USING
REFUND STRATEGY TO IMPROVE READING SKILL
OF THE TENTH GRADERS OF SMA N 5 MAGELANG
IN THE
SCHOOL YEAR 2017/2018
A PAPER
Presented as
Partial Fulfillment of the Requirement for the Final
Test of the
Seminar On LT Class
By:
NOVA HAIDAR HAQ (1420302196)
ENGLISH
DEPARTMENT
FACULTY OF
EDUCATION AND TEACHERS TRAINING
TIDAR UNIVERSITY
2017
CHAPTER I
INTRODUCTION
A.
Background of The Study
English is very important for all
of us.English is one of important subjects taught to students besides the other
primary subjects at school.. In general, it is taught from the elementary
schools up to universities level. Moreover, it is also learned to informal
course to pass the examination as necessary part for career progression while
working for an organization or business with an international concept.As an
International language, most of people in the world use English to communicate
among people, to make relationship, and to get social culture, science,
economy, and technology goals. It is to increase their knowledge and to face
global competition.
Most of the people in the world
use it, not only as the communication but also as transferring knowledge. In
learning English, there are four skills that have to be learned by the
students. They are listening, speaking, reading and writing. Reading is one of
skills which are very essential for each student. By reading, the readers can
increase their understanding about the text or what they have read, enrich
their vocabularies and knowledge. Besides it can make the people easy to
connect their ideas on reading towards what they have already known.
In teaching reading English as a foreign
language, the teacher usually face different difficult in the classroom such as
the students are at different levels, the class is very big, the students do
not want to speak English or keep using their own language, and the students
are not in cooperative. Hammer (1988:127) describes the difficulties faced by
the teachers in teaching speaking and in the classroom solution.
Reading is a fluent process of
readers combining information from a text and their own background knowledge to
build meaning. The goal of reading is comprehension (Nunan, 2003: 68).
Comprehension is an active process that involves all these strategies and
behaviors (Crown, 2005: 2).
According
to Hodgson in Tarigan (2008: 7), reading is a process that is carried and used
by readers to get the message, which would be submitted by the author through
the medium of words/written language. A
process which requires that a group of words that unity will be seen in a
glimpse and that the meaning of individual words would be known. If this is not
complete, meaning from themessages on textc will not be received or understood,
and the process of reading it is not good performing.
Comprehension
is the reason for reading - a cognitive activity relying on excellent fluency,
vocabulary, and prior knowledge. Reading is not a passive activity; active
interactive processes are critically necessary to the development of reading
comprehension; and even able readers benefit from explicit instruction in the
use of reading strategies (Karin, 2007: 15).
The relationship between reading
and language teaching “Although this involves neither listening to the language
nor speaking it, reading is an important means of maintaining contact with a
second language (Iskandarwassid&Sunendar, 2008: 246). Teaching reading
usually has at least two aspects. First, it can refer to teaching learners who
are learning to read for the very first time. A second aspect of teaching
reading refers to teaching learners who already have reading skills in their
first language. The learners only learn to read once. Once the students have
learned how to read in one language, then do not learn how to read again in a
second/foreign language, but rather the students learn how to transfer skills
that they are have already learned to the new reading context in a new language
(Nunan, 2003: 68).
Based on the researcher’s pre
observation in SMA N 5 Magelang, there is a problem that researcher found
there. The problem is the students were not able to comprehend the text well.
It can be proved when the students did an exercise, they could not get good
score because they could not answer the question well. Example: What is the
story about? What is the purpose of the text?, etc. Then, when the teacher asks
the students, not all of the students give response well, because they do not
understand what they read. It may be caused by teacher’s strategy in teaching
learning process. In teaching reading, they just read the text without
comprehending the text. The teacher just asked the students to do an assignment
without paying attention whether the students understand or not about the text.
So, the teacher does not know the difficulties of the students in reading
comprehension. The students just can read aloud but they can’t comprehend about
what they read.
From the fact of the problem at
the seventh grade of SMA N 5 Magelang above, it is important to use an
appropriate learning strategy in reading. According to O’ Malley and Chamot in
Iskandarwassid and Sunendar (2008: 3), strategy is a
set
of useful tools as well active, which involve individuals.
Many students still found difficulties
and problems in comprehending the text, especially their lack of vocabularies,
structure and the process of understanding the ideas in the text. The
difficulties may be caused by several factors such as background knowledge,
interest, attitude and the teacher. It is already known that the suitable
technique and strategies can help both teacher and learners in teaching
process. In this case, the writer tries to use REFUND strategy in classroom
especially in teaching descriptive text to the students. By implementing this
strategy the writer hopes that it can help the students to read well and
increase their reading ability smoothly. Furthermore, to increase students’
reading comprehension, the teacher should apply an effective strategy in
teaching reading.
Realizing to the reality above it
is necessary to find and formulate a method that can embrace all the
differences that are owned by the students. Learning method offered is The REFUND
Strategy. Based on the phenomenon above, the researcher conduct a classroom
action research (CAR), entitled: “Improving Students’ Reading Comprehension by
using REFUND Strategy at tenth garade of SMA N 5 Magelang in Academic Year of 2017/2018”.
B.
The identification of the Problems
Based
on the background of the study and on the description above, the identificatios
of problem in this research are:
1. The students fear of English
2. The students feel bored to study English
especially Reading
3. The students feel strange of English
4. The students not interested when the
teacher give the reading learning
5. The students have difficulties in understanding
English text reading
C.
