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USING ENGLISH AUTHENTIC TEXTS TO IMPROVE

READING MOTIVATION OF ELEVENTH GRADE

STUDENTS OF SMA NEGERI I KASIHAN BANTUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Christina Yuli Astuti

Student Number: 101214051

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2015

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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Each day is a gift.

Open it.

Celebrate.

Enjoy it. Stuart & Linda Macfarlane

THIS THESIS IS DEDICATED TO MY BELOVED

FAMILY


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPERLUAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Christina Yuli Astuti

Nomor Mahasiswa : 101214051

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

USING ENGLISH AUTHENTIC TEXTS TO IMPROVE READING

MOTIVATION OF ELEVENTH GRADE STUDENTS OF

SMA NEGERI I KASIHAN BANTUL


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ABSTRACT

Astuti, Christina Yuli. (2015). Using English Authentic Texts to Improve

Reading Motivation of Eleventh Grade Students of SMA Negeri I Kasihan

Bantul. Yogyakarta: English Language Education Study Program, Sanata Dharma

University.

English is one of the requirements to pass the final examination. School

has a role to increase the students’ motivation in studying English. The students

have to master reading, which is one of the language skills in studying English.

There are four language skills of language: listening, speaking, reading and

writing. Based on the interview with English teacher in SMA Negeri I Kasihan

Bantul, most of XI IPA I students in SMA Negeri I Kasihan Bantul still had low

motivation in reading. Most of the students thought that reading activity often

made them bored when the reading materials were uninteresting.

This research was aimed to help XI IPA I students in SMA Negeri I

Kasihan to improve their motivation in reading Hortatory Exposition. The

researcher implemented authentic texts to improve the students’ motivation in

reading Hortatory Exposition. This research tried to answer one research problem.

That problem was formulated in one research question: how do authentic texts

encourage students’ reading motivation in studying English in SMA Negeri I

Kasihan Bantul?

To answer the research problem the researcher conducted a classroom

action research. It consisted of two cycles. Each cycle consisted of planning,

action and observation and reflection. Each cycle consisted of two meetings. The

participants of the research were 32 students of XI IPA I in SMA Negeri I Kasihan

Bantul in 2013/2014 academic year. The researcher gathered data from the

interview, students’ reading scores, observation checklist, field notes, and

questionnaire.

The result of this research showed that using authentic texts motivated XI

IPA I students in SMA Negeri I Kasihan Bantul in reading class. Based on the

interview result with the English teacher, the researcher found that most of the

students had low motivation in reading class. They had high motivation in other

language skills such speaking and listening. They felt bored to read reading

materials which were given by the teacher. They wanted to read interesting

teaching materials. They also had limited vocabulary. However, after

implementing authentic texts in reading class most of the students improved their

motivation in reading Hortatory Exposition and most of them passed the

minimum requirement criteria. It showed that using authentic texts improved

students’ motivation in studying English, especially in reading.

Keywords: authentic text, motivation, reading, classroom action research


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ABSTRAK

Astuti, Christina Yuli. (2015). Using English Authentic Texts to Improve Reading

Motivation of Eleventh Grade Students of SMA Negeri I Kasihan Bantul:

Classroom Action Research. Yogyakarta: Program Studi Pendidikan Bahasa

Inggris, Universitas Sanata Dharma.

Membaca adalah salah satu keterampilan berbahasa yang harus dikuasi

oleh siswa dalam belajar bahasa Inggris. Terdapat empat keterampilan

berbahasa yaitu mendengarkan, berbicara, membaca dan menulis. Sebagaimana

kita tahu bahwa pelajaran bahasa Inggris adalah salah satu syarat dalam

kelulusan dalam ujian akhir. Namun, sebagian besar dari siswa XI IPA I di SMA

Negeri I Kasihan Bantul masih mempunyai motivasi yang rendah dalam kegiatan

membaca dalam pelajaran bahasa Inggris. Sebagian besar dari mereka masih

berpendapat bahwa kegiatan membaca sering menimbulkan kebosanan ketika

materi pembelajarannya kurang menarik.

Penelitian ini bertujuan untuk membantu siswa XI IPA I di SMA Negeri I

Kasihan Bantul untuk mempunyai motivasi yang tinggi dalam kegiatan membaca

dalam pelajaran bahasa Inggris. Peneliti mengimplementasikan bacaaan otentik

untuk memotivasi siswa dalam belajar bahasa Inggris di kelas membaca.

Penelitian ini mencoba menjawab salah satu rumusan masalah. Rumusan

masalah tersebut adalah “bagaimana teks otentik meningkatkan motivasi

membaca terhadap siswa dalam belajar bahasa Inggris di SMA Negeri I Kasihan

Bantul?”.

Peneliti menggunakan metode Penelitian Tindakan Kelas untuk menjawab

rumusan masalah. Metode ini terdiri dari dua siklus. Setiap siklus terdiri dari

perencanaaan, tindakan dan pengamatan dan refleksi. Setiap siklus terdiri dari

dua pertemuan. Responden dari penelitian ini adalah 32 siswa kelas XI IPA I di

SMA Negeri I Kasihan Bantul tahun ajaran 2013/2014. Data penelitian

dikumpulkan dari nilai tugas siswa dalam kegiatan membaca, lembar observasi,

catatan lapangan dan kuesioner.

Hasil dari penelitian ini menunjukan bahwa penggunaan teks otentik

memotivasi siswa XI IPA I di SMA Negeri I Kasihan Bantul dalam kelas

membaca. Pada tahap awal sebagian besar dari siswa mempunyai motivasi yang

rendah dalam kelas membaca. Mereka menginginkan bacaan yang menarik.

Mereka juga mempunyai kosa kata yang terbatas. Namun, setelah

mengimplementasikan penggunaan teks otentik di kelas membaca sebagian besar

dari siswa mempunyai motivasi yang tinggi di kelas membaca dan sebagian besar

dari mereka juga dapat mencapai kriteria ketuntasan minimal. Hal ini

menunjukan bahwa penggunaan teks otentik dapat meningkatkan motivasi siswa

dalam belajar bahasa Inggris terutama di kelas membaca.

Kata kunci: authentic text, motivation, reading, classroom action research


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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to Jesus Christ

who has always given me His grace and guidance so that I could finish my thesis

and graduate from Sanata Dharma University. He always gives me strength to

keep struggling in doing this research. I am so thankful that I have passed another

step in my journey. All my steps that I chose were based on His plan.

My greatest gratitude goes to my advisor, Bapak Drs. Pius Nurwidasa

Prihatin, M.Ed., Ed.D., for giving of his time, attention, guidance, patience,

support, critism and comments to help me finish my thesis. I also thank him for

his advice, correction and time to read my thesis. I sincerely thank Ibu Caecilia

Tutyandari, S.Pd., M.Pd., my academic advisor for her guidance and support

during my study. Moreover, I would also like to thank all of lecturers of English

Language Education Study Program for their valuable knowledge and guidance. I

would also thank PBI staff, Mbak Dhaniek and Mbak Tari for the cooperation

and assistance. It is also important to thank all Sanata Dharma Librarians for

giving best service for me during my study in PBI. I would like to show my

gratitude to Bapak Drs. H. Suharja, M.Pd., the headmaster of SMA N I Kasihan

Bantul, Ibu Arsianti Widyaningsih, S.Pd., the English teacher of SMA N I

Kasihan Bantul, and XI IPA I students of SMA N I Kasihan Bantul in academic

year of 2013/2014 for their cooperation during the research process.

My deep gratitude goes to my beloved parents, Bapak Petrus Damianus

Sugiyatno and Ibu Cicilia Sugiyarti, my brother’s family Antonius Didik


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Haryono, Laurentia Rista Handayani, and Gregorius Haris Pratama for their

love, prayers and supports. I address my thanks to Christina Aan Ervy Arista,

Woro Wiratsih, Valentina Wenang, Setyarini, and Ema Martawijaya my

lovely friends for their help, support and love. I also give my thanks to my family

in kost putri Panuluh 71 for their love, support, friendship and all the happiness.

I also give my special thanks to my best friends Damariska Oktaviani,

Aprilia Arnis Ginting, Eswara Kathina Dewi, and Regita Permana Putri who

have given their care and support to finish this thesis. I also give my thanks to my

family in KKN for their love, support, friendship and all the happiness. I would

also thank Maria Caroline Samodra for her help in proofreading my thesis. My

cheerful gratitude also goes to my friends in PBI 2010. Last but not least, my

gratitude also goes to all the people whose names cannot be mentioned one by one

here. May God always bless us forever.

Christina Yuli Astuti


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TABLE OF CONTENTS

TITLE PAGE ......................................................................................................... i

APPROVAL PAGES ............................................................................................ ii

DEDICATION PAGE .......................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY .................................................... v

PERNYATAAN PERSETUJUAN PUBLIKASI ............................................... vi

ABSTRACT ........................................................................................................ vii

ABSTRAK .......................................................................................................... viii

ACKNOWLEDGEMENTS ................................................................................. ix

TABLE OF CONTENTS ..................................................................................... xi

LIST OF TABLES ............................................................................................. xvi

LIST OF FIGURES .......................................................................................... xvii

LIST OF APPENDICES ................................................................................. xviii

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

A. Research Background ................................................................................. 1

B. Research Problem ....................................................................................... 3

C. Research Limitation .................................................................................... 3

D. Research Objective ..................................................................................... 4

E. Research Benefits ........................................................................................ 4

F. Definition of Terms ..................................................................................... 5


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CHAPTER II: REVIEW OF RELATED LITERATURE ................................. 8

A. Theoretical Description .................................................................................. 8

1. Classroom Action Research ........................................................................ 8

a. Definition of Classroom Action Research ...................................... 9

b. Aim of Classroom Action Research ............................................... 9

c. Steps and Characteristics of Classroom Action Research ............ 10

d. Model of Classroom Action Research .......................................... 11

2. Motivation................................................................................................. 12

a. Definition of Motivation ............................................................... 12

b. Types of Motivation ..................................................................... 12

c. Problem in Motivation .................................................................. 13

d. Approach and Technique in Motivation ....................................... 13

e. Methods of Assessing Motivation ................................................ 15

3. Reading ..................................................................................................... 16

a. The Definition of Reading ............................................................ 16

b. Reading Purposes.......................................................................... 16

c. Reading Techniques...................................................................... 17

d. Teaching Reading ......................................................................... 17

e. Problem in Reading ...................................................................... 19

4. KTSP ......................................................................................................... 20

5. Vocabulary ................................................................................................ 21


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6. Authentic Materials .................................................................................. 23

a. The Definition of Authentic Materials ......................................... 23

b. Reason Using Authentic Materials ............................................... 24

c. Authentic Materials for Reading .................................................. 24

7. Hortatory Exposition ................................................................................ 25

8. Content Based Instruction......................................................................... 26

B. Theoretical Framework ................................................................................ 27

CHAPTER III: RESEARCH METHODOLOGY ........................................... 30

A. Research Method .......................................................................................... 30

1. Preliminary Information Gathering ........................................................... 32

2. First Cycle ................................................................................................. 32

a. Planning ........................................................................................ 32

b. Acting and Observing ................................................................... 33

c. Reflecting ...................................................................................... 34

3. Second Cycle ............................................................................................ 34

a. Planning ........................................................................................ 35

b. Acting and Observing ................................................................... 35

c. Reflecting ...................................................................................... 36

B. Research Setting ........................................................................................... 37

C. Research subjects .......................................................................................... 37

D. Research Instruments and Data Gathering Technique ................................. 38


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1. Interview ................................................................................................. 38

2. Questionnaire .......................................................................................... 39

3. Observation ............................................................................................. 40

a. Observation Checklist .................................................................... 40

b. Field Notes ..................................................................................... 42

4. Test ......................................................................................................... 43

E. Data Analysis Technique .............................................................................. 43

F. Research Procedure ...................................................................................... 48

CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ........................ 51

A. Research Process of Classroom Action Research ........................................ 52

1. Preliminary Information Gathering ........................................................ 53

2. Cycle One ............................................................................................... 56

a. Planning ......................................................................................... 57

b. Action ............................................................................................ 60

c. Observation ................................................................................... 66

d. Reflection ...................................................................................... 75

3. Cycle Two ............................................................................................... 77

a. Planning ......................................................................................... 78

b. Action ............................................................................................ 81

c. Observation ................................................................................... 88

d. Reflection ...................................................................................... 96


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B. Final Remark ................................................................................................ 98

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ................. 103

A. Conclusions ................................................................................................ 103

B. Recommendations ...................................................................................... 105

1. Recommendations for English Teachers ................................................ 105

2. Recommendations for Future Researchers ............................................. 106

REFERENCES ................................................................................................... 107


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LIST OF TABLES

Table Page

3.1 Observation Checklist for Students’ Activities ................................................ 41

4.1 Observation Checklist Result of Preliminary Gathering Information.............. 54

4.2 Observation Checklist Result of Cycle One .................................................... 67

4.3 The List of Weaknesses and Strengths in Cycle One ...................................... 75

4.4 Observation Checklist Result of Cycle Two .................................................... 89

4.5 The List of Weaknesses and Strengths in Cycle Two ...................................... 97


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LIST OF FIGURES

Figure Page

2.1 Kemmis and McTaggart’s Model of Action Research .................................... 11

3.1 The Formula of Central Tendency ................................................................... 44

3.2 The Formula for Calculating Observation Checklist ....................................... 45

3.3 The Formula for Calculating Questionnaire .................................................... 46

3.4 The Formula for Calculating Mean Scores ...................................................... 47

3.5 The Formula for Calculating the Students Who Pass the MPM ...................... 48

3.6 Kemmis and McTaggart’s Model of Action Research .................................... 49

4.1 The Students’ Reading Scores in Cycle One ................................................. 71

4.2 The Students’ Progress in Reading in Cycle One ............................................ 71

4.3 The Percentage of The Students’ Progress in Reading in Cycle One .............. 72

4.4 The Students’ Reading Scores in Cycle Two ................................................... 92

4.5 The Students’ Progress in Reading in Cycle Two ........................................... 93

4.6 The Percentage of The Students’ Progress in Reading in Cycle Two ............. 94


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LIST OF APPENDICES

Appendix Page

APPENDIX 1 Permission Letter for the Governor Office of DIY ...................... 111

APPENDIX 2 Permission Letter from the Governor Office of DIY ................... 113

APPENDIX 3 Permission Letter from the Mayor of Bantul ............................... 115

APPENDIX 4 Surat Permohonan Menjadi Responden ....................................... 117

APPENDIX 5 Observation Checklists for Preliminary Information Gathering .. 119

APPENDIX 6 Interview Guidelines .................................................................... 123

APPENDIX 7 Lesson Plan and Teaching Materials ............................................ 125

APPENDIX 8 Observation Checklists ................................................................. 165

APPENDIX 9 Field Notes ................................................................................... 172

APPENDIX 10 Questionnaires ............................................................................ 181

APPENDIX 11 Students’ Reading Test Results ................................................. 189


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CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the introduction of the research.

The researcher divides this chapter into six parts. In this research, the researcher

discusses the background of the research, research problem, the limitation of the

research, objective of the study, benefits of the research, and definition of terms.

A. Research Background

This research focuses on the use of authentic texts to improve students’

motivation in reading Hortatory Exposition of XI IPA I of SMA N I Kasihan

Bantul. English is one of the subjects of study which has main role in the

education of Indonesia. English is one of the requirements to pass the final

examination. Therefore, school especially English teachers have the main role to

encourage the students’ motivation in studying English well.

There are four skills of language: listening, speaking, reading and writing.

Kustaryo (1988) states, “Reading is one of the most important skills in learning

language besides listening, speaking and writing” (p. 1). Farrell (2009) also adds

that reading helps in many ways. Reading skills helps us in giving entertaiment,

education, communication, and information about the past, the present and even

the future. Therefore, reading is one of the important activities. However, this

condition is not the same as the reality. Based on the interview result with the


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English teacher in SMA N I Kasihan Bantul, reading often made the

students bored when the reading materials were uninteresting. Anthony and

Richards (1980) state that not all of the students want to read the reading materials

which are given by the teachers and follow the teachers’ instruction in reading

class. This condition leads the researcher to do the research about reading in SMA

N I Kasihan Bantul.

The researcher conducted an interview in March, 18 2014 with the English

teacher of SMA N I Kasihan Bantul in order to get deep information about

teaching and learning English. The result of the interview showed that most of the

students felt bored in reading class. Some of the students joined the teaching and

learning activity of reading in order to pass the English. Simanjuntak (1988) adds

that most of the students’ goals in reading class are only “passing the course” (p.

2). Marx and Tombaugh (1997) argue that the aim of education is building the

students’ learning motivation continuously (as cited in Prayitno, 1989). The

researcher considers that teaching materials of which the topics are related to and

appropriate for senior high school students can encourage their reading

motivation.

This school used Kurikulum Tingkat Satuan Pendidikan (KTSP) or School

Based Curriculum. Muslich (2007) argues that in this curriculum, every school is

given an opportunity to develop and manage the curriculum based on its condition

and aspiration. In order to encourage the students’ reading motivation in studying

English, the researcher proposes to use authentic texts. The researcher is going to


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use Dialogue English magazines as the reading source in teaching reading in SMA

N I Kasihan Bantul.

This research focused on using authentic texts in reading Hortatory

Exposition in senior high school. Gebhard (1983) states, “Authentic materials

include anything that is used as a part of communication” (p. 100). Jordan (1997)

adds that authentic materials are the bridge between the classroom and the real

world. Therefore, the researcher is going to implement authentic texts in order to

improve students’ motivation toward their reading activities in class.

The researcher conducted Classroom Action Research (CAR) to

implement authentic texts in teaching reading. Ary, Jacobs, and Sorensen (2010)

explain the researchers use action research in education field such as curriculum

development, teaching strategies and school reform. McNiff and Whitehead

(2003) add that action research is a process of learning from experience which is

gained from practice, reflection, and learning.

B. Research Problem

The researcher formulated the research problem using this research

question: how does an authentic text improve students’ motivation in reading

Hortatory Exposition in SMA N I Kasihan Bantul?

C. Research Limitation

This research focused on three main points dealing with the use of

authentic texts in studying English:


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1. The purpose of this research is to overcome one of the problems which are

related to the students’ motivation in studying English especially in reading

Hortatory Exposition.

2. The researcher intends to investigate the use of authentic texts to improve

students’ reading motivation in studying English.

3. In this research, the researcher only discussed hortatory exposition texts taken

from English magazines as authentic texts.

D. Research Objective

The objective of this research is to find out the answer to the question as

stated in the research question. This research was conducted to describe the

process of implementing authentic texts to improve students’ motivation in

reading Hortatory Exposition for grade eleventh IPA 1 of SMA Negeri 1 Kasihan

Bantul.

E. Research Benefits

The researcher expects this research to be beneficial to those who are

concerned with education especially for:

1. English Teachers

The teachers of eleventh grade students of senior high school may consider

using authentic texts to encourage their students’ reading motivation in studying

English and develop their students’ reading skill. The English teachers may


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consider using authentic texts in teaching other genre of texts such teaching

procedure text using recipes from cooking magazines.

2. The Eleventh Grade Students of Senior High School

Using authentic texts encourages their reading motivation and enhances

their vocabulary in studying English. The students are also expected to be

accustomed to English articles. Using authentic texts gives to the students many

benefits. An authentic text provides entertaiment, education, information, and

other benefits for the students.

3. Future Researchers

The researcher hopes that the results of the research enrich knowledge

about teaching reading by using authentic texts in studying English. The

researcher also hopes that the future researchers conduct other researches using

authentic texts. The future researcher may conduct experimental research about

the use of authentic texts.

F. Definition of Terms

The following are the definitions of the terms and how the definitions are

related to the research. Understading the definition of terms is very important in

order to avoid misuderstanding or misinterpretation. The following definitions

are:


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1. Reading

In studying English the students have to master reading that is one of the

language skills. Reading is an activity which is associated with written symbol

such as sentences, articles, texts, and other written media in order to understand

the idea. Simanjuntak (1988) defines, “Reading is the process of putting the

reader in contact and communication with ideas” (p. 3). Kustaryo (1988) also adds

that reading is an activity of recognition of the various written symbols which

contains of knowledge, information, and ideas. In this research, reading means an

activity of interpreting and getting information from various written symbols of

hortatory exposition texts in English magazine in order to encourage students’

reading motivation and enhance students’ vocabulary in learning English as a

foreign language.

2. Motivation

There are various definitions of motivation. The word motivation means

the need or reason for doing something. In education field, motivation is an

essential condition of learning. Simanjuntak (1988) also adds, “Motivation is seen

as the fulfilment of needs” (p. 3). Murray (1964) defines, “A motive is an internal

factor that arouses, directs and integrates person behaviour” (p. 7). In this

research, the motivation is the power inside the students that arouses, directs, and

integrates their behaviours in studying English especially in reading activities.


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3. Authentic Texts

Media is the best tool to help the students in creating and exploring their

ideas and imaginations. It is important for teachers to implement many techniques

and media as possible in order to enhance students in learning. Using authentic

materials for reading is one of teaching methods in studying English.

There are various definitions of authentic materials. Jordan (1997)

explains, “Authentic texts are not written for language teaching purposes” (p.

113). Gebhard (1983) adds, “Authentic materials include anything that is used as a

part of communication” (p. 100). In this research, the authentic materials refer to

hortatory exposition text from English magazines. The researcher uses hortatory

exposition texts from English magazines as the reading source to encourage the

students’ reading motivation in studying English.

4. Hortatory Exposition

Hortatory exposition is a text which the social function is persuading the

reader that something should or should not be the case (Gerot & Wignell, 1995 &

Sudarwati & Grace, 2007). Hortatory exposition text has three main components.

Gerot and Wignell (1995) argue that there are three components in the generic

structure of hortatory exposition: thesis, arguments, and recommendation.

Kistono, Cahyono, Purnama, Tupan, and Kastaredja (2007) argue that hortatory

exposition texts can be found in scientific books, journals, magazines, newspaper

articles, academic speech or lectures, and research report. In this research, the

researcher took hortatory exposition text from Dialogue magazines.


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CHAPTER II

REVIEW OF RELATED LITERATURE

The researcher divides this chapter into two main parts, namely theoretical

description and theoretical framework. In the theoretical description, the

researcher discussed classroom action research (CAR), motivation, authentic

materials, teaching reading and content-based instruction (CBI). In the theoretical

framework, the researcher summarizes and sythesizes those theories in order to

focus in conducting the research.

A. Theoretical Description

In theoretical description, the researcher discusses the theories related to

this research. The researcher divided this part into eight parts. The researcher

discusses classroom action research, motivation, reading, authentic materials,

KTSP, hortatory exposition, vocabulary, and content-based instruction.

1. Classroom Action Research

This part presents a discussion of classroom action research. In this part,

the researcher divides the discussion of classroom action research into four parts.

The researcher discusses definitions of classroom action research, aim of


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classroom action research, steps and characteristics of classroom action research,

and model of classroom action research.

a. Definition of Classroom Action Research

McNiff and Whitehead (2003) argue, “Action research is a name given to

particular way of researching the own learning” (p. 15). Shanks, Miller, and

Rosendale (2012) also define action research as a form of research which the

teachers learn to improve their practice. Ary et al. (2010) also add that action

research in education field conduct research about curriculum development,

teaching strategies and school reform. Kemmis and McTaggart (1982) define

action research “as an approach to improving education by changing it and

learning from the consequences of changes” (p. 22). In this research, the

definition of classroom action research is the researcher’s way to improve the

teaching and learning practice based on the researcher’s reflection.

b. Aim of Classroom Action Research

The main aim of classroom action research is improving the teachers’

performance in education field based on their reflection. Mills (2011) defines:

Classroom action research is any systematic inquiry conducted by teacher

researchers, principals’ school counselors, or other stakeholders in the

teaching/learning enviroment to gather information about how their

particular schools operate, how they teach, and how well their students

learn (p. 5).

O’Connor et al. (2006) argue that action research allows the teachers to be the

researchers in order to improve their practices. The teachers should know what is


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happening in the classroom, how to evaluate the teaching-learning activities, and

also how to do something solve the problem in teaching-learning activities.

c. Steps and chracteristics of Classroom Action Research

Steps of classroom action research are the ways to conduct research which

the steps consist of two cycles. Each cycle consists of planning, action and

observation and reflection. Kemmis and McTaggart (1988) argue that action

research develops the steps by using self-reflective spiral which consists of plan,

action and observation and reflection in cycle one. In cycle two, the steps consist

of revised plan, action and observation and reflection. Ary et al. (2010) also

explain the steps in conducting classroom action research. Those steps namely:

plan, act, observe, and reflect. A plan is developed for taking action and gathering

information and data in order to observe the practice (Ary et al., 2010). In action,

the researcher implements the plan and collects data. The next step is observing.

In this step, the researcher synthesizes and analyzes the data (Ary et al., 2010).

The last step is reflecting. The researcher reflects and interprets the information

and reports to others (Ary et al., 2010).

Classroom action research has the certain characteristics which are

different with other research. O’Connor et al. (2006) also add that the

characteristics of classroom action research are the research which occurs in an

eduactional setting; the research design is systematic and the research focuses on

the researchers’ practice. Shanks et al. (2012) also add that action research gives

the opportunity to the teachers to examine their own teaching practices. The


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characteristics of classroom action research are improving and reflecting the

educators’ practice. Ary et al. (2010) argued that improving and reflecting is the

process of “Reducing the gap between theory and practice” (p. 516).

d. Model of Classroom Action Research

There are many models in classroom action research in order to improve

the teachers’ practice. Ary et al. (2010) conclude the process in doing action

research. There are eight steps. The process of classroom action research consists

of two cycles. Each of the cycles consists of plan, action, observation, and

reflection.

