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THE USE OF LOOK AND SAY AS A TECHNIQUE
IN TEACHING READING TO ELEMENTARY
SCHOOL STUDENTS
(The Case of the Fourth Grade Students of SD Negeri Kambangan 1, Tegal
In the Academic Year of 2010/2011)
a final project
submitted in partial fulfillment of the requirements
for the degree of Sarjana Pendidikan
In English
by
Agnes Arum Budiana
2201407035
ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
SEMARANG STATE UNIVERSITY
2011
APPROVAL
This final project has been approved by the board of examination of the English
Department of Faculty of Languages and Arts Semarang State University on August 24th,
2011.
Board of Examination 1. Chairperson
Dra. Malarsih, M.Sn NIP 196106171988032001
2. Secretary Drs. Alim Sukrisno, M.A NIP 195206251981111001
3. First Examiner Drs. Jan Mujiyanto, M.Hum NIP 195312131983031002
4. Second Examiner as Second Advisor Drs. La Ode Musyaridun NIP 194612271983011001
5. Third Examiner as First Advisor Maria Johana Ari W. S.S., M.Si. NIP 197405162001122001
Approved by The Dean of the Faculty of Languages and Arts
Prof. Dr. Agus Nuryatin, M.Hum NIP 196008031989011001
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PERNYATAAN
Dengan ini saya, Nama : Agnes Arum Budiana NIM : 2201407035 Prodi/ Jurusan : Pendidikan Bahasa Inggris/ Bahasa dan Sastra Inggris Fakultas : Fakultas Bahasa dan Seni
Menyatakan dengan sesungguhnya bahwa skripsi/ final project yang berjudul:
“The Use of Look and Say as a Technique in Teaching Reading to Elementary School Students (The Case of the Fourth Grade Students of SD Negeri Kambangan 1, Tegal in the Academic Year of 2010/2011)”, Yang saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar sarjana ini benar-benar merupakan karya saya sendiri yang saya hasilkan setelah melakukan penelitian, pembimbingan, diskusi dan pemaparan/ ujian. Semua kutipan baik yang langsung maupun tidak langsung, baik yang diperoleh dari sumber kepustakaan, wahana elektronik, wawancara langsung maupun sumber lainnya, telah disertai keterangan mengenai identitas sumbernya dengan cara sebagaimana yang lazim dalam penulisan karya ilmiah. Dengan demikian, walaupun Tim Penguji dan pembimbing penulisan skripsi/ final project ini telah membubuhkan tanda tangan sebagai tanda keabsahannya, seluruh karya ilmiah ini tetap menjadi tanggung jawab saya sendiri. Jika dikemudian hari ditemukan ketidakberesan, saya bersedia menerima akibatnya. Demikian, harap pernyataan ini dapat dipergunakan seperlunya. Semarang, Juli 2011 Yang membuat pernyataan Agnes Arum Budiana NIM. 2201407035
Carry your smile, spirit and surety . . .
You can touch the sky!
To
My beloved family,
Bapa Setio Budi, Ibu Ana,
Mba Tia, Ka Erfan, Fian and Dede’ Za.
My sugar,
Sapto Adi Wibowo.
My best friends.
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ACKNOWLEDGMENT
First and foremost, I would like to thank Allah SWT, the Almighty for
blessing me with love, health, and inspiration leading to the completion of my
final project which is written to fulfill one of the requirements for the degree of
Sarjana Pendidikan in English. I realize that without assistance and guidance from
many people, I could not finish my final project. Therefore, I would love to
express my appreciation to:
(1) Prof. Dr. Agus Nuryatin, M.Hum, as the Dean of Faculty of Languages
and arts of Semarang State University
(2) Drs. Ahmad Sofwan, Ph.D as the Head of English Department of
Faculty of Languages and Arts of Semarang State University
(3) Maria Johana Ari W. S.S., M.Si., as the first advisor, who was willing to
give valuable and continuous guidance, advice as well as encouragement
in making and completing my final project
(4) Drs. La Ode Musyaridun, as the second advisor who has read my final
project and given many useful suggestions and corrections for its
improvement
(5) Dr. Jan Mujiyanto, M.Hum, as the first examiner who gives the
improvement of this final project
(6) All of the lecturers in English Department, who have given many
knowledge during my study
(7) Setio Budi, S.Pd, the Headmaster of SD Negeri Kambangan 1, for his
permission
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(8) All of the teachers and students in SD Negeri Kambangan 1, Tegal for
allowing and helping me to carry out the research
(9) The students of four grade of SD Negeri Kambangan 1, for their
cooperation
(10) My beloved family, relatives and friends for giving much love and
support
(11) My sugar, who can open my eyes to be all I can be
(12) Melati, who always make me smile
(13) My beloved friends in Kost Pink Poenya Pak No for the warm and joyful
moments we have shared.
Finally, I am well aware that my final project is still far from being
excellent. Thus, I do not mind to accept any suggestion for the improvement of it.
I hope it will be useful for the readers.
Semarang, June 2011
Agnes Arum Budiana
vii
ABSTRACT
Budiana, Agnes Arum. 2011. The Use of Look and Say as a Technique in Teaching Reading to Elementary School Students (The Case of the Fourth Grade Students of SD Negeri Kambangan 1, Tegal in the academic Year of 2010/2011). A final project, English Department, Faculty of Languages and Arts, Semarang State University. Advisors: 1. Maria Johana Ari W. S.S., M.Si., 2. Drs. La Ode Musyaridun.
Keywords: Look and Say, teaching reading, elementary school students.
Elementary school students have different characteristics from adults. They easily get bored; lose interest after 10 minutes or so. The teacher of this level have got challenging task to motivate them. They need to modify the way of their teaching. So, they can use interesting technique in order to attract the students’ attention and interest. The objective of this study was to describe the application of using look and say as a technique in teaching reading to the fourth grade students of elementary school. This way hopefully, would be useful for teachers and students in language teaching learning process.
The study was an action research with two cycles. Each cycle consisted of teaching and learning process and a formative test. The difference between these cycles was on the materials used or given. There were four tests in this study: pre-test, formative test of cycle 1, formative test of cycle 2, and post-test. The result of the pre-test showed the average score was 58.10%. After having activities by using look and say, the students’ reading skill was improved. It was supported by the result of the formative tests. The average score of cycle 1 was 71.05% and the average score of cycle 2 was 82.36%. The result of the post-test indicated that the average score was 83.89%. It was higher than the average score of the pre-test.
In the questionnaire session, the students chose learning English by using look and say because it was enjoyable and lively. Furthermore, the result of the field notes written by the English teacher showed that the students were interested in the activities by using look and say to improve their reading skill.
Based on the result above, it could be concluded that the use of look and say was effective as a technique in teaching reading to elementary school students. In this study, I offer some suggestions. First, for students, it is good for them to practice reading by using look and say. Second, for teachers, they should use look and say as one of the techniques in teaching reading by regarding the students’ condition and characteristics. Third, for the next researchers, they could conduct deeper research by developing other technique.
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TABLE OF CONTENTS
Page
Acknowledgement ......................................................................................................... v
Abstract .......................................................................................................................... vii
Table of Contents .......................................................................................................... viii
List of Tables ................................................................................................................ xi
List of Charts ............................................................................................................... xii
List of Appendices ....................................................................................................... xiii
Chapter
I. INTODUCTION ..................................................................................................... 1
1.1 Background of the Study ....................................................................... ................ 1
1.2 Reason for Choosing the Topic ........................................................................... .... 3
1.3 Limitation of the Study ......................................................................................... 4
1.4 Statement of the Problem ........................................................................ ............... 5
1.5 Objective of the Study ........................................................................................ ... 5
1.6 Significance of the Study ....................................................................... ............... 5
1.7 Outline of the Study .............................................................................................. 5
II. REVIEW OF RELATED LITERATURE .............................................. ............... 7
2.1 Review of the Previous Research .......................................................................... 7
2.2 General Concept of Reading ............................................................................... ... 8
2.3 Teaching English in Elementary School ................................................................ 11
2.4 Characteristics of Fourth Grade Students ............................................................. 12
2.5 The Look and Say Technique ................................................................................. 14
2.5.1 General Concept of Look and Say Technique ..................................... ............... 14
2.5.2 The Actions of Look and Say Technique ............................................ ............... 15
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2.6 Look and Say as a Technique in Teaching Reading ............................................. 16
2.7 Actions Research .................................................................................................. 17
2.7.1 Definitions of Action Research ......................................................................... 17
2.7.2 Characteristics of Action Research ................................................................... 18
2.7.3 The Cycle of Action Research .......................................................................... 19
2.8 Theoretical Framework ......................................................................................... 20
III. METHOD OF INVESTIGATION .................................................................. ... 22
3.1 Subject of Study ..................................................................................... .............. 22
3.2 Research Design ...................................................................................... .............. 22
3.2.1 Cycle 1 ............................................................................................................... 23
3.2.2 Cycle 2 ............................................................................................................. ... 24
3.3 Instruments of the Study ........................................................................ .............. 25
3.3.1 Test ...................................................................................................... .............. 25
3.3.2 Field Notes ........................................................................................... .............. 26
3.3.3 Questionnaire ................................................................................................... .. 26
3.4 Procedures of Collecting Data ............................................................... .............. 27
3.5 Criterion of Assessment ......................................................................... .............. 29
IV. DATA ANALYSIS ........................................................................................... ... 31
4.1 The Analysis of the Questionnaire ........................................................................ 31
4.2 Result of the Study ............................................................................................... 34
4.2.1 Result of the Pre-test ........................................................................... ............... 34
4.2.2 The Analysis of Cycle 1 .................................................................................. .... 37
4.2.3 The Analysis of Cycle 2 ....................................................................... ................ 41
4.2.4 Result of the Post-test ..................................................................................... .... 46
4.3 Improvement of the Students’ Reading Skill .......................................... ................ 49
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4.5 The Overall Analysis ............................................................................................... 50
V. CONCLUSIONS AND SUGGESTIONS ........................................................... ..... 54
5.1 Conclusions ........................................................................................................ ..... 51
5.2 Suggestions .............................................................................................................. 52
APPENDICES .............................................................................................................. 53
REFERENCES ............................................................................................................. 94
xi
LIST OF TABLES
Table Page
1. The Activities of Cycle 1 ........................................................................................ 23
2. The Activities of Cycle 2 ........................................................................................ 24
3. The Result of Questionnaire ................................................................................... 31
4. The Result of the Pre-test ...................................................................................... 34
5. The Result of the Formative Test of Cycle 1 ........................................................ 38
6. The Result of the Formative Test of Cycle 2 ........................................................ 42
7. The Result of the Post-test .................................................................................... 46
xii
LIST OF CHARTS
Chart Page
1. The result of the Formative test of Cycle 1 ...................................................... 40
2. The result of the Formative test of Cycle 2 ...................................................... 44
3. Improvement of the Students’ Reading Skill from Pre-Test to Post-test ........ 49
xiii
LIST OF APPENDICES
Appendix Page
1. The Name List of the Students ........................................................................ 54
2. Lesson Plans ..................................................................................................... 56
3. The Zoo ........................................................................................................... 64
4. Occupations ..................................................................................................... 65
5. Pre-test ............................................................................................................ 66
6. Formative Test of Cycle 1 .............................................................................. 72
7. Formative Test of Cycle 2 .............................................................................. 75
8. Post-test .......................................................................................................... 77
9. Scores Analysis of the Pre-test ....................................................................... 81
10. Scores Analysis of the Formative Test of Cycle 1 .......................................... 82
11. Scores Analysis of the Formative Test of Cycle 2 .......................................... 83
12. Scores Analysis of the Post-test ...................................................................... 84
13. Questionnaire .................................................................................................. 85
14. Field Notes ...................................................................................................... 87
15. Documentations .............................................................................................. 91
16. Flash Cards ..................................................................................................... 92
1
CHAPTER I
INTRODUCTION
In this chapter, I present background of the study, reason for choosing the topic,
limitation of the study, statement of the problem, objective of the study,
significance of the study, outline of the study.
