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Wednesday, 21 November 2018

THE EFFECTIVENESS OF USING RAPQ (READ, ASK, PUT, QUESTION) TECHNIQUE IN TEACHING READING COMPREHENSION TO THE TENTH GRADERS OF SMA N 3 KOTA MAGELANG IN THE SCHOOL YEAR OF 2017/2018

THE EFFECTIVENESS
OF USING RAPQ  (READ, ASK, PUT, QUESTION) TECHNIQUE IN TEACHING READING COMPREHENSION TO THE TENTH GRADERS OF SMA N 3 KOTA MAGELANG IN THE SCHOOL YEAR OF 2017/2018

A PAPER
Presented as Partial Fulfillment of the Requirement for the Final Test of the
Qualitative Research Class





By:
Teza Putra Handika (1420302168)

ENGLISH DEPARTMENT
FACULTY OF EDUCATION AND TEACHERS TRAINING
TIDAR UNIVERSITY
2017
CHAPTER I
INTRODUCTION

1.1  The Background of the Study
Reading has an important role in learning process because the students’ success in learning other subjects is very much determined by the high degree of mastering reading. Therefore, teacher should try to make reading interesting, enjoyable, meaningful and challenging.
Bernhard et al. (2000:6), reading is about understanding written text. It is a complex activity that involves both perception and thought. Reading consists of two related processes word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspond to one‟s  spoken language. Comprehension is the process of making sense of words, sentences and connected text. Readers typically make use of background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies to help them understand written text. What we know about reading is mostly based on studies conducted in English.
Many reading methods have been used in classroom to help students have better understanding when they read. The result shows that some are successful with particular group students but some are not. Actually, what should be taken into consideration now is the way the knowledge is presented. As we know, teacher centre approaches in tradition all classroom learning activities do not produce active recipients. It is not effective enough to promote language acquisition.
Sometimes teacher assumes that the students’ reading comprehension will develop naturally without any teaching technique. But in fact, it has significant influence to the students’ achievement. The students may not be motivated to read because the text is not interesting and sometime the text is too long. The students are also unfamiliar with the word used in the text or they lacking of vocabularies. However, the main factor that causes students uninterested in reading is the technique for teaching reading used by the teachers is not appropriate to their need. So,teacher have to find a breakthrough in use of more innovative method, one of which is RAPQ (Read, Ask, Put, Question).
RAPQ (Read, Ask, Put, Question) technique is very simple to apply. In this research, RAPQ technique was used to increase students’ reading achievement. RAPQ is intended to increase students’ ability in finding the main idea, construct meaning, and making question, involved using a four-step process towards greater reading comprehension. Students were read a paragraph, ask about the information of the text, especially mention the main idea, and put the information into their own words by paraphrasing, then made question based on the story of the text.
Based on the problem and explanation above, the researcher is aimed at finding out the difference of students’ reading comprehension achievement through RAPQ technique. Therefore, this research will be conducted by the title "The Effectiveness of Using RAPQ Technique in Teaching Reading Comprehension to the Tenth Graders of SMA N 3 Kota Magelang in the School Year of 2017/2018".
1.2  The Identification of the Problem
Based on the background of the study, the researcher identifies the following problems in teaching reading comprehension in Senior High School, they are:
1.   The students feel complicated in pronouncing and understanding the text.
2.   The students get difficulties in getting the main idea of the text.
3.   The teacher is still using traditional technique in teaching reading.
4.   The lack of students’ motivation in studying English.
5.   The English teacher has little creativity in using a teaching technique.
6.   The students’ handout do not support the learning process.
7.   The students’ consciousness in learning English is still low.

1.3  The Limitation of the Study
To avoid the expansion of the writing, and because of the limited time and knowledge the researcher, the researcher makes limitation of the problems on the effectiveness of using rapq technique in teaching reading comprehension to the tenth graders of SMA N 3 kota magelang in the school year of 2017/2018.