Limitation of the Problem
To
avoid misunderstanding of the problem in this study, it is very important for
the researcher to limits the problem. REFUND strategy is very simple, easy to
be applied for Senior High School students, and also effective. In REFUND
Strategy, there are activity could be performed during reading individually, in
small groups, or with the whole class. The teacher assists students in
comprehending what they read as they explore the main ideas in a text as well
as the organization of the text.
D.
Formulation of the Problem
Based
on the identification and the limitation of the problems, the writer formulates
the problems such as ;
1. Does REFUND Strategy improve student’s
reading comprehension at tenth grade of SMA N 5 MAGELANG in the school year
2017/2018?
2. How can REFUND Strategy improve
students’ reading comprehension at tenth grade of SMA N 5 MAGELANG in the school
year 2017/2108?
E.
Objectives of the Problem
According
to the formulation of the problem, the obejective of the study to find
out:
1. To know whether REFUND Strategy can improve Reading Comprehension at
tenth grade of SMA N 5 MAGELANG in the
school year 2017/2108
2. How can REFUND Strategy improve Reading
Comprehension
F.
Significances of the Problem
The
Significance of Study
After
completing all research activities, this study is expected to give significant
contribution presented as follows:
A.
English teachers
Teacher,
particularly the English teacher of SMA N 5 Magelang can apply this strategy in
the frame work of improving teaching ability and increasing the students’
reading ability.
B.
Students
Students,
particularly the tenth grade of SMA N 5 Magelang in Academic Year of 2017/2018,
are expected to practice reading as good as possible by using REFUND Strategy
and to make more interested in learning English and hopefully it can improve
especially their reading skill.
CHAPTER
II
REVIEW
OF RELATED LITERATURE
A.
Theoretical Background
1. Definition of Reading
Reading
is a process of constructing meaning by interacting with text; as individuals
read, they use their prior knowledge along with clues from the text to
construct meaning. Research indicates that effective or expert readers are
strategic (Baker & Brown, 1984a, 1984b). This means that they have purposes
for their reading and adjust their reading to each purpose and for each reading
task. Strategic readers use a variety of strategies and skills as they
construct meaning (Paris, Wasik, & Turner, 1991).
According
David Nunan (1989:33) “Reading is not an invariant skill, that there are
different types of reading skills that correspond to the many different
purposes we have for reading”. So, in the classroom, in students’ reading
activities, the writer is sure that they have many purposes, among others are
to graduate from their school and to provide themselves with the knowledge to
continue their studies whatever their purposes are. In order to achieve the
goal, the comprehension ability in reading is needed. Nunan (1989:33) mentions
that with the bottom-up approach, the reading is viewed as a process of
decoding written symbols, working from smaller units (individual letter) to larger
ones (words, clauses and sentences).
According
to Olson and Diller (1982:42), what is meant by reading comprehension is a term
used to identify those skills needed to understand and apply information
contained in a written material. This statement is supported by Harris and
Sipay (1980:179), who say that reading comprehension ability is taught to be a
set of generalized knowledge acquisition skills that permits people to acquire
and exhibit information gained as a consequence of reading printed language.
There's even a sense that views reading as a process of giving meaning to
visual symbols (Oka, 1983:11 in Jaenal 2010).
According
to (Tarigan (1990:7) in Jaenal 2010) argues that reading is a process that is
carried and used by readers who want to get the message delivered by the author
through the medium of words or written language. According to (Oka (1983:15) in
Jaenal 2010) if viewed in terms of differences in scope, it can be
distinguished three kinds of meaning to read: Understanding the first is a
narrow sense, namely the sense that regards reading it as a process of written
symbols recognition. Into this process included the recognition of words
carefully, in a wide range, and quickly.
2. Types of Reading
2.1 Intensive Reading
Brown
(1989) explains that intensive reading "calls attention to grammatical
forms, discourse markers, and other surface structure details for the purpose
of understanding literal meaning, implications, rhetorical relationships, and
the like." He draws an analogy to intensive reading as a "zoom
lens" strategy .
Long and
Richards (1987) say it is a "detailed in-class" analysis, led by the
teacher, of vocabulary and grammar points, in a short passage."
Intensive
Reading, sometimes called "Narrow
Reading", may involve students reading selections by the
same author or several texts about the same topic. When this occurs, content
and grammatical structures repeat themselves and students get many opportunities to understand the meanings
of the text. The success of "Narrow
Reading" on improving reading comprehension is based on the premise that
the more familiar the reader is with the text, either due to the subject matter
or having read other works by the same author, the more comprehension is
promoted.
How it looks
Characteristics:
·
usually
classroom based
·
reader
is intensely involved in looking inside
the text
·
students
focus on linguistic or semantic details of a reading
·
students
focus on surface structure details such as grammar and discourse markers
·
students
identify key vocabulary
·
students
may draw pictures to aid them (such as in problem solving)
·
texts
are read carefully and thoroughly, again and again
·
aim is
to build more language knowledge rather than simply practice the skill of
reading
·
seen
more commonly than extensive reading in classrooms
Materials:
·
usually
very short texts - not more than 500 words in length
·
chosen
for level of difficulty and usually, by the teacher
·
chosen
to provide the types of reading and skills that the teacher wants to cover in
the course
Skills
developed:
·
rapid
reading practice
·
interpreting
text by using:
Munby (1979)
suggests four categories of questions that may be used in intensive reading.
These include:
1. Plain Sense - to understand the factual, exact surface
meanings in the text
2. Implications - to make inferences and
become sensitive to emotional tone and figurative language
3. Relationships of thought - between
sentences or paragraphs
4. rojective - requiring the integration of
information from the text to one's own background information
Note that questions may fall into more than one
category.
