teaching reading comprehension by using...

TEACHING READING COMPREHENSION BY USING COOPERATIVE

INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO THE

SEVENTH GRADE STUDENTS OF SMPN 1 KERAMBITAN IN ACADEMIC

YEAR 2012-2013

BY

KOMANG AYU WIDYA HAPSARI

NPM.09.8.03.51.31.2.5.3317

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

2013

TEACHING READING COMPREHENSION BY USING COOPERATIVE

INTEGRATED READING AND COMPOSITION (CIRC) METHOD TO THE

SEVENTH GRADE STUDENTS OF SMPN 1 KERAMBITAN IN ACADEMIC

YEAR 2012-2013

THESIS

As Partial fulfilment of the requirements for the Sarjana

Pendidikan Degree in English Department

Faculty of Teacher Training and

Education Mahasaraswati

Denpasar University

BY

KOMANG AYU WIDYA HAPSARI

NPM. 09.8.03.51.31.2.5.3317

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

2013

APPROVAL SHEET

1

This thesis entitled Teaching Reading Comprehension by using Cooperative

Integrated Reading and Composition (CIRC) Method to the seventh grade students of

SMPN 1 Kerambitan in Academic Year 2012-2013 has been approved and accepted

as Partial Fulfillment for the Sarjana Pendidikan degree in English Department

Faculty of Teacher Training and Education, Mahasaraswati Denpasar University.

Advisor I Advisor II

Drs. Nengah Astawa, M. Hum I Ketut Wardana,S .Pd.M. Hum

NIP.19531231 198703 2 001 NPK. 82 7110 342

APPROVAL SHEET

2

This thesis has been examined by the committee on oral examination on

Chief Examiner

Dr. Drs. Made Sukemerta. M.Pd

NIP. 119550507 198203 1003

Examiner I Examiner II

Drs. Nengah Astawa, M.Hum I Ketut Wardana, S.Pd. M.Hum

NIP.19531231 198703 2 001 NIK. 82 7110 342

Approved by

Dean of the Faculty of Teacher Head of the English Department

Training and Education

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

NIP.1958 1231 198 303 1 032 NPK.82 8208 306

ACKNOWLEDGEMENT

First of all, the researcher wishes to express genuine gratitude to the Almighty

God, Ida Sang Hyang Widhi Wasa, for His blessing and endlessly merciful love so

that this thesis could be accomplished on time. Second, the researcher

wishes to extend his deep and profound gratitude to her first advisor Drs. Nengah

Astawa, M.Hum and second advisor I Ketut Wardana, S.Pd. M.Hum for their

invaluable guidance, suggestion and corrections in the course of writing this thesis.

And special sincere gratitude further goes to head of the English Department,

lecturers and all staffs of the English Department, Faculty of Teacher Training and

Education of Mahasaraswati University Denpasar for their motivation in teaching and

help in writing this thesis. Besides, researcher would also like to express gratitude to

the headmaster of SMPN 1 Kerambitan who has given a chance to do the research. A

special acknowledgement is also forwarded to all of the students in the seventh grade

students of F class for their good cooperation. Finally, I

would like to express my deepest gratitude to all at my friends and my family that

could not be mentioned here. Once again, thanks for all.

Denpasar, July 2013

The Researcher

Komang Ayu Widya Hapsari

TABLE OF CONTENTS

Page

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

APPROVAL SHEET 1 .............................................................................. ii

APPROVAL SHEET 2 .............................................................................. iii

ACKNOWLEDGEMENT ........................................................................ iv

TABLE OF CONTENT ............................................................................. v

LIST OF TABLE ....................................................................................... vii

LIST OF FIGURE ...................................................................................... viii

LIST OF SYMBOL.................................................................................... ix

LIST OF ABBREVIATION ..................................................................... x

ABSTRACT .............................................................................................. xi

CHAPTER I INTRODUCTION

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

1.2 Statement of Research Question ............................... 3

1.3 Objective of the Study............................................... 3

1.4 Limitations of the Study ............................................ 4

1.5 Assumption of the Study ........................................... 4

1.6 Significance of the Study .......................................... 5

1.7 Definition of Key Terms ............................................ 6

1.8 Theoretical Framework ............................................. 6

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 The Conception of Reading Comprehension ............ 8

2.2 The Kinds of Reading .............................................. 9

2.3 The Theory of CIRC ................................................ 12

2.4 The Use of CIRC in Teaching Reading .................... 13

2.5 Assessment of Reading Comprehension .................. 14

CHAPTER III RESEARCH METHOD

3.1 Subject of the Study .................................................. 18

3.2 Research Design ........................................................ 18

3.3 Research Instrument .................................................. 24

3.4 Data Collection ......................................................... 25

3.5 Data Analysis ............................................................ 26

CHAPTER IV THE PRESENTATION OF THE FINDINGS

4.1 Data ........................................................................... 28

4.2 Data Analysis ............................................................ 31

4.3 Discussion of the Findings ........................................ 37

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion ................................................................ 39

5.2 Suggestion ................................................................. 41

REFERENCES ........................................................................................... 44

APPENDICES

LIST OF TABLE

Page

Table 4. 1. Tabulation of Data Showing the Subjects Progressing Scores

In Reading Comprehension

Through CIRC Method ................................................... 31

Table 4. 2. Tabulation of Data Showing the Subjects Changing

Motivation and Attitudes in Learning Reading Comprehension

Through CIRC Mehod .................................................... 32

Table 4.3. Tabulation of the Data Showing Frequency Distribution of

Initial Reflection and Post Test Scores in Reading Comprehension

By Using CIRC Method ............................................................ 33

Table 4 4. Summary of the Research Finding Showing the Mean of Each

Session and the Grand Mean

for Cycle I and Cycle II... 35

LIST OF FIGURE

Page

Figure 4.1. Figure Depicting the Subjects Progressing Mastery in Reading

Comprehension After Being Taught

CIRC Method in Cycle I.. ......................................... 37

Figure 4. 2. Figure Depicting the Subjects Progressing Mastery in Reading

Comprehension After Being Taught

CIRC Method in Cycle II...................................................... 37

Figure 4. 3. Figure Showing the Subjects Grand Mean Taught in Teaching

Reading Comprehension by Using CIRC Method....................... 38

LIST OF SYMBOL

Page

: Next or Continue . 19

: Inter connected

M : Mean score of the students achievement of vocabulary test .. 26

: The sum of the total score

N : The total number of students

X : Score

XO : pre test score

LIST OF ABBREVIATION

A : Action

CIRC : Cooperative Integrated Reading and Composition

F0 : Frequency of Pre-test Scores

F1 : Frequency of Post-test 1 Scores

IR : Initial Reflection

O : Observation

P : Planning

R : Reflection

R1/RI : Reflection 1

R2/RII : Reflection 2

RP : Revised Planning

SMPN: Sekolah Menengah Pertama Negeri

Xo : Pre test Score

ABSTRACT

Widya Hapsari Komang Ayu. 2012. Teaching Reading Comprehension by using

Cooperative Integrated Reading and Composition (CIRC) Method to the

Seventh Grade Students of SMPN 1 Kerambitan in Academic year 2012-

2013. First advisor: Drs. Nengah Astawa, M. Hum. Second Advisor: I

Ketut Wardana, S.Pd. M.Hum.

Key Words: Teaching Reading Comprehension. Cooperative Integrated

Reading and Composition (CIRC).

