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(A Classroom Action Research at The tenth Grade of SMK KP Baros Arjasari in the
Academic Year of 2018/2019)
By
Riki Mulyana
18020815710053
2. Research Purpose
According to the research question above, the purpose of this research is to
investigate how Collaborative Strategic Reading can improve students' reading
comprehension.
3. Research Benefit
The benefits of this research are expected to provide some advantages for
English teaching and learning process. The benefits of this research are:
1. For the teachers in the school, it was expected that the teachers could
improve their technique of reading interestingly and effectively so that the
students would enjoy the study
2. For the students as the subjects of the research, it was expected that the
students would take the advantages of the research. They could learn how
to improve their skills of reading.
B. LITERATURE REVIEW
1. Definition of Reading
Reading is a process when readers learn something from what they read and
involve it in an academic context as a part of education (Grabe, 2009: 5). In the
classroom, some teachers often use texts or books as media to deliver material of a
subject. Furthermore, the teacher asks the students to read the texts to grab
information in order that they could understand the material.
2. General Concept of Reading
Reading is useful for language acquisition, provided that students more or
less understand what they read, the more they read the better they get at it. Reading
is one of the main four skills that the students need to master in order to ensure
success in learning. According to Grabe and Stoller (2002), there are many
purposes for reading, they are:
1) Reading to search for simple information is a common reading ability through
a text either to search for a specific piece of information or to get an initial
impression of whether the text is suitable for a given purposes.
2) Reading to skim quickly is combination of strategies for guessing where
important information might be in the text, and then using basic reading
comprehension skill on those segments of the text until a general idea is
formed.
3) Reading to learn from texts is usually occurs in academic and professional
context in which a person needs to learn a considerable amount of
information from a text.
4) Reading to integrate information requires critical evaluation of the
information being read so that the reader can decide what information to
integrate and how to integrate it for reader’s goal.
5) Reading for general comprehension is the process of understanding and
constructing meaning from a piece of text connected text is any written
material involving multiple words that forms coherent thoughts.
From the explanation above, it can be concluded that reading is very important for
human being. Meaning, learning, and pleasure are the ultimate goals of learning to
read. Knowing how to read words has ultimately little value if the student is unable
to construct meaning from text.
3. Reading Comprehension
Reading comprehension is the process of constructing meaning by
coordinating a number of complex processes that include word reading, world
knowledge, and fluency. According to Hornby (1998) states that reading
comprehension is not just reading with a loudly voice but reading is established to
understand the meaning of words, sentences, and paragraph senses relationship
among the ideas. If the students just read and cannot understand the content of the
text, it means that they fail in comprehension. Furthermore, Smith and Johnson,
(1978: 56) states that reading comprehension means the understanding, evaluating,
utilizing of the information and gaining through an interaction between reader and
author. Reading comprehension is such as a kind of dialogue between an author
and reader in which the written language becomes the medium.
C. RESEARCH METHODOLOGY
1. Method
This research employs a classroom action research. Classroom action
research is defined by Kemmis (1988) as “a form of self-reflective inquiry
conducted by participants in social interaction situation (including education) in
order to improve educational practice by group or participants and by mean of
own reflection upon effect of these actions”. The research generally follows the
pattern of cycles. Each cycle consists of planning, acting, observing, and
reflection. As the name suggests the classroom action research is carried with the
purpose in mind to obtain improvement in the teaching and learning practices. In
this context teacher function not only as the teacher teaching the classroom but
also as the researching who carry out research in the classroom.
2. Design
An outlined by the classroom action research (CAR) method, the research is
designed to go according to cycles. It is planned to finish in two cycles where in
each cycle there will be several meetings, The first cycle will be held in three
meetings, one meeting for conducting the pre-test and two meetings for
conducting the teaching-learning process and posttest. The second cycle consisted
of two meetings, first meeting for conducting teaching-learning process and one
meeting for conducting the last post-test, thus it is projected to complete 5
meetings in total. With each week completing 1 meeting, so the program will
require 5 weeks to end.
3. Model
1. Research Design
The researcher used Kemmis and McTaggart‟s model in this research as
discussed in the beginning point of this chapter. There were three steps in a
cycle. They were planning, observation, and reflection.
In planning stage of the cycle concerned with teaching preparations
designed by the researcher. It includes the lesson plan containing the
instructional objectives to be achieved, the material to be taught, the teaching
media used, and the task given to the students as the evaluation of the applied
technique. It deals with making observation sheets and field note use to collect
the data during the learning teaching process as well as designing the criteria of
success used in this study.
Following this stage, in act and observe stage, the researcher will
manage the distribution of task, running the classroom activities, observing the
students' learning, and writing journals.
Finally, reflection follows action and observation. In this process, the
researcher reflects on evaluate and describe the effect of the action in order to
determine what the researcher has to do in the further cycles of action research.
REFERENCES
Arikunto, S. (2006). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT
Asdi Mahasatya