1.1 Background of the Study
Language is a multi-purpose medium of expression. Language enables people to
express their feeling, thought, and mind. In social life, people use language to
communicate with others in fulfilling their daily needs. In academic
environment, language plays a role in an interactive process between student and
teacher. Student and his/her peer, student and his/her lessons. Each country may
have its own language that is used for communication by the people. English is
one of the international languages, which is used as a means of both oral and
written communication. It is the most well known language in the world which is
spoken as a first language by millions of people and used as means of
communication by many more all over the world. People in non-English
speaking countries like Japan, China, and Indonesia learn English as a second or
foreign language. We need English to get involved in international society.
Teaching English has existed in Indonesia for many years. It used to
focus on vocabulary and grammar structures. Teachers are also expected to help
students to be able to communicate in English. The language skills: listening,
speaking, reading, and writing; must be taught integratively and holistically.
2
English subject has been introduced for almost ten years in Indonesian
elementary schools. It began to be applied at fourth grade. Because the
characteristic of elementary school students are different from those of
secondary school students, our government construct curriculum, which is
suitable for young learners. English subject for elementary school covers oral
communication ability limitedly in school context. Reading and writing skills are
supposed to support oral communication learning. The materials focus on
language accompanying action. By learning English, elementary school students
are expected to be able to use English to accompany action, participate in
classroom and school interactions, and recognize simple written English.
In this study I focused on teaching reading in fourth grade students of
elementary school. Reading is the skill that children acquire first before they
have not yet learnt to write. Language learning is a hard task, which can
sometimes be frustrating. In fact, most of our language learning comes from
reading. At their age, children still find difficulty in learning their mother tongue
(Javanese) and second language (Indonesian). So since English is a foreign
language for Indonesian children, we must choose appropriate teaching methods
which will make them not afraid of English.
Young learners are often more enthusiastic and lively in learning
something new. They will make an attempt to get involved in an activity even
when they do not quite understand why or how. However, they also lose interest
more quickly and they are less able to keep themselves motivated on tasks they
find difficult. Therefore, they need an interesting techniques can be found easily
3
like using song, pictures, and cards. For this study I choose to use cards as an
alternative by using look and say technique in teaching reading.
In look and say technique, it is based on words and phrases, and makes a
lot of use of flashcards. It is usual started by teaching words which are already
familiar to the children. The teacher shows the children the word and says it
while pointing to the object. The children repeat the word. This happens several
times with each word. The introduction of the words only take a short time, and
goes quite quickly, so the teacher may spend five minutes of a thirty minute
lesson on four new words. So this technique encourages recognition of a range of
words and phrases before reading a text.
In this research, I want to find out how effective the use of look and say
is as a technique in teaching reading to the fourth grade students of SD Negeri 1
Kambangan, Tegal in the academic year of 2010/2011.
1.2 Reason for Choosing the Topic
In this study, I have chosen the topic “The Use of Look and Say as a Technique
in Teaching Reading to Elementary School Students”, because I am interested in
teaching English for young learner. Most of them usually find difficulties in
learning English because it is different in vocabulary, pronunciation and
grammatical rules from their mother tongue. Besides that the students have
unstable emotion which may disturb their language learning in the classroom.
Many teachers are still applying conventional teacher-centered method in
teaching reading. They ask the students to memorize all reading materials
4
without providing supporting aids. It creates stressful class situation that makes
the students uncreative. Whereas in fact elementary students need both auditory
and visual aids to fully understand the reading materials. Learning should be
contextualized. The materials should be related to real-life reading. Teachers
should use interactive methods and techniques in teaching reading for
elementary school students to make them enjoy the learning process.
For the reason above, I want to suggest a technique in teaching reading for
the fourth grade students of elementary school that is look and say technique.
Look and say is a learning-by-doing technique. Look and say gives visual clues
for the students to understand meaning much clearer. By using look and say
technique, I wish that teachers would get maximum outcome in teaching reading.
1.3 Limitation of the Study
In order to get a clear description of this study about using look and say as a
technique to teach reading, I limit the scope of this study as follows:
(1) The using look and say as a technique in teaching reading of simple text
for fourth grade level of students SD Negeri Kambangan 1, Tegal.
(2) The subject of the study is the fourth grade students of SD Negeri
Kambangan 1, Tegal. Therefore, the generalization of the research
finding is applied only to the subject in question.
5
1.4 Statement of the Problem
The problem that will be discussed in this study is: How to apply look and say as
a technique in teaching reading to the fourth grade students of elementary
school?
1.5 Objective of the Study
The objectives of this study is to describe the application of look and say as a
technique in teaching reading to the fourth grade students of elementary school.
1.6 Significance of the Study
The significance of the study can be stated as follows:
(1) For students: it will suggest an alternative technique to motivate them to
learn English especially in reading. It may help students to comprehend
the reading material.
(2) For the English teacher: it will suggest an alternative method in teaching
reading to the students.
1.7 Outline of the Report
This study consists of five chapters, those are as follows:
Chapter I consists the introduction covering background of the study,
reason for choosing the topic, limitation of the study, statements of problem,
objective of the study, significance of the study, definition of terms and outline
of the study.
6
Chapter II discusses the review of related literature as the theoretical basis
for the study.
Chapter III is the method of investigation. It consists of subject of the study,
research design, instrument of the study, procedures of collecting data, validity
and reliability, method of analyzing data and criterion of assessment.
Chapter IV presents research findings, which consist of data analysis and
discussions of the result.
Chapter V consists of conclusions and suggestions of the research.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, I present the review of related literature. It consists of review of the
previous research, general concept of reading, teaching English in elementary school,
the characteristics of fourth grade students, the look and say technique, look and say as
a technique in teaching reading, action research, and theoretical framework.
2.1 Review of the Previous Research
There are many studies conducted to know the students’ mastery of reading skills.
These studies include many studies done by the English department students of
Semarang State University (UNNES). Here are some previous studies related to this
research which are relevant in teaching English.
In 2009, Resty Anggraeni conducted a research called “Storytelling as a
Technique in Teaching Reading at Elementary School” (A Case of Fifth Year Students
of SDN Wonosekar in the Academic Year of 2008/2009). She took conclusion that
students’ reading skill achievement was improved after implementing storytelling as a
technique in teaching reading.
A research entitled “The Use of Fables to Improve the Students’ Reading
Comprehension” (A Case of the Year Eight Students of SMP Negeri 2 Juwana in the
Academic Year 2007/2008) was conducted by Kusni Hartini in 2008. She took
conclusion that the use of fables could improve the students’ reading comprehension.
The main factors affecting that successful are the students’ interest in reading fables.
8
Rizkiana Hidayati (2009) conducted a research dealing with technique for
teaching English to elementary school students. The research entitled “The Use of
Miming Stories as a Technique in Teaching Listening to Elementary School Students”
(The Case of the Fifth Grade Students of SD Negeri 1 Procot, Tegal in the Academic
Year of 2008/2009). The conclusion of her research is miming stories was effective as a
technique in teaching listening to elementary school students. The interesting technique
is able to grab students’ attention in learning English.
Dealing with the use of cards for teaching English to elementary school
students, a research entitled “Teaching Simple Noun Phrases Using Quartet Cards to
the Fifth Graders of SD 1 Mlati Kidul Kudus in the Academic Year of 2006/2007” was
conducted by Anita Mardiana in 2007. The result is the activities using quartet cards
could help the students in mastering simple noun phrases.
After reviewing the previous study, I can conclude that there are many
researchers that discussed about teaching English to Elementary school students
especially in reading, the technique in reading, and the media that was used. From the
techniques that have applied, I would like to use look and say as a technique to teach
reading to elementary school students.
2.2 General Concept of Reading
Few of us can remember the exact moment when we learned how to read. This is
mostly because we learned to read when we were very young and it is difficult to
remember our very early years. Few of us can remember the moment when we
suddenly knew that print represented meaning.
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According to Caroline T. Linse (2006: 69), reading is a set of skills that involves
making sense and deriving meaning from the printed word. In order to read, we must be
able to decode (sound out) the printed words and also comprehend what we read. For
second-language learners there are three different elements which impact reading: the
child’s background knowledge, the child’s linguistic knowledge of the target language,
and the strategies or technique the child uses to tackle the text. For example, if a child is
going to learn how to decode letters, she must understand what different written
symbols represent. In some language such as English, Spanish, Arabic, and Korean, a
certain symbol represents a specific letter. These languages are known as alphabetic
languages. Furthermore, children who are able to read in their native language are at an
advantage over children who cannot read in their native language because they
understand the key concept that printed symbols can be used to represent spoken words.
Also, children who can read in their native language may also know that reading can be
for both pleasure and information. By developing strong literacy skills in their native
language, it will be easier for young learners to transfer those skills into English.
As a teacher of young learners, it is helpful to ascertain what reading concepts
children have acquired in their native language so we can assist in the transfer of the
relevant skills from first-language to second-language literacy (Caroline T. Linse 2006:
69).
Decoding
Decoding means finding the meaning of something, especially something written in
code (Hornby, 302). Reading decoding skills is the ability to make sense of printed
words. This involves recalling and recognizing the spoken word that is represented by
10
the printed word. In other words, reading decoding skills is the ability to understand
that a printed word represents the spoken word, and that this printed word is made of a
sequence of phonemes. To take it a step further, reading decoding skills also require the
ability to recognize the individual phonemes and phoneme blends.
In order to read, we must recognize the symbols that form or make up words.
When readers decode, they decipher individual words. Many languages use a phonetic
alphabet. In these languages, written symbols represent a specific sound or phoneme.
English has approximately 40 sounds but uses only 26 symbols. This can cause
problems for speakers of language which have a one-to-one sound-letter
correspondence, such as Russian or Spanish. Because of the exceptions to
sound/symbol correspondence in English, children can get very frustrated when they try
to decode English words. For example, the letter c is used to decode both a hard and
soft sound in English. The hard c sound, /k/, found in cat and carpet is more common
than the soft c sound, /s/, found in cereal. However in Russian, the symbol c is always
used to denote the soft /s/ sound (Caroline T. Linse: 70).
Comprehension
Comprehension is the power of understanding (Hornby: 235). And the aim of reading is
comprehension. Some individuals equate decoding with reading. Just because a learner
knows how to pronounce written words correctly, doesn’t mean that he can read.
Reading comprehension refers to reading for meaning, understanding, and
entertainment (Caroline T. Linse: 71). It involves higher-order thinking skills and is
much more complex than merely decoding specific words. Teaching children how to
derive meaning as well as analyze and synthesize what they have read is an essential
11
part of the reading process. There are two main reasons that people read: the first is for
pleasure and the second is for information.
2.3 Teaching English in Elementary School
English has been a major subject in secondary and high schools in Indonesia for years,
but it is newly applied in elementary school as a local subject. So although it is not
included to the National Final Examination subjects, English materials students get in
elementary school will be very beneficial for them in the next school levels.
There are four literacy levels mentioned at the national curriculum of English
subject: performative, functional, informational, and epistemic (KTSP, 2006). The
performative level is for elementary school level. This level breaks the code of knowing
the relationship between spoken and written symbols. It means elementary students are
able to listen, speak, read, and write simplest forms of English. This is the basis for
them to support their English learning in secondary school.
According to Hidayati (2009: 11), English in elementary school develops
language accompanying action. It emphasizes mostly spoken language that covers oral
communication ability limitedly in school context. Reading and writing skills are
supposed to support oral communication learning (listening and speaking skills). By
learning English elementary school students are expected to be able to use English to
accompany action, participate in classroom and school interactions, and recognize
simple written English. To fulfill those competences, teachers drill students many
simple adjacency pairs like instructions and commands in spoken form. But in reality
many elementary school teachers have already taught the students such difficult things
12
like grammar and long written texts. They do not utilize enjoyable teaching methods.
Of course it makes students not interested in English. Later it will create misconception
that English is boring, or even horrible. Whereas it is possible to teach English using a
learning-by-doing technique in which it will cheer up the class situation. Therefore, the
application of look and say as a technique in teaching reading is in accordance with the
focus of curriculum that is developing language accompanying action.