In this research, the researcher uses Kemmis and McTaggart’s model

which the steps are planning, acting and observing and reflecting (Kemmis &

McTaggart, 1988). In this model, acting and observing are done at the same time.

Kemmis and McTaggart also explain those cycles using the picture which is in

figure 2.1.

Figure 2.1: Kemmis and McTaggart’s Model of Action Research

(Kemmis & McTaggart, 1988)


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2. Motivation

a. Definition of Motivation

There are many definitions of motivation. The word motivation means the

need or reason for doing something. Motivation is the power and reason of

someone in doing activity. Brown (1994) defines that motivation is “commonly

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

particular action” (p. 152). Simanjuntak (1988) also adds, “Motivation is seen as

the fulfillment of needs” (p. 3). Murray (1964) defines, “A motive is an internal

factor that arouses, directs, and integrates person behaviour” (p. 7). Gooding and

Gooding and Woolfolk (1987) define that motivation is “Something that energizes

and directs behaviour toward a goal“(p. 83). Gooding and Woolfolk (1987) also

add that motivation is an action which is stimulated by environmental events or

physical conditions. Schunk, Pintrich, and Meece (2008) state “Motivation is the

process whereby goal-directed activity is insighted and sustained” (p. 4). Ryan

and Deci (2000) add, “To be motivated means to be moved to do something” (p.

54). In education, motivation is an essential condition of learning. Motivation

encourages students to make effort in achiving the learning objectives. Motivation

is also a factor that affects students’ performance. This factor is important in

teaching learning process.

b. Types of Motivation

There are two types of motivation, namely intrinsic and extrinsic

motivation. Ryan and Deci (2000) argue that there are two types of motivation


13

based on the reasons or goal of action. They are intrinsic and extrinsic motivation.

Ryan and Deci (2000) state intrinsic motivation is “an action which done based

on satisfactions rather than consequence” (p. 56). Extrinsic motivation is “an

action which is done to reach some separable outcome” (p. 60).

c. Problem in Motivation

The teachers can not deny that motivation plays vital role in students’

achivevement. Stronger motivation gives great effect on students’ learning result.

Murray (1964) argues that the strength of intrinsic and extrinsic motivation

“influence the way we see the world, the things we think about and the actions in

which we engage” (p. 9). Motivation encourages students to make effort in

achieving the learning objectives. Schunk, Pintrich, and Meece (2008) argue that

high motivated students show their interest in activities, work diligently, feel self-

confident, do the tasks, and perform well. On the opposite, unmotivated students

show their poor performance. High motivated students can reach the good result

in the class. Good (1970) argues that students who do not have motivation in

certain course but he must study it. The students may dislike that course. They are

going to skip that course in the future (as cited in Prayitno, 1989).

d. Approach and Technique in Motivation

Building a good atsmosphere during teaching learning activities is an

important thing that should be done by the teacher in order to encourage students’

motivation in studying English. The teachers can not deny that motivation is a


14

factor that affects students’ performance. This is important in teaching learning

process. In order to encourage students’ motivation the researcher uses some

theories. Gooding and Woolfolk (1987) states that there are general motivational

approaches:

(1) Arrange extrinsic rewards, (2) use students’ interest in lessons, (3) give

more challenging work, (4) praise success, (5) provide a safer learning

situation, (6) communicate your expectations, (7) structure a cooperative

learning task, (8) set up an individualized goal structure, (9) use

individualized instruction, (10) involve student in setting reasonable goals,

(11) fulfill need for affiliating and belonging, (12) provide realistic success

experiences (p. 89).

There are some techniques in order to encourage the students’ motivation

especially when the teacher opens classroom activities. The effect of motivation

on learning and performance is the important factor in success of the learning.

Prayitno (1989) agues that there are three ways in order to motivate the students

in classroom activity:

1) Attract the students’ interest about the topic. There are some ways in order to

attract the students’ interest about the topic: asking the students some

questions which are related to the topic, telling them about the recent news or

issue which is related to the topic and explaining the importance about the

topic.

2) Explain the competence that should be achieved. The teachers explain the

clear explanation about the competence that should be achieved by the

students during the teaching learning activity.

3) Explain the clear teaching objectives. The teacher should explain short and

clear learning objectives of the teaching learning activity.


15

e. Methods of Assessing Motivation

There are some methods in assessing motivation. In this research, the

researcher uses direct observation, questionnaire and also interview. Schunk et al.

(2008) argue that there are three main methods for assessing motivation: direct

observations, rating by others and self reports. Schunk et al., 2008 states direct

observation is “behavioral instances of choice of tasks, efforts and persistence”

(p.13). Schunk et al., 2008 states rating by others is “judgements by observers of

students on characteristics which indicate of motivation” (p.13). Schunk et al.,

(2008) states self report is “People’s judgements of themselves” (p.13).

Self report method is divided in to five methods: questionnaire, interview,

stimulated recall, think-aloud, and dialogue. In this research, the researcher used

qustionnaire and interview. Schunk et al., 2008 states questionnaire is “written

ratings of items or answers to questions” (p.13). Schunk et al., 2008 states

interview is “oral responses to questions” (p.13

Furthermore, in order to measure students’ motivation, the researcher

applies the Keller’s theory. The researcher used ARCS model to assessing the

students’ motivation in studying English. Keller (1984:2) states, “The ARCS

model is a method for improving the motivational appeal of instructional

materials” (as cited in Keller, 1987). Keller (1987) proposes four criteria of

motivation. Those are attention, relevance, confidence, and satisfaction. Attention

is related to the students’ curiosity and sensation of seeking. Relevance is related

to the familiarity of the materials to the students’ interest, goals and daily life.

Confidence is related to the students’ certainty toward the materials. The last


16

criterion is satisfaction. Satisfaction is related to the students’ positive reaction

during the implementation.

3. Reading

a. The Definition of Reading

Reading is one of the language skills in studying English. Reading is an

activity which is associated with written symbol such as sentence, text, articles

and other media in order to understand the idea. There are many definitions of

reading. Simanjuntak (1988) defines that “Reading is the process of putting the

reader in contact and communication with ideas” (p. 3). Kustaryo (1988) also adds

that reading is an activity of recognition of the various written symbols which

contains knowledge, information and ideas. In this research, reading means an

activity of interpreting and getting information from various written symbols of

hortatory exposition texts in English magazines to encourage students’ reading

motivation and enhance students’ vocabulary in learning English as a foreign

language.

b. Reading Purposes

There are many reading purposes. Reading the written media such as

books, magazines, newspapers and others gives the chance to explore a lot of

information. Farrell (2009) also states that reading is the greatest pleasures. It

helps in many ways. Reading provides the reader entertaiment, education,

communication and even information about past, present and even future. McNeil,


17

Donant and Alkin (1980) also have the same idea that reading has three main

purposes: reading for entertaiment, reading for understanding and reading for

information.

c. Reading Techniques

The new information is produced quickly everyday. In order to make

ourselves up to date with the recent information in all aspects in life, we should be

able to accept the information quickly. In order to accept the information quickly,

there are many reading techniques. Kustaryo (1988) states that “different types of

reading materials call for different reading techniques” (p. 4). The students should

be flexible in choosing the reading techniques. It should be fit with the aim of

reading. Moyle (1972) argues that individual needs of the students are as the main

factor in choosing teaching method and materials. In this research, the researcher

used skimming as the reading technique. Kustaryo (1988) defines skimming as a

reading technique to look for the most important pieces of information of what the

author is saying without a lot of detail information.

d. Teaching Reading

Students think that reading in other language is more difficult than reading

in their language. Kustaryo (1988) states reading in our own language are easier

than learning other languages. Reading in our language is easier because we have

mastered the vocabulary and the structure of our language. This assumtion makes

the students’ reading motivation low.


18

The teacher follows the some principles in developing lesson plan in order

to reach the goal of the reading activity. Richards (1990) as cited in Farrel (2009)

states that there are seven principles in developing lesson plan for reading

activities: using interesting reading materials, making reading as the major

activity in reading class, having specific objective of each lesson, doing some

activities which allow the students to express their own experience in reading

class, focusing the teaching instruction, dividing the lesson into pre, during and

post reading activities and choosing appropriate reading materials. Williams

(1984) as cited in Hedge (2014) adds the three-phase procedure in conducting

reading activities. Those three-phase are pre reading, while reading and post

reading. In pre reading activities, the teacher may conduct the discussion about the

topic using the pictures. The teacher gives the task to the students in while reading

activities. The teacher may conduct the discussion about the students’ responses

about the texts.

There are many factors that affect students’ reading habit in studying

English. One of them is the teaching materials which are given by the teacher.

Reading becomes boring activity when it is not modified. In teaching reading, the

teacher should also select reading text which is used in reading class. Rivers and

Temperley (1978) argue that there are seven criteria in selecting the text for

conducting reading activities. The text should provide information, respond to

curiosity about the topic, follow instruction, provide pleasure and enjoyment,

keep in touch, provide the recent news and find out when and where (as cited in

Hedge, 2014).


19

Teaching reading also has some techniques which can help the teacher in

teaching reading. Khoo (1981) states that there are five techniques in teaching

reading which use various media:

(1) teaching skiming, (2) teaching scanning, (3) teaching to get the main

idea and nothing details, (4) teaching the ability to follow the sequences of

ideas, (5) teaching reading comprehension through verbal cum visual cues

(pp. 57-58).

Using skimming in teaching reading means the readers should read certain

item of the reading material in order to get the general impression. Using

scanning techniques in reading means the reader should find specific information

from the reading material. Teaching reading in order to find the main idea can use

various teaching materials. Teaching the ability to follow the sequences of ideas

can be taught by asking to the students to rearrange some jumbled paragraphs in

the correct sequence. Teaching reading comprehension can be practiced by asking

to the students fill in the blanks which the information easily can be found in the

text.

e. Problem in Reading

There are many problems that affect the students’ reading motivation in

reading class. Kustaryo (1988) states reading in our own language are easier than

learning other languages. Reading in our language is easier because we have

mastered the vocabulary and the structure of our language. Anthony and Richards

(1980) argue that not all students want to read the reading materials which are

given by their teachers. Simanjuntak (1988) adds that other problem of foreign


20

language students in reading class. The students will focus on the words rather

than the text and always open the dictionary to check all the words.

4. KTSP

The researcher conducted research to senior high school students. It is

important to know how national education system facilitates English teaching to

senior high school students. In this research, the research setting was the senior

high school which used school based curriculum. Since 2006 Kurikulum Tingkat

Satuan Pendidikan (KTSP) or School Based Curriculum is a curriculum which has

been implented in Indonesia since 2006.

Muslich (2007) argues that KTSP or School Based Curriculum is an

improvement of Competency Based Curriculum which was used in 2004. Muslich

(2007) adds that in this curriculum, the government gives an opportunity to

develop and manage the curriculum based on its condition and aspiration for

every school. Sanjaya (2010) also has the same idea with Muslich, Sanjaya (2010)

defines that KTSP or Compentency Based Curriculum is a curriculum which is

developed and done by every school based on standard competencies which is

developed by BSNP (Badan Standar Nasional Pendidikan). It means each school

may develop and manage the curriculum based on their condition and also based

on standard competencies which is developed by BSNP (Badan Standar Nasional

Pendidikan).

In developing School Based Curriculum, Muslich (2007) states that there

are seven principles in implementing this curriculum, those are:


21

Students’ potency, development, need, and concern centered various and

integrated, having response to the development of knowledge, technology,

and art, relevant with life needs, comprehensive and continous, life-long

education, and equality between national and regional concerns (p. 18).

The teachers should implement the principles of School Based Curriculum not

only in designing the lesson plan but also during teaching learning activities. It

means, the the teacher should implement the principles of School Based

Curriculum as guidance in developing the lesson plan and also during the teaching

leaning activities.

5. Vocabulary

Vocabulary is the main component in reading. Kustaryo (1988) states

reading in our own language are easier than learning other languages. Reading in

our language is easier because we have mastered the vocabulary and the structure

of our language. Hedge (2014) argues that vocabulary is main component of

reading ability. Students usually face the difficulty in reading. They have limited

vocabulary.

There are many factors of the level of difficulty in reading: text, prior

knowledge of the reader, the ability in achiving the general word recognition,

students’ lexical knowledge and readers’ first language. Harmer (2001) states that

there are some problems in teaching vocabulary: (1) language corpora, (2) word

meaning, (3) extending word use, (4) word combinations (5) the grammar of

words. Harmer (2001) explains that the first problem in teaching vocabulary is

language corpora. The language corpora means how often words are used and in

what linguistic contexts. The second problem is word meaning. Understanding


22

meaning in context will help the students to use the words in right context. In

word meaning the students also face the term of words such as: synonyms,

antonyms, hyponyms, and connotations. Synonym means words that the meaning

exactly or nearly same as each others. Antonym means words in pairs that exactly

opposite in meaning. Hyponym is relationship between a familiar word and an

unfamiliar word one by looking at the general class. The last one, connotation

means a word the meaning is not necessarily the same as what it suggests. The

third problem in vocabulary is extending the used word. Words have different

meaning; words also have different meaning when words have different contexts

uses. Word combination is the fourth problem which is faced the students in

learning vocabulary. Word combination means that a word which consist of some

words. The last problem in vocabulary is the grammar of words. This problem

means that each word have different part of speech.

The researcher used some strategies in order to overcome the students’

problem toward vocabulary. Farrell (2009) argues that one way of helping them

to cope with unfamiliar words is teaching them how to guess word meaning in

context. Hedge (2014) adds that developing strategies for guessing word

meanings from contextual clues and background knowledge is the strategies in

helping students to build vocabulary. Farrell (2009) argues that there are

techniques for helping students guess the meaning of unfamiliar words: contrast,

cause, consequence, explanation, hyponyms, definition, punctucation, and

inference.


23

In this research, the researcher used contrast, explanation and definition in

order to help the students in guessing the unfamiliar words. Using contrast means

using the opposite word of another word or expression in the text. Using

explanation means using the meaning of the word which is explained. Using

definition means using definitions of words which may sometimes be found in the

text. The researcher also used mactching task in order to enhance the students’

vocabulary in reading. Brown (2004) states that “The frequently criterion in

matching procedures is vocabulary” (p. 197).

The students usually face many difficulties in reading. Vocabulary is one

of the problems in reading. Kustaryo (1988) states that in studying English

students find the difficulties in recognize new words and the words which have

been learned. Simanjuntak (1988) states that the students will stop to do exercise

in reading class when they find unfamiliar word and they are also afraid to read

the whole of the text without opening the dictionary for checking word by word.

6. Authentic Materials

a. The Definition of Authentic Materials

There are various definitions of authentic materials. Jordan (1997) explains

“authentic text that is not written for language teaching purposes” (p. 113).

Peacock (1997) adds that authentic materials as the materials that have been

produced to fulfil some social purposes in the target language community.

Gebhard (1983) concludes that authentic materials include anything that is used as

a part of communication.


24

b. Reason Using Authentic Materials

In the classroom, teachers must create a situation that can encourage the

students to read the materials. Authentic materials are one of the teaching media

that can be applied in reading. Khoo (1981) argues that there is belief that

language learning in classroom should reflect the needs of the language user in

outside the classroom, such as everyday functions: ordering meal, applying for a

job and other functions. It implies that enjoyable activities could lead students to

feel confident in learning and also useful in their life. Tamo (2009) argues that

“Bringing authentic materials in to classroom can motivate the students”. It also

provides the real language use (p. 75). When students recognize the topic being

delivered, they feel confident and have good motivation in learning new materials.

c. Authentic Materials for Reading

Media is the best tool to help the students in creating and exploring their

ideas and imagination. It is important for teachers to implement many techniques

and media as possible in order to enhance students in learning. Using authentic

materials for reading is one technique in order to enhance students’ motivation in

studying English. There are many sources of authentic materials for teaching

reading. Khoo (1981) states that taking articles from magazines, newspapers and

other media can be used teaching media. Using authentic materials which based

on the students interest as teaching media is also the way to build students’

reading skill. McNeil et al., (1980) argue that in order to develop students’ interest

in reading the teachers may use some reading materials which can develop their


25

reading skill for everyday purpose, such as using: newspapers, comic books,

television guides, recipes, menus, telephone books and others. In this research, the

research uses English magazine as the teaching media which is one of authentic

materials especially as the authentic text. The researcher hopes that the students

know the current event and be accustomed to English articles. Gebhard (1983)

argues that “Authentic materials include anything that is used as a part of

communication” (pp. 100-101). One of them is authentic printed materials such

as: newspaper articles, travel magazines, sport report and other printed materials.

7. Hortatory Exposition

In this research, the researcher focused on using authentic text which taken

from English magazines especially hortatory exposition text. There are some

definitions of hortatory exposition. Gerot and Wignell (1995) and Sudarwati and

Grace (2007) define that hortatory exposition as a text of which the social

function is persuading the reader that something should or should not be the case.

Hortatory exposition text has three main components. Gerot and Wignell

(1995) argue that there are three components in the generic structure of hortatory

exposition: thesis, arguments, and recommendation. Thesis consists of

announcement about the issue of concern. Arguments consist of the reasons for

concern which the function is leading to recommendation. Recommendation

consists of the statement of what ought or ought not to happen. Hortatory

expostion texts can be found in some sources such as magazines, newspapers, and

others. Kistono, Cahyono, Purnama, Tupan, and Kastaredja (2007) argue that


26

hortatory exposition texts can be found in scientific books, journals, magazines,

newspaper articles, academic speech or lectures, and research report.

8. Content Based Instruction

Teachers are expected to have the right teaching techniques which can

encourage students’ motivation in learning. In implementing materials, the

researcher uses content based instruction as the teaching technique in teaching

reading using authentic texts. Krahnke (1987) also defines content based

instruction as teaching of content or information in language teaching which does

not teach the language directly but it uses the content to teach the language.

Brinton, Snow, and Wesche (1989) add that content-based instruction is the

“integration of content learning with language teaching aims” (p. 2). The

researcher uses content based instruction in order to fulfil students’ needs and also

students’ interest. Larseen-Freeman and Anderson (2011) also add that CBI is

usually thought as teaching language for specific purposes and in academic setting

can be called teaching language for academic purposes.

There are some characteristics of content based instruction. Larseen-

Freeman and Anderson (2011) state that the goal of teaching using CBI is that the

teachers want the students to master both language and content. Larseen-Freeman

and Anderson also add the information how to choose the content in teaching

language using CBI. Larseen-Freeman and Anderson (2011) state theme of the

content can be chosen based on students’ interest such as popular music, sport,

and others. Using interesting materials based on the students’ needs and interest is


27

the main point in encouraging the students’ in learning motivation. Krahnke

(1987) states unmotivated students in language teaching are going to have good

motivation when the material in language teaching is based on their interest and

needs. Krahnke (1987) states that “Extensive reading of literature of other content

material in target language is one of teaching activities using content-based

instruction” (p. 69). Larseen-Freeman and Anderson (2011) also add that the

characteristic of CBI is using authentic text.

B. Theoretical Framework

In order to answer the research question in the research problem, the

researcher would like to summarize and synthesize all major relevant theories

which help in conducting the research. This research focused on the use authentic

texts to improve students’ motivation in reading hortatory exposition. Although

reading was one of language skills in learning, most of students especially in XI

IPA 1 in SMA Negeri I Kasihan Bantul had low motivation in reading activities.

Therefore, the researcher tried to use authentic texts to encourage their reading

motivation in learning English. In order to cover those cases, the researcher used

four main theories, namely motivation, reading, vocabulary, authentic materials,

KTSP, and content-based instruction (CBI).

In order to answer the research question the researcher implemented the

theory of motivation. In this research the researcher focused on improving the

students’ motivation in reading. The researcher implemented the three ways in


28

order to motivate the students in classroom activity (Prayitno, 1989) and also the

general motivational approaches (Gooding & Woolfolk, 1987).

In order to answer the research questions the researcher also implemented

the theory about reading. In this research, reading means an activity of

interpreting and getting information from various written symbols of hortatory

exposition texts in English magazines to encourage students’ reading motivation

and enhance students’ vocabulary in learning English (Simanjuntak, 1988 &

Kustaryo, 1988). The researcher implemented the skimming as the reading

technique in reading activities (Kustaryo, 1988 & Khoo, 1981).

In this research, the researcher focused on the use authentic text to

improve the students’motivation in reading hortatory exposition. The second

theory in order to answer the research question was authentic text. This research

focused on the use authentic text to improve the students’ in reading hortatory

exposition. In this research, the researcher took hortatory exposition text from

Dialogue magazines as the teaching media which could motivate the students in

reading activities (Kistono et al., 2007, Khoo 1981 & McNeil et al., 1980).

The students usually face many difficulties in reading. Vocabulary is one

of the problems in reading. The researcher used some strategies in order to

overcome the students’ problem toward vocabulary. In this research, the

researcher used contrast, explanation and definition in order to help the students in

guessing the unfamiliar words (Farrell, 2009 & Hedge, 2104). The researcher also

used mactching task in order to enhance the students’ vocabulary in reading

(Brown, 2004).


29

While conducting the research, the researcher used the theories of content-

based instruction. The researcher prepared reading activities using this method.

The researcher taught language learning and certain content or information which

based on their needs or interests in target language (Krahnke, 1987 & Larseen-

Freeman & Anderson, 2011). The researcher also used the principles of School

Based Curriculum or KTSP as the guidance in developing in the lesson plan and

also during teaching learning activities (Muslich, 2007 and Sanjaya, 2010).

Furthermore, in order to measure students’ motivation, the researcher

applies the Keller’s theory. The researcher used ARCS model to assessing the

students’ motivation in studying English. Keller (1984:2) states, “The ARCS

model is a method for improving the motivational appeal of instructional

materials” (as cited in Keller, 1987). Keller (1987) proposes four criteria of

motivation. They are attention, relevance, confidence, and satisfaction.

In order to implement the use authentic texts to improve the students’

motivation in reading hortatory exposition, the researcher conducted classroom

action research (CAR) which consisted of planning, acting and observing and

reflecting. In this research, the researcher conducted CAR based on Kemmis and

McTaggart’s model (Kemmis & McTaggart, 1988). In this model, the research

consisted of two cycles. Each cycle consisted of planning, acting and observing

and reflecting. In this model, acting and observing were done at the same time.


30

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the discussion of the methodology which was used in

the research. It is divided into six parts. It involves research method, research

setting, research subjects, research instruments and data gathering techniques, and

research procedure.

A. Research Method

In this research, there was one main problem which was stated in research

problem. The researcher conducted this research to find how authentic texts

encouraged students’ reading motivation in studying English in SMA N I Kasihan

Bantul. Based on the research background presented in chapter I, the researcher

decided to use action research.

Classroom action research was research which focused on improving in

education field which was based on the teachers’ reflection. McNiff and

Whitehead (2003) argued that “Action research is a name given to particular way

of researching your own learning” (p. 15). The main aim of classroom action

research was improving the teachers’ performance in education field which based

on their reflection. O’Connor et al. (2006) also supported this idea. O’Connor et

al. (2006) argued that action research allowed the teachers to be the researchers in

order to improve their practices. Further, this research aimed at the improvement


31

of the students’ reading motivation in learning English. Action research was the

research which was done by teachers for their improvement.

In this research, the researcher focused on the use authentic texts to

improve the students’ motivation in reading hortatory exposition in studying

English. The students knew that English was one of the lessons which had role in

field education of Indonesia. English was one of the requirements to pass the final

examination in Indonesia. Therefore, school especially English teachers had the

main role to encourage the students’ motivation in studying English well. There

were four language skills of language: listening, speaking, reading, and writing.

Kustaryo (1988) stated “Reading is one of most important skills in learning

language besides listening, speaking, and writing” (p. 1). The students thought

that reading was a boring activity. There were many factors that affected students’

reading motivation. There were many problems that affected the students’ reading

motivation in reading class. Kustaryo (1988) explained reading in our own

language was easier than learning other languages. Reading in our language was

easier because we had mastered the vocabulary and the structure of our language.

In this research, the researcher used Kemmis and McTaggart’s model in

order to implement the action. Kemmis and McTaggart (1988) stated the research

consists of two cycles. In this research, the researcher used those cycles. The first

cycle consisted of plan, action and observation and reflection. The second cycle

was improvement from the first cycle which was consisted of plan, action and

observation, and reflection. In this model, acting and observing were done at the

same time.


32

1. Preliminary Information Gathering

In this research, the research conducted several steps in condcuting

classroom action research. One of those steps was conducting prelimanry

information gathering. Mills (2011) stated preliminary information gathering or

reconnaissance was “Taking time to reflect on your own beliefs and to understand

the nature and context of your general idea” (p. 42). Mills (2011) as cited in

Mertler (2012) stated that reconnaissance was the process of gathering

onformation on order to support our general idea in conducting the research. In

this research, the researcher conducted a classroom observation and interview as

the preliminary information gathering.

2. First Cycle

In the first cycle, the researcher conducted the action research based the

steps. The steps including plan, observation, action, and reflection. Kemmis and

McTaggart (1988) argued that action research develops the steps by using self-

reflective spiral which consists of planning, action and observation, reflecting, and

then re-planning.

a. Planning

In this step, the researcher prepared the lesson plan, the model of

exercises, and authentic materials. A plan was developing action to improve what

is already happening (Kemmis & McTaggart, 1988). The planning step was done

after the researcher found the problem in reading class which was faced by the


33

students in XI IPA I of SMA Negeri I Kasihan Bantul. The main focus of this step

was preparing a good technique in order to encourage students’ reading

motivation using authentic materials.

