IMPROVING THE STUDENTS’ READING COMPREHENSION THROUGH CAROUSEL BRAINSTORM STRATEGY AT THE SECOND GRADE STUDENTS OF MA (Madrasah Aliyah) AL HIKMAH KAB. MAMUJU UTARA (A Classrom Action Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education Makassar Muhammadiyah University in Partial Fulfillment of the Requirement for the Degree of Education in English Department
ANDI ZULHIJRIANI 10535 4717 10
ENGLISH EDUCATION DEPARTEMENT FACULTY OF TEACHERS TRAINING AND EDUCATION MAKASSAR MUHAMMADIYAH UNIVERSITY 2015
i
UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
APPROVAL SHEET Title : Improving The Students’ Reading Comprehension Through Carousel Brainstorm Strategy At The Second Grade Students Of Ma (Madrasah Aliyah) Al Hikmah Kab. Mamuju Utara.
Name : ANDI ZULHIJRIANI Reg. Number : 10535 4717 10 Program : Strata Satu (S1) Makassar, Februari 2015 After being checked and observed this thesis had been filled qualification to be examined.
Supervisors Approved By: Consultant I Consultant II
Dr. H. Bahrun Amin, M. Hum Ummi Khaerati Syam, S. Pd., M.Pd
Dekan of FKIP Head of English Education Department Unismuh Makassar
Dr.A.Syukri Syamsuri, M.Hum Erwin Akib, S.Pd.,M.Pd NBM: 858 625 NBM: 869 934
ii UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : ANDI ZULHIJRIANI NIM : 10535 4717 10 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : Improving The Students’ Reading Comprehension Through Carousel Brainstorm Strategy at the Second Students of MA (Madrasah Aliyah) Al-Hikma Kab. Mamuju Utara
Dengan ini menyatakan: Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun. Demikian pernyataan ini saya buat dengan sebenar-benarnya dan bersedia menerima sanksi apabila pernyataan saya tidak benar.
Makassar, Februari 2015 Yang membuat perjanjian,
( ANDI ZULHIJRIANI )
iii UNIVERSITAS MUHAMMADIYAH MAKASSAR FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : ANDI ZULHIJRIANI NIM : 10535 4717 10 Jurusan : Pendidikan Bahasa Inggris Judul Skripsi : Improving The Students’ Reading Comprehension Through Corousel Brainstorm Strategy at the Second Students of MA (Madrasah Aliyah) Al-Hikma Kab. Mamuju Utara
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun. 2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing. 3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini. 4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2 dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Februari12015 Yang membuat perjanjian,
( ANDI ZULHIJRIANI)
iv My Motto
Sesungguhnya sesudah kesulitan itu ada kemudahan. Maka apabila kamu telah selesai dari sesuatu urusan, kerjakanlah dengan sungguh-sungguh urusan yang lain.
(Q. S, ke - 94. Alam Nasyirah, ayat: 6-7)
The parent’s pray is my succesfull key
Andi Zulhijriani
Setiap kesuksesan bermula dari usaha, dari usaha itu maka terciptalah Karya Ilmiah ini, dan Karya ilmiah ini kupersembahkan untuk Ayah dan Ibuku. Ibu yang selalu mengerti akan diri aku dan rela mengorbankan segalanya untuk aku baik dari segi Material terlebih lagi yang lainnya.
v ABSTRACT
ANDI ZULHIJRIANI. 2015. Improving the students’ Reading Comprehension Through Carousel Brainstorm Strategy At The Second Students Of MA (Madrasah Aliyah) Al-Hikma Kab. Mamuju Utara. Supervised by H. Bahrun Amin and Ummi Khaerati Syam.
This research aimed to explain about how is the Improving The Students’ Reading Comprehension Through Carousel Brainstorm Strategy At The Second Students Of MA (Madrasah Aliyah) Al-Hikma Kab. Mamuju Utara. The problem statement of the research were How is the improvement of the students’ literal comprehension through Carousel Brainstorm Strategy. The researcher used a Classroom Action Research (CAR). The researcher conducted two cycles, where each cycle consisted of four meetings. It employed descriptive test as instrument. A number of subjects of the research were 47 students in the second class of MA (Madrasah Aliyah) Al-Hikma. The researcher took real data from the school to know the students’ reading comprehension. In term of collecting data the researcher used category proposed by Gay (1981) to grade students’ achievement in reading comprehension during the research sessions. The research findings indicated that Carousel Brainstorm Strategy can improve of the students’ reading comprehension where the means score of D-Test (51.1%) and after evaluation in cycles I and II, the means scores improvement from (68.1%) in the first cycle and (78.2%) in the second cycle. Thus, the improvement of the student’s reading comprehension from D-Test to cycle I (33.26%) and cycle I to cycle II (14.83%) and from D-Test to cycle II (53.03%) While the standard target achievement KKM 75. Based on the score in cycle II the score categorized as Good. It can be stated that the students’ reading comprehension at the second grade students of MA (Madrasah Aliyah) Al- Hikma was a low level before the test in the first cycle and the position of reading comprehension moved into a high level after the test in the second cycle.
vi ACKNOWLEDMENT
Alhamduliilah Robbil A’lamin, the researcher expreses his sincere gratitude to almighty God, Allah S.W.T who has given guidance, mercy and good health. So that he could finish writing this thesis. Salam and shalawat are addressed to the final, chosen , religious messenger, the prophet Muhammad
S.A.W
I would like to express my deepest prost profound and gratitude to my parents, my father ANDI MUHAMMAD SAFAR. My mother SUMARNI for their prayer, financial , motivation, and sacrificed and my older sister Andi Elva
Susanti. Also my younger brother Andi Ramlan Mubaraq who always prays to
Allah S.W.T for my success in my study.
The researcher realized that in out the research and writing this thesis, many people have contributed their valuable suggestion, guidance, assistance, and advice for the completion of this thesis. Therefore I would like to acknowledgement them :
1. Dr .Irwan Akib, M.Pd, the rector of the Makassar Muhammadiyah
University for his advices during I study at the University
2. Dr. A. Syukri Syamsuri, M.Hum, the dean of teacher training and
education.
3. Erwin akib. S.Pd, M.Pd, the head of English education department of
FKIP UNISMUH Makassar, who gave me valuable authorities and
suggestion in doing thesis
vii 4. My greatest thanks are due to my first consultant Dr. Bahrun Amin,
M.Hum, and Ummi Khaerati Syam, S. Pd.,M.Pd, as the second consultant
who has given their valuable time and patient, to support assistance and
guidance to finish this thesis
5. The mean and the staff and all lectures of the FKIP UNISMUH especially
to the lecturer of English Department who taught me many years. and
especially also to my kind friend Gregarious Class 2010.
6. The biggest spirit in my life especially for my older sister (A. Elva
Susanti) and my younger brother (A. Ramlan Mubaraq). Also my close
friend’s Muhammad Nasir, Nurdin, Asrianti, and Nika Nurdiana.
7. Finally, for all everybody that could not be mentioned one by one, may
Allah S.W.T the almighty God be with us now and forever.
Billahi fi sabillilah haq fastabiqul khaerat
Makassar , Februari 2015
Andi Zulhijriani
viii LIST OF CHARTS
Pages
Chart 1 : The Improvement Of The Students’ Reading
Comprehension ...... 51
Chart 2 : The Chart of the Students’ Activeness in Process
of Teaching and Learning ...... 54
xii LIST OF APPENDIXES
Pages
Appendix A : Test of diagnostic test...... 63
Appendix B : Test of Cycle 1...... 64
Appendix C : Test of cycle 2 ...... 66
Appendix D : Lesson Plan ...... 68
Appendix E : Teaching Material ...... 84
Appendix F : Students Score...... 95
Appendix G : Picture...... 106
xiii 1
CHAPTER I INTRODUCTION
A. Background
English is one of the compulsory subjects, which is taught in Indonesia schools from elementary school up to university. The students are expected to be able to get skills in reading, speaking, listening, and writing. Therefore they can communicate with other people from English speaking countries.
English teaching is focused on English language skills are taught integrated but stressing in the teaching on reading. We can say that reading is a key to get information from the books, magazines, newspaper and to study science and technology. Reading does not only read word by word in a sentence, but to comprehend the whole ideas composed by the writers through written text
(Goodman and Burke, 1978).
Reading comprehension is a term used to understand and apply information contained within written materials. Smith in Pranata (1999) states that, “Reading is a complex process in which the reader uses mental content to obtain the meaning from written materials”.
Reading is one aspect of the language skills that is very useful activity for everyone, especially for the students, because by reading students can extend the concept of knowledge can improve their language skill and enlarge their insight from the information they get from reading material. In this way, the students not only read but they also able to comprehend the written text or reading material that they read. 1 2
Realizing of the importance of the reading comprehension, the writer introduces of a strategy to get a student successful in reading namely Carousel
Brainstorm Strategy. Jones (2006) said that this strategy gives contribution for the student in processing information, communicating, developing thinking review of material and checking prior knowledge.
As the explanation above, the observation result when the researcher conducted teaching practice in the second grade of MA Al Hikma Kab. Mamuju
Utara, the student reading comprehension skill was still poor. Only a few of student can comprehend or can understand what they have read especially English text. It because many factors such as the student considered that English is a subject that very difficult, bored and scared because meaning and letters are different. The other factor is the teacher always uses the same method to teach
English subject like the direct method. It is also make the students more bored to study English. As value of observation is the class room the student has score 5.5.
This score is a poor category. In this research the aim is to solve this problem until the students have a good score. While the standard curriculum is 6.5 the researcher wants to achieve the score at 7.5 targets in learning reading comprehension.
Whether activating background knowledge or checking understanding after studying a topic a carousel allows students to have pull out and think about what they know about subtopics within a larger topic. 3
Based on the background above, the researcher carried out a research to find out the improving of students’ reading comprehension through Carousel
Brainstorm Strategy for the second grade of MA Al Hikma Kab. Mamuju Utara.
B. Research Question
Based on the background above, the researcher formulated the research question: “How is the improvement of the students’ literal comprehension through
Carousel Brainstorm Strategy?”
C. Objectives of the Research.
Based on the research question above, the researcher intends to find out the improvement of the students’ literal comprehension through Carousel Brainstorm
Strategy.
D. Significance of the Research
The findings of the research are expected to give useful information for the teaching and learning process. This research gives the teacher a new strategy to encourage the students’ comprehension in reading. The result of the research are expect to suggest the teacher to give attention to the students’ n needed and easy way to comprehend the text in teaching and learning process in the classroom by the good strategy. It is also hoped that the findings of this research will be a piece of worthwhile references for English teacher in teaching reading by using carousel brainstorm.
E. Scope of the Study
The scope of this research focused on carousel brainstorm strategy to improve the students’ reading comprehension at the second grade of MA Al 4
Hikmah Kab.Mamuju Utara. Reading comprehension focused on literal comprehension. Literal comprehension covers to main idea and supporting details. 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Previous Research Findings
Many of the goals of English teaching strategies are to make the teaching
process being successful. The application of the strategies is to make teaching
better than not using it. The carousel brainstorming strategy was first published in
Brooklyn on April 22, 1997 at Manhattan University by its academician, Mr.
Sylvor Carousel, 68. Mr. Carousel succeeded in introducing his new strategy in
teaching English Reading Comprehension not only in America but also many
regions as La Paz, Bolivia; São Paulo, Brazil; Hong Kong; Macao; Auckland,
New Zealand; Riyadh, Saudi Arabia; and Singapore (accessed from nytimes.com.
Thursday, April 4, 2002).The word of brainstorm m contains two roots of word,
brain: organ in the body that control though, feeling, mind, and intelligence. In
addition, storm: peroxides of very strong winds, rain, etc (Martin and Briggs,
1986).
B. Concept of Reading Comprehension
1. What is reading comprehension
The following are some definitions of reading comprehension which have been proposed by some expert:
1. Ophelia, (1989:205) assume that reading comprehension means the
understanding, evaluating, utilizing of information and gaining through
an interaction between author and reader.
5 6
2. Kustarto, (1988) state that reading comprehension is aterm to needed to
understand and apply information contained within material.
3. Pearson and Comperell, (1981) in Alexander et al (1988) state that lack
of comprehension from a given passage may be accounted for in at least
three way:
a. The reader does not have appropriate schemata.
b. The clues provided by the author are not sufficient to suggest the
appropriate schemata
c. The reader find a consistent interpretation that is not intended by the
author
4. Good in Mc. Whorter, (1993) defines that reading comprehension as an
interaction between thought and language.
5. Smith and Johnson, (1980) assume that reading comprehension depend
on many factors, such as:
a. The reader’s ability to attend the printed idea.
b. The reader’s background knowledge to which new information must
be added.
c. The quality of lucidity writing itself
d. The reader’s purpose goal in reading text or material.
Based on the definition above, the researcher has conclusion of
reading comprehension is level of understanding of a writing, where in
reading there are interaction between the teacher and the students in the 7
classroom. The students can know the writer’s idea from the text that have
read.
