ENHANCING STUDENTS’ READING COMPREHENSION
USING QUESTION ANSWER RELATIONSHIP (QAR)
STRATEGY IN NARRATIVE TEXT
(A Classroom Action Research at the Eleventh Grade of SMA
Muhammadiyah 4 Andong in the Academic Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements
for degree of Sarjana Pendidikan (S.Pd.) English Education Department of
Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
BY:
AMIRA MUFLICHA DARAINI
113 14 036
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
i
ENHANCING STUDENTS’ READING COMPREHENSION
USING QUESTION ANSWER RELATIONSHIP (QAR)
STRATEGY IN NARRATIVE TEXT
(A Classroom Action Research at the Eleventh Grade of SMA
Muhammadiyah 4 Andong in the Academic Year of 2017/2018)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements
for degree of Sarjana Pendidikan (S.Pd.) English Education Department of
Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN)
Salatiga
BY:
AMIRA MUFLICHA DARAINI
113 14 036
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
ii
Salatiga, May 8th
2018
Hanung Triyoko, S.S., M.Hum., M.Ed.
The Attentive Counselor‟s note
Amira Muflicha Daraini
To the Dean of Teacher Training and
Education Faculty
Assalamualaikum Wr. Wb
After reading and correcting Amira Muflicha Daraini‟s graduating paper entitled
“ENHANCING STUDENTS’ READING COMPREHENSION USING
QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY IN
NARRATIVE TEXT”, I have decided and would like to propose that this paper
can be accepted by the Teacher Training and Education Faculty. I hope this paper
will be examined as soon as possible.
Wassalamualaikum Wr. Wb
Counselor
Hanung Triyoko, S.S., M.Hum., M.Ed.
NIP. 19730815 199903 1 003
iii
DECLARATION
In the name of Allah,
Hereby the researcher declares that this graduating paper is written by the
researcher herself. This paper does not contain any materials which have been
publised by other people, and it does not cite any other people‟s ideas except the
information from the references.
The researcher is capable to accounts her graduating paper if in the future it can be
proved of containing others‟ idea or in fact that the researcher imitates the others‟
graduating paper. Likewise, this declaration is written by the researcher, and she
hopes that this declaration can be understood. The researcher will also agree if the
library of IAIN Salatiga publishes this graduating paper.
This declaration is written with the full concern of the writer.
Salatiga, April 2018
The Researcher
Amira Muflicha D.
NIM 113 14 036
iv
A GRADUATING PAPER
ENHANCING STUDENTS’ READING COMPREHENSION USING
QUESTION ANSWER RELATIONSHIP STRATEGY IN NARRATIVE
TEXT (A CLASSROOM ACTION RESEARCH AT THE ELEVENTH
GRADE OF SMA MUHAMMADIYAH 4 ANDONG IN THE ACADEMIC
YEAR OF 2017/2018)
WRITTEN BY:
AMIRA MUFLICHA DARAINI
NIM. 11314036
has been brought to the board of examiners of English Education Department of
Teacher Training and Education Faculty at the State Institute for Islamic Studies
(IAIN) Salatiga on Tuesday, July 10th
2018, and hereby considered to have
completed the requirements for the degree of Sarjana Pendidikan (S.Pd) in
English Education.
Board of examiner
Head : Noor Malihah, Ph.D. :
Secretary : Hanung Triyoko, M.Ed. :
First examiner : Mashlihatul Umami, M.A. :
Second examiner : Dr. Ruwandi, M.A. :
Salatiga,
Dean
Suwardi, M.Pd.
NIP. 19670121 199903 1 002
v
MOTTO
“Everything will come to those who keep trying with determination and
patience”
-Edison-
“Do not really care about others‟ sayings, sometimes they have a mouth but not
definitely have a brain”
-Albert Einsten-
vi
DEDICATION
This graduating paper is sincerely dedicated to:
1. My beloved parents Chalim Fathul Muin, S.Ag., S.H.I. and Dra. Suratin,
S.Pd.I. who always pray, love, guide, and support me. You are my
inspiration and my everything.
2. My beloved sister Kafidah Yurisda Nice Riche, S.ST. and my beloved
brothers; Afiq Aghna Abdillah and Kholis Abdilmatin Nihaya, who
complete my life.
3. My brother-in-law Briptu Susilo and my nephew Sakha Argani Susilo.
4. My big family Bani Asmuni and Jamhari who always support my
education.
5. My almamater, IAIN Salatiga.
6. All the seekers of knowledge in the world.
vii
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
Assalamu‟alaikum Wr. Wb.
Alhamdulillahirabbil‟alamin, all praises be to Allah SWT, The Most
Gracious and The Most Merciful, The Lord of Universe. Because of Him, the
researcher could finish this graduating paper as one of the requirement for the
Degree of Sajana Pendidikan (S.Pd) in English Education Department of Teacher
Training and Education Faculty of State Institute for Islamic Studies (IAIN)
Salatiga. Peace and salutation always be given to our prophet Muhammad SAW
who has guided us from the darkness to the lightness.
However, this success would not be achieved without support, guidance,
advices, helps, and encouragements from individual and institution. The
researcher somehow realizes that an appropriate moment for her to deepest
gratitude for:
1. Mr. Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Mr. Suwardi, M. Pd. as the Dean of Teacher Training and Education Faculty.
3. Mrs. Noor Malihah, Ph. D. as the Head of English Education Department.
4. Mr. Hanung Triyoko, S.S., M. Hum., M. Ed. as the counselor who has
educated, supported, directed, and given the researcher advices, suggestions,
viii
and recommendations for this graduating paper from beginning until the end.
Thanks for your patience and care.
5. All lecturers in English Education Department of Teacher Training and
Education Faculty of State Institute of Islamic Studies (IAIN) Salatiga.
Thanks for all guidance, knowledge, support, etc.
6. Mr. Suprapto, S.Pd. the Principal of SMA Muhammadiyah 4 Andong.
7. All the teachers and staffs of SMA Muhammadiyah 4 Andong, especially
Mrs. Suciati, S.Pd. and all students of XI-Science class.
8. My fabulous friends in International Class Program (ICP) batch 2014 who
always give the unforgettable moments.
9. Someone special who always supports and prays me in every single part of
my life.
10. My family in Islamic boarding house of Darussalam Kacangan, Andong,
Boyolali and API Al-Riyadloh Kesongo, Tuntang, Semarang. Thanks for
your praying and support.
Salatiga, April 2018
The Researcher
Amira Muflicha D.
