Teams came from 33 provinces on that

tournament, and our team became the winner. All of football players of my team,

then, became popular. We had many fans as got the cup. It was gorgeous

experience ever.

Then, I enjoyed my time as one of the popular football players on that

moment until my parents warned me to focus only on my study since they said

that football was just for hobby. Therefore, I left the team and focused on my

study as an eighth grade student. However, I still practiced my skill in playing

football in every Saturday afternoon.

(Taken from: www.recount-footbalexperience-text.com)

1. What is the main idea of first paragraph? 2. Who is Mr. Sentana? 3. What did the writer get on the turnament? 4. What is the synonym of the following words?

a. Smart b. Gorgeous c. Popular

5. “He gave punishment to anyone who came late and did not obeyed the team’s

rules”. (par 1).What does the underlined word refer to?

65

Appendix 4

POST- TEST 1

Cycle I Session 1

I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!

Holiday in Bali Last month Mr. Leo, his wife and his children had a holiday. They left by

car at ten in the morning. Mr.Leo drove fast and carefully. They came at Bali at four a.m. then, they went to “Mulia Hotel” in the down town. They stayed there for three days.

In Mulia hotel on Sunday morning after they had breakfast, the first place, they went to Sangeh. They saw many monkeys. His children Ika and Rio bought peanut for them. The monkeys were eating very happy. After that they had lunch. They spent their time at Sangeh until the evening. They enjoyed it very much. At five p.m., they went to the hotel and spent their night for taking a rest.

In the next morning, Mr. Leo’s family spent their holiday by visiting some places. Such as Sanur beach, Kuta beach, Trunyan, Batur Lake and Bedugul. After Mr. Leo and his family finished around Bali, they went back to home and bought some souvenirs. They were very tired but happy.

1. What is the main idea of the first paragraph?

A. Mr. Leo’s family had a holiday. B. Mr. Leo and his wife had a holiday. C. Mr. Leo and his daughter had a holiday. D. Mr. Leo and his son had a holiday.

2. “Mr.Leo drove fast and carefully”.

The underlined word is synonymous with ........ A. dont care. B. beware. C. safety. D. mind.

3. Who went to Bali?

A. Mr. Leo B. Mr. Leo’s family C. Ika and Rio D. Mr. Leo and his wife

4. What time did they come to Bali?

A. In the morning B. Ten o’clock in the morning C. At four a.m D. At four p.m

5. How long did they stay in Bali?

66

A. Five days B. Four days C. Three days D. Two days

6. “In the next morning, Mr. Leo’s family spent their holiday by visiting some

places”. What is the synonym of the underlined word? A. Vacation B. Trip C. Holiday D. Pastime

7. What was the first place they have visited?

A. Sangeh B. Sanur beach C. Kuta beach D. Batur Lake and Bedugul.

8. Where did they stay in Bali?

A. At Mulia Hotel B. At Sangeh hotel C. At Kuta beach D. At Trunyan village.

9. What did they buy for going back home?

A. Some peanuts B. Some Balinese shirt C. Some souvenirs D. Some Balinese foods

10. “They went back home and bought some souvenirs”. (par.3) What does the

underlined word refer to? A. Mr. Leo and the writer B. Mr. Leo and his family C. Mr. Leo and the reader D. Mr. Leo and his childrend

Visiting Bali There were so many places to see in Bali that my friend decided to join the

tours to see as much as possible. My friend stayed in Kuta on arrival. He spent the

67 first three days swimming and surfing on Kuta beach. He visited some tour agents and selected two tours. The first one was to Singaraja, the second was to Ubud.

On the day of the tour, he was ready. My friend and his group drove on through mountains. Singaraja is a city of about 90 thousand people. It is a busy but quiet town. The street are lined with trees and there are many old Dutch houses. Then they returned very late in the evening to Kuta.

The second tour to Ubud was a very different tour. It was not to see the scenery but to see the art and the craft of the island. The first stop was at Batubulan, a center of stone sculpture. There my friend watched young boys were carving away at big blocks of stone. The next stop was Celuk, a center for silversmiths and goldensmiths. After that he stopped a little while for lunch at Sukawati and on to mass. Mass is a tourist center.

My friend ten-day-stay ended very quickly beside his two tour, all his day was spent on the beach. He went sailing or surfboarding every day. He was quiet satisfied. 11. What is the main idea of the first paragraph?

A. The writer decided to join tours in Bali. B. The writer visisted some places in Bali. C. The writer went to Bali for holiday. D. The writer selected Bali for holiday.

12. “He visited some tour agents and selected two tours.”.

The underlined word is synonymous with ........ A. travel. B. trip. C. journey. D. tour.

13. Where did the writer’s friends stay in Bali?

A. Denpasar B. Kuta C. Ubud D. Jimbaran

14. Where did the writer go on the first time?

A. To Singaraja B. To Lombok C. To Ubud D. To Bali.

15. How many days did the writer spend his holiday at Kuta beach?

A. Three days B. Four days C. Five days D. Six days

68 16. “It is a busy but quiet town”.

What is the synonym of the underlined word? A. City B. Village C. Street D. Hometown

17. What did the writer’s do at Kuta beach?

A. Jogging and traveling B. Run and surfing C. Sleep and swimming D. Swimming and surfing

18. What did the writer see in Ubud?

A. Scenery and art B. Art and scenery C. Art and craft D. Craft and scenery

19. What did his friends watch at Batubulan?

A. Foot ball B. Carving away C. Surving D. Jogging

20. “He was quite satisfied”. (par.4) What does the underlined word refer to?

A. The writer’s friend B. His friend C. The writer D. Young boy

69

ANSWER SHEET POST-TEST 1

Cycle I Session 1

Name : …………………………..

Class : …………………………..

Date : …………………………..

I. Read the text below and choose the right answer by crossing (X) A, B, C,

or D!