2.4 Characteristics of Fourth Grade Students
Most Indonesian children enter elementary school at five or six years old. So they will
be around nine years old when they are in the fourth grade. Elementary school students
obviously have different characteristics and motivation from secondary and high school
students. As a result, teachers must differ the way of teaching in every school level.
According to Scott and Ytreberg (1990: 3-4), some of the characteristics of
elementary school students as young learners which I connect with my study are as
follows:
(1) Their basic concepts are formed. They have very decided views of the world.
Respect them and respect what they want. Be realistic about what they can manage at
an individual level, then our expectations will be realistic too.
(2) They can tell the difference between fact and fiction although they may have some
difficulties distinguishing between imagination and real world. They are imaginative.
Use realia or pictures to teach new vocabulary related to concrete meanings.
13
(3) They ask question all the time. It means they have a high curiosity and they are very
active. Try to ask them to play games, role play dialogues and involve them in
competitions.
(4) They rely on the spoken word as well as the physical world to convey and
understand meaning. So don’t rely on the spoken word only. Most activities for the
younger learners should include movement and involve the senses. We need to have
plenty of objects and pictures to work with, and to make full use of the school and our
surroundings.
(5) They are able to make some decisions about their own learning. Since their
concentration and attention spans are short, variety is a must – variety of activity,
variety of pace, variety of organization, variety of voice.
(6) They have definite views about what they like and don’t like doing. Paying
attention to children’s belongings, the treasures they carry around, is another good way
to learn about their interests and development. What children put in their book bags can
be a real eye opener. For example, a boy who carries miniature basketballs in his pencil
case will most likely have a special interest in basketball. A child who carries and reads
books without any pictures has probably developed advanced cognitive skills.
(7) They have a developed sense of fairness about what happens in the classroom and
begin to question the teacher’s decisions.
(8) They are able to work with others and learn from others. We can watch children as
they interact with their peers, other teachers and their parents. By watching their
interactions, we are able to look at their development from an emotional and social
perspective (Scott and Ytreberg: 3-4).
14
According Scott and Ytreberg (1990: 4), young learners develop quickly in
learning a new language. Their learning comes from the five body senses. They watch,
listen, and imitate their teacher. They are enthusiastic in using their imagination.
Therefore using look and say technique may be appropriate for them in learning a new
language. Flash cards with pictures that are used in look and say technique will help
young learners to understand meaning much easily. This technique may cheer up the
class’ situation in which it later lengthens and strengthens their attention and
concentration span. Therefore, it may help students to be successful in learning English.
2.5 The Look and Say Technique
Using look and say technique may be one of the best ways in introducing a new
language to children because language learning is a hard task which can be sometimes
frustrating. Learning English is not easy for Indonesian children. Therefore, using this
technique may be the right choice.
2.5.1 General Concept of Look and Say Technique
According to Scott and Ytreberg (1990: 50), this technique is based on words and
phrases, and makes a lot of use of flashcards.
It is usual to start by teaching everyday words which are already familiar to the
children. The teacher shows the children the word and says it while pointing to the
object. The children repeat the word. This happens several times with each word. The
introduction of the words only takes a short time, and goes quite quickly, so the teacher
may spend five minutes of a thirty minute lesson on four new words. There are a lot of
word recognition games which can be done at this stage – matching words and pictures,
15
pointing to the object on the card, guessing which card Teddy has picked out of the hat
– and so this technique encourages recognition of a range of words and phrases before
reading a text (Scott and Ytreberg, 1990)
2.5.2 The Actions of Look and Say Technique
According to Scott and Ytreberg (1990: 51), with the look and say technique children
learn to recognize whole words or sentences rather than individual sounds. Students
will look at a word which teacher sound, and in turn will repeat the sound (the word).
Flashcards with individual words written on them are used for this technique often
accompanied with a related picture.
If teacher doesn't use a picture with the word the child will probably make a wild
guess as to what it says trying to remember what sound teacher made previously. This
is not a good technique if teacher don't include pictures.
It is also recommended with this technique to use whole short sentences rather
than individual words. Teacher writes a short sentence representing the picture
displayed. Then teacher says the sentence and ask the child to repeat it while pointing
and looking at each individual word as he/she repeats what teacher said.
By making word cards teacher can create different sentences again and again.
Teacher can use each word card first to learn individual words and then laying the word
cards together to form a sentence. The look and say approach was developed by modern
psychologists and denies the students the tools used in the Phonics system but teaches
them to learn through rote memorization. Students could become poorer readers due to
being forced to "learn to read" with the look-see methods, but if you have the teaching
16
skills to combine both it would benefit your students enormously (Scott and Ytreberg,
1990).
2.6 Look and Say as a Technique in Teaching Reading
Teachers often use ‘look and say’ as part of vocabulary teaching. So when children
learn to say a new word they learn to read it (Slattery and Willis: 67). Teacher can help
children with whole word recognition by using printed material as much as she can in
her classroom. Of course, the new words are learnt in context. This can also be done
with phrases. Children use the same recognition skills when they are remembering a
word or short phrase. There are a lot of word recognition games which can be done at
this stage: matching words and pictures, recognizing the correct word, and reading
words. Teachers could use these activities before children read a story or say a rhyme
which includes these words.
In matching words and pictures games for example, children match the written
words to the picture on the board. Teacher asks students to look at the words on cards
and say it loudly. Then students put them beside the matching picture on the
blackboard. According to Slattery and Willis (2001: 75), the activities show how
teacher can:
(1) Focus on new words in context. It means we had better focus on new words that
students don’t know before and related to the text that is discussed in context.
(2) Teach sound and letter/word recognition at the same time. So when students learn to
say a new word they learn to read it.
17
(3) Get children to match sound and written word. We can help students with whole
word recognition by using printed material as much as we can in our classroom, e.g.
word cards used for labeling and directions. Of course, the new words are learnt in
context.
(4) Repeat constantly to teach pronunciation. We could drill some words or phrases in
order to get student’s good pronunciation.
(5) Let children have fun while learning to read. Since they have short attention span,
teacher should vary their techniques to break the boredom. They should give varied
activities as handwriting, games, songs etc (Slattery and Willis 2001: 75).
2.7 Action Research
The study I conducted was an action research. Action research is the most familiar
research used in educational world today.
2.7.1 Definitions of Action Research
Many practitioners in education have conducted action research for years. Action
research itself has some definitions. Action research utilizes a series of methodologies
and approaches. Although action research is generally identified with qualitative
approaches, it can incorporate both qualitative and quantitative approaches.
Practitioners stated here refer to teachers. So action research is also called
“teacher-research”. Therefore, Cochron-Smith and Lytle in Johnson defined teacher-
research as systematic and intentional inquiry carried out by teacher (1993: 215)
18
From the definitions above, it can be concluded that action research is a systematic
and intentional research conducted in a classroom with the purpose of improving the
effectiveness of teaching and learning process.
2.7.2 Characteristics of Action Research
Unlike other researchers, action research has special characteristics which are different
from others. Priyono in Subyantoro (2007: 9-10) gives six characteristics of action
research as follow:
(1) On-the job problem-oriented. It means the subject of the study is the real problem
that becomes teacher’s main responsibility at school;
(2) Problem-solving oriented. The goal of action research is to sole problems in
classroom;
(3) Improvement oriented. All school components such as teachers, headmaster, and
students, must change and improve better for the sake of the school itself;
(4) Multiple data collection. Action research utilizes several methods of data collecting,
like observation, test, interview, questionnaire, etc;
(5) Cyclic. Action research consists of four cycles: planning, observing, acting, and
reflecting;
(6) Participatory (collaborative). The researcher cooperates with other practitioners to
enhance the validity of the research (Priyono in Subyantoro 2007: 9-10).
19
2.7.3 The Cycle of Action Research
Action research is cyclical. The process does not necessarily have to stop at any
particular point. Information gained from previous research may open new avenues of
research. That is why action research is ongoing.
There are four guiding steps in every cycle of action research, as shown in
figure below.
Cycle I Cycle II
------ -----
(1) Planning
In the first step researcher has to be firmly know what he/she want to investigate. Then
she develops some question about the chosen area. Later she will establish a plan to
answer these questions. The plan includes constructing lesson plans, choosing methods
of collecting and analyzing data, preparing instruments and documentation.
(2) Acting
In this step researcher applies the planning actions to solve the problems.
Planning Planning
Reflection Acting Acting Reflection
Observation Observation
20
(3) Observation
Observation is the activity of collecting data, either qualitative or quantitative data, to
identify to what degree result of the actions reaches the objective of the study.
(4) Reflection
Reflection is the activity of critically evaluating the change of the students, teacher and
class situation after conducting the actions.
2.8 Theoretical Framework
In this study, I focus on teaching reading in fourth grade students of elementary school
by using look and say technique. Reading is the skill that children acquire first before
they have not yet learnt to write. Language learning is a hard task, which can
sometimes be frustrating. In fact, most of our language learning comes from reading.
So since English is a foreign language for Indonesian children, we must choose
appropriate teaching methods which will make them not afraid of English.
According Scott and Ytreberg (1990: 45), young learners are often more
enthusiastic and lively in learning something new. They will make an attempt to get
involved in an activity even when they do not quite understand why or how. However,
they also lose interest more quickly and they are less able to keep themselves motivated
on tasks they find difficult. Therefore, they need an interesting techniques can be found
easily like using song, pictures, and cards. For this study I choose to use cards as an
alternative by using look and say technique in teaching reading.
The study is an action research with two cycles. Each cycle consist of teaching
and learning process and a formative test. The difference between these cycles is on the
21
materials used or given. There are four tests in this study: pre-test, formative test of
cycle 1, formative test of cycle 2, and post-test. Students will be given treatments by
using look and say as a technique in teaching reading.
The objective of this research is to describe the application of look and say as a
technique in teaching reading to fourth grade students of elementary school. And the
subject of this study is fourth grade students of SD Negeri Kambangan 1, Tegal.
22
CHAPTER III
METHOD OF INVESTIGATION
This chapter presents method of investigation which is divided into five subsections:
subject of the study, research design, instruments of study, procedures of collecting
data, and criterion of assessment.
3.1 Subject of Study
To reach the objective of the study, I conducted an action research at SD Negeri
Kambangan 1 Tegal. This elementary school is located at Lebaksiu sub district in
Tegal regency. There were six grades. I decided to choose the fourth grade students
because they were in the first year of learning English. Teacher needed to reinforce
their motivation in learning English. In class there were 38 students consisting of 24
boys and 14 girls. I took all the students at the subject.
3.2 Research Design
I conducted two cycles (cycle 1 and cycle 2) in this research. Every cycle of this
research consists of four phases. They are planning, action, observation and
reflection. The orders of activities during the research were presented more clearly as
the table next page.
23
3.2.1 Cycle 1
Table 1. The activities of Cycle 1
Planning Selecting a problem as the topic for the study.
Finding an institution to do an action research (SD Negeri
Kambangan 1 Tegal).
Asking the principal of SD Negeri Kambangan 1, Tegal for
permission to conduct the study there.
Constructing teaching plans and instruments of the study (test items,
field note sheets, and questionnaire).
Action First Activity (Pre-test)
Explaining materials briefly and giving a pre-test.
Second Activity (Treatment)
1. Developing a background understanding of the text to
the students.
2. Reading the text.
3. Explaining the key words of the text.
4. Reading the text again and practicing look and say
technique to convey the whole content of the text.
5. Giving a formative test to the students.
Observation Analyzing and collecting the result of the action. Its purpose is to
know to what extent the result of “action” reaches the objective.
24
Reflection Finding out the significant progress from the first activity to the last
activity.
3.2.2 Cycle 2
Table 2. The Activities of Cycle 2
Planning Focusing on the unsolved problem.
Modify the teaching plans.
Action First Activity (Treatment)
1. Developing a background understanding of the text to
the students.