Assessment:
Assessment of
intensive reading will take the form
of reading tests and quizzes.
The most
common systems of questioning are multiple-choice and
free-response.
Mackay (1968)
, in his book Reading in a Second
Language, reminds teachers that the most important objective in the reading
class should NOT be the testing of the student to see if they have
understood. Teachers should, instead, be
spending most of the time training the student to understand what they read.
When it is
used
·
when
the objective of reading is to achieve full understanding of:
- logical argument
- rhetorical pattern of text
- emotional, symbolic or social
attitudes and purposes of the author
- linguistic means to an end
·
for
study of content material that are difficult
Advantages
·
It
provides a base to study structure, vocabulary and idioms.
·
It
provides a base for students to develop a greater control of language
·
It
provides for a check on the degree of comprehension for individual students
Disadvantages
·
There
is little actual practice of reading because of the small amount of text.
·
In a
class with multi-reading abilities,
students may not be able to read at their own level because everyone in the
class is reading the same material.
·
The
text may or may not interest the reader because it was chosen by the teacher.
·
There
is little chance to learn language patterns due to the small amount of text.
·
Because
exercises and assessment usually follow intensive reading, students may come to
associate reading with testing and not pleasure.
2.2 Extensive Reading
Brown
(1989) explains that extensive reading is carried out "to achieve a
general understanding of a text."
Long and
Richards (1971, p.216) identify extensive reading as "occurring when
students read large amounts of high interest material, usually out of class,
concentrating on meaning, "reading for gist" and skipping unknown
words."
The aims of
extensive reading are to build reader
confidence and enjoyment.
Extensive reading is always done for the comprehension
of main ideas, not for specific details.
Historical
Perspective
·
Harold
Palmer (1917) in Britain and Michael West (1926) in India were the first to pioneer
the theory of extensive reading as an approach to foreign language teaching and
to reading, in particular. Palmer chose the term "extensive reading"
to distinguish it from "intensive reading".
·
the
1929 Coleman Report on "Modern Foreign Language Study", introducing
the Reading Method , recommended the inclusion of extensive reading in its
Method (as distinct from inclusive reading).
- Students were to read in the second
language without a conscious effort to translate.
- Emphasis was placed on developing
independent silent reading and
increasing reading rate of
individual students.
- Frequency word counts were
developed and used as a basis for graded readers.
·
Broughton(1978)
argued for the important role Extensive
Reading could play in second language programs.
·
Nuttall
(1982) wrote that the idea of Extensive Reading should be "standard
practice" in second language learning. She suggested the following
"slogan":
"The best way to improve your knowledge of a foreign language is to
go and live among the speakers . The next best way is to read
extensively." (p.168)
·
Krashen
(1984) supported Extensive Reading because he felt it automatically gave rise
to competence in writing. In 1993, he termed it "free voluntary
reading".
·
Krashen
(1995) argued that 'free voluntary reading" could be used a a
"bridge" from communicative language competence to academic language
competence.
·
David
Eskey (1995) drew the analogy of reading instruction to teaching swimming
strokes to people who hated the water. It would be only through their discovery
of the rewards of reading by actually doing it, that they would become people
that can and do read.
Characteristics:
Day and Bamford (1980) put
forward ten characteristics identified
in successful Extensive Reading Programs. They are duplicated (in
abbreviated form) below:
1. Students read as much as possible.
2. A variety of materials on a range of
topics is available.
3. Students select what they want to read .
4. The purposes of reading are usually
related to pleasure, information and general understanding.
5. Reading is its own reward.
6. Reading materials are well within the
linguistic competence of the students in terms of vocabulary and grammar.
7. Reading is individual and silent.
8. Reading speed is usually faster than slower.
9. Teachers orient students to the goals of
the program.
10. The teacher is a role model of a reader
for the students.
2.3 Intensive and Extensive Reading Together
It
is common for both approaches to reading to be used in the same class. For
example, where extensive reading is encouraged, the teacher may have all the
students read the same text so they can discuss the topic together or learn a
specific skill such as as writing an outline.
In a class
where intensive reading is mostly used, students may be asked to read texts of
their own choosing to report back on, in
either an oral or written format. In both approaches, it is not the nature of
the skills that are of most interest but rather, the results.
2.4 Scanning
What it is?
·
Scanning
ia a quick reading, focusing on locating specific information.
·
Scanning
involves quick eye movements, not necessarily linear in fashion, in which the
eyes wander until the reader finds the piece of information needed.
·
Scanning
is used when a specific piece of information is required, such as a name, date,
symbol, formula, or phrase, is required.
The reader knows what the item looks like and so, knows when he has
located what he was searching for. It is
assumed then, that very little information is processed into long-term
memory or even for immediate
understanding because the objective is simply matching.
When it is
used
·
Scanning
is used often with technical, scientific or professional materials to locate
specific information.
·
Scanning
is a valuable skill for second language learners to develop because often they
do not require a detailed read of a text. There are many everyday uses for
scanning, relevant to a purpose, such as reading a schedule.
Role of
Teacher
·
The
teacher selects passages that do include specific information.
·
The
teacher may use authentic materials that are commonly scanned in real life,
such as the telephone directory, menus, bus schedules.
·
The
teacher may ask students before they scan a text to note how the information is
organized in the text.
·
The
teacher needs to remind students that as they read carefully to find the
required information, they should pay particular attention to titles and
keywords.
Role of the
Student
·
The
student forms questions before reading. What specific information are they looking for?