No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D

70

ANSWER KEY POST-TEST 1

Cycle I Session 1

1. A 11. A

2. A 12. A

3. B 13. C

4. A 14. A

5. A 15. A

6. C 16. A

7. A 17. D

8. B 18. C

9. B 19. B

10. A 20. A

71

Appendix 5

LESSON PLAN

Cycle I Session 2

School : SMPN 1 Mengwi

Subject : English

Class/ Semester : VIII. I/2

Skill : Reading

Topic : Narrative Text

A. Standard Competence:

11. Understanding meaning in simple short essay in the form of recount to

interact within the surroundings.

B. Basic Competence:

11.2 Responding meaning and rhetorical steps in simple short essay

accurately, smoothly, and acceptable that is related within the surroundings in

the form of recount text.

C. Indicators:

Identifying general information, specific information, textual meaning and

textual reference in simple short essay in the form of recount

D. Learning Objective:

After the students practice their reading comprehension task, they are able to

identify the general information, specific information, textual meaning and

textual reference of recount text.

E. Time Allotment: 2 × 40 minutes

F. Learning Materials

1. Definition of Recount Text

Recount text is a text that retells the reader about one story, action,

activity or experience which has happened in the past. This could be a

72

personal events, factual incidents or imaginary incidents. The goal of recount

text is for entertaining or informing the reader.

2. The Example of Recount Paragraph

My Unfortunates

Last weekend was my luckiest day ever. Many good things were coming

toward me.

When the morning broke in Sunday morning, I woke up and planned to

jog around the neighborhood. So I changed my clothes and went to the bathroom

to wash my sleepy face. As I stepped in the bathroom, I landed my foot on a soap

in the floor and feel down. A perfect morning hi for me. Next, I began my jogging

and saw my gorgeous neighbor, jogging to. I though it was a good fortune to omit

the gap between us. So I jogged to him and say hello. But, how poor of me, it was

not him. It just someone I never met before who looked like to him. I was going

home with people laugh at me along side of the street.

When I got home, the breakfast already settled and I immediately spooned

a big portion of rice and ate. After I have done my breakfast my mother came up

and said that the meal have not ready yet and she said that I may have a

stomachache if I ate it. It was proven, I had a stomachache for the next three days.

I past my weekend lie down on me bed and be served as a queen. That was

not really bad, wasn't it.

(Taken from : www.recount-text-smp.com)

The main idea of a paragraph tells the main of the paragraph. The main idea

tells what all or most of the sentence are about.

How to find main idea of the text

• Read the passage of the text

• Ask the question to o yourself “what is this passage about ?”

• In your own words, explain the answer in one short sentence

• Look for a sentence in the text that most closely fits with your summary.

The example of main idea.

- First paragraph : She was late go to campus.

- Second paragraph : She want to took her motorcycle.

73

- Third paragraph : She tried to move the motorcycles.

- Fourth paragraph : Finally, she could her motorcycle.

Textual meaning of reading text is reading that explores about meaning and

understanding based on the context that was taught.

Example : She tried to move all of the motorcycles, so that her motorcycle

could move from the garage. Garage synonymous with carport.

Textual reference are what you use when writing a paper in order to support

the argument you are trying to make. You refer to passages from the texts you

are discussing in order to strengthen your argument.

Example : “She tried to move all of the motorcycles, so that her motorcycle could

move from the garage”. In third paragraph, “she” refers to the writer.

G. Technique

SQ3R

H. Learning Activities

Activities A. Pre-activities (10 minutes)

1. Greeting the students

2. Checking students’ attendance

3. Reviewing the material of the previous meeting

4. Distributing the students question about Recount text

5. Asking the students to answer the question orally

B. Whilst-activities

Exploration (3 minutes)

6. Writing a title of recount text on the whiteboard (My Wonderful

Holiday)

Elaboration (40 minutes)

7. Writing the main idea of recount text on the whiteboard

8. Explaining those points based on explanation in the previous meeting

9. Explaining to the students how to find and identify the general

information, specific information, textual meaning and textual

reference of the text example

74

10. Distributing the students’ worksheet

11. Asking the students to survey the text carefully by focusing on the

title, first sentence and the last sentence of the text (survey)

12. Asking the students to answer the questions related to the text as a

pre-question (question)

13. Asking the students to read the text carefully (read)

14. Asking them to understand the text and findout the answer of the text

15. Asking them to note all the underlined , italicized, bold printed words

or phrase and find the meaning (recite)

16. Asking the students to identify the general information, specific

information (what, who, when, where, why, how) and the meaning of

some difficult words of the text

Confirmation (7 minutes)

17. Asking the students to review everything once more by reading their

note (review)

18. Giving positive feedback about the students’ participation in the

learning process

19. Asking the students about what they have just learnt

20. Summarizing the lesson

21. Asking the students whether they still have questions about the lesson

or not

C. Post-activities (20 minutes)

22. Distributing post-test

23. Collecting the students’ worksheet

24. Closing the meeting by saying “Good Bye”

I. References

1. www.recounttext-smp.com

2. LKS Intan Prawira SMP

3. Priyana, Joko., Irjayanti, R Arnys., & Renitasari, Virga. (2008).

Scaffolding English for Junior High School Students Grade VIII

(SMP/Mts). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

75 J. Assessment

Indicators of Competence Technique In form of Instrument Identifying general

information, specific

information, textual

meaning and textual

reference in functional

text in the form of recount

Reading test Multiple

choice

Post-test

Scoring procedure:

Student’s score = Students' correct answer

Maximum score × 100

Denpasar, 24 April 2014 The Researcher Ni Luh Lina Marini NPM : 10.08.03.51.31.2.5.3760

76

STUDENTS’ WORKSHEET Please identify the general information, specific information, textual meaning and textual reference of the words from the text!