1.4  The Formulation of the Problems.
Based on the identification and limitation of the problems, the researcher formulates the problems as follow:
a.   Is there any significant differences of students’ reading comprehension mastery between those who are taught using RAPQ technique and those who are taught using reading aloud technique?
b.   How great is the significant difference of students’ reading comprehension mastery between those who are taught using RAPQ technique and reading aloud technique?

1.5  The Objective of the Study
The objectives of the research can be stated as follow:
a.   To know whether there is significant difference of the students’ reading comprehension mastery between those who are taught using RAPQ technique and those are taught using reading aloud technique.
b.   To know whether the students who are taught using RAPQ technique have better reading comprehension mastery than those who are taught using reading aloud technique.

1.5  Significance of the Study
By conducting this study, some significances could be expected in contribution for students, teachers and further research.

Students.
This study will help them to use and adopt creative way in learning English, especially in reading comprehension, so that they can understand the text easily and fun, and also they are expected to have more attention and interest to improve their reading comprehension mastery.

Teachers.
The research supports the teachers to apply this technique in teaching reading comprehension. Hopefully, this technique can make the teachers to be more creative in teaching reading especially reading comprehension or choose some more appropriate techniques.

Further Research.
For further research, this study can be one of references in research about reading comprehension, both in learning and teaching reading.



CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Theoretical Background
2.1.1 Reading Skill
2.1.1.1 Definition of Reading
Reading is one of the four language skills. Nuttal (2000:2) assumes that reading means a result of interaction between the writer’s mind and the reader’s mind. It can be seen from the way the reader tries to understand and get the writers’ message on the text. To understand the writer’s message, readers have to do word recognition first before doing comprehension. Pang (2003:6) also emphasizes that reading is defined as understanding written texts. He says that reading consists of two related processes: word recognition and comprehension. Word recognition is defined as the process of getting how written symbols correspond to one’s spoken language while comprehension is the process of making the meaning of words, sentences and connected text. He adds his statement that the reader who has background knowledge, vocabulary, grammatical knowledge, experience with text and other strategies can help them understand written texts.
The central purpose of reading is to understand a text. Consequently, Grabe (2009:14) defines reading as a comprehending process. Readers read to comprehend what the writer intended to convey in writing. They also want to figure out about the text and what information they can get from the text. Readers read to comprehend what the writer intended to convey in writing. They also want to figure out about the text and what information they can get from the text. Added to this, Grellet (1981:3) claims that reading as a constant process of guessing and what a reader bring to the text is often more important than what he or she find it. In line with Grellet, Nunan (2003:68) concerns that reading is a fluent process of readers combining information from the text and their own background knowledge to build meaning. Furthermore, the efforts do not only come from the readers, but also come from the writer. The writer also tries to share message in his mind to the reader. He or she need to make the message clear to his or her readers. Therefore, Nuttall (1996:11) adds that reading as an interactive process. It means that while a reader reads a text to comprehend the writer’s intention, the text provides information that the writer wants the reader to understand in certain ways.
The relation from those definitions above, reading can be defined as the process of comprehension written symbol that meaning and message were contained in it. It means that when a reader interacts with printed messages, he tries to imagine their understanding what the writer was intended to say and get the final meaning of it. It also can be said that reading is not only the process of getting the written 10 symbols correspond to one’s spoken language but it is also the process of making the meaning of words, sentences and connected text called comprehension.