·
The
student looks for contextual clues. The student tries to anticipate what the
answer might look like and what sorts of clues would be useful.
·
The
student is aware of the graphic form that the answer may take, such as a
numeral, a written number, a capitalized word or a short phrase that includes
key words.
Activities
·
Activities
may include exercises that are devised by the teacher in which students scan
for a single word or specific text .
·
Activities
may include exercises that are often carried on as a competition so students
will work quickly.
·
Students
use skills of prediction and anticipation. Students may do any of the
following:
- make predictions and guesses
- use titles and tables of contents to get an
idea of what a passage is about
- activate prior knowledge about the topic of
the passage by answering some questions or performing a quiz
- anticipate what they want to learn about the
top
- use titles, pictures, and prior knowledge to
anticipate the contents of the text
- use key words, that may have been given to
them by the teacher, that do not appear in the text, that allude to the main
idea
It is an
accepted view today that efficient readers are not passive. They react with a
text by having expectations and ideas about the purposes of the text as well as
possible outcomes. They reflect on expectations as they read, anticipate what
will come next. In other words, they
"interact with the text".
2.5 Skimming
What it is?
·
Skimming
is a quick reading to get:
- to know the general meaning of a passage
- to know how the passage is organized,
that is, the structure of the text - to get an idea of the intention of the writer
·
Skimming
is a more complex task than scanning because it requires the reader to organize
and remember some of the information given by the author, not just to locate
it.
·
Skimming
is a tool in which the author's sequence can be observed, unlike scanning in
which some predetermined information is sought
after.
When it is used
·
Skimming
is used when reading some some general question in mind.
·
Skimming
is used in making decisions on how to approach a text such as when
determining if a careful reading is
deserving.
·
Skimming
is used to build student confidence and an understanding that it is possible to
gain meaning without reading every word in a text.
·
Skimming
is used as part of the SQ3R method of reading, often for speed reading. This
method involves the student in
surveying, questioning, reading, reviewing and reciting. Skimming is used for
the initial survey and for review.
·
Skimming
is a skill that a student may want to
develop if they are planning to continue with academic studies. It is often used in reviewing for a test.
Role of the
teacher
·
Before
the students start reading, the teacher should guide students to ask themselves
the following questions:
- What kind of
audience was the text written for? Was it, for example, the general public, technical readers, or
academic students?
- What type of
text is it? Is it, for example, a formal letter, an advertisement, or a set
of instructions?
- What was the
author's purpose? Was it , for example, to persuade, to inform or to instruct?
·
The
teacher should make the following clear
to students before assigning a skimming exercise:
1. the purpose of the exercise
2. how deeply the text is to be read
Role of the
student
·
Students
read through the text in the following manner:
·
Read
the title if any.
·
Read
the introduction or the first paragraph.
·
Read
the first sentence of each of the following paragraphs.
·
Read
any headings or sub-headings.
·
Look at
any pictures or phrases that are in boldface or italics
·
Read
the summary or last paragraph.
Activities
·
Students
must locate facts that are expressed in sentences, not single words.
·
Although
speed is essential and the teacher often sets a time limit to the
activity, skimming should not be done
competitively. Students should be encouraged individually to better themselves.
·
To
improve skimming, readers should read more and more rapidly, to form appropriate questions and predictions
and then read quickly
·
Pugh
(1978) suggests that to assess skimming, after the students have read and
completed the assigned questions, further questions may be asked, "beyond
the scope of the purpose originally set" (p.70). If students can answer these questions
correctly, it indicates they have read
the text too closely.
2.6 Skimming and Scanning Together
Skimming
and scanning are sometimes referred to as types of reading and at other times,
as skills.
Skimming involves
a thorough overview of a text and implies a reading competence. Scanning is
more a limited activity, only retrieving information relevant to a purpose.
Brown
(1994) suggest ed that "perhaps the two most valuable reading strategies
for learners as well as native speakers are skimming and scanning."
(p.283)
Pugh
(1978) suggested that since scanning is a less complex style of reading it can
be introduced first. Skimming requires greater fluency and more practice is
required, so it should be introduced later.
Often
skimming and scanning are used together when reading a text. For example, the
reader may skim through first to see if
it is worth reading, then read it more carefully and scan for a specific piece
of information to note.
Students
need to learn that they need to adapt their reading and techniques to the
purpose of the reading.
By
practicing skimming and scanning, the individual learns to read and select
specific information without focussing on information that is not important for
meaning.
3. Teaching Reading
Traditionally,
the purpose of learning to read in a language has been to have access to the
literature written in that language. In language instruction, reading materials
have traditionally been chosen from literary texts that represent "higher"
forms of culture.
This
approach assumes that students learn to read a language by studying its
vocabulary, grammar, and sentence structure, not by actually reading it. In
this approach, lower level learners read only sentences and paragraphs generated
by textbook writers and instructors. The reading of authentic materials is
limited to the works of great authors and reserved for upper level students who
have developed the language skills needed to read them.
The
communicative approach to language teaching has given instructors a different
understanding of the role of reading in the language classroom and the types of
texts that can be used in instruction. When the goal of instruction is
communicative competence, everyday materials such as train schedules, newspaper
articles, and travel and tourism Web sites become appropriate classroom
materials, because reading them is one way communicative competence is
developed. Instruction in reading and reading practice thus become essential
parts of language teaching at every level.