The present classroom action research dealt with the teaching reading comprehension

by using cooperative integrated reading and composition (CIRC) in academic year 2012-

2013. The present classroom action investigation was basically triggered out by the fact that

the students under study still faced problem in reading comprehension. In this classroom

action study, the teaching and learning processes were divided into two cycles where each

cycle consisted of two sessions. The obtained data of the present classroom action study were

collected through the administration of pre-test, post-test, and questionnaire which analyzed

descriptively. The present classroom action study was started with administering IR or pre

test to the subject under study. The results of the data analysis of the pre test score showed

the mean figure of 30.70.The results of the data analysis of the reflection or post test scores in

cycle I (session1 and session 2) showed the increasing mean figures of 46.61 and 57. The

results of the data analysis of the reflection or post test scores obtained by the subject under

study in cycle II (session 1 and session 2) pointed out the increasing mean figures of 73.23

and 86.76. Compared with the mean figure of IR scores, the mean figure obtained by the

subject under study for each session was convincingly much higher than the mean figure of

pre test scores. The grand mean figure of the reflection or post test scores obtained by the

subject under study in cycle I was 51.80 and in cycle II was 80. There was a significant

difference of the grand mean figure between cycle I and cycle II. The difference of the grand

mean figure of cycle I and cycle II was 28.2 (80 51.80). These findings clearly showed that

CIRC could improve the reading comprehension of the seventh grade students of SMPN 1

Kerambitan. The result of the data analysis of questionnaire score showed the comparative

percentage figures of 40.68%for option A, 52.60% for option B, 6.71%for option C, and 0 %

for option D. The result of the questionnaire showed that almost all of the students liked and

agreed learning reading comprehension. The result of the present classroom action study

were in line with the presented research findings, teaching reading comprehension by using

CIRC Method gave significant improvement.

CHAPTER I

INTRODUCTION

1.1 Background of the Study

Reading is a complex process of responding meaning by encoding written symbol

in any kind of text, because it involves both conscious and subconscious concept of

meaning. Beside that the importance of reading to students is quite vast. By reading,

we learn things, develop new skills, improve in literature, train our brains and

develop spelling, vocabulary skills and so many things. Thomas and Eskey (2002:5)

suggest that reading is a process of obtaining information from a written text that

does not involve converting written language into spoken, this posses our first

problem for teachers because reading aloud is a favorite classroom activity in their

reading classes.

Unfortunately, in reading skill, almost all of seventh grade student in seventh F of

SMPN 1 Kerambitan have the crucial difficulties in comprehending the contents of

the text. They cannot pronounce, spell, identify, and understand all words in any kind

of text. They do not know what the text tells about, and then there are many

unfamiliar words, difficulties in finding the main idea, the meaning of word phrases

and sentences in the text, also determining kind of texts.

Reading comprehension is not only a matter of knowing a lexical meaning of

word by word but also what information or idea are explicitly start in both Besides

that, Reading comprehension is not simple process but it is very complex activities.It

needs preparation for learners to read, because they will have to recognize difference

in word length and word shape, they will have to learn, to organize and interpret what

they have read. The condition above naturally happens because the strategy of

teaching reading is not appropriate with students ability, because the teacher usually

teaches with a central teaches method, so the students cannot try to more active in the

class and not have motivated to study hard beside that the minimum completeness

criteria is 75, so the students hard to get the scores of minimum completeness criteria.

From this point of problems faced by the subject under study, a good

technique of teaching reading should be able to stimulate high motivation, interest

and attention of the students. In other word, a good technique can motivate and

promote students to comprehend a text in reading activities in the class.

The purpose of implementing CIRC method is to generate opportunities for

the students to become more active in learning. In this case study, the students will be

engaged in pairs, group discussion and whole class discussion activities, therefore the

students will have much deeper understanding on the reading text they have read.

Based on the purpose above, this study is conducted to know the process in

reading descriptive and narrative text. Therefore, corresponding to the above facts,

the researcher is highly motivated to improve the seventh grade students of SMPN 1

Kerambitan achievement in reading comprehension through CIRC method.

1.1 Statement of Research Question

In reference to the above background of the study, students still face problems in

reading comprehension which is required to be solved by applying CIRC method. So,

in this study, the research question can be formulated as follow, Can the reading

comprehensions of the seventh grade students of SMPN 1 Kerambitan in academic

year 2013-2014 be improved through CIRC?

1.2 The Objective of the Study

To be able to provide clear answers of research questions above, the study has

general objective and specific objective. The general objective of the study is to

improve the students reading comprehension. Furthermore, specific objective of the

study is to know the improvement of reading comprehension of seventh grade

students in SMPN 1 Kerambitan after being taught through CIRC. The study is also

conducted to know the degree of motivation, interest and involvements after CIRC is

applied.

1.3 The Limitation of the Study

Since reading discussion is too broad and complex in one single coverage of the

study, it is essential to narrow down the area of this study. It is really important in

order to get focused in a specific area of reading comprehension. Therefore this study

is limited on the teaching of reading text comprehension to the seventh grade of

SMPN 1 Kerambitan in academic year of 2013 - 2014 by using CIRC. The topics

which are going to be taught are taken from the English teaching syllabus in

semesters II.

1.4 Assumptions of the Study

Because of the limitation of time, finance and investigators ability, not all

variable can be controlled. In order to neutralize the compounding variables, it is

essential to state some assumption as follows:

1. The seventh grades of SMPN 1 Kerambitan are assumed to have already

studied English for the same period.

2. The seventh grade students of SMPN 1 Kerambitan have the same high

motivation in learning English.

3. The teacher of SMPN 1 Kerambitan are assumed to have been qualified

enough in English teaching.

1.5 Significance of the Study

The results of this study are expected to give both theoretical and practical

significances. Theoretically the findings of this study are expected to provide

theoretical evidences of CIRC Method in improving students in reading

comprehension.

Practically, the result of this study is highly expected to be valuable for

students, teacher and for institution. First For the students, this finding is expected to

improve the students reading comprehension using CIRC Method. Second for the

teacher, this finding of the study is expected to be an informative feedback which

could be used as indicator showing their relative success and failure in teaching

Reading Comprehension. English teacher demands to be more skillful, active,

creative and innovative in their teaching process make the students serious

participation in learning process. Third, for the institution the research is expected to

be useful as reference and to increase the number of catalogues in the library.

1.6 Definition of Key Terms

In order to avoid misunderstanding of the reader, it is necessary to define the

terms on this study. Those are clarified as follows.

a. Reading comprehension

Reading comprehension is the process of recognition, interpretation and

perception of written or printed material. (Thomas and Eskey, 2002:5). It is an

active activity that tries to catch some information from the text. Related to

the study being conducted, reading comprehension is defined as the ability of

the subject under study in understanding English reading text as suggested by

English teaching syllabus of SMPN 1 Kerambitan.

b. Cooperative Integrated Reading and Composition

CIRC is kind of techniques in teaching reading ( Slavin, 983:2).It is an

effective technique to help the students in comprehension reading passage in

which the teaching and learning processes are mainly in group learning

activities. In which specifically the students under study engage in small

group discussion which consist of maximum 4 students in each group and this

method can improve students chance in reading aloud. This technique is one

method to improve reading comprehension to have students of SMPN 1

Kerambitan.

c. SMPN 1 Kerambitan

It is a government school, which is located in Kerambitan Street, Tabanan

where the present research is conducted.

1.7 Theoretical Frameworks

A scientific study should be constructed in theoretical frameworks include: 1) the

theory of Reading Comprehension, 2) Kinds of Reading, 3) The Theory of CIRC, 4)

The Use of CIRC Method and 5) Reading Assessment. All the above heading will be

briefly discussed in chapter II.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, some important points which include a lot of theoretical

reviews from some related literature are described to support this study. There are

five descriptions that cover the theory of reading comprehension, kinds of reading,

the theory of CIRC, the use of CIRC and reading assessment which provide

explanation of variables proposed in the present study.