My Vacation with My Sister and Boyfriend

One day, my sister said to me that she really wanted to go to the beach. So

I promised her that the next day we would go to Maron beach in Semarang.

The next day, we prepared many things in the morning. We brought some

foods and beverages, such as fried rice, chocolate wafers, potato chips, water and

orange juice. Before going to the beach, I ask my boyfriend, Kiki, to join us going

to the beach. He agreed to join and he came to my house. After that, we went to

the beach. We went there by motorbike. It took 25 minutes to arrive there. Then,

we bought tickets in the entrance gate. Before swimming, we changed our clothes

first. We swam there for more than one hour. We felt so tired that we decided to

eat the foods that we had brought. Next, my boyfriend and I created a very big

sand castle, while my sister continued swimming. After that, we decided to go

home because it was getting dark.

On the way home, we still felt hungry. So we stopped at a Javanese

restaurant to eat something. I ordered gudeg, while my boyfriend and my sister

ordered rames rice. After finished eating, we paid our bills. Then, we went home.

We arrived at home at 6 o’clock and we were absolutely exhausted.

That was a very exhausting day, but I felt so happy that I could have a

vacation with my sister and my boyfriend.

(Taken from: www.examplerecounttext.com)

1. What is the main idea of first paragraph? 2. Where did the writer go on the first day? 3. What did they buy in the morning? 4. What is the synonym of the following words?

a. Join b. Home c. Vacation

5. “The next day, we prepared many things in the morning”. (par 2) What does

the underlined word refer to?

77

Appendix 6

POST- TEST 2

Cycle I Session 2

I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!

My Busy Day

Last Monday was a busy day for me. I spent my time to do a lot of activities from college to my home.

First, at the morning, I did my presentation's assignment with my partner, she was Nurhidayah. It took 3 hours. And then we went to the campus for joining lecture. But, the lecturer said that our presentation would be started next week. It made us disappointed. The class was finished at 12.30.

After that, I had to go home because my grandmother was in a bad condition. She was hospitalized. So, it was a must for me to back home at that time. When I got there, there were so many members of my family. There were about 10 people. My aunt, my niece, my uncle and some of my cousins. We all hoped that our grandmother would get better soon. Those activities made my day busy.

1. What is the main idea of the first paragraph?

A. Busy day on last Monday B. Wasting time on last Monday C. Spent the time on last Monday D. Holiday on last Monday

2. “I did my presentation’s assignment with my patner”.

The underlined word is synonymous with ........ A. duty. B. job. C. role. D. bussines.

3. When did they have busy day?

A. Last week B. Last monday C. Last month D. Last year

4. Who did presentation with the writer?

A. Nurhidayah B. Nurhalisah C. Nurmidayah D. Nurhalizah

78 5. What did they do in the campus?

A. Joining lecturer B. Joining teacher C. Joining staff D. Joining advicer

6. “So, it was a must for me to go back home at that time”.

What is the synonym of the underlined word? A. Hotel B. Villa C. House D. Building

7. When will the presentation be started?

A. Next week B. Next day C. Next month D. Next year

8. What time was the class finished?

A. at 12.20 B. at 12.30 C. at 12.40 D. at 12.50

9. Who got bad condition?

A. Grandfather B. Grandmother C. Father D. Mother

10. “We all hoped that our grandmother would get better soon”.

(par.3) What does the underlined word refer to? A. Aunt, niece, uncle and cousin B. Aunt, uncle and mother C. Aunt, father, mother and cousin D. Aunt, mother and aunt

79

Trip to Yogyakarta On Wednesday, my students and I went to Yogyakarta. 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 Wishnu Temples. They are really amazi.ng. We visited only Brahmana and Syiwa Temples because Wisnu Temple is being renovated.

On Friday morning, we went to Yogyakarta Keraton. We spent two hours there. We were lucky because we led by a smart and friendly guide. Then we continued our journey to Borobodur. We arrived there at 4 pm. At 5 p.m we heard an announcement that Borobudur gate was closed. In the evening, we left for Jakarta by Wisata bus.

11. What is the main idea of the first paragraph?

A. Trip to Yogyakarta B. Visit to Yogyakarta C. Experience at Yogyakarta D. Impression about Yogyakarta

12. “We stayed at Dirgahayu hotel which is not far from Maliboro”.

The underlined word is synonymous with ........ A. lodgment. B. house. C. temple. D. mosque.

13. When did they have a day to Yogyakarta?

A. On Monday B. On Tuesday C. On Wednesday D. On Thurday

14. Which temple are being renovated?

A. Wisnu B. Syiwa C. Brahma D. Indra

15. Where did the writer go on Friday morning?

A. Yogyakarta Keraton B. Prambanan Temple C. Borobudur Temple D. Malboro Keraton

80 16. “Then we continued our journey to Borobodur”.

What is the synonym of the underlined word? A. Trip B. Driver C. Holiday D. Course

17. How many hours did they spend to Yogyakarta Keraton?

A. One hour B. Two hours C. Three hours D. Four hours

18. What time did the writer arrive at Borobudur?

A. 2 p.m. B. 3 p.m. C. 4 p.m. D. 5 p.m.

19. What did the writer use to leave Jakarta?

A. Wisata car B. Wisata bus C. Wisata byke D. Wisata truck

20. “We stayed at Dirgahayu hotel which is not far from Malioboro”. (par.1) What

does underlined word refer to? A. My students and I B. My students and You C. My students and We D. My students and They

81

ANSWER SHEET POST-TEST 2

Cycle I Session 2 Name : …………………………..

Class : …………………………..

Date : …………………………..

I. Read the text below and choose the right answer by crossing (X) A, B, C,

or D!