2.1.1.2 Reading Comprehension
According to Snow (2002; 11) explains these three elements are the reader, the 11 text and the activity. The first element is the reader who is doing the comprehending. A reader, when he tries to comprehend a text, brings all his capacities, abilities, knowledge and experiences to the act of reading. The text that is to comprehend is also has a large effect on reading comprehension. The third element is the activity in which comprehension is a part. This includes the purposes, processes and consequences associated with the act of reading. These three elements are interrelated in the reading process.
Klingner (2007:2), reading comprehension is “the process of constructing meaning by coordinating a number of complex processes that included word reading, word and world knowledge, and fluency”. It refers to the ability in interpreting the words, understanding the meaning and the relationships between ideas conveyed in a text. He summarizes reading comprehension instruction for the teacher as following a three-step procedure: mentioning, practicing and assessing. Teachers mention the skills that students want to use then, they give them opportunities to practice those skills through workbooks or work sheets, and finally assess whether or not they use the skills successfully.
From the reference about definitions from the experts, we can get that reading comprehension as the aim of reading is not only a process of identifying the word but also a process of constructing and understanding a meaning from a written text to get information related to the text and also to give students pleasure. Moreover, reading comprehension can be seen as the ability to find the stated or unstated writer’s idea in the text, because the essence of reading comprehension is to understand all information delivered by the writer. It also refers to the ability to connect between the words in a text, to understand the ideas and the relationships between ideas conveyed in a text.

2.1.2 Teaching Reading
2.1.2.1 Principle of Teaching Reading
Principle of Teaching Reading Reading is a complex process. There are a lot of subskills and strategies of reading that students should know. These subskills and strategies facilitate students to understand a text. In order to help students master these skills, a good teacher should know first the principles of teaching reading.
Understanding the principles of teaching reading can help a teacher design and practice a reading lesson. Nation (2009:6-8) states that there are four strands of principles of teaching reading. They are explained as below
a.       Meaning-Focused Input
This strand of principles has three issues. First, the activities in reading should be done for a range of reading purposes. These purposes consist of reading to search for information, reading to learn, reading for fun, reading to integrate information, reading to critique text, and reading to write. Second, a teacher should design a reading lesson that suits with his or her students’ language proficiency level. And the last, reading should be used as a way of developing language proficiency and developing reading subskills.

b.      Meaning-Focused Output
Meaning-focused output principle emphasized how reading can be related to other language skills. A teacher should design activities that do not only involve reading skills, but also involve the others language skills (listening, speaking, and writing). It is because each skill is connected with each other.

c.       Language-Focused Learning
There are four issues which are emphasized in this strand of principle. The first issue is that a teacher should help students to develop the skills and knowledge needed for effective reading. The lesson should work on the subskills of reading and the features needed to read, including phonemic awareness activities, phonics, vocabulary learning using word cards and grammar study. The 18 reading strategies should be mastered by the teacher. Moreover, activities that integrate a range of strategies should also be given to students. Finally, students should be introduced with a various text structure, such as narrative or descriptive.

d.      Fluency Development
Fluency development principal has some crucial issues. First, a teacher should help and persuade students to develop their fluency in reading. Second, a teacher should give extensive reading activities. Third, the reading process should engage and encourage students’ enjoyment and enthusiasm. These strands of teaching reading principles can help a teacher design a well-thought out reading lesson. A teacher can consider the important points in teaching reading, such as designing activities that relates not only one skill, but also the other skills. The principles should guide a teacher in teaching reading.
2.1.2.2 Teaching Reading at the Senior High Schools
The curriculum of 2013 is not implemented in every school in Indonesia. Later, there is a swift of curriculum from the curriculum of 2013 into SchoolBased Curriculum in schools in Indonesia included Central Java. The government has chosen several schools to implement this curriculum. SMA N 3 Kota Magelang has been selected to be one of the schools that were still continuing the implementation of the Curriculum of 2013.
The curriculum of 2013 is used as the guide for the teaching and learning implementation in all levels of educational institution including primary school and High School. This new reform is believed as the one more effective in enhancing the learning process than the current curriculum.
The different between the curriculum of 2013 and the curriculum of 2006 is that the curriculum of 2013 adds some characteristics that are not stated in the earlier curriculum. According to Peraturan Menteri Pendidikan dan Kebudayaan No. 68 tahun 2013, the curriculum of 2013 does not just focuse on knowledge competences but also focuses on the spiritual and social competences.
In the curriculum of 2013, the content of teaching learning materials seems look simple than before. Here, teachers were asked to be creative, teachers should develop their teaching materials from the book. Teachers should let the students more active in the teaching and learning process. There are so many ways and strategies that can be used by teachers in teaching learning process. They can freely select the appropriate teaching strategy according to the students’ characteristics and also depending on the materials being taught. It is only teachers who know the appropriate teaching methods that are going to be used in delivering the teaching material.