113 14 036
ix
ABSTRACT
Daraini, Amira Muflicha. 2018. Enhancing Students‟ Reading Comprehension
Using Question Answer Relationship (QAR) Strategy in Narrative Text
(A Classroom Action Research at the Eleventh Grade of SMA
Muhammadiyah 4 Andong in the Academic Year of 2017/2018). A
Graduating Paper. English Education Department. Teacher Training
and Education Faculty. State Institue for Islamic Studies Salatiga.
Counselor: Hanung Triyoko, S.S, M. Hum, M. Ed.
This research was aimed to enhance the students‟ reading comprehension
using QAR strategy. Thus research answered two questions (1) How is the
implementation of using Question Answer Relationship (QAR) to enhance the
students‟ reading comprehension in the narrative text at the eleventh grade of
SMA MUHAMMADIYAH 4 ANDONG in the academic year of 2017/2018? (2)
How is the result of the use of Question-Answer Relationship (QAR) strategy in
the narrative text at the eleventh grade of SMA MUHAMMADIYAH 4 Andong
in the academic year of 2017/2018?
The research design of this research was Classroom Action Research. It
was conducted in two cycles. Each cycle consisted of planning, action,
observation, and reflection. From the study, the researcher could conclude that the
implementation of the study improved from cycle 1 and cycle 2.
From the research, the researcher could conclude that the implementation
of the study improved from cycle 1 and cycle 2. The enhancement of the study
was showed when the researcher conducted cycle 2. The result of the t-test of
cycle 2 was 2.99. The passing grade was 75 and the target of the passing grade
was 85%. The outcome of the post of cycle 2 was 91.30% from the students. The
target of cycle 2 was achieved, so the researcher stopped the study. It means that
the classroom action research by using QAR strategy is able to enhance the
students‟ reading comprehension.
Keywords: Reading Comprehension, Question Answer Relationshp (QAR)
Strategy, Narrative text.
x
TABLE OF CONTENTS
TITLE ...................................................................................................................... i
ATTENTIVE COUNSELOR‟S NOTE .................................................................. ii
DECLARATION ................................................................................................... iii
CERTIFICATION PAGE ...................................................................................... iv
MOTTO .................................................................................................................. v
DEDICATION ....................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... vii
ABSTRACT ........................................................................................................... ix
TABLE OF CONTENTS ........................................................................................ x
LIST OF TABLES AND FIGURES .................................................................... xiii
CHAPTER I INTRODUCTION
Background of the Research ................................................................................ 1
A. Problem Formulations ................................................................................. 5
B. Objectives of the Research .......................................................................... 5
C. The Significance of the Research ................................................................ 6
D. Hypothesis and Success Indicator ............................................................... 7
E. Research Methodology ................................................................................ 7
1. Research Design 7
2. Research Subject 9
3. Research Steps 9
4. Technique of Collecting Data and Research Instrument 10
5. Data Analysis 14
xi
F. Graduating Paper Organization ................................................................... 17
CHAPTER II THEORETICAL FRAMEWORK
A. Review of Previous Researchs ................................................................... 19
B. The Concept of Reading Comprehension .................................................. 22
1. Definition of Reading Comprehension 23
2. Aspects of Reading Comprehension 26
3. The Indicators of Students' Successful in Reading
Comprehension 29
C. The Teaching of Reading ........................................................................... 32
1. The Principles of Teaching Reading 32
2. The Activities in Teaching Reading 35
D. Concept of Question Answer Relation Strategy ........................................ 37
1. Definition of Question Answer Relation Strategy 37
2. The Types of Question Answer Relation Strategy 39
E. Procedures for Teaching Reading Using QAR Strategy ............................ 43
1. Pre-Reading Activities 44
2. While Reading Activities 44
3. Post Reading Activities 46
F. Concept of Narrative Text .......................................................................... 46
1. Definition of Narrative Text 46
2. The Characteristics of Narratives Text 47
3. The Purpose of Narrative Text 47
4. Kinds of Narrative Text 48
5. Generic Structure of Narrative Text 50
xii
CHAPTER III RESEARCH IMPLEMENTATION
A. Description of Teaching and Learning Process in Cycle I ......................... 52
B. Description of Teaching and Learning Process in Cycle II ....................... 54
CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS
A. Research Finding 56
B. Discussions 88
CHAPTER V CLOSURE
A. Conclusions ................................................................................................ 92
B. Suggestions ................................................................................................ 93
REFERENCES
APPENDIXES
.
xiii
LIST OF TABLES AND FIGURES
Figure 1.1 The Scheme Based on Kemmis and McTaggart in (McNiff, 2002: 58) .... 7
Table 1.1 Research Schedule ....................................................................................... 9
Table 1.2 Student‟s Observation Sheet ...................................................................... 11
Table 1.3 Teacher‟s Observation Sheet .................................................................... 11
Table 2.1 QAR Framework to Frame Question-Asking during Reading Cycle ....... 42
Table 4.1 Teacher‟s Observational Sheet of Cycle 1 ............................................... 62
Table 4.2 Students‟ Observational Checklist of Cycle 1 ........................................... 64
Table 4.3 The Result of Pre-Test and Post-Test of Cycle 1 ...................................... 67
Table 4.4 Count of Passing Grade of the Pre-test and Post-test in the Cycle 1 ......... 69
Table 4.5 Teacher‟s Observational Sheet of Cycle 2 ................................................ 77
Table 4.6 Students‟ Observational Checklist of Cycle 2 ........................................... 80
Table 4.7 The Result of Pre-test and Post-test of Cycle 2 ......................................... 82
Table 4.8 Count of Passing Grade of The Pre-Test and Post-Test in The Cycle 2 ... 84
Table 4.9 Data Analysis............................................................................................. 90
1
CHAPTER I
INTRODUCTION
A. Background of the Research
Teaching and learning are the activities that can be complex and
need to be noticed. Teaching can be said as a work art activity because
teaching needs good preparation. Learning involves the activities of
students which encourage using their prior or background knowledge.
Students must discover great value about what is being learnt and have the
motivation to solve the problem (Slavin, 2000: 218). Students at different
level have some significant problems because there is no instruction to
stimulate the students to create a question so that they can comprehend the
text.
In English teaching and learning, there are four skills which are
very important for English learners. The for skills are reading, speaking,
listening, and writing. Reading and listening are called receptive skill
while speaking and writing are a productive one. As one of the four
language skills, reading is the most important skill in mastering English. It
is important to enhance students‟ reading ability to access much
information when they face written English or when they want to learn
about English literature in written form. We have to master reading skill in
order to understand what is said in the book so that it will facilitate
students to comprehend texts and then be able to answer comprehension
2
questions properly in many kinds of reading tests. Dallman (1982) also
says that reading is more than knowing what each letter of alphabet stands
for, reading involves more than word recognition; that comprehension is
an essential of reading that without comprehension no reading takes place.
It means that comprehension is the soul of reading.