2. Kinds of Reading
According to Cook in Rosita, (2004),that there are three kinds of
reading namely: a. Reading Aloud
Reading aloud is very important device. It cannot look in achievement or the goals because it is a great aid in developing our habits to practice. In reading aloud, the students will get experience in producing sound that be practiced as many times as possible. b. Silent Reading
Silent reading is tends to reinforce the readers to find out the meaning of the words. This kind of reading skill is to criticize what is written and to discuss something. Written means to draw inference or conclusion as well as to express a new idea on the basis of what is in reading. c. Speed Reading
This kind of reading is used to increase speed and comprehension in reading. This skill of speed reading must with the main purpose of reading that is a comprehension. The rate of speed reading, however, depends on the kinds of reading text or material. The rate of speed reading of a story will be different than read a scientific material. 8
Types of Reading
Wood, (1985) indicates the types of reading are important categories as
follows:
a. Skimming
The eyes run quickly, over the text to discover what is about the main
idea and the gist. Thus skimming occurs when the reader looks quickly at the
contents page of a book or at the chapter’s heading, subheadings, etc. This is
sometimes called previewing. When the reader glances quickly through a
newspaper to see what the main items of the day are, this will often mean just
glancing at headlines. What the reader goes through a particular passage such
as newspaper article merely to get the gist.
b. Scanning
The reader looks out for a particular item he believes in the text. The
scanning can be done to find name, date, static, or facts in a written text. The
eyes start quickly at the lines of a written.
c. Pre-Reading
Pre reading is a technique a reader uses before he begins to read the
material which will improve his comprehension.
According to Mc. Whorter in Rahmawati, (2009:9) states that pre-reading
involves looking only at those parts of the reading material that will tell you
what it is about or how it is organized. 9
Further, he explains the portions to look at in reading a text book chapter
are:
1. Read the title
2. Read the interaction or opening paragraph
3. Read each bold face heading
4. Nice any typographical aids
5. Notice any typographical aids
6. Any graphs or pictures
7. Read the last paragraph or summary
The technique is effectives because it helps a reader to give basic
information about the organization and content of the article to the reader.
Based on the quotes above, the researcher concludes that there are three
types of reading skill. Those are essential for the students to read a story or
passage easily.
3. Reading principles
Jeremy Harmer, (2007) divides into six reading principles. As follows:
a. Encourage students to read as often and as much as possible. The more
students read the better. Everything we should do encourage them to read
extensively. It is a good idea to discuss this principle with students b. Students need to be engaged with what they are reading.
Outside normal lesson time, when students are reading extensively,
they should be involved in joyful reading. We should try to help them get as
much pleasure from it as possible. But during lesson, too, we will do our 10
best to ensure that they are engaged with the topic of reading text and the
activities that they are asked to do while dealing with. c. Encourage students to respond to the content of a text.
It is important for students to study reading text in class in order to
find out such things as they way to use language, the number of paragraphs
they contain and how many times they use relative clause. But the meaning,
the message of the text, is just important as this. As a result, we must give
students a chance to respond to that message in some way. d. Prediction is major factor in reading.
When we read text in our own language, frequently have a good idea
of the contents before we actually start reading. Book covers give us a clue
what is in the book, photographs and headlines hint at articles are about, we
can identify reports from their appearance before we read a single word. e. Match the task to the topic when using intensive reading text.
Once a decision has been taken about what reading text the students
are going to read (based on the topic of the text). We need to choose good
reading task the right kind of questions, appropriate, activities before during
and after reading, and useful study exploitation. The most useful and
interesting text can be undermined by boring and inappropriate tasks. f. Good teacher exploit reading text to the full.
Any reading text is full of sentences, word ideas, description, etc.
Good teachers integrate the reading text into interesting lesson sequences,
using the topic for discussion and further tasks, using the language for the 11
study and then activation, and using a range of activities to bring the text to
life
4. Categorizing Reading Comprehension
According to Smith in Mansur (2002:13-14), that there are four
categories of comprehension as follow :
1. Literal comprehension (reading in line)
Literal comprehension refers to the idea and facts that are directly
stated on the printed pages. The literal level of comprehension is
fundamental to all reading skill at any level because a reader must first
understand what the writer said before he can draw inference of make an
evaluation. In other word, this category requires a lower level thinking
skill than the others.
2. Interpretation (reading between the lines)
This category demands a higher level of thinking ability because
the question of interpretation are concerned with answer that are not
directly stated in the text but they are suggested or implied to answer
question at the interpretive level, the reader must have ability and able to
work at various levels of abstraction.
The interpretation level is the one at which the most confusion
exists. The confusion concerns the term inference. Inference may by
defined as something that is not directly stated but suggested in the
statement, a logical conclusion that is drawn from the statements, a
dedication and induction. 12
3. Critical Reading (reading beyond lines)
Critical reading is higher than the other level of comprehension
(literal and interpretation level), because it involves evaluation, personal
judgment. In addition, a reader must be able to collect, interpret, apply,
analyze, and synthesize the information, to criticize of merit, for example
in those part of the material where the writer has expressed his ideas or his
facts better perhaps than other writer on some subjects.
4. Creative reading
Creative reading uses different thinking skill to go beyond the
literal comprehension, interpretation, and critical-reading level. In creative
reading, the reader’s tries to come up with new or alternative solutions to
these presented by the writer.
C. Carousel Brainstorm
1. Definition of Carousel Brainstorm
According to Joyce G. Valenti (1997) there are many tools which can be used to develop creative ideas for program, project, plans and activities. These brainstorm techniques are particularly useful when working in group, whether it’s a class of students of a team of colleagues. Each learner has a different store of existing knowledge organize in a unique way. A textbook or teacher presentation can never use this knowledge to its best potential. In many warming up activities, teachers and students can be frustrated because the organization in the learners minds. This match is a block to good learning. 13
Carousel Brainstorm is created for examining both individual and group beliefs about mathematics and science and learning. It provides a background for creating A collaborative “vision” related to systemic reform. (Rosenberg, 2005)
Rubel (2006),states that Carousel Brainstorm is whether activating background knowledge or checking understanding after studying a topic, a
Carousel Brainstorm allows students to pull out and think about what they know about subtopics within a larger topic. Definition of Brainstorm is the name given to a situation when a group of people meets to generate new ideas arround a specific area of interest.
Carousel brainstorming is a strategy that requires students to access background knowledge or review what they have learned by thinking about subtopics within a broader topic. This strategy can be used in any discipline. A variation of this strategy is called graffiti. Particularly if it has students producing images as well as words. (Pauline S. Johnson, 2008)
To activate students' prior knowledge of a topic or topics through movement and conversation. The description while carousel brainstorming, students will rotate around the classroom in small groups, stopping at various stations for a designated amount of time. While at each station, students will activate their prior knowledge of different topics or different aspects of a single topic through conversation with peers. Ideas shared will be posted at each station for all groups to read. Through movement and conversation, prior knowledge will be activated, providing scaffolding for new information to be learned in the proceeding lesson activity. (Lipton & Wellman ,1998) 14
Brainstorm not only will help the students to come up with new ideas but they will do so with surprisingly little effort. Brainstorm makes the new ideas easy and it is a tested process. Brainstorm is a very useful activity that can be easily introduced into language classes. It can be used to help defining what projector problem come up with possible resistant to propose solution. The research study previously discussed shows that it helps students to become better learner. In addition, it is a fun activity in which students enjoy and well work trying activity.
Brainstorm invites learners to organize existing knowledge in their own mind. Many learners have difficulties to expand their ideas and cannot understand what a reading is talking about. Brainstorm can help to solve it. It work to mobilize the resources of the student by creating a series of connecting ideas.
Brainstorm had a strong effect on the atmosphere of the classroom and behavior of students. Students in the study got involved in the Brainstorm immediately.
2. Purposes Of Brainstorm
According to Joyce G. valenti (1997), there are some purposes of
brainstorm:
a. The teacher determines the number of station within the carousel. Each
station focuses on one specific topic/idea/concept/question.
b. There is no magical formula. Students are encouraged to help with the
focus heading/statement for each station. The number depends on how the
teaching/learning strategy (carousel brainstorming) is to be used with the
instruction. 15 c. When four or less station are needed for the carousel brainstorm activity, it
is highly recommended that duplicate carousel are formed. All such
carousels should contain identical stations. Assign equal number of
students to each of the station. d. Carousel brainstorm is easily adaptable for teacher workshop, large
classes, and department meeting.
3. The Procedure of Carousel Brainstorm Strategy
According to Rubel (2006 ), the procedure of carousel brainstorm
strategy begin are by putting students’ in-group of three or four. Start
each group with a sheet of chart paper that is posted on the wall. Each
group sheet has a different sub topic written on it. a. Explaining that the students will have a short time (30 seconds) to write
down on the chart paper all the term they can think of that they associate
with the topic. b. Explaining up front that they will have and the other groups move over to
the next sheet, and a new topic will be presented to them. c. All the end of the 30 seconds, tell them to cap their marker, reminds them
to keep their marker, but have them move to the next sheet according to
the predetermined path of passing. d. After three or four passing, they will probably want to extent within time
to a minute, because all thee easy ideas will have been taken by previous
groups, and the students will need more time to talk about and think of
terms to be added to the brainstorm list. 16
e. Let them move the final time to the group who had each sheep first
D. Concept of Main Idea, Supporting Details, and Summarize
1. Main Idea
The main idea is the most important idea of a paragraph. A main idea is often stated in the first sentence of a paragraph. A main idea is what the paragraph is all about. A paragraph is a group of sentences related to a particular topic, or central theme. Every paragraph has a key concept or main idea. The main idea is the most important piece of information the author wants’ you to know about the concept of that paragraph. When authors write they have an idea in mind that they are trying to get across. This is specially as authors compose paragraphs. An author organizes each paragraph’s main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it.
A writer will stated his/ her main idea explicitly somewhere in the paragraph. According to Baiz (1998:10-12),that the main idea is one of the basic skill that a reader has to develop is he is going to understand and enjoy reading essay. The main idea is very commonly found at the beginning and is followed by supporting sentences. Very often the writer begins with supporting evidence and places the main idea in the last sentences. So, the main idea may be stated at the beginning, in the middle, or at the end of the paragraph. 17
2. Supporting Details
A paragraph contains facts, statements, examples-specifics which guide us to a full understanding of the main idea. They clarify, illuminate, explain, describe, expand and illustrate the main idea and are supporting details.
Determining Supporting Details
1. Decide which details help to further the story line.
2. Decide which details help you to understand the main idea.
3. Answer question raised by the main idea (who, what when, why or
how).
3. Summarize
Summarize provides the opportunity to identify and integrate the most important information in the text. Text can be summarized across sentences, across paragraphs, and across paragraphs, and across the passage as a whole.
When the students first begin the begin reciprocal teaching procedure, their efforts are generally focused at the sentence and paragraph levels. As they become more proficient, they are able to integrated at the paragraph and passage levels.
In summary, each of these strategies was selected as a mean of aiding students to construct meaning from text as well as a means of monitoring their reading to ensure that they are in facts understanding what they read. ( Hare and
Borchardt; 1984)
According to Rad Danesh (2007), that there are some steps can be used to prepare the summary. They are:
1. Identify the most important ideas and information in the content. 18
2. Write one or more paragraphs that use shorter sentences more paragraphs
that use shorter sentences and more common words to express the same
ideas and information. (The number of paragraphs depends on the length
of the original.)
3. Measure the readability of the summary.
4. Edit the summary. Consider dividing longer sentences into two or
replacing long or unfamiliar words with shorter, more common terms.
5. Repeat steps 3 and 4 as need.
E. Types of Paragraphs
According to Pryzybyla, there are five types of paragraphs as follows:
1. Argumentation Paragraph
Argumentation paragraph is a composition which means supporting one side of the other of controversial topic. Argument is designed to convince that something is true. Its method is to make a general statement and support it,or some times to lead logically to a general conclusion by a series of facts. argument depend for stated facts.
The bases of useful argumentation are straight thinking and logical method of establishing proof. There are several basic method of reasoning.
Introductive reasoning begins with the specific and moves to the general.
Deductive reasoning begins with the general and moves to the specific. Cause and effect reasoning analyzes result growing out of a given set a circumstances. Still another method of argumentation is to cite the statement of acknowledged 19 authorities on the subject under dissuasion this may be called argument by authority.
2. Narration Paragraph
A narrative paragraph is a paragraph that possesses one or more elements of a story such as setting characters. Conflict, rising , action and resolution. Narrative paragraph may tell you about characters in the story, describe an event of reflect upon the resolution of the story. Such paragraph can be found within many literary works for the young and old alike. Narration paragraph are most distinctively used in fiction. As such, they will contain all necessary components of action development. Protagonist, setting, goal, ousted, climax and resolution. Writing a narration paragraph requires, consequently, sequential other and chronology. There are many descriptive elements included into the body of a narration paragraph but if composed correctly, the paragraph will feature much more action than depiction.