The researcher developed a plan for taking action and gathering

information and data in order to observe the practice (Ary et al., 2010). Besides

preparing the lesson plan and materials for cycle one, the researcher also prepared

observation checklist, field notes format and questionnaire. Observation checklist

would be used by the observers who would observe the researcher in

implementing the action (Schunk et al., 2008). Meanwhile, questionnaire would

be distributed to the students in the second meeting of the cycle one. The students

would give their responses towards the action.

b. Acting and Observing

In this step, the researcher implemented the plan or changes a practice and

collected data (Ary et al., 2010). After all the teaching materials were consulted to

the English teacher who taught XI IPA 1, the researcher implemented what had

been planned. The researcher taught students of XI IPA 1 based on the plan. When

the researcher implemented the method in teaching reading to the students, two

observers observed the process on what happened during the teaching and filling

in the observation sheets for observing the students’ activities (Kemmis &

McTaggart, 1988). The researcher also made field notes in observing the students.

Field notes were used as the description of the implementation of the research

(Ary et al., 2010).


34

c. Reflecting

The researcher reflected the action using the data which was gathered in

observation (Ary et al., 2010). The researcher reflected the action using the

observation checklist result and field notes to know what happened during the

implementation the method. The researcher evaluated the action based on those

two instruments and also used students’ result on the questionnaire and students’

test scores. The researcher made reflection on what she had done: what went well

and what needed to be improved based on the result of the observation, students’

result on the questionnaire and students’ test scores.

3. Second Cycle

In the second cycle, the researcher conducted the same steps as the first

cycle. Therefore, the researcher conducted the second cycle to improve the

method which was based on the reflection of the first cycle. As Kemmis and

McTaggart (1988) stated that the second cycle was improvement from the first

cycle. The steps including plan, observation and action, and reflection. However,

in conducting the second cycle the researcher referred to the result of the first

cycle. In the second cycle, the researcher focused on improving the steps and

activities which were unsuccessful in the first cycle and needed more

improvements. Kemmis and McTaggart (1988) argued that action research

developed the steps by using self-reflective spiral which consisted of planning,

action and observation, reflecting, and then re-planning.


35

a. Planning

After the first cycle conducting, the researcher revised plan for taking

action and gathering information and data (Kemmis & McTaggart, 1988) in the

second cycle. In the second cycle, the researcher revised the lesson plan and

teaching activities based on the reflection of cycle one. The researcher developed

plan for taking action and gathering information and data in order to observe the

practice (Ary et al., 2010). Besides preparing the lesson plan and materials for

cycle one, the researcher also prepared observation checklist, field notes format,

and questionnaire. Observation checklist would be used the observers who would

observe the researcher in implementing the action (Schunk et al., 2008).

Meanwhile, questionnaire would be distributed to the students in the second

meeting of the cycle two. The students would give their responses towards the

action.

b. Acting and Observing

The researcher conducted the action (Kemmis & McTaggart, 1988) using

revised plan based on the reflection of cycle one. The action was implemented

based on the new lesson plan. The researcher improved the teaching media and

activities in reading. The action in the second cycle was implemented to solve the

learning activity which was unsuccessful in the first cycle. The researcher

conducted action based on the learning process which had been revised.

The researcher employed two observers to observer the students and

teacher during the lesson. As the researcher stated in the first cycle, the aim of


36

observation was to observe the students’ motivation during the implementation

(Schunk et al., 2008). When the researcher implemented the method in teaching

reading to the students, two observers observed the process on what happened

during the teaching and filling in the observation sheets for observing the

students’ activities (Kemmis & McTaggart, 1988). The researcher also made field

notes in observing the students. Field notes were used as the description of the

implementation of the research (Ary et al., 2010). The observer observed the

teaching learning process that had been improved from the first cycle. It became

the process to gather information during the learning process.

c. Reflecting

As the researcher had done in the first cycle, the researcher reflect on the

teaching learning activity and the result of data collection in the reflection. This

step, the researcher reflected the action using the data which was gathered in

observation (Ary et al., 2010). The researcher evaluated the action based on

observation checklist results and field notes. The researcher also used students’

scores in order to know students’ progress in learning. The researcher also used

the questionnaire result to know the students’ responses towards the method used

in the research. Then, the researcher made reflection on what went well and what

needed to be improved. In cycle two, the researcher reflected and evaluated what

had been implemented in cycle one and two. The researcher showed what she had

learned from the action in cycle one and two.


37

B. Research Setting

The research was conducted in SMA N I Kasihan Bantul Yogyakarta, in

the even semester of the academic year of 2013/2014, from April to May 2014.

There were two meetings in a week, on Thursday and Saturday. The researcher

conducted the research procedure which the researcher had made before

conducted the research.

C. Research subjects

1. The Teacher

There was only one English teacher in SMA Negeri I Kasihan Bantul as

the research subjects in this research. English teacher was interviewed to gather

the information as the research background and preliminary information. The

teacher’s opinion was used as the information in this research in developing an

action plan.

2. The Students

This research was conducted in SMA Negeri I Kasihan Bantul in XI IPA I

class. The participants of this research were 32 students in XI IPA I of SMA

Negeri I Kasihan Bantul in the academic year of 2013/2014. They consisted of 32

students: 10 male and 22 female students.


38

D. Research Instruments and Data Gathering Techniques

In this research, the researcher used three kinds of the research tool. They

were questionnaire, observation, and test. Ary et al. (2010) stated “The most

widely used in qualitative research are interviews, document analysis and

observation” (p. 220). In this research, the researcher used interview,

questionnaire, oberservation checklist, field notes, and also students’ reading test

to gather data in classroom action research.

1. Interview

The researcher conducted interview with English teacher to find the depth

information in preliminary information gathering. Interview was conducted for the

English teacher who taught the certain class this was used as the research

participants. The aim of the interview was to know deep about reading problem in

teaching English as foreign language teaching. Moser and Kalton (1971) as cited

in Bell (2010) defined that interview was “Conversation between interviewer and

respondent with the purpose of eliciting certain information from the respondent”

(p. 161). The conversation between interviewer and respondent was the way to

gather information from the respondents. Ary et al. (2010) stated “Interview is

used to gather data from people about opinions, beliefs, and feelings about

situations in their own word” (p. 438).

In this research, the researcher used semi or partially structured interview.

Using semi or partially structured interview meant the list of question which was

used in this research was formulated before conduct the interview but the format


39

of the question may be modified during the interview. Burns (2010) also added

some information about using semi or partially structured interview. According to

Burns (2010) semi or partially structured interview meant using set of topics that

you wanted to explore and you also had developed some specific questions.

Burns (2010) also argued that the advantages using this type were having deep

and rich information.

2. Questionnaire

In this research, the researcher used a questionnaire as one of the research

instruments. Ary et al. (2010) argued that “Questionnaire is instrument in which

respondents provide written responses to questions or mark items that indicate

their responses” (p. 648). It was distributed to all of the students in XI IPA I of

SMA Negeri I Kasihan Bantul which was used as the research participants and

setting in the end of each cycle. Ary et al. (2010) stated that there were two types

of format of questions: closed ended questions and open ended questions. In this

research, the researcher used closed ended questions. Ary et al. (2010) added that

“Close ended questions are used when all posible, relevant responses to questions

can be specified, and the number of possible responses is limited” (p. 391).

In this research, the researcher designed a questionnaire to evaluate

students’ motivation in studying English especially in reading activities. The

responses to the items were measured by a Likerts type scale ranging from

1(strongly disagree) to 5 (strongly agree). Mills (2011) argued that likert scale

was asking the students to give their responses to a series of statements. Dornyei


40

(2003) as cited in Burns (2010) stated that the result of questionnaire consists of

three types of information: factual or demographic (who the interviewees are and

their background/experiences), behavioural (what they do or did in the past),

attitudinal (attitudes, opinions, beliefs, interest, values). In this research, the

researcher used rating scales as the types of items in questionnaires. Burns (2010)

explained rating scales was the most common way in questionnaire to ask people

in giving the degree of their responses of certain statements by circling or ticking

the scale. The researcher prepared 17 statements that showed of the students’

responses toward the use of authentic texts to improve the students’ motivation in

reading hortatory exposition.

3. Observation

In this research, the researcher used both of quantitative and qualitative

research tools in observation. Ary et al. (2010) argued, “Observation is used both

quantitative and qualitative research” (p. 216). The researcher conducted

observation using observation checklist and field notes.

a. Observation Checklist

Observation checklist was the tool in conducting the observation. Ary et

al. (2010) argued that the main purpose of direct observation was “To determine

the extent to which a particular behaviours is present” (p. 216). When the

researcher conducted an observation, the researcher collected the data which was

useful in reflecting. In conducting observation, the researcher used some devices


41

to gather the data. Ary et al. (2010) stated, “The simplest device used is a

checklist, which presents a list of behaviors that are to be observed” (p. 217).

Using observation checklist as tool in research meant using checklist of some

partipants’ behaviours. Burns (2010) described observation checklist was one of

devices in quantitative research. The observation checklist consisted of some list

of behaviour. In this research, the researcher used observation checklist as the

research tools in gathering the data. Burns (2010) stated that “Observation

checklists are used in systematic or structured observation” (p. 62). This

observation was systematic or structured observation because the researcher

prepared the checklist of several behaviours before conducted the observation.

Schunk et al. (2008) argued that motivated students show their interest in

activities, worked diligently, felt self-confident, did the tasks, and performed well.

In this research, the researcher prepared 11 checklists of several students’

behaviours. Those several behaviours could be seen in table 3.1.

Table 3.1: Observation Checklist Based on Keller’ Theory (ARCS)

Criteria Students’ Behaviours Percentage

Attention Students enter to the class on time.

Students pay attention to the teacher’s explanation.

Students do the first task.

Students follow the learning instruction.

Relevance Students share their idea or experience during the

discussion.

Using the dictionary.

The students speak in English most of the time.

Confidence Students do the second task.

Students do the third task individually.

Students are active to answer and ask in reading

class.

Satisfaction The students can cooperate with other students in

working in a group.

The students show their enthusiasm in reading class.


42

There were some principles in observation. Burns (2010) also presented

some principles of observation in action research: focus, objective, reflective,

documented, evaluated, and re-evaluated. Burns (2010) stated focus means

seeking the specific information. Objective was observing all the research

participants not only person in research setting (Burns, 2010). Burns (2010)

explained documented was one of priciples in observation. According to Burn

(2010) documented was making notes or record of the specific information. The

last principle was evaluated and re-evaluated.

b. Field Notes

In this research, the researcher made field notes based on his/her

observation during implement the action. Field note was one of the instruments

which were usually used in observation. Ary et al. (2010) proposed,”Field note is

the most common method of recording the data collection during observation” (p.

431). Burns (2010) also added the idea about field notes. Burns (2010) stated not

all of the observation data in numeric; some of them were descriptive and

narrative. Using field notes in research needed some steps in organizing the notes.

Marshall and Rossman (2006) as cited in Ary et al. (2010) stated that in

organizing and note management, field notes contain what the researcher has seen

and heard: (1) descriptive part includes research setting, research participants’

reactions during the action, and some events which is done by the researcher and

research participants during the action, (2) reflective part includes the observers’


43

feelings or impression about the events, their comments on the research method,

decisions, and problem during the action.

4. Test

The researcher used a reading comprehension test. Ary et al. (2010) argued

that “Test is a set of stimuli presented to an individual in order to elicit responses

on the basis of which numerical scores could be assinged” (p. 201). This

instrument was used to measure the students’ comprehension skills. This test was

the achivement tests. Ary et al. (2010) added that “Achivement tests are used to

measure what individual have learned” (p. 201). The test were in the form of

essay and multiple choice questions that were related to the hortatory text which

given each of the meeting. In each meeting, the researcher gave a hortatory text

and an answer sheet to each student. They were given about twenty-thirty minutes

to read the whole hortatory text and also do the task. By doing the test the

researcher knew the students’ ability in reading. The result would determine

whether the use of authentic texts in studying English in order to encourage

students’ reading motivation was successful or unsuccessful.

E. Data Analysis Technique

In this research, the researcher used multiple sources of data in order to get

valid and reliable data. The researcher used the numeric data on : observational

checklist, students’ reading scores, and students’ result on questionnaire; and

descriptive data on field notes. In this research, the researcher used measures of


44

central tendency in calculating numeric data: obervational checklist result,

students’ reading test scores, and students’ responses on questionnaire. The

researcher used central tendency in order to get single scores that could give an

indication of the students’ reading motivation during the implementation of the

method. Ary et al., (2010) state the formula of central tendency. It could be seen

in figure 3.1.

X = mean

Ʃ = sum of

X = raw scores

N = number of cases

Figure 3.1: The Formula of Central Tendency

The researcher also used percentage in calculating the result of observation

checklist. Mertler (2012) stated that in using percentage, the number of students’

answers were divided by the number of respondents and then are multiplied by

one hundred for each response. The central tendecy formula was combined with

percentage which was used to obtain the percentage of students’ motivation on the

observation checklist. The formula of central tendency in percent for calculating the

result of the observation checklist could be seen in figure 3.2.

X

X


45

X = mean of motivated students in percentage

Ʃ = sum of numbers of motivated students

X = raw scores of the number of motivated students

N = number of present students

Figure 3.2: The Formula of Central Tendency in Percent for Calcukating

Observation Checklist

In this research, the researcher also used grouped data distribution in

presenting the result of observation checklist. Best (1981) stated that “Data can be

presented in frequency tables with different class intervals, depending on the

number and range of the scoress” (p. 223). The researcher classified the grouped

data distribution which was the result of observation checklist. In the previous

steps, the researcher grouped data in intervals of twenty five: <25%, 26%-50%,

51%-75%, and 76%-100%. The next step was classifying the data as four

categories of increasing motivation according to the class interval of the result of

the observation checklist: very low motivation (<25%), low motivation (26%-

50%), moderate motivation (51%-75%), and high motivation (76%-100%).

In this research, the field notes supported the observation checklist result.

The researcher used field notes as the description the real situation in the

classroom including students’ and teacher’s activities during the implementation

of the action. The results were used to know whether the implementation of the

method was successful or unsuccessful based on the observation results. The

X

X


46

researcher also gathered the students’ result on the questionnaire in order to know

the students’ responses on the implementation of the action research. The formula

that would be used to analyze the data from the questionnaire was in figure 3.3.

X = mean the number of the students who chose the option

Ʃ = sum of the number of the students who chose the option

X = raw scores of the number of the students who chose the option

N = number of students who was observed

Figure 3.3: The Formula of Central Tendency in Percent for Calculating

Questionnaire Results

In this research, the researcher also used grouped data distribution in

presenting the result of the students’ responses on the questionnaire. Best (1981)

stated that “Data can be presented in frequency tables with different class interval,

depending on the number and range of the scoress” (p. 223). In this research, the

researcher used closed ended questions. The researcher made 17 questions in the

questionnaire which consisted of students’about reading, students’ opinion about

using authentic texts in reading class, students’ opinion about teaching material

which was available in school, students’ opinion about teaching and learning

activities in teaching English, students’ opinion about using content based

instruction in reading class, students’ opinion about the teacher in reading class,

and students’ opinion and feeling in reading class.

X

X


47

In this research, the researcher used likert scales. The responses to the

items were measured by a Likerts type scale ranging from 1(strongly disagree) to

5 (strongly agree). The respondents would give their responses by choosing the

scales: strongly agree, agree, undecided, disagree, and strongly disagree. The

researcher classified the data as four categories of increasing motivation according

to the class interval of the students’ result on the questionnaire: very low

motivation, low motivation, moderate motivation, high motivation, and very high

motivation.

In order to know students’ improvement in reading, the researcher also

gathered the students’ result of the reading test and analyzed them to know their

progress in reading class. Based on the result of the students’ comprehension task,

the researcher gathered the mean scores and percentage of the students whose

mark pass the Englih minimum passing mark (MPM), 76. In order to gather the

mean scores of each meeting, the researcher divided the sum of the students’

scores by the numbers of the students in the classroom. The formula which was

used to obtain the average mark of the students’ comprehension task could be

seen in figure 3.4.

X = mean scores

Ʃ = sum of the number of the students’ scores

X = raw scores of the students’ scores

N = number of students in the classroom

Figure 3.4: The Formula for Calculating Mean Scores

X

X


48

In order to obtain the classroom percentages of the students whose scores passed

the MPM, the researcher divided numbers of the students whose scores above 76

by the numbers of the students in the classroom. The result then was multiplied by

one hundred percent. The formula for calculating the students who passed the

MPM could be seen in figure 3.5.

X = percentage of numbers of students whose scores above 76

Ʃ= sum of the number of students whose scores above 76

X = raw scores of the students’ mark whose scores above 76

N = number of students in the classroom

Figure 3.5: The Formula of Central Tendency in Percent for Calculating the

Students Who Pass the MPM

F. Research Procedure

In this research, the researcher conducted several steps in conducting

classroom action research. The first, the researcher conducted preliminary

information gathering to identify the problem faced by the students in SMA Negeri

I Kasihan Bantul. The researcher conducted a classroom observation and

interview with an English teacher in SMA Negeri I Kasihan Bantul. The next step

was asking permission to do research. As previously stated in this research, the

researcher conducted classroom action research. The researcher would like to help

the students to overcome their problem in reading. Burns (2010) stated “The goals

X

X


49

that stand out in action research are connected more broadly to conducting

research ethically” (p. 33). Bell (2010) added, “It is important to plan and carry

out a small piece of research with the permission of head of departement,

headteacher of a school or an administrator” (p. 44). Therefore, the researcher

asked permission to do research in class XI IPA 1 in BAPPEDA (Regional

Development Planning Board) Bantul and in SMA N I Kasihan Bantul.

After getting the permission letter the researcher did the research. In this

steps, the researcher implemented classroom action research (CAR) which was

based on Kemmis and McTaggart’s model. The characteristic of this model was

action and observation was done at the same time. Kemmis and McTaggart

explained that cycle using the picture, Kemmis and McTaggart (1988) described

the cycles of action research was in figure 3.6.

Figure 3.6: Kemmis and McTaggart’s Model of Action Research

The first stage was planning the research. In this stage, the researcher

prepared all the materials and instruments needed in conduct an action (Ary et al.,

2010). The second stage was acting and observing the implementation (Kemmis


50

& McTaggart, 1988). In this stage, the researcher implemented content based

instruction (CBI) and authentic texts in teaching reading. Two observers observed

the action of implemenation while filling the observation checklist. The last stage

was reflecting. In the last stage, the researcher read all the data which was

gathered from two observers and also data from the students’ answer on

questionnaire and then analyzed them in order to make reflection on how went

well and what needed to be improved in cycle two (Ary et al., 2010).

The next step was reporting. In this stage, the researcher reported the result

of the research which was done in SMA N 1 Kasihan Bantul in the form of

description. The researcher also made a conclusion of the use authentic texts in

teaching English in SMA I Kasihan Bantul. The researcher made conclusion

whether this method was helpful the students to motivate their reading motivation

or unhelpful.


51

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the research process and its findings about the

implementation using authentic texts in teaching English in SMA N I kasihan

Bantul were discussed. The research process focused on the steps of the research

and the findings were related to the results of the action implemented in this

research. In this chapter, the researcher divided the process into two parts. The

research process described the cycles of action research. The first part was cycle

one and the second part was cycle two. Each cycle consisted of planning, action

and observation of implementation, and reflection. Each of the cycles was two

meetings. The researcher conducted Kemmis and McTaggart’s model of

classroom action research which the action and observation were done at the same

time (Kemmis & McTaggart, 1988).

The findings presented the outcome after the researcher implemented the

action. They were related to the encouraging of the students’ reading motivation.

The researcher presented the results of the research of using authentic texts in

teaching English in SMA N I Kasihan Bantul. The findings were related to the

students’ motivation in reading using authentic texts and content-based instruction

(CBI). The researcher used the results of questionnaire analysis, observational

sheet analysis, field notes analysis and students’ reading scores analysis in

generating the research findings.

51


52

A. Research Process of Classroom Action Research

In this research, the researcher tried to find an action to encourage the

students’ reading motivation in studying English. Authentic texts were chosen to

encourage the students’ reading motivation in XI IPA I of SMA Negeri I Kasihan

Bantul. Authentic texts provided real-life contents. Authentic texts also provided

pleasure and information of the recent issue (Farrell, 2009). Authentic texts also

developed reading skill for daily purpose such as reading newspaper or magazines

(McNeil et al., 1980). The teachers might use authentic texts as the teaching

media in order to train the students to be accustomed to English articles (Khoo,

1981).

In this research, the researcher conducted two cycles of classroom action

research. Each cycle consisted of planning, action and observation, and reflection.

The researcher conducted Kemmis and McTaggart’s model of classroom action

research which the action and observation were done at the same time (Kemmis &

McTaggart, 1988). Based on the research background which was stated in chapter

1 the researcher planned to encourage students’ reading motivation using

authentic text in studying English. Before the researcher conducted a research, the

researcher had to get permission to do the research from SMA N I Kasihan Bantul

and BAPPEDA (Regional Development Planning Board) Bantul (Burns, 2010 &

Bell, 2010).

This research was classroom action research which consisted of four steps

namely: planning, action and observation, and reflection (Kemmis & McTaggart,

1988). Those steps were a part of a cycle. Planning was done in order to prepare


53

everything for teaching and learning activity (Ary et al., 2010). This step was also

done before the researcher conducted action implementation. In this research, the

researcher used Kemmis and McTaggart’s model of classroom action research

which action and observation were done at the same time during the action

implementation (Kemmis & McTaggart, 1988). In the reflection step, the results

of the action would be evaluated and reflected by the researcher to figure out

whether the action implementation could encourage the students’ reading

motivation (Ary et al., 2010).

The implementation using authentic text in order to motivate the students

in studying English was conducted from April until May 2014. In this research,

one cycle consisted of two meetings. In practice, one meeting took 90 minutes. In

this research, the researcher passed two cycles. The researcher taught four

meetings in order to find the improvements of the students’ reading motivation in

studying English.

1. Preliminary Information Gathering

The researcher conducted preliminary information gathering in order to

identify the problem faced by the students in SMA Negeri I Kasihan Bantul in

studying English (Mills, 2011). The researcher conducted observation and

interview as the preliminary information gathering in 18 March 2014 (Mertler,

2012). The researcher used observation checklist as the instrument in observation

of the preliminary information gathering. The participants of classroom

observation were all the students of XI IPA I of SMA Negeri I Kasihan Bantul,


54

theere were 30 students. Actually, there were 32 students but 2 students did not

come because they were sick. The researcher tried to know the students’

motivation during the reading activities. The researcher also gathered the data

preliminary information gathering by conducting an interview with an English

teacher of SMAN I Kasihan Bantul. The data of observation result could be seen

in table 4.1.

Table 4.1: Observation Checklist Result of Preliminary Information

Gathering

Criteria Students’ Behaviours Percentage

Attention Students enter to the class on time. 76.7%

Students pay attention to the teacher’s explanation. 83.4%

Students follow the learning instruction. 70%

Relevance Students share their idea or experience during the

discussion.

40%

Using the dictionary. 16.7%

The students speak in English most of the time. 20%

Confidence The students can cooperate with other students in

working in a group.

80%

Students do the tasks given by the teacher seriously. 66.7%

Students are active to answer and ask in reading

class.

60%

Satisfaction The students show their enthusiasm in reading class. 66.7%

Based on table 4.1 the researcher could identify the problem during the

reading class using the observation checklist result based on Keller’s theory.

There were three elements in motivation: attention, relevance, confidence, and

satisfaction. First, the researcher analyzed the first element of observation

checklist results which was attention. There were three students’ behaviours that

showed the attention. The percentage of the students who entered to the classroom

on time was 76.7%. Most of students (83.4%) paid their attention to the teacher’s


55

explanation during the lesson. Most of the students (70%) also followed the

learning instruction during the lesson.

Second, the researcher analyzed the second element of observation

checklist results which was relevance. There were three students’ behaviours that

showed the relevance. The percentage of the students who shared their idea or

experience during the discussion was 40%. Based on the interview results with an

English teacher who taught this class, the students would share their idea or

experience when the topic was interesting and also familiar. The percentage of the

students who opened the dictionary to answer the unfamiliar words was 16.7%.

Based on the interiew results, most of the students preferred to ask their friend.

Some of the students also using their cell phone to answer the unfamiliar words

but not all the student could access that dictionary in their cell phone. Some of

them borrow their friend cell phone. This situation created the classroom

condiction was not conducive. The percentage of the students who spoke in

English most of time during the lesson was 20%. The teacher also added that

some of the students had limited vocabulary.

Third, the researcher analyzed the third element of observation checklist

results which was confidence. There were three students’ behaviours that showed

the confidence. The percentage of the students who could cooperate with others

students in working in a group was 80%. The percentage of the students who did

the tasks given by the teacher seriously was 66.7%. Based on the interview result,

some of the students did not do the tasks seriously. They discussed the answer

with others although they did the individual tasks. The percentage of the students


56

who were active to ask and answer during the lesson was 60%. Based on the

interview results, most of the students more active to ask and answer in other

activities such as in speaking and listening activities.

The researcher analyzed the last element of the observation checklist. The

last element of the observation checklist was satisfaction. There was one students’

behaviour that showed the satisafction. The percetage of the students who showed

their enthusiasm during the reading activities was 66.7%. The teacher added that

most of the students would showed their enthusiasm when the teacher chose the

interesting topic or implemented interesting activities.