To enhance students‟ reading comprehension, there are several
ways that can be used. A teacher can apply some methods, techniques, or
strategies to make students‟ reading comprehension better than before. The
teacher can also choose an appropriate method, technique, or strategy that
should be applied to teach reading to the students which is suitable for the
reading test used. Producing and preparing a question can be very difficult
especially if the students do not have a strategy which assists to modify it.
In contrary, answering the question itself needs little or much effort to be
solved. Based on the types, there are explicit and implicit questions.
Students must have a strategy to recover the problem while reading and
answer the questions based on the text given. One of the reading
comprehension strategies that the writer discusses is Question-Answer
Relationship (QAR) which deal with the question. Students can use the
following QAR question types to analyze and answer questions.
Question-Answer Relationship (QAR) strategy is a method which
is designed for a deliberate and common way of thinking and talking about
effective sources of information when answering questions in which QAR
is a during reading strategy that improves comprehension. This strategy
3
teaches students that all questions are not alike and that knowing how to
identify the types of questions will help them answer the questions in
which this strategy presents a three-way relationship between questions,
text content, and reader knowledge (Raphael, 1986).
One of the texts which the researcher would concentrate on is
narrative text. The text is taught by the teacher in eleventh grade. The
narrative text is a text which tells a story and, in doing so, amuses or
informs the reader or listener (Mark, 1997:8). The narrative text‟s structure
consists of orientation, complication, the sequence of events, resolution,
and coda/moral value. Raphael (1986) said that QAR strategy is to help
students and teachers start to share the information through creating the
relationship between question and answer so that they know how questions
are designed. QAR (Raphael, 1986) also provides a basis for teaching
three comprehension strategies: locating information; showing text
structures and how the information is organized; and determining when an
inference or reading between the lines is required.
The success indicator of reading comprehension according to
Wolley (2011: 15) is to gain an overall understanding of what is described
in the text rather than to obtain meaning from isolated words or sentences,
reading comprehension may be appear to be both simple and obvious.
Snow (2002: 11) are informed by a vision of proficient readers who are
capable of acquiring new knowledge and understanding new concepts, are
4
capable to apply textual information appropriately, and are capable of
being engaged in the reading process and reflecting on what is being read.
According to the obtained information from English teacher Mrs.
Suciati, S.Pd. at the eleventh grade of SMA Muhammadiyah 4 Andong,
the students experience the difficulty in identifying both explicit and
implicit information. They are also hard to get the main idea of the text
instead of moral value. Besides that, some teachers still use a conventional
way to teach English especially reading that the students did not really
understand, and then, got bored easily when they faced reading texts. The
students had lacked of mastering English skills, especially in reading.
They did not have interest in reading English texts which could make them
difficult to understand the meaning of texts they read, then they faced
some difficulties in answering comprehension questions of the reading
test. They put assumption in their mind that English was a difficult subject
to study and the language would make them confused.
The researcher would like to conduct research in SMA
Muhammadiyah 4 Andong which has not been implemented Question-
Answer Relationship (QAR) strategy yet to solve these problems.
However, while learning narrative text in SMA Muhammadiyah 4
Andong, the students often feel that it is difficult to answer the questions
based on the text and by using Question-Answer Relationship (QAR)
strategy the students will be able to answer the questions well.
5
By the considerations stated above, the writer would like to
conduct action research entitled “ENHANCING STUDENTS’
READING COMPREHENSION USING QUESTION ANSWER
RELATIONSHIP (QAR) STRATEGY IN NARRATIVE TEXT (A
CLASSROOM ACTION RESEARCH AT THE ELEVENTH
GRADE OF SMA MUHAMMADIYAH 4 ANDONG IN THE
ACADEMIC YEAR OF 2017/2018)”.
B. Problem Formulations
The problem of this research can be stated as follows:
1. How is the implementation of using Question Answer Relationship
(QAR) to enhance the students‟ reading comprehension in the
narrative text at the eleventh grade of SMA MUHAMMADIYAH 4
ANDONG in the academic year of 2017/2018?
2. How is the result of the use of Question-Answer Relationship (QAR)
strategy in the narrative text at the eleventh grade of SMA
MUHAMMADIYAH 4 Andong in the academic year of 2017/2018?
C. Objectives of the Research
In line with the formulation of the problem of research above, the
objectives of the research are:
1. To find out the implementation of using QAR strategy to enhance the
students‟ reading comprehension in the narrative text at the eleventh
grade of SMA MUHAMMADIYAH 4 ANDONG in the academic
year of 2017/2018.
6
2. To know the result of the use of Question-Answer Relationship
(QAR) strategy in the narrative text at the eleventh grade of SMA
MUHAMMADIYAH 4 Andong in the academic year of 2017/2018.
D. The Significance of the Research
The use of the research are as follows:
1. Theoretically, it is expected that the finding of this research can
support and complete the previous theories related to improving
students‟ reading comprehension through Question-Answer
Relationship strategy.
2. In practice, the researcher expects that the finding of this research can
be useful for:
a. Teacher
QAR strategy can be used as a new strategy and information in
learning and teach English to enhance students‟ reading
comprehension, especially in answering the comprehension
questions concerning five aspects of reading comprehension.
b. Student
It can be used as a new way to give more opportunities in
enhancing students‟ reading comprehension in which the students
can find the answer related to the text without wasting too much
time because they know the good way to find the answers in the
text and they become more active in the class.
7
E. Hypothesis and Success Indicator
By conducting this research, the researcher proposes a hypothesis:
Using QAR Strategy in English subject can enhance the students‟ reading
comprehension in the narrative text at the eleventh grade of SMA
Muhammadiyah 4 Andong in the academic year of 2017/2018.
The success indicator of this research is taken from the passing grade
(KKM) of English lesson in SMA Muhammadiyah 4 Andong. The passing
grade is 75 and the target for the passing grade is 85%.
F. Research Methodology
1. Research Design
This Research is Classroom Action Research. Wiriaatmadja (2005:
13) explains that Classroom Action Research is a method how a group
of teachers can organize their teaching-learning condition and learn
from their own experience. They can try an idea as reparation in their
teaching-learning process, and look the real effect of those efforts.
Figure 1.1 The Scheme Based on Kemmis and McTaggart (in McNiff, 2002: 58)
8
The researcher used the scheme based on Kemmis and Taggart
1988 (in McNiff, 2002: 58). There are some steps in Classroom Action
Research (CAR), and those are Planning, Action, Observation, and
Reflection. These steps will happen for each cycle, they are useful to
make the research systematic. The steps in every cycle are as follows:
a. Planning
The activities in the planning are as follow:
1) Preparing the English syllabus, making a lesson plan, materials,
and designing the steps in doing the action.