Narrative paragraph describe the actions that occur within a story. These consecutive groups of sentences help move the story along by explaining what happens next and why. They are written in such a way as to place the writer, the reader, or both right in the center of the action. When written in the third person
[“he”,” she” ,etc],the reader follows the character around, mentally visualizing the events. In first person [ I, me, etc ],the writer acts as the main character and takes the reader a long for the ride. The narrative paragraph acts as the varied of the story. 20
A narrative paragraph is a set of two or more sentence that tells events as they occur in a story. They might be a little descriptive, but the main focus of each sentence is movement. Narrative paragraph must always be written in an active voice and normally cover present or past tense.
The function of narrative paragraph is to carry characters through the mildest ones of a story. The main objective is to link the beginning to the end in an actionable manner. Narrative paragraphs also keep the reader interested and involved. Although it is help full to describe the surrounding scene, readers are more interested in animation. Narrative paragraph are animators.
Narrative texts consist of three body work, such as: a. Orientation, that is where writer describes word for the story, here is
introduced where and when does event happen with figure. b. Complication, that is where principal figure faces hindrance in achieve cloth.
The cloth, conflict where take its rise part. c. Resolution that troubleshoots part that faced principal figure is finished. In this
part has to inclination, that is end story with happiness [happy ending] and or
end story with sadness [sad ending],but there are also narrative text lets listens
guesses to end story.
From the aspect of look at future language, narrative text has individuality among others as follow: a. Participant specific and often individual. b. Many action verbs (materials processes), and there also that use verbal and
way of thinking processes, 21 c. Usually use past tense, d. Many use word that with time, e. Often put into dialogue, and tense may be will change, f. Narration language used to create imagination in reader’s brain, g. Can be written as a first or third.
3. Description Paragraph
Descriptive type of paragraphs is written in such a way that the reader is able to imagine the scene, object, person, etc. Series of detailed observations are recorded, using sensory language. Description are like narrative paragraphs, with visual characteristics unfolding in a dramatize way. The main objective of a description is to more the story ahead.
Description reproduces the way things, smell, taste, fell, or sound. It makes also evoke moods such as happiness, loneliness, or fear. In the word, we may say that descriptions, gives sense impression. Description helps the reader through their imaginations, to visualize a scene or a person, or to understand a sensation or an emotion.
Good description usually has there important qualities. These have a dominant impression supported by specific details, a clearly recognizable mood, and logical development (Wishon and Burks 1980-129) a. Dominant Impression
The first sentences or event the first word of a description may establish the dominant impression. Succeeding sentence will then reinforce and expand it by supplying further information and filing in details. In other works the sentence 22 which establishes the dominant impression usually serves the topic sentence of the paragraph. Some rules that help find the main idea are:
1. Look for it in the sentence of the paragraph.
2. Look for repetitions of the some word or word in the whole paragraph. b. Mood
A mood is feeling that goes beyond measureable physical appearance.
Feelings and emotions such joke, happiness, fears and anxiety evokes or creates mood. Mentions of good or bad qualities may contribute to establish the general mood. c. Logical development
A good piece of description has some logical plans of development. The writer tries to give a picture or impression of a person, place or thing but unlike photographer or the painter, who has chemicals or pigments to work with the writer has only words to use. Therefore, to be effective, written description should have an efficient, sensible, carefully thought out, logical plan. The writer must have a vantage point from which she/he views what is being described. The writer may begin with a dominant impression and proceed to specify details, or the writer may start with the specific details and conclude with dominant impression.
4. Exposition Paragraph
Often times, this kind of paragraph are used as a component of other types. It is created in order to clarify or explain a problem or a phenomenon.
Writing exposition paragraphs requires strict focus on evidence and objective 23 language. It can contain elements of comparison and contrast or cause and effect writing both facilitate accurate exposition of its subject matter.
Expository paragraphs are explanatory in nature. They could be an important part of a description or narration. Credibility should be added in a expository paragraph, by citing authorities that have good credentials. This type of paragraph, could also be a justifier that explains way something is important.
5. Persuasion Paragraph
This type of paragraph is used in editorials and columns. A direct approach is the best in writing a persuasive paragraph. The objective of a persuasive paragraph is to persuade people to change their mind, or take action.
Persuasive paragraphs help people formulate an opinion and deepen it, is adding conviction.
Persuasion paragraph require exhortatory and dynamic language. They are aimed at persuading others into taking a particular action or adopting certain point of view. They should be devoid of descriptive content and instead, reedy on the imperative mode.
Persuasion is a verbal art, which aims to ensure someone to do something ordered by the speaker or the writer. Since the aims of persuasion are the reader does something, persuasion can be categorized as a way to take decision. The who and wise decision that they take voluntary without any force.
Persuasion does not force someone to do something, it therefore must be able to encourager stimulate someone to take decisions according to the persuasion’s need. 24
At least, there are three basic condition of making persuasion. Those condition according to Keraf (1989:121-124) are credibility, ability to govern emotion and facts credibility is a very important aspect that should be possessed by someone who is going to persuade other people because without this characteristic no one will believe everything conveyed or expressed by someone.
Credibility determines the success of persuasion. The next aspect is ability to govern emotion. Since the main aim of persuasion is belief or awareness of the reader on everything conveyed through the persuasive writing, the writer with his writing should be able governor manipulate the readers’ emotion. This is because beliefs and awareness are kind of emotion which lies in the deep and should every person. The last aspect is fact. The fact or evidence is also the main principle of persuasion because it is very hard for someone to be sure on statement or decision when she/he does not have the proof concerning the statement stated in the persuasive writing. The writer, therefore, organizes a set of facts to support her/his suggestion.
From the explanation above, according to Przybyla, there are five types of paragraphs such as argumentation, narration, description, exposition, and persuasion. But in this research, the researcher will focus to use the description paragraph. 25
F. Conceptual Framework
The conceptual framework underlying the research is given the following diagram:
Reading Learning Process
Carousel Brainstorm Strategy
A Classroom Action Research
Literal Comprehension Main Idea Supporting Details
Improving the Students’ Reading Comprehension 26
The conceptual framework above shows the process of the research to improve the students’ reading comprehension. The comprehension that are going to improve in this research is literal comprehension that deals with main idea and supporting details in reading descriptive text through Carousel Brainstorm
Strategy. The teacher using classroom action research in applying Carousel
Brainstorm Strategy. First the teacher explain the Carousel Brainstorm Strategy and its advantages to the students. In the end of cycle 1 the teacher done an evaluation whether the use of Carousel Brainstorm Strategy to improve the students’ literal comprehension success or not. The aim of this research is the improve of students’ reading comprehension. 27
CHAPTER III
RESEARCH METHOD
A. Research Design
The research applied classroom action research (CAR) method. It explained the students’ reading comprehension in literal comprehension through
Carousel Brainstorm Strategy. In this research the writer conducted in four stages, they are: planning, action, observation, and reflection.
This research was hold around two cycles were the series of activity which close relation, where the realization of the second cycle continue and re- correcting from the first cycle.
B. Research Variables and Indicators
1. Variables
The variables of the research as follows:
a. Carousel Brainstorm Strategy as the independent variable of the research
in teaching reading comprehension. The carousel brainstorm Strategy
used by the students to comprehend the information contained in reading
materials
b. Reading comprehension as the depend variable of the research consisted of
students literal comprehension.
2. Indicators
The indicators of the students’ literal comprehension are main ideas and
supporting details.
27 26
28
C. Research Subjects and Location
The research subjects of this research were at the second grade students of MA Al Hikmah, Kabupaten Mamuju Utara. The class consisted of 47 students,
28 of female and 19 of male.
D. Research Procedures
In this classroom action research (CAR), the research used the CAR
principles in collecting the data. The research consisted of two cycles with
each cycle consist of four elements. The research described the scheme of
action research stepped and each of the phases explained briefly as follows:
Reflection Planning
Action Cycle I
Observation
Planning Reflection Action
Cycle II
Observation
The cycle classroom action research ( Arikunto, 2009:16)
CYCLE I
1. Planning a. The research prepared the material about reading that gave to the students b. The researcher made lesson plan for the first, the second, the third, and the
fourth about reading material 29 c. Making check list observation to observe the students’ activity. d. Making research instrument.
2. Action
The researcher conducted two cycles, where each cycle consisted of four meeting. Each meeting, the researcher gave the reading material by using
Carousel Brainstorm Strategy in action. The action of each meeting have been describing as follows:
The first meeting
1. The teacher explained about the material
2. The teacher asked the students to making small group and the teacher
gave each group the topic and picture where each group had different
topic.
3. The teacher explained that the students had a short time (30 seconds) to
write down on the chart paper all the term they can think of that they
associated with the topic.
4. The teacher explained up front that the students had and the other
groups move over to the next sheet, and a new topic was presented to
them.
5. All the end of the 30 seconds, tell them to cap their marker, reminded
them to keep their marker, but had them move to the next sheet
according to the predetermined path of passing.
6. Let the students moved the final time to the group who had each sheet
first. 30
7. The teacher asked to each group to make a main idea based on their
topic.
8. The teacher distributed the reading text based on the picture or topic to
each group.
9. The students answer the question from the reading text.
10. The teacher checked the students answer and gave assignment.
The second meeting
1. The teacher explained about the material
2. The teacher asked the students to making small group and the teacher
gave each group the topic and picture where each group had different
topic.
3. The teacher explained that the students had a short time (30 seconds) to
write down on the chart paper all the term they can think of that they
associate with the topic.
4. The teacher explained up front that the students had and the other
groups move over to the next sheet, and a new topic presented to them.
5. All the end of the 30 seconds, tell them to cap their marker, reminded
them to keep their marker, but have them move to the next sheet
according to the predetermined path of passing.
6. Let the students moved the final time to the group who had each sheet
first.
7. The teacher asked to each group to make a main idea based on their
topic. 31
8. The teacher distributed the reading text based on the picture or topic to
each group.
9. The teacher made a main idea about the reading text.
10. The teacher checked the students answer, and gave assignment.
The third meeting
1. The teacher explained about the material
2. The teacher asked the students to making small group and the teacher
gave each group the topic and picture where each group had different
topic.
3. The teacher explained that the students had a short time (30 seconds) to
write down on the chart paper all the term they can think of that they
associated with the topic.
4. The teacher explained up front that the students had and the other
groups move over to the next sheet, and a new topic was presented to
them.
5. All the end of the 30 seconds, tell them to cap their marker, reminded
them to keep their marker, but have them move to the next sheet
according to the predetermined path of passing.
6. Let the students moved the final time to the group who had each sheet
first.
7. The teacher asked to each group to make a main idea based on their
topic. 32
8. The teacher distributed the reading text based on the picture or topic to
each group.
9. The teacher answered the question from the reading text.
10.The teacher checked the students answer and gave assignment
The four meeting
1. The teacher explained about the material
2. The teacher asked the students to making small group and the teacher
gave each group the topic and picture where each group had different
topic.
3. The teacher explained that the students had a short time (30 seconds) to
write down on the chart paper all the term they can think of that they
associated with the topic.
4. The teacher explained up front that the students had and the other
groups move over to the next sheet, and a new topic was presented to
them.
5. All the end of the 30 seconds, tell them to cap their marker, reminded
them to keep their marker, but have them move to the next sheet
according to the predetermined path of passing.
6. Let the students moved the final time to the group who had each sheet
first.
7. The teacher asked to each group to make a main idea based on their
topic. 33
8. The teacher distributed the reading text based on the picture or topic to
each group.
9. The teacher answered the question from the reading text.
10.The teacher checked the students answer and gave assignment
3. Observation
The researcher observed the students’ activity in learning process by using observation checklist to know the participation or the activity of the students
(active or not active)
4. Reflection
After collecting the data, the researcher evaluated the teaching learning process, then, do reflection by seeing the result of the observation, whether the teaching learning process reading through Carousel Brainstorm Strategy researches success. Criteria bases on the test result of first action, and the research continues this strategy in the next cycle (cycle II)
Cycle II
1. Planning a. Continuing the activities that has been done in cycle I b. Repairing the weakness in the cycle 1 c. Re-planning again in the scenario learning process from the result of cycle 1
reflection d. Making checklist observation to observe the students’ activity e. Making research instrument
2. Action 34
In this cycle II is consisted of four meeting. Each meeting, the researcher gave the reading material by Using carousel brainstorm strategy in action. The action of each meeting described as follows:
The first meeting
1. The teacher explained about the material
2. The teacher asked the students to making small group and the teacher
gave each group the topic and picture where each group had different
topic.
3. The teacher explained that the students had a short time (30 seconds) to
write down on the chart paper all the term they can think of that they
associated with the topic.
4. The teacher explained up front that the students had and the other
groups move over to the next sheet, and a new topic was presented to
them.
5. All the end of the 30 seconds, tell them to cap their marker, reminds
them to keep their marker, but have them move to the next sheet
according to the predetermined path of passing.
6. Let the students moved the final time to the group who had each sheet
first.
7. The teacher asked to each group to make a main idea based on their
topic.
8. The teacher distributed the reading text based on the picture or topic to
each group. 35
9. The teacher made a main idea about the reading text.
10. The teacher checked the students answer and gave assignment.
The second meeting
1. The teacher explained about the material
2. The teacher asked the students to making small group and the teacher
gave each group the topic and picture where each group had different
topic.