2. Cycle One

The researcher conducted the first cycle in April 2014. The participants

were all of the students in XI IPA 1, there were 30 students. Actually, there were

32 students, but 2 students did not come because they were sick in the first

meeting of cycle one and 4 students did not come because they were sick in the

second meeting of cycle one. The first cycle was conducted in two meetings. First

meeting was in April 24, 2014. Meanwhile, the second meeting was conducted in

April 26, 2014.

Each meeting of the research consisted of three stages, namely: planning,

action and observation and reflection (Kemmis & McTaggart, 1988). In this

research, action and observation were conducted at the same time. When the

action was implemented, the observer observed what was going on during the


57

implementation. The observation result would be used as the reflection for the

next cycle.

a. Planning

This step was done after the researcher found the problem faced by the

students of XI IPA I class in SMA N I Kasihan Bantul. The main focus of this step

was preparing a good technique to motivate the students in studying English

especially in reading class which would implement in action step (Ary et al.,

2010). The action was planned based on the problem which was identified in

order to overcome the problem (Kemmis & McTaggart, 1988). The researcher

also discussed the teaching material with the English teacher to find appropriate

material which could motivate the students in studying English especially in

reading class. The main problem in this research was students’ motivation.

Students had low motivation in reading so the researcher planned to use authentic

texts in order to motivate the students in studying English especially in reading

class.

In this research, the researcher focused on hortatory exposition as the

teaching material. The researcher decided to use English magazine which was one

of the authentic materials (Khoo, 1981). In English magazines especially in

opinion column, there were hortatory exposition articles (Kistono et al., 2007).

The researcher would use hortatory exposition articles which were taken from

Dialogue magazines.


58

The researcher also made plan of teaching and learning activities based on

standard compentence and basic competence of KTSP (Ary et al., 2010). The

researcher designed lesson plan based on the basic competence and standard

competence for Senior High School grade XI in curriculum 2006 (KTSP). The

genre of the text was hortatory exposition, included reading as the skill and the

time allotment was 90 minutes (Muslich 2007 & Sanjaya 2010).

The main step in making lesson plan was deciding the basic competence

and the standard competence (Prayitno, 1989). The Department of Education had

designed the basic competence and standard competences for English subject at

eleventh grader. Based on the standard competence, the students were expected to

understand the meaning of essay text in the form of narrative, spoof, and hortatory

exposition in the context of daily life. Based on the basic competence, the students

were expected to respond the meaning and rhetoric steps in the simple essay text

using written language accurately, fluency, and acceptably in the context of daily

life in the form of narrative, spoof, and analytical exposition.

After deciding the standard competence and basic competence, the

researcher determined the indicators (Prayitno, 1989). The indicators were divided

into cognitive, affective, and psychomotor. In the cognitive aspects, the students

were expected to recognize hortatory exposition text, identified the language

features, and the generic structure of hortatory exposition. In the affective aspects,

the students were expected to work together in a group. In the psychomotor

aspects, the students were expected to answer some questions which was related

to hortatory exposition text using correct simple present tense.


59

The researcher also planned to provide some questions, pictures, and also

short videos to build the students’ idea and knowledge about the topic of this

meeting (Williams, 1984 as cited in Hedge, 2014). There were some techniques in

order to encourage students’ motivation especially when the teacher opened

teaching-learning activity. The effect of motivation in learning and performance

was the important factor on successful of the learning. Prayitno (1989) argued that

attracting the students’ interest about the topic was one of the ways in order to

motivate the students in teaching-learning activity. Gooding and Woolfolk (1987)

also had the same idea that using students’ interest in lesson was one of general

motivational approaches. The researcher tried to choose sexual harrasment as the

topic in the first meeting and addiction among the teenagers as the topic in the

second meeting. This topic was the recent issue of the following time (Farrell,

2009). The researcher tried to encourage the students’ reading motivation using

this topic (Prayitno, 1989). Using the recent topic in this meeting would give great

advantages for the students especially for increase the students’ knowledge

(Rivers & Temperly, 1978 as cited in Hedge, 2014). The lesson plan was divided

into three main parts: pre-learning activities, main learning activities, and post

learning activities (Richards, 1990 as cited in Farrel, 2009).

In order to implement the material, the researcher used Content Based

Instruction. Krahnke (1987) defined that content based instruction as teaching of

content or information in language teaching which did not teach the language

directly but it used the content to teach the language. The researcher thought that

using content based instruction would give both of language skill and content.


60

Larseen-Freeman and Anderson (2011) stated that the goal of using content based

instruction as the teaching method was the students could master both of language

and content. The researcher hoped that using this teaching method the student

would had better reading skill and also encourage their knowledge using the

content. The students would master in learning hortatory exposition and also the

content in hortatory exposition text which was taken from Dialogue magazines.

b. Action

The researcher divided the action into two meetings. The first meeting was

conducted in April 24, 2014 and the second meeting was conducted in April 26,

2014. Each meeting consisted of ninety minutes. While conducting the action, the

observers observed the class situation (Kemmis & McTaggart, 1988). Two

observers sat on the back row and observed the class based on the observation

checklists.

This action was conducted in the meeting on Thursday, April 24th

, 2014 in

ninety minutes. In this stage, the researcher implemented what has been planned

in the planning stage (Ary et al., 2010). In the pre-learning activities, the

researcher checked the students’ readiness to take the lesson. The researcher

greeted the students friendly. After greeting them, the researcher checked their

presence by calling their names one by one. The researcher asked them about the

material in previous meeting (Williams, 1984 as cited in Hedge, 2014). Then, the

researcher told them that the material was different from the previous meeting.

The researcher also motivated the students by telling the objective of the lesson


61

(Prayitno, 1989). It was true that in teaching reading the teacher should explain

the clear purpose and encourage their motivation to learn.

The first activity was discussion the topic of the text (Williams, 1984 as

cited in Hedge, 2014 & Prayitno, 1989). The researcher used power point to

display the picture in order to conduct the discussion of the topic. In the main

learning activities, the researcher asked the students’ opinion about hortatory

exposition orally (Richards, 1990 as cited in Farrel, 2009). The students discussed

the answer in pairs before answering the teacher. After that, the researcher and the

students discussed hortatory exposition. The researcher added some explanations

of hortatory exposition text and its generic structure using simple word in order to

help students in understanding the material. The researcher explained the material

slowly in order to be understood clearly by every student.

The next activity was vocabulary building (Hedge, 2014). The researcher

divided the students into five until six students in a group (Gooding & Woolfolk,

1987). The researcher distributed the first task to each group and explained shortly

what they were supposed to do in group (Gooding & Woolfolk, 1987). The first

task was crossword puzzle, the words was taken from the hortatory exposition text

which would be read in the next activity (Gooding & Woolfolk, 1987 & Farrel,

2009). The task was conducted in order to enhance the students’ vocabulary.

In the second activity of the main learning activities, the students should

do the individual task in order to know the students’ ability in reading (Schunk et

al., 2008). The researcher distributed the hortatory exposition text and also

explained to the students to do the task which was related to the text (Gooding &


62

Woolfolk, 1987). The teacher asked the students to read the text and find the some

information and also main idea (Kustaryo, 1988; Khoo, 1981 & Shepherd, 1978

as cited in Simanjuntak, 1988). After all of the students did the last of main

activities, they were asked to discuss answer of the last main activities (Williams,

1984 as cited in Hedge, 2014).

In the post-learning activities, the researcher reviewed the materials by

asking the students to retell the main idea of the hortatory exposition text and also

asked their opinion about the teaching material and method of this meeting

(Williams, 1984 as cited in Hedge, 2014). The researcher also gave the chance to

the students to ask some questions which was related to the teaching-learning

activities of this meeting. Then, the researcher and the students summarized all the

material in this meeting. After that, the researcher ended the class.

The second meeting of the first cycle was conducted on Saturday, April

26th

, 2014 in ninety minutes. In this stage, the researcher implemented what had

been planned (Ary et al., 2010). The researcher divided the activities in to three

main activities namely pre learning activities, while learning activities and post

leraning activities (Williams, 1984 as cited in Hedge, 2014 & Richards, 1990 as

cited in Farrel, 2009).

In the pre learning activities, the researcher greeted the students and asked

who was absent in this meeting. The next activity in pre learning activities was

discussing the topic (Williams, 1984 as cited in Hedge, 2014). The researcher

asked the students to guess the topic of this meeting using video and also asked

the students to give written comments about the video (Prayitno, 1989). The topic


63

of this meeting was addiction. The researcher played the video of cellphone

addiction in order to attract the students’ interest about the topic (Gooding &

Woolfolk, 1987). This topic was more common in students’ daily life. This topic

also more common than previous topic in the first meeting of cycle one. Prayitno

(1989) argued there were three ways in order to motivate the students in

classroom activity. One of them was attracting the students’ interest about the

topic. There were some ways in order to attract the students’ interest about the

topic: asking the students some questions which is related to the topic, telling

them about the recent news or issue which was related to the topic and explained

the importance about the topic. The purpose of asking the sudents to watch the

video was to encourage the students’ interest about the topic of this meeting.

Larseen-Freeman and Anderson (2011) stated theme of the content could be

chosen based on students’ interest such as popular music, sport, and others. Using

interesting material based on the students’ needs and interest was the main point

in encourage the students’ in learning motivation. Using interesting topic was the

intrinsic motivation.

After watching a short video which was related to the topic, the researcher

asked the students to give written comments about that video. In this part, the

researcher hoped that the students would express their idea or experience which

was related to the video in written comments. Richards (1990) as cited in Farrel

(2009) stated that there were seven principles in developing lesson plan for a

reading class. One of them was doing some activities which allow the students to

express their own experience in reading class. After discussing the topic of the


64

meeting, the researcher asked the students to pay attention because the researcher

would read some rules for them (Gooding & Woolfolk, 1987). In the rules, the

researcher asked the students to come on time to the class, to speak English

during the English class and to be active students during in teaching and learning

activities in English class. The researcher also asked them to respect everyone

who was talking.

In the main activities, the researcher conducted the information gaps in

order to encourage the students’ motivation (Gooding & Woolfolk, 1987).

Information gap was activities that gave the students challenging work and also

allow the students to express their idea (Gooding & Woolfolk, 1987). Before the

teacher and students did this activity, the teacher gave the instruction about the

rules of information gaps. “An information gap exists when one person in an

exchange knows something the other person does not” (Johnson & Morrow, 1981

as cited in Larseen-Freeman & Anderson, 2011, p. 122).

Then, as the first activity of the main activities, the researcher asked the

students to do the information gaps activity. Before the students did the first

activity, the researcher explained the rules of the information gaps (Gooding &

Woolfolk, 1987). In this activity, the researcher planned to divide the students into

four big groups. There were 28 students in this class. Each big group consisted of

seven students. Each of big groups got the different text. The first big group got

text and some questions about drugs addiction. The second big group got text and

some questions about smoking addiction. The third big group got text and some

questions about alcohol and eating addiction. The last group got text and some


65

questions about shopping addiction. The researcher would distribute the text and

also the task for each student. The researcher asked them to read the text and do

the task in big group. After they finished reading and doing the task, the

researcher asked them to create the small group which consisted of the members

of each big groups. In the small group, each members who came from different

big groups should share their text by retelling the text to other group members.

The second of main learning activities, the researcher built the students

vocabulary using task fill in the blank (Hedge, 2014 & Brown, 2004). The

researcher prepared the task and also the list of vocabulary which could help the

students in doing in this activity. This activity was the group activity, the

researcher asked to do this activity in the small group which was made in the first

main learning activities. There were many problems that affect the students’

reading motivation in reading class. Kustaryo (1988) stated reading in our own

language were easier than learning other languages. Reading in our language was

easier because we had mastered the vocabulary and the structure of our language.

The last of the main learning activities was reading activities. Simanjuntak

(1988) defined that “Reading is the process of putting the reader in contact and

communication with ideas” (p. 3). Kustaryo (1988) also added that reading was an

activity of recognition of the various written symbols which contained of

knowledge, information, and ideas. The researcher used authentic texts which

were taken from Dialogue magazines as the teaching media. The text which taken

from English magazine was hortatory exposition text which the title was Pay the

Price (Khoo, 1981). In this task, the researcher prepared some questions which


66

were related to the text. Those questions were prepared to help the students in

doing the skimming as the reading technique in this meeting. The teacher gave

five questions about the main information of the hortatory exposition text which

was given by the teacher (Kustaryo, 1988). The student should answer the

question by answering in short essay. This activity was individual activity.

In the post learning activities, the researcher reviewed what they have

learned in this meeting by asking them some questions related to the hortatory

exposition text (Williams 1984 as cited in Hedge, 2014). Then, the researcher

asked the students to answer the questionnaire of the cycle one. The researcher

distributed the questionnaire of cycle one in order to know the students’ responses

about the action of using authentic texts in order to encourage the students

motivation in reading class (Schunk et al., 2008).

c. Observation

The researcher divided the action into two meetings. The first meeting was

conducted in April 24, 2014 and the second meeting was conducted in April 26,

2014. Each meeting consisted of ninety minutes. While conducting the action, the

observers observed the class situation (Kemmis & McTaggart, 1988). In this

research, the researcher employed two observers. Two observers sat on the back

row and observed the class based on the observation checklists. The researcher

also made field notes which would be as the description on what was the real

situation in the classroom including students’ and teacher’s activities when

teaching and learning was conducted (Ary et al., 2010). The results were used to


67

know whether the implementation of the method was successful or unsuccessful

based on the observation results, students’ test scores, and questionnaire.

The researcher conducted the action into two meetings. The first meeting

was conducted in April 24, 2014 and the second meeting was conducted in April

26, 2014. The researcher also conducted observation at the same time (Kemmis &

McTaggart, 1988). Based on observation checklist, there were some elements that

observers had to be observed. Those elements were students’ attention toward the

lesson, students’ relevance toward the lesson, students’ confidence toward the

lesson and students’ satisfaction toward the lesson (Keller, 1987). The results of

observation checklist could be seen in table 4.2.

Table 4.2: Observation Checklist Result of Cycle One

Criteria Students’ Behaviours Percentage in

Meeting 1

Percentage in

Meeting 2

Attention Students enter to the class on time. 80% 100%

Students pay attention to the

teacher’s explanation.

100% 100%

Students do the first task. 50% 100%

Students follow the learning

instruction.

100% 100%

Relevance Students shared their idea or

experience during the lesson.

26.7% 100%

Using the dictionary. 20% 32.2%

The students speak in English most

of the time.

16.7% 21.4%

Confidence Students do the second task. 80% 89.3%

Students do the third task

individually.

40% 35.7%

Students are active to answer and

ask in reading class.

30% 64.3%

Satisfaction The students can cooperate with

other students in working in a

group.

40% 85.7%

The students show their

enthusiasm in reading class.

100% 92.8%


68

First, the researcher analyzed the first element of the observation checklist

results which was students’ attention toward the lesson. Based on observation

checklist results showed that from four statements that showed the attention. The

percentage of the students who entered class on time increased from 80% in first

meeting to 100% in the second meeting in the first cycle. All of the students also

followed the learning instruction. The researcher also made note about the

students’ readiness to join the lesson.

Most of the students were ready to join the lesson but some of them still

did other activities. Some of the students also came late to the class (field

notes of first meeting in cycle one).

All of the students paid attention to the teacher’s explanation both of in the first

and second meeting in the first cycle.

There was one statement that showed the improvement of the students’

attention toward the lesson. The percentage of the students who did the first task

increased from 50% (first meeting of cycle one) to 100% (second meeting of cycle

one). Based on the observation checklist results, the researcher drew the

conclusion that most of the students’ did the activities that showed attention

toward the lesson.

Second, the researcher analyzed the students’ behaviours that showed the

relevance toward the lesson. Based on the observation checklist results, there were

two statements that showed the motivation improvement. The researcher recorded

the students who shared their idea or experience during the lesson in field notes.


69

Most of the students spoke in Bahasa Indonesia when they asked and

answered the questions (field notes of first meeting in cycle one).

The first statement showed that the percentage of the students who shared their

idea or experience during the lesson increased from 26.7% (first meeting of cycle

one) to 100% (second meeting of cycle one). The second statement showed that

the percentage of the students who opened the dictionary during the lesson

increased from 20% (first meeting of cycle one) to 32.2% (second meeting of

cycle one). The percentage of the students who spoke English during the lesson

was 16.7% in first and 21.4% second meeting of cycle one.

Third, the researcher analyzed the students’ behaviours that showed the

confidence toward the lesson. There was one statement of three statements that

showed the students’ confidence toward the lesson increased in cycle one. The

first and second statements showed the the percentage of the students who did the

second task was static. The percentage of the students who did the second task

increased from 80% (first meeting of cycle one) to 89.3% (second meetig of cycle

one). The second statement showed that the percentage of the students who did

the third task was 40% (first meeting of cycle one) and 35.7% (second meeting of

cycle one). The researcher also made notes about the students who did the third

task.

Most of the students did not obey the teacher’s instruction in doing the

third task. The third task was individual task but most of the students did

not do the task individually. Most of them discussed the answer with

others (field notes of first and second meeting of cycle one).


70

The last statement showed the students’ motivation improvement. The percentage

of the students who were active to ask and answer during the lesson increased

from 30% (first meeting of cycle one) to 64.3% (second meeting of cycle one).

Fourth, the researcher analyzed the students’ satisfaction towards the

lesson. There were two statements that showed the students’ satisfaction towards

the lesson. The first statement showed that the percentage of the students who

could cooperate with other students in working in group increased from 40% (first

meeting of cycle one) to 85.7% (second meeting of cycle one). The researcher

also recorded the students’ enthusiasm during the lesson.

Most of the students showed their enthusiasm during the lesson especially

when the teacher conducted the discussion about the topic (field notes of

the first and second meeting of cycle one).

The percentage of students who showed their enthusiasm during the lesson was

100% (first meeting of cycle one) and 92.8% (first meeting of cycle one).

The researcher compared the reading test result of first and second meeting

in cycle one to know their improvements in reading class. We could not deny that

motivation plays vital role in students’ achivevement. The stronger motivation

gave great effect on students’ learning result. Schunk et al. (2008) argue that

motivated students showed their interest in activities, worked diligently, felt self-

confident, did the tasks, and performed well. Unmotivated students showed their

poor performance. Highly motivation students could reach the good result in the

class. Most of the students made improvements on their reading test. It could be

seen in figure 4.1.


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Figure 4.1: The Students’ Reading Scores in Cycle One

Based on the figure 4.2 moreover, the average scores reduced. In the first meeting

in cycle the average scores was 9.2. In the second meeting of cycle one was 8.76.

The average scores reduced from 9.2 to 8.76. The maximum scores which got by

the students in meeting one and two was same, it was 10. The students made

better improvements, the minimum scores which got the students in meeting one

was 6.25. It increased from 6.25 to 7 in the second meeting.

Figure 4.2: The Students’ Progress in Reading in Cycle One

0

2

4

6

8

10

12

14

6.25 7 8 8.5 8.75 9 9.5 10

Meeting 1

Meeting 2

0

2

4

6

8

10

12

Average Score

Maximum Score

Minimum Score

Meeting 1

Meeting 2


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In the second meeting, the number of students who passed the MPM

increased than in the first meeting. In the first meeting there were 30 students who

attended this reading class. There were five students who did not pass the MPM.

Based on the result of the students’ comprehension task, the researcher gathered

the mean scores and percentage of the students whose mark pass the English

minimum mark (MPM), 76. In order to gather data on students’ mean scores of

each meeting, the researcher divided the sum of the students’ scores by the

numbers of the students in the classroom. In the first meeting the percentage of

the students who passed the MPM was 83.4% and in the second meeting were

85.7%. It was better improvements. That improvement could be seen in the

picture in figure 4.3.

Figure 4.3: The Percentage of the Students Progress in Reading in Cycle One

Based on MPM

In this stage, the researcher also presented the students’ responses on

questionnaire. There were seven main points in the students’ responses on the

questionnaire.The first point was about students’ opinion about reading. Most of

82 82.5

83 83.5

84 84.5

85 85.5

86

Percentage of The

Students Who Passed

MPM

Meeting 1

Meeting 2


73

the students stated undecided about reading the English reading. The proof was

46.4% of the students undecided that they often read the English reading and there

were only 42.8% of the students who supported that they were often to read

English reading. They also viewed that English reading had many types. The

percentage of the students who had view that English reading had many types was

32.2%.

The second point of the main point in students’ responses on questionnaire

was students’ opinion about using authentic text in reading class. The first was

about the response about English source. There were only (32.2%) stated that

there were many sources of English sources. It could be found in else where. The

second response was using authentic text as the teaching media in reading class.

There were only 25% who supported that authentic text was good teaching media

in reading class. Most of them stated undecided about using authentic in reading

class. Using authentic media also could increase the students’ reading motivation.

The percentage of the students who had this view was about 53.6%. Using

authentic text in reading class also could increase their knowledge. The

percentage of the students who stated that using authentic text could increase their

knowledge was about 75%.

The third point was about the students’ responses about reading source

which available in school. There were only 60.7% of the students who stated that

school has prepared enough reading sources. The fourth point was about the

activities in reading class. Most of the students (71.4%) stated that there were

various interesting activities in reading class.


74

The fifth point in the questionnaire was about teaching using content-based

instruction in reading class. Half of the number of the students (50%) viewed that

using CBI in reading class was fun teaching method. There were 60.7% of the

students also supported that using CBI could increase their knowledge in reading

class. The main point of this response was more than half of the number of the

students in reading class (53.6%) stated that using CBI could attract their

motivation in reading class.

The sixth point of the responses in the questionnaire was about students’

opinion about teacher’s performance in reading class. There were 35.7% who

stated that the teacher spoke using simple language instruction in reading class.

The students also viewed that the teacher gave the good response in reading class.

The percentage of the students who viewed that teacher gave good response in

reading class was about 50%. Most of the students also stated that teacher could

conduct interesting discussion in reading class. There were 82.2% of the students

who agreed that teacher could counduct interesting discussion in reading class.

The last point in questionnaire responses was about the students’

performance in reading class. There were 46.4% stated that they were active in

reading class. They (42.8%) of them also stated that they took notes in reading

class. They took notes of important information in reading class. Most of them

(71.4%) stated that they felt satisfied in reading class.


75

d. Reflection

In this part, the researcher reflected on how went well and what needed to

be improved during the implementation second meeting (Ary et al., 2010). The

researcher used the result of the data from observation checklist, field notes,

students’ scores, and questionnaire to make reflection. In reflection, the researcher

evaluated what had been successful and what had to be improved.

Based on the implementation in the first cycle and the result of observation

checklist, field notes, students’ scores and questionnaire, the researcher drew the

conclusion that the use of authentic text increased the students’ motivation in

studying English especially in reading. Although the use authentic text had

increased the students’ motivation, there were some points that had to be

improved in the second cycle in order to get the better result of the students’

motivation in studying English. Based on the research findings the researcher

divided some importants points into two main parts: the weaknesses and the

strengths of the action in cycle one. Those importants points could be seen in table

4.3.

Table 4.3: The List of Weaknesses and Strength in Cycle One

Weaknesses Strengths

Not all the recent topic was common

topic among the students.

Using pictures and short video was

helpful the researcher in discussing the

topic in pre-learning activities.

Most of the students did not bring the

dictionary.

Giving the new task type which was

crossword puzzle of vocabularies

among the students was helpful in

vocabulary building.

Grouping the students into five until six

students in a group was not effective.

Information gaps was the activity which

helpful in encouraging the students to

read the text and speak in English.


76

Most of the students spoke in Bahasa

Indonesia.

Giving equal questions in reading task

was needed in order to help the students

in understanding the content of the

hortatory exposition text and also recall

their understanding about hortatory

exposition.

Giving questions which was related to

the understading of hortatory exposition

text was needed in order to recall the

students’ understading of that text.

Skimming was effective reading

technique in this class.

Most of the students did not like to

share their opinion in written

comments.

Most of the students preferred speaking

than writing the comments.

The researcher chose the recent topic of that time which was sexual

harassment and addiction among the teenagers as the topic of the texts in the first

cycle (Prayitno, 1989). Using the recent topic was not always effective. In cycle

one, the researcher found that most of the students stated that the topic was not

common in their live. The effect of the uncommon was the difficulties in

conducting the discussion about the topic. Although the topic was uncommon

among the students, the researcher tried to conduct the discussion using the

pictures and videos (Williams 1984 as cited in Hedge, 2014). The use of pictures

and videos was helpful in conducting uncommon topic. The students also showed

their enthusiasm during the discussion using the pictures and videos although the

topic was uncommon.

Hedge (2014) stated vocabulary was main component of reading ability.

Most of the students faced the difficulties in reading. Most of them had the same

problem. They had limited vocabulary. The researcher gave the new activities in

building the students’ vocabulary. The researcher used contrast, explanations, and


77

definition in order to help the students to build their vocabulary (Farrel, 2009).

This technique was helpful during the lesson.

Richards (1990) as cited in Farrel (2009) stated that doing some activities

that allowed the students to express their own experience in reading class was one

of the principles in developing the lesson plan. Most of the students tried to share

their idea or experience in discussing the topic although they spoke in Bahasa

Indonesia. They also preferred to give their comment orally than written.

The researcher used some the weaknesses and the strengths of the action in

cycle one to improve the implementation in cycle two. Those importants points

helped the researcher in improving the teaching method in order to encourage the

students’ motivation in studying English (Kemmis and McTaggart, 1988). The

researcher revised some points in order to improve the students” motivation in the

next cycle.