2.1 The Conception of Reading Comprehension

Referring to the broadness of reading comprehension, the conception or the

essence of reading which is used in the present study can provide definition about

thought of frame works, in the references are taken from experts different points of

views.

According to Heinemann (2009: 10) reading is a process very much

determined by what the readers brain, emotions and beliefs bring to the reading the

knowledge or information strategies for processing text, moods, fears and joys all of

it. The strategies one may vary according to ones purpose, including whether one is

reading for oneself only or for somebody else, such as reading to answer

comprehension questions, reading to perform for listeners (including the teacher and

classmates), and much more.

Of course these social factors may generate confidence, fear, anger, defiance, or other

emotions it just depends.

In sum, reading is both a psycholinguistic process (involving the mind

actively processing the text) and a sociolinguistic one (with multiple social factors

that can affect how one reads, how much one gleans from the reading, and more).

Even word identification itself can be affected by these factors, because reading is as

much or more a brain to text process as a text to brain process. These

characterizations of the reading process are developed throughout this book, not only

with references to research but through examples and do it yourself activities.

Furthermore, Eskey (2002:14) writes reading is a complex process, because it

involves both conscious and subconscious by the reader. The actions that occur

subconsciously cannot be seen by anyone. They suggest that reading is a process of

obtaining information from a written text that does not involve converting written

language into spoken.

In this case, Elizabeth and Pressley (2002: 14) write that comprehension is the

process of deriving meaning from connected text. It involves word knowledge as well

as thinking and reasoning. Therefore, comprehension is not a passive process but an

active one. The reader actively engages with the text to construct meaning. This

active engagement includes making use of prior knowledge. It involves drawing

inferences from the words and expression that a writer uses to communicate

information, ideas and viewpoints. Reading is something many of us take for granted.

We read with what appears to be little effort and little planning.

It is remarkable that so much of the worlds population can read, a little more than 80

percent of the worlds population can read to some extent (Elley, 2001: 13).

Based on the definitions of reading comprehension, the present study refers to

the theory which is proposed by Eskey (2002:14) that reading comprehension is a

complex process involving more than one skill in which readers make sense of the

text by combining their prior knowledge and the information given in the text itself.

2.2 Kinds of Reading

Reading is an important skill for people. Based on the theory of reading

comprehension highlight in preceding discussion, there are four types for classroom

reading performance such as reading aloud, silent reading, intensive reading, and

extensive reading.

a. Reading aloud

Reading aloud is one kind of reading activity that can be used to check

the pronunciation of the students. They make accurate connections between

graphemes and phonemes. It is vital in reading in order to speed word

recognition and to help pronounce and learn new words. Reading aloud forces

students to make and practice these connections. Students should read aloud

prepared texts at the appropriate level to the teacher and to supportive groups

or other individuals, so that they have feedback as possible on their decoding

skills. For the successful of this activity, the teacher must consider of many

factors such as the material which teacher present before students should be

according to previous knowledge of the students or related to their own

experience, the teacher should emphasize on the stress of learners and teacher

should be very careful while process of reading is going on. If any mistake is

committed by learners, they should correct it with friendly and productive

(Patel, 2008:121).

The benefit of using this activity in the classroom are enable the

learner to develop the skill of reading very well by speaking or expressing

ideas, and also develop their pronunciation. Language learning is a kind of

imitation. When teacher says anything or read any text, the learner also tries to

imitate that. So teacher should have innovative ideas, so that it can make this

activity very affective.

b. Silent reading

Silent reading is a very important skill in teaching of English, in this

activity the students more comprehend and understand about what they read

because there are not any noisy to disturb when they read. This reading should

be employed to increase reading ability among learners.

The benefit of using silent reading in the classroom activity does not

only enable the students to be more active and accurate, but also need a

minimal time because this activity is done at a time. All students participate

together in this activity at a time. This activity also helps the students to

develop the skill of reading fast, but only bright and intelligent students can

learn this skill and average students learn it hardly (Patel, 2008:116).

c. Intensive reading

Intensive reading is related to further progress in language learning

under the teachers guidance. Intensive reading will provide a basis for

explaining difficulties of structure and for extending knowledge of vocabulary

and idioms. It will also provide material for developing greater control of the

language in speech and writing (Patel, 2008:119).

d. Extensive Reading

Extensive reading is the reading for pleasure. The reader wants to

know about something. The reader does not care about specific or important

information after reading. Usually people read to keep them update. It is used

to obtain a general understanding of a subject and includes reading longer

texts for enjoyment only. The use of extensive reading skills can improve the

learner general knowledge. It is not like intensive reading that focuses only on

translating and extracting the printed symbol, word, phrases, or sentence to

find the detailed information of the text being read.

Harmer (2007:283) states that one of the fundamental conditions of a

successful extensive reading program is that students should be reading

material which they can understand. If they are struggling to understand every

word, they can hardly be reading for pleasure. This means that students at the

appropriate level can read them with ease and confidence.

Extensive reading assignment may direct students to articles of current

interest in foreign language magazine or newspaper. To ensure that

students do not become bogged down in reading which is too complicated,

the teacher will be well advised to discuss the relation of articles to be

read, with due regard to the special interest of the reader.

2.3 The Theory of CIRC

Cooperative Integrated Reading and Composition (CIRC) is a comprehensive

approach to reading and writing instruction for grades two through eight. CIRC

consists of three principal elements: story-related activities, direct instructions in

reading comprehension, and integrated writing/language arts. In all of these activities,

students work in heterogeneous learning teams. All activities follow a regular cycle

that involves teacher presentation, team practice, independent practice, peer pre-

assessment, additional practice, testing, and team recognition (Slavin, 1983:2).

Cooperative Integrated Reading and Composition (CIRC).The newest of the

students team learning methods is a comprehensive program for teaching reading and

writing. In CIRC, the teachers use basal readers and reading groups. However,

students are assigned to teams composed of pairs from two different reading groups.

While the teacher work with one reading group. Students in other groups are working

in their pairs on a series of cognitively engaging activities, including reading to one

another; making predictions about how narrative stories will come out; summarizing

stories to one another; writing responses to stories; and practicing spelling; decoding

and vocabulary.

2.4 The Use of CIRC in Teaching Reading

A comprehensive programmed for teaching reading and writing in the upper

elementary grades are called Co-operative Integrated Reading and Composition

(CIRC) Stevens et al (1987: 5). In CIRC, teachers use reading texts and reading

groups, much as in traditional reading programmed. However, all students are

assigned to teams composed of two pairs from two different reading groups. While

the teacher is working with one reading group, the paired students in the other groups

are working on a series of engaging activities, including reading to one another,

making predictions about how narrative stories will come out, summarizing stories to

one another, writing responses to stories, and practicing spelling, decoding, and

vocabulary. Students work as a team to master main idea and other comprehension

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

editing one anothers work, and finalizing the team books.

In most CIRC activities, students follow a sequence of teacher instruction,

team practice, team pre-assessments and quizzes so that they do not take the quiz

until their teammates have determined that they are ready. Certificates are given to

teams based on the average performance of all team members on all the reading and

writing activities.

Research on CIRC and similar approaches has found positive effects on

measures of reading performance in upper-elementary and middle schools. CIRC has

been adopted as the upper-elementary and middle school component of the Success

for All comprehensive reform models and is currently disseminated under the name

Reading Wings by the Success for All Foundation (Madden, 2009:121).

The steps of CIRC Method in the research study: first, telling to the students

to make a group, each group consists of 4 people. Second, the researcher telling the

students about the material based on the topic. Third, the researcher told the students

to read and find out the main idea of the material with work together and give some

opinion about the material also write down in worksheet. Fourth, the students present

about the result of group work and the last, the researcher make a common result.