3. The teacher explained that the students had a short time (30 seconds) to
write down on the chart paper all the term they can think of that they
associated with the topic.
4. The teacher explained up front that the students had and the other
groups move over to the next sheet, and a new topic was presented to
them.
5. All the end of the 30 seconds, tell them to cap their marker, reminded
them to keep their marker, but have them move to the next sheet
according to the predetermined path of passing.
6. Let the students moved the final time to the group who had each sheet
first.
7. The teacher asked to each group to make a main idea based on their
topic.
8. The teacher distributed the reading text based on the picture or topic to
each group.
9. The teacher made a main idea about the reading text. 36
10. The teacher checked the students answer, and gave assignment.
The third meeting
1. The teacher explained about the material
2. The teacher asked the students to making small group and the teacher
gave each group the topic and picture where each group had different
topic.
3. The teacher explained that the students had a short time (30 seconds) to
write down on the chart paper all the term they can think of that they
associated with the topic.
4. The teacher explained up front that the students had and the other
groups moved over to the next sheet, and a new topic had presented to
them.
5. All the end of the 30 seconds, tell them to cap their marker, reminded
them to keep their marker, but have them move to the next sheet
according to the predetermined path of passing.
6. Let the students moved the final time to the group who had each sheet
first.
7. The teacher asked to each group to make a main idea based on their
topic.
8. The teacher distributed the reading text based on the picture or topic to
each group.
9. The teacher answered the question from the reading text.
10.The teacher checked the students answer and gave assignment 37
The four meeting
1. The teacher explained about the material
2. The teacher asked the students to making small group and the teacher
gave each group the topic and picture where each group had different
topic.
3. The teacher explained that the students had a short time (30 seconds) to
write down on the chart paper all the term they can think of that they
associate with the topic.
4. The teacher explained up front that the students had and the other
groups move over to the next sheet, and a new topic was presented to
them.
5. All the end of the 30 seconds, tell them to cap their marker, reminded
them to keep their marker, but have them move to the next sheet
according to the predetermined path of passing.
6. Let the students move the final time to the group who had each sheet
first.
7. The teacher asked to each group to make a main idea based on their
topic.
8. The teacher distributed the reading text based on the picture or topic to
each group.
9. The teacher answered the question from the reading text.
10.The teacher checked the students answer and gave assignment a. Observation 38
The researcher observed the students’ activity in learning process by using observation checklist to know the participation or the activity of the students
(active or not active). b. Reflection
After collecting the data, the observer evaluated the teaching learning process, then, do reflection by seeing the result of the observation, whether the teaching learning process reading through carousel brainstorm Strategy research success. Criteria bases on the test result of second action. The researcher concluded that the carousel brainstorm Strategy was one of effective strategy in improvement of the students’ reading comprehension.
E. Research Instrument
There were two instruments used:
1. Observation checklist sheet
Observation checklist sheet aimed to finding out the students’ data about
their presence and activeness in teaching learning process.
2. Reading test
Reading test aimed to finding out the students’ respond toward teaching
learning through carousel brainstorm Strategy.
F. Data Collection
Data techniques of data used in this research , as follows:
1. Observation checklist, it aimed to finding out participation during teaching and learning process. The students’ active participation which described as follow: 39
No The students’ Indicator active participation 1 Very active Students respond the material very actively
2 Active Students respond the material actively
3 Fairly active Students respond the material just one or twice
4 Not active Students just sit down during the activity without do something
( Sudiyono, 2005:43). The assessment of students’ reading competence a. Rubric of main idea
No. Criteria Score 1. The answer includes a clear generalization that states or 4 implies the main idea 2. The answer states or implies the main idea from the 3 story. 3. Indicator inaccurate or incomplete understanding of 2 main idea
4. The answer includes minimal or no understanding of 1 main idea b. Rubric of supporting details
Criteria Score
Students response includes at least 2 key details from the 4
passage that support the main idea of the passage
Students response includes at least 2 details with at least 3 40
one key detail from the passage that supports the main
idea of the passage
Student response includes 2 details which does not 2
support the correct main idea
Students response includes one detail that does not 1
support the main idea
Pollard (2007: 25)
2. Test, it aimed to finding out the students’ improvement reading
comprehension by using Carousel Brainstorm Strategy in teaching reading
in the classroom. In gaining the data of literal comprehension, each correct
answer is given a one score if the correct answer over 50%, less correct
answer is given a half score (the correct answer under 50%) and definitely
incorrect answer is given 0 score.
G. Data Analysis
1. Calculating the mean score of the students’ reading comprehension test by
using the following formula:
X = ∑ Note :
X = Mean Score
∑x = The sum of all score
N = A number of students
( Gay, 1981:298) 41
2. Calculating the percentage of the students’ activity in learning process using
formula.
P = x 100 %
Note: P = Percentage F = Frequency N = Total Number of the students ( Gay, 1981:298) 3. Calculating the percentage of the students’ improvement in reading
comprehension
P = x 100%
Note :
P = Percentage
X1 = Cycle I
X2 = Cycle II 42
CHAPTER IV
FINDINGS AND DISCUSSION
A. Findings
1. The improvement of the students’ literal comprehension.
The improvement of the students’ literal comprehension at second grade
students’ of MA Al-Hikmah, Kabupaten Mamuju Utara through Carousel
Brainstorm Strategy can be seen clearly in the following table:
Table 1: The improvement of the students’ literal comprehension
Cycle II D – T Cycle I Cycle II Increase Indicator NO (%) s DT CI-CII Score Score Score – DT-CII CI
Main 1 5.29 6.74 7.84 27.41 16.32 48.20 ideas
Supportin 2 g 4.94 6.88 7.81 39.27 13.51 58.09 Ideas ∑X 10.23 13.62 15.64 66.68 29.83 106.2 X 5.11 6.81 7.82 33.26 14.83 53.03 The table 1 above indicates that the improvement of the students’ main
idea and supporting idea in literal comprehension before application of Carousel
Brainstorm Strategy indicates that the diagnostic-test assessment (51.1%), and
after application in cycle I, the assessment of the students’ literal comprehension
become higher (68.1%) and the students’ assessment in cycle II (78.2%). The
assessment of cycle II is greater than cycle I (78.2% > 68.1%) and classified as
good which there is improvement (14.83%) of the students’ reading
42 43
comprehension. And then, the improvement from D – Test to cycle I is greater
than D – test to cycle II (53.03% > 14.83%) and classified as fairly good to good.
2. The Improvement of the Students’ Reading comprehension
The application of Carousel Brainstorm Strategy in improving of the
students’ reading comprehension that deals with literal comprehension. The
improvement of students’ reading comprehension that dealing with literal can be
seen clearly in the following table:
Table 2: The improvement of the students’ reading comprehension
Improvement D – T Cycle I Cycle II Indicators (%)
Score Score Score DT – CI CI-CII DT-CII
Literal 5.11 6.81 7.82 33.26 14.83 53.03
Comprehension
The table 2 above indicates that there is an improvement of the students’
reading comprehension from D-Test to cycle I and cycle II, which in D-Test the
students’ mean score (5.11%) and categorized as poor achievement. After
evaluation in cycle I the students’ reading comprehension becomes (6.81%) and
categorized as fair and cycle II (7.82%) which categorized as good. The
improvement of students’ reading comprehension achievement from D-Test to
cycle I (33.26%). There is also significant improvement of the students’ reading
comprehension from cycle I to cycle II (14.83%) and in D-test to cycle II
(53.03%). 44
The table 2 above proved that the use of Carousel Brainstorm Strategy in teaching and learning process is able to improve of students’ reading comprehension after taking action in cycle I and II where the students’ achievement in cycle II is greater (cycle II>cycle I>Diagnostic-Test).
To see clearly the improvement of the students’ reading comprehension, following chart is presented:
90 78.2% 80 70 68.1% 60 51.1% 50 D-Test 40 Cycle I 30 Cycle II 20 10 0 Reading Comprehension
Chart 1: The Improvement of the Students’ Reading Comprehension
The chart 1 above shows that the improvement of the students’ reading comprehension in cycle II is higher (78.2%) than in cycle I (68.1%) and D-Test
(51.1%). The students’ achievement in diagnostic-test is categorized as poor.
After evaluation in cycle I and cycle II, there is significant improvement of the students’ reading comprehension where the result of cycle I is categorized as fair and in cycle II categorized as good (Poor- Fair- Good).
3. Description of Implementation the Carousel Brainstorm Strategy
The implementation of Carousel Brainstorm Strategy significantly influenced the students’ involvement in reading test. This means that a good 45 applicable strategy in teaching reading comprehension is now available. In other word, students are guided through the learning process with clear statement about the purpose and rationale for learning in new skill, demonstrations of the instructional target and supported practice with feedback until independent mastery has been achieved, checking for students understanding until what the students need in the learning process. Sometimes this strategy has a weakness in the classroom because it is focus a lesson about reading comprehension which the teacher always give the students explanation that can make the students bored in learning process.
In gaining the students’ motivation in teaching and learning process, the teacher chooses the interesting topic to give them like a reading text about the scientist. During learning process, the students show that their motivation and interest because they have anxiety to get information from the text.
The result of students’ activeness after doing the observation is presented in the following table:
Table 3: The Result of the Students’ Activeness in Process of Teaching and Learning Meetings percentage
Cycle I II III IV Score
I 51.59% 63.29% 70.74% 72.34% 64.49%
II 71.27% 77.12% 78.72% 79.78% 76.72%
The table 3 above shows that the activeness teaching and learning process in cycle I and cycle II . The first session the teacher contributed the same 46 topic to all group and asked to read the first paragraph. After they read, the teacher explains how to find the main idea in first. During learning process there were 3 students actively participating in respond the material, 9 students correct answer of the question, 4 students incorrect answer and 6 students giving conclusion out of 47 students. It showed the students activeness in first meeting is 51.59%
The second meeting. The second group read the first paragraph and then the teacher explains the material where the students give feedback in learning process. During the discussion there were 7 students actively participating in giving question, 11 students answering the question and 15 students are giving conclusion, out of 47 students. The students’ activeness in second meeting is
63.29%
The third meeting. The teacher contribute the same topic to all group.
The students read and comprehend the content of the text. The teacher gives clear explanation and ask the students after read their text. During the discussion there were 11 students actively participating in response the material, 12 students answering the question and 16 students giving conclusion. So the students’ activeness becomes 70.74%.
The fourth meeting session. The teacher is giving chance to all groups to discuss their text. The teacher ask the all group about the content of the text. In teaching and learning process, there were 12 students actively participating in respondse material, students answering the question, 18 students giving conclusion and 3 students incorrect answering the question and the students’ activeenest becomes 72.34%. 47
The fifth meeting. The teacher contribute the same topic to all group.
The students read and comprehend the content of the text. The teacher gives clear explanation and asked the students after read their text. During the discussion there were 13 students actively participating in respond the material, 12 students answer ring the question and 16 students giving conclusion. So the students’ activeness becomes 71.27%. The sixth meeting until eighth meeting, the students’ reading comprehension and activeness get significant improvement up to 79.78%.
To know the improving clearly, the following chart is presented:
Chart 2: The Chart of the Students’ Activeness in Process of Teaching and Learning
76.72
80 64.49 70 60 50 40 30 20 10 0 cycle 1 cycle 2
The chart 2 above shows that the activeness learning and teaching process in cycle I and cycle II. The improvement activeness of the students in first meeting until eight meeting is 12.23% although the researcher found that the students’ mistakes in reading comprehension were caused by the lack of English vocabulary. In this observation, the researcher found that the students usually asked their friends or their researcher when they got stuck to use the English 48 words. They also used the dictionary to help them finding the meaning or using the words.
B. Discussion
This part presents a discussion dealing with the interpretation of the research findings derived from the result of statistical analysis and researcher’s notes during the research to depict the students’ reading comprehension improvement in the teaching and learning through Carousel Brainstorm Strategy, focusing on literal comprehension that deals main idea and supporting idea
1. The improvement of the students’ reading comprehension dealing with main idea and supporting details. a. Main idea
The application of Carousel Brainstorm Strategy in improvement of the students’ reading literal comprehension in terms of main idea can be see the difference by considering the result of the students’ diagnostic-test and the students’ achievement after taking action in cycle I and cycle II through the application of Carousel Brainstorm Strategy in teaching and learning process. The score of diagnostic-test was 52.9% and the cycle I was 67.4%. In cycle II, the score is improvement. The score was 78.4%.
b. Supporting Details
The application of Carousel Brainstorm Strategy in improvement of
the students’ literal comprehension in terms of supporting idea can be seen the
difference by considering the result of the students’ literal Diagnostic –test and 49
the students’ achievement after taking action in cycle I and cycle II through
the application of Carousel Brainstorm Strategy in teaching and learning
process. The score of diagnostic-test was 49.4%. After taking score in cycle I,
the result was 68.8% and in cycle II was improvement result, it was 78.1%.
2. The improvement of the students’ Reading Comprehension
According to the research findings, the students’ reading comprehension also meets the improvement by implementing Carousel Brainstorm Strategy in the teaching and learning. Diagnostic test, cycle I and cycle II was always improve.