3. Cycle Two

The first cycle was conducted in May 2014. The participants were all the

students in XI IPA 1, they were 30 students. Actually, there were 32 students but 1

student did not come because they were sick in the first meeting of cycle one and

4 students did not come because they were sick in the second meeting of cycle

one. The second cycle was conducted in two meetings. The first meeting of the

second cycle was conducted on Thursday, May 8th

, 2014 and the second meeting

was conducted on Saturday, May 10th

, 2014. The researcher made some


78

improvements on the teaching and learning process based on the reflection of the

first meeting. The time allocation for the second meeting was 90 minutes.

a. Planning

In this part, the researcher made plans after reflect on what well and what

needed to be improved during the implementation of cycle one. Richards (1990)

as cited in Farrel (2009) stated that there were seven principles in developing

lesson plan for a reading class: using interesting reading materials, making

reading as the major activity in reading class, having specific objective of each

lesson, doing some activities which allowed the students to express their own

experience in reading class, focusing the teaching instruction, dividing the lesson

into pre, during and post reading activities, and choosing appropriate reading

materials.

In this meeting the researcher chose heroes and idol as the topic in the

meetings of cycle two. This topic was more common in students’ daily life. This

topic also more common than previous topic in the first meeting and the second

meeting of cycle one. Prayitno (1989) argued there were three ways in order to

motivate the students in classroom activity. One of them was attracting the

students’ interest about the topic. There were some ways in order to attract the

students’ interest about the topic: asking the students some questions which is

related to the topic, telling them about the recent news or issue which was related

to the topic and explained the importance about the topic. The researcher planned

to discuss the topic using the video.


79

The researcher planned to divide the activities into three main activities:

pre learning activities, main learning activities and post learning activities

(Williams, 1984 as cited in Hedge, 2014). For pre learning activities, the

researcher prepared a short video for the students as warming up activity and also

the media for discussing the topic. The researcher chose video about CNN Heroes

from Indonesia who was the founder of Roslin orphange house. This video was

about the history of the Roslin Orphange house which was built by Budi Suhardi.

The topic of the first meeting was modern heroes and the topic of the second

meeting was idol. The purpose of asking the sudents to watch the video was

encouraging the students’ interest about the topic of this meeting. Larseen-

Freeman and Anderson (2011) stated theme of the content could be chosen based

on students’ interest such as popular music, sport and others. Using interesting

material based on the students’ needs and interest was the main point in

encourage the students’ in learning motivation. Using interesting topic was the

intrinsic motivation. Murray (1964) defined that intrinsic motivation was “The

term refers to the internal process that goads a person into action” (p. 8-9). Ryan

and Deci (2000) stated intrinsic motivation was “an action which is done based

on satisfactions rather than consequence” (p. 56). After watching a short video

which was related to the topic the researcher asked the students to give comments

about that video orally. In this part, the researcher hoped that the students would

express their idea or experience which was related to the video in their comments

orally. The researcher also gave the some questions to help the students to

express their idea about the topic. Richards (1990) as cited in Farrel (2009) stated


80

that there were seven principles in developing lesson plan for a reading class. One

of them was doing some activities which allowed the students to express their

own experience in reading class.

For the main activities, the researcher planned some activities which

allowed the students to share their idea in this meeting (Richards, 1990 as cited in

Farrel, 2009). Before doing the first activity, the researcher would review the

previous teaching material orally. Then, as the first activity, the researcher would

ask the students to do the vocabulary building activity orally (Hedge, 2014). The

teacher showed some unfamiliar words which would found in the text and asked

the students to answer those unfamiliar words. Kustaryo (1988) stated reading in

our own language were easier than learning other languages. Reading in our

language was easier because we had mastered the vocabulary and the structure of

our language.




activity of recognition of the various written symbols which contained of

knowledge, information, and ideas. The researcher used authentic texts which

were taken from English magazine. The researcher used text which taken from

Dialogue magazine was hortatory exposition text entitled Real Modern Heroes as

the teaching media in reading activity (McNeil et al., 1980 & Khoo, 1981). In this

task the researcher prepared some questions which were related to the text. Those

questions were prepared to help the students in doing the skimming as the reading


81

teachnique in this meeting. In this meeting, the researcher made equal questions

both of the content of hortatory exposition text and the theory of hortatory

exposition text. The teacher gave eight questions about the main information of

the hortatory exposition text which was given by the teacher and also the theory of

hortatory exposition text (Kustaryo, 1988). The student should answer the

question by answering in short essay. In the post learning activities, the researcher

planned to review what they have learned in that meeting by asking them some

questions related to the hortatory exposition text.

In order to implement the material, the researcher used Content Based

Instruction. Krahnke (1987) defined that content based instruction as teaching of

content or information in language teaching which do not teach the language

directly but it uses the content to teach the language. The researcher planned that

using content based instruction would give both of language skill and content.

Larseen-Freeman and Anderson (2011) stated that the goal of using content based

instruction as the teaching method was the students could master both of language

and content. The researcher hoped that using this teaching method the student

would had better reading skill and also encourage their knowledge using the

content. The students would master in learning hortatory exposition and also the

content in hortatory exposition text which was taken from Dialogue magazines.

b. Action

The researcher divided the action of cycle two into two meetings. The first

meeting was conducted in May 8th

, 2014 and the second meeting was conducted


82

in May 10th

, 2014. Each meeting consisted of ninety minutes. While conducting

the action, the observers observed the class situation (Kemmis & McTaggart,

1988). Two observers sat on the back row and observed the class based on the

observation checklists.

In this stage, the researcher taught the first meeting of the second cycle

based on the plan. The researcher divided the activities into three main activities:

pre-learning activities, main learning activities, and post learning activities

(Williams, 1984 as cited Hedge, 2014 & Richards, 1990 as cited in Farrel, 2009).

In the pre-learning activities the researcher greeted the students enthusiastically.

The second activity in the pre-learning activity was discussing the topic of this

meeting. The researcher chose heroes as the topic of this meeting (Prayitno,

1989). This topic was more common in students’ daily life. This topic also more

common than previous topic in the first meeting and the second meeting of cycle

one. In this activity, the researcher asked some questions which was related to

heroes which was the topic of this meeting. The researcher asked the students to

share their opinions about heroes orally. Before they watched the video, the

teacher gave the students some questions were related to the topic and previous

material. The teacher tried to have short discussion about the topic. They

discussed about hero in real life based on their experience.

In order to build the students knowledge about the topic, the researcher

played the short video about heroes (Williams, 1984 as cited in Hedge, 2014).

The researcher chose video about CNN Heroes from Indonesia who was the

founder of Roslin orpahange house. This video was about the history of the


83

Roslin Orphange house which was built by Budi Suhardi. The purpose of asking

the sudents to watch the video was encouraging the students’ interest about the

topic of this meeting. Larseen-Freeman and Anderson (2011) stated theme of the

content could be chosen based on students’ interest such as popular music, sport

and others. Using interesting material based on the students’ needs and interest

was the main point in encourage the students’ in learning motivation. Using

interesting topic was the intrinsic motivation. Murray (1964) defined that intrinsic

motivation was “The term refers to the internal process that goads a person into

action” (p. 8-9). Ryan and Deci (2000) stated intrinsic motivation was “An action

which is done based on satisfactions rather than consequence” (p. 56).

After watching a short video which was related to the topic, the researcher

asked the students to give comments about that video orally (Prayitno, 1989). In

this part the researcher atrracted the students to express their idea or experience

which was related to the video in their comments orally. The researcher also gave

the some questions to help the students to express their idea about the topic.

The first activity of the main learning, the researcher asked the students to

do the vocabulary building activity orally (Hedge, 2014). The teacher showed

some unfamiliar words which would found in the text. The researcher also asked

the students to answer those unfamiliar words orally (Farrel, 2009).




activity of recognition of the various written symbols which contains of


84

knowledge, information, and ideas. The researcher would use authentic texts

which were taken from English magazine. The reseracher used the text which

taken from English magazine was hortatory exposition text entitled Real Modern

Heroes (McNeil, 1980 & Khoo, 1981). In this task the researcher prepared some

questions which were related to the text. Those questions were prepared to help

the students in doing the skimming as the reading teachnique in this meeting. In

this meeting the researcher made equal questions both of the content of hortatory

exposition text and the theory of hortatory exposition text. The teacher gave eight

questions about the main information of the hortatory exposition text which was

given by the teacher and also the theory of hortatory exposition text (Kustaryo,

1988). The student should answer the question by answering in short essay. In the

post learning activities, the researcher reviewed what they have learned in that

meeting by asking them some questions related to the hortatory exposition text

(Williams, 1984 as cited in Hedge, 2014). After that the researcher closed the

class and said thank you for attending this meeting. Then, the teacher ended the

reading class.

In this stage, the researcher taught the second meeting of the cycle two

based on the plan (Ary et al., 2010). The researcher found that the students were

ready in the classroom to join the reading class in this meeting. In this meeting,

the researcher chose idol as the topic of this meeting. This topic was more

common in students’ daily life. This topic was also more common than previous

topic in the first meeting of cycle two. Prayitno (1989) agued there were three

ways in order to motivate the students in classroom activity. One of them was


85

attracting the students’ interest about the topic. There were some ways in order to

attract the students’ interest about the topic: asking the students some questions

which is related to the topic, telling them about the recent news or issue which

was related to the topic, and explained the importance about the topic.

The researcher divided the activities into three main activities: pre-

learning activities, main learning activities, and post learning activities (Williams,

1984 as cited in Hedge, 2014 & Richards, 1990 as cited in Farrel, 2009). For pre-

learning activities, the researcher prepared a short video for the students as

warming up activity and also the media for discussing the topic (Williams, 1984

as cited in Hedge, 2014). The researcher asked the students to guess the topic of

this meeting by showing the picture of the winner of Indonesian Idol who was

Regina (Prayitno, 1989). The researcher chose video about Charice who met her

idol Celline Dion (Larseen-Freeman & Anderson, 2011).The purpose of asking

the sudents to watch the video was encouraging the students’ interest about the

topic of this meeting. Using interesting topic was the intrinsic motivation. Murray

(1964) defined that intrinsic motivation was “The term refers to the internal

process that goads a person into action” (p. 8-9). Ryan and Deci (2000) stated

intrinsic motivation was “An action which is done based on satisfactions rather

than consequence” (p. 56). Before watching the video, the researcher asked some

question which was related to the topic of this meeting in order to know the

students’ background knowledge about the topic. After watching a short video

which was related to the topic the researcher asked the students to give comments

about that video. In this part, the researcher hoped that the students would express


86

their idea or experience which was related to the video in their written comments.

Richards (1990) as cited in Farrel (2009) stated that there were seven principles in

developing lesson plan for a reading class. One of them was doing some activities

which allowed the students to express their own experience in reading class.

Before doing the main learning activity, the researcher planned to the students to

guess the text of this meeting by giving some pictures which was related to

Honda. After that the researcher planned to review the previous material in order

to check their understanding about the material which have given by the teacher

and also prepare them to do main activity.

For the main activities, the researcher did some cooperative activities in

this meeting. Before doing the first activity, the researcher would give the

instruction in doing the first task in the main learning activities (Gooding &

Woolfolk, 1987). Then, as the first activity, the researcher would ask to do the

vocabulary building (Hedge, 2014). The researcher prepared unfamiliar words

which would found in the text in reading activities. The second of main learning

activities, the researcher built the students vocabularies using the task fill in the

blank. In this task, the researcher used selected response vocabulary matching

task. The researcher asked the students to choose the vocabulary from list of

vocabulary in order to answer or complete the blank on text (Brown, 2004). The

researcher prepared the task and also the list of vocabulary which could help the

students in doing in this activity. There were many problems that affect the

students’ reading motivation in reading class. Kustaryo (1988) stated reading in

our own language was easier than learning other languages. Reading in our


87

language was easier because we had mastered the vocabulary and the structure of

our language.



communication with ideas” (p. 3). Kustaryo (1988) also added that reading as an

activity of recognition of the various written symbols which contains of

knowledge, information and ideas. The researcher would use authentic text which

was taken from English magazine. The text which taken from English magazine

was hortatory exposition text entitled The Power within the Modesty (McNeil et

al., 1980 & Khoo, 1981). In this task, the researcher prepared some questions

which were related to the text. Those questions were prepared to help the students

in doing the skimming as the reading teachnique in this meeting. The teacher gave

five questions about the main information of the hortatory exposition text which

was given by the teacher (Kustaryo, 1988). The student should answer the

question by answering in short essay.

In the post learning activities the researcher planned to review what they

have learned in that meeting by asking them some questions related to the

hortatory exposition text. Then, the researcher planned to ask the students to

answer the questionnaire of the cycle two (Schunk et al., 2008). The researcher

would distribute the questionnaire of cycle two in order to know the students’

response about the action of using authentic texts in order to encourage the

students’ motivation in reading class.


88

c. Observation

The researcher divided the action of second cycle into two meetings. The

first meeting was conducted in May 8th

, 2014 and the second meeting was

conducted in May 10th

, 2014. Each meeting consisted of ninety minutes. While

conducting the action, the observers observed the class situation (Kemmis &

Mctaggart, 1988). Two observers sat on the back row and observed the class

based on the observation checklists. The researcher also made field notes which

would be as the description on what was the real situation in the classroom

including students’ and teacher’s activities when teaching and learning was

conducted (Ary et al., 2010). The results were used to know whether the

implementation of the method was successful or unsuccessful based on the

observation results, students’ test scores, and questionnaire.

The researcher divided the action of second cycle into two meetings. The

first meeting was conducted in May 8th

, 2014 and the second meeting was

conducted in May 10th

, 2014. The researcher also conducted observation at the

same time (Kemmis & McTaggart, 1988). Based on observation checklist, there

were some elements that observers had to be observed. Those elements were

students’ attention toward the lesson, students’ relevance toward the lesson,

students’ confidence toward the lesson, and students’ satisfaction toward the

lesson (Keller, 1987).The researcher also presented the result of observation

checklist. There were 11 behaviours in the observation checklist. Observation

checklist was important for the researcher to know what happened in the


89

classroom during the implementation of authentic texts. The results of observation

checklist could be seen in table 4.4.

Table 4.4: Observation Checklist Result of Cycle Two

Criteria Students’ Behaviours Percentage in

Meeting 1

Percentage in

Meeting 2

Attention Students enter to the class on time. 90.3% 100%

Students pay attention to the


100% 100%

Students do the first task. 100% 100%

Students follow the learning

instruction.

100% 100%

Relevance Students shared their idea or

experience during the lesson.

90.3% 100%

Using the dictionary. 80.6% 100%

The students speak in English most

of the time.

48.4% 71.4%

Confidence Students do the second task. 100% 100%

Students do the third task

individually.

90.3% 100%

Students are active to answer and

ask in reading class.

77.4% 89.3%

Satisfaction The students can cooperate with

other students in working in a

group.

100% 100%

The students show their

enthusiasm in reading class.

96.7% 100%

First, the researcher analyzed the first element of the observation checklist

result which was students’ attention toward the lesson. Based on the observation

checklist, most of the students did the activities that showed their attention toward

the lesson. Most of the students did the best motivation improvement. Based on

the observation checklist, there were four statements that showed the best

motivation improvement in cycle two. The percentage of the students who entered

to the class on time increased from 90.3% to 100%. All of the students paid

attention to the teacher’s explanation during the lesson. All of the students also


90

did the first task both of in the first and second meeting in cycle two. All of the

students also followed the learning instruction during the lesson in cycle two. The

researcher also recorded the students’ readiness to join the lesson. Most of the

students were readier than previous meeting in cycle one. They also entered the

class on time (field notes of first and second meeting in cycle two).

Second, the researcher analyzed the students’ behaviours that showed

relevance toward the lesson. There were three statements that showed the

students’ relevance toward the lesson. Based on the observation checklist result,

the percentage of two statements had the best result. The percentage of the

students who shared their idea or experience during the lesson increased from

90.3% to 100% in cycle two. The percentage of the students who opened the

dictionary during the lesson increased from 80.6% to 100% in cycle two. Based

on the observation checklist, the percentage of the students who spoke English

during the lesson increased from 48.4% to 71.4% in cycle two. The researcher

also recorded about the students who shared their idea during the discussion.

Most of the students shared their idea and experience during the

discussion of the topic although some of them spoke in Bahasa Indonesia

(field notes of first and second meeting in cycle two).

In conclusion, the students have done the best toward the activities that showed

the students’ relevance toward the lesson, although the percentage of the students

who spoke English was not as good as others.

Third, the researcher analyzed the students’ confidence toward the lesson.

There were three activities that showed the students’ confidence toward the

lesson. Based on the observation checklist most of the students did the best toward


91

the activities that showed the students’ confidence toward the lesson. All of the

students did the second task in cycle two. The percentage of the students who did

the third task increased from 90.3% to 100%. The researcher also recorded the

activities that showed the students’ confidence toward the lesson. The percentage

of the students who were active to ask and answer during the lesson increased

from 77.4% to 89.3%. Most of the students tried to ask and answer the question

during the discussion, although some of them spoke in Bahasa Indonesia (field

notes of first and second meeting of cycle two). In conclusion, most of the

students had the good confidence toward the lesson.

Fourth, the researcher analyzed the students’ satisfaction towards the

lesson. There were two activities that showed the students’ satisfaction toward the

lesson. Most of the students did the activities that showed their satisfaction toward

the lesson. All of the students could cooperate with others during the group

dicussion. The percentage of the students who did the activities that showed their

enthusiasm toward the lesson increased from 96.7% to 100%. Most of the students

showed their enthusiasm when the teacher opened the lesson using the interesing

video which was related to the topic (field notes first and second meeting of cycle

two). In conclusion, most the student showed their satisfaction toward the lesson.

The researcher also presented the reading test result of cycle two. The

researcher compared the reading test result of meeting one and meeting two of

cycle two to know their improvements in reading class. We could not deny that

motivation plays vital role in students’ achivevement. Schunk, Pintrich and Meece

(2008) argued that motivated students showed their interest in activities, worked


92

diligently, felt self-confident, did the tasks and performed well. On the opposite

unmotivated students showed their poor performance. Highly motivation students

can reach the good result in the class. Good (1970) argued that students who did

not have motivation in certain course but he must study it, it could cause the

hatred of that course and they were going to skip that course in the future (as cited

in Prayitno, 1989). Most of the students made improvements on their reading test.

It can be seen in figure 4.4.

Figure 4.4: The Students’ Reading Scores in Cycle Two

Based on the figure 4.5 moreover, the mean scores were static. In the first meeting

in cycle the average scores was 8.3. In the second meeting of cycle one was also

8.3. The maximum scores which got by the students in meeting one was 9.4. In

the second meeting the maximum scores was 9. It reduced from 9.4 to 9. The

students made better improvements, the minimum scores which got the students in

meeting one was 6.3. It increased to 7 in the second meeting.

0

5

10

15

20

6.3 6.6 7 7.8 8 8.2 8.4 8.7 9 9.4

Meeting 1

Meeting 2


93

Figure 4.5: The Students’ Progress in Reading in Cycle Two

In the second meeting, the number of students who passed the MPM

reduced than in the first meeting. In the first meeting there were 31 students who

attended this reading class. There were two students who did not pass the MPM.

In the second meeting there were 28 students who attended this reading class.

There were two students who did not pass the MPM. Based on the result of the

students’ comprehension task, the researcher gathered the mean scores and

percentage of the students whose mark pass the English minimum mark (MPM),

76. In order to gather data on students’ mean scores of each meeting, the

researcher divided the sum of the students’ mark by the numbers of the students in

the classroom. In the first meeting the percentage of the students who passed the

MPM was 93.5% and in the second meeting were 92.8%. It reduced 0.7% from

the first meeting in to the second meeting. In the second meeting, there were four

students who did not attend the class. It was compared with the first meeting

which only one student who did not attend to the reading class. It made the

number of students who passed the MPM in the cycle two was not static.

0

2

4

6

8

10

Average Score Maximum Score

Minimum Score

Meeting 1

Meeting 2


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Figure 4.6: The Percentage of the Students Progress in Reading in Cylce Two

based on MPM

In this stage, the researcher also presented the students’ responses of the

questionnaire. From the questionnaire which was distributed in the second

meeting of cycle one there were 28 students of XI IPA 1 of SMA Negeri I Kasihan

Bantul who gave their response, it was found that only some of the students (50%)

who agreed that they often read English reading. There were also 10.7% of the

students who stated that they strongly agreed that they often read English reading.

They also had different view in reading source. Most of them viewed that reading

sources could be found in everywhere. It revealed that 64.3% of the students

stated that English reading sources were easy to find in elsewhere. There were

also 28.6% who stated that they strongly agreed that English reading source were

easy to find elsewhere.

The students also gave their response about authentic text as the teaching

media in reading class. Most of the students confessed that using authentic text as

the teaching media was fun activities and easy teaching media in reading class.

0 10 20 30 40 50 60 70 80 90

100

Percentage of the students who passed

the MPM

Meeting 1

Meeting 2


95

Most of them (64.3%) stated that they agreed to give their idea about using

authentic texts as the fun activities. Most of the students (78.6%) agreed that

authentic texts were easy teaching media; it was easy to understand in reading

class. It revealed that most of the students (78.6%) viewed that using authentic

texts could attract their reading motivation. Most of them (67.8%) also viewed

that using authentic texts in reading class increased their knowledge.

This questionnaire result also presented the students’ responses about

reading source in school and the activities in teaching and learning English. Most

of the students confirmed that school has prepared the reading source as the

teaching media in reading class. There were 42.8% who supported that school has

prepared the reading source as the teaching media in reading class. There were

78.6% of the students who confirmed that in teaching and learning English had

many kinds of activities. It revealed that 14.3% supported that they strongly

agreed that in teaching and learning English had many kind activities.

The students also gave their response towards the teaching method which

used in this research. The researcher used content based instruction (CBI) as the

teaching method in this research. Most of the students admitted that the method

which was used by the teacher in reading class was fun. It also increased their

knowledge and experience and also encouraged their reading motivation. The

percentage of the students who stated that using CBI was the fun activities was

78.6%. There were 75% of the students supported that using CBI in reading class

was increasing their knowledge and experience. The result of the questionnaire


96

discovered that 75% of the students agreed that using CBI encouraged their

reading motivation.

The questionnaire also presented the students responses towards teacher

and students activities in the reading class. The students faced the difficulty in

reading class especially the teachers’ language instruction. There were 67.8% of

the students who agreed that teacher used clear language instruction. Although

most of the students support that the teacher gave good response for the students’

answer in reading class. The percentage of the students who supported was

78.6%. Most of them also agreed that teacher could conduct interesting discussion

in reading class. The percentage of the students who supported was 75%.

The result of the questionnaire also discovered about the students’

performance during reading class. There were only 67.8% of the students

admitted that they always were active during the reading class. Most of them

(53.6%) also took notes during the reading class. Most of them stated that they

feel satisfied in this reading class. The percentage of the students who felt

satisfied was about 75%.

d. Reflection

In this stage, reflection was important stage in classroom action research

(Ary et al., 2010). In the reflection stage, the researcher tried to find how went

well and what need during the implementation in second meeting of second cycle.

The result of the reflection stage would be used to know whether the

implementation was successful or unsuccessful in this classroom action research.


97

Based on the observation results the researcher could find some important

points which could be used in reflection (Ary et al., 2010). The researcher divided

some importants points into two main parts: the weaknesses and the strengths of

the action in cycle one. Those importants points could be seen in table 4.5.

Table 4.5: The List of Weaknesses and Strengths in Cycle Two

Weaknesses Strengths

Some of the students spoke in Bahasa

Indonesia although most of the students

tried to spoke English during the

lesson.

Using pictures and short video was

helpful in discussing the topic in pre-

learning activities.

Giving more chances in speaking.

Using common topic.

Using multiple choice types in task was

giving chance to the students to discuss

the answer easily.

Giving equal questions in reading task

was needed in order to help the students

in understanding the content of the

hortatory exposition text and also recall

their understanding about hortatory

exposition.

Using dictionary in answer the

unfamiliar words.

Based on the research findings, the researcher drew the conclusion that the

use authentic text to motivate the students in studying English was successful.

That claim supported by the strength and weakness in table 4.4. Based on the table

4.4 there were only two weaknesses of cycle two although the students also made

improvement which could be saw in the strengths of cycle two.

The researcher chose the common topic among the students than previous

meeting in cycle one. Those topics in cycle two were hero and idol (Gooding &

Woolfolk, 1987 & Prayitno, 1989). The topics in cycle one were sexual

harrasment and addiction among the teenagers. Using the common topic was

helpful in discussing the topic. The researcher also used pictures and videos in


98

order to encourage the students’ interest about the topic (Williams, 1984 as cited

in Hedge, 2014). Most of the students tried to share their idea or experience

during the discussion about the topic although some of the students spoke in

Bahasa Indonesia.

In cycle two, the researcher used essay format in giving the reading test in

first meeting. Those questions were related to the text. Those questions were the

main idea of the text, author’s purpose in writing the text, type of the text and

others (Brown, 2004). Those questions were the questions to ask the students to

do skimming. The researcher used multiple-choice format in giving the reading

test in second meeting (Brown, 2004). The researcher gave the questions which

were related to the text. Those questions were the main idea of the text, supporting

idea of the text, vocabulary in context and others. This type was easy to

administer and could be scoresd quickly. Using this format also has the

weaknesses. The students were easy to discuss the answer with others. In cycle

two the researcher gave the equal portion in questioning. Those questions

consisted of the understading of hortatory exposition text and understading the

content of the hortatory exposition text although in cycle one the researcher did

not give equal portion in questioning.