2) Preparing teaching aids (e.g students‟ worksheets and video
about narrative and Question-Answer Relationship).
3) Preparing observation sheet.
4) Preparing two tests; pre-rest and post-test.
b. Acting
1) Giving narrative text pre-test.
2) Delivering the material.
3) Giving opportunity to the students by asking the difficulties or
problems.
4) Giving feedback.
5) Giving post-test.
c. Observation
1) Observing the students‟ attention and all the activities on the
learning process.
9
2) Observing the teacher‟s activities.
d. Reflection
1) Analyzing the data of the cycle.
2) The teacher and the researcher will discuss the result of the
cycle.
3) Make a conclusion of the cycle 1.
4) The next cycle can be decided or designed.
2. Research Subject
This research was conducted at the eleventh grade of SMA
Muhammdiyah 4 Andong, in the academic year 2017/2018. The
eleventh grades consisted of two class groups, but the writer took one
class group, XI IPA. The number of the participants were 23 students.
They were 18 girls and 5 boys. It can be seen on the appendix.
3. Research Steps
In conducting the research, the researcher carried out the steps
which summarized in the following research schedule. The research
schedule is shown below:
Table 1.1 Research Schedule
No Activities Time Allocation
1 Preparing the research proposal December
2 Doing cycle March
3 Doing observation March
4 Analysis data April
10
5 Writing research result April
6 Continuing writing the graduating paper April
4. Technique of Collecting Data and Research Instrument
Arikunto (2014: 265) explains that there are some methods of
collecting data. There are a questionnaire, test, observation, interview,
and documentation. In order to collect data, the researcher uses three of
them by using documentation, observation, and test as an instrument.
a. Observation
According to Kothari (2004: 96), observation is the most
commonly used to observe the students‟ activities in teaching and
learning process. This way is used to monitor and record the
students‟ enhancement during the lesson. In the students‟
observation sheet, there are four aspects as the focuses of the
observation. Those are paying attention, activeness in asking the
question, activeness in responding question, and enthusiasm in
doing the test. In this way, the researcher gives point in each aspect
based on the situation of students. The table below show the table
of observation sheet as follows:
11
Table 1.2 Students’ Observation Sheet
No
Nam
e of
Stu
den
t
Payin
g a
tten
tion
Act
iven
ess
in
ask
ing q
ues
tion
Act
iven
ess
in
resp
on
din
g
qu
esti
on
enth
usi
asm
in
doin
g t
est
Note
Moreover, the teacher‟s observation sheet was also used by
the researcher to know the teacher‟s activities during the teaching
and learning process. It could be seen in the table below:
Table 1.3 Teacher’s Observation Sheet
No Activities Yes No Note
1 Greeting students before the lesson
begin
2 Praying before the lesson begins
3 Checking the student‟s attendance
list
4 Asking the students‟ condition and
their readiness
5 Giving icebreaker
12
6 Telling the purposes of learning
7 Asking the related material to the
student
8 Reminding previous material
9 Helping students to remind their
experiences that related to the
material
10 Giving an explanation of the
material
11 Giving opportunity for asking
questions and suggestions
12 Clarifying and explaining the
students‟ questions
13 Guiding the student‟s activity
14 Giving feedbacks after the lesson
15 Helping students to conclude the
lesson
16 Informing next materials for next
meeting
17 Giving motivations for students
18 Praying and closing the lesson
13
b. Test
In this research, the researcher used a written test. There
would be two tests. They were pre-test and post-test.
A pre-test was required to find out student‟s basic ability in
reading comprehension of narrative text. The test would be a
selected-response test in form of multiple choices with five
alternatives in which the students should select the correct answer
between five alternatives by putting a cross mark (X). The number
of the test would be 25 items of multiple choices and the time
given for the students to do this test would be 35 minutes. The aim
of this test was to know the competence of the student reading
ability before the strategy was conducted.
Post-test would be given after the students have received
the treatments. The number of the test would be 25 items of
multiple choices with five alternatives A, B, C, D, and E. The time
given for the students to do this test was 35 minutes. The aim of
this test was to find out whether there would be a significant
difference in students‟ reading comprehension before the students
were taught by QAR strategy and after the students received the
treatments.
c. Documentation
“Students work is one of the richest sources of qualitative
data. Any assignment or activity that involves a student creating a
14
document becomes a potential data source. We use the term
document here is a very general sense; a document is any work
product” (Pelton, 2010: 30).
The documentation will also use a camera to take a photo
during teaching and learning process.
5. Data Analysis
After collecting the data, the next step of this research was analyzing
the data. Analysis means categorizing, ordering, manipulating, and
summarizing the data obtained to answer the research questions
(Kerlinger, 1978). There are two ways to analyze the data, as follows:
1. Qualitative Data
According to Kothari (2004: 3), qualitative research is used
to know the students‟ behavior and students‟ activities while
teaching-learning process. For example, the researcher is able to
use observation and documentation.
2. Quantitative Data
Kothari (2004: 3) states that quantitative research is used to
summarize data using numbers, it is based on the measurement of
quantity or amount. The formula is as follow:
a. Mean
The data which was gotten need to be calculated or
processed, it usually used a central tendency. A central
tendency is a single measurement which tries to describe a data
15
of set the data itself. The measures of central tendency that
commonly used are the mean, median, and mode. But in this
research which is used the mean as a measurement. The mean
is often called the average, it is the sum of all the respondent‟s
score with the total number of the respondents‟ score (Shafer
and Zhang, 2012: 38).
XM
N
Notes:
M : Mean of the students‟ score
∑X : the sum of students‟ score
N : Total number of the students
b. Calculation Mean of Difference
DMD
N
Notes:
M D : Mean of Difference
∑ D : Total Difference between pre-test and post-test
c. SD (Standard Deviation)
Standard deviation is a statistic that tells you how tightly all
the various examples are clustered around the mean in a set of
data Standard deviation is usually used to know the
16
enhancement score between pre-test and post-test (Shafer and
Zhang, 2012: 59).
22
D
D DSD
N N
Notes:
SD : Deviation Standard for one sample t-test
D : Different between pre-test post-test
N : Number of observation in the sample
d. T-test
After calculating the Standard Deviation (SD), the
researcher used a t-test to be able to know is there any
significant enhancement or not between pre-test and post-test.