2. Reading the second text.
3. Explaining the key words of the text.
4. Reading the text again and practicing look and say
technique.
5. Giving a formative test to the students to check the
students’ progress.
Second Activity (Post-Test)
1. Reviewing all materials given.
2. Giving a post-test to compare the difference of the
results of the students between before and after using look
and say technique.
25
3. Distributing the questionnaire to know the students’
interest and opinion about the use of look and say technique
in teaching English.
Observation Analyzing and collecting the result of the action to know to what
extent it reaches the objective.
Reflection Finding out the significant progress of the whole processes of the
study.
Analyzing the result of field notes and questionnaire.
3.3 Instruments of the Study
To support my study, I utilized three kinds of instruments: tests, field notes and
questionnaire. These instruments were appropriate to the school environment
and could be used effectively and efficiently to collect the data needed.
3.3.1 Test
A test is a method of measuring a person’s ability, knowledge, or performance in
given domain (Brown, 2004, 3). Test plays an important role in teaching and learning
experience.
The tests used in this research are pre-test, two formative tests and post test.
The pre-test was conducted to check the students’ reading ability in comprehending
the materials. The students were given 25 items of multiple choices test. If the
students’ results of the pre-test are lower than the criterion, I will begin to conduct
26
action research cycles by using the new technique. There were two cycles. In the end
of every cycle, I presented 10 items of multiple choices as formative test to know the
result of the students after they had been treated by using look and say in the action.
After all of the cycles are done, I gave post-test to compare the difference of
the results of the students between before and after the look and say treatments given
to them. In this test, I presented 25 items of multiple choices test.
3.3.2 Field Notes
Field notes were used to collect qualitative data. Field notes described the situation
and the activities during the teaching and learning process. By using field notes, I
could know whether the teaching and learning process was making progress or
declined.
In this study, I wanted to observe, to check, and to take notes about:
(1) The class situation during teaching and learning process;
(2) The implementation of look and say technique in teaching and learning process;
(3) The participation of the students in teaching and learning process;
(4) The condition of reading ability of the students.
3.3.3 Questionnaire
Questionnaire is a list of questions to be answered by a number of people. The
purpose of distributing questionnaire in this study was to collect information from the
27
students about the factors that may influence their improvement in reading. To
calculate the result of questionnaire, the formula is on next page:
∑x = the number of students’ answer
n = the total number of the students
I selected close questionnaire to be filled out by the students because it was relatively
easy to construct and easy to analyze. The responses were only “Yes” and “No”. The
questionnaire was used to find out:
(1) The students’ interest in learning English, especially reading;
(2) The advantages students got after using look and say technique;
(3) The students’ opinion about the continuity of the program conducted during the
action research.
3.4 Procedures of Collecting Data
In doing the action research, I use the several appropriate techniques and methods. To
carry out my study, I have to collect the data containing some information needed for
the research. Mc Niff (1997: 76) states there is a list of techniques, which can be used
to gather the evidence in the reconnaissance and monitoring phases of action
research.
The percentage (%) = x 100%
28
According to the Mc Niff’s techniques, each of them has advantages and
disadvantages in their use. In this research, in order to collect the data, I use the pre-
test and post-test, field notes, and questionnaires. I take the pre-test and post-test
based on the considerations that generally they are not expensive. The aims of using
pre and post tests are to know the students’ response during the activities, to see their
abilities in mastering the reading materials and their progress, to gather information
and to find a simple way for students to answer the specific predetermined questions.
The test (sometimes called ‘quiz’) can be seen either as a general observational
procedure, akin to the case study, protocol or experiment, for eliciting data on how
users behave in particular dictionary reference situations, or as a way of measuring
the knowledge or performance of an individual or group inrelation to achievable
proficiency levels before, during or after courses on dictionary skills (Hartman, 2001:
119).
I decide to use multiple choice test type based on the following
considerations:
(1) Multiple choice test type is economical in term of the number of item that
can be answered in a short period of testing time
(2) Students’ test paper can be easily and quickly scored
(3) Since the correct answers are limited in number, objective test type will
not make examinees have different interpretation of studet’s test paper (Harris,
1969: 2)
29
Meanwhile, the other technique in collecting data is the use of field notes. The
aim is to have the document about the situation of the class where I am conducting
the action research. Mc Niff (1997: 77) says that the use of field notes is more than
keeping a record book as a kind of diary which would record only ground covered
and material used. He says further that the document is a significant aspect of the
action. Therefore I pay attention to the students’ response during the activity
objectively. I systematically keep notes of the class situation, either while the lesson
is in progress or immediately afterwards. Beside field notes, a questionnaire is also
given. I take the questionnaire because they are highly specific, easy and
comparative. I give some questions to the students in a paper related to the teaching
and learning process, and English teaching. The students answer the questions
honestly.
3.5 Criterion of Assessment
I will know the students’ success and the failure in doing this action research by
referring to the criterion of Department of Education and Culture.
To find the degree of the students’ achievement in each activity, from pre-test
up to post-test, the score of each student was counted individually by using the
following formula:
The percentage .
30
While the average of the students’ result was counted by using the following
formula:
The average of the students’ result = .
The criterion says that the students can be said to be successful if they can
achieve 65% of the material and a class can be said to have mastered in learning if it
can achieve 85% of the material presented (Depdikbud, 2004: 29). In this action
research, I used that indicator to determine whether an activity could be continued to
the next activity or should be repeated by applying the amended plan.
31
CHAPTER IV
DATA ANALYSIS
4.1 The Analysis of the Questionnaire
One of the activities in this research was distributing the questionnaire. It was conducted after the
students had finished doing the post-test on 4 June 2011. The students were given questionnaire
sheet and they had to answer the questions by choosing ‘yes’ or ‘no’ options for each question.
The questionnaire contained three aspects: the students’ interest in learning English, especially
reading (question numbers 1,2,3,4, and 5); the advantages students got after using look and say
technique (question numbers 6,7, and 8); and the students’ opinion about the continuity of the
program conducted during the action research (question numbers 9 and 10). The formula to
calculate the percentage of questionnaire is as follow:
∑x = the number of students’ answer
n = the total number of the students.
The following table shows the result of this activity.
Table 7. The Result of Questionnaire
Aspect Item YES NO
X % X %
The students’
interest in
1. Apakah kamu menyukai pelajaran
bahasa Inggris?
38
100
0
0
The percentage (%) = x 100%
32
learning
English
2. Menurut kamu apakah pelajaran bahasa
Inggris sangat berguna dalam kehidupan
sehari-hari?
32
84.21
6
15.79
3. Apakah kamu menyukai pelajaran
membaca bahasa Inggris?
34
89.47
4
10.52
4. Menurut kamu apakah reading
(membaca) itu menyenangkan?
38
100
0
0
5. Apakah kamu mengalami kesulitan
dalam membaca teks bahasa Inggris?
28
73.68
10
26.31
The
advantages of
the technique
6. Apakah kamu menyukai teknik look and
say (lihat dan ucapkan) yang telah
diberikan?
33
86.84
5
13.15
7. Apakah dengan menggunakan teknik
look and say (melihat dan
mengucapkan) dapat membantu kamu
dalam pelajaran reading (membaca)?
37
97.36
1
2.63
8. Menurut kamu apakah cara pengajaran
yang telah diberikan dapat
mempermudah kamu dalam membaca
dan memahami teks berbahasa Inggris?
38
100
0
0
The continuity
of the
technique
9. Apakah kegiatan seperti ini menambah
kebiasaan kamu dalam belajar bahasa
Inggris?
34
89.47
4
10.52
10. Apakah kegiatan ini perlu dilakukan
terus menerus?
24
63.15
14
36.84
The result of the data analysis showed that there were thirty eight students answering
‘yes’ for item number (1). It meant that all of the students liked English. In item number (2),
33
15.79% of the students thought that English was not beneficial for their daily life although they
liked it. But 32 students or more than half of the class considered that learning English had a
good effect to their life. English is the only compulsory foreign language in Indonesian
elementary school as well as high school. The knowledge of English students get in all school
levels will prepare them to get involved in international society.
For item number (3), 89.47% of the class responded ‘yes’. Only four students were
uninterested in reading to English. In item number (4), all of the students thought that reading to
English was fun as they also liked English subject. Ten students or about 26.3% of the class had
difficulties in reading to English text. This was shown by the result of item number (5). It
becomes a challenge for the teacher to modify the way of teaching English at school.
In item number (6), most of the students like look and say technique. It reached 86.84%
of the students who answered ‘yes’. For item number (7), thirty seven students or about 97% of
the class agreed that look and say technique could help them in reading to English. In item
number (8), it showed that all of the students answered ‘yes’. It means that the way of teaching
reading during the research helped them to understand English materials. 100% of the students
were more interested in teaching and learning activities which used an interactive technique. It
helped the students to sustain their attention. The technique gave the students visual clues to
understand the content of the text much easier and clearer.
The result of item number (9) was thirty four students chose ‘yes’. The activities during
the research enhanced their English learning habit to a better one. But unfortunately, 36.84% of
the class disagreed if the teacher often used look and say technique in teaching reading. This
technique is just one of many alternative techniques to teach English. Teacher should be wise to
choose which one is suitable for the students.
34
The questionnaire was mostly answered with ‘YES’ or positive response and followed by
the significant result on the post-test. In addition, it can be concluded that look and say helped
the students in learning reading to English.
4.2 Result of the Study
In this chapter I am going to present the result of the data analysis from the research activities.
The quantitative data were obtained from the evaluation tests which were taken from the pre-test,
the formative test of cycle 1, the formative test of cycle 2, and the post test. I also got the
qualitative/non-test data from the observations during teaching and learning processes.
4.2.1 Result of the Pre-test
The pre-test was conducted at the beginning of the research on 1 June 2011. There were 38
students who took the test. The purpose of this test was to check the students’ reading ability.
The test consisted of 25 multiple-choice items. The result of the students’ achievement in the
pre-test can be seen as follows.
Table 3. The Result of the Pre-test
No. Test Code The Right Score %
1. P-1 20 80
2. P-2 19 76
3. P-3 14 56
4. P-4 16 64
5. P-5 8 32
6. P-6 10 40
35
7. P-7 10 40
8. P-8 10 40
9. P-9 14 56
10. P-10 13 52
11. P-11 11 44
12. P-12 18 72
13. P-13 17 68
14. P-14 21 84
15. P-15 15 60
16. P-16 14 56
17. P-17 24 96
18. P-18 15 60
19. P-19 14 56
20. P-20 21 84
21. P-21 9 36
22. P-22 9 36
23. P-23 14 56
24. P-24 18 72
25. P-25 8 32
26. P-26 18 72
27. P-27 17 68
28. P-28 13 52
29. P-29 13 52
36
30. P-30 15 60
31. P-31 18 72
32. P-32 14 56
33. P-33 6 24
34. P-34 20 80
35. P-35 19 76
36. P-36 11 44
37. P-37 14 56
38. P-38 12 48
∑ = 38 ∑ = 552 ∑ = 2208
The average of the students’ result = The total number of the percentage The number of the students
= 2208% 38 = 58.1%. The average of the students’ scores was 58.1%. According to the criterion of assessment
of Department of National Education, the class was classified unsuccessful.
This result was influenced by the students’ behaviors during teaching and learning
processes. Some students did not pay attention to the teacher. Some students looked sleepy and
bored. There were also some who talked to each other. Even there was a male student bothering
his female friends. The noisy surroundings were hardly conducive to concentrated study.
Therefore, the students needed a new technique in teaching English, especially reading.
37
4.2.2 The Analysis of Cycle 1
The activities of cycle 1 began on 2 June 2011. The whole thirty eight students followed the
teaching and learning processes. The English teacher, Mrs. Santi, joined the class and supervised
me. During the processes I made use of two languages: English and Indonesian.
The topic used in this cycle was ‘The Zoo’. In this activity, the students were given
vocabulary related to the topic. I also gave some commands to the students, such as raise your
hand, stand up, look at the picture, say it loudly, come forward, and sit down.