2.1.3 The Process of Reading
Burns et al. (1996:8-18) claim that there are nine aspects of reading process. They are sensory aspect, perceptual aspect, sequential aspect, associational aspect, experimental aspect, learning aspect, thinking aspect, affective aspect and constructive aspect. These aspects of reading process enhance the degree of comprehension of the reader to the text he or she reads. In this case, some aspects are having a direct relation to the topic of this research are enclosed.
a.     Sensory Aspects of Reading
The reading process begins with a sensory impression, either visual or tactile Burns et al. (1996:93). A normal reader perceives the printed symbol visually but a blind reader uses a tactile sense. The auditory sense is also very essential, since a beginning stage in reading. Reading is the association of printed symbols with spoken language.
b.    Perceptual Aspects of Reading
Perception involves interpretation of the sensory impressions that reach brain. Burns et al. (1996: 11). Experiences background help a reader process and recognize sensory data. When a person is reading, the brain receives a visual sensation of words and phrases from the printed material. To recognize and understand the meaning of these words and phrases, the reader should link them to his or her previous experience with the objects, ideas, or emotion represented. Different people may have different meanings to a thing depends on their experience which build different perceptions.
c.    Sequential Aspect
English language printed material generally appears on a page in a left-toright, top-to bottom sequence Burns et al. (1996:12). A person’s eyes must follow the sequence in order to read. A reader occasionally regresses, or looks back to earlier words and phrases, as they read. Another sequential is pattern of grammar and logic. The reader must be able to follow the grammatical and logical pattern 24 of a text in order to understand the written language. To fully get the sense of a text, a reader may follow those sequences in reading process.
d.   Experiential Background in reading
Meaning derived from reading which is based on the reader’s experiential background Burns et al. (1996:12). When a reader read something new, it does not imprint on his or her brain directly. However, he or she searches through their minds for information and understanding that they already have seen and connect the existing knowledge with the new information. So, by having much experience, it helps the reader develop their vocabulary and concepts they found in reading.
e.    Affective Aspects of Reading Process
Interest, attitudes and self-concepts are three affective aspects of the reading process. These aspects affect how hard children work at reading task Burns et al. (1996:15). For example, children who are interested in the materials force themselves to put forth much more effort on the reading process than children who have not interest to the materials. In the same manner, children with positive attitude toward reading expend more effort on the reading process than children who have negative attitudes. Their interest and positive attitude toward reading influence the comprehension degree of the reader to the text he or she reads.

Thisis explain how the readers construct the meaning. It also influences the comprehension degree of the reader to the text she or he reads.