2.5 Assessment of Reading Comprehension

The purpose of reading assessment is to measure the students ability in

reading comprehension. The nature of the assessment of reading in classroom context

is should be directly and intimately related to the nature of the instruction. Much

instruction is indeed assessment anyway, sometimes quit explicitly. So, as when

homework assignments are marked and grades are recorded in some form of

continues assessment. Much instruction may be assessment like, but learners may not

be being directly evaluated on their performance, but rather a performance is being

elicited in order to help learners understand or improve their understanding of text.

Alderson and Bachman (2000:227) state that the objective of scoring in short

answer question depends upon the completeness of the answer key and the possibility

of students responding with answer or wordings which were not anticipated. Short

answer question are not easy to construct. The question must be worded in such a

way that all possible answers are foreseeable. Otherwise the marker will be presented

with a wide range of responses which she will have to judge as to whether they

demonstrate understanding or not.

In practice, the only way to ensure that the test constructor has removed

ambiguities in the question, and written a question which requires certain answers

and not others, is to try it out on colleagues or students similar to those who will be

taking the test. It is very difficult to predict all responses and interpretations of short

answer questions, and therefore some form of pre-testing of the questions is essential

wherever possible. One way of developing short-answer questions with some texts is

to ask oneself what questions a reader might ask, or what information the reader

might require, from a particular text.

In addition, test is important to know the level of the students and know how

good the students ability. Teacher can organise the good test for knowing those

things. In order to judge the effectiveness of any test, it is sensible to lay down

criteria against which the text can be measured, as follows:Validity: a test is valid if it

is supposed to test. A particular kind of validity that concerns most test designers is

face validity. This means that the test should look as if it is valid.Reliability: a good

test should give consistent result. In practice, reliability is enhanced by making the

test instructions absolutely clear, restricting the scope for varietyin the answer, and

making sure that test conditions remain constant (Harmer, 2002: 322).

After considering the criteria of the test above, the teacher can use some types

of test to measure the students achievement. Nation (2009:77-88) states some types

of test that can be used to measure the students reading comprehension. The reading

tests can be explained below:

a. Pronominal Questions, Imperatives

These questions require learners to make a written answer which can

range in length from a single word to several paragraphs. Usually for

comprehension, short answers are required and these forms of questions are

called short answer questions.

b. True/False, Yes/No, Alternative Questions and Multiple-choice

These question forms are all grouped together because the answer to

the question is contained within the question or instructions, and thus the

learners do not have to compose their answer. This simplifies marking. In the

following discussion we will focus on multiple-choice questions because

these are the most difficult to make. Typically there is a stem with four

choices, one of which is correct.

For example:

Peter is the youngest in our family. He is fourteen years old and four years

younger than me. He has long, straight hair, bright eyes and a friendly smile.

Sometimes he is rather naughty at home, but he usually does what he is asked

to do. Peter is interested in sports very much, and at school, he plays football

and tennis. He is the best badminton player in our family.

1. How old is Peter? He is . years old.

A. four

B. fourteen

C. forty

D. ten

2. What is peters hobby?

Answer:

CHAPTER III

RESEARCH METHOD

3.1 Subject of the Study

The subjects of this study were of the seventh grade students of SMPN 1

Kerambitan on academic year 2012/2013. There were 34 students as the subject of

the study in class seventh F, which consisted of 19 male and 15 female. The

researcher decided to choose the seventh grade students of SMPN 1 Kerambitan

because they had crucial problem in reading. It could be clearly seen from the

participation of the students in every classroom activities where most of them feel

bored with the reading activities that had been applied by their teacher in every

classroom reading activities.

3.2 Research Design

This study was consistently designed by using classroom action research which is

aimed at improving students ability in reading comprehension through Cooperative

Integrated Reading and Composition (CIRC) to the students of SMPN 1 Kerambitan.

This study consists of two major cycles. Each cycle has two sessions each of which

contains of four steps namely: planning, action, observation, and reflection. This

classroom action research concerns on teaching reading comprehension and the data

was be collected by using two kinds of test that were pre-test and post test.

The pre test was administered to the seventh grade students of SMPN 1

Kerambitan in order to measure the real pre existing reading comprehension to

measure the real pre existing reading comprehension ability of the subject. The mean

score of pre test was compared to the corresponding mean scores of the post test

administered at the end of each session for the sake of establishing the degree of the

increasing reading comprehension ability of the subject.

This classroom action study was primarily intended to find out the

effectiveness of improving reading comprehension especially through Cooperative

Integrated Reading and Composition (CIRC). On account of this fact, the result of the

reflection or post test in cycle I has two sessions was used as valuable input and a

basis to accordingly revise the planning in cycle II. Therefore, cycle II has two

sessions was started with revised planning (RP) which was assumed to be more

effective than cycle I. Each cycle has two sessions. The degree of effectiveness of

teaching reading comprehension by using CIRC was figured out through comparing

the mean score of pre test (Xo) obtained by the subject with their corresponding mean

score of the reflection or post test in both cycle, such as cycle 1 (XI) and cycle II ( XII).

To make it apparent, the design of the present class action study can be described as

proposed by Kemmis and Mc Taggart in Denzin and Lincoln ( 2000:567) in the

following:

Planning Action Observation Reflection

Reflection Observation Action II Revise Planning

To gain clear understanding comprehension about the model pictured above, each

step or phase is described in detail below:

3.2.1 Planning

Before the present classroom action study could be successfully carried out,

the researcher had to prepare instructional planning for all sessions. The planning was

expected to be futuristic and flexible to face some non-anticipated effects. Deciding

the materials related to the topic to be taught in the class. Set up the teaching learning

scenario. The scenario will be as follows:

1. Seeking and preparing a series of reading text and writing exercise which

could be appropriately use in teaching reading comprehension by using

CIRC to seventh grade students of SMPN 1 Kerambitan. The reading texts

were completed with exercise and test to make sure that the study was

effective and efficient.

2. Designing lesson plan or setting up the teaching scenarios of the present

classroom action study. The researcher design and planned four lesson

plans or teaching scenarios that were used in cycle I and cycle II with four

sessions. Thus, each lessons plan used to teach reading once. Four lessons

plan were used in two cycles respectively. In line with the time schedule,

each sessions or meeting were planned to last about 80 minutes.

3. Constructing reflection or post test at the end of each session of the basis

of the reading text which was being taught at the time. The administration

of the reflection was used to measure the extent of the subjects progress

in reading comprehension.

4. Constructing questionnaire to the subjects under study. By the end of the

first cycle, the research also administered questionnaire which was

actually intended to measure quantitatively the changing learning

behaviors of the subjects in improving reading comprehension through

CIRC.

3.2.2 Action

The action was done by following the teaching learning scenario. If something

happens outside the scenario, then another action was be done to anticipate that.

Action refer to what the researcher did in the classroom and how to manage the class,

each of which was closely related to know what she or he planned in the lesson plans.

In this step, all the students were given a written achievement in order to know their

improvement in comprehending the passage that given. They were given about 30

minutes for doing the test. In relation to improving the comprehension of the seventh

grade students of SMPN 1 Kerambitan, there were three main activities as the

realization of the lesson plans stated in the planning they are pre-activities, while-

activities, and post-activities. The further explanation about what kind of activities

they were and their goals can be described as follows:

1. Pre-activities

The implementation of CIRC is to improve reading comprehension. In this

stage, the researcher did several activities, namely: greeting, checking

students attendance list, trying to active the students knowledge by giving

them motivation and a common description related to the material which

would be discussed in the class. This activity was done to lead the students

attention to the material; therefore, they could be involved in the learning

process actively.

2. Whilst-activities

The researcher who acted as classroom teacher applied CIRC as a method for

teaching reading comprehension. As the students were positive and just keep

silent. The researcher told the role to be the students. The rules are: first,

telling to the students to make a group, each group consists of 4 people.