At the beginning of the class, I read the text and asked the students to repeat after me.
After it was over, I explained the key words of the text. While the class was listening to me, I
practiced look and say technique to convey the whole content of the text. I provided some
teaching aids to help the students to know what they were going to do in these activities. I
showed many flash cards, some pictures, and some words related to the pictures. Then, I put the
pictures on the blackboard.
In the next session, I explained briefly about the method used in teaching learning
process. I showed the flashcards one by one and I asked the students to look and say it loudly. To
check the understanding of the students, I asked them to guess what pictures were about. The
students answered it orally. I explained the procedures they had to do. They had to match
between the pictures and the words appropriately.
At the end of the lesson, I gave a formative test to the students. The purpose was to find
how well the students had mastered the materials. I also wanted to find on what aspect remedial
action was necessary. The test consisted of 10 multiple-choice items. The result of the students’
achievement in the test can be seen on next page.
38
Table 4. The result of the Formative test of Cycle 1
No. Test Code The Right Score %
1. P-1 9 90
2. P-2 10 100
3. P-3 3 30
4. P-4 9 90
5. P-5 4 40
6. P-6 4 40
7. P-7 4 40
8. P-8 4 40
9. P-9 6 60
10. P-10 10 100
11. P-11 9 90
12. P-12 10 100
13. P-13 9 90
14. P-14 10 100
15. P-15 9 90
16. P-16 7 70
17. P-17 10 100
18. P-18 10 100
19. P-19 4 40
20. P-20 10 100
21. P-21 4 40
39
22. P-22 8 80
23. P-23 9 90
24. P-24 6 60
25. P-25 3 30
26. P-26 9 90
27. P-27 4 40
28. P-28 4 40
29. P-29 4 40
30. P-30 9 90
31. P-31 4 40
32. P-32 10 100
33. P-33 9 90
34. P-34 9 90
35. P-35 7 70
36. P-36 3 30
37. P-37 9 90
38. P-38 8 80
∑ = 38 ∑ = 270 ∑ = 2700
The average of the students’ result = The total number of the percentage The number of the students
= 2700% 38
= 71.05%.
40
The average of the students’ test result was 71.05%. It was higher than the Department of
National Education’s criterion of assessment. So it was proved to be successful.
The score analysis of the students’ achievement in the formative test of cycle 1 also can
be seen in the diagram as follows.
The diagram above showed that there was an improvement in the test which was
conducted. Most of the students could answer the questions correctly. The average score in this
test was much higher than the pre-test and higher than the standard score. Unfortunately, there
were twenty students that could not answer items number (3) correctly. It meant that some
students’ scores still under the standard given even their score had improved.
During the teaching and learning processes, I asked the English teacher to supervise me
and fill out the field notes sheet. She observed four matters as follows.
Figure 4.1 The result of the Formative test of Cycle 1
41
(1) The Class Situation
The situation of the class was quite conducive. I asked the students not to be afraid of
me. Soon they could enjoy the time, although an atmosphere of tension still filled the
class.
(2) The Participation of the students
The students’ enthusiasm had increased since the first meeting. Although there were
some students who still looked tired, but there was no more student bothering others.
Every time I asked a question to the students, they responded quickly. Some students
did not seriously follow me when practicing look and say technique. They need to
adapt to the new method I offered.
(3) The Implementation of Look and Say Technique
The implementation of look and say technique in cycle 1 could be said quite working
regarding to the students’ result on the formative test. The situation of the class
became more conducive than the first meeting (Pre-test). The students started up
actively to interact with the teacher (I). The first text I used did not contain very
difficult words so it was relatively easy to be understood.
(4) The Condition of Reading Ability of the Students
Looking at the students’ result on the formative test, it could be concluded that the
reading ability of the students had increased, although it was not very significant.
4.2.3 The Analysis of Cycle 2
After the activities of cycle 1 had been completed, the next activity was starting cycle 2. Cycle 2
began on Friday, 3 June 2011. It was also followed by 38 students. Again, Mrs. Santi supervised
me during the activities. I still utilized two languages: English and Indonesian.
42
At the beginning, I made a review about the last meeting. I asked them whether they
enjoyed it or not. They spontaneously answered ‘yes’ in unison. I informed the students that I
would give them another text entitled ‘Occupations’.
I read the text of ‘Occupations’ sentence by sentence, and the students repeated it. Then
in the next session the students were doing the same activities like in cycle 1. I gave some clues
to the students, and we were playing the game. The game was named Pictures-Board game. I
read the role of the game and they did it based on the role.
I drilled some words and asked the students to repeat after me. I asked the students to
read the text of ‘Occupations’ in Indonesian, sentence by sentence. Then I conducted a formative
test in the form of 10 multiple-choice items. The result of the test can be seen as follows.
Table 5. The result of the Formative test of Cycle 2
No. Test Code The Right Score %
1. P-1 10 100
2. P-2 10 100
3. P-3 6 60
4. P-4 9 90
5. P-5 5 50
6. P-6 5 50
7. P-7 9 90
8. P-8 6 60
9. P-9 9 90
10. P-10 10 100
11. P-11 9 90
43
12. P-12 10 100
13. P-13 9 90
14. P-14 10 100
15. P-15 10 100
16. P-16 10 100
17. P-17 10 10
18. P-18 10 10
19. P-19 8 80
20. P-20 10 100
21. P-21 8 80
22. P-22 10 100
23. P-23 10 100
24. P-24 8 80
25. P-25 5 50
26. P-26 10 100
27. P-27 10 100
28. P-28 9 90
29. P-29 9 90
30. P-30 10 100
31. P-31 5 50
32. P-32 10 100
33. P-33 10 100
34. P-34 9 90
44
35. P-35 8 80
36. P-36 5 50
37. P-37 10 100
38. P-38 10 100
∑ = 38 ∑ = 331 ∑ = 3130
The average of the students’ result = The total number of the percentage The number of the students
= 3130% 38
= 82.36%
The average achievement of the students in the formative test of cycle 2 was 82.36%.
According to the criterion of assessment provided by National Education Department, 82.36%
was said to be successful. Besides, when I compared the result of this test with the previous test,
it was clear that the result was higher than before. Therefore, it could be concluded that cycle 2
was successful.
The score analysis of the students’ achievement in the formative test of cycle 2 also can
be seen in the diagram as follows.
Figure 4.2 The result of the Formative Test of Cycle 2
45
The diagram above showed the result of the formative test of cycle 2 was amazing. It
showed that there was a significant improvement in this test. Most of the students could answer
correctly in every item of the test. The average score of the students was increased from the
result of cycle one. After being treated for two cycles, most of them were better in reading.
Like in cycle 1, Mrs. Santi, the English teacher, accompanied me during the activities of
cycle 2. I asked her to fill out the field notes sheet again. From the notes she wrote, I could
describe the result of observation as follows.
(1) The Class Situation
The situation in the class was even more conducive than in cycle 1. The students were not
afraid of me anymore and they could enjoy the processes. There was a cheerful
atmosphere when the students played the pictures-board game.
(2) The Participation of the Students
Most of the students paid attention fully to what I said. It showed how enthusiastic they
were in following the lesson. There was no more sleepy student. Everyone spoke up
loudly and looked very happy.
(3) The Implementation of Look and Say Technique
The second text, ‘Occupation’, has a higher level of difficulty than the first text, ‘The
Zoo’. But because of the interesting teaching aids and their enthusiasm, the students
could understand the text well. The look and say technique helped the students to reduce
stress they feel in studying English. The implementation of this technique in cycle 2
could be said successful with reference to the students’ result on formative test.
46
(4) The Condition of Reading Ability of the Students
The students could sustain their concentration in reading to the written text. Concerning
the students’ result on the formative test, it could be seen that the reading ability of the
students had risen up. Most of the students carried out the command correctly after
reading it only once.
4.2.4 Result of the Post-test
The post-test or final test was held on Saturday, 4 June 2011. All of the students took the test. It
was the same as the pre-test that consisted of 25 multiple-choice items. The purpose of the post-
test was to compare the difference of the results of the students between before and after using
look and say technique. The result presented as follows.
Table 6. The Result of the Post-test
No. Test Code The Right Score %
1. P-1 24 96
2. P-2 24 96
3. P-3 18 72
4. P-4 22 88
5. P-5 20 80
6. P-6 19 76
7. P-7 18 72
8. P-8 18 72
9. P-9 19 76
10. P-10 22 88
47
11. P-11 19 76
12. P-12 24 96
13. P-13 24 96
14. P-14 25 100
15. P-15 21 84
16. P-16 23 92
17. P-17 25 100
18. P-18 23 92
19. P-19 17 68
20. P-20 25 100
21. P-21 20 80
22. P-22 18 72
23. P-23 21 84
24. P-24 24 96
25. P-25 18 72
26. P-26 25 100
27. P-27 21 84
28. P-28 21 84
29. P-29 18 72
30. P-30 23 92
31. P-31 18 72
32. P-32 18 72
33. P-33 17 68
48
34. P-34 25 100
35. P-35 21 84
36. P-36 18 72
37. P-37 20 80
38. P-38 21 84
∑ = 38 ∑ = 797 ∑ = 3188
The result of the data analysis above showed that:
The mean of the students’ result = The total number of the percentage The number of the students
= 3188% 38
= 83.89%
The median of the students’ result =
=
= 84
The mood of the students’ result = 72 (Score that appeared frequently)
The lowest score of the students’ result = 68
The highest score of the students’ result = 100
The achievement of the post-test was 83.89%. Comparing the result to the criterion of
assessment of National Education Department, it could be concluded that teaching and learning
process was successful.
49
4.3 Improvement of the Students’ Reading Skill In conducting this action research, the four tests were distributed in order to know the students’
ability in reading. The result of each test showed improvements of the students’ ability in
reading. The percentages of the tests were showed in the diagram next page.
The diagram above showed that there was an improvement in every test which was
conducted. The average score of the pre-test was only 58.10. It was lower than the criterion of
the assessment from the minimal standard of the school that was 65. The students had problems
in every aspect of reading, including fluency, pronunciation, content, and grammar. Many of
them were poor in vocabulary. In cycle one test, there was much improvement. The average
score was 71.05 which meant it was much higher than the pre-test and higher than the standard
score. It increased 12.95 point from the pre-test. In this test, the students could understand some
vocabulary and the content of the text. After knowing the result of cycle one, I found that some
students’ scores still under the standard given even their score had improved. Therefore, I
conducted the cycle two. In the end of cycle two, I distributed a test. The result was amazing.
The average was 82.36 or increased 11.31 from the result of cycle one. After being treated for
two cycles, most of them were better in reading. The last test was post-test. In this test, the
average score was 83.89 or increased 25.79 compared to pre-test.
Figure 4.3 Improvement of the Students’ Reading Skill from Pre-Test to Post-test
50
4.4 The Overall Analysis
The average score from the pre-test to the post-test is presented below.
Pre-test Cycle 1 Cycle 2 Post-test
58.10% 71.05% 82.36% 83.89%
Mean of the whole test:
= 73.85%
The data showed that there was an improvement of reading skill. As regards the
percentage in the pre-test, the students achieved 58.1%. In cycle 1 they got 71.05%, whereas in
cycle 2 they obtained 82.36%. In the last test, the post-test, they successfully reached 83.89%.
The improvement of the students’ reading skill proved that look and say was effective to
be used in teaching reading to elementary school students.
51
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents conclusions of the study based on the result of the study and suggestions
for the students, teachers, and next researchers.
5.1 Conclusions
After conducting the research, I can conclude that look and say was effective as a technique in
teaching reading to elementary school students. The students were interested in activities by
using look and say technique in learning reading. This technique improved the reading skill of
the fourth grade students of SD Negeri Kambangan 1, Tegal in the academic year of 2010/2011.