No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D

82

ANSWER KEY POST- TEST 2

Cycle I Session 2

1. A 11. A

2. A 12. A

3. B 13. C

4. A 14. A

5. A 15. A

6. C 16. A

7. A 17. D

8. B 18. C

9. B 19. B

10. A 20. A

83

Appendix 7

LESSON PLAN

Cycle II Session 3

School : SMPN 1 Mengwi

Subject : English

Class/ Semester : VIII. I/2

Skill : Reading

Topic : Narrative Text

A. Standard Competence:

11. Understanding meaning in simple short essay in the form of narrative to

interact within the surroundings.

B. Basic Competence:

11.2 Responding meaning and rhetorical steps in simple short essay

accurately, smoothly, and acceptable that is related within the surroundings in

the form of narrative text.

C. Indicators:

Identifying general information, specific information, textual meaning and

textual reference in simple short essay in the form of narrative

D. Learning Objective:

After the students practice their reading comprehension task, they are able to

identify the general information, specific information, textual meaning and

textual refernce of narrative text.

E. Time Allotment: 2 × 40 minutes

F. Learning Materials

1. Definition of Narrative Text

Narrative text is an imaginative story. It focuses on a pattern of events with a problematic and or unexpected outcome. The purpose of this text is to entertain and educate the reader.

84 2. Generic Structure

• Orientation is the part of narrative text in which it sets the scene and

introduces the participants and characters.

Example: Once upon a time there was a beautiful girl called Sarah, who

lived with her step mother. Her step mother was very bossy, greedy and

arrogant. She hated Sarah a lot.

• Complication is where the series of complications or crisis points which

arise in the story.

Example: One day when her father was working outside, the step mother

hit Sarah and expelled her from the house. She went outside and walked

far away from the house. Suddenly she saw a big melon farm and went in

it. After that she hid in a big melon. She used to go out of the melon and

get her food. One day a prince visited the farm and saw the big melon.

“Cut this melon; I want to eat it,’’ the prince said. The prince’s guards

started to cut the melon but they heard a voice from it. Sarah said “Don’t

cut me please!” They were all surprised at this situation. The prince said

“Who are you? Calm down, please come out.” After that she came out. He

fell in love with her.

• Resolution is the part the crisis is resolved, for better or for worse.

3. The Example of Narrative Text

The Wolf and the Goat

A wolf saw a goat grazing at the edge of a high cliff. The wolf smacked

his lips at the thought of a fine goat dinner.

“My dear friend,” said the wolf in his sweetest voice, “aren’t you afraid you

will fall down from the cliff? Come down here and graze on this fine grass beside

me on safe, level ground.”

“No, thank you,” said the goat. “Well then,” said the wolf, “aren’t you cold

up there in the wind? You would be warmer grazing down here beside me in this

sheltered area.’ “No, thank you,” said the goat. “But the grass tastes better down

here!” said the exasperated wolf, “Why dine alone?” “My dear wolf,” the goat

finally said, “are you quite sure that it is my dinner you are worrying about and

not your own?”

85

(Taken from : www.narrative-text-smp.com)

The main idea of a paragraph tells the main of the paragraph. The main idea

tells what all or most of the sentence are about.

How to find main idea of the text

• Read the passage of the text

• Ask the question to o yourself “what is this passage about ?”

• In your own words, explain the answer in one short sentence

• Look for a sentence in the text that most closely fits with your summary.

The example of main idea.

- First paragraph : A wolf saw a goat grazing at the edge.

- Second paragraph : Wolf with the sweetest voice.

- Third paragraph : Finally, the wolf having dinner together.

Textual meaning of reading text is reading that explores about meaning and

understanding based on the context that was taught.

Example : She tried to move all of the motorcycles, so that her motorcycle

could move from the garage. Garage synonymous with carport.

Textual reference are what you use when writing a paper in order to support

the argument you are trying to make. You refer to passages from the texts you

are discussing in order to strengthen your argument.

Example : “She tried to move all of the motorcycles, so that her motorcycle

could move from the garage”. In third paragraph, “she” refers to the writer.

G. Technique

SQ3R

H. Learning Activities

Activities A. Pre-activities (10 minutes)

1. Greeting the students

2. Checking students’ attendance

3. Introducing the topic of the material

4. Making a stimulation to make students having an imagination about

86

the topic that will discuss

5. Explaining the students’ roles in doing the activity and the objective

of the lesson

B. Whilst-activities

Exploration (3 minutes)

6. Presenting the students narrative text

7. Giving the students some questions related to the text

Elaboration (35 minutes)

8. Explaining about what the narrative text is and its generic structure

9. Giving a handout copy of narrative text entitled The Wolf and the

Golf and telling the story to the students

10. Explaining to the students the generic structure of the example given

and what the general information, specific information and textual

meaning from the text

11. Distributing the students’ worksheet

12. Asking the students to survey the text carefully by focusing on the

title, first sentence and the last sentence of the text (survey)

13. Asking the students to answer the questions related to the text as a

pre-question (question)

14. Asking the students to read the text carefully (read)

15. Asking them to understand the text and findout the answer of the text

16. Asking them to note all the underlined , italicized, bold printed words

or phrase and find the meaning (recite)

17. Explaining to the students how to find and identify the general

information, specific information, textual meaning and textual

referrence of narrative text

Confirmation (7 minutes)

18. Asking the students to review everything once more by reading their

note (review)

19. Giving positive feedback about the students’ participation in the

learning process

20. Asking the students about what they have just learnt

87

21. Summarizing the lesson

22. Asking the students whether they still have questions about the

lesson or not

C. Post-activities (20 minutes)

23. Distributing post-test

24. Collecting the students’ worksheet

25. Closing the meeting by saying “Good Bye”

I. References

1. www.narrativetext-smp.com

2. LKS Intan Prawira SMP

3. Priyana, Joko., Irjayanti, R Arnys., & Renitasari, Virga. (2008).

Scaffolding English for Junior High School Students Grade VIII

(SMP/Mts). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

J. Assessment

Indicators of Competence Technique In form of Instrument Identifying general

information, specific

information, textual

meaning and textual

refernce in functional text

in the form of recount

Reading test Multiple

choice

Post-test

Scoring procedure:

Student’s score = Students' correct answer

Maximum score × 100

Denpasar, 29 April 2014 The Researcher Ni Luh Lina Marini NPM : 10.08.03.51.31.2.5.3760

88

STUDENTS’ WORKSHEET Please identify the general information, specific information, textual meaning and textual reference of the words from the text!