Second, the researcher telling the students about the material based on the

topic. Third, the researcher told the students to read and find out the main idea

of the material with work together and give some opinion about the material

also write down in worksheet. Fourth, the students present about the result of

group work and the last, the researcher make a common result.

3. Post-activities

In this activity, the researcher administered reflection or post-test to measure

the students ability after being taught through group investigation method.

During the post-test activities, the students did the test individually.

3.2.3 Observation

In the classroom action research, the researcher also acted or behaved as a

classroom teacher as well as an observer. In the light of this class action research,

observation was intended to establish whether or not the teaching and learning

process being carried out, in this case teaching reading comprehension through CIRC

Method of the seventh grade students of SMPN 1 Kerambitan, could increase and

develop their achievement of reading.

3.2.4 Reflection

Reflection was the activity that used to find out the result of action and

observation in the process of learning. It also showed the strength and weakness of

the technique that we used. This activity was administered during the post activities

of the session. The result of the reflection was used as an input to improve the next

session.

3.2.5 Points of Revision

Based on the pre-test, post-test, and questionnaire in cycle 1, the researcher

will generally evaluate the teaching learning process to get a data about the subjects

improvement. In addition, base on this evaluation the researcher will do a revision for

cycle II. Some revision that may be done in the cycle II such as:

1. The teacher minimizes the commotion in the classroom by changing the

place of students who always make a noise in the class.

2. The students are divided into some groups. Thus, the teacher gives a

reading text to each group and they analyzed the reading text. Each group

makes some questions to other groups which related with reading text that

given by the teacher.

3. The teacher chooses the best group become a model to present their task in

front of the class.

3.3 Research Instrument

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

collect the required data. There are several instruments that were used in this study in

obtaining the data: lesson plan, test and questionnaire.

a. Lesson Plan

The lesson Plan was prepared in order to have a clear description of what to

do be done in classroom. It was a guideline for the teacher in conducting every steps

of the teaching plan. This lesson plan involved the activities that were conducted, the

time allocation, the teachers approach and the material used in teaching and learning

process.

b. Test

Tests were used to find out the students ability in reading comprehension.

There were two kinds of tests administered in this research. Those tests were pre-test

and post-test. The pre-test was used to know the students pre-existing ability in

reading comprehension before they were given the treatment through CIRC Method.

The post-test was used to find out the improvement that the students made in terms of

mastering reading text after CIRC was applied.

c. Questionnaire

The questionnaire was given to the seventh grade students of SMPN 1

Kerambitan after the completion of cycle II. It was carried out to measure the

changing behavior after the method had been applied, such as motivation, interest,

and reaction. It simply consisted of 10 items. The response of the subjects in the

questionnaire was in the form of objective test. The questionnaire was measure about

how they perceived reading and in order to know whether or not the students

responses toward the application of CIRC Method changed through the cycle.

3.4 Data Collection

In measuring the students comprehension on reading, the researcher used essay

tests that were administered at the end of every meeting.

There are considerably three kinds of raw score which was obtained, those are as

the following:

1. Scores indicate the subjects pre-existing mastery in reading. The researcher

gave pre-test to test the students in order to know their ability.

2. Scores show the subjects progress achievement in reading comprehension

collected after administering post test. The researcher administered post test at

the end of the each cycle to find out the result of the action.

3. Scores show the subjects changing learning behaviors. The researcher gave

questionnaire to the students at the end of cycle II.

3.5 Data Analysis

The obtained data show changing learning behaviors of the subject under study

and data showing the reading comprehension of the subject were descriptively

analyzed. The mean score obtained by the subject in IR was compared with its

corresponding mean scores in reflection or post tests for both cycle I and cycle II. The

comparative corresponding means between IR and reflection scores were also

presented in the form of block graph. The mean scores of IR and post tests scores will

be calculated and computed.

The grand mean of cycle I and cycle II are calculated by totaling the mean score

in each cycle. The grand mean of cycle I and cycle II was finally compared. The

amount of the difference between the two means show increasing effectiveness of

cycle I and cycle II.

The analyzed data involved four stages:

1. Correcting the students answers in every cycle

2. Computing the data with the following formula

X

M =

N

3. Questionnaire

The calculated of questionnaire can be computed by using the following formula

The total score of each option x 100

X= Grand total score all options

The total correct of each student (X)

The total correct answers

X= x 100

The total number of items

4. Determining qualification of the students achievement

Finally, the students achievement will be calculated into the following criteria

Percentage Criteria

80% - 100% Excellent

70% - 79 % Good

60 % - 69 % Fair

50 % - 59 % Poor

0% - 49 % Failure

CHAPTER IV

THE PRESENTATION OF THE FINDING

4.1 Data

To gather the data of the present classroom action study, the researcher used

three kinds of instruments; namely pre-test, post-test, and questionnaire. The data

required was meant to answer the research question through administering the

instrument mentioned above to seventh grade students of SMPN 1 Kerambitan.

The pre-test in reading comprehension was administered to the subject under

study to get their pre-existing ability in reading comprehension. In pre-test, the

subjects were given 20 of multiple choice test items and 5 of essays items to

determine their ability in reading comprehension. Post-test was administered in both

of cycle. This was the fact that in each session the researcher administered the post-

test as the reflection in reading comprehension through CIRC Method that was

presented and discussed in that session.

As the result, there were 5 sets of raw scores got for the present classroom

action study that was pre test scores, and reflection scores for cycle I in session 1,

session 2, and cycle II in session 3, session 4. The five of scores which were collected

in this study could be tabulated as follows:

Table 4.1

Tabulation of Data Showing the Subjects Progressing Scores in Reading

Comprehension through CIRC Method

No Subject

IR

XO

Cycle I

X1 X2

Cycle 2

X3 X4

1 Bagus Wisnu I Gst 17,5 40 45 70 80

2 Agus Mahendra I Pt 17,5 40 50 75 85

3 yuda I Made 30 50 55 75 80

4 Satria Krisna Dw Pt 20 35 50 70 80

5 Surya Wibawa I Pt 22.5 35 40 75 85

6 Pusparini Desak 27.5 45 55 70 80

7 Riska Werdiasa Md 20 35 50 75 80

8 Sri Astuti Ni Pt 25 50 55 75 85

9 Ayu Prima Dewi 35 45 60 75 80

10 Ari Widiani Ni Pt 15 40 55 80 85

11 Setia Permata Km 45 55 60 70 85

12 Yunda Yuantari Luh 35 65 80 85 100

13 Nia Sri Utami Kadek 42,5 60 70 75 90

14 Mita Dewiyanti Md 45 55 70 75 90

15 Dharana Yoga Kd 37 60 65 70 80

16 Diantari Ni Made 40 50 65 75 80

17 Putri Wahyuni Made 42,5 55 60 70 90

18 Feby Eka Kawi Pt 50 55 70 75 90

19 Ema Anggara Pt 47,5 55 65 70 90

20 Arianto I Gd 27,5 40 60 75 80

21 Adam Dewari 15 45 65 70 85

22 Tika Lestari Ni Pt 42,5 60 65 70 90

23 Ayu Linda Km 50 55 60 75 80

24 Santika Dewi Ni Pt 25 45 50 75 85

25 Alit Indra K 37 45 50 75 80

26 Diva Setiawan I Gd 30 40 50 70 85

27 Wahyu Adnyana Gd 35 45 60 70 85

28 Arta Wijaya I Pt 15 40 50 75 85

29 Arjun I Gst Pt 15 35 45 70 80

30 Kusuma Dana I Gd 45 50 60 75 80

31 Agus Wiarsana I Md 35 40 60 70 80

32 Yogi Apriliana I Kd 17,5 45 55 75 80

33 Wisnu I Pt 20 40 50 70 85

34 Alit Wijaya Kusuma 20 35 40 70 85

Total 1044 1585 1940 2490 2950

The additional data required for this study were collected through

administering questionnaire to the subject under study at the end of cycle II. The

answer of the questionnaire was quantitatively scored using the rating scale 0-3. They

scored from administering questionnaire showed the subjects changing attitudes and

motivation in reading comprehension through CIRC Method. The obtained data

shown the subjects total scores for items of the questionnaire was tabulated as the

following:

Table 4.2

Tabulation of Data Showing the Subjects Changing Motivation and Attitude in

Learning Reading Comprehension through CIRC Method

No

Items

A Score

A

B Score

B

C Score

C

D Score

D

Total

1 16 48 18 36 0 0 0 0 84

2 15 45 19 38 0 0 0 0 83

3 15 45 17 34 2 2 0 0 81

4 14 42 14 28 6 6 0 0 76

5 4 12 19 38 11 11 0 0 61

6 3 9 21 42 10 10 0 0 61

7 8 24 24 48 2 2 0 0 74

8 7 21 20 40 7 7 0 0 68

9 9 27 21 42 4 4 0 0 73

10 8 24 19 38 7 7 0 0 69

730

4.2 Data Analysis

From the result above, there were five sets of raw scores, which showed the

students progress in reading comprehension by using CIRC Method, that based on

the research instrument in which the researcher administered pre-test and post-test in

each session. Before the above data were analyzed, data showing frequency

distribution is tabulated as the following:

Table 4.3

Tabulation of the Data Showing Frequency Distribution of Initial

Reflection (IR) and Post Test Scores in Reading Comprehension by using CIRC

Method

IR Cycle I Cycle II

X0 F0 X1 F1 X2 F2 X3 F3 X4 F4

50 2 65 1 80 1 85 1 100 1

47.5 1 60 3 70 3 80 1 90 6

45 3 55 6 65 5 75 17 85 12

42.5 3 50 4 60 8 70 15 80 15

40 1 45 7 55 5

37 2 40 8 50 8

35 4 35 5 45 2

30 2 40 2

27.5 2

25 2

22.5 1

20 4

17.5 3

15 4

After getting the data as showed on Table 4.1, all of the gathered data were

computed in order that could find the mean of initial reflection scores (X0) and the

mean of post-test scores for four sessions (X1, X2, X3, X4, ). The computation of the

data could be shown as the following:

1. The main score of Pre test: X0 = 1044 = 30.70

N 34

2. The main score of S1: X1 = 1585 = 46.61

N 34

3. The main score of S2: X2 = 1940 = 57

N 34


N 34


N 34

After the computation of the main scores of all sessions it is continued by

computing, the grand mean of cycle I and II which could be shown as the following:

a. The grand mean of the post-test scores in cycle I

X1+ X2 = 46.61+ 57 = 103.61 = 51.80

2 2 2

b. The grand mean of the post-test scores in cycle II

X3+ X4 = 73.23+ 86.76 = 160 = 80

2 2 2

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

present classroom action study.

Table 4.4

Summary of the Research Finding Showing the Mean of Each Session

And the Grand Mean for Cycle I and Cycle II

Pre-test/ IR X0 30.70 Grand Mean Students

Achievement

Cycle I

X1 46.61

X I= 51.80

Fair

X2 57

Cycle II

X3 73.23

X II= 80

Good

X4 86.76

The additional supporting data were collected by means of administering

questionnaire by the end of the study research. The data obtained from the

questionnaire had to be computed. The computation of the comparative percentages

for the scores of the items the questionnaire showed the total subjects answers for

items of A, B, C, and D were shown as follow:

The Percentage of Questionnaire

1. Total Percentage of item A = 297 X 100% = 40.68%

730

2. Total Percentage of item B = 384 X 100 % = 52.60%

730

3. Total Percentage of item C = 49 X 100 % = 6.71%

730

4. Total Percentage of item D = 0 %

In Table 4.4, it showed the first finding of the mean score of pre- test (X0) 30.70

The second, it presented the mean of the post- test scores of cycle I S1 is 46.61, S2 is

57 attained by the subjects under study. Next third, it showed post- test in the cycle II,

S3 is 73.23, and S4 is 86.76. From these data, it was found that the mean score from

cycle I until cycle II significantly increased. The grand means obtained by the

subjects under study for both cycle I and cycle II which showed the grand mean

scores of XI is 51.80 and XII is 80 were rationally much higher than the

corresponding of mean score of pre-test X0 is 30.70. The data showed that

vocabulary mastery of subjects under study increased from cycle I until cycle II. The

difference was obviously significant.

The finding of this present study viewed the rising comparative mean scores

of the initial reflection (IR) with the posttest scores obtained by the subjects under

study for the cycle I and cycle II.

Figure 4.1.Figure depicting the Subjects Progressing Mastery in reading

comprehension after Being Taught CIRC Method in Cycle I.

Figure 4.1 .Figure Depicting the Subjects Progressing Mastery in Reading

comprehension after Being Taught CIRC Method in Cycle II.

0

10

20

30

40

50

60

X0 X1 X2

30.7

46.61

57

0

10

20

30

40

50

60

70

80

90

X0 X3 X4

30.7

73.23

86.76

Figure 4.1.Figure showing the Subjects Grand Mean Taught in teaching reading

comprehension by using CIRC Method.

4.3 Discussion of the Findings

The data analysis of the present classroom study indicated that the mean of the

Pre-test scores which were collected from the subjects under study in reading

comprehension showed the mean figure of 30.70. This means the students ability in

reading comprehension was low. That is call low because the standard achievement in

SMPN 1 Kerambitan is 7.5. The mean figure obviously showed that the ability of the

subject under study is relatively low. It was hard to figure out why the ability of the

students in reading comprehension was quite low as there were many factors dealing

with it such as: finding the word meaning, main idea, and general information.

0

10

20

30

40

50

60

70

80

X0 Cycle I Cycle II

30.7

51.8

80

The researcher conducted the CIRC Method in teaching, the reading

comprehension of the subjects under study increased significantly in cycle I S1 is

46.61 and S2 is 57. The grand mean score obtained by the subjects under study in

cycle 51.80. Comparatively, the grand mean score of cycle I much higher than mean

score of the pre test is 30.70.

The data that were found in improving students reading comprehension was

showed by the analysis of data of reflection or post- test in cycle II S3 is 73.23 and S4

is 86.76. The grand mean score of posttest in cycle II is 80 was also much higher

than the grand mean of post-test in cycle I is 51.80 and the mean score of pre- test or

IR is 30.70. This data showed that students reading comprehension improved after

the researcher applied CIRC Method, from cycle I until cycle II, it was improved

significantly. The study was also followed by the positive changing behaviors in

reading comprehension by using CIRC Method. The proportional percentages scores

of the total response of the questionnaire were A is 40.68%, B is 52.60 %, C is 6.71

%, and D is 0 %. The result of the questionnaire showed that almost all of the

students liked and agreed learning reading comprehension. The result of the present

classroom action study were in line with the presented research findings, teaching

reading comprehension by using CIRC Method gave significant improvement.

The discussion above showed that the students reading ability was really

improved through CIRC Method. It means that the Method was effective in

improving the subjects reading comprehension ability

CHAPTER V

CONCLUSION AND SUGGESTIONS

The discussion throughout the present classroom action study which dealt

with teaching reading comprehension through CIRC Method to the seventh grade

students of SMPN 1 Kerambitan could finally be concluded in this chapter. Some

practical suggestions in reference to the significance of the established research

findings were also recommended in this chapter, so that the findings of this study

could really provide some benefits for the English teacher, the seventh grade students

of SMPN 1 Kerambitan, and other researchers.