The improvement in diagnostic test was 51.1%, in cycle I was 68.1%, and in cycle II was 78.2%. Based on the result, it can be seen that the students’ reading comprehension was always improve.
3. The Students’ Activeness In Learning Teaching Process
The observation result of the students’ participation in learning reading comprehension was significant. Based on the data analysis as result of observation sheet of students’ participation in learning process in previous findings shows that the participation of students from the first meeting till fourth meetings are
51.59%, 63.29 %, 70.74%, and 72.34% with mean score of four meetings as cycle I was 64.49%. Percentage of the first till the fourth meeting of the cycle II are 71.27%, 77.12%, 78.72%, and 7978% with the mean score 76.72%.
4. The implementation of Carousel Brainstorm Strategy
After teaching reading comprehension at MA (Madrasah Aliyah) AL
HIKMAH Kab. Mamuju Utara through Carousel Brainstorm Strategy, the
researcher found some advantages, for instance: 50
1) The students became more active in the classroom because the materials
related more closely to the students’ needs.
2) By using Carousel Brainstorm Strategy, students feel more appreciated
because they come asking opinion about the learning to be implemented.
3) Teaching by Carousel Brainstorm Strategy can support at students to be
able to formulate their own hypothesis.
Based on the all result of data analysis above, the researcher concluded that there are a significant improvement of students’ reading accuracy and participation of students in learning process. 51
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher inferential in the following conclusion was the use of Carousel
Brainstorm Strategy can improve the students’ literal comprehension at the second grade tudents of MA Al-Hikmah, Kabupaten Mamuju Utara. The result of D-Test until cycle II (D-Test-Cycle I-cycle II) is (53.03%).
B. Suggestion
To improve the reading comprehension command of the students, the researcher puts forward these suggestions:
1. The students also more cheerful to get active independent and diligent to
follow the class. They can do all their activities together and also share their
information to each other.
2. The researchers in the future are suggested that they develop these research
findings to investigate the reading comprehension in any level of students,
especially senior high school level. Moreover, the use of classroom action
research as research design can be first research implication to secure the
issues or problem in improving the students’ reading comprehension.
51 52
BIBLIOGRAPHY
Alderson, J. Charles. 2000. Assessing Reading. Ohio: Cambridge University press Anderson, B. Sacria, et al. 1981. Encyclopedia of Educational Evaluation. Sixth Printing Josse-Bass Publishers, San Fransisco, California. Anthony, W. Arthur. 1995. Teaching the language Art in Elementary School. Duguba Long. Chicago : William C. Brown Company. Arikunto, Suharsismi. 2006. Procedure Penelitian (suatu pendekatan praktik, Ediri revisi IV). Jakarta. PT RINEKA CIPTA Brown, E. James. 1987. Reading Power. Washington. DC : Health and Company.
Burns, C. Paul, et al. 1984. Teaching Reading In Today’s Elementary School.Boston: Houghton Mifflin Company. Goodman, K.S . Googman , Y.M, & Burke , C. 1978 . Reading For Life : The Psycholinguistics Base, In John Downing & Checkan Leong (1982) Psycholinguistics Of Reading. Macmillan publishing. America. Harmer Jeremy. 1987. Practice of Language Teaching: Longman. London and New York Harris J. Alber, Sipay Edward, 1980. How to Increase Reading Ability. New York: Oxford University Press
Hornby, A.S. 1969. The Advanced Learner’s Dictionary of Current English. Oxford University Press. Jones. 2006. Carousel Brainstorm. Retrieved from http:www. readingquest. Org / strat / Carousel-html, august, 3. 2014 Rosenberg, Liz. 2005 . The Carousel Retrieved From http :// www. The Carousel / shopgpn. Com /stores/ 1 / guides/ 130. Pdf. August, 3. 2014 Rubel. Susan 2006 . The carousel . Retrieved from http : // www. Gallery walk / geocities.Com / Brainspecialist/ coop learn/ gallery. html, august, 3. 2014. Rubin, Dorothy. 1982. A Practical Approach to Teaching Reading. New York Simanjutak. 1988. Developing Reading Skill For EFL Students. Jakarta: Departemen Pendidikan dan kebudayaan. Smith, Richard J. and Dale D. Johnson 1980. Teaching Children to Read. Second Edition. Addison : Wesley Publishing Company.
52 53
Tinker, A. Miller et al, 1975. Teaching Elementary Reading. New Jersey: Harper Colling Publisher. Whorter, Kathleen. 1992. Efficient and Flexible Reading. Thirds. New York: Haspercollins Publishers William. 1984. English Teaching Reading. New York. Publishers.
55
Appendix A
The Instrument of Diagnostic test
THE MONA LISA The Mona Lisa is a very popular painting by Leonardo Da Vinci. Da Vinci started the painting in 1503 and it took around four years to finish. He then sold the painting to the king of France is 1516. It is now owned by the French government and hangs in the Louvre Museum in Paris. Mona Lisa painting is a portrait of woman with a curious smile. Many of art expert are still not sure who the model of the Mona Lisa was. Some expert said that it was an Italian noblewoman. One expert actually believed that the painting was a distinguished self portrait of Leonardo Da Vinci himself. The fact that people are still uncertain about the identity of the model adds to the value of painting. The model in painting is also famous for her smile for countries; people have been puzzled by the “Mona Lisa Smile”. The smile has been described as both strange, yet very attractive. All these mysteries about the painting are the reason why this is one of the world most well known painting. The Mona Lisa has been estimated as the world’s most expensive painting. This is strange considering that is has only been sold once, by the painter him self. Today, if the painting were to be sold, it would be valued at around 608 Million US dollars.
The Questions:
1. What is the main idea of the first paragraph, the second paragraph and the third paragraph? 2. What the supporting details of the first paragraph? 3. What is the supporting details of the second paragraph? 4. What is the supporting details of the third paragraph? 5. What is the supporting details of the fourth paragraph? 56
Appendix B
Test of Cycle 1 MAKASSAR
Makassar is the provincial capital of South Sulawesi, Indonesia, and the largest city on Sulawesi Island. From 1971 to 1999, the city was named Ujung Pandang, after a pre-colonial fort in the city, and the two names are often used interchangeably. The port city is located at 5°8′S 119°25′E, on the southwest coast of the island of Sulawesi, facing the Makassar strait. Its area is 175.77 km2 and has population of around 1.4 million. Makassar is home to several prominent landmarks including the 16th century Dutch fort Fort Rotterdam, Trans Studio Makassar the third largest indoor theme park in the world and the Karebosi Link the first underground shopping center in Indonesia. Makassar has several famous traditional foods. The most famous is Coto Makassar. It is a stew made from the mixture of nuts and spices with beef parts which include beef brain, tongue and intestine. Konro rib dish is also popular traditional food in Makassar. Both Coto Makassar and Konro are usually eaten with Burasa, glutinous rice with coconut milk and sauted coconut granule. In addition, Makassar is the home of pisang epe, or pressed bananas. These are bananas which are pressed, grilled, and covered with palm sugar sauce and sometimes eaten with Durian. Many street vendors sell pisang epe, especially around the area of Losari beach. 57
The Questions:
1. What the main idea of the first paragraph, the second paragraph and the third paragraph? 2. What is the supporting details of the first paragraph? 3. What is the supporting details of the second paragraph? 4. According to the text, what is the supporting details of the third paragraph? 5. What is the most well-known food in Makassar? 58
Appendix C
Test of Cycle 2
The Houses of the Toraja The ethnic groups in the mountain regions of southwest and central Sulawesi (Celebes) are known by the name of Toraja, which has come to mean “those who live upstream” or “those who live in the mountains”. Their name is in fact derived from the word Raja, which in Sanskrit means “king”. The society is hierarchically structured: the noblemen are called rengnge, the ordinary people to makaka, and the slaves to kaunan; birth determines which rank a person will occupy. The distinctive features of the traditional houses (tongkonan) of the Toraja are the “buffalo horns”, the roof design and the rich decoration on the walls. The buffalo is a symbol of status, courage, strength and fighting spirit. Designed as a representation on the universe, the tongkonan is constructed in three parts: the upper world (the roof), the world of humans (the middle of the building), and the underworld (the space under the floor). The highly distinctive roors constructed by the Toraja given rise to various ingenious interpretations. Certainly the roof is something of deep significance for the Toraja, and even today they build “modern” (in other words houses built with cement) houses with such roofs. 59
The Questions:
1. What is the main idea of the first paragraph above, the second paragraph, and the third paragraph? 2. What is the supporting detail of the first paragraph? 3. What is the supporting detail of the second paragraph? 4. What the supporting idea of the third paragraph? 5. What the meaning of a symbol buffalo? 60
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MA Al Hikma
Mata Pelajaran : Bhs. Inggris
Kelas/ Semester : XI / 1I
Aspek Skill : Reading
Alokasi Waktu : 2 x 45 menit
Pertemuan : 1, 2, 3,4 (siklus 1)
A. STANDAR KOMPETENSI
Memahami makna teks fungsional pendek dan monolog sederhana berbentuk
descriptive secara akurat dan berterima dalam konteks kehidupan sehari-hari.
B. KOMPETENSI DASAR
Memahami dan merespon makna secara akurat, lancar, dan berterima dalam
teks fungsional pendek dan sederhana, resmi dan tidak resmi dalam berbagai
konteks kehidupan sehari-hari.
C. INDIKATOR
a. Mengidentifikasikan berbagai informasi dalam teks fungsional pendek
berbentuk descriptive.
b. Menemukan main idea dalam teks fungsional pendek berbentuk descriptive
D. TUJUAN PEMBELAJARAN
a. Siswa dapat membuat catatan tentang berbagai informasi dan menemukan
main idea dalam teks fungsional pendek berbentuk descriptive. 61
b. Pada akhir evaluasi siswa diharapkan mendapat nilai 7.5
E. PLANNING (PERENCANAAN)
1. Membuat rencana pembelajaran
2. Membuat instrumen yang akan digunakan dalam siklus PTK
3. Menyusun alat evaluasi pembelajaran
4. Menyiapkan lembar observasi untuk observer dan lembar check list untuk
menilai keaktifan siswa dalam proses pembelajaran.
5. Materi pembelajaran
- Teks bacaan descriptive
6. Metode pembelajaran
- Carousel Brainstorm strategy
F. ACTION(TINDAKAN)
Langkah –langkah pembelajran
1. Kegiatan Awal(10 menit)
a. Menyapa siswa
b. Mengabsen
c. Mengarahkan siswa pada materi yang akan diajarkan 62
2. Kegiatan Inti(70 menit)
Pertemuan pertama
a. Guru menjelaskan bagaimana menemukan main idea dan supporting
details dalam paragraph melalui demonstrasi.
b. Guru membagi siswa dalam beberapa kelompok.
c. Guru membagikan topik kepada setiap kelompok dan gambar yang
berhubungan dengan topic. Setiap kelompok memiliki topic yang
berbeda.
d. Guru menjelaskan bahwa siswa hanya memiliki waktu 30 detik untuk
menulis apa yang siswa fikirkan yang berhubungan dengan topik
masing-masing kelompok.
e. Siswa pindah ke kelompok lain untuk menulis sesuatu yang
berhubungan dengan topiknya. begitu seterusnya hingga siswa
kembali ke topic pertama yaitu topik dari masing masing kelompok
tersebut.
f. Guru meminta siswa membuat main idea dan supporting details
berdasarkan topic mereka masing masing.
g. Guru membagikan teks bacaan berdasarkan topic dan gambar dari
masing masing kelompok.
h. Siswa menjawab pertanyaan berdasarkan teks bacaan.
i. Guru memeriksa jawaban siswa
j. Guru memberikan tugas kepada siswa. 63
Pertemuan Kedua
a. Guru menjelaskan bagaimana menemukan main iea dan supporting
details dalam paragraph melalui demonstrasi.
b. Guru membagi siswa dalam beberapa kelompok.
c. Guru membagikan topik kepada setiap kelompok dan gambar yang
berhubungan dengan topic. Setiap kelompok memiliki topic yang
berbeda.
d. Guru menjelaskan bahwa siswa hanya memiliki waktu 30 detik untuk
menulis apa yang siswa fikirkan yang berhubungan dengan topik
masing-masing kelompok.
e. Siswa pindah ke kelompok lain untuk menulis sesuatu yang
berhubungan dengan topiknya. begitu seterusnya hingga siswa
kembali ke topic pertama yaitu topik dari masing masing kelompok
tersebut.
f. Guru meminta siswa membuat ide pokok berdasarkan topic mereka
masing masing.
g. Guru membagikan teks bacaan berdasarkan topic dan gambar dari
masing masing kelompok.
h. Siswa menjawab pertanyaan berdasarkan teks bacaan.
i. Guru memeriksa jawaban siswa
j. Guru memberikan tugas kepada siswa. 64
Pertemuan Ketiga
a.. Guru menjelaskan bagaimana menemukan main idea dan supporting
details dalam paragraph melalui demonstrasi.