Snow White

Once upon a time, there lived a little girl named Snow White. She lived with

her aunt and uncle because her parents were dead.

One day, she heard her uncle and aunt talking about leaving Snow White in

the castle because they both wanted to go to America and they didn’t have enough

money to take Snow White.

Snow White did not want her uncle and aunt to do this, so she decided it

would be best if she ran away. The next morning, she ran away from home when

her aunt and uncle were having breakfast. She ran away into the woods.

She was very tired and hungry. Then, she saw this little cottage. She

knocked, but no one answered, so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went

inside. There they found Snow White sleeping. Then Snow White woke up. She

saw the dwarfs. The dwarfs said, ”What’s your name?” Snow White answered,

“My name is Snow White.”

The other dwarfs asked, “If you wish, you may live here with us.” Snow

White said, “Oh, could I? Thank you!” Then Snow White told the dwarfs the

whole story, and the seven dwarfs lived happily ever after.

(Taken from: www.examplenarrativetext.com)

1. What is the main idea of first paragraph? 2. What is the orientation of the text above? 3. What is the complication of the text above? 4. What is the synonym of the following words?

a. Ran away b. Cottage c. Castle

5. “Then, she saw this little cottage”. (par 4) What does the underlined word

refer to?

89

Appendix 8

POST- TEST 3

Cycle II Session 3

I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!e text

The Bear and Rabbit Once upon a time, there lived a bear and a rabbit. The rabbit is a good shot. In contrary, the bear is always clumsy and could not use the arrow. One day, the bear called over the rabbit and asked the rabbit to take his bow and arrows. The rabbit feared to arouse the bear's anger so he could not refuse it. He went with the bear and shot enough buffalo to satisfy the hungry family. Indeed he shot and killed so many that there were lots of meats left after. However the bear did not want the rabbit to get any of the meat. The rabbit could not even taste the meat. The poor rabbit would have to go home hungry after his hard day's work. The bear was the father of five children. Fortunately, the youngest child was very kind to the rabbit. He was very hearty eater. The mother bear always gave him an extra large piece of meat but the youngest child did not eat it. He would take it outside with him and pretended to play ball with the meat. He kicked toward the rabbit's house. When he got close to the door he would give the meat with such a great kick. The meat would fly into the rabbit's house. In this way, the poor rabbit would get his meal. 1. What is the main idea of the first paragraph?

A. There were animals named bear and a rabbit. B. There was an animal named bear. C. There was an animal named rabbit. D. There was a good animal.

2. “Once upon a time, there lived a bear and a rabbit. The rabbit is a good shot”.

The underlined word is synonymous with ........ A. well. B. bad. C. good. D. evil.

3. What did Rabbit character look like?

A. Good shot B. Ugly C. Arrogant D. Clumsy

4. What did Bear character look like?

A. Helpful B. Arrogant C. Clumsy D. Easy going

90 5. The rabbit couldn’t taste the meat because ........

A. doesn’t any meat. B. doesn’t some meat. C. doesn’t little meat. D. doesn’t much meat.

6. “The rabbit was fearing to arouse the bear's anger so he could not refuse it”.

What is the synonym of the underlined word? A. Denine B. Reject C. Decline D. Respond

7. How many children that the bear had according to the story?

A. Five B. Six C. Seven D. Eight

8. What did the problem raise in the story?

A. The Bear called over the Rabbit. B. The Rabbit was fearing arouse the Bear. C. The Bear killed the Buffalo.. D. The Rabbit was angry.

9. Who was very kind to the Rabbit?

A. The youngest Bear’s child B. The mother Bear C. The Buffalo D. The Rabbit

10. “The rabbit was fearing to arouse the bear's anger so he could not refuse it. He

went with the bear and shot enough buffalo to satisfy the hungry family”. (par.2) What does the underlined word refer to? A. The Rabbit B. The Bear C. The Buffalo D. The Children

Malin Kundang Once upon a time, there lived a diligent boy named Malin Kundang. He

lived in the seashore with his mother. They were very poor, but they lived quiet and harmonious.

91

One day, a big ship closed to the beach near their village. They asked peoples to join work in their ship and went to the cross island. Malin Kundang wanted to join with them because he wanted to improve his family life. But his mother didn’t permit him. She worried to Malin. Malin still kept his argument and finally he sailed with the big ship.

Several years later, Malin Kundang succeed and he became rich trader. Then, he came to his native village with his beautiful wife, but his wife didn’t know Malins real descent. His happy mother quickly approached Malin and brought a plate of village cake, Malins Favorite. But Malin didn’t admit that woman as his poor mother, and then he kicked the village cake which brought by his mother until scattered.

His mother very broken heart because Malin rebellious to her, who had growth him. Then, his mother cursed Malin became stone. Suddenly, the bigship which Malins had was vacillated by a big storm and all of his crewman tossed aside out. Malin realized that was his fault that rebellious his mother. He bowed down and became a stone. 11. What is the main idea of the first paragraph?

A. There was a diligent boy named Malin Kundang. B. There was a boy lived in the seashore. C. There was a boy very poor. D. There was a boy lived quiet and harmonious.