B. Final Remark

In this research, the researcher conducted classroom action research in

order to encourage the students’ motivation in reading class. Classroom action

research was a research which focused on improving in education field which was


99

based on the teachers’ reflection. The main aim was improving the teachers’

method in education field which based on their reflection (McNiff & Whitehead,

2003). In this research, the researcher used some data which taken from

observation checklist, comprehension test result and questionnaire. The researcher

used those data in order to know whether the research could answer the research

questions in this research: how authentic texts encouraged students’ reading

motivation in studying English as a foreign language teaching in SMA N I

Kasihan Bantul.

The researcher claimed that the use of authentic text motivate the students

students in studying English was successful. The researcher used observation

results to support the claim that the use authentic text motivated the students in

studying English. Based on the observation checklist, there were four elements

that showed the students motivation. Those were attention, relevance, confidence,

and satisfaction (Keller, 1987). The students’ motivation improved during the

implementation of the action.

The first element of observation checklist was students’ attention towards

the lesson. There was one activity that showed the improvement of the students’

motivation in studying English. The percentage of the students who did the first

task was increased. The percentage of the students who did the first task was 50%

(first meeting of cycle one). The percentage of the students’ who did the first task

was increased rapidly in second meeting of cycle one (100%). In cycle two, the

percentage of the students who did the first task increased from 90.3% to 100%.

This observation result was also supported by the students’ responses in


100

questionnaire. That response showed the students’ attention toward the lesson.

The percentage of the students’ responses about the the use authentic text

increased. The percentage of the students who stated that strongly agreed that the

use authentic text increased their knowledge increased from 14.5% (cycle one) to

32.2% (cycle two).

The second element of observation checklist was students’ relevance

toward the lesson. There were three activities that showed the improvement of the

students’ motivation in studying English. The first activity was sharing the idea

during the discussion the topic. The percentage of the students who shared their

idea during the discussion the topic increased rapidly. The percentage of the

students who shared the idea during the discussion increased from 26.7% (first

meeting of cycle one) to 100% (second meeting of cycle one). The percentage of

the students who shared idea in second cycle also increased. It increased from

90.3% to 100%. The percentage of the students who opened the dictionary to

answer the unfamiliar words also increased. That percentage increased

continuous. The percentage of the students who opened the dictionary was 20% in

the first meeting of cycle one. The percentage of the second meeting was 32.2%.

It increased in cycle two, that percentage increased from 80.6% to 100%. The

third activities that showed the students’ relevance toward the lesson was

speaking English during the lesson. The percentage of the students who spoke

English also increased. It increased from 20% and 32.2% (cycle one) to 48.4%

and 71.4% (cycle two). Based on the questionnaire result, there was one statement

that supported the students’ relevance toward the lesson. The percentage of the


101

students who stated agree that using authentic text in studying English was fun

activities increased from 53.6% (cycle one) to 64.3% (cycle two).

The third element of the observation checklist was the students’

confidence toward the lesson. There were two activities that showed the

improvement of the students’motivation toward the lesson. The percentage of the

students who did the individual task was increased. It increased from 40% and

35.7% (cycle one) to 90.3% and 100% (cycle two). The percentage of the students

who were active to ask and answer during the lesson also increased. It increased

from 30% (first meeting of cycle one) to 64.3% (second meeting of cycle one).

The percentage of the students who were active to ask and answer during the

lesson also increased in cycle two. It increased from 77.4% to 89.3%. Based on

the questionnaire result, the students showed that they were active during the

lesson. The percentage of the students who were active during the lesson

increased from 46.4% (cycle one) to 67.85 (cycle two).

The last element of the observation checklist was students’ satisfaction

toward the lesson. There was one activity that showed the improvement of the

students’ motivation in studying English. The percentage of the students who

could cooperate with others increased. It increased from 40% (first meeting of

cycle one) to 85% (second meeting of cycle one). All of the students could

cooperate with others in cycle two. Questionnaire also showed the students’

satisfaction toward the lesson. The percentage of the students who stated agree

about the satisfaction increased from 71.45% (cycle one) to 75% (cycle two).


102

The researcher also support that claim using the students’ scores during the

implementation of the action. Based on the students’ scores, the students showed

their improvement in studying English. The minimum scores of the students

increased from 6.25 (first meeting of cycle one) to 7 (second meeting of cycle one

and all meetings in cycle two). The number of the students who passed the MPM

also increased. In cycle one, the percentage of the students who passed the MPM

increased from 83.4% (first meeting) to 85.7% (second meeting). In cycle two, the

percentage of the students who passed the MPM was higher than the previous

meting although in the second meeting of cycle two reduced. The percentage of

the students who passed the MPM in cycle two was 93.5% (first meeting) and

92.8% (second meeting).


103

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

The researcher proposed to find out the process to improve the students’

motivation in reading hortatory exposition in studying English. There was one

research problem in this research. The researcher formulated the research problem

using this question: how does an authentic text improve the students’ motivation

in reading hortatory exposition in SMA N I Kasihan Bantul?

In this chapter there are two main parts. This chapter presents the

conclusions and recommendations of this research. The conclusion contains the

summary of the research findings based on the use authentic texts to motivate XI

IPA I students of SMA N I Kasihan Bantul in studying English. In the second part,

the researcher provides suggestions for English teachers who will implement

authentic texts in teaching English and also for the other researchers who will

conduct the same type of this research.

A. Conclusions

The researcher conducted the classroom action research in order to

motivate the students’ reading motivation. The researcher implemented authentic

texts to improve the students’ motivation in studying English as. In this research,

the researcher used Dialogue magazines as the teaching media. Based on the

103


104

implementation of the first cycle, the researcher made improvement that had been

conducted in the second cycle. In planning step, the researcher made a new lesson

plan. The researcher created the good atmosphere of the reading class by using

pictures and short videos in order to attract the students to discuss the topic.

Meanwhile, the researcher also found some problems in choosing apropriate topic

for the students. The researcher used the recent topic as the topic in the first cycle

which was not common for students so the students did not interest and could not

work well. In the second cycle, the researcher made improvement by choosing

common topic. The researcher also made improvement in choosing the

appropriate text which was used as the teaching materials. In the first cycle most

of the students faced problem about vocabulary which used in those texts. They

faced many unfamiliar words in texts which were used in the first cycle. In cycle

two the researcher tried to use the text which did not provide more unfamiliar

words than the previous cycle.

The data were collected from questionnaires, observation checklists,

students’ scores and field notes. The data showed that the students’ motivation in

reading hortatory exposition increased. One of the reasons was because the

teacher improved the teaching media that the researcher implemented. The

researcher chose appropriate reading materials for the students. The second reason

was choosing the appropriate topic for reading materials. The researcher chose the

hortatory exposition texts which were taken from English magazine which the

content could be used as the interesting teaching media. In this research, the


105

researcher considered that appropriate reading materials consisted of suitable

topic, level of difficulties and contents for the students.

Based on the implementation and improvement in each cycle, the level of

motivation of the students increased. In the first cycle was cycle the students

motivation was not as high as the second cycle. In the first cycle, there were some

points which showed that the students had low motivation in reading. Meanwhile,

in the second cycle the students’ motivation was better than the previous cycle. In

this cycle, the researcher found that most of points of the observation result

showed that the students had high motivation. It meant the use authentic texts to

motivate the students in studying English was really helpful.

B. Recommendations

In this part, there were some suggestions for English teachers and future

researchers who were interested in conducting similar research.

1. Recommendations for English Teachers

It was rcommended for English teacher who wanted to motivate their

students in reading activities using authentic texts in reading class. The positive

learning atmosphere could create by using authentic texts because it could fulfil

both of the students’ need and also interest in reading class. There were some

points which should be given more attention using authentic texts. The first point

was choosing appropriate reading texts which the topic was interesting for the

students. The second point was choosing reading materials which had appropriate

level of difficulties for the students.


106

However it was better for teacher to conduct the varied activities during

the learning in order to avoid students’ boredom in reading class. Besides varying

the activities the researcher also needed to prepare pre learning activity before

beginning the lesson because it made students more ready to join the following

activities. In pre learning activities could be done by discussing the topic of the

reading material. Using other media such as pictures and short videos in

discussing the topic was really helpful in prepare the students to join the lesson.

2. Recommendations for Future Researchers

The researcher realized that this research still had limitations especially in

implementing authentic texts to improve students’ motivation in reading class

through classroom action research. Researcher might to find new ways to improve

the students’ reading motivation through the use authentic as the teaching media.

If the future researchers wanted to use authentic texts, it was better to apply

different genre of texts for example in procedure and report, so we know how

authentic texts could work in other genre.


107

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110

APPENDICES


111

APPENDIX 1

Permission Letter for the

Governor Office of DIY


112


113

APPENDIX 2

Permission Letter from the

Governor Office of DIY


114


115

APPENDIX 3

Permission Letter from the

Mayor of Bantul


116


117

APPENDIX 4

Surat Permohonan Menjadi

Responden


118


119

APPENDIX 5

Observation Checklist for

Preliminary Information

Gathering


120

OBSERVATION CHECKLIST ON THE ACTIVITIES OF STUDENTS

School : SMA N 1 Kasihan Bantul

Class : XI IPA I

Day : Tuesday, 18 March 2014

Please give check (√) on the place provided based on students’ activities during the observation.

No Statements Statements

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 26 27 28 29 30 31 32

1 Students enter to the classroom on

time.

2 Students show that they have the

background

knowledge.

3 Students pay attention to the

teacher’s

explanation.

4 Students do the

tasks given by

the teacher

seriously.

5 Students are

active to ask and


121

answer.

6 Students are sleepy during the

lesson.

7 Students chat with other

outside the topic.

8 Students can

cooperate with their friends

while discussion.

9 Students show their enthusiasm

during the lesson.

10 Students use their

dictionary to find the difficult

words very often.

11 Students complain about

the task given by

the teacher very

often.

12 Students use

English most of the time.

13 Students follow

the instruction

which is given by the teacher

easily.


122

Preliminary Information Gathering

OBSERVATION CHECKLITS RESULT ON THE ACTIVITIES OF STUDENT


Class : XI IPA 1

Day : Thursday, March 18th

2014

No Statement Percentage (%) Notes

<25% 26%-50% 51%-75% 76%-100%

1 Students enter to the classroom on

time.

76.7% high

motivation

2 Students show that they have the

background knowledge.

40% low

motivation

3 Students pay attention to the


83.4% high

motivation

4 Students do the task given by the

teacher seriously.

66.7% moderate

motivation

5 Students are active to ask and

answer. 60% moderate

motivation

6 Students are sleepy during the

lesson.

100% high

motivation

7 Students chat with others outside

the topic during the lesson.

20% very low

motivation

8 Students can cooperate with

others while discussion.

80% high

motivation

9 Students show their enthusiasm

during the lesson.

66.7% moderate

motivation

10 Students use the dictionary to find

the unfamiliar words.

16.7% very low

motivation

11 Students complain about the task

given by the teacher very often.

40% moderate

motivation

12 Students speak English most of

time during the lesson.

20% very low

motivation

13 Students follow the instruction

which is given by the teacher

easily

70% moderate

motivation


123

APPENDIX 6

Interview Guidelines


124

Interview Guideline

1. How many times in a week do the students have reading activity in

English class?

2. How is reading activity done in class?

3. What kind of activities do the students have?

4. Do the students have good reading skill?

5. What are their difficulties in reading activities?

6. What types of reading source used in class?

7. In your, opinion what type of reading source the students like?

8. Have you ever used magazine as reading source in English class?


125

APPENDIX 7

Lesson Plan and Teaching

Materials


126

Rencana Pelaksanaan Pembelajaran

(RPP)

Satuan Pendidikan : SMA

Nama Sekolah : SMA Negeri 1 Kasihan Bantul

Mata Pelajaran : Bahasa Inggris

Kelas / Program / Semester : XI/IPA/1 (genap)

Alokasi waktu : 2X45 menit (1 pertemuan)

A. Standar Kompetensi : Membaca

11. Memahami makna teks fungsional ppendek dan esei berbentuk narrative,

spoof dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk

mengakses ilmu pengetahuan.

B. Kompetensi Dasar

11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam

bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-

hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative,

spoof dan hortatory exposition.

C. Indikator Pencapaian Kompetensi

1. Mampu mengidentifikasi gagasan dan informasi faktual dalam teks, main

ideas, supporting ideas, details

2. Mampu mengidentifikasi langkah-langkah retorika dalam wacana hortatory

exposition.


127

D. Tujuan Pembelajaran

Setelah kegiatan pembelajaran, peserta didik dapat:

1. Mengidentifikasi gagasan dan informasi faktual dalam teks yang berisi main

ideas, supporting ideas, details.


exposition.

E. Materi Ajar

1. Hortatory Exposition.

a. What is hortatory exposition?

A hortatory exposition is type of spoken or written text that is intended (the

social function/purpose) to explain to the listener or readers that something should

not happen or be done. To strengthen the explanation, the speaker or writer needs

some arguments as the fundamental reasons of the given idea. This kind of text

can be found in scientific books, journals, magazines, newspaper articles,

academic speech or lectures, research report, etc. Hortatory expositions are

popular among science, academic community and educated people.

b. Generic structure of hortatory exposition text:

1) Thesis :statement or announcement of issue concern

2) Arguments : reasons for concern that will lead to recommendation

3) Recommendation : statement of what should or should not happen or be done

based on the given arguments.

c. Lexicogramatical features

1) A hortatory exposition focuses on generic human and non-human participants,

except for speaker or writer referring to self.

2) It uses mental processes: to state what the writer/ speaker thinks or feels about

something. For instance: realize, feel, etc.

3) It often needs material processes: to state what happens, e.g. …. Has

polluted…, etc.

4) It usually uses Simple Present Tense and Present perfect Tense.


128

5) Enumeration is sometimes necessary to show the list of the given arguments:

Firstly, secondly, finaly,etc

2. Teks hortatory exposition dari majalah Dialogue halaman 10 2/XXVII/2005.

F. Metode Pembelajaran

Content-based Instruction

G. Kegiatan Pembelajaran

No. Kegiatan Alokasi

Waktu

keterangan

1 Pendahuluan:

a. Apersepsi:

1) Berdoa

2) Menginformasikan SK dan KD,

materi serta tujuan pembelajaran.

3) Tanya jawab tentang teks hortatory

exposition yang diketahui oleh

peserta didik.

b. Motivasi: Guru menjelaskan pentingnya

materi yang akan dipelajari kepada peserta

didik.

10 menit Tatap Muka

2

Kegiatan Inti:

a. Eksplorasi

1) Peserta didik mempelajari langkah-

langkah retorika dalam teks

hortatory exposition lengkap dengan

contoh penggunaan dalam teks

hortatory exposition yang tersedia.

2) Guru melibatkan peserta didik

mencari informasi tentang langkah-


hortatory exposition.

3) Guru melibatkan peserta didik secara

aktif dalam kegiatan pembelajaran.

15 menit

Tatap Muka

Tugas Mandiri

Terstruktur.


129

b. Elaborasi

1) Guru memfasilitasi peserta didik

untuk berpikir secara efektif dan

efisien dalam menyelesaikan setiap

tugas.


untuk berpikir dalam menganalisis

dan menyelesaikan masalah dengan

menjawab pertanyaan-pertanyaan

pemahaman berdasarkan teks



dengan latihan-latihan untuk

mengasah keterampilan membaca

yaitu dengan menganalisis teks


c. Konfirmasi

1) Guru memberi umpan balik positif

dan penguatan dalam bentuk lisan,

tulisan, isyarat atas keberhasilan

peserta didik.

2) Guru memotivasi peserta didik yang

belum aktif untuk berpartisipasi

aktif.

45 menit

10 menit

3. Penutup:

a. Guru bersama-sama dengan peserta didik

membuat kesimpulan tentang langkah-

langkah retorika dalam teks hortatory

exposition .

b. Guru memberi penilaian dan refleksi.

c. Guru memberi tugas kepada peserta didik

untuk mencari teks hortatory exposition

dari berbagai sumber.

10 menit Tatap Muka

Non tatap

muka


130

H. Sumber Belajar

1. Majalah Dialogue halaman 10 3/XXVII/2005.

Sexual Harrasment: Is it Real?

Thesis

Sexual harrasment and rape are two kinds of common crime today. No

matter how severe the punisments are, crime will still happen on a

regular basis for many oddities of the prevention and justice procedure

Argument 1

One of the odd things is how biased the understanding of sexual

harassment is. It would seem that this confusion does not only happen in

Indonesia but also in many other countries, even in developed countries.

Psychologists have studied the causes and concluded that the real

problem is the difference of perception. A man’s constant request for

sexual activity from a woman may be an act of aggression. A man may

think that “woo-ing” a girl walking by is only an innoncent act but it is

insults women, and I think my female colleagues would agree.

Argument 2

Rape is also major concern in our society. To what extent an act

constitutes a rape is not clearly defined by our law. When a man has a

forced sexual intercourse with a woman that is rape. However, it is not

the same if a man forces another man to commit a sexual act because it

will be considered a sexual misdemeanor.

Argument 3

The conviction of rapist in court is also never easy. There are three major

elements needed to bring a charge against a possible rapist: solid material

evidence, charges brought by the victim, and eyewitness account. Other

seemingly easy evidence to make a solid investigation is the use of DNA,

but this is very expensive. However, even this doesn’t seem to matter,

because a rapist canget out of the prison after only a couple of years or

even a few months due to the difficultyof making a conviction.


131

2. Kamus Oxford 8th

edition.

I. Penilaian

1. Teknik Penilaian

a. Non-tes :Lisan

b. Non-tes : Lisan

c. Tes :Tertulis

d. Tes :Tertulis

e. Non-tes : pengamatan

2. Bentuk Instrumen

a. Uraian singkat

b. Uraian singkat

c. Isian

d. Uraian singkat

e. Lembar pengamatan

Argument 4 There is one thing that bothers me a lot, namely: “A man who forces a

woman, who is not his wife, to commit a sexual act…” Does this mean

that if it is his wife, it’s all right? There are so many difficulties related to

this issue.

Recommend

ationn

Wise people say that prevention is always better than curing. So until we

have a clearer law and procedure, never let this violation happen. Both

men and women need to becareful about this issue. Uderstading the

opposite gender is one of the ways to do that might tempt the sexual

urges is another. Another is always putting justice as our best interest if

we ever have to become a source for the prosecution process. Is it easy?

No, not at all!


132

3. Lembar soal penilaian tes proses belajar

a. Soal uraian

Answer the question based on the picture

1) Look at the picture, what do you see?

2) How do you feel when you see it?

3) What do you think about that picture?

4) Why do people often do that action?

b. Answer the question based on your knowledge

1) What is hortatory exposition?

2) What is the social function of hortatory exposition?

3) What are the tenses used dominantly in hortatory exposition?

4) Where do you usually find hortatory exposition texts?

5) How many components are there in the generic structure of hortatory

exposition?

c. Soal teka-teki silang

5.

1. 2.

3. 4. 7.

8.

6.


133

Answer based on the question.

d. Soal uraian singkat

Answer the question based on the text.

1) What is sexual harrasment?

2) Why does sexual harrasment still exist until now?

3) Why does the conviction of rapist in court never easy?

4) How many arguments which is show in the text?

5) What your personal opinion is after read that text?

No Cross No Down

1 (n) Behaviour that annoys or upset

someone.

2 (adj) causing very great pain, difficulty,

worry, damamge, etc : very serious.

3 (adj) showing an ureasonable like or

dislike for a person based on personal

opinion.

4 (adj) (of a person) not guilty of a

particular crime or having no knowledge

of the unpleasant and evil things in life or

(of thing) not intended to harm anyone.

6 (n) a crime considered to be one of the

less serious types of crime.

5 (n) the act of having sex.

7 (n) crime when someone is officially

found to be guilty of particular time.

8 (n) continue when a person or group do

continue to take part in planned set of

activities, especially war.


134

1. Kunci jawaban

a. Soal teka-teki silang

5.I

N

1.H A R A S 2.S M E N T

E E

V R

3.B 4.I A S E D 7.C O N V I C T I O N

N R O

N E 8.P U

O R R

C O S

E 6.M I S D E M E A N O R

N E

T C

U

T

I

O

N

b. Soal uraian

1) Behaviour that annoys or upset someone.

2) Biased of the understading of sexual harassment is.

3) Three major elements: solid material evidence, chargers brought by the victim

and eyewitness account.

4) Five arguments

5) It should be preventing


135

2. Pedoman penilaian

a. Rubrik Penilaian Soal Isian

Skor maksimal = 10

Nilai siswa = Skor perolehan X10 = . . . .

Skor maksimal

b. Rubrik Penilaian Soal Uraian

Skor maksimal = 4


Skor maksimal

Yogyakarta, 1 April 2014

Peneliti

No Uraian Skor

1.

2.

Jawaban benar.

Jawaban salah.

1

0

No Uraian Skor

1 Makna dan tata bahasa benar. 4

2 Makna benar dan tata bahasa kurang tepat. 3

3 Makna dan tata bahasa kurang tepat. 2

4 Makna dan tata bahasa salah. 1

5 Tidak menjawab. 0


136


(RPP)







11. Memahami makna teks fungsional pendek dan esei berbentuk narrative, spoof

dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk


B. Kompetensi Dasar









exposition.


137






exposition.

E. Materi Ajar

1. Horatatory Exposition.

2. Teks hortatory exposition dari majalah Dialogue halaman 32-33

3/XXXI/2009.





Waktu

keterangan

1 Pendahuluan:

a. Apersepsi:

1) Berdoa

2) Menginformasikan SK dan KD,

materi serta tujuan pembelajaran.


exposition yang telah dipelajari

oleh peserta didik pada pertemuan

sebelumnya.

b. Motivasi: Guru menjelaskan pentingnya

materi yang akan dipelajari kepada peserta

didik.

10 menit Tatap Muka

2 Kegiatan Inti:

a. Eksplorasi



15 menit

Tatap Muka

Tugas

Mandiri

Terstruktur.


138

hortatory exposition lengkap

dengan contoh penggunaan dalam

teks hortatory exposition yang

tersedia.


mencari informasi tentang langkah-




secara aktif dalam kegiatan

pembelajaran.

b. Elaborasi


untuk berpikir secara efektif dan

efisien dalam menyelesaikan setiap

tugas.


untuk berpikir dalam menganalisis

dan menyelesaikan masalah dengan


pemahaman berdasarkan teks



dengan latihan-latihan untuk

mengasah keterampilan membaca

yaitu dengan menganalisis teks


c. Konfirmasi

1) Guru memberi umpan balik positif

dan penguatan dalam bentuk lisan,

tulisan, isyarat atas keberhasilan

peserta didik.

2) Guru memotivasi peserta didik

yang belum aktif untuk

berpartisipasi aktif.

45 menit

10 menit

3. Penutup:

a. Guru bersama-sama dengan peserta

10 menit Tatap Muka


139

didik membuat kesimpulan tentang

langkah-langkah retorika dalam teks

hortatory exposition .


c. Guru memberi tugas kepada peserta

didik untuk mencari teks hortatory

exposition dari berbagai sumber.

Non tatap

muka

H. Sumber Belajar

1. Majalah Dialogue halaman 32-33 3/XXXI/2009.

2. Kamus Oxford 8th

edition.

I. Penilaian

4. Teknik Penilaian

f. Tes :Tertulis

g. Tes :Tertulis

h. Non-tes : pengamatan

5. Bentuk Instrumen

f. Isian

g. Uraian singkat

h. Lembar pengamatan


e. Soal isian

Complete the text with the correct words from the box.

A. painkillers

B. combat

C. cigars

D. belive

E. addiction

F. treatment

G. reduce

H. conquer

I. accomplish

J. desire


140

Pay the Price

By Maria “Anggie” Linda

“Let me fly to the fantasy world to reach the pleasure of Death,” she said

the addict.

“Here I am, standing still confroting the killing pain till the New Life

embraces me,” said the strong man.

What we call the secret of happiness is no more a secret than our

willingness to choose life (Leo Buscaglia). But living with (1)…… to drugs,

alcohol and oher “evil” addictions, is that what we call life, real life? Will a true

happiness belong to that kind of life, anyway? The answer must be NEGATIVE!

All kinds of evil addiction may commonly lead you to more painful conditions,

even to death. Nevertheless, if you have the signs/symtoms of an addiction or

already been addicted, one thing you must set in your mind: you can overcome

any kind of addiction, if you want to.

Drugs Addiction

The reason why people seem to be so easily get addicted to drugs is only

one simple word, a problem. What problem? Well, it may vary; it can be a

complex discomfort, some form of emotional (such as unhappiness, hatred, sense

of hopelessness) and physical pain. Curiosity may also raise problems dealing

with this addiction. But why even though there has been much information about

the fatal dangers of using illegal drugs, mant still try consuming those dangerous

substances. It is because addictive drugs (like marijuana, meth, cocaine, ecstasy

(MDMA) and opium) are basically (2)……. .Thus, pleasure and fake resolution of

problems takeover users’ body and mind. However, this addiction can be cured, as

long as the addicts’ body still gives time.

1. If you are an addict, first you must be honest to yourself. When you recognize

the signs of addiction, do not live in denial before it’s too late. Surrender


141

yourself to the facts that you live with dangerous stuff that may take your life

anytime and that those drugs are not your “friends” which will help you solve

your problems.