b. Guru membagi siswa dalam beberapa kelompok.
c. Guru membagikan topik kepada setiap kelompok dan gambar yang
berhubungan dengan topic. Setiap kelompok memiliki topic yang
berbeda.
d. Guru menjelaskan bahwa siswa hanya memiliki waktu 30 detik untuk
menulis apa yang siswa fikirkan yang berhubungan dengan topik
masing-masing kelompok.
e. Siswa pindah ke kelompok lain untuk menulis sesuatu yang
berhubungan dengan topiknya. begitu seterusnya hingga siswa
kembali ke topic pertama yaitu topik dari masing masing kelompok
tersebut.
f. Guru meminta siswa membuat ide pokok berdasarkan topic mereka
masing masing.
g. Guru membagikan teks bacaan berdasarkan topic dan gambar dari
masing masing kelompok.
h. Siswa menjawab pertanyaan berdasarkan teks bacaan.
i. Guru memeriksa jawaban siswa
j. Guru memberikan tugas kepada siswa 65
Pertemuan Keempat
a.. Guru menjelaskan bagaimana menemukan main idea dan supporting
details dalam paragraph melalui demonstrasi.
b. Guru membagi siswa dalam beberapa kelompok.
c. Guru membagikan topik kepada setiap kelompok dan gambar yang
berhubungan dengan topic. Setiap kelompok memiliki topic yang
berbeda.
d. Guru menjelaskan bahwa siswa hanya memiliki waktu 30 detik untuk
menulis apa yang siswa fikirkan yang berhubungan dengan topik
masing-masing kelompok.
e. Siswa pindah ke kelompok lain untuk menulis sesuatu yang
berhubungan dengan topiknya. begitu seterusnya hingga siswa
kembali ke topic pertama yaitu topik dari masing masing kelompok
tersebut.
f. Guru meminta siswa membuat ide pokok berdasarkan topic mereka
masing masing.
g. Guru membagikan teks bacaan berdasarkan topic dan gambar dari
masing masing kelompok.
h. Siswa menjawab pertanyaan berdasarkan teks bacaan.
i. Guru memeriksa jawaban siswa
3. Kegiatan Akhir (10 menit)
a. Guru menyimpulkan materi
b. Memberi tugas 66
G. OBSERVING(PENGAMATAN)
1. Situasi kegiatan belajar mengajar
2. Keaktifan siswa dalam proses pembelajaran
H. ALAT DAN SUMBER BELAJAR 1. Alat : Spidol, papan tulis dan penghapus. 2. Sumber : Buku Pelajaran I. PENILAIAN
1. Teknik : Tes tulis
2. Instrumen : Descriptive text, Gambar
3. Bentuk : Isian singkat
K. ASPEK PENILAIAN
Jumlah soal 5 nomor. Soal untuk main idea dengan skor tertinggi 12 dan
skor tertinggi untuk supporting details adalah 16.
The assessment of students’ reading competence a. Rubric of main idea
No. Criteria Score 1. The answer includes a clear generalization that states or 4 implies the main idea 2. The answer states or implies the main idea from the 3 story. 3. Indicator inaccurate or incomplete understanding of 2 main idea
4. The answer includes minimal or no understanding of 1 main idea 67
b. Rubric of supporting details
Criteria Score
Students response includes at least 2 key details from the 4
passage that support the main idea of the passage
Students response includes at least 2 details with at least 3
one key detail from the passage that supports the main
idea of the passage
Student response includes 2 details which does not 2
support the correct main idea
Students response includes one detail that does not 1
support the main idea
. 68
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MA Al Hikma
Mata Pelajaran : Bhs. Inggris
Kelas/ Semester : XI / 1I
Aspek Skill : Reading
Alokasi Waktu : 2 x 45 menit
Pertemuan : 5, 6, 7, 8 (siklus 2)
A. STANDAR KOMPETENSI
Memahami makna teks fungsional pendek dan monolog sederhana berbentuk
descriptive secara akurat dan berterima dalam konteks kehidupan sehari-hari.
B. KOMPETENSI DASAR
Memahami dan merespon makna secara akurat, lancar, dan berterima dalam
teks fungsional pendek dan sederhana, resmi dan tidak resmi dalam berbagai
konteks kehidupan sehari-hari.
C. INDIKATOR
a. Mengidentifikasikan berbagai informasi dalam teks fungsional pendek
berbentuk descriptive.
b. Menemukan main idea dalam teks fungsional pendek berbentuk descriptive 69
D. TUJUAN PEMBELAJARAN
a. Siswa dapat membuat catatan tentang berbagai informasi dan menemukan
main idea dalam teks fungsional pendek berbentuk descriptive.
b. Pada akhir evaluasi siswa diharapkan mendapat nilai 75
E. PLANNING(PERENCANAAN)
1. Membuat rencana pembelajaran
2. Membuat instrumen yang akan digunakan dalam siklus PTK
3. Menyusun alat evaluasi pembelajaran
4. Menyiapkan lembar observasi untuk observer dan lembar check list untuk
menilai keaktifan siswa dalam proses pembelajaran.
5. Materi pembelajaran
- Teks bacaan descriptive.
6. Metode pembelajaran
- Carousel Brainstorm Strategy
F. ACTION(TINDAKAN)
Langkah –langkah pembelajran
1. Kegiatan Awal(10 menit)
a. Menyapa siswa
b. Mengabsen
c. Mengarahkan siswa pada materi yang akan diajarkan 70
2. Kegiatan Inti(70 menit)
Pertemuan pertama
a. Guru menjelaskan bagaimana menemukan main idea dan supporting
details dalam paragraph melalui demonstrasi.
b. Guru membagi siswa dalam beberapa kelompok.
c. Guru membagikan topik kepada setiap kelompok dan gambar yang
berhubungan dengan topic. Setiap kelompok memiliki topic yang
berbeda.
d. Guru menjelaskan bahwa siswa hanya memiliki waktu 30 detik untuk
menulis apa yang siswa fikirkan yang berhubungan dengan topik
masing-masing kelompok.
e. Siswa pindah ke kelompok lain untuk menulis sesuatu yang
berhubungan dengan topiknya. begitu seterusnya hingga siswa
kembali ke topic pertama yaitu topik dari masing masing kelompok
tersebut.
f. Guru membagikan teks bacaan berdasarkan topic dan gambar dari
masing masing kelompok.
g. Siswa menjawab pertanyaan berdasarkan teks bacaan.
h. Guru memeriksa jawaban siswa
i. Guru memberikan tugas kepada siswa.
Pertemuan Kedua
a. Guru menjelaskan bagaimana menemukan ide pokok dalam paragraph
melalui demonstrasi. 71
b. Guru membagi siswa dalam beberapa kelompok.
c. Guru membagikan topik kepada setiap kelompok dan gambar yang
berhubungan dengan topic. Setiap kelompok memiliki topic yang
berbeda.
d. Guru menjelaskan bahwa siswa hanya memiliki waktu 30 detik untuk
menulis apa yang siswa fikirkan yang berhubungan dengan topik
masing-masing kelompok.
e. Siswa pindah ke kelompok lain untuk menulis sesuatu yang
berhubungan dengan topiknya. begitu seterusnya hingga siswa
kembali ke topic pertama yaitu topik dari masing masing kelompok
tersebut.
f. Guru meminta siswa membuat ide pokok berdasarkan topic mereka
masing masing.
g. Guru membagikan teks bacaan berdasarkan topic dan gambar dari
masing masing kelompok.
h. Siswa menjawab pertanyaan berdasarkan teks bacaan.
i. Guru memeriksa jawaban siswa
j. Guru memberikan tugas kepada siswa.
Pertemuan Ketiga
a.. Guru menjelaskan bagaimana menemukan ide pokok dalam
paragraph melalui demonstrasi.
b. Guru membagi siswa dalam beberapa kelompok. 72
c. Guru membagikan topik kepada setiap kelompok dan gambar yang
berhubungan dengan topic. Setiap kelompok memiliki topic yang
berbeda.
d. Guru menjelaskan bahwa siswa hanya memiliki waktu 30 detik untuk
menulis apa yang siswa fikirkan yang berhubungan dengan topik
masing-masing kelompok.
e. Siswa pindah ke kelompok lain untuk menulis sesuatu yang
berhubungan dengan topiknya. begitu seterusnya hingga siswa
kembali ke topic pertama yaitu topik dari masing masing kelompok
tersebut.
f. Guru meminta siswa membuat ide pokok berdasarkan topic mereka
masing masing.
g. Guru membagikan teks bacaan berdasarkan topic dan gambar dari
masing masing kelompok.
h. Siswa menjawab pertanyaan berdasarkan teks bacaan.
i. Guru memeriksa jawaban siswa
j. Guru memberikan tugas kepada siswa
Pertemuan Keempat
a.. Guru menjelaskan bagaimana menemukan ide pokok dalam
paragraph melalui demonstrasi.
b. Guru membagi siswa dalam beberapa kelompok. 73
c. Guru membagikan topik kepada setiap kelompok dan gambar yang
berhubungan dengan topic. Setiap kelompok memiliki topic yang
berbeda.
d. Guru menjelaskan bahwa siswa hanya memiliki waktu 30 detik untuk
menulis apa yang siswa fikirkan yang berhubungan dengan topik
masing-masing kelompok.
e. Siswa pindah ke kelompok lain untuk menulis sesuatu yang
berhubungan dengan topiknya. begitu seterusnya hingga siswa
kembali ke topic pertama yaitu topik dari masing masing kelompok
tersebut.
f. Guru meminta siswa membuat ide pokok berdasarkan topic mereka
masing masing.
g. Guru membagikan teks bacaan berdasarkan topic dan gambar dari
masing masing kelompok.
h. Siswa menjawab pertanyaan berdasarkan teks bacaan.
i. Guru memeriksa jawaban siswa
3. Kegiatan Akhir (10 menit)
a. Guru menyimpulkan materi
b. Memberi tugas
G. OBSERVING(PENGAMATAN)
1. Situasi kegiatan belajar mengajar
2. Keaktifan siswa dalam proses pembelajaran 74
H. ALAT DAN SUMBER BELAJAR
1. Alat : Spidol, papan tulis dan penghapus.
2. Sumber : Buku Pelajaran
I. PENILAIAN
4. Teknik : Tes tulis
5. Instrumen : Descriptive text dan gambar
6. Bentuk : Isian singkat
K. ASPEK PENILAIAN
Jumlah soal 5 nomor. Soal untuk main idea dengan skor tertinggi 12 dan
skor tertinggi untuk supporting details adalah 16.
The assessment of students’ reading competence c. Rubric of main idea
No. Criteria Score 1. The answer includes a clear generalization that states or 4 implies the main idea 2. The answer states or implies the main idea from the 3 story. 3. Indicator inaccurate or incomplete understanding of 2 main idea
4. The answer includes minimal or no understanding of 1 main idea 75
d. Rubric of supporting details
Criteria Score
Students response includes at least 2 key details from the 4
passage that support the main idea of the passage
Students response includes at least 2 details with at least 3
one key detail from the passage that supports the main
idea of the passage
Student response includes 2 details which does not 2
support the correct main idea
Students response includes one detail that does not 1
support the main idea
. 76
Appendix E
TEACHING MATERIAL
Cycle 1 1st Meeting
Bandengan Beach Bandengan Beach or Tirta Samudra Beach is the famous beach in jepara. the place is very beautiful and romantic. people around Jepara, Kudus, Demak knows this place. This place is located 7 kilometers north of Jepara city center. The way to get there is very easy. Just follow the traffic sign and you will find it. From the town square, follow the road to Bangsri then turn left when reached kuwasen village. You can take public transportation or by your own vehicle. The white sandy beach which has pure water is good for swimming. The beach is save enough for swimming because the beach is shallow and the wave is not so big. This place is more beautiful at dusk. We can see the beautiful sunset with our family or friends. In this location, we can sit and relax on the shelter while enjoy the natural beach breezy wind. It also has large pandan tree field. It is suitable for youngster activities such as camping. If we want to sail, we can rent the traditional boat owned by local people. We can make voyage around the beach or we can go to pulau panjang (panjang island). Some time we can find banana boat and jet ski for rent. In this place we can find many traditional footstalls. We can order traditional foods sold by the trader such as roasted fish, crab, boiled shell. Pindang srani is one of the delicious food enjoyed by the visitors. come to the bandengan beach and you will find a paradise on the tips of Muria peninsula.