Before calculating the t-test, the researcher calculated the
Standard Error. The formula is:
1
DMD
SDSE
N
Notes:
S E MD : Standard error of mean ef difference
S DD : The difference of standard deviation
N : The total number of the students
Then the researcher calculated the t-test by using this
following formula:
17
MD
MDo
SE
T
Notes:
TO : T-test for the differences of pre-test and post-test
MD : Mean of difference
S E MD : Standard error of mean ef difference
d.b. : N – 1
G. Graduating Paper Organization
In this section, the researcher would like to discuss some terms in
chapter I into chapter V as follows:
The first chapter is Introduction, which consists of the background
of the research, the problem formulations, the objectives of the research,
the uses of research, the hypothesis, the research methodology, and
organization of graduating paper. The second chapter presents a review of
previous studies and related theory. The related theory exists the concept
of reading comprehension, the teaching of reading, the concept of QAR
Strategy, the procedures of QAR strategy, and the concept of narrative
text. The third chapter discusses research implementation which consists
of a description of teaching and learning in each cycle. The fourth chapter
is about findings and discussions. In this chapter, the researcher described
the result of each cycle and its analysis. In the fifth chapter, the researcher
states the summary of a research which includes of conclusion and
18
suggestion. For the last part of this graduating paper, the researcher gives
bibliography and appendixes.
19
CHAPTER II
THEORETICAL FRAMEWORK
This chapter deals with several concepts of this research as for how
the research is conducted and how the researcher will formulate the
assumption from her own research at the end. This chapter will explain
review of previous studies related to QAR strategy, the concept of reading
comprehension, an aspect in reading comprehension, the teaching of
reading, concept of QAR strategy, procedures of teaching reading using
QAR strategy, and the last is the concept of narrative text.
A. Review of Previous Researchs
The Question-Answer Relationships (QAR) strategy was
developed by Taffy Raphael (Raphael et al, 2006: 8). It was used to help
reading students learn how to decipher what types of questions they were
being asked, and where to look for answers. It is believed that this strategy
can improve students‟ reading achievement especially in answering
comprehension questions related to the text. There have been several
studies of using QAR strategy in improving students‟ reading achievement
that has been conducted in various areas.
Peng et al. (2007) conducted a research in a Singapore which was
carried out to Primary 6 pupils with 23 boys and 21 girls that focused on
finding whether the explicit teaching of QAR could improve students‟
performance in the open-ended comprehension questions and in the
20
higher-order open-ended comprehension questions. From the research, the
findings showed that students taught by the QAR strategy showed some
improvement in their reading comprehension test scores after intervention
compared to the control group. It was proved by the mean of experimental
group and control group. At the first research, the mean of the
experimental group was 12.76 while the control group was 11.48. After
the treatment given, the experimental group demonstrated better
comprehension in all types of questions than the control group in which
the greatest improvement was on the “Think and Search” questions. In
addition, the qualitative data analysis also showed that more than half
students taught by QAR strategy felt more confident about answering
comprehension questions after learning the strategy.
In spite of Peng et al.‟s research, Agustina (2012) conducted a
classroom action research about QAR strategy for the first grade of senior
high school, that is, in SMA Negeri 8 Bandar Lampung. This research
proved that QAR strategy can be used to improve the students‟ reading
comprehension. It could be seen from the reading test scores earned by
students after being taught by QAR strategy through three cycles
conducted in this research. At the first cycle, only 29% of students
exceeded the passing grade, then in the second cycle, it increased to
64.51% of students who achieved the passing grade and in the last cycle,
83.87% of students passed the passing grade. In teaching learning process,
Agustina also found that students gave positive response through the
21
implementation of QAR strategy in which their response changed to be
better and they became more active and started to enjoy learning using
QAR from the cycle 1 to cycle 3. Moreover, she also found that the
students mostly had a problem in finding the main idea, specific
information, and vocabulary in learning reading.
Then, the other research is conducted by the previous student of
State Institue of Islamic Studies (STAIN) Salatiga, Laelasari (2013). The
title was THE USE OF STUDENTS TEAM ACHIEVEMENT DIVISION
(STAD) TO IMPROVE READING COMPREHENSION. It was written
by Any Laelasari. She analyzed there are three problems with her research.
The first concerns about the implementation of STAD, the second is
finding whether STAD improves the students‟ reading comprehension or
not, and the last concerns with the result of student reading comprehension
after using STAD method. Then, she got three conclusions. The first is
STAD strategy can enhance students‟ interest in learning English
especially reading, the second is the students‟ reading comprehension of
the second year students of MA AL Manar Tengaran in the academic year
of 2012/2013 can improve through STAD strategy, and the last is there is
significant influences of using STAD strategy to improve students‟
reading comprehension.
Last but not least, there was a graduating paper entitled THE
EFFECTIVENESS OF CIRC AND PQ4R METHODS TO IMPROVE
STUDENTS‟ READING COMPREHENSION IN THE 10TH GRADE
22
OF SMK N 3 SALATIGA IN THE ACADEMIC YEAR OF 2014/2015 by
Fitri Ariyani (2015). She did a classroom action research. The difference
between the students‟ pre-test and post-test means taught by CIRC method
was 18.66 and the difference between the students‟ pre-test and post-test
means taught by PQ4R method was 11.6. Therefore, in this thesis, she
knew that CIRC and PQ4R methods are different because the mean of
CIRC method is higher than the mean of the PQ4R method. Moreover, she
also found that CIRC method is very significant than PQ4R method
because the significant difference between t-test and t-table of CIRC
method is higher than PQ4R method.
In short, compared to the previous studies above, this research has
the difference from the previous ones such as the subject of the research in
which researcher examines QAR strategy for Muhammadiyah public
school students since there is no research that has been conducted for
Muhammadiyah public school dealing with the implementation of QAR
strategy.
B. The Concept of Reading Comprehension
Some experts think in many ways concerning the concept of reading
comprehension. Therefore, to understand fully about it, the detail
explanation of the concept of reading comprehension which contains
definition and aspects of reading comprehension is shown below.
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1. Definition of Reading Comprehension
Reading is one of the essential skills which should be mastered
by students who want to achieve their proficiency in English.
Actually, reading is a cognitive process where a reader involves in the
mental process of knowing, learning, and understanding things.
Furthermore, Nuttall (in Zulya, 2017) defines reading as the
meaningful interpretation of printed or written word verbal symbol. It
means that reading is a result of the interpretation of the perception of
graphic symbols which represents language and the readers‟ language
skills, cognitive skills, and knowledge of the world. In this process,
the reader tries to create the meanings intended by the writer.
It is widely accepted that reading is started from receiving
meaning from written symbols. The reader imagines transferring
sounds into letters to get the meaning out. This view is strongly
influenced by an audio-lingual method which claims that reading the
second language was viewed primarily as an adjunct to oral language
skills (Sutarsyah, 2015). From this point of view, decoding sound
symbol-relationship was considered to be the primary steps in the
development of reading proficiency (Sutarsyah, 2015).