4. Strategic Reading
Reading
is a process of constructing meaning by interacting with text; as individuals
read, they use their prior knowledge along with clues from the text to
construct meaning. Research indicates that effective or expert readers are
strategic (Baker & Brown, 1984a, 1984b). This means that they have purposes
for their reading and adjust their reading to each purpose and for each reading
task. Strategic readers use a variety of strategies and skills as they construct
meaning (Paris, Wasik, & Turner, 1991).
A
strategy is a plan selected deliberately by the reader to accomplish a
particular goal or to complete a given task (Paris, Lipson, & Wixson, 1983;
Paris, Wasik, & Turner, 1991). When students are able to select and use a
strategy automatically, they have achieved independence in using the strategy.
Along with the strategies that expert readers use, they also use a number of
comprehension and study skills. It is clear from research that readers develop
the use of strategies and skills by reading and writing and being given the
support they need to grow in these processes (Wells, 1990).
The
goal of all reading instruction is to help students become expert readers so
that they can achieve independence and can use literacy for lifelong learning
and enjoyment. Learning to use strategies effectively is essential to
constructing meaning. Readers who are not strategic often encounter
difficulties in their reading (Paris, Wasik, & Turner, 1991). These early
difficulties in reading may influence the way readers learn throughout the rest
of their lives (Anderson, Hiebert, Scott, & Wilkinson, 1985).
5. Definition of Comprehension
Comprehension
is difficult to define. At its most
basic level, comprehension means understanding what is heard or read. It is therefore a language activity.
Comprehension is different from remembering.
Comprehension is not about defining words or repeating sentences. Comprehension involves creation of a coherent
and integrated understanding of sentences, paragraphs, and text
selections. Integrated means that the
comprehender knows that parts of the text go together. Coherent means that the total understanding
fits together as a whole. There are no
pieces missing and there are no parts that don't make sense.
It’s
clear that reading comprehension is a complex cognitive process that depends
upon a number of ingredients all working together in a synchronous, even
automatic way. Vocabulary clearly plays a critical role in understanding what
has been read. The reader must also be intentional and thoughtful while
reading, monitoring the words and their meaning as reading progresses. And the
reader must apply reading comprehension strategies as ways to be sure that what
is being read matches their expectations and builds on their growing body of
knowledge that is being stored for immediate or future reference.
6. Some effective techniques for build
vocabulary skills:
·
computer-based
vocabulary instruction programs
·
storybook
reading or listening to others reading aloud
·
learning
new words before reading a text
·
task
restructuring and repeated exposure (such as having the student encounter the
same words in various contexts)
·
substituting
easy words for more difficult words (this is particularly helpful with
low-achieving students or students with limited English proficiency)
7. Some effective techniques for building
text comprehension skills:
·
comprehension
monitoring (helping readers to be aware of their understanding of the material)
·
cooperative
learning (pairing students or creating small groupings where students can learn
reading and practice strategies together)
·
graphic
and semantic organizers (including story maps, where readers make graphic
representations of the material to assist comprehension)
·
question
answering (readers answer questions posed by the teachers or peers and receive
immediate feedback)
·
question
generation (readers ask themselves questions about various aspects of the
passages being read)
·
story
structure (students are taught to use the structure of the story to help them
recall story content and answer questions about what they have read)
·
summarization
(readers are taught to recall and integrate information gleaned from texts into
abbreviated summaries of what they have read)
8. Reading Purpose and Reading
Comprehension
Reading
is an activity with a purpose. A person may read in order to gain information
or verify existing knowledge, or in order to critique a writer's ideas or
writing style. A person may also read for enjoyment, or to enhance knowledge of
the language being read. The purpose(s) for reading guide the reader's
selection of texts.
The
purpose for reading also determines the appropriate approach to reading
comprehension. A person who needs to know whether she can afford to eat at a
particular restaurant needs to comprehend the pricing information provided on
the menu, but does not need to recognize the name of every appetizer listed. A person
reading poetry for enjoyment needs to recognize the words the poet uses and the
ways they are put together, but does not need to identify main idea and
supporting details. However, a person using a scientific article to support an
opinion needs to know the vocabulary that is used, understand the facts and
cause-effect sequences that are presented, and recognize ideas that are
presented as hypotheses and givens.
Reading research shows that good
readers:
·
Read
extensively
·
Integrate
information in the text with existing knowledge
·
Have a
flexible reading style, depending on what they are reading
·
Are
motivated
·
Rely on
different skills interacting: perceptual processing, phonemic processing,
recall
·
Read
for a purpose; reading serves a function
9. Reading as a Process
Reading
is an interactive process that goes on between the reader and the text,
resulting in comprehension. The text presents letters, words, sentences, and
paragraphs that encode meaning. The reader uses knowledge, skills, and
strategies to determine what that meaning is.
Reader
knowledge, skills, and strategies include:
·
Linguistic
competence: the ability to recognize the elements of the writing system;
knowledge of vocabulary; knowledge of how words are structured into sentences
·
Discourse
competence: knowledge of discourse markers and how they connect parts of the
text to one another
·
Sociolinguistic
competence: knowledge about different types of texts and their usual structure
and content
·
Strategic
competence: the ability to use top-down strategies (see Strategies for
Developing Reading Skills for descriptions), as well as knowledge of the
language (a bottom-up strategy)
The purpose(s)
for reading and the type of text determine the specific knowledge, skills, and
strategies that readers need to apply to achieve comprehension. Reading
comprehension is thus much more than decoding. Reading comprehension results
when the reader knows which skills and strategies are appropriate for the type
of text, and understands how to apply them to accomplish the reading purpose.
B.