Answer the question based on the text
1. What is the main idea of the first paragraph? 2. What is the main idea of the second paragraph? 3. What is the main idea of the third paragraph? 4. Write down the supporting details of the fourth paragraph! 5. What the supporting details of the last paragraph? 77
2nd Meeting
A Teenage Genius
Ivan Mirsky was born in Russia but now lives in America with his father, Vadim. They live in a one-room flat in Brooklyn. Ivan doesn’t go to school and his father doesn’t have a job. They practice chess problem all day, every day. Ivan was different from a very young age: he could ride a bike when he was eighteen months old, and read before he was two. He could play cards at three and piano at four. When he was twelve, he was the under-20 chess champion in Russia. His father can’t speak English and can’t play chess either. Ivan translates for him. Vadim says,” I know that I can’t play chess, but I can still help Ivan. We don’t like playing sports or watching TV. We live for chess”. Taken from English for SMK
The Qustions:
1. What the main idea of the first paragraph? 2. What the supporting detail of the last paragraph? 3. What the main idea of the second paragraph? 4. Does Ivan go to school? Does Vadim have a job? 5. What do they do every day? 78
3rd Meeting SPORT
Sport is very useful for our health. There are a lot of sports we can do. The popular sports in our country are badminton, football, boxing, volleyball, swimming, tennis, etc. Sometimes we need money to do sports, but sometimes we do not need money to do them. Not all people have enough money to spend for sports. There are some cheap sports such as jogging, running, and walking. All people can do jogging, running, or walking without spending money. These sports are very good for young and old people. Moreover people can do them everywhere and every time they like. If we do jogging, running, or walking regularly, we will be fresh and healthy all the time. There are some sports we can do in a team, such as football, volleyball, basketball, etc. While swimming, high jumping, long jumping are done individually. (Taken from English for SMK)
Questions: 1. What the main idea of the first paragraph? 2. Is jogging good for old people? 3. what the supporting details of the first paragraph? 4. Give examples of cheap sports. 5. Give examples of expensive sports. 79
4th Meeting Prambanan Temple
Prambanan is the largest Hindu temple compound in Central Java in Indonesia, located approximately 18 km east of Yogyakarta.
Prambanan temple is a big temple in Central Java. It is also a wonderful temple. There is a big biggest temple there, they are Brahma, Syiwa and Wisnu temple. We can see some pictures in each chamber, such as Syiwa God, Durga, Ganesha, Brahma God, etc. in front of there biggest temple, there are three temples, they are the vehicle of the three Gods. But we only can see the vehicle of wisnu God. It is a cow and called Gandhy. The reliefs in Prambanan temple tells about Ramayana Story. We also can watch the story of Ramayana in Ramayana theater near Prambanan temple. There are open and closed theaters there. If want to see the other temples, we can rent a mini train to go around and see bubrah and sewu tample. There is a large yard in front of Prambanan temple. When the full moon time comes, people can enjoy the Ramayana Dance. It is also attractive, so there are many tourists come to enjoy the dance performance. On the yard we can also fine souvenirs seller and food seller, we can enjoy the food under the trees. They make the weather is fresh.
Questions:
1. What the main idea of the third paragraph? 2. Mention three biggest temples there? 3. What the main idea of the second paragraph? 4. What supporting details of the first paragraph? 5. What we can find in the yard? 80
Cycle 2 1st Meeting DAHLAN’S TAILOR Mr. Dahlan is a tailor. He has tree workers, two of them are sewers and the other is a sewer assistant. He help the sewers prepare the sewing materials like button, zipper, thread, cloth, tape measure, and tailor’s chalk. Now, they are working in a sewing room. Mr.Dahlan is making pattern of a shirt. Two sewers are sewing. The assistant is preparing the buttons and zippers. They look very busy because they have to finish a large number of clothes.
Answer the following questions below based on the text above. 1. What the main idea of the text above? 2. What are the supporting details of the text above? 3. How many sewers does he has? 4. Who prepares the sewing need? 5. What does the sewer assistant prepare? 81
2nd Meeting
Rafflesia Arnoldii Rafflesia Arnoldii is a rare flower that is well known because of the size of the flower's petals and the smell of rotten meat that it gives out. This enormous and rare flower grows in the forest of Southeast Asia, including the Phillipines. Its large flower can grow to 3 meters in diameter and weigh up to 11 kilograms. It does not have any leaves, stem, or roots and because of lacking chlorophylls this plant can not photosynthesize making it a parasite, living on other plants nutrition. The flower has five petals red in colour and has white spots, which surrounds the middle of the flower much like a hole. At the base of the flower there is a part which has needles and contains the reproduction parts of the flower. Rafflesia Arnoldii reproduces with the help of flies that are attracted to the flowers smell (which some observers say smells much like bad meat and rotten eggs mixed). The flower only lasts for five to seven days and then dies. Answer the following questions below based on the text above. 1. What the main idea of the text above? 2. How Rafflesia Arnoldi look like? 3. How many petals it has? 4. Where it grows? 5. Write a brief summary of what you read.
Anwer Key 1. Rafflesia Arnoldii is a rare flower that is well known because of the size of the flower's petals and the smell of rotten meat that it gives out. 2. Its large flower can grow to 3 meters in diameter and weigh up to 11 kilograms. It does not have any leaves, stem, or roots and because of lacking chlorophylls this plant can not photosynthesize making it a parasite, living on other plants nutrition. 3. It has five petals red in colour and has white spots, which surrounds the middle of the flower much like a hole. 4. In the forest of Southeast Asia, including the Philippines. 82
5. Rafflesia Arnoldii is a rare flower that is well known, its can not photosynthesize. it does not have any leaves, stem, or roots and because of lacking chlorophylls. 83
3rd Meeting MAGAZINE
A magazine is a periodical containing a variety of articles and general illustration of an entertaining or an instructive nature. Magazines are designed to be of interest either to the general public or groups of people with specialized subject matters. The essential difference between the magazine and the newspaper is a physical one: the magazine is smaller in size and often bound in pamphlet form. Magazine production involves teamwork. This means that many people have to work together to produce the magazine you have in your hand. But one key person is the magazine editor. If some one has a manuscript he wants to publish, he will send or submit it to the editor of the magazine he likes. The magazine editor, usually the editor-in-chief, will read it and make recommendation so that the manuscript can be published. Another task of a magazine editor is to consider whether the article will be part of series. Will it have photographs or illustration? Will it be in full color, two or three colors, or black and white? Once the decision is made, the work of an illustrator or photographer begins. Preparing manuscripts for the magazine is hard work to do. After everything is all right, they are sent to the typesetters. When the galleys (or typeset text).
Answer the following questions below based on the text above. 1. What the main idea of the first paragraph? 2. What the supporting details of first paragraph? 3. What is means of Magazine production involves teamwork? 4. What the supporting details of the last paragraph? 5. Write a brief summary of what you read.! 84
4th meeting BUKIT BARISAN MOUNTAIN
Bukit Barisan mountain range, is an interesting mountain resort with Samosir Island in the center of the lake. It boats many modern hotels and facilities for water sport such as boating, water skiing and swimming. In West Sumatra, the center of culture and tourism is Bukit tinggi, situated in the highlands north of the provincial capital of Padang. West Sumatra is a land of scenic beauty with green lakes, and blue mountains. Java has a great number of attractions, including the world renowned Botanic Garden in Bogor, the wildlife reserve of Ujung Kulon on the south west part of the island. Borobudur, a gigantic Buddhist shrine is situated 42 kilometers northwest of Yogyakarta and the Ijen crater lies in East Java and displays hot springs, waterfalls and free roaming deer as well as a sulphur crater. A three-hour drive from Surabaya, and the a pony ride from the village of Ngadisari over the sea will take you to mount Bromo which is an active volcano with sulphur fumes and smoke still emitting from its depths. The inhabitants of the surrounding areas believe in the God of Bromo and bring offerings to his deity. 85
Bali is different from the rest of Indonesia because of its unique form of Hinduism called "Hindu Dharma." Religion is at the main source of traditional custom in family and community life. The soul of a Balinese if religion and it finds its expression in art. Many articles and books have been written on Bali.
Answer the following questions below based on the text above.
1. What the main idea of the first paragraph? 2. What are the supporting details of the second paragraph? 3. What the main idea of the second paragraph? 4. What the supporting details of the last paragraph? 5. Why is Bali different from the rest of Indonesia? 92