12. “They were very poor, but they lived quiet and harmonious”. The underlined

word is synonymous with ........ A. compatible. B. happy. C. unhappy. D. harmonious.

13. Where did Malin Kundang live?

A. In the seashore B. In the mountain C. In the palace D. In the cage

14. The correct generic structure of the text is ........

A. orientation - coplication - resolution. B. resolution - orientation - complication. C. orientation – resolution - complication. D. complication – resolution - orientation.

15. What did Malin Kundang character look like?

A. Handsome and friendly B. Greedy and arrogant C. Kind and greedy D. Bad and handsome

92 16. “They asked people to join work in their ship and went to the cross island”.

What is the synonym of the underlined word? A. Participate B. Join C. Come D. Follow

17. What was the problem that raised in the story?

A. Malin Kundang succeed and he became rich trader. B. Malin Kundang happy and he has beautiful wife. C. Malin Kundang succeed and he became a boss. D. Malin Kundang handsome and he married.

18. Why did his mother become angry with him? His mother become angry

because he ........ A. rebellious with his mother. B. happy with his wife. C. forgot his mother. D. became rich man.

19. What was the background of their live?

A. Very poor B. Rich C. Very happy D. Dangerous

20. “They were very poor, but they lived quiet and harmonious”. (par.1) What

does the underlined word refer to? A. Malin Kundang and his mother B. Malin Kundang and his father C. Malin Kundang and his wife D. Mother and her daughter-inlaw

93

ANSWER SHEET POST-TEST 3

Cycle II Session 3

Name : …………………………..

Class : …………………………..

Date : …………………………..

I. Read the text below and choose the right answer by crossing (X) A, B, C,

or D!

No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D

94

ANSWER KEY POST-TEST 3

Cycle II Session 3

1. A 11. A

2. A 12. A

3. A 13. A

4. C 14. A

5. A 15. B

6. B 16. A

7. A 17. A

8. A 18. A

9. A 19. A

10. A 20. A

95

Appendix 9

LESSON PLAN

Cycle II Session 4

School : SMPN 1 Mengwi

Subject : English

Class/ Semester : VIII. I/2

Skill : Reading

Topic : Narrative Text

A. Standard Competence:

11. Understanding meaning in simple short essay in the form of narrative to

interact within the surroundings.

B. Basic Competence:

11.2 Responding meaning and rhetorical steps in simple short essay

accurately, smoothly, and acceptable that is related within the surroundings in

the form of narrative text.

C. Indicators:

Identifying general information, specific information, textual meaning and

textual reference in simple short essay in the form of recount

D. Learning Objective:

After the students practice their reading comprehension task, they are able to

identify the general information, specific information, textual meaning and

textual reference of narrative text.

E. Time Allotment: 2 × 40 minutes

F. Learning Materials

1. Definition of Narrative Text

Narrative text is an imaginative story. It focuses on a pattern of events with a problematic and or unexpected outcome. The purpose of this text is to entertain and educate the readers.

96 2. Generic Structure

• Orientation is the part of narrative text in which it sets the scene and

introduces the participants and characters.

• Complication is where the series of complications or crisis points which

arise in the story.

• Resolution is the part the crisis is resolved, for better or for worse.

3. The Example of Narrative Text

Snow White

Once upon a time, there lived a little girl named Snow White. She lived with

her aunt and uncle because her parents were dead.

One day, she heard her uncle and aunt talking about leaving Snow White in

the castle because they both wanted to go to America and they didn’t have enough

money to take Snow White.

Snow White did not want her uncle and aunt to do this, so she decided it

would be best if she ran away. The next morning, she ran away from home when

her aunt and uncle were having breakfast. She ran away into the woods.

She was very tired and hungry. Then, she saw this little cottage. She

knocked, but no one answered, so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went

inside. There they found Snow White sleeping. Then Snow White woke up. She

saw the dwarfs. The dwarfs said, ”What’s your name?” Snow White answered,

“My name is Snow White.”

The other dwarfs asked, “If you wish, you may live here with us.” Snow

White said, “Oh, could I? Thank you!” Then Snow White told the dwarfs the

whole story, and the seven dwarfs lived happily ever after.

(Taken from : www.narrative-text-smp.com)

The main idea of a paragraph tells the main of the paragraph. The main idea

tells what all or most of the sentence are about.

How to find main idea of the text

• Read the passage of the text

• Ask the question to o yourself “what is this passage about ?”

• In your own words, explain the answer in one short sentence

97

• Look for a sentence in the text that most closely fits with your summary.

The example of main idea.

- First paragraph : There lived a girl her name is Snow White.

- Second paragraph : Her aunt leaving her to the America.

Textual meaning of reading text is reading that explores about meaning and

understanding based on the context that was taught.

Example : She tried to move all of the motorcycles, so that her motorcycle

could move from the garage. Garage synonymous with carport.

Textual reference are what you use when writing a paper in order to support

the argument you are trying to make. You refer to passages from the texts you

are discussing in order to strengthen your argument.

Example : “She lived with her aunt and uncle because her parents were dead”.

In first paragraph, “she” refers to Snow White.