These concepts basically characterize the theory bottom-up
processing. This bottom-up model was proposed by structural
linguists and behavioral psychologists. According to his theory
reading entailed the application of automatic habit, induced response
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to the written text. Reading is considered essentially a mechanical
decoding process.
Similarly, according to Carrel and Eisterhold, there is a process
of interaction between the author with his or her language media and
the reader with his language knowledge and knowledge of the world
in reading (Sutarsyah, 2010 in Zulya, 2017). The reader is going to
catch what the author has expressed in the written text. Simply, our
understanding of reading is best considered as the interaction that
happens between the reader and the text, an interpretive process.
Reading is not the only process to read a text, but the important
thing is the ability to understand and interpret the meaning of the text.
As Dallman (1982) says, reading is more than knowing what each
letter of alphabet stands for, but reading involves more than word
recognition and comprehension is essential in reading. Reading is not
simply making the sound of the text, but it is about comprehending the
idea of the text itself. It means that reading will not take place without
comprehension.
Reading and comprehension are supposed to be one activity
which involved each other. Teale and Yokota in Westwood (2001: 18)
state that “comprehension must be the central focus of teaching
students to read and not something to emphasized only after having
learnt how to interpret and identify the words”. Comprehension is a
progressive skill in attaching meaning at the same level and
25
proceeding to attach meaning into the entire reading selection. All of
the comprehensions revolve around the readers‟ ability in getting main
idea and topic sentence form the text (Doyle, 2004).
According to Rubin in Westwood (2001: 19), “reading
comprehension has been described as a complex intellectual process
involving a number of abilities”. Readers have to use information
already acquired to filter, interpret, organize, reflect upon and
establish relationships with the new incoming information on the
page. To get a better understanding of the text, a reader has to be able
to identify words rapidly, know the meaning of all the words and be
able to combine units of meaning become a coherent message. Lyon
and Scarborough cited in Westwood (2001: 19) contend that
“understanding of test results from an interaction between word
identification, prior knowledge and the effective use of cognitive
strategies”. Therefore, according to Torgesen (2010), comprehension
of reading is a cognitive, motivational, and effective activity.
Then, “Pressley says that good comprehenders are effective
users of comprehension strategies when they have work with the text”
(Westwood, 2001: 19). Effective comprehension demands the reader
to keep the meaning throughout the reading of the text. If meaning is
lost, the reader should be careful of this fact quickly and take
necessary compensatory action.
26
It is necessary that reading comprehension is seen as
something that begins as early as the beginning of reading and not
something that students move on to after they have learnt the decoded
print. Nuttall (1982) contend that reading comprehension is indeed a
very elaborate procedure which involves a balance of many elements
in a passage and their organization in the proper relation to each other
comprehension in reading depending on knowing the literal meaning
of words in various contexts. It can be said that the reader has to be
able to perceive the relation of each part to the other and each of the
whole of the text.
In addition, Smith in Westwood (2001: 30) states that reading
comprehension is considered to happen at four levels of complexity.
These levels are often referred to as literal level,
inferential level, critical level, and creative level. The
first level is literal level. At the literal level, the basic
facts are understood. For example, knowing the name,
place, time. This information is contained explicitly
within the text. The second level is inferential level. At
the inferential level, the reader is able to go beyond what
is written on the page and add meaning or draw
conclusions. It covers inferring, drawing conclusion, and
deriving meaning from figurative language. The third
level is critical level. At the critical level, the reader
assesses the good sense of what he or she is reading, its
clarity, accuracy and any apparent exaggeration or bias.
Then the last level is creative level. At the creative level,
the reader can take information or ideas from what has
been read and develop new ideas from them. The
creative level stimulates the reader to new and original
thinking.
2. Aspects of Reading Comprehension
There are several aspects of teaching reading which should be
measured in order to know if the students can achieve the goal of
27
reading or not. Brown (2001) said that there are four aspects of
reading comprehension needed when we want to assess students‟
reading comprehension. These four aspects mainly focus with the
main idea, specific information, vocabulary, and the ability to infer
implicit meaning in the context of the text. In the same way,
Suparman (2012 ) also states that there are several aspects of reading
comprehension skills that should be mastered by the reader to
comprehend the text deeply. They are the main idea, supporting detail,
inference, reference, and vocabulary. Those aspects will be explained
as follows:
a. Main idea
The main idea is the most important piece of information for the
reader to know the concept of the paragraph which usually exists in
each paragraph. According to Brown (2001), the main idea is a
sentence or generalization that tells what the paragraph is about
which is usually found at the beginning of the paragraph, or at the
end of the paragraph. In line with Whorter and Kathleen (1986), the
sentence stating this main idea is called as a topic sentence. In
some paragraphs, the main idea is not explicitly stated in one
sentence. Determining the main idea of a paragraph is a skill to
grasp and find the main point of the passage in each paragraph
where the keyword will be repeated in the supporting details
(Suparman, 2012).
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b. Supporting detail
Whorter and Kathleen (1986) contend that specific information or
supporting detail develops the topic sentence by giving definition,
examples, facts, incidents, comparison, analogy, cause and effect
statistic, quotations, and evidence. Identifying supporting detail
means that we should look for the information that relevant to the
goal in mind and ignore the irrelevant one (Suparman, 2012).
c. Vocabulary
Wallace (1982) says that vocabulary is the stock of word used by
people. It means that vocabulary is a fundamental thing for
everyone who wants to speak or produce utterances. In reading
comprehension, the readers should understand vocabulary. It means
that the readers have to comprehend the word mean in order to
understand the text deeper.
d. Reference
Reference is the intentional use of one thing to show something
else in which one provides the information necessary to interpret
the other. Finding reference means that the reader should interpret
and determine one linguistic expression to another (Suparman,
2012). Moreover, Latulippe (Zulya, 2017) contends that reference
is words or phrases used either before or after the reference in
reading materials. Reference is used to prevent unnecessary
29
repetition of words or phrases that is usually used a type of
pronoun.
e. Inference
The inference is a good guess or conclusion drawn based on the
logic of passage (Suparman, 2012). Drawing inference means that
the readers imply the sentences‟ meaning, then, conclude it
logically. Furthermore, Whorter and Kathleen (1986) state that
inference is an educational guess or prediction about something
unknown based on available facts and information. It is the logical
connection the reader draws between what he knows and what he
does not know.
From the explanation above, we know that there are several
aspects of reading comprehension students should master. To achieve
the goal of reading, they should be able to master those aspects such
as: identifying the main idea and supporting detail of the text in each
paragraph; understanding vocabulary or words mean; confirming
reference existing in the text, and making an inference by
comprehending the implicit meaning of the sentences.
3. The Indicators of Students’ Successful in Reading Comprehension
According to Dechant (1982: 314), the good comprehender
possesses the ability to:
a. Connect experiences and meaning with the graphic symbol
(have an adequate meaning vocabulary).