5.1 Conclusion

The present classroom action study was conducted to help students under

study improve and develop their reading comprehension ability. In this study the

researcher used CIRC Method. This method was used to improve the students ability

in reading comprehension by helping the students to solve the problem that they meet

in a group. In this present action study the researcher used classroom action research

to know the students ability in reading comprehension. The data obtained for showing

the students progress in reading comprehension to the seventh grade students of

SMPN 1 Kerambitan were descriptively analyzed by the The means of the post test

scores for cycle I obtained by the subjects under study

showed the increasing means figures S1 is 46.61 and S2 is 57. The grand means of

the reflection scores in the cycle I figured the means figure of X1 is 51.80.

After following the second cycle treatments, the grand mean of the students

achievement increased enormously to 80. This grand mean was established after

calculating the two sessions in cycle II, there were S3 is 73.23 and S4 is 86.76. As a

result, it can be accomplished that the teaching reading comprehension by using

CIRC Method was able to improve the students ability in reading comprehension.

The students felt happy in learning reading comprehension, it was showed

from the students answers in the questionnaires. Based on the result the options A is

40.68%, B is 52.60%, C is 6.71%, and D is 0%. It proved that the attitude and the

learning motivation of the subjects under study were heightened. These findings

clearly suggested that teaching reading comprehension by using CIRC Method made

the students active in learning reading comprehension. This was an account of the

fact that an action classroom study was mainly undertaken for helping of student who

had problems in learning reading comprehension. This research was basically

accomplished to improve the poor reading comprehension of the seventh grade

students of SMPN 1 Kerambitan in academic year 2012/2013 and could be

accomplished that the teaching reading comprehension by using CIRC Method was

able to improve the students ability in reading comprehension. In the end, the

English teacher used the findings of the present classroom action study to devise

more effective use CIRC Method in teaching classroom.

5.2 Suggestions

Based on the findings of the study, CIRC Method is very effective applied to

increase students' ability in reading comprehension of the seventh grade students of

SMPN 1 Kerambitan in academic year 2012/2013, the researcher would like to

suggest the following things:

1. For the teacher

Based on the research that has been done by the researcher, it is suggested

to the English teacher of SMPN 1 Kerambitan to use CIRC Method as the

teaching method. Because by using it the teacher can help the students to

solve the problem in reading comprehension. The teacher also should have

some various types of teaching material and teaching method. By using

some of various methods the teacher can have many kinds of choice for

using in teaching learning process. Therefore, the students will have more

experience in learning English by using many methods. The result of the

study is also expected to enrich the teachers knowledge about the method,

in addition, the teacher must have many references about the method that

can be used to improve the students ability in reading comprehension.

2. For the students

The students should practice all the time if they do not want to lose their

skill in English. The students are expected to be more active in teaching

learning process and to keep the importance of reading and concepts of

understanding text effectively in mind by reading the door knowledge can

be opened and welcome the readers with wider vision.

3. For the other researcher

It is recommended to another researcher to examine and investigate the

effectiveness of the implementation of CIRC Method in teaching another

language skill in teaching English for the students of Junior High School.

The researcher also can use another teaching method or CIRC Method to

improve the students ability in reading comprehension.

4. For the institution SMPN 1 Kerambitan

It is suggested to give more attention in reading comprehension, because

some of the students still have difficulty in comprehend many kinds of

text. It was proved to be very effective to use CIRC Method in learning

process and make effective use of reading mastery. CIRC Method helps

the students to solve the problem that they faced in reading

comprehension process by finding the solution I the group.

REFERENCES

Broughton, Geoffrey.2003.Teaching English as a Foreign Language. New York:

Rout ledge Education Books.

Brown, H. Douglas.2000.Principles of Language Learning and Teaching. USA:

San Francisco State University.

Chambers, Ellie. 2006. Teaching and Learning English Literature. British: SAGE

Publications Ltd.

David. Johnson. 2000. Cooperative Learning Methods: A Meta Analysis.Minnesota:

University of Minnesota.

Eskey, in Thomas. 2002. Teaching Reading to English Language Learners.England:

A Reflective Guide.

Hager, Ashley. 2005. Understanding What Reading Is All About. Cambridge:

Harvard Graduate School of Education.

Harmer, Jeremy. 2001. How to Teach English. England: Longman Group, Ltd.

Harmer, Jeremy. 2007. The Practice of English Language Teaching. England:

Longman Group, Ltd.

Heinemann. 2009. Reading Process. Portsmouth: Miami University Oxford.

Irwin, J.W.2007. Teaching Reading Comprehension Processes .America: Pearson

Education, Inc.

Kristin, et.al. 2010. Teaching Reading to English Language Learners. New

York: The Guilford Press.

National Reading Panel. 2000. What is Reading Comprehension and why is it

Important.NC: National Center.

Pressley. 2002. Teaching Reading. Bureau: International of Education.

Slavin, E. Robert. 1987. Cooperative Learning and the Cooperative School.

Washington: Office of Educational Research and Improvement.

Slavin, E. Robert. 1987. Cooperative Integrated Reading and Composition.

Washington: Office of Special Education and Rehabilitative Services.

APPENDICES

LIST OF APPENDICES

Appendix 1 : List of Students Name

Appendix 2 : Initial Reflection (Pre-Test)

Appendix 3 : Lesson Plan

Appendix 4 : Reflection (Post-Test)

Appendix 5 : Questionnaire

Appendix 6 : Surat Keterangan Penelitian Universitas Mahasaraswati Denpasar

Appendix 7 : Surat Keterangan Penelitian dari SMPN 1 Kerambitan

Appendix 8 : Statement of Authenticity

Appendix 9 : Auto Biography

APPENDIX 1

List of Students Name

No Students Name Sex

1 Bagus Wisnu I Gst Male

2 Agus Mahendra I Pt Male

3 yuda I Made Male

4 Satria Krisna Dw Pt Male

5 Surya Wibawa I Pt Male

6 Pusparini Desak Female

7 Riska Werdiasa Md Male

8 Sri Astuti Ni Pt Female

9 Ayu Prima Dewi Female

10 Ari Widiani Ni Pt Female

11 Setia Permata Km Female

12 Yunda Yuantari Luh Female

13 Nia Sri Utami Kadek Female

14 Mita Dewiyanti Md Female

15 Dharana Yoga Kd Male

16 Diantari Ni Made Female

17 Putri Wahyuni Made Female

18 Feby Eka Kawi Pt Male

19 Ema Anggara Pt Male

20 Arianto I Gd Male

21 Adam Dewari Male

22 Tika Lestari Ni Pt Female

23 Ayu Linda Km Female

24 Santika Dewi Ni Pt Female

25 Alit Indra K Male

26 Diva Setiawan I Gd Male

27 Wahyu Adnyana Gd Male

28 Arta Wijaya I Pt Male

29 Arjun I Gst Pt Male

30 Kusuma Dana I Gd Male

31 Agus Wiarsana I Md Male

32 Yogi Apriliana I Kd Male

33 Wisnu I Pt Male

34 Alit Wijaya Kusuma Male

PRE TEST

School : SMPN 1 Kerambitan

Subject : English

Class : VII F

Day/date : April, 30rd

2013

Read the text carefully and choose the best answer by crossing A, B, C, or D

Peter is the youngest in our family. He is fourteen years old and four years

younger than me. He has long, straight hair, bright eyes and a friendly smile.

Sometimes he is rather naughty at home, but he usually does what he is asked

to do.

Peter is interested in sports very much, and at school, he plays football and

tennis. He is the best badminton player in our family.