2.1.4 RAPQ (Read-Ask-Put-Question) Technique
2.1.4.1 ReadingTechnique
Parker et al. (2002: 46), “A learning strategy is a systematic approach to completing a task.” Verschaffel and Ven (2001:71) also claim that using learning strategies to help increase comprehension helps diminish the problems students with special needs have with comprehension. Implementation of learning strategies has proven to increase application and generalization of reading comprehension skills.
Additinally, Parker et al. (2002: 46) mention that learning strategies also help students maintain interest and concentration during many learning tasks. Tutors, who teach learning strategies, teach students how to learn, rather than teaching them specific curriculum content or specific skills. The use of learning strategies helps students maintain interest and concentration during many learning tasks (Clark et al. 1984; Nelson and Smith, 1992 as cited in Parker et al. 2002:47). Often children’s lack of understanding will impinge on their ability to process their reading and a limited vocabulary does not enable them to successfully respond to what they have read.
2.1.4.2 The Definitions of RAPQTechnique
RAP is a mnemonic strategy to teach the strategy of reading comprehension. It is a four-step technique, which is decoded as follows:
a. Read the text.
b. Ask the main idea of the text.
 c. Put the idea into the reader’s own word
d. Question is make and answer Question
RAPQ is reading technique presented in Everly on cited Schumaker J.B (2008:2), in technique helps students stay focus on the main idea of what they read.
2.1.4.3 The Benefits of RAPQ Technique
       The technique can increase the students’ reading comprehension achievements, therefore the researcher decides to implement RAPQ in teaching reading to improve their reading comprehension. By this technique, the students were asked to be more active so they did not feel bored anymore in the class.
2.2 Conceptual Framework
Reading is one of the four language skills that students have to master. Trough reading, students can get and discover new knowledge and actively involved in the classroom discussion. So, it is clear that reading is really important to be learned. Students find many problems and difficulties to learn a foreign language,  especially when they have to comprehend it in the written form. To overcome the problems regarding reading activities in the classroom, the teacher should creatively find a new breakthrough in designing the activities.
       Unfortunately, many teachers seem to see these problems as something simple. They do not understand that the way teaching of a teacher and the lesson influence the students’ interest to learn a second language in the classroom. So, if the teacher wants to improve students’ language mastery, he or she must be aware of the students’ feeling and create a supporting learning atmosphere in the classroom. In teaching reading, the teacher should be more creative and be a motivator. Teacher should choose a strategy to make the students to read actively. If the students are interested, they will be motivated to read. A high enthusiasm to practice reading will improve their reading comprehension.
       The problems arising in SMA N 3 Kota Magelang were that many of the students were passive during teaching and learning process. They just focused on the text and listened to teacher’s explanation. The clever students tended to be more active but the other students tended to be more passive. The clever students answered teacher’s question and be dare to share their opinion. The other students would feel safe and most of them just accepting the ideas that the clever students were saying. It is because, they don’t have enough self esteem and still afraid or shy to share their opinion. Moreover, there were few teaching methods that taught the students how to read and comprehend a text efficiently because in the reading class, teaching and learning processes took more time only in reading the texts and answering some questions related to the texts. So many students were less motivated and felt bored in learning reading English in the classroom. These made the students do not learn reading optimally.
       Then, to solve these problems, the researcher used the RAPQtechnique in teaching learning in the classroom. It is one of strategies that can be used for increasing reading comprehension skills for adolescents in high school.       
2.3 Research Hypothesis
Researchers determine the hypotheses of the reaserch as follow :
a.       There is significant difference of students’ reading comprehension ability mastery between those who are taught using RAPQ technique and those who are taught using reading aloud technique.
b.      The student who are taugh using RAPQ technique have better reading comprehension mastery than those who are taugh using reading aloud technique



CHAPTER III
RESEARCH METHODOLOGY

3.1 Type of Research
The method that was used in this research is classroom action research (CAR). According to Burns (2010: 2), action research is related to the ideas of ‘reflective practice’ and ‘the teacher as researcher’. Further, he also says that action research involves taking a self-reflective, critical and systematic approach to explore teaching contexts.
Burns (2010: 6) claims that for a teacher who is reflective and committed to developing as thinking professional, action research is an appealing way to look more closely at puzzling classroom issues or to delve into teaching dilemmas. Action research also encourages teachers “to reach their own solutions and conclusions and this is far more attractive and has more impact than being presented with ideals which cannot be attained” Burns (1999:7) in Burns (2010: 7). He (2010: 7) adds that doing action research can reinvigorate our teaching, lead to positive change, raise our awareness of the complexities of our work, and show us what drives our personal approaches to teaching.
This research focuses on the attempt to improve students’ English reading comprehension skill in the tenth graders of SMA N 13Kota Magelang by RAPQtechnique.