It could be drawn from the results of the formative test of cycle 1, the formative test of cycle 2,
and the post-test. The average score of the pre-test was 58.1%. After the activities by using look
and say were given, in cycle 1, the average score of the test was 71.05%. It was higher than the
result of the pre-test or it increased 12.95. Meanwhile, in cycle 2 the average score increased to
82.36%. It was 11.31 higher than the result of cycle 1. The average score of the post-test was
83.89%. So it totally increased 25.79, which was higher than the pre-test.
Furthermore, it can also be concluded that the students like to learn reading by using look
and say technique. It was drawn from the field notes which were filled by the English teacher.
The field notes showed that the students were in interested in activities by using look and say
technique to improve their reading skill. Moreover, based on the analysis of the questionnaire,
the students choose learning English by using look and say technique because it was enjoyable,
colorful, and lively.
52
5.2 Suggestions
Look and say is only an alternative technique in teaching reading. There are still so many
techniques which can be used. Using look and say as a technique in teaching reading helps the
teacher and gives much opportunity for the students to be more active in the teaching and
learning process.
There are some suggestions I want to offer as follows.
(1) For the students: they should regularly practice to read to English by reading to other
written text;
(2) For teachers: look and say is an interesting technique to teach reading to children. That is
why they should use it as one of the techniques in teaching reading to make students
more motivated to read to English because children need enjoyable and lively learning
experiences;
(3) There are still so many techniques to introduce written text to children that not have been
tried yet. I suggest that the next researcher conduct deeper research by developing other
techniques such phonics that is based on letters and sounds.
Finally, I hope that the results of this research can be useful for the readers. The readers
may have more information about the use of look and say as a technique in teaching reading to
elementary school students. This research can be one of the references for the next researchers in
conducting other researches.
53
54
The Name List of the Students
No. Student’s Name Test Code
1. Agung Hasan Mulyantoro
P-1
2. Ananda Nurjanatul Istiqomah
P-2
3. Rizki Aji Andika
P-3
4. Rudi Alwan
P-4
5. Mualimin
P-5
6. Bagus Setiawan
P-6
7. M. Rizki Maulana
P-7
8. Masduki Baihaki
P-8
9. M. Riski Luki Saputra
P-9
10. Adela Kalviana Dewi
P-10
11. Agus Saputra
P-11
12. A. Dimas Riski Pangestu
P-12
13. A. Reynaldy Saputra
P-13
14. Dimas Asmara Wibowo
P-14
15. Dinda Nur Fadila
P-15
16. Dwi Saputra
P-16
17. Harum Putri Asyifa
P-17
18. Huni Andini
P-18
19. Iin Febrianti
P-19
55
20. Khanifatul Mila
P-20
21. M. Ade Imam Fauzi
P-21
22. Meike Lutfatul Nafsiah
P-22
23. Mayang Sari Dwi Saputri
P-23
24. M. Alwi Mufti Aji
P-24
25. M. Fahmi
P-25
26. M. Febriano Hagi
P-26
27. M. Ilham Sarur Romadhon
P-27
28. M. Irfan Rifai
P-28
29. M. Sahrul Mubin
P-29
30. Nurul Ilmi
P-30
31. Sarif Triana
P-31
32. Satria Wibowo
P-32
33. Siti Nurul Anisa
P-33
34. Tamala Widiastuti
P-34
35. M. Abdy Pratama
P-35
36. Yusi Kartika Dewi
P-36
37. Nadia Lestari
P-37
38. Fadlur Rohman
P-38
56
LESSON PLAN
School : SD Negeri kambangan 1
Subject : English
Year/ Semester : IV (fourth)/ II
Standard Competence : 7. Memahami tulisan bahasa Inggris sangat sederhana dalam
konteks kelas.
Basic Competence : 7.2 Memahami kalimat dan pesan tertulis sangat sederhana
Indicator : To identify the information in very simple text.
Text Type : Transactional
Theme : Animals
Skill : Reading
Time allotment : 2 x 35 minutes
1. Objectives
By the end of the lesson the students are able to:
a. Identify the information in the form of simple text.
b. Answer the questions related to the text.
2. Materials
a. A text about animals.
The Zoo
Yudi goes to the zoo. The zoo has many kinds of animals. Yudi sees
monkeys, snakes, giraffes, elephants, birds, and a lion. Monkeys like to
eat banana and seeds. Snakes like to eat frog and its body is long.
57
Giraffes have a long neck. Elephants have large ears and a long trunk. And
birds can fly in the sky.
Yudi likes the lion the best. He hears the lion roars. The roar is so
loud. Yudi has to cover his ears. Yudi is not afraid of the lion. The lion is
in a cage.
b. Basic expressions:
Attention, please!
Raise your hand, please!
Look at the picture, please!
Say it loudly, please!
Come forward, please!
3. Teaching Method: Look and Say technique.
4. Teaching and learning activities
a. BKOF
1) Teacher opens the lesson by greeting students.
2) Teacher checks the roll.
3) Teacher asks the students whether they like animals or not.
4) Teacher shows flashcards about animals.
b. MOT
1) Teacher reads the text.
2) Teacher explains the key words of the text.
3) Teacher asks students to repeat after her.
4) Teacher read the text again and practices look and say technique to convey the
whole content of the text.
c. JCOT
1) Teacher shows the flashcards and asks the students to look and say it loudly.
2) Teacher asks students to match between the pictures on the blackboard and the
written words appropriately.
58
d. ICOT
1) Teacher gives a formative test to the students.
5. Resources
a. Intisari Bahasa Inggris by Purwantoro.
b. Flash cards.
c. Pictures.
d. Written words.
Approved by: ..................................
Head Master English Teacher
NIP. NIP.
59
LESSON PLAN
School : SD Negeri kambangan 1
Subject : English
Year/ Semester : IV (fourth)/ II
Standard Competence : 7. Memahami tulisan bahasa Inggris sangat sederhana dalam
konteks kelas.
Basic Competence : 7.2 Memahami kalimat dan pesan tertulis sangat sederhana
Indicator : To identify the information in very simple text.
Text Type : Transactional
Theme : Occupations
Skill : Reading
Time allotment : 2 x 35 minutes
6. Objectives
By the end of the lesson the students are able to:
c. Identify the information in the form of simple text.
d. Answer the questions related to the text.
7. Materials
c. A text about occupations.
Occupations
There are many kinds of occupations that everyone need. The teacher is
very important because she can makes other people clever. The doctor
makes other people health. The nurse takes care about sick people. The
farmer plants the rice on the field rice. The fisherman works on the sea
60
to catch fish. The pilot flies the plane. And police protects people from
criminals. So occupation or job are very various.
d. Vocabulary related to the theme:
Occupations
teacher
doctor
nurse
farmer
fisherman
pilot
police
job
e. Basic expressions:
Attention, please!
Look at the picture, please!
Stand up, please!
Sit down, please!
8. Teaching Method: Look and Say technique.
9. Teaching and learning activities:
a. BKOF
1) Teacher opens the lesson by greeting students.
2) Teacher checks the roll.
3) Teacher makes a review about the last meeting.
b. MOT
1) Teacher reads the text
2) Teacher explains the key words of the text.
3) Teacher asks students to repeat after her.
4) Teacher reads the text again and practices look and say technique to convey the
whole content of the text.
61
c. JCOT
1) Teacher shows the flashcards and asks the students to look and say it loudly.
2) Teacher asks students to match between the pictures on the blackboard and the
written sentences appropriately.
3) Teacher drills some vocabulary and asks students to repeat after her.
4) Teacher asks students to read the text in Indonesian sentence by sentence.
d. ICOT
1) Teacher gives formative test to the students.
10. Resources
e. Intisari Bahasa Inggris by Purwantoro.
f. Flash cards.
g. Pictures.
h. Written sentences.
Approved by: ..................................
Head Master English Teacher
NIP. NIP.
62
LESSON PLAN
School : SD Negeri kambangan 1
Subject : English
Year/ Semester : IV (fourth)/ II
Standard Competence : 7. Memahami tulisan bahasa Inggris sangat sederhana dalam
konteks kelas.
Basic Competence : 7.2 Memahami kalimat dan pesan tertulis sangat sederhana
Indicator : To identify the information in very simple text.
Text Type : Transactional
Theme : Animals and Occupations
Skill : Reading
Time allotment : 2 x 35 minutes
11. Objectives
By the end of the lesson the students are able to:
e. Identify the information in the form of simple text.
f. Answer the questions related to the text.
12. Materials: A review of previous materials.
13. Teaching method: Look and Say technique.
14. Teaching and learning activities
a. BKOF
1) Teacher opens the lesson by greeting students.
2) Teacher checks the roll.
3) Teacher asks the students to give opinion about the previous materials.
63
b. MOT
1) Teacher reads the written texts.
2) Teacher explain the key words of the text.
c. JCOT
1) Teacher and students read the text together with good pronunciation.
d. ICOT
1) Teacher gives a post-test to the students.
2) Teacher distributes questionnaire to the students.
15. Resources: written texts.
Approved by: ......................................
Head Master English Teacher
NIP. NIP.
64
The Zoo
Yudi goes to the zoo. The zoo has many kinds of animals.
Yudi sees monkeys, snakes, giraffes, elephants, birds, and a
lion. Monkeys like to eat banana and seeds. Snakes like to eat
frog and its body is long. Giraffes have a long neck. Elephants
have large ears and a long trunk. And birds can fly in the sky.
Yudi likes the lion the best. He hears the lion roars. The
roar is so loud. Yudi has to cover his ears. Yudi is not afraid of
the lion. The lion is in a cage.
65
Occupations
There are many kinds of occupations that everyone need.
The teacher is very important because she can makes other
people clever. The doctor makes other people health. The
nurse takes care about sick people. The farmer plants the rice
on the field rice. The fisherman works on the sea to catch
fish. The pilot flies the plane. And police protects people from
criminals. So occupation or job are very various.
66
PRE TEST
READING TEST
NAME :
CLASS : IV (Four)
Choose the correct answer by crossing a, b, c, or d!
1. What am I?
I can swim in the water.
a. Bird c. Fish
b. Cat d. Frog
2. I see an .... in the zoo.
a. Bird c. Lion
b. Elephant d. Deer
3. This is my ....
a. Duck c. Cat
b. Hen d. Cock
67
4. It is my ....
a. Sheep c. Horse
b. Cow d. Goat
5. Agnes has a white ....
a. Duck c. Bird
b. Hen d. Cat
6. What’s animal is this?
This is a ....
a. Giraffe c. Hen
b. Lion d. Horse
7. .... is pet animal.
a. Cat c. Lion
b. Tiger d. Crocodile
8. I want to buy a bird in the ....
a. Bookshop c. Pet shop
b. Grocery d. Butcher
68
9. I have ivory, long nose and big ear. I am a ....
a. Dog c. Goat
b. Rabbit d. Elephant
10. I will ride a ....
a. Horse c. Pigeon
b. Pig d. Goat
11. I can jump. I live in the land, but I can live in the water too.
I am a ....
a. Bird c. Goat
b. Frog d. Chicken
12. The .... has a long body.
It is a wild animal.
a. Snake c. Cat
b. Tiger d. Scorpion
13. It is from Sumatra.
This animal is ....
a. Cat c. Ant
b. Spider d. Tiger
69
14. Have you got a horse? Yes ....
a. She has c. I have
b. He has d. They have
15. A goat eats ....
a. Bones c. Mouse
b. Grass d. Bread
16. Monkey eats ....
a. Corn c. Banana
b. Orange d. Mango
17. Is this a bird? .... It is a butterfly.
a. Yes, it is c. No, it is not
b. Yes, it is not d. No, it is
70
18. She is an assistant of the doctor.
She is a ....
a. Policewoman c. Doctor
b. Nurse d. Teacher
19. He can cut your hair. He is a ....
a. Engineer c. Nurse
b. Barber d. Soldier
20. Lala is studying English in the classroom. She is a ....
a. Student c. Actress
b. Singer d. Headmaster
21. If you are sick, you go to the ....
a. Teacher c. Soldier
b. Doctor d. Farmer
22. She is teaching in classroom.
She is a ....
a. Teacher c. Nurse
b. Doctor d. Farmer
71
23. A nurse work at a .....
a. Library c. Office
b. School d. Hospital
24. Mr. Crap brings a car. He is a ....
a. Driver c. Barber
b. Teacher d. Pilot
25. Mr. Robert is working. He makes table, chairs, and cupboard.
He is a ....
a. Gardener c. Baker
b. Carpenter d. Barber
72
FORMATIVE TEST OF CYCLE I
READING TEST
NAME :
CLASS : IV (Four)
Choose the correct answer by crossing a, b, c, or d!