30
b. Understand words in context and choose the meaning that fits
the context.
c. Give meaning to units of increasing size: the phrase, clause,
sentence, paragraph, and whole selection.
d. Develop literal and denotative meaning (be able to answer
literal question about a passage):
1) Detect and understand the main idea.
2) Recognize and recall significant facts or detail.
3) Follow directions given in the material.
4) Recognize the sequence of a passage.
5) Indentify explicitly stated expressions of relationships, such
as cause-effect, contrast-comparison.
e. Develop an understanding of the organization (be able to
answer questions calling for an analysis, synthesis, or
organization of ideas and information explicitly stated):
1) Identify the basis of paragraph organization: for example,
comparison-contrast, cause-effect, classification or
categorization, enumerative sequence, time sequence, size,
distance, position or degree, general to specific, thesis-
proof pattern, opinion-reason pattern, problem-solution
pattern, narrative- description pattern, definition pattern.
2) Conclude, outline, underline, and take notes on the material
read.
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f. Develop inferential, interpretative, or connotative meaning of
the material read (be able to get implied meaning of what is
read):
1) Make inferences, draw conclusions, generalize, speculate,
or predict.
2) Interpret figurative expressions.
3) Prepare implied details.
4) Anticipate outcomes.
g. Make judgments or critical evaluation about the material:
1) Evaluate the quality, accuracy, truthfulness, and
appropriateness of what is read.
2) Determine if the text affirms, denies, or fails to express an
opinion about a supposed fact or condition.
3) Detect propaganda, one-sided presentations, prejudices,
biases, and faulty inferences.
4) Evaluate the writers reputation, biases, purposes, and
motives.
5) Detect errors reasoning, analogy, over generalization, over
simplification, and distortion.
h. Read for learning:
1) Retain ideas.
2) Apply ideas and integrate them with past experiences.
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3) Locate information in encyclopedias, card catalog,
almanacs, and use table of contents, index, or appendix of a
book.
4) Read maps, graphs, and charts.
5) Use dictionary.
i. Read for appreciation:
1) Recognize literacy and semantic devices.
2) Identify the tone, theme, mood, and intent or purpose of
writer.
C. The Teaching of Reading
In learning English in the school, the students try to be able to read English
text in which it is an important skill to achieve the goal of their study of
English. Reading is useful for other purposes in which any exposure to
English is a good thing for language students. Reading texts provide good
models for English writing. They also provide opportunities to study a
language such as vocabulary, grammar, punctuation, and the way they
construct sentences, paragraph, and texts. In the end, good reading texts
can introduce interesting topics, stimulate discussion, excite imaginative
responses and be the springboard for well-rounded, fascinating lessons.
1. The Principles of Teaching Reading
There some principles behind the teaching of reading which teacher
should know before teaching reading in the class (Harmer, 1998). They
are:
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a. Reading is not a passive skill
Reading is an incredibly active occupation. For doing it
successfully, we have to understand what the words are about, see
the picture the words are painting, understand the arguments, and
work out if we agree with them. If we do not do these things,
especially students, then we only just scratch the surface of the text
and we quickly forget it.
b. Students need to be engaged with what they are reading
As with everything else in lessons, students who are not engaged
with the reading texts or not actively interested in what they are
doing are less likely to benefit from it. When they are really fired up
by the topic or the task, they get much more from what is in front of
them.
c. Students should be encouraged to respond to the content of a
reading text, not just to the language
Surely, it is important to study reading texts for the way they use
language, the number of the paragraphs they contain and how many
times they use relative clauses. But the meaning, the message of the
text, is just as important and we must give students a chance to
respond to that message in some way. It is especially important that
they should be allowed to express their feelings about the topic, thus
provoking personal engagement with it and the language.
34
d. Prediction is a major factor in reading
When we read the texts in our own language, we frequently have a
good idea of the content before we actually read. Book covers give
us a hint of what is in the book, photographs and headlines hint at
what articles are about and reports look like reports before we read
a single word.
The moment we get those hints such as the book cover, the
headline, and the word processed page, our brain starts predicting
what we are going to read. Expectations are set up and the active
process of reading is ready to begin. Teachers should give students
„hints‟ so that they can predict what is coming too. It will make
them better and more engaged readers.
e. Match the task to the topic
Once a decision has been taken about what reading text the students
are going to read, we need to choose goo reading tasks such as the
right kind of questions, engaging and useful puzzles, etc. The most
interesting text can be undermined by asking boring and
inappropriate questions. The most commonplace passage can be
made really exciting with imaginative and challenging tasks.
f. Good teachers exploit reading texts to the full
Any reading text is full of sentences, words, ideas, descriptions, etc.
It does not make sense just to get students to read it and then drop it
to move on to something else. Good teachers integrate the reading
35
text into interesting class sequences, using the topic for discussion
and further tasks, using the language for study and later activation.
In short, there are many aspects in teaching reading that must be
focused in order to make make the teaching-learning process running
well and the process can lead the students to achieve the goal of
learning reading.
The purpose of teaching reading is to develop the students‟ skills so that
they can read English text effectively. Effective and efficient reading is
always purposeful and tends to focus on the purposes of the activity. It
is important for the teacher to build up the students‟ ability to adapt the
reading strategy according to the reading purpose as a goal in teaching
reading. It is also important for the teacher to apply the principles of
teaching reading in class to make the teaching-learning activity run
well.
2. The Activities in Teaching Reading
Besides the principles, the teacher should know the nature of the tasks
in teaching reading that should plan to set in order to make students do
some kinds of task inappropriate reading activity such as before, during,
or after reading the text. Woods (2005) classifies the activities in
reading class into three as follows:
a. Pre-Reading Activity
This activity is the activity or task given to the students before read
the text. This task can be in form of vocabulary games, word
36
searches, and matching synonyms. This activity does not need the
students to read the text because this task only needs the students to
find the vocabulary or words used in the text. This activity can help
the students to approach the text in the more confident way. The
other pre-reading activities are active top-down skills or schematic
knowledge that can help the students in relating to the full meaning
of the text. All of them enable students to familiarize themselves
with the content of the text in which these activities can be
systematic or schematic (Woods, 2005).
b. While Reading Activity
This task is given while the students are reading the text. As Woods
(2005) states, reading is an interactive process, it encourages them
to be active as they read. In this activity, students can be given some
tasks while they are reading such as: making note, following the
order of the idea in the text, reacting to the opinion expressed,
understanding the information it contains, asking some questions
related to the text, confirming the expectations of prior knowledge
or predicting the next part of a text from various clues.
c. Post Reading Activity
This task is given after the students finished reading the text. This
activity can be undertaken on individual or group basis. Reading is
frequently thought as being solo and a silent activity, while group
pre and post-reading activities can motivate the crucial while-
37
reading activities. The kinds of task in this activity are to go beyond
the course book and introduce the students a challenging element of
the target language which can add a new dimension to their learning
and which can give them some autonomy (Woods, 2005).