3.2 The Population
The population of the research is tenth graders of SMA N 13 Kota Magelang in the school year of 2017/2018. The sample will devided into two groups.
3.3 Procedure of the Research
Using the model of Kemmis and McTaggart as quoted in Koshy (2005:4), this study consisted of four stages: planning, acting, observing and reflecting.Those were explained as follows.
1.      Determining the Thematic Concern-Reconnaissance
 In the beginning of this stage, the researcher did reconnaissance steps. These steps were aimed to find out information concerning the teaching reading comprehension in the VIII E class. First, the researcher did a classroom observation. The result of the observation described the real teaching and learning process in the classroom. The researcher also interviewed both the teacher and 35 some students that are chosen randomly. The researcher gathered information from the teacher about the students’ achievement in the English teaching and learning process, especially their achievement in reading class. The students were also interviewed to know their opinion about the English teaching and learning process. Finally, the researcher gave a pre-test for the students. This test was aimed to know students’ achievement in reading
In this stage, the researcher identified any information related to the students’ reading skill. After doing the observation, the researcher found out some problems in the teaching and learning process.
In this stage, the researcher identified any information related to the students’ reading skill. After doing the observation, the researcher found out some problems in the teaching and learning process.
Table: The Problems and Solutions in the Teaching and Learning Process
No
Problems
Actions
1
The students still have low ability in reading especially (comprehension)
Using RAP as the strategy for teaching reading comprehension in the classroom.
2
The teachers still could not find the proper strategy to teach reading comprehension.
3
The students lacked of vocabulary
Using synonyms activity in the form of game and group discussion to gain the students’ interests and enthusiasm during the teaching and learning process.
4
The students have not enthusiasm in reading text and did not actively participate and involve in the reading activity
5
The teaching activities focused on using worksheet.
Provide and use different media as learning tools (board game, song, and video) for the teaching and learning process.
6
The learning activities were still monotonous
7
The teaching and learning process still lacked of media

According to the problems in the teaching and learning process, the researcher determined the topic of this research. Meanwhile, the researcher also 36 reviewed the literature to support the solutions. The solutions that the researcher proposed guided the researcher to plan some actions to improve the students’ reading comprehension. Finally, the researcher determined the best solution to solve those problems.
2.      The Research Cycles
a.       Planning
 In this step, the researcher collected much information from the observations and the interviews done to the teacher and the students. The researcher observed the English classroom teaching and learning process. This aimed to identify the problems which happened during the teaching and learning process. Furthermore, the researcher also designed a lesson plan to implement the action. Finally, organizing the steps in implementing the RAP strategy in the reading class was done before the researcher acted in the teaching and learning process.
b.      Action and observation
In this stage, the action was done in the same time with the observation. It was because both stages cannot be done separately. During the action, the researcher needed to observe the students’ behavior and achievement. In this stage, the researcher and the English teacher in collaboration implemented the action in the teaching and learning process. The action was conducted until the students showed improvement. The action was based on the lesson plan and the materials that have been designed.
While the researcher doing the action, the researcher and the English teacher observed the applicant and the effect of this strategy. The researcher wrote field note to describe everything that happened during the action in the teaching and learning process. Meanwhile, the interview was done before and after the teaching and learning process. The students and the English teacher were the source of information to tell their opinions, feeling and perceptions about the teaching and learning process.
c.       Reflection Together with the teacher, the researcher made some reflections on the changes during the implementation of the actions. From the discussion, the researcher made an evaluation. This influences to the researcher in designing the actions for the next cycle or in deciding whether there would be the next cycle or not. After doing the observation, the researcher reflected to the actions. Then, the researcher discussed the problems and the achievement during the implementation of the action with the English teacher and the collaborators. From the discussion, the researcher made an evaluation. This gave influences to the researcher in designing the actions for the next cycle or in deciding whether there would be the next cycle or not.