Teaching Reading Comprehension
Teaching
reading comprehension is a guideline for the teacher to help the students in
comprehending in a text easily. According to Klingner, Vaughn, and Boardman
(2007:8) teaching reading comprehension is a multi-component and highly complex
process that involves interaction between students and teacher. It is supported
by Harmer (2008 : 99), in teaching reading comprehension the teacher must
consider some aspects, they are students’ reason for reading, reading levels,
and reading principle.
Akil (1994)
divided the level of comprehension into three levels:
·
Literal
level ; where the ideas and information are stated directly in the text
·
Interpretive
level ; it is the process of deriving ideas that are implied rather then
directly stated.
·
Applied
level
It
is similar to Anderson (1969), stated that there are three levels of
comprehension they are; reading the lines, reading between the lines, and
reading beyond the lines. The first level is called literal meaning, this is
about what did the author say. The second level is called interpretation, this
is about what did the author mean, and the last is called inference and
generalization, this is about what generalization would be made.
In
conclusion, the reader, the text and the activity are fundamental factors
influencing comprehension. In other words, the successful reader does not only
need capacities and competencies such as having ( high vocabulary knowledge,
good word recognition, fluency, superior memory intelligence for remembering,
and connecting to the prior knowledge), understand complexities of text
features or language features ( genre, syntax, sentence structure and
vocabulary), but also presents some activities such as (purpose for reading,
strategies for reading, motivation for reading, and interest in the content of
reading) in enabling to comprehend the message or meaning from a text well.
In
other hand, Teaching reading comprehension is a complex activity to make the
students comprehend and deepen understanding from what they read on the text,
where the teacher has the important role in order to help students to be a good
reader.
C.
Report Text
Reading
has various interesting types of text for the process of teaching and learning
in the classroom such as report text. The writer just discuss about report text
because this text will be used to apply these strategy. Report is a text which
presents information about something. It is as a result of systematic
observation and analysis (Jullie Alemi : 2008). This statements is also
supported by Grace, she stated in her handbook that report text means a text
which presents information about something to describe the way things are such
as a man-made thing, animals, and plants. So, it is clear that report text
describes the way of certain things and frequently refer to phenomenon of
nature, animal and scientific object. Mostly, report is written after getting
careful observation.
Furthermore,
the purpose of text report is to give a truth account of something, somebody,
some place, or same activity after investigating and collecting the facts
(Perry and Ron ; 2001). And, The generic structure of report text, are; (a)
General classification: (introduce the topic of the report such as the class or
subb-class). (b) Identification: tells what the phenomenon under discussion is
like in item of: part, qualities, behavior, habit, way or survival. According
to Buscesment (2004 ; 278). the indicators of report text are ; the students
are able to identify the detailed information of the text, explain the main
idea of the report text, explain the meaning and reference of the word in
report text and the students are able to conclude the topic.
D.
Definition of REFUND Strategu
REFUND
stratrgy is a strategy is a strategy helps students understand text. The
teacher gives a short lecture to the students. Because the name of startegy is
Reading FO Understand so the mainly strategy is helping the students to be more
understant with what they read. After reading, the students discuss the
information they read and the lecture of the teacher gave. This strategy also
helps the students use their prior knowledge.
E.
Previous Study
To see whether
there are relevant researches related to the title discussed, there are several
related studies about the variables used in this study:
·
First,
Sri Erma Purwanti (2011), conducted a research entitled The use
listen-read-discuss strategy to improve reading comprehension. it was an
experimental research. And conducted on the second grade of SMP N Tembilahan.
Experimental group consist of 30 students, while control group consist of 30
students. the researcher was conducted a pretest before giving the treatment.
The result of this study are: the application of this strategy gives a good
effect to the students’ reading comprehension. They are more enjoyable in
learning reading and comprehend the text easily. The last is there is
significant improvement in students’ reading comprehension that taught byusing
LRD strategy .
·
Second,
Lola Febrina and Dona Alicia (2002) conducted a research entitled Teaching
reading comprehension in report text by using listen-readdiscuss strategy, the
design of this research was an action reserach design, it was conducted in
junior high school,they found that listen-read-discuss strategy is a strategy
that builds students’ background knowledge before reading a text by teacher
guide through brief explanation orally. And help them comprehend the text by
reading to compare the students’ explanationand their understanding about the
text.
F.
Reseearch Hypoteis
The writer
determine the hypoteis of the research as follows:
·
There
is significance difference of students ability in applying reading
comprehension who are taught using REFUND tecgnique.
·
There
is an improvement ability in applying reading comprehension who are taught
using REFUND technique.
CHAPTER III
RESEARCH METHODOLOGY
A.
Type of the Research
The design of
the research is classroom actions research (CAR) since it deals with the
classroom setting. It focuses on a particular group of a student in a certain
classroom.
Classroom
Action Research is the integration of teaching and scholarship [where]
instructors use data readily available from their classes to answer practical
questions about teaching and learning in their classrooms,”. It is less formal
than traditional educational research, but more systematic and data-based than
teacher reflection
Action
research is the process through which teachers collaborate in evaluating their
practice jointly; raise awareness of their personal theory; articulate a shared
conception of values; try out new strategies to render the values expressed in
their practice more consistent with the educational values they espouse; record
their work in a form which is readily available to and understandable by other
teachers; and thus develop a shared theory of teaching by researching practice.
B.
Subject of the Research
The subjects of this study were students of ctenth grade SMA N 5 Magelang
on the reading comprehension skill. The students have less motivated to read
the text in English lesson. So they are still to be improved more.