1. How old is Peter? He is . years old.

A. four

B. fourteen

C. forty

D. ten

2. The writer is . years old.

A. fourteen

B. sixteen

C. eighteen

D. nineteen

3. Which of the following statement is not true about Peter?

A. He has long and straight hair.

B. He has bright eyes.

C. He is interested in sports.

D. He likes playing basket ball.

4. According to the passage, we know that Peter is .

A. the writers youngest brother

B. the writers elder brother

C. a naughty boy

D. a friendly boy

5. It is implied in the passage that .

A. Peter is naughty.

B. Peter is lazy.

C. Peter is unfriendly.

D. Peter is diligent.

6. From the text, we may conclude that .

A. many people do not like Peter.

B. people is older that the writer.

C. peter is a welcoming person.

D. peter is not diligent at all.

7. What is the text mostly about?

A. Peter

B. Peters hobby

C. Peters family

D. peters elder brother

8. He is fourteen years old . than me.

The underlined word refers to .

A. Peter

B. the writer

C. the writers brother

D. the writers family

9. Peter is interested in sports very much, and at school he plays football and

tennis. The underlined phrase can be replaced by .

A. dislike sport

B. really likes sport

C. hates sport very much

D. finds sport not really entertaining

10. but he usually does what he is asked to do

The underlined phrase means .

A. He does anything he wants.

B. He always asks.

C. He is lazy.

D. He is diligent.

Read the text carefully and choose the best answer!

My lovely mother

I have a super mother. My mother is now in her late fifties. She comes from

a family of traditional Cantonese middle class people. She has some knowledge of

traditional .(11). for fever, loss of appetite and minor cough. She is quite tall

and medium built. She looks much younger than her age. She .(12). Mandarin

fluently and English quite well. She is an excellent cook, and her grandson once said

that her cooking skills could match those of a chef in a restaurant. She is very friendly

and ....(13).. She never fails to help anyone to who needs her help. She likes to

travel and, like any other woman, she likes to shop.

11. .

A. food

B. menu

C. beverage

D. remedies

12. .

A. asks

B. learns

C. cleans

D. speaks

13. .

A. rude

B. smart

C. pretty

D. helpful

14. I read a few lines,

What does the underlined phrase mean?

A. Words in a postcard

B. Text on the book

C. Museum guiding

D. Gardens rules

Read the text then find the suitable words to complete the sentences as an

answer of question number 15-20

Last week I .(15) my grandmothers house. I (16) public

transportation to reach the house. On the trip, I(17) so many beautiful scenery

there. My grandmother greet me, when I (18) her house. She looked so glad. She

(19) me her delicious food, then we (20) together.

15. The suitable word for number 15 is A. go to

B. goes to

C. went to

D. gone to

16. The suitable word for number 16 is

A. took

B. takes

C. taken

D. takked


A. See

B. Seen

C. Saw

D. Sawed


A. came

B. come

C. comed

D. coming


A. give

B. gift

C. given

D. gave


A. eat

B. eated

C. ate

D. eating

Read the following text carefully and answer the questions!

The Hawk hunts the chicks

Once upon a time, there is a hawk. The hawk falls in love with a hen, the

hawk falls in love with a hen, and the hawk flew down from the sky and asked the

hen, Will you marry me?

The hen loved the brave, strong hawk and wished to marry him, but she said,

I cannot fly as high as you can, if you give me time, I may learn to fly as high as

you. Then we can fly together.

The hawk agreed with the hens will. But before the hawk went away, the

hawk gave the hen a ring. This is to show that you have promised to marry me, said

the hawk.

It so happened that the hen had already promised to marry a rooster, so, one

day the rooster saw the ring that wore by the hen. The rooster became very angry.

Throw that ring away at once!Shouted the roosters anger that she threw a way the

ring immediately.

When the hawk came a few months later, the hen told truth to the hawk. The

hawk was so furious that he cursed the hen. Why didnt you tell me earlier? Now,

you will always be scratching the earth, and I will always by flying above to catch

your children, said the hawk.

21. Who falls in love with a hen?

Answer:

22. What did the hawk ask to the hen?

Answer:

23. What did the hen say to the hawk?

Answer:

24. What did the hawk give to the hen?

Answer:

25. What did the hen promise to the hawk?

Answer:

LESSON PLAN


Subject : English

Skill : Reading

Grade/ Semester : VII/II

Time allocation : 1 x 40 minutes

Standard Competency : Understanding meaning in short simple functional

reading text according to speech acts which is

correlated to nearest environment.

Basic Competency : Understanding meaning correctly and efficiently

that is expressed implicitly in written functional

text and short essay in narrative and descriptive

related to the closest environment or in academic

context.

I. Indicator : 1.Identifying the main idea of the text.

2. Deducing the meaning of text.

3. Answering the questions based on the text.

II. Learning Objective:

1.1 After the method applies, the students are able to determine general and

specific information of the text.

1.2 After the method applies, the students are able to deduce the meaning of

the text.

1.3 After the method applies, the students are able to answer the questions

based on text.

III. Learning Material

Giving narrative text and descriptive text about snow white story and my pet, the

students answer the question based on the text given.

IV. Teaching Media

1. Reading Text

V. Teaching Method

Cooperative Integrated Reading and Composition (CIRC).

VI .Learning Activities

No. Structure Learning Activity Time

1. Introduction

Apperception Greeting and check the students

attendance list

5 minutes

Giving the students topic of the

materials

Giving the purpose of the lesson

Motivation Asking and answering question about

the materials

5 minutes

2 Whilst Activity

Exploration Giving the students kind of narrative

and descriptive text and their meaning.

10

minutes

Elaboration Leading the student to read the narrative

text and descriptive text with loudly

based on CIRC method.

30

minutes

Giving the students exercises about the

materials.

Confirmation covering the students exercise and so 15

observation some question to students minutes

3 Closing Reflection of the materials 15

minutes

Asking the students about the problem

in the materials and giving the answer.

Giving assignments

VII. Learning Sources and Teaching Media

1. LKS Bahasa inggris untuk SMP

2. White board, marker, a set word

VIII. Assessment

1. Type of test : Reading test

2. Form of test : Answer the question

3. Criteria of evaluation : One correct answer get two score

Denpasar, 5 mei 2013

The Researcher

Km Ayu Widya Hapsari

LESSON PLAN


Subject : English

Skill : Reading










context.








the text.


based on text.

Giving narrative text and descriptive text about Cinderella story and budis pet

the students answer the question based on the text given.

IV. Teaching Media

2. Reading Text

V. Teaching Method




1. Introduction


attendance list

5 minutes


materials



the materials

5 minutes

2 Whilst Activity


and descriptive text and their meaning.

10

minutes

Elaboration Leading the student to read the narrative

and descriptive text with loudly based

on CIRC method.

30

minutes

Giving the students exercises about the

materials.

Confirmation covering the students exercise and so 15

observation some question to students minutes


minutes



Giving assignments




VIII. Assessment





The Researcher


LESSON PLAN


Subject : English

Skill : Reading










context.








the text.


based on text.


75

Giving narrative and descriptive text about Batara kala and a Theatre, the

students answer the question based on the text given.

IV. Teaching Media

3. Reading Text

V. Teaching Method




1. Introduction


attendance list

5 minutes


materials



the materials

5 minutes

2 Whilst Activity


and descriptive text and their

meaning.

10

minutes

Elaboration Leading the student to read the

narrative and descriptive text with

loudly based on CIRC method.

30

minutes

Giving the students exercises about

the materials.

Confirmation covering the students exercise and so

observation some question to students

15

minutes


76



minutes

Giving assignments




VIII. Assessment





The Researcher


77

APPENDIX 4

Post-test

In cycle 1 session 1


Subject : Engli

teaching reading comprehension by using...

Documents