3.4 Data Collection Techniques
In this research design, the collected data were qualitative and quantitative. Still, there were quantitative data from students’ pre-test and post-test mean scores. The qualitative data were collected by observing the teaching learning 38 process. The quantitative data attained from pre-test and post-test that has been done by the students. The data collection techniques that researcher used, namely:
a.       Observation
During the teaching and learning process in classroom, the researcher observed the teaching and learning activity. Researcher observed several aspects in the teaching and learning process. They included how the teacher teaches reading, students’ behavior, and the learning material. The purpose of this technique was to get the information about the teaching and learning activity. The results were used to identify the problems in the reconnaissance stage which determined the planning stage. While in the acting and observing stage (during the action), the results were used to assist the research members in describing the students’ and the teacher’s behavior and the problems that occurred in the classroom during the implementation of the action. The results of observation were described in the form of field notes.
b.      Interview
The type of interview that was used in this research is the semi-structured interview. The researcher developed some specific questions, but the researcher allowed for some flexibility according to how the interviewee responded. Teacher and students were individually interviewed before and after the teaching and learning process. This technique was used to discover the response of teacher and students about the teaching and learning process. The researcher asked the students’ and teachers’ perceptions, thoughts and opinions about the teaching and learning process. The responses were transcribed from audiotape.

c.       Reading Comprehension Test.
There were two kinds of test that were used in this research. Those were pre-test and post-test. A pre-test was administrated in the reconnaissance stage. After completion of the sections, a post-test was administrated. These tests helped the researcher find out the students’ reading comprehension ability before and after the researcher implemented the activities that were based on the theory of the RAP strategy. The researcher compared the results of the two tests. The results of these tests could show the result of this action whether there was improvement or not of the students’ reading comprehension ability.
3.5  Research Instruments
a.       Observation Sheet The observation sheet was used as guide information in the teaching and learning process when the action was conducted. It contained some aspects with several indicators of each aspect. Those aspects were related to how the teacher taught reading, students’ behavior and the learning materials. The data were recorded every time through some descriptions in the form of field notes.
b.      Interview Guideline
This semi structured interview provided much greater flexibility for the researcher and the interviewee. Because the researcher had more flexibility in asking question, interview guide was used as a guide to provide the underlying focus for the interview. The questions were designed to find out the students’ and teacher’s perceptions toward the teaching and learning process. There were several aspects were asked to the students and the teacher. Those related to the 40 implementation of the strategy, the situation during the teaching and learning process and the students’ behavior towards the teaching of reading. The interview process was recorded. The results of the interview were interview transcripts.
c.       Reading Comprehension Tests
The reading comprehension tests were in the form of multiple-choice questions. The tests contained 4 options in 40 multiple-choice questions. In creating the questions, the researcher referred to the curriculum used in the school, which the 2013 curriculum. Before the pre-test and the post-test were held, there was a test of the item validity. The test were tried out to check the validity of the test items. Based on the analysis of the result of the try-out, there were 18 invalid items on the prototype of the test. Number 1,3,5,6,8,10,11,20,28,30,34,41 were unacceptable because the item discrimination were below 0,3. The researcher removed 10 invalid items and also substituted some items with a new one so that there were 40 items for each test. D
d.       Audio recorder
Audio recorder was used to record the interview. The recorded interview was transcribed into written form and was attached to be reported in the thesis as the proof that the interview was done. The interview transcription made the data collection easier.
e.       Camera Camera is one of the important instruments used in this research. It was used to capture and document the teaching and learning process.
3.6  Validity and Reability
The researcher used validity and reliability to ensure the quality of the research. Creswell (2008:169) proposes that validity refers to the meaningfulness, appropriateness of an instrument that enables a researcher draw a correct conclusion from the sample she is studying. Creswell (2008:169) also adds that reliability refers to the consistency of scores from an instrument even when the researcher administers the instrument multiple times at different time.
To ensure the trustworthiness of this research, the researcher used Anderson’s criterion suggestion. Burns (1999: 160) says that in quantitative educational research, validity is an essential criterion for evaluating the quality and acceptability of research. Further, he also says that although action research involves a different set of assumptions and research activities from quantitative research, action researchers are still faced with the challenge of responding to questions about the rigor and credibility of their investigations.
Anderson et al. in Burns (1999: 161-162), suggest five criterion of validity of the data. There are democratic validity, outcome validity, process validity, catalytic validity and dialogic validity.
1. Democratic validity To fulfill the democratic validity in this research, the researcher discussed together with the English teacher and students in the VIII E class of SMPN 15 Yogyakarta. The discussion was held in order to find what had been done and what had not been done by the researcher. This was aimed to 42 gain better implementation of planned teaching materials and improvement of students’ speaking skills.
2. Outcome Validity This criterion relates to the notion of actions leading to outcomes that are ‘successful’ within the research context. In this research, the outcome validity was fulfilled by showing the students’ improvements on their reading skill.
3. Process Validity The researcher collected the data by doing observation and taking notes to obtain the process validity. The researcher noted all the activities in the teaching and learning process.
4. Catalytic Validity This validity was related to the extent to which the researcher allowed participants to deepen their understanding of the social realities of the context and how they could make change within it. The English teacher got new strategy on how to teach reading comprehension in a systematic way.
5. Dialogic Validity Dialogic Validity was a process of peer review that was commonly used in academic research such as interview the English teacher.
3.7 Data Analysis Techniques
The data in this research were analyzed through five steps data analysis which suggested by Burns (2010: 113). Those were assembling data, coding data, comparing the data, building interpretation, and reporting the outcomes.
First, the data of the research were assembled for rereading the data to get important points. Second, the data were coded into more specific categories based on the broad patterns which had developed before. Third, the categories of data from different sets of data were compared to see the similarities or differences between the data. Then, the data interpretations were built in some tables. The final step was reporting or presenting the outcomes of the research.
The researcher collected the data of observation and reread it. After that, the board patterns were built and compared with the other data, such as students’ mean scores from pre-test and post-test. Students’ mean score of pre-test and posttest were also compared to see the improvements. Then, it was also compared to the observation data. Next, the researcher created the tables to show and interpreted the data. The last stage was reporting the results.