G. Technique

SQ3R

H. Learning Activities

Activities A. Pre-activities (10 minutes)

1. Greeting the students

2. Checking students’ attendance

3. Reviewing the material of the previous meeting

4. Distributing the students question about Narrative text

5. Asking the students to answer the question orally

B. Whilst-activities

Exploration (3 minutes)

6. Giving narrative picture entitled ”Cinderella”

Elaboration (40 minutes)

7. Writing the narrative text on the whiteboard

8. Explaining those points based on explanation in the previous meeting

9. Explaining to the students how to find and identify the general

information, specific information and textual meaning from the

98

example

10. Distributing the students’ worksheet

11. Asking the students to survey the text carefully by focusing on the

title, first sentence and the last sentence of the text (survey)

12. Asking the students to answer the questions related to the text as a

pre-question (question)

13. Asking the students to read the text carefully (read)

14. Asking them to understand the text and findout the answer of the text

15. Asking them to note all the underlined , italicized, bold printed words

or phrase and find the meaning (recite)

16. Asking the students to identify the general information, specific

information (what, who, when, where, why, how) and the meaning of

some difficult words of the text

Confirmation (7 minutes)

17. Asking the students to review everything once more by reading their

note (review)

18. Giving positive feedback about the students’ participation in the

learning process

19. Asking the students about what they have just learnt

20. Summarizing the lesson

21. Asking the students whether they still have questions about the

lesson or not

C. Post-activities (20 minutes)

22. Distributing post-test

23. Collecting the students’ worksheet

24. Closing the meeting by saying “Good Bye”

I. References

1. www.definition-recount-text-smp.com

2. www.recounttext-smp.com

3. Priyana, Joko., Irjayanti, R Arnys., & Renitasari, Virga. (2008).

Scaffolding English for Junior High School Students Grade VIII

(SMP/Mts). Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional.

99 J. Assessment

Indicators of Competence Technique In form of Instrument Identifying general

information, specific

information, and textual

meaning in functional text

in the form of recount

Reading test Multiple

choice

Post-test

Scoring procedure:

Student’s score = Students' correct answer

Maximum score × 100

Denpasar, 6 May 2014 The Researcher Ni Luh Lina Marini NPM : 10.08.03.51.31.2.5.3760

100

STUDENTS’ WORKSHEET Please identify the general information, specific information, textual meaning and textual reference of the words from the text!

The Story of the Smart Parrot

A man in Puerto Rico had a wonderful parrot. There was no another parrot

like it. It was very, very smart. This parrot would say any word-except one. He would not say the name of the town where he was born. The name of the town

was Catano. The man tried to teach the parrot to say Catano. But the bird would not say the word. At first the man was very nice, but then he got angry. “You are a stupid

bird! Why can’t you say the word? Sat Catano, or I will kill you!” but the parrot would not say it. Then the man got to so angry that the shouted over and over, “Say Catano, or I’ll kill you!” but the bird wouldn’t talk.

One day after trying for many hours to make the bird say Catano, the man got very angry. He picked up the bird and threw him into the chicken house. “You are more stupid than the chickens. Soon I will eat them, and I will eat you, too.”

In the chicken house there are four old chickens. They were for Sunday’s dinner. The man put the parrot in the chicken house and left. The next day the man came back to the chicken house. He opened the door

and stopped. He was very surprised at what he saw! He saw three dead chickens on the floor. The parrot was screaming at the fourth

chicken, “Say Catano, or I’ll kill you!

(Taken from: www.examplenarrativetext.com) 1. What is the main idea of first paragraph? 2. What is the orientation of recount and narrative text? 3. What is the complication of narrative text? 4. What is the synonym of the following words?

a. Smart b. Gorgeous c. Popular

5. “He opened the door and stopped.” (par 5 narrative text) What does the

underlined word refer to?

101

Appendix 10

POST- TEST 4

Cycle II Session 4

I. Read the text below and choose the right answer by crossing (X) A, B, C, or D!

The Monkey and the Crocodile One day there was a monkey lived in the river. He wanted to cross a river. There he saw a crocodile so he asked the crocodile to take him across the other side of the river. The crocodile agree and told the monkey to jump on its back. Then the crocodile swam down the river with the monkey on his top. Unluckily, the crocodile was very hungry, he stopped in the middle of the river and said to the monkey, “My father is very sick. He has to eat the heart of the monkey. So he will be healthy again.”

By the time, the monkey was in dangerous situation and he had to think hard. Then he had a good idea. He told the crocodile to swim back to the river bank. “What’s for?” asked the crocodile. “Because I don’t bring my heart,” said the monkey. “I left it under a tree, near some coconuts in the river bank.” The crocodile agreed and turned around. He swam back to the bank of the river. As soon as they reached the river bank, the monkey jumped off the crocodile’s back. Then he climbed up to the top of a tree.

“Where is your heart?” asked the crocodile. “You are foolish,” said the monkey to the crocodile. “Now I am free and I have my heart. 1. What is the main idea of the first paragraph?

A. There were animals named monkey and crocodile. B. There was an animal named crocodile. C. There was an animal named monkey. D. There was a good animal.

2. “At the time, the monkey was in dangerous situation and he had to think

hard”. The underlined word is synonymous with ........ A. unsafe. B. safe. C. happy. D. comfortable.

3. Where did they meet each other?

A. In the river B. In an old house C. In the forest D. In the yard

4. Who helped the monkey?

A. The crocodile B. The farmer C. The people D. His father

102 5. Why was the monkey in dangerous? The monkey was in dangerous because

the crocodile wanted to ........ A. eat him. B. croos him. C. eat the Crocodile. D. cross the Crocodile.

6. “Then the crocodile swam down the river with the monkey on his top”. What

is the synonym of the underlined word? A. Bottom B. Side C. Head D. Beside

7. What did the monkey character look like?

A. Smart B. Lazy C. Dangerous D. Stupid

8. What did crocodile character look like?

A. Hard work B. Silly C. Diligent D. Smart

9. What did the problem raise in the story?

A. The crocodile wanted to eat the monkey. B. The monkey wanted to help the mrocodile. C. The crocodile wanted to cross the monkey. D. The monkey wanted to cross the crocodile.