2. Do not be reluctant to get and accept professional help and supports to cure

your addiction. Be consistent in your (3)……., no matter how hard and painful

it is.

3. Continue with a holistic treatment (such as nutritrious food and regular

exercises for your body, emotional and spritual healing, networking and

relationship reconstruction); use approaches which suit you the best and avoid

anything and situation that may drive you to craving and relapsing to a worse

level.

Smoking Addiction

Addiction to smoking cigaretes, (4)………. or pipes may begin with the

desire of its pleasure or a way to socialize. If one has a desire to quit, several

things must be done.

1. Have a heart and mindset that will make you quit the smoking habit. You can

make a list of your personal physical, emotional, mental, social and spiritual

reasons for quitting. You may ask for your family, friends and other people

around you to support your commitment.

2. Make the slow but really sure actions. Set strategies, such as (5)……one

cigarette a day, choose a less-nicotine cigarette brand, or even make it as a fun

game by betting against your friends. Then, set also a target to quit entirely.

3. Control and (6)……….. your withdrawal symptoms like cravings. You may

celebrate your succesful target day and your continous attempts to quit

smoking forever. You can find or create activities so that you will miss no

more the pleasure of smoking habit.

Alcohol Addiction

Similar to smoking addiction, alcohol addiction is also mostly about

pleasure. The drinkers usually try to drink one or two glasses but then drink more

unconsciously till reaching the addiction level. There will be no successful

intervation for the addict if there is no self-motivated action to quit. Intervation


142

from family, friends, or even experts is commonly needed since first the addicts

may not recognize the addiction. The addicts need awaking calls, so that there will

be no problems or impairments which are too difficult or impossible to solve.

They also need supports to let go the hardous pleasure of drinking alcohol.

Eating Addiction

To (7)………eating addiction successfully is basically about getting the

right knowledge of healthy foods and getting discipline to make a healthy eating

lifestyle. When someone gets addicted to eating certain or many kinds of foods,

especially the unhealthy-yummy ones, it may be hard to quit. However, it’s

actually easy; you just need to do the right healthy diet and live with it. Yet, one

essential thing you should apply’ you must enjoy your healthy eating lifestyle in

order to avoid compulsion, obsession and addiction take over your mind and

body.

Shopping Addicted

Shopping always seems much fun and relaxing for those who love it.

However, will it still be fun if the finacial doom is heading for you? It is almost

certain that you need to conquer your excessive (8)…….. and reasons for

purchasing things. You may pay attention to the following suggestions.

1. Make a list of things you want to buy but do not forget to prioritize things to

buy. Stick to the priority.

2. Make sure that the things you want to buy suit your income and savings then

reprioritize.

3. Use cash/debit card. A credit card is only for emergecy but if you use it, make

sure you can pay it back soon.

4. If you’re tempted to buy certain things, make sure if you really need them. If

you’re still unsure, perhaps you should not buy them.

There are many other negative things or activities that are potential to cause

addiction. However, we must (9)……. Those postive actions, may result in

victory, but a negative mind may lead you death. There may be other positive

addictions we may do or maintain, like addicted to help people in need, to learn


143

positive things, and so on. Yet, everything should be propotional, neither less nor

too much.

Getting addicted to negative stuff seems so easily experienced by those who

have the desires and curiousity. On the contrary, overcoming addiction will be

easier when you take the actions and live with that commitment. Difficulties in

life will not be too hard to face and handle. It is as Catherine Pulsifer wrote,

“Action is the commitment on your part. And, once you are commmitted to a

goal, really committed, problems are short term.”

Pay attention to this quote: A Dictionary is the only place that success

comes before work. Hard work is the price we must pay for success. I think you

can (10)……. Accomplish anything if you’re willing to pay the price (Vince

Lombardi).

f. Soal uraian singkat

Answer the question based on the text.

1) How many arguments presented by the writer of the text?

2) What problem which can makes people seem to be easily get addicted to

drugs?

3) How to stop smoking addiction? How many steps?

4) How can people to be drinkers?

5) Why can people to be an addicted shopper?

4. Kunci jawaban

c. Soal isian

1) Addiction

2) Painkillers

3) Treatment

4) Cigars

5) Reduce

6) Conquer

7) Combat

8) Desire

9) Belive

10) Accomplish


144

d. Soal uraian

1) Five arguments, they are drug addiction, smoking addiction, alcohol addiction,

eating addiction and shopping addiction.

2) Because there are some reason such as complex discomfort, some form of

emotional (such as unhappiness, hatred, sense of hopelessness) and physical

pain.

3) There are three steps to stop smoking addiction. The steps are havig a heart

and mindset that will you quit the smoking habit, making the slow but really

sure actions, and control and conquer your withdrawl symptoms like cravings.

4) The drinkers usually try to drink one or two glasses but then drink more

unconsciously till reaching the addiction level.

5) Because shopping always seems much fun and relaxing for those who love it.



No Uraian Skor

1.

2.

Jawaban benar.

Jawaban salah.

1

0

Skor maksimal = 10


Skor maksimal


No Uraian Skor





5 Tidak menjawab. 0


145

Skor maksimal = 4


Skor maksimal

Yogyakarta, 1 April 2014

Peneliti


146


(RPP)










B. Kompetensi Dasar









exposition.


147



1. Mengidentifikasi gagasan dan informasi faktual dalam teks yang berisi

main ideas, supporting ideas, details.


exposition.

E. Materi Ajar

Teks hortatory exposition dari majalah Dialogue halaman 1/XXXV/2014





Waktu

keterangan

1 Pendahuluan:

a. Apersepsi:

1) Berdoa

2) Menginformasikan SK dan KD, materi

serta tujuan pembelajaran.


exposition yang telah dipelajari oleh

peserta didik.

b. Motivasi: Guru menjelaskan pentingnya materi

yang akan dipelajari kepada peserta didik.

10 menit Tatap Muka

2 Kegiatan Inti:

a. Eksplorasi



exposition lengkap dengan contoh

penggunaan dalam teks hortatory

exposition yang tersedia.

2) Guru melibatkan peserta didik mencari

informasi tentang langkah-langkah

15 menit

Tatap Muka

Tugas

Mandiri

Terstruktur.


148

retorika dalam teks hortatory

exposition.



b. Elaborasi

1) Guru memfasilitasi peserta didik untuk

berpikir secara efektif dan efisien

dalam menyelesaikan setiap tugas.


berpikir dalam menganalisis dan

menyelesaikan masalah dengan


pemahaman berdasarkan teks hortatory

exposition.


dengan latihan-latihan untuk mengasah

keterampilan membaca yaitu dengan

menganalisis teks hortatory exposition

yang tersedia.

c. Konfirmasi

1) Guru memberi umpan balik positif dan

penguatan dalam bentuk lisan, tulisan,

isyarat atas keberhasilan peserta didik.


belum aktif untuk berpartisipasi aktif.

45 menit

10 menit

3. Penutup:




exposition .



untuk mencari teks hortatory exposition dari

berbagai sumber.

10 menit Tatap Muka

Non tatap

muka

H. Sumber Belajar

1. Majalah Dialogue halaman 1/XXXV/2014


149

REAL MODERN

HEROES

Heroes are known as people who reject injustice, protect the weak, and support

the truth. When we talk about heroes, the first people who pop out in our minds

are most probably the superheroes from movies like Superman, Spiderman, and

Wonder Woman. Heroes are always identical to those fictional superheroes. We

remember their history, super power, and costumes easily since they are famous

and attractive. We may also refer heroes to the people who sacrifice themselves

for their nation and other famous philanthropist like Oprah and Mother Teresa.

Well, I would not say that they are not heroes. Those people are surely true and

well-know heroes to the society and even the world. However, have you ever

thought about the real and modern heroes that are represent just around us, even

very close?

Many years ago, this world was indeed different. Everthing was still very

traditional. I believe that many of us realized how globalization, industrial

evolution, and technology changed the world. Various aspects have been

influenced, including the people’s characters, and we also have felt the

geographical impact to the Earth. So, how are these related to the modern heroes?

I want ask you to look back and see how these impacts have produced the real

modern heroes like farmers and teachers.

Sometimes, we have never realized that farmers are truly the real modern heroes.

In the past times, there were plenty of farmers, especially in Indonesia. Most

villagers became farmers and they took care of the fields well. Therefore, the food

supply was stable. Nowdays, we are running out of farmers, while the consumers

are getting higher. Fortunately, there are farmers who still care about the world.

They are heroes. These farmers are the modern who save people by sacrificing

themselves. They work all day long in the fields. They let their skin burnt by the

sun’s rays just to produce some food for us. They still do their best to provide

food for is, even we are the ones who cause the global warming and make it

tougher for their work. Can you imagine how amazing and noble they are?

The next modern heroes are our teachers. The attitudes of students in the past and

students nowadays are undoubtedly different. Student in the past really respected

their teachers because it was harder for them to get good education. Now, when it

is much easier to get good education, the sudents are no longer respecting their

teacher. Teachers have been the heroes of the society from the past until now, but

the teachers who can stand the students’ attitudes and still give a good education

now are the true heroes for me. Being a teacher is not easy as it seems. They are


150

just not only randomly giving explanation about certain subject to the students,

but also giving a good example for students. Even when the attitudes of the

students are bad, those teachers can change them and get some respect. These are

the real modern heroes that I mean. They are the teachers who sacrifice their time

and energy to give good education to their students without hoping to get anything

in return. They are the smart people who chose to make a better future generation

instead of getting a good position in company.

In my opinion, farmers and teachers are the true heroes. They are not famous and

attractive. However, what they do is what makes them the heroes of the society,

the heroes of the world. The burdens that they carry, the duties that they complete,

and the energy and time that they sacrifice show the real superpowers they have.

They deserve more. They need to get more respect, care and attention. Have you

ever prayed for the farmers to be always strong and healthy? Have you ever

thanked your teachers for their hard work? Some of us might not notice how their

works have given us a lot. Their sacrifice is valuable. They are the real modern

heroes. Their big sacrifices can not be found anywhere else.

Dialogue Magazine 1/XXXV/2014

Devina Darmawan

** The winner of English Action Days 2013 of USD

The writer is a students of Regina Pacis SHS, Surakarta.

2. Kamus Oxford 8th

edition.

3. Kamus Inggris Indonesia by John M. Echols and Hassan Shadily.

I. Penilaian

1. Teknik Penilaian

a. Non-tes :Lisan

b. Non-tes : Lisan

c. Tes :Tertulis

d. Non-tes : pengamatan

2. Bentuk Instrumen

a. Uraian singkat

b. Uraian singkat


151

c. Uraian singkat

d. Lembar pengamatan


a. Soal uraian

Answer the question based on the video

5) What do you think about that video?

6) Who is the hero based on the video?

7) What have he done based on the video?

8) Who is your favorite hero?

9) Who is he/she?

10) Why do you choose him/her as your hero?

b. Answer the vocabularie based on your knowledge

1) Reject

2) Injustice

3) Pop out

4) Mind

5) Indentical

6) Attractive

7) Fictional

8) Philanthropist

9) Influenced

10) Stable

11) Running out

12) Sacrificing

13) Tougher

14) Undoubtely

15) Burdens

16) Deserve

17) Noble

18) Thank

c. Answer the question based on the text.

6) What is the topic of this text?

7) What type of text is that? Explain it?

8) What is the social function of that text?

9) What are the tenses used dominantly in that text? Give the example from the

text?

10) What can you learn from that text? Explain it?


152

11) Who are the real heroes of the text?

12) Why are they to be the real heroes?

13) What should we do to help the teachers and farmers?

3. Kunci jawaban

a. Soal uraian tentang video yang ditampilkan

1) I think it is real hero in Indonesia.

2) He is Budi Suhardi.

3) He creates Roslin Orphange house and help people in Timor.

4) She is Oprah Winfrey.

5) She is presenter in some events.

6) I chose her because I can learn her spirit to reach the dream.

b. Soal kosa kata

1 Reject (v) menolak

2 Injustice (n) ketidakadilan, hal yang tidak adil

3 Pop out (v) bermunculan

4 Mind (n) pikiran, akal

5 Indentical (adj) sama, serupa

6 Attractive (adj) menarik, cantik

7 Fictional(adj) khayal

8 Philanthropist (n) dermawan

9 Influence (v) mempengaruhi

10 Stable (adj) stabil, seimbang, tetap

11 Run out of (v) kebahisan

12 Sacrifice (v) mengobarkan

13 Tough (adj) buruk

14 Undoubtely (adv) niscaya

15 Burden (n) beban

16 Deserve (v) berhak mendapatkan, pantas menerima

17 Noble (adj) mulia

18 Thank (v) berterima kasih


153

c. Soal uraian

1) The topic of this text is modern heroes.

2) The type of the text is hortatory exposition.

3) The social function of this text is explain to the listener or readers that

something should not happen or be done.

4) The tense is used dominantly in that text is simple present tense. The example

is heroes are always identical to those fictional superheroes.

5) Each person can be hero.

6) Because they sacrifice themselves for us.

7) We should respect each job because sometimes we do not realize that they are

heroes for this world.



No Uraian Skor

1.

2.

Jawaban benar.

Jawaban salah.

1

0

Skor maksimal = 10


Skor maksimal


No Uraian Skor





5 Tidak menjawab. 0


154

Skor maksimal = 4


Skor maksimal

c. Lembar pengamatan

(terlampir)

Yogyakarta, 1 Mei 2014

Peneliti


155


(RPP)










B. Kompetensi Dasar









exposition.


156






exposition.

E. Materi Ajar

Teks hortatory exposition dari majalah Dialogue halaman 1/XXXI/2009





Waktu

keterangan

1 Pendahuluan:

a. Apersepsi:

1) Berdoa

2) Menginformasikan SK dan KD, materi

serta tujuan pembelajaran.


exposition yang telah dipelajari oleh

peserta didik.

b. Motivasi: Guru menjelaskan pentingnya materi

yang akan dipelajari kepada peserta didik.

10 menit Tatap Muka

2 Kegiatan Inti:

a. Eksplorasi



exposition lengkap dengan contoh

penggunaan dalam teks hortatory

exposition yang tersedia.

2) Guru melibatkan peserta didik mencari

informasi tentang langkah-langkah

15 menit

Tatap Muka

Tugas

Mandiri

Terstruktur.


157

retorika dalam teks hortatory

exposition.



b. Elaborasi


berpikir secara efektif dan efisien dalam

menyelesaikan setiap tugas.


berpikir dalam menganalisis dan

menyelesaikan masalah dengan


pemahaman berdasarkan teks hortatory

exposition.


dengan latihan-latihan untuk mengasah

keterampilan membaca yaitu dengan

menganalisis teks hortatory exposition

yang tersedia.

c. Konfirmasi

1) Guru memberi umpan balik positif dan

penguatan dalam bentuk lisan, tulisan,

isyarat atas keberhasilan peserta didik.


belum aktif untuk berpartisipasi aktif.

45 menit

10 menit

3. Penutup:




exposition .



untuk mencari teks hortatory exposition dari

berbagai sumber.

10 menit Tatap Muka

Non tatap

muka

H. Sumber Belajar

1. Majalah Dialogue halaman 1/XXXI/2009


158

THE POWER WITHIN THE MODESTY

By Patricius Valentiono A

Do you have a dream which comes true? Have you ever felt that your dream

seems too high to reach since you have limited condition to support you? Many

people tend to give up easily in trying to achieve their goals. Why? The answer is

quite reasonable indeed. Lack of facility and financial support become the main

reasons to stop struggling and going ahead. And the worse thing is that they begin

to ignore them at all. However, are those facilities and finances the only things

that can support and give us our succes? Is the succes only for those who have an

abundance of stuff and cash?

Have you ever heard the saying “The Man behind the Gun?” it means to say that

the excellence of a person is measured from how excellent they use the things

around them that support them to achieve the goal. In other words, the goal can be

reached by anyone who has creativity to exploit their own power properly. It

seems that succes is mostly gained for those who have enough material

possessions. It is supposed to be yes; however, it depends on how creative they

exploit their stuff. For those who lack material possessions and finances, they

should not surrender. Many things can be managed to be our power if we have

creativity and spirit. Any little thing can be made as a step stone for those who

want to strive for a better life. The shortage can become great spirit for them to

keep walking further.

You have the power

Don’t you know that you actually have the greatest power to make your dreams

come true? The power leads you to the direction you should walk through. The

power makes everthing become your power. Spirit, creativity, joy and hope are

the power people have to reach the very top of the world. Where are they? You

shouldn’t look for the as they are nowhere. They are already in you. You just need

to become aware solely that you have them. You are the source of enormous

power. It is just a matter of willingness in order to make use of it.

Soichiro Honda

Soichiro Honda, the founder of the worldwide motor cycle and Car Company, is

one of the successful persons who can break through the wall of failure and

frustration. Let’s take a closer look at his brief live story. The first time when he

had hundreds of trials and failures, he never gave up and kept trying until his


159

efforts paid off and he successfully made an appropriate piston ring. The

economic crisis didn’t stop his struggle to build a small factory. The diligence and

patience led him to his dream. It didn’t stop yet. World War II ruined his factory;

a bomb destroyed the most important machines used to produce pistons. The

spririt was still burning. He recollected all the waste cans of oil and constructed

them to be a new factory. But then, it was bombed again. It looked like no hope

remainded then. In addition to the economic crisis, the war brought Japan to the

darknest sorrow. He took a rest at his house and simply tried to install an engine

to his bicycle. It was unpredictable that many people liked his product very well.

They ordered the invention. At last, he founded a much bigger company, the

kingdom of Honda, in every side of the world as we know now.

Keep your spirits burning like the sun shining in the sky

Don’t ever say “I can’t do it!” before you try and prove it. Be a positive thinker!

Be optimistic and don’t ever give up in any situation. But before you can do all

those things, one thing that you need to do is accept yourself as the way you are.

No matter many weaknesses you have, you can gradually improve them. Your

weaknesses can sometimes become special power if you know how to manage it.

Appreciating everything you have achieved leads you to a humble, stronger

person. The last world is keep yor spirit burning like the sun shining in the sky.

Dialogue Magazine 1/XXXI/2009

2. Kamus Oxford 8th

edition.

3. Kamus Inggris Indonesia by John M. Echols and Hassan Shadily.

I. Penilaian

1. Teknik Penilaian

a. Non-tes :Lisan

b. Non-tes : Lisan

c. Tes :Tertulis

d. Non-tes : pengamatan

2. Bentuk Instrumen

a. Uraian singkat b. Lembar pengamatan



160

a. Soal uraian

Answer the question based on the video

1) What do you think about that video?

2) Who is Charice’s idol?

3) Where is Charice and her idol first concert?

b. Answer the vocabularie based on your knowledge

Task 1

Match the words which you can find in the text, written on the left to the

synonyms or definitions on the right. Draw arrow to show the match.

1 modesty a kekurangan.

2 abudance b pendiri.

3 exploit c penemuan.

4 possession d merusak, menghancurkan.

5 strive e sangat besar, sangat hebat.

6 shortage f barang milik, milik.

7 enermous g Kelimpahan, keadaan berlimpah-

limpah.

8 matter h berusaha, berjuang.

9 founder i perkara, persoalan.

10 ruin j Mengeksploitasi, memanfaatkan.

11 sorrow k semata-mata, melulu.

12 struggling l Kesederhanaan, kerendahan hati,

kesopanan.

13 solely m cenderung.

14 tend n perjuangan.

15 invention o duka cita, penderitaan.

c. Answer the question based on the text.

Task 2

Choose the best answer based on the text.


161

1. What is the type of the text above?

a. Description

b. Narrative

c. Hortatory exposition

d. Explanation

e. Report

2. Based on the text above, how many arguments explain by the writer?

a. one

b. Two

c. Three

d. Four

e. Five

3. However, are those facilities and finances the only can support and give us our

success? (First paragraph). What is the italic words means?

a. Money

b. Supply of money

c. Payment

d. Bank

e. Credit

4. It means to say that excellence of person is measured from how exellent they

use ….. . The italic word called as..

a. Noun

b. Verb

c. Adjective

d. Adverb

e. Compund

5. What is the social function of this text?

a. Help the readers how to do something.

b. To persuade the readers that something should or should not

happen.

c. To amuse the readers a story.

d. To retell something that happened in the past and to tell a series of

past event.

e. To present about something.


162

6. Who is Soichiro Honda?

a. Technician of Honda

b. Manager of Honda

c. Founder of Honda

d. Employeer of Honda

e. Director of Honda

7. How many times his company was bombed?

a. One

b. Two

c. Three

d. Four

e. Five

8. What did Soichiro Honda do in the first time?

a. Bought piston ring

b. Sold piston ring

c. Burnt piston ring

d. Made piston ring

e. Broke piston ring

9. You just need to aware solely that you have them. The synonym of solely is…

a. Only

b. Other

c. Similar

d. Different

e. Same

10. What we can learn from the text?

a. We should keep the spirit.

b. We should keep the dream.

c. We should make the dream

d. We should break the spirit.

e. We should find the dream.

5. Kunci jawaban

a. Soal uraian tentang video yang ditampilkan

1) It is awesome, incredible.

2) Celline Dion

3) Madison Square


163

b. Soal kosa kata

1 modesty kesederhanaan, kerendahan hati, kesopanan

2 abudance kelimpahan, keadaan berlimpah-limpah

3 exploit mengeksploitasi, memanfaatkan

4 possession barang milik, milik

5 strive berusaha, berjuang

6 shortage kekurangan

7 enormous sangat besar, sangat hebat

8 matter perkara, persoalan

9 founder pendiri

10 ruin merusak, menghancurkan

11 sorrow duka cita, penderitaan

12 struggle perjuangan

13 solely semata-mata, melulu

14 tend cenderung

15 invention penemuan

c. Soal pilihan ganda

1. C

2. C

3. B

4. A

5. B

6. C

7. B

8. D

9. A

10. A


164



No Uraian Skor

1.

2.

Jawaban benar.

Jawaban salah.

1

0

Skor maksimal = 10


Skor maksimal


Skor maksimal = 4


Skor maksimal

c. Lembar pengamatan

(terlampir)

Yogyakarta, 1 Mei 2014

Peneliti

No Uraian Skor





5 Tidak menjawab. 0


165

APPENDIX 8

Observation Checklist


166

OBSERVATION CHECKLIST

OBSERVATION SHEET ON THE ACTIVITIES OF STUDENTS


Class : XI IPA I

Please give check (√) on the place provided based on students’ activities during the observation.

No Statements Students

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 26 27 28 29 30 31 32

1 Students enter to the

classroom on time.

2 Students show that they have the background

knowledge.

3 Students pay attention to the teacher’s

explanation.

4 Students are active to

ask and answer.

5 Students do task 1

(arrange the jumble

paragraphs) in a group.

6 Students do task 2 (cross word) in a group.


individual.

8 Students show their enthusiasm during the

lesson.

9 Students use their dictionary to find the

difficult words very

often.

10 Students use English


167

most of the time.

11 Students follow the

instruction which is given by the teacher

easily.


168

Cycle 1- Meeting 1



Class : XI IPA 1

Day : Thursday, April 24th

2014

Time : 2X45


<25% 26%-50% 51%-75% 76%-100%


classroom on time.

80% high motivation

2 Students show that

they have the

background

knowledge.

26.7% low motivation

3 Students pay

attention to the

teacher’s

explanation.

100% high motivation

4 Students are active

to ask and answer.

30% low motivation

5

Students do task 1

(arrange the jumble

paragraphs) in a

group.

50% low motivation


(cross word) in a

group.

80% high motivation


individual.

40% low motivation

8 Students show their

enthusiasm during

the lesson.



dictionary to find

the difficult words

very often.

20% very low

motivation

10 Students use

English most of the

time.

16.7% very low

motivation


instruction which is

given by the teacher

easily.



169

Cycle 1- Meeting 2



Class : XI IPA 1

Day : Saturday, April 26th

2014

Time : 2X45


<25% 26%-50% 51%-75% 76%-100%


classroom on time.



they have the

background

knowledge.


3 Students pay

attention to the

teacher’s

explanation.



to ask and answer.

64.3% moderate motivation

5

Students do task 1

(build knowledge)

in a group.



(information gaps)

in a group.

89.3% high motivation


individual.



enthusiasm during

the lesson.



dictionary to find

the difficult words

very often.


10 Students use

English most of the

time.

21.4% very low motivation




easily.



170

Cycle 2- Meeting 1



Class : XI IPA 1

Day : Thursday, May 8th

, 2014

Time : 2X45


<25% 26%-50% 51%-75% 76%-100%


classroom on time.



they have the

background

knowledge.


3 Students pay

attention to the

teacher’s

explanation.



to ask and answer.


5

Students do task 1

(background

knowledge).



(vocabulary).



individual.



enthusiasm during

the lesson.



dictionary to find

the difficult words

very often.


10 Students use

English most of the

time.





easily.



171

Cycle 2- Meeting 2



Class : XI IPA 1

Day : Saturday, May 10th

2014

Time : 2X45


<25% 26%-50% 51%-75% 76%-100%


classroom on time.



they have the

background

knowledge.


3 Students pay

attention to the

teacher’s

explanation.



to ask and answer.


5

Students do task 1

(background

knowledge) in a

group.

100%

high motivation


(vocabulary) in a

group.



individual.



enthusiasm during

the lesson.



dictionary to find

the difficult words

very often.


10 Students use

English most of the

time.

71.4% moderate

motivation




easily.