D. Concept of Question Answer Relation Strategy
To understand totally about this strategy, the detail explanation of concept
of Question-Answer Relationship (QAR) strategy which contains of
definition and types of QAR strategy is presented below.
1. Definition of Question Answer Relation Strategy
Question Answer Relationship (QAR) strategy is one kind of many
strategies that can be used for teaching reading. According to Raphael
(1986), the QAR strategy is designed as a way for students to
understand that the answer to a question is directly related to the type of
question asked. He states that QAR strategy is a reading comprehension
strategy developed to clarify how students approach the task of reading
texts and answering questions. Furthermore, Raphael and Au (in Chien,
2013) say that a QAR framework gives a straightforward approach for
reading comprehension instruction with the potential of closing the
literacy achievement gap. Besides that, John and Leahy (in Chien,
2013) also affirm that QAR strategy can engage the students in the
questioning process actively.
Gavelek and Raphael (in Zulya, 2017) contend that by using QAR
strategy, students become familiar with the various functional
38
relationships that exist between questions and their responses. It means
that students will realize the connection between question and answer
which will help them to find out the answer to the question more easily.
The Question-Answer Relationship (QAR) strategy presents a three-
way relationship between questions, text content, and reader
knowledge. Simply put, the QAR strategy shows that students who
understand how questions are written are better prepared to answer
questions. These activities help students "demystify" the question-
building process as a step toward better reading comprehension
(Raphael, 1982).
Essentially, QAR teaches the students three comprehension
strategies: (a) locating information, (b) determining text structures and
how they convey information, and (c) determining when an inference is
required. Using QAR, students will be able to recognize possible
answer locations by classifying questions by type as well as monitor
their comprehension of the text.
Moreover, QAR strategy categorizes different types of questions
which help the students to analyze, comprehend, and respond to the text
concepts. As cited in Kinniburgh and Prew (2010),
Caldwell and Leslie (2005) contend that QARs assist students
in differentiating among questions based on where the answer
can be found: either In the Book or In My Head. If the answers
are In the Book, the questions will be of a literal type because
the answers are “right there” in the text. If the questions are In
My Head, inferential questions have been posted, and the
readers must use their own background knowledge to compose
39
answers that require information not found in the text
(Tompkins, G.E., 2004).
This strategy refuses the common misconception that all
answers can be found in the text.
In conclusion, QAR strategy is a reading comprehension strategy
that helps students realize the need to consider both information in the
text and information from their own background knowledge which does
not state explicitly in the text.
2. The Types of Question Answer Relation Strategy
Raphael (1986) identifies two categories of questions: those whose
answers are supplied by the author (In the Book QARs) and those that
have answers that need to be developed based on the reader's ideas and
experiences (In My Head QARs). These two categories of questions
also have two different types of questions. In the Book questions are
classified as either Right There questions or Think and Search
questions. And then, In My Head questions are classified as either
Author and You questions or On My Own questions. The further
explanation will be presented as follows:
a. Right There Questions
These questions are factual and on the line of question. The answer
to Right There questions can be found easily in the text. Right
There questions just have one right answer which can be found at
one place in the reading text in which the question and answer
usually have the same wording. The answers are usually one word
or short-phrase responses. Some examples of phrases used for
40
Right There questions are Who is....?, Where is....?, What is....?,
When is....?, How many....?, When did....?.
b. Think and Search Questions
The answers to Think and Search questions can be found in several
parts of the text which are pieced together using information from
different parts of the text. Think and Search questions demand the
readers to put different parts of a story in order to answer the
questions because there may be more than one correct answer.
These questions require the readers to think about how the
information or ideas in the text are related to each other, and then,
search through the entire passage to find the information that
applies. The question and answer of this type have different
wording and the answers are usually short answers. Some
examples of phrases used for Think and Search questions are For
what reason....?, How did....?, Why was....?, What caused....?.
c. Author and You Questions
These types ask the readers to combine their own background
knowledge, experiences, and values, and in combination with the
text provided to respond a particular question. The answer to
Author and You questions are not found in the text. Instead, they
require students to think inferentially. The answer of the question
comes from both clues in the text and students‟ prior knowledge.
Students must think about what they already know, what the author
41
is telling them, and how both pieces of information fit together.
Then, students must synthesize the text to fully understand the
question. Facing this kind of questions, students should find and
make connections between new knowledge from the text and their
prior personal knowledge to create a new level of understanding.
Some examples of phrases used for Author and You questions are
Would you....?, which character....?, Did you agree with....?, What
did you think of....?.
d. On My Own Questions
On My Own questions ask the reader to go fully beyond the
text. These questions can be answered without reading the text
because the answer comes entirely from readers‟ prior knowledge.
The answers to these questions rely solely on students‟ experiences.
These questions need inferential and evaluative thinking so that the
answers of these questions do not require information from the text
but they do require that readers make some types of judgment
about or relate to the topic of the text. Some examples of phrases
used for On My Own questions are: Do you know....?, Have you
ever....? Would you ever....?
Here is the QAR framework that was used to frame the
teaching modeling of question-asking practices during the reading
cycle (Peng et al., 2007: 3).
42
Table 2.1 QAR Framework to Frame Question-Asking during Reading
Cycle.
QAR provides a framework where students can use it to
connect strategies at appropriate points in the reading cycle
(Raphael et al., 2006: 27). Furthermore, this framework guides
teacher‟s modeling of question-asking practices before, during, and
after reading as we can see in table 1. using QAR strategy to plan
reading comprehension instruction helps to ensure that there will
not be an over-emphasis of lower-level skills and questions that
only require the students to locate and recall information.
Understanding and control of strategies learnt to help the students
to engage in the high level of literacy for which they are
accountable in their day-to-day classroom activities.
Extending the use of QAR to frame comprehension strategy
instruction can help pupils see the „relationships among the
43
strategies they are learning and the task demands represented by
different questions‟. It is believed that providing pupils a
systematic way of analyzing task demands of different question
probes can improve reading comprehension (Peng et al., 2007).
Based on the explanation above, we can take the conclusion
that QAR strategy has two categories of questions which have two
different types more under each category. They are: In the Book
questions that are classified into Right There questions or Think
and Search questions where the answers of these types are right
there in the text and the types of questions are literal; and In My
Head questions are classified into Author and You questions or On
My Own questions in which to answer these types of questions, the
readers must use