REFERENCES

Grabe, William. (2009). Reading in a Second Language: Moving from Theory to Practice. New York: Cambridge University Press.
Greitz Miller, R. and Calfee, R. C. (2004). Building a Better Reading Writing Assessment: Bridging Cognitive Theory, Instruction and Assessment. English Leadership Quarterly. ProQuest Education Journals. Volume 26. pg 20.
Hagaman, J.L., and Reid, R. (2008). The effects of the paraphrasing strategy on the reading comprehension of middle school students at risk for failure in reading. Remedial and Special Education, Vol. 4, Page 222-234. March 2008. Accessed from http://ejournal.unp.ac.id/
Klingner, Janette K. (2007). Teaching Reading Comprehension to Students with Learning Difficulties. London: The Guilford Press.
Koshy, Valsa. (2005). Action Research for Improving Practice: A Practical Guide. London: Paul Chapman Publishing
Lebzelter, S.,and Nowacek, J. (1999). Reading strategies for secondary students with mild disabilities. Intervention in School and Clinic, Volume 34 (4), pg. 212-219. Accessed from http://www.cal.org/ on December 2, 2014.
Schumaker, J.B., Deshler, D.D., and Ellis, E.S. (1986). Intervention issues related to the education of LD adolescents. In J.K. Torgeson and B.Y.L Wong (Eds.), Learning Disabilities: Some new perspectives. New York: Academic Press
Snow, Catherine E. (2002). Reading for Understanding: Toward a Research and Development Program in Reading Comprehension. Santa Monica: RAND. Spratt,
Mary, Puverness, Alan, and Williams, Melanie. (2005). The TKT (Teaching Knowledge Test) Course. Cambridge: Cambridge Press.

Vygotsky, L. (1978). Mind in Society - the Development of Higher Psychological Processes. Cambridge: Harvard University Press.
 
 
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