THE RESULT OF THE STUDEN`TS’ ACTIVENESS IN CYCLE I
Students Ist Meeting 2nd Meeting 3th Meeting 4th Meeting
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 AA 0 0 2 0 0 0 2 0 0 0 2 0 0 3 0 0 ANF 0 0 2 0 0 3 0 0 0 3 0 0 0 0 2 0 AOH 0 0 2 0 0 0 0 1 0 3 0 0 0 3 0 0 ASP 0 0 0 1 0 3 0 0 0 3 0 0 0 3 0 0 AR.HR 0 0 0 1 0 0 2 0 0 0 2 0 0 0 0 1 AMP 0 0 2 0 0 3 0 0 0 3 0 0 0 3 0 0 DRJ 0 0 0 1 0 0 2 0 0 3 0 0 0 0 2 0 FA 0 3 0 0 4 0 0 0 0 3 0 0 4 0 0 0 HK 0 0 0 1 0 0 2 0 0 0 0 1 0 0 2 0 HWA 0 0 2 0 0 3 0 0 0 0 2 0 0 3 0 0 HSW 0 0 0 1 0 0 2 0 0 3 0 0 0 0 2 0 HAN 0 3 0 0 0 3 0 0 4 0 0 0 0 3 0 0 HH 4 0 0 0 4 0 0 0 0 3 0 0 4 0 0 0 IH 0 0 2 0 0 3 0 0 4 0 0 0 0 3 0 0 II 0 3 0 0 4 0 0 0 4 0 0 0 4 0 0 0 I 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 MH 0 0 2 0 0 0 2 0 0 3 0 0 4 0 0 0 S-1MSP 0 0 2 0 0 0 2 0 0 0 2 0 0 3 0 0 M 0 0 2 0 0 3 0 0 0 3 0 0 0 0 2 0 MMP 0 0 2 0 0 0 0 1 0 3 0 0 0 3 0 0 MM 0 0 0 1 0 3 0 0 0 3 0 0 0 3 0 0 MAS 0 0 0 1 0 0 2 0 0 0 2 0 0 0 0 1 MM 0 0 2 0 0 3 0 0 0 3 0 0 0 3 0 0 NI 0 0 0 1 0 0 2 0 0 3 0 0 0 0 2 0 N 0 3 0 0 4 0 0 0 0 3 0 0 4 0 0 0 NM 0 0 0 1 0 0 2 0 0 0 0 1 0 0 2 0 N 0 0 2 0 0 3 0 0 0 0 2 0 0 3 0 0 N 0 0 0 1 0 0 2 0 0 3 0 0 0 0 2 0 NF 0 3 0 0 0 3 0 0 4 0 0 0 0 3 0 0 NFMSKP 4 0 0 0 4 0 0 0 0 3 0 0 4 0 0 0 NI 0 0 2 0 0 3 0 0 4 0 0 0 0 3 0 0 NMM 0 3 0 0 4 0 0 0 4 0 0 0 4 0 0 0 NN 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 PLS 0 0 2 0 0 0 2 0 0 3 0 0 4 0 0 0 AN 0 3 0 0 0 3 0 0 4 0 0 0 0 0 2 0 RS 0 0 2 0 0 0 2 0 0 0 2 0 4 0 0 0 RMH 0 0 2 0 0 0 2 0 0 0 2 0 0 3 0 0 R 0 0 0 1 0 0 0 1 0 0 2 0 0 0 2 0 93
RAP 0 3 0 0 0 3 0 0 0 3 0 0 0 3 0 0 R 0 0 0 1 0 0 0 1 0 0 2 0 0 0 0 1 SR 0 0 2 0 0 0 2 0 0 0 0 1 0 0 2 0 SPP 0 0 2 0 0 0 2 0 0 3 0 0 0 3 0 0 SNI 0 0 2 0 0 3 0 0 0 0 2 0 0 3 0 0 UHS 0 0 0 1 0 0 0 1 0 0 0 1 0 0 2 0 YH 0 3 0 0 4 0 0 0 4 0 0 0 4 0 0 0 MIL 0 0 0 1 0 0 0 1 0 3 0 0 0 0 0 1 AYP 0 0 2 0 0 3 0 0 4 0 0 0 4 0 0 0 4 9 20 1 9 16 15 5 11 21 11 4 13 18 12 4 Sum 4 1 27 40 1 3 48 30 5 44 63 22 4 54 54 24 4 F 6 4 6 P 51.59 63.29 70.74 72.34 N 47
Percentage of the Students’ Activeness in Cycle I
a. The First Meeting c. The Third Meeting
P P
= 100 % = 100 % P P %
= 100 % = 100 P 51.59 % P 70.74 %
= = b. The Second Meeting d. The Fourth Meeting
P % P
= 100 = 100 % P P %
= 100 % = 100 P 63.29 % P 72.34 %
= = 94
RESULT OF THE STUDENTS’ ACTIVENESS IN CYCLE II
Students Ist Meeting 2nd Meeting 3th Meeting 4th Meeting
4 3 2 1 4 3 2 1 4 3 2 1 4 3 2 1 AA 4 0 0 0 0 3 0 0 0 3 0 0 4 0 0 0 ANF 0 3 0 0 4 0 0 0 0 3 0 0 0 3 0 0 AOH 0 3 0 0 0 3 0 0 0 3 0 0 0 3 0 0 ASP 0 3 0 0 4 0 0 0 0 3 0 0 0 3 0 0 AR.HR 0 0 2 0 0 3 0 0 4 0 0 0 0 3 0 0 AMP 0 0 2 0 0 3 0 0 0 3 0 0 4 0 0 0 DRJ 0 0 2 0 0 3 0 0 0 3 0 0 0 3 0 0 FA 4 0 0 0 4 0 0 0 4 0 0 0 0 3 0 0 HK 0 0 2 0 0 3 0 0 0 3 0 0 0 0 2 0 HWA 0 0 2 0 0 0 0 1 0 0 2 0 0 3 0 0 HSW 0 0 0 1 0 0 2 0 0 0 2 0 0 3 0 0 HAN 0 3 0 0 0 3 0 0 0 3 0 0 0 3 0 0 HH 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 IH 0 0 2 0 0 3 0 0 4 0 0 0 0 3 0 0 II 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 I 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 MH 0 3 0 0 0 3 0 0 0 0 2 0 0 0 2 0 S-1MSP 4 0 0 0 0 3 0 0 0 3 0 0 4 0 0 0 M 0 3 0 0 4 0 0 0 0 3 0 0 0 3 0 0 MMP 0 3 0 0 0 3 0 0 0 3 0 0 0 3 0 0 MM 0 3 0 0 4 0 0 0 0 3 0 0 0 3 0 0 MAS 0 0 2 0 0 3 0 0 4 0 0 0 0 3 0 0 MM 0 0 2 0 0 3 0 0 0 3 0 0 4 0 0 0 NI 0 0 2 0 0 3 0 0 0 3 0 0 0 3 0 0 N 4 0 0 0 4 0 0 0 4 0 0 0 0 3 0 0 NM 0 0 2 0 0 3 0 0 0 3 0 0 0 0 2 0 N 0 0 2 0 0 0 0 1 0 0 2 0 0 3 0 0 N 0 0 0 1 0 0 2 0 0 0 2 0 0 3 0 0 NF 0 3 0 0 0 3 0 0 0 3 0 0 0 3 0 0 NFMSKP 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 NI 0 0 2 0 0 3 0 0 4 0 0 0 0 3 0 0 NMM 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 NN 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 PLS 0 3 0 0 0 3 0 0 0 0 2 0 0 0 2 0 AN 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 RS 0 0 2 0 0 3 0 0 0 3 0 0 0 3 0 0 RMH 0 3 0 0 0 0 2 0 0 0 2 0 0 3 0 0 R 0 0 2 0 0 0 0 1 0 0 2 0 0 3 0 0 95
RAP 4 0 0 0 0 0 2 0 0 3 0 0 4 0 0 0 R 0 3 0 0 0 0 2 0 0 0 2 0 0 3 0 0 SR 0 3 0 0 4 0 0 0 0 3 0 0 0 3 0 0 SPP 0 0 0 1 4 0 0 0 4 0 0 0 4 0 0 0 SNI 4 0 0 0 0 3 0 0 4 0 0 0 4 0 0 0 UHS 0 0 2 0 0 3 0 0 0 3 0 0 0 0 2 0 YH 4 0 0 0 4 0 0 0 4 0 0 0 4 0 0 0 MIL 0 3 0 0 0 0 2 0 0 3 0 0 0 0 2 0 AYP 0 3 0 0 0 3 0 0 0 3 0 0 0 3 0 0 14 15 15 3 16 22 6 3 16 22 9 0 15 26 6 0 Sum F 56 45 30 3 64 66 12 3 64 66 18 0 60 78 12 0 P 71.27 77.12 78.72 79.78 N 47
Percentage of the Students’ Activeness in Cycle II
c. The First Meeting c. The Third Meeting
P P
= 100 % = 100 % P P
= 100 % = 100 % P 71.27 % P 78.72 %
= = d. The Second Meeting d. The Fourth Meeting
P P
= 100 % = 100 % P P
= 100 % = 100 % P 77.12 % P 79.78 %
= = 96
Note:
4 = Sangat Aktif F = Frequency
3 = Aktif P = Percentage
2 = Kurang Aktif N = Sum of Subject
1 = Tidak Aktif 86
APPENDIX F
THE RESULT OF THE STUDENTS’ READING DIAGNOSTIC-TEST OF MA (Madrasah Aliyah) Al-Hikma Mamuju Utara.
Literal Comprehension
Highest Main Highest Supporting Mean Score Sample Score (12) idea Score (16) Details AA 6 5 8 5 5 ANF 3 2.5 8 5 3.75 AOH 4.5 3.75 4 2.5 3.12 ASP 6 5 8 5 5 AR.HR 7.5 6.25 4 2.5 4.15 AMP 10.5 8.75 8 5 6.57 DRJ 3 2.5 8 5 3.75 FA 7.5 6.25 8 5 5.62 HK 6 5 8 5 10 HWA 6 5 10 6.25 5.62 HSW 3 2.5 8 5 3.75 HAN 9 7.5 10 6.25 6.87 HH 9 7.5 8 5 6.25 IH 6 5 8 5 5 II 10.5 8.75 8 5 6.87 I 6 5 4 2.5 3.75 MH 6 5 10 6.25 5.62 S-1MSP 6 5 8 5 5 M 3 2.5 8 5 3.75 MMP 4.5 3.75 4 2.5 3.12 MM 6 5 8 5 5 MAS 7.5 6.25 4 2.5 8.75 MM 10.5 8.75 8 5 6.87 NI 3 2.5 8 5 3.75 N 7.5 6.25 8 5 5.62 NM 6 5 8 5 5 N 6 5 10 6.25 5.62 N 3 2.5 8 5 3.75 NF 9 7.5 10 6.25 6.87 NFMSKP 9 7.5 8 5 6.25 NI 6 5 8 5 5 NMM 10.5 8.75 8 5 6.87 NN 6 5 4 2.5 3.75 PLS 6 5 10 6.25 5.62 AN 3 2.5 12 7.5 5 87
RS 6 5 12 7.5 6.25 RMH 6 5 4 2.5 3.75 R 9 7.5 10 6.25 6.87 RAP 6 5 4 2.5 3.75 R 6 5 8 5 5 SR 9 7.5 8 5 6.25 SPP 7.5 6.25 12 7.5 6.87 SNI 6 5 12 7.5 6.25 UHS 4.5 3.75 8 5 4.37 YH 3 2.5 8 5 3.75 MIL 7.5 6.25 10 6.25 6.25 AYP 6 5 4 2.5 3.75 ∑X 248.75 232.5 249.39 X 5,29 4.94 5.11
THE MEAN SCORE FOR D-TEST
Literal Comprehension
Main Idea
X = = = 5.29 ∑ . Supporting Details
X = = = 4.94 ∑ . Note :
X : Mean Score
∑x : total Score
N : Number of Students 88
THE RESULT OF THE STUDENTS’ READING TEST OF CYCLE I OF MA (Madrasah Aliyah) Al-Hikma Mamuju Utara.
Sample Literal Comprehension Mean Score
Highest Main Idea Highest Supporting Score score (16) Details (12) AA 8 6.6 12 7.5 7.05 ANF 8 6.6 12 7.5 7.05 AOH 8 6.6 10 6.25 6.42 ASP 10 8.33 12 7.5 7.91 AR.HR 6 5 10 6.25 5.62 AMP 10 8.33 10 6.25 7.91 DRJ 8 6.6 12 7.5 7.05 FA 10 8.33 12 7.5 7.91 HK 8 6.6 10 6.25 6.42 HWA 6 5 10 6.25 5.62 HSW 8 6.6 12 7.5 7.05 HAN 8 6.6 12 7.5 7.05 HH 8 5 10 6.25 5.62 IH 8 6.6 12 7.5 6.42 II 10 8.33 12 7.5 7.91 I 10 8.33 10 6.25 7.29 MH 8 6.6 10 6.25 6.42 S-1MSP 10 8.33 12 7.5 7.91 M 8 6.6 12 7.5 7.05 MMP 6 5 10 6.25 5.62 MM 6 5 12 7.5 6.25 MAS 8 6.6 10 6.25 6.42 MM 6 5 10 6.25 5.62 NI 6 5 10 6.25 5.62 N 8 6.6 12 7.5 7.05 NM 10 8.33 12 7.5 7.91 N 8 6.6 10 6.25 6.42 N 10 8.33 8 5 6.66 NF 6 5 10 6.25 5.62 NFMSKP 10 8.33 10 6.25 7.29 NI 8 6.6 12 7.5 7.05 NMM 10 8.33 12 7.5 7.91 NN 10 8.33 10 6.25 7.29 PLS 8 6.6 10 6.25 6.42 89
AN 10 8.33 12 7.5 7.91 RS 8 6.6 12 7.5 7.05 RMH 6 5 10 6.25 5.62 R 6 5 12 7.5 6.25 RAP 8 6.6 10 6.25 6.42 R 6 5 10 6.25 5.62 SR 6 5 10 6.25 5.62 SPP 8 6.6 12 7.5 7.05 SNI 10 8.33 12 7.5 7.91 UHS 8 6.6 10 6.25 6.42 YH 10 8.33 8 5 6.66 MIL 6 5 10 6.25 5.62 AYP 10 8.33 10 6.25 7.29 ∑X 316.82 323.75 316.27 X 6.74 6.88 6.81
THE MEAN SCORE IN CYCLE I
Literal Comprehension
Main Idea
X = = = 6,74 ∑ . Supporting idea
X = = = 6.88 ∑ . Note :
X : Mean Score
∑x : total Score
N : Number of Student 90
THE RESULT OF THE STUDENTS’ READING TESS OF CYCLE II OF MA (Madrasah Aliyah) Al-Hikma Mamuju Utara.
Sample Literal Comprehension Mean Score
Highest Main Idea Highest Supporting score score (16) details (12) AA 10.5 8.75 12 7.5 8.12 ANF 10.5 8.75 14 8.75 8.75 AOH 9 7.5 10 6.25 6.87 ASP 10.5 8.75 14 8.75 8.75 AR.HR 9 7.5 12 7.5 7.5 AMP 9 7.5 12 7.5 7.5 DRJ 10.5 8.75 14 8.75 8.75 FA 10.5 8.75 14 8.75 8.75 HK 9 7.5 12 7.5 7.5 HWA 7.5 6.25 10 6.25 6.25 HSW 9 7.5 10 6.25 6.87 HAN 9 7.5 14 8.75 8.12 HH 10.5 8.75 12 7.5 8.12 IH 9 7.5 10 6.25 6.87 II 10.5 8.75 14 8.75 8.75 I 10.5 8.75 14 8.75 8.75 MH 7.5 6.25 12 7.5 6.87 S-1MSP 10.5 8.75 12 7.5 8.12 M 9 7.5 14 8.75 8.12 MMP 7.5 6.25 14 8.75 7.5 MM 9 7.5 14 8.75 8.12 MAS 7.5 6.25 14 8.75 7.5 MM 9 7.5 12 7.5 7.5 NI 9 7.5 12 7.5 7.5 N 9 7.5 14 8.75 8.12 NM 9 7.5 12 7.5 7.5 N 9 7.5 12 7.5 7.5 N 10.5 8.75 12 7.5 8.12 NF 9 7.5 14 8.75 8.12 NFMSKP 10.5 8.75 12 7.5 8.12 NI 9 7.5 10 6.25 6.87 NMM 10.5 8.75 14 8.75 8.75 NN 10.5 8.75 14 8.75 8.75 PLS 7.5 6.25 12 7.5 6.87 AN 10.5 8.75 12 7.5 8.12 RS 9 7.5 14 8.75 8.12 91
RMH 7.5 6.25 14 8.75 7.5 R 9 7.5 14 8.75 8.12 RAP 7.5 6.25 14 8.75 7.5 R 9 7.5 12 7.5 7.5 SR 9 7.5 12 7.5 7.5 SPP 9 7.5 14 8.75 8.12 SNI 9 7.5 12 7.5 7.5 UHS 9 7.5 12 7.5 7.5 YH 10.5 8.75 12 7.5 8.12 MIL 9 7.5 14 8.75 8.12 AYP 10.5 8.75 12 7.5 8.12 ∑X 368.75 367.5 368.01 X 7.84 7.81 7.82 THE MEAN SCORE IN CYCLE II
Literal Comprehension
Main Idea
X = = = 7.84 ∑ . Supporting idea
X = = = 7,81 ∑ . Note :
X : Mean Score
∑x : total Score
N : Number of Student 97
APPENDIX G 98
CURICULUM VITAE
ANDI ZULHIJRIANI was the second child of Andi
Muhammad Safar and Sumarni. She was born on July 1st
1991 Kabupaten Bone. She has one sister and one brother.
She lives in Desa Karave, Kecamatan Bulu Taba, Kabupaten
Mamuju Utara. She finished her study at Elementary School Inpres Karave in
2004, at Junior High School 4 Pasangkayu in 2007, at Senior High School 3
Pasangkayu in 2010. She registered as a student of Muhammadiyah University of
Makassar in English Education Department.
She participated actively in some organizations such as: When she was
Senior High School, she was active in OSIS and member of PMR, and when she was at collegge he was actively in some meeting clubs in Front Fort Rotherdam and join in UKM Seni Budaya Talas.