C. Setting of the
Research
The
researcher will conduct the research in SMA N 5 Magelang. It is located in Jl.
Sidotopo , Magelang Jawa Tengah. This school is very famous in sport aspect
because in this school there is sport class to improve the achievement of the
school like POPDA.
D. Procedure of the
Research
In
this research , the researcher will conduct an action research in two cycles.
Before
the research begin, the researcher ask the students of tenth graders of SMA N 5
Magelang to do the pre cycle test to know the mastery of reading skill, after
that the resarcher gives an action in cycle 1 using discuss technique the
process continue in next cycle.
1.
Pre-Cycle
The
first step in making classroom action research, the researcher began with
observation to know the condition of teaching and learning in the classroom and
how teacher introduces new vocabulary directly. The English teacher does not
use Game yet in teaching learning. The teacher still uses the conventional
method. It means that the teacher speaks and the students just listen, the
students are not brave enough to ask question if they do not understand well.
After that, the teacher gave pre test to check the students’ reading skill. In
this activity students were giving a test. After the researcher got the data
from observation and pre test, the researcher analyzes the result to
determine
the method would be use in teaching reading using REFUND stratgy.
2.
Cycle 1
Cycle
1 is to know whether there is improvement of student’s reading skill or not.
The procedure of cycle 1 as follows:
A. Planning
In this stage , the researcher makes some activities below:
1).
Make the teaching material in lesson plan
2).
Prepare the teachig learning technique based on lesson plan
3).
Make the obesvation sheet
4).
Make the questionnare sheet
5).
Make the cycle 1 test
B. Acting
In this calssroom action research , the researcher wil give the
explanation about the REFUND technique is and the goals that would be achieved.
This action is done to know the improvement of student’s reading skill.
A.
Pre-Activity
·
The researcher prays
together with students
·
The researcehr greets
the students
·
The researcher check
the student’s attendance
·
The researcger
motivates students by giving some questions related to the materials
B.
Main Activity
·
Observing
The
researcher introduces the material of the report text in reading skill
·
Asking
The
students ask about social function, structure and language features of report
text
·
Explorating
1).
The students analyze the report text and read the text to answer the question
from the researcher
2).
The researcher asks the students to read the text carefully
·
Associating
The
reasercher manages the class by Using REFUND technique
·
Communicating
1).
The researcher ask the students wheter they get difficultion on the repor text
2).
Check the student’s comprehension by asks again some question
3).
The researcher gives cycle 1 test
C.
Post Acticvity
·
The researcher
summarize the main points of the material
·
The researcher gives
correct for student’s mistake
·
The researcher gives
some suggestion
·
The researcher ends
and close the lesson
C. Observing
This stage is done for the researvher to know through the
classroom activity in their reading comprehension skill in teaching and
learning process. After that the researcher observes the classroom situation
through observation and questionnaire sheet. To complete it, the observation
also used the post of cycle. The result of the obesrvation is used as an input
to do the next cycle in Cycle 2
D. Reflecting
In this stage,reflecting is used for analyzing all of the stages
in cycle 1 . The Researcher used this stage to know the progress of the
student’s behavior in motivation in reading report text and also analyzing the
result of data used for reflection to the next cycle.
3.
Cycle 2
This
stage is to improev from cycle 1 and it is to treat the calssroom better for
their reading skill in report text. The process is similar to the cycle 1 but
in cycle 2 there is different topic.
A. Planning
In this cycle, planning is to improve the lesson plan in cycle 1.
The researcher makes a diffeernt topic of the lesson plan from the cycle 1. The
researcher also prepare for evaluation such as an observation and
queestionnaire.
B. Acting
These stages the researcher developes the action stage from the
cycle 1. In the cycle 2 , the researcher reviews what the students have learned
in the previous cycle. The researcher uses a new topic and make a competition
by using REFUND technique.
C. Observing
The
researcher observes the activity of the students in learning activity in cycle
2 using observation sheet. Meanwile, the researcer take photograph to know
whether there are any different condition with the cycle before.
D. Reflecting
In this stage , the
researcher analyzes all the stages of cycle 1 and 2. The researcher combines
the result of each cycle , observation, and questionnaire to know the improvement
of the students reading skill in report text using REFUND technique strategy
and also the student’s behavior in motivation change and they learning activity
is better.
E. The Tecnique of Collecting Data.
In
this stage we have 3 technique to collecting data, they are : observation,
questioner and documentation.
A. Observation
Pre observation. In the pre-observation session, the colleague
observer obtains information from the instructor concerning his or her class
goals, students, and particular teaching style. An interview schedule provides
a brief, structured way of obtaining such information and includes the
following questions:
1. Briefly, what will be
happening in the class I will observe?
2.
What is your goal for the class? What do you hope students will gain from this
session?
3. What do you expect students to be doing in class to reach
stated goals?
4.
What can I expect you to be doing in class? What role will you take? What
teaching
methods will you use? .
5. What have students been asked to do to prepare for this class?
6.
What was done in earlier classes to lead up to this one?
7.
Will this class be generally typical of your teaching? If not, what will be
different?
8.
Is there anything in particular that you would like me to focus on during the
class?
Details
such as the date for the classroom observation, use of a particular observation
form or method, and seating arrangement for the colleague observer should also
be decided by mutual agreement at this session.Faculty and students have
identified the following as characteristics of effective teaching: organization
and clarity, command and communication of subject matter, teacher-student
rapport, and enthusiasm. Questions listed below may help the observer identify
particular skills or techniques in the classroom which illustrate the
characteristics of good teaching.