1. Where does Yudi go?
He goes to the ....
a. Bank
b. Zoo
c. Garden
d. Hospital
2. The zoo has many kinds of ....
a. Animals
b. Flowers
c. Fruits
d. Vegetables
3. Yudi does not see .... in the zoo.
a. Monkeys
b. Birds
c. Fish
d. Elephants
73
4. My body is long. I like to eat frog.
I am a ....
a. Snake
b. Bird
c. Giraffe
d. Monkey
5. I have a long neck. I am a ....
a. Snake
b. Bird
c. Giraffe
d. Monkey
6. I have large ears and a long trunk.
I am a ....
a. Snake
b. Lion
c. Fish
d. Elephant
7. I like to eat banana and seeds.
I am a ....
a. Monkey
b. Cat
c. Horse
d. Bird
74
8. I can fly in the sky.
I am a ....
a. Monkey
b. Cat
c. Horse
d. Bird
9. What does Yudi like the best?
a. Lion
b. Monkey
c. Snake
d. Bird
10. Where is the lion?
The lion is in a ....
a. forest
b. cage
c. field
d. jungle
75
FORMATIVE TEST OF CYCLE II
READING TEST
NAME :
CLASS : IV (Four)
Choose the correct answer by crossing a, b, c, or d!
1. He can makes other people clever.
He is a ....
a. Teacher c. Policeman
b. Nurse d. Farmer
2. He protects people from criminal.
He is a ....
a. Teacher c. Policeman
b. Doctor d. Farmer
3. She take cares the patience.
She is a ....
a. Soldier c. Dentist
b. Nurse d. Pilot
4. He makes other people health.
He is a ....
a. Teacher c. Policeman
b. Doctor d. Farmer
5. He plants the rice on the field rice.
He is a ....
a. Engineer c. Farmer
b. Breeder d. Doctor
6. He works on the sea to catch fish.
He is a ....
a. Soldier c. Farmer
b. Breeder d. Fisherman
7. He flies the plane.
He is a ....
a. Policeman c. Farmer
b. Pilot d. Fisherman
76
8. She is an assistant of the doctor.
She is a ....
a. Nurse c. Police woman
b. Midwife d. Librarian
9. She is teaching in classroom.
She is a ....
a. Nurse c. Midwife
b. Teacher d. Librarian
10. My grandfather is in the field rice.
He is a ....
a. Doctor c. Pilot
b. Farmer d. Fisherman
77
POST TEST
READING TEST
NAME :
CLASS : IV (Four)
Choose the correct answer by crossing a, b, c, or d!
26. What am I?
I can swim in the water.
c. Bird c. Fish
d. Cat d. Frog
27. I see an .... in the zoo.
c. Bird c. Lion
d. Elephant d. Deer
28. This is my ....
c. Duck c. Cat
d. Hen d. Cock
29. It is my ....
c. Sheep c. Horse
d. Cow d. Goat
30. Agnes has a white ....
c. Duck c. Bird
d. Hen d. Cat
31. What’s animal is this?
This is a ....
c. Giraffe c. Hen
d. Lion d. Horse
78
32. .... is pet animal.
c. Cat c. Lion
d. Tiger d. Crocodile
33. I want to buy a bird in the ....
c. Bookshop c. Pet shop
d. Grocery d. Butcher
34. I have ivory, long nose and big ear. I
am a ....
c. Dog c. Goat
d. Rabbit d. Elephant
35. I will ride a ....
c. Horse c. Pigeon
d. Pig d. Goat
36. I can jump. I live in
the land, but I can live in the water
too.
I am a ....
c. Bird c. Goat
d. Frog d. Chicken
37. The .... has a long
body.
It is a wild animal.
c. Snake c. Cat
d. Tiger d. Scorpion
38. It is from Sumatra.
This animal is ....
c. Cat c. Ant
d. Spider d. Tiger
39. Have you got a
horse? Yes ....
c. She has c. I have
d. He has d. They have
79
40. A goat eats ....
c. Bones c. Mouse
d. Grass d. Bread
41. Monkey eats ....
c. Corn c. Banana
d. Orange d. Mango
42. Is this a bird? .... It is
a butterfly.
c. Yes, it is c. No, it is not
d. Yes, it is not d. No, it is
43. She is an assistant of
the doctor.
She is a ....
c. Policewoman c. Doctor
d. Nurse d. Teacher
44. He can cut your hair. He is a ....
c. Engineer c. Nurse
d. Barber d. Soldier
45. Lala is studying English in the
classroom. She is a ....
c. Student c. Actress
d. Singer d. Headmaster
46. If you are sick, you
go to the ....
c. Teacher c. Soldier
d. Doctor d. Farmer
47. She is teaching in
classroom.
She is a ....
c. Teacher c. Nurse
d. Doctor d. Farmer
80
48. A nurse work at a .....
c. Library c. Office
d. School d. Hospital
49. Mr. Crap brings a car. He is a ....
c. Driver c. Barber
d. Teacher d. Pilot
50. Mr. Robert is working. He makes table, chairs, and cupboard.
He is a ....
c. Gardener c. Baker
d. Carpenter d. Barber
Score Analysis of the Pre-test
No Students Code
Score Per Item Total Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1. P-1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 0 20 2. P-2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 0 0 1 1 0 1 0 19 3. P-3 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 0 0 0 0 1 1 0 0 0 14 4. P-4 1 1 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 0 0 0 1 1 1 1 0 16 5. P-5 1 0 1 1 1 0 0 0 0 0 0 1 0 0 0 1 1 0 0 0 0 0 0 1 0 8 6. P-6 1 1 1 0 0 0 0 0 0 1 0 1 1 0 1 0 0 0 0 0 1 0 0 1 1 10 7. P-7 1 1 1 0 1 0 0 0 0 0 0 1 1 0 0 1 0 0 0 0 1 1 1 0 0 10 8. P-8 1 1 1 0 1 1 0 0 1 0 0 0 1 0 0 1 0 0 0 0 1 0 0 0 1 10 9. P-9 1 1 1 1 1 1 0 0 0 1 1 1 1 0 0 1 0 0 1 0 1 1 0 0 0 14
10. P-10 1 0 1 1 1 1 0 0 0 1 1 1 0 1 0 1 0 0 0 1 1 1 0 0 0 13 11. P-11 1 1 1 0 1 0 0 0 0 0 0 1 1 0 0 1 0 1 1 0 1 1 0 0 0 11 12. P-12 1 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 18 13. P-13 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 0 0 1 1 1 0 0 1 1 17 14. P-14 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 21 15. P-15 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 0 0 1 0 1 1 0 0 0 15 16. P-16 1 0 1 1 1 1 0 0 0 1 1 1 1 0 0 1 0 0 1 1 1 0 0 0 1 14 17. P-17 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 24 18. P-18 1 1 1 1 1 1 0 0 0 1 0 1 1 1 1 1 0 0 0 0 1 1 0 1 0 15 19. P-19 1 1 1 1 1 0 0 0 0 1 1 1 1 0 1 1 0 0 0 1 1 1 0 0 0 14 20. P-20 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 21 21. P-21 1 0 1 1 1 1 1 0 0 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 9 22. P-22 1 0 0 0 0 1 0 0 0 1 0 1 1 0 0 1 1 0 1 0 1 0 0 0 0 9 23. P-23 1 1 1 1 1 1 0 1 0 1 0 1 1 0 0 1 0 0 0 0 1 1 1 0 0 14 24. P-24 1 1 1 1 0 1 1 0 0 1 1 1 1 1 0 1 0 1 1 1 1 0 1 1 0 18 25. P-25 1 0 1 1 0 1 1 0 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 0 8 26. P-26 1 1 0 1 1 1 0 0 0 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 1 18 27. P-27 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 0 0 1 1 1 0 0 1 0 17 28. P-28 1 0 1 1 1 1 0 0 0 1 0 1 1 0 0 1 0 0 1 1 1 0 0 1 0 13 29. P-29 1 0 1 1 1 1 0 0 0 1 0 1 1 1 0 1 1 1 0 0 1 0 0 0 0 13 30. P-30 1 1 1 1 1 1 0 0 0 1 1 1 1 1 0 1 0 0 0 0 1 1 0 1 0 15 31. P-31 1 1 1 1 1 1 0 0 1 1 0 1 1 0 0 1 1 1 1 1 1 0 1 1 0 18 32. P-32 1 1 1 1 0 1 0 0 0 0 0 1 1 1 0 1 0 1 1 1 0 1 0 1 0 14 33. P-33 1 0 0 0 0 1 0 0 0 1 0 1 0 0 0 0 0 0 1 0 1 0 0 0 0 6 34. P-34 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 0 1 1 1 1 1 0 20 35. P-35 1 1 1 1 1 1 0 0 0 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 19 36. P-36 1 1 1 0 1 1 0 0 0 1 0 0 1 0 0 1 1 0 1 0 1 0 0 0 0 11 37. P-37 1 1 1 1 1 1 0 1 0 1 0 1 1 0 0 1 0 0 0 0 1 1 1 0 0 14 38. P-38 1 0 1 1 1 1 1 0 0 1 0 1 1 1 0 0 0 1 0 0 1 0 0 0 0 12 ∑ 38 38 28 35 31 31 33 11 6 8 33 18 34 32 17 12 34 10 14 17 16 35 22 10 20 7 552
81
82
SCORE ANALYSIS OF THE FORMATIVE TEST OF CYCLE 1
No Students Code
Score Per Item Total Score 1 2 3 4 5 6 7 8 9 10
1. P-1 1 1 1 1 1 1 1 1 1 0 9 2. P-2 1 1 1 1 1 1 1 1 1 1 10 3. P-3 1 1 0 0 0 0 1 0 0 0 3 4. P-4 1 1 0 1 1 1 1 1 1 1 9 5. P-5 1 1 0 0 0 1 1 0 0 0 4 6. P-6 1 1 0 0 0 0 0 0 1 1 4 7. P-7 1 1 0 0 0 0 1 0 1 0 4 8. P-8 1 1 0 0 0 0 1 0 1 0 4 9. P-9 1 1 0 0 0 1 1 0 1 1 6
10. P-10 1 1 1 1 1 1 1 1 1 1 10 11. P-11 1 1 0 1 1 1 1 1 1 1 9 12. P-12 1 1 1 1 1 1 1 1 1 1 10 13. P-13 1 1 1 1 0 1 1 1 1 1 9 14. P-14 1 1 1 1 1 1 1 1 1 1 10 15. P-15 1 1 1 1 1 1 1 1 1 0 9 16. P-16 1 1 0 0 0 1 1 1 1 1 7 17. P-17 1 1 1 1 1 1 1 1 1 1 10 18. P-18 1 1 1 1 1 1 1 1 1 1 10 19. P-19 1 1 0 0 0 0 0 1 1 0 4 20. P-20 1 1 1 1 1 1 1 1 1 1 10 21. P-21 1 0 0 0 1 0 0 1 0 1 4 22. P-22 1 1 0 1 1 1 1 1 1 0 8 23. P-23 1 1 1 1 1 1 1 1 1 0 9 24. P-24 1 1 0 1 0 0 1 0 1 1 6 25. P-25 1 1 0 0 0 0 1 0 0 0 3 26. P-26 1 1 1 1 1 1 1 1 1 0 9 27. P-27 1 1 0 0 0 0 0 1 1 0 4 28. P-28 1 1 0 0 1 0 0 1 0 0 4 29. P-29 1 1 0 0 0 0 0 1 0 1 4 30. P-30 1 1 0 1 1 1 1 1 1 1 9 31. P-31 0 1 0 0 0 0 0 1 1 1 4 32. P-32 1 1 1 1 1 1 1 1 1 1 10 33. P-33 1 1 1 0 1 1 1 1 1 1 9 34. P-34 1 1 0 1 1 1 1 1 1 1 9 35. P-35 1 1 0 0 0 1 1 1 1 1 7 36. P-36 1 1 0 0 0 0 0 1 0 0 3 37. P-37 1 1 1 1 1 1 1 1 1 0 9 38. P-38 1 1 1 0 1 0 1 1 1 1 8 ∑ 38 37 37 16 20 22 24 30 30 31 23 270
83
SCORE ANALYSIS OF THE FORMATIVE TEST OF CYCLE 2
No Students Code
Score Per item Total Score 1 2 3 4 5 6 7 8 9 10
1. P-1 1 1 1 1 1 1 1 1 1 1 10 2. P-2 1 1 1 1 1 1 1 1 1 1 10 3. P-3 1 1 0 0 1 0 1 0 1 1 6 4. P-4 1 1 1 1 1 1 1 1 0 1 9 5. P-5 0 1 0 1 1 0 1 1 0 0 5 6. P-6 0 1 1 0 0 0 0 1 1 1 5 7. P-7 1 0 1 1 1 1 1 1 1 1 9 8. P-8 1 1 0 1 0 1 0 1 1 0 6 9. P-9 1 1 1 1 1 1 1 1 1 0 9
10. P-10 1 1 1 1 1 1 1 1 1 1 10 11. P-11 1 0 1 1 1 1 1 1 1 1 9 12. P-12 1 1 1 1 1 1 1 1 1 1 10 13. P-13 1 1 1 1 0 1 1 1 1 1 9 14. P-14 1 1 1 1 1 1 1 1 1 1 10 15. P-15 1 1 1 1 1 1 1 1 1 1 10 16. P-16 1 1 1 1 1 1 1 1 1 1 10 17. P-17 1 1 1 1 1 1 1 1 1 1 10 18. P-18 1 1 1 1 1 1 1 1 1 1 10 19. P-19 1 1 0 1 1 1 1 1 1 0 8 20. P-20 1 1 1 1 1 1 1 1 1 1 10 21. P-21 1 1 0 1 0 1 1 1 1 1 8 22. P-22 1 1 1 1 1 1 1 1 1 1 10 23. P-23 1 1 1 1 1 1 1 1 1 1 10 24. P-24 1 1 0 0 1 1 1 1 1 1 8 25. P-25 0 1 0 0 1 0 1 1 0 0 5 26. P-26 1 1 1 1 1 1 1 1 1 1 10 27. P-27 1 1 1 1 1 1 1 1 1 1 10 28. P-28 1 1 0 1 1 1 1 1 1 1 9 29. P-29 1 1 0 1 1 1 1 1 1 1 9 30. P-30 1 1 1 1 1 1 1 1 1 1 10 31. P-31 1 1 0 0 0 1 1 0 0 1 5 32. P-32 1 1 1 1 1 1 1 1 1 1 10 33. P-33 1 1 1 1 1 1 1 1 1 1 10 34. P-34 1 1 0 1 1 1 1 1 1 1 9 35. P-35 0 1 1 1 1 1 1 1 1 0 8 36. P-36 1 0 0 0 1 0 1 1 1 0 5 37. P-37 1 1 1 1 1 1 1 1 1 1 10 38. P-38 1 1 1 1 1 1 1 1 1 1 10 ∑ 38 34 35 26 32 33 33 36 36 34 31 331