172

APPENDIX 9

Field Notes


173

Field Note

Cycle 1 Meeting 1

There were two students who were absent for being sick. Most of the

students were ready for the lesson generally but some of them still did other

activities and they did not come on time to the classroom. The students showed

their enthusiasm when the teacher opened the lesson using pictures in power

point. The teacher showed some pictures which was related to the topic of this

meeting. The topic of this meeting was sexual harassment. The teacher showed

some pictures which was related to sexual harassment and asked to the students to

guess the topic of this meeting. The teacher showed the first picture that showed

an act of sexual harassment but students could not guess it. So, the teacher showed

the second picture to encourage the students in guessing the topic. The second

picture was picure of Jakarta International School (JIS); it was more helpful than

the first picture although they guess it by speaking in Bahasa. They knew that the

picture was about sexual harassment but they could not explain in English. The

teacher explained that in this meeting was going to discuss about sexual

harassment. Some of the students who came late did know the topic. So, the

teacher should explain the topic twice. In opening activities only some of the

students tried to answer the teacher’s questions.

The teacher explained that this meeting is going to discuss sexual

harassment using article from the magazine but the teacher forgot that the teacher

taken the article from rubric for opinion.The article was hortatory exposition text

which told about sexual harassment. So, the teacher recalled back their

understanding about hortatory by asking some question which was related to

hortatory exposition. Only some of the students tried to answer it. So, the teacher

explained the hortatory exposition briefly to recall their understanding about it.

The second activities was hortatory task, the students should analyze the

generic structure of the hortatory task which was taken from the magazine. They

did it in group which consisted five until six students in a group. The teacher


174

asked them to do it in fifteen minutes but the students could it faster than fifteen

minutes. So, the teacher could move to next activities. Before, the teacher moved

to the next activities the teacher and the students discussed the answer of first

task.

The third activities was vocabulary building, the students did the task

related to vocabularies which could found in the text. Before they did the task,

teacher asked to them to make a group which each of the group consisted five

until six students. The task was about crossword puzzle of vocabularies which

could find in the hortatory text. In the second task the students did not show their

enthusiasm when the teacher asked them to do that task although they did it. The

teacher asked them to do it in the same group which was made in the previous

activity. Making group which consisted five until six students was not effective

because some of the students did not give the contribution to their groups. Before,

the teacher moved to the last activities the teacher and students discussed the

second task.

The last activities was individual task, the students answered essay

questions based on the text. Although it was individual task most of the students

discussed the answer with others. The teacher reminded to the students to do it

indivually. The teacher asked to the students to do it in twenty minutes but some

of the students could not finish it in twenty minutes. So, the teacher gave five

minutes to finish it. The teacher only gave the question which was related to the

text without asking about hortatory exposition. The last activities the teacher

closed the lesson and concluded the material which have given in this meeting.


175

Field Note

Cycle 1 Meeting 2

In the second meeting there were four students who were absent. In the

opening activity the teacher played the video to attract the students. The teacher

asked the student to watch the video which was related to the topic in this

meeting. The topic was addiction among teenagers. They showed their enthusiasm

when the teacher asked them to watch the video. Most of the students watched it

seriously and the classroom condition was conducive. The students’ mood

changed when the teacher explain the next activity. The activity was giving

written comment related to the video. Actually they did it but they did not show

their enthusiasm. After that the teacher and the students discussed it but only some

of the students who tried to answer and explain it. The teacher encouraged the

students to speak up but they were shy to explain it. The students showed that they

were not ready to give the comment. Before starting the second activity the

teacher explain that in this meeting was going to discuss about addiction among

the teenagers. The teacher also reminded that this meeting is going to use

magazine in learning hortatory exposition. The teacher also recalled back their

understanding about hortatory exposition and what they haved learned in the

previous meeting. Most of students remembered about hortatory and the material

which they have learned in previous meeting.

The second activity was reading hortatory exposition text which was taken

from the magazine. The teacher divided the article in to four texts. Those texts

were drugs addiction, smoking addiction, alcohol and eating addiction, and

shopping addiction. The teacher divided the students in four big groups. Each of

the groups had different texts. The teacher explained the task to the students, they

should read the text and then create a group consist of four students who had

diffent texts. They should share their understading of the text with others. This

activity was information gap. The teacher also distributed the list of vocabularied

to help the student understading the text well.The teacher asked to read in fifteen


176

minutes after that they should find others to share their understanding about the

text. Some of the students did not understand the instruction but they did not ask

to the teacher. They only stayed on their chairs but the teacher encouraged them to

move and share their understanding. Some of students also were lazy to move,

they only borrowed the text without sharing with others.

The last activities was reading activities, the teacher distributed the

complete text of addiction title Pay the Price was taken from magazine. The

students read the text and answered the essay question based on the text. Most of

the question was about the text, the teacher only made one question about

hortatory exposition. The teacher should give equal question both of the text and

understanding about hortatory exposition text. Before techer closed the lesson in

this meeting the teacher asked to the student about what they have learned in this

meeting.


177

Field Note

Cycle 2 Meeting 1

In this meeting there was one student who was absent for being sick. Most

of the students were readier than previous meeting and came on time to the class.

Most of the students showed their enthusiasm when the teacher opened the lesson

using video which was related to the topic of this meeting. Before they watched

the video, the teacher gave the students some questions were related to the topic

and previous material. Most of students tried to answer the question although

some of them spoke in Bahasa. The teacher tried to have short discussion about

the topic and the students enjoyed the discussion. They discussed about hero in

real life based on their experience.

Then they moved to the second activities was wacthing video. Before they

watched the video the teacher asked them to watch the video carefully because

they would discuss the video in the next activity. The teacher tried to attract the

students’ interest about new topic. They watched the video carefully and the class

was conducive. They watched the video of real hero which was the owner of

Roslin orphange house; he was Budi Suhardi who got the CNN hero achivement.

After that the teacher gave them some questions which were related to the video

and they discussed it.

Then they moved to the next activity they did the vocabulary building. The

teacher showed some vocabularies which would found in the text and asked them

to answer it. Most the students tried to answer it by opening the dictionary. Most

of the students still remembered about the materials in the previous meeting. Most

of them answer the question without opened the book. The last activity was

reading and doing some task related to the text. The teacher gave them hortatory

text entitled ‘Real Modern Heros’ which was written by Devina Darmawan and

taken from Dialogue magazine. They read it carefully because they also answered

some questions which were related to the text.


178

Most of the students in this meeting were cooperative and the teacher also

gave the clear instruction. Most of the students also gave comment that this

reading was easier than before. Then the teacher asked them to submit their works

and close the lesson by summarizing all the material which they have learned.


179

Field Note

Cycle 2 Meeting 2

In this meeting there were four students who were absent for being sick.

Most of the students were readier than previous meeting and came to class on

time. They showed their enthusiasm when the teacher opened the lesson by

showing some pictures of the winner of Indonesian Idol 2014. The teacher asked

them some questions related to the pictures to attract the students’ interest in

disccusion of the topic in this meeting. The teacher asked about idol (what was

idol, who was your idol, why did you choose him/her as your idol). Most of them

tried to answer it although they used English and Bahasa Indonesia.

The second activity was watching video to attract the students’ interest

about new topic. The teacher played short video about Charice who met her idol

‘Celine Dion’. Then the teacher gave them some question related to the video.

Most of them tried to answer the questions of this meeting.

The next activity the teacher asked the studens to guess the text of this

meeting by showing some pictures related to the text. They tried to guess it and

showed enthusiasm when they did it. This meeting would use hortatory text

entitled ‘The Power within Modesty’ which was taken from Dialogue Magazine.

This text was told us about Soichiro Honda. Most of the students were right when

they tried to guess of the text.

The teacher reminded to the students about hortatory text before they moved

the next activities. Most of the students could explain hortatory exposition better

than previous meeting. Then they moved to the next activity was vocabulary

building. They did the task 1; before they did it the teacher gave them some

instruction. They did the task 1 in group which consisted three up to four students

in a group. Before they moved to the next activity, they discussed the task 1.

The next activity was individual work; the teacher gave them hortatory text

entitled ‘The Power within Modesty’ which was taken from Dialogue Magazine.


180

The teacher asked them to read the text and also did the task which was related to

the text. The teacher gave them ten of multiple-choice questions. Most of the

students were more cooperative than previous meeting, only some of the students

who still discussed the answer with others. The task 2 was better than previous

meeting; the teacher gave them question which was related text and hortatory

exposition. The students also showed their enthusiasm when they did the multiple-

choice task. After all of the students finished their works, the teacher discussed

the answer of the task 2 with them. The last activity of this meeting was

sumarizing all the material which was given by the teacher of this meeting and

asking to the students whether they found the difficulties or not.


181

APPENDIX 10

Questionnaires


182

QUESTIONNAIRE

Baca pernyatan dibawah! Lingkarilah nomor pada setiap pendapat di bawah

berdasarkan pendapatmu!

Keterangan:

1. : sangat tidak setuju

2. : tidak setuju

3. :kurang setuju

4. :setuju

5. :sangat setuju

No Pendapat Skala

1 Anda sering membaca sumber bacaan berbahasa Inggris. 1 2 3 4 5

2 Sumber bacaan berbahasa Inggris sangat beragam dan

mudah diperoleh/akses.

1 2 3 4 5

3 Membaca Authentic text itu adalah kegiatan yang

menyenangkan.

1 2 3 4 5

4 Authentic text adalah media pembelajaran yang mudah

dipahami.

1 2 3 4 5

5 Anda merasa tertarik dengan media Authentic text pada saat

proses pembelajaran bahasa Inggris.

1 2 3 4 5

6 Belajar bahasa Inggris menggunakan media Authentic Text

adalah kegiatan yang dapat menambah wawasan.

1 2 3 4 5

7 Sekolah telah memenuhi sarana dan sumber-sumber bacaan

untuk proses pembelajaran bahasa Inggris.

1 2 3 4 5

8 Belajar bahasa Inggris mempunyai kegiatan yang beragam. 1 2 3 4 5

9 Belajar bahasa Inggris menggunakan metode content-based

instruction itu menyenangkan.

1 2 3 4 5


instruction itu menambah wawasan.

1 2 3 4 5

11 Metode pembelajaran content-based instruction benar-

benar membuat Anda tertarik untuk mengikuti proses

pembelajaran bahasa Inggris.

1 2 3 4 5

12 Guru bahasa Inggris selalu menggunakan bahasa yang

mudah dipahami pada saat mengajar di kelas.

1 2 3 4 5

13 Pada saat Anda bertanya materi yang belum Anda pahami

guru selalu menjawabnya.

1 2 3 4 5

14 Guru sering menyisipkan kegiatan diskusi atau tanya-jawab

pada saat proses pembelajaran bahasa Inggris.

1 2 3 4 5

15 Anda selalu aktif dalam proses pembelajaran bahasa

Inggris.

1 2 3 4 5

16 Anda selalu mencatat hal-hal yang penting pada saat proses


1 2 3 4 5

17 Anda merasa bahwa pelajaran bahasa Inggris memberikan

banyak kepuasan kepada Anda.

1 2 3 4 5

Thank You


183

The Raw Data of Questionnaire of Cycle 1

No Pendapat Ʃ Respon

STS TS KS S SS

Ʃ % Ʃ % Ʃ % Ʃ % Ʃ %

1 Anda sering membaca sumber bacaan berbahasa Inggris. 0 0.0% 2 7.2% 13 46.4% 12 42.8% 1 3.6%

2 Sumber bacaan berbahasa Inggris sangat beragam dan mudah

diperoleh/akses.

0 0.0% 2 7.2% 2 7.2% 15 53.6% 9 32.2%

3 Membaca Authentic text itu adalah kegiatan yang menyenangkan. 0 0.0% 1 3.6% 15 53.6% 9 32.2% 3 10.7%

4 Authentic text adalah media pembelajaran yang mudah dipahami. 0 0.0% 0 0.0% 17 60.7% 7 25% 4 14.3%

5 Anda merasa tertarik dengan media Authentic text pada saat proses


1 3.6% 0 0.0% 8 28.6% 15 53.6% 4 14.3%

6 Belajar bahasa Inggris menggunakan media Authentic Text adalah

kegiatan yang dapat menambah wawasan.

1 3.6% 0 0.0% 2 7.2% 21 75% 4 14.3%

7 Sekolah telah memenuhi sarana dan sumber-sumber bacaan untuk


0 0.0% 2 7.2% 5 17.8% 17 60.7% 4 14.3%

8 Belajar bahasa Inggris mempunyai kegiatan yang beragam. 0 0.0% 0 0.0% 0 0.0% 20 71.4% 8 28.6%


instruction itu menyenangkan.

1 3.6% 1 3.6% 11 39.3% 14 50% 1 3.6%


instruction itu menambah wawasan.

0 0.0% 0 0.0% 7 25% 17 60.7% 4 14.3%

11 Metode pembelajaran content-based instruction benar-benar membuat

Anda tertarik untuk mengikuti proses pembelajaran bahasa Inggris.

1 3.6% 1 3.6% 9 32.2% 15 53.6% 2 7.2%

12 Guru bahasa Inggris selalu menggunakan bahasa yang mudah

dipahami pada saat mengajar di kelas.

2 7.2% 3 10.7% 7 25% 10 35.7% 6 21.4%

13 Pada saat Anda bertanya materi yang belum Anda pahami guru selalu

menjawabnya.

0 0.0% 1 3.6% 10 35.7% 14 50% 3 10.7%

14 Guru sering menyisipkan kegiatan diskusi atau tanya-jawab pada saat


0 0.0% 1 3.6% 1 3.6% 23 82.2% 3 10.7%

15 Anda selalu aktif dalam proses pembelajaran bahasa Inggris. 0 0.0% 2 7.2% 11 39.3% 13 46.4% 2 7.2%

16 Anda selalu mencatat hal-hal yang penting pada saat proses


1 3.6% 0 0.0% 13 46.4% 12 42.8% 2 7.2%

17 Anda merasa bahwa pelajaran bahasa Inggris memberikan banyak

kepuasan kepada Anda.

0 0.0% 0 0.0% 3 10.7% 20 71.4% 5 17.8%


184

The Raw Data of Questionnaire of Cycle 2

No Pendapat Ʃ Respon

STS TS KS S SS

Ʃ % Ʃ % Ʃ % Ʃ % Ʃ %

1 Anda sering membaca sumber bacaan berbahasa Inggris. 0 0.0% 0 0.0% 11 39.3% 14 50% 3 10.7%

2 Sumber bacaan berbahasa Inggris sangat beragam dan mudah diperoleh/akses. 0 0.0% 0 0.0% 0 0.0% 19 67.8% 9 32.2%

3 Membaca Authentic text itu adalah kegiatan yang menyenangkan. 0 0.0% 0 0.0% 1 3.6% 18 64.3% 8 28.6%

4 Authentic text adalah media pembelajaran yang mudah dipahami. 0 0.0% 0 0.0% 2 7.2% 22 78.6% 4 14.3%

5 Anda merasa tertarik dengan media Authentic text pada saat proses


0 0.0% 0 0.0% 1 3.6% 22 78.6% 5 17.8%

6 Belajar bahasa Inggris menggunakan media Authentic Text adalah kegiatan

yang dapat menambah wawasan.

0 0.0% 0 0.0% 0 0.0% 19 67.8% 9 32.2%

7 Sekolah telah memenuhi sarana dan sumber-sumber bacaan untuk proses


0 0.0% 0 0.0% 14 50% 12 42.8% 2 7.2%

8 Belajar bahasa Inggris mempunyai kegiatan yang beragam. 0 0.0% 0 0.0% 0 0.0% 22 78.6% 4 14.3%

9 Belajar bahasa Inggris menggunakan metode content-based instruction itu

menyenangkan.

0 0.0% 0 0.0% 1 3.6% 22 78.6% 5 17.8%

10 Belajar bahasa Inggris menggunakan metode content-based instruction itu

menambah wawasan.

0 0.0% 0 0.0% 1 3.6% 21 75% 6 21.4%

11 Metode pembelajaran content-based instruction benar-benar membuat Anda

tertarik untuk mengikuti proses pembelajaran bahasa Inggris.

0 0.0% 0 0.0% 3 10.7% 21 75% 4 14.3%

12 Guru bahasa Inggris selalu menggunakan bahasa yang mudah dipahami pada

saat mengajar di kelas.

0 0.0% 0 0.0% 4 14.3% 19 67.8% 5 17.8%

13 Pada saat Anda bertanya materi yang belum Anda pahami guru selalu

menjawabnya.

0 0.0% 0 0.0% 1 3.6% 22 78.6% 5 17.8%

14 Guru sering menyisipkan kegiatan diskusi atau tanya-jawab pada saat proses


0 0.0% 0 0.0% 0 0.0% 21 75% 7 25%

15 Anda selalu aktif dalam proses pembelajaran bahasa Inggris. 0 0.0% 0 0.0% 8 28.6% 19 67.8% 1 3.6%

16 Anda selalu mencatat hal-hal yang penting pada saat proses pembelajaran

bahasa Inggris.

0 0.0% 0 0.0% 11 39.3% 15 53.6% 2 7.2%

17 Anda merasa bahwa pelajaran bahasa Inggris memberikan banyak kepuasan

kepada Anda.

0 0.0% 0 0.0% 4 14.3% 21 75% 3 10.7%


185

The Summary of Data from Questionnaire

Cycle 1

No Indicator Explanation

1 The students’ opinion about

reading. (Question 1 and 2)

1. There were 13 students (46, 4%) who undecided and 12

students (42, 8%) who agreed that they often to read

English reading.

2. There were 15 students (53, 6%) who agreed and 9

students (32, 2%) who strongly agreed that English

reading sources were easy to find.


authentic text in reading class.

(Question 3, 4, 5, and 6)


students (32, 2%) who agreed that reading authentic text

were fun activities in reading class. The rest is only one

student (3, 6%) who were disagreed that they often got

confused in the use of authentic text in reading class.


students (25%) who agreed and only 4 students who (14,

3%) strongly agreed that authentic text was teaching

media which was easy to understand in reading class.


students (14, 3%) who strongly agreed that the use

authentic text attracted the students’ reading motivation.

Meanwhile, there were 8 students (28, 6%) who

undecided whether the use of authentic text in

encouraging the students’ reading motivation.

6. There were 21 students (75%) who agreed and 4

students (14, 3%) who strongly agreed the use of

authentic text in teaching reading increased students’

knowledge.


teaching material that is

available in school.(Question 7)


students (14, 3%) who strongly agreed that school have

prepared the reading source as the teaching media in

reading class. Meanwhile there were 5 students (17, 8%)

who were undecided that the school has prepared the

reading source as teaching media in reading class.


activities in teaching English.

(Question 8)


students (28, 6%) who strongly agreed that in teaching

and learning English had many kind activities.

5 The students’ opinion about the

use Content Based Instruction

(CBI) in teaching reading.

(Question 9, 10, and 11)

9. There were 14 students (50%) who agreed and only 1

student (3, 6%) who strongly agreed that learning

English using CBI was fun. Meanwhile 11 students (39,

3%) who undecided about the use CBI in reading class.


students (14, 3%) who strongly agreed that the use CBI

in teaching English were increasing their knowledge and

experience. Meanwhile 7 students (25%) who undecided

about the use of CBI in reading class in order to increase

the students’ knowledge.


students (7, 2%) who strongly agreed about the use CBI

in order to encourage students’ motivation in reading

class. Meanwhile there were 9 students (32, 2%) who

undecided their opinion about the use CBI in reading

class.


their teacher in reading class.

(Question 12, 13,and 14)


students (21, 4%) who strongly agreed about language

instruction which was used by the teacher in reading

class. Meanwhile there were 7 students (25%) who


186

undecided their opinion about language instruction

which was used in reading class.

13. There were 14 students (50%) who agreed and only 3

students (10, 7%) who strongly agreed that English

teacher gave good response for students’ answer.

Meanwhile there were 10 students (35, 7%) who

undecided their opinion about teacher’s response.

14. There were 23 students (82, 2%) who agreed and only 3

students (10, 7%) who strongly agreed about conducting

discussion in reading class which was leaded by the

teacher.

7 The students’ opinion and

feeling in studying English

especially in reading class.

(Question 15, 16, and 17)

15. There were 13 students (46, 4%) who agreed and only 2

students (7, 2%) who strongly agreed that they always

were active during the reading class. Meanwhile there

were 11 students (39, 3%) who undecided their opinion

about their contribution during reading class.


students (7, 2%) who strongly agreed that they made

notes of the important information during the classroom

activities. Meanwhile there were 13 students (46, 4%)

who undecided about taking notes during the reading

class.


students (17, 8%) who strongly agreed that learning

English was giving great satisfaction.


187

The Summary of Data from Questionnaire

Cycle 2

No Indicator Explanation

1 The students’ opinion about reading.

(Question 1 and 2)

1. There were 14 students (50%) who agreed and

only 3 students (10, 7%) who strongly agreed

that they often to read English reading.

Meanwhile there were 11 students (39, 9%) who

undecided about reading English text.

2. There were 19 students (67, 8%) who agreed and

9 students (32, 2%) who strongly agreed that

English reading text had much kind of texts.

2 The students’ opinion about authentic

text in reading class. (Question 3, 4, 5,

and 6)



English reading sources were easy to find.



authentic text was teaching media which was

easy to understand.



authentic text attracted the students’ interest and



9 students (32, 2%) who strongly agreed that the

use of authentic text increased the students’

knowledge.

3 The students’ opinion about teaching

material that is avaible in

school.(Question 7)

7. There were 12 students (42, 8%) and only 2

students (7, 2%) who strongly agreed that school

have prepared the reading source.

4 The students’ opinion about activities in

teaching English. (Question 8)



there were much kind of activities in reading

class.

5 The students’ opinion about the use

Content Based Instruction (CBI) in

teaching reading. (Question 9, 10, and

11)


5 students (17, 8%) who strongly that learning

English using CBI was fun.

10. There were 21 students (75 %) who agreed and 6

students (21, 4%) who strongly agreed that the

use of CBI in order to increase students’

knowledge.


students (17, 8%) who strongly agreed that the

use of CBI in order was attracting students’


6 The students’ opinion about teacher in

reading class. (Question 12, 13, and 14)



teacher always used simple language instruction

in reading class.


5 students (17, 8%) who strongly agreed that the

teacher gave good response to students’ answer.


students (25%) who strongly agreed about

discussion in reading class.

7 The students’ opinion and feeling in

studying English especially in reading

class. (Question 15, 16, and 17)


only 1 students (3, 6%) who strongly agreed that

the students were active in reding class


188


2 students (7, 2%) who strongly about taking

notes in reading class.


students (10, 7%) who strongly agreed about

satisfaction in reading class.


189

APPENDIX 11

Students’ Reading Test Results


190

Students’ Scores in Cycle 1

No Students Students’ Scores

Meet 1 Note based on

KKM


KKM

1 A 6,25 failed 9 successful

2 B 10 successful absent -

3 C 10 successful 8 successful

4 D 10 successful 9 successful

5 E 8,75 successful 7 failed

6 F absent - absent -

7 G 10 successful 10 successful

8 H 8,75 successful 8,5 successful

9 I 10 successful 10 successful

10 J absent - absent -

11 K 6,25 failed 9 successful

12 L 6,25 failed 7 failed

13 M 10 successful 9 successful

14 N 10 successful 8 successful

15 O 10 successful 9 successful

16 P 10 successful 9 successful

17 Q 10 successful 9 successful

18 R 10 successful 9,5 successful

19 S 10 successful 10 successful

20 T 10 successful absent -

21 U 10 successful 8 successful

22 V 8,75 successful 7 failed

23 W 10 successful 8,5 successful

24 X 10 successful 9 successful

25 Y 10 successful 9 successful

26 Z 10 successful 9,5 successful

27 AA 10 successful 9,5 successful

28 AB 6,25 failed 9 successful

29 AC 6,25 failed 7 failed

30 AD 8,75 successful 9 successful

31 AE 8,75 successful 9 successful

32 AF 10 successful 10 successful

Average 9,2 8,76

Maximum 10 10

Minimum 6,25 7

MPM 7,6 7,6

Percentage whose passed the

MPM

83,4% 85,7%


191

Students’ Scores in Cycle 2

No Students Students’ Scores


KKM


KKM

1 A 7,8 successful 8 successful

2 B 8,2 successful absent -

3 C 8,4 successful 9 successful

4 D 8,4 successful absent -

5 E 8,7 successful 8 successful

6 F 8,7 successful absent -

7 G 8,7 successful 7 failed

8 H 6,3 failed 8 successful

9 I 7,8 successful 8 successful

10 J absent - absent -

11 K 8,7 successful 8 successful

12 L 8,4 successful 9 successful

13 M 8,7 successful 8 successful

14 N 8,7 successful 9 successful

15 O 6,6 failed 8 successful

16 P 8,4 successful 9 successful

17 Q 9,4 successful 8 successful

18 R 7,8 sucessful 9 successful

19 S 8,7 successful 9 successful

20 T 9,4 successful 8 successful

21 U 7,8 successful 8 successful

22 V 8,4 successful 8 successful

23 W 7,8 successful 7 failed

24 X 7,8 successful 8 successful

25 Y 9 successful 8 successful

26 Z 7,8 successful 9 successful

27 AA 8,7 successful 9 successful

28 AB 8,4 successful 8 successful

29 AC 7,8 successful 8 successful

30 AD 8,4 successful 8 successful

31 AE 9,4 successful 8 successful

32 AF 8,4 successful 9 successful

Average 8,3 8,3

Maximum 9,4 9

Minimum 6,3 7

MPM 7,6 7,6

Percentage whose passed the

MPM

93,5 92,8


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