Post
Observation. The post-observation conference is most useful if it occurs within
a few days of the classroom observation, while the activities are still fresh
in the minds of the teacher and colleague observer. No later than one day
following the observation, the colleague should review the notes on the class.
The colleague observer should then discuss the classroom observation in depth
with the teacher.
Series
of questions with which to initiate a follow-up discussion would include:
1. In general, how did you feel the class
went?
2. How did you feel about your teaching during the class?
3. Did students accomplish the goals you had planned for this
class?
4.
Is there anything that worked well for you in class today that you particularly
liked?Does that usually go well?
5.
Is there anything that did not work well-that you disliked about the way the
class went? Is that typically a problem
area for you? .
6.
What were your teaching strengths? Did you notice anything you improved on or
any personal goals you met?
7. What were your teaching problems- areas that still need
improvement?
8. Do you have any suggestions or strategies for improvement?
The colleague observer can reinforce and add to the instructor's
perceptions by referring to the log of class events.
B. Questionnaire
Q In contrast with
interviews, where an enumerator poses questions directly, questionnaires refer
to forms filled in by respondents alone. Questionnaires can be handed out or
sent by mail and later collected or returned by stamped addressed envelope.
This method can be adopted for the entire population or sampled
sectors.Questionnaires may be used to collect regular or infrequent routine
data, and data for specialised studies. While the information in this section
applies to questionnaires for all these uses, examples will concern only
routine data, whether regular or infrequent. Some of the data often obtained
through questionnaires include demographic characteristics, fishing practices,
opinions of stakeholders on fisheries issues or management, general information
on fishers and household food budgets.A questionnaire requires respondents to
fill out the form themselves, and so requires a high level of literacy. Where
multiple languages are common, questionnaires should be prepared using the
major languages of the target group. Special care needs to be taken in these
cases to ensure accurate translations.In order to maximise return rates,
questionnaires should be designed to be as simple and clear as possible, with
targeted sections and questions. Most importantly, questionnaires should also
be as short as possible. If the questionnaire is being given to a sample
population, then it may be preferable to prepare several smaller, more targeted
questionnaires, each provided to a sub-sample. If the questionnaire is used for
a complete enumeration, then special care needs to be taken to avoid
overburdening the respondent. If, for instance, several agencies require the
same data, attempts should be made to co-ordinate its collection to avoid
duplication.
The key fact of
questionnaire are:
• Responses can be analyzed with quantitative
methods by assigning numerical values to Likert-type scales
• Results are generally
easier (than qualitative techniques) to analyze
• Pretest/Posttest can be
compared and analyzed
C. Documentation
Documentation Consists of examining
existing data in the form of databases, meeting minutes, reports, attendance logs,
financial records, newsletters, etc.This can be an inexpensive way to gather
information but may be an incomplete data source.
F. . Technique Analyzing Data
Qualitative
Data
Qualitative research is a
generic term for investigative methodologies described as ethnographic,
naturalistic, anthropological, field, or participant observer research. It
emphasizes the importance of looking at variables in the natural setting in
which they are found. Interaction between variables is important. Detailed data
is gathered through open ended questions that provide direct quotations. The
interviewer is an integral part of the investigation (Jacob, 1988).
Qualitative research methods were developed in the social sciences
to enable researchers to study social and cultural phenomenon. Examples of
qualitative methods include:
Action research - aims to contribute both to the practical
concerns of people in an immediate problematic situation and to the goals of
social science by joint collaboration within a mutually acceptable ethical
framework;
Case study research - a case study is an empirical enquiry that
investigates a contemporary phenomenon within its real-life context;
Ethnography - the ethnographer immerses her/himself in the life of
people s/he studies and seeks to place the phenomena studied in its social and
cultural context
The result of qualitative data was used to know the students’
changing behavior and motivation in teaching and learning process of reading test
using REFUND technique in each cycle. It was also used to know the students’
improvement to the students’ reading skill.
The result of observation is
analized such as below :
SP = SS / R X 100%
Explanation :
SP = Score Precentage SS = Students Score R = Respondent
Score=
In this research, the researcher also used mean formula to know how the average of students score and
to check students improvement in raeding. The formula is as follow :
Explanation:
M = The avearge of student
score
∑x = Total score
N = The number of students
Scoring guidance
For the test the scoring
guidance of speaking aspect to know the stdents vocabulary, pronunciation,
grammar, vocabulary, fluency and comprehension.
The writer categorized the scores into very good category, good
category, fair category, poor category, and very poor category by using the
following analytic scores showed in the table below:
Table Analytic Rating Score
|
No
|
Category
|
Span of Score
|
|
1
|
Very Good
|
85-100
|
|
2
|
Good
|
70-84
|
|
3
|
Fair
|
60-69
|
|
4
|
Poor
|
50-59
|
|
5
|
Very Poor
|
<50
|
Source:
Brown, 2004:13
G. Performance Indicator
The
data conclusion was divided into two parts: firstly, data conclusion of
each
cycle and the final conclusion. In conclusion of each cycle, it was
determined
whether or not the following action cycle was needed. In this case, an
action
was considered completed when the implementation was in accordance
with
the planned action. Secondly, the
researcher reflected all information
concerning
with the theory used, and the opinion was on the theory related to the
study.
The researcher then discussed all information concerning the study to get
the
research findings finally the researcher conclude the research findings to
answer
the research question.
The performance indicators of this
research are:
1. At least 75% of
the students have good motivation in learning the descriptive text speaking
skill.
2. At least 75% of
the students got score 75.00 in learning the descriptive text speaking skill
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