Score Analysis of the Post-test
No Students Code
Score Per Item Total Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
1. P-1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 24 2. P-2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 24 3. P-3 1 1 1 1 1 1 1 0 0 1 0 1 1 0 0 1 1 1 0 1 1 1 0 1 1 18 4. P-4 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 22 5. P-5 1 1 1 1 1 1 0 0 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 20 6. P-6 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 1 0 0 1 1 19 7. P-7 1 1 1 0 1 0 1 1 1 0 0 1 1 1 1 1 1 1 1 0 1 0 1 0 1 18 8. P-8 1 1 1 0 1 1 1 0 1 0 1 0 1 0 0 1 1 1 1 0 1 1 1 1 1 18 9. P-9 1 1 1 1 1 1 0 0 0 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 19 10. P-10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 0 1 22 11. P-11 1 1 1 1 1 0 1 0 0 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 19 12. P-12 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 24 13. P-13 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 24 14. P-14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 15. P-15 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 1 1 1 1 1 1 21 16. P-16 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 23 17. P-17 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 18. P-18 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 23 19. P-19 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 0 1 1 0 0 1 17 20. P-20 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 21. P-21 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 1 1 1 1 1 0 1 1 1 20 22. P-22 1 1 1 1 1 1 1 0 0 1 0 1 1 1 0 1 1 1 0 0 1 1 0 1 1 18 23. P-23 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 1 1 1 1 1 1 21 24. P-24 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 24 25. P-25 1 0 1 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 0 1 0 0 1 1 1 18 26. P-26 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 27. P-27 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 0 1 21 28. P-28 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 1 1 0 1 1 21 29. P-29 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 0 0 0 0 1 1 0 1 1 18 30. P-30 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 1 23 31. P-31 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 1 1 0 0 0 1 1 0 1 0 18 32. P-32 1 1 1 0 1 1 0 1 0 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 18 33. P-33 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 0 0 1 0 17 34. P-34 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 35. P-35 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 0 1 1 1 1 1 0 1 1 21 36. P-36 1 1 1 1 1 1 1 0 1 1 0 0 1 1 0 1 0 1 1 0 1 1 1 0 1 18 37. P-37 1 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 0 1 0 1 1 1 1 1 1 20 38. P-38 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 0 1 1 21 ∑ 38 38 37 38 34 37 33 35 28 30 33 28 34 38 22 23 36 25 34 25 28 37 32 24 33 35 797
84
85
QUESTIONNAIRE
The Use of Look and Say as a Technique in Teaching Reading
to Elementary School Students
(The Case of the Fourth Grade Students of SD Negeri Kambangan 1 Tegal
in the Academic Year of 2008/2009)
Nama :
No Absen :
Berilah tanda check (√) pada kolom respon yang kamu anggap benar!
No Pertanyaan Respon
Ya Tidak
1. Apakah kamu menyukai pelajaran bahasa Inggris?
2. Menurut kamu apakah pelajaran bahasa Inggris sangat berguna
dalam kehidupan sehari-hari?
3. Apakah kamu menyukai pelajaran membaca bahasa Inggris?
4. Menurut kamu apakah reading (membaca) itu menyenangkan?
5. Apakah kamu mengalami kesulitan dalam membaca teks
bahasa Inggris?
86
6. Apakah kamu menyukai teknik look and say (lihat dan
ucapkan) yang telah diberikan?
7. Apakah dengan menggunakan teknik look and say (melihat
dan mengucapkan) dapat membantu kamu dalam pelajaran
reading (membaca)?
8. Menurut kamu apakah cara pengajaran yang telah diberikan
dapat mempermudah kamu dalam membaca dan memahami
teks berbahasa Inggris?
9. Apakah kegiatan seperti ini menambah kebiasaan kamu dalam
belajar bahasa Inggris?
10. Apakah kegiatan ini perlu dilakukan terus menerus?
87
FIELD NOTES
The Use of Look and Say as a Technique in Teaching Reading
to Elementary School Students
(The Case of the Fourth Grade Students of SD Negeri Kambangan 1 Tegal
in the Academic Year of 2010/2011)
Meeting : Second Meeting
Date : 2 June 2011
Material : The Zoo
No Questionnaire Scale Comment
Good Enough Bad
1. How is the class situation during
teaching and learning process?
2. How is the students’ attention to the
lesson?
3. How is the implementation of look and
say in teaching learning process?
88
4. How is the material which teacher
explained to the students?
5. How is the interaction between the
students and teacher?
6. How is the students’ reading ability after
using look and say in teaching and
learning process?
Kambangan , ..............................
Observer,
.....................................................
89
FIELD NOTES
The Use of Look and Say as a Technique in Teaching Reading
to Elementary School Students
(The Case of the Fourth Grade Students of SD Negeri Kambangan 1 Tegal
in the Academic Year of 2010/2011)
Meeting : Third Meeting
Date : 3 June 2011
Material : Occupations
No Questionnaire Scale Comment
Good Enough Bad
1. How is the class situation during
teaching and learning process?
2. How is the students’ attention to the
lesson?
3. How is the implementation of look and
say in teaching learning process?
90
4. How is the material which teacher
explained to the students?
5. How is the interaction between the
students and teacher?
6. How is the students’ reading ability after
using look and say in teaching and
learning process?
Kambangan , ..............................
Observer,
.....................................................
91
DOCUMENTATIONS
92
93
94
REFERENCES
Linse, Caroline T. 2006. Practical English Language Teaching: Young Learners. New York: McGraw-Hill Companies, Inc.
Hornby , A.S. 1995. Oxford Advance Learners Dictionary (5th Ed. by J. Crowther). London: Oxford University Press.
Departemen Pendidikan Nasional. 2006. Kurikulum Tingkat Satuan Pendidikan. Jakarta: Depdiknas.
Hidayati, Rizkiana. 2009. The Use of Miming Stories as a Technique in Teaching Listening to Elementary School Students (The Case of Study of the Fifth Grade Students of SD Negeri 1 Procot, Tegal in the Academic Year of 2008/2009). A Final project. Semarang State University: English Department.
Scott, Wendy A. and Lisbeth H. Ytreberg. 1990. Teaching English to Children. New York: Longman, Inc.
Slattery, Mary and Jane Willis. 2001. English for Primary Teachers. London: Oxford University Press.
Johnson, Donna M. 1993. Approaches to Research in Second Language Learning. New York: Longman.
Mujiyanto, Y. 2007. Petunjuk Penulisan Skripsi. Semarang: English Department of UNNES Press
Subyantoro. 2007. Penelitian Tindakan Kelas. Semarang: Jurusan Bahasa dan Sastra Indonesia Press.
Brown, H.D. 2004. Language Assesment: Principles and Classroom Practices. New York: Pierson Education, Inc.
Mc Niff, J. 1992. Action Research: Principles and Practice. New York: Macmillan Education Ltd.
Hartman R. 2001. Teaching and Researching Lexicography Applied Linguistic in Action. London: Longman.
Harris, David, P. 1969. Teaching English as a Second Language. USA: Mc. Graw Hill, Inc.
Depdikbud Provinsi Jawa Tengah (2005), Kurikulum Tahun 2004: Mata Pelajaran Bahasa Inggris untuk Sekolah Dasar/ Madrasah Ibtidaiyah Provinsi Jawa Tengah. Semarang.
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Purwantoro and M. Ikhsan. 2007. Intisari Bahasa Inggris. Bandung: Pustaka Setia.
Widyartanti, Yunita. 2008. The Use of Story Reading Activities as a Means of Developing Vocabulary in Elementary School (The Case of the Fifth Grade Students of SD Wangunrejo 01 Pati in the Academic Year of 2007/2008). A Final Project. Semarang State University: English Department.
Anggraeni, Resty. 2009. Storytelling as a Technique in Teaching Reading at Elementary School (A Case of Fifth Year Students of SDN Wonosekar in the Academic Year of 2008/2009). A Final Project. Semarang State University: English Department.
Hartini, Kusni. 2008. The Use of Fables to Improve the Students’ Reading Comprehension (A Case of the Year Eight Students of SMP Negeri 2 Juwana in the Academic Year 2007/2008). A Final Project. Semarang State University: English Department.
Mardiana, Anita. 2007. Teaching Simple Noun Phrases Using Quartet Cards to the Fifth Graders of SD 1 Mlati Kidul Kudus in the Academic Year of 2006/2007. A Final Project. Semarang State University: English Department.
Look and Say Method. Outline at: http://teachingtreasures.comau/homeschool/reading-methods/lookandsay.html [accessed 15/07/2010]