10. “He told the crocodile to swim back to the river bank”. (par.3) What does the

underlined word refer to? A. The monkey B. The crocodile C. The writer D. The guy

The Legend of Toba Lake

Once upon time, there was a handsome man named Batara Guru Sahala. He liked fishing. One day, he caught a fish. He surprised to found out that the fish could talk. The fish begged him to set it free. Batara Guru could not bear it. He made the fish free. As soon as he got free, the fish changed into a very beautiful woman. She attracted Batara Guru so much. He felt in love with that fish-woman. The woman wanted to marry with

103 him and said that Batara Guru had to keep the secret which she had been a fish. Batara Guru agreed and promised that he would never tell anybody about it. They were married happily. They had two daughters. One day Batara Guru got very angry with his daughter. He could not control his mad. He shouted angrily and got the word of fish to his daughters. The daughters were crying. They found their mother and talked her about it. The mother was very annoyed. Batara Guru broke his promise. The mother was shouting angrily. Then the earth began to shake. Volcanoes started to erupt. The earth formed a very big hole. People believed that the big hole became a lake. Then this lake is known as Toba lake.

11. What is the main idea of the first paragraph?

A. There was a handsome man named Betara Guru Sahala. B. There was a boy named Betara Indra. C. There was a young man named Betara Guru. D. There was a little man named Betara Indra.

12. “As soon as it was free, the fish changed into a very beautiful woman”. The

underlined word is synonymous with ........ A. prety. B. handsome. C. clever. D. nice.

13. Who was the young man in the story above?

A. Batara Guru Sahala B. Batara Indra Sahala C. Batara Guru Sahula D. Batara Guru Sahalu

14. Why did he become suprised? He became surprised because he found fish

which ......... A. can talk. B. can not talk. C. couldn’t talk. D. can’t talk.

15. Who made him falling love?

A. Fish woman B. Fish girl C. The girl D. The woman

16. “They were married happily”. What is the synonym of the underlined word?

A. Proudly B. Happily C. Merrily D. Sadly

104 17. What was problem that raised the story?

A. He shouted angrily with his daughters. B. He became happily with his daughters. C. He felt angrily with his wife. D. He believed that the big hole become lake.

18. How many children that they had after they married?

A. Two daughters B. Three daughters C. Four daughters D. Five daughters

19. What did Batara Guru Sahala character look like?

A. Keep secret B. Arrogant C. Clumsy D. Ugly

20. “She attracted Batara Guru so much”. (par.2) What does the underlined word

refer to? A. Beautiful woman B. Betara Guru C. The fish D. His daughter

105

ANSWER SHEET POST-TEST 4

Cycle II Session 4

Name : …………………………..

Class : …………………………..

Date : …………………………..

I. Read the text below and choose the right answer by crossing (X) A, B, C,

or D!

No Options 1. A B C D 2 A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11. A B C D 12. A B C D 13. A B C D 14. A B C D 15. A B C D 16. A B C D 17. A B C D 18. A B C D 19. A B C D 20. A B C D

106

ANSWER KEY POST-TEST 4

Cycle II Session 4

1. A 11. A

2. A 12. A

3. A 13. A

4. A 14. A

5. A 15. A

6. C 16. A

7. A 17. A

8. B 18. A

9. A 19. A

10. A 20. A

107

Appendix 11

KUESIONER Petunjuk mengerjakan

1. Tanggapilah semua pernyataan pada kuisioner di bawah ini sesuai dengan keadaan Anda yang sebenarnya dengan memberikan tanda silang (X) pada huruf A, B, C, atau D, pada lembar jawaban yang telah disediakan.

2. Semua tanggapan adalah benar sesuai dengan keadaan Anda masing-masing, maka dari itu tanggapilah semua pernyataan dengan sejujur-jujurnya.

3. Terima kasih atas bantuan anda menjawab pertanyaan dalam kuisioner ini. Pernyataan

1. Belajar khususnya reading comprehension dengan menggunakan SQ3R sangat menyenangkan. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

2. Penggunaan SQ3R sangat membantu dalam menemukan ide pokok bacaan,

makna kata, kata ganti dan informasi rinci dalam reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

3. SQ3R perlu diterapkan dalam pelajaran reading comprehension.

A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

4. SQ3R sangat membantu dalam pembelajaran reading comprehension.

A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

5. Kemampuan dalam reading comprehension setelah belajar dengan SQ3R mengalami peningkatan. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

108

6. Belajar khususnya reading comprehension dengan menggunakan SQ3R sangat menyenangkan. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

7. Penerapan tehnik SQ3R sebaiknya ditingkatkan frekuensinya dalam

mengajar reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

8. Pembelajaran menggunakan SQ3R sangat efektif dalam reading

comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

9. Menggunakan SQ3R dalam belajar memahami text reading

comprehension sangat menarik. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

10. Langkah-langkah menggunakan SQ3R sangat mudah dipahami dalam

reading comprehension. A. Sangat setuju B. Setuju C. Cukup setuju D. Tidak setuju

BIOGRAPHY

Ni Luh Lina Marini was born in Karangasem,

October 22th 1992. She lives at Banjar Putung, Rendang

District, Karangasem Regency. Now, she stays at Jln.

Gunung Agung, Yamuna 3 No.11 with her parents. Her

father is I Wayan Sida Arsa and her mother is Ni Wayan

Diani. She started her elementary school at SDN 1

Pempatan, Karangasem in 1998 until 2004. Then, she

continued her study at junior high school at SMPN 2

Rendang Karangasem and graduated in 2007. She joined SMAN 1 Rendang

Karangasem as a senior high school student in 2007 and graduated in 2010. She

had ever become the member of PASKIBRAKA in Rendang in 2007 until 2010.

After graduating, then she continued her study at Mahasaraswati Denpasar

University in 2010. She chose English Education Study Program, Faculty of

Teacher Training and Education. As a student of Mahasaraswati Denpasar

University, she had ever become a member of PEDEL in graduation activities. In

addition, she had ever become a member of choir. She hopes that after her

graduation she will become a teacher at senior high school because she really

wants to be an English teacher. She thinks being a teacher will give her a chance

to share her knowledge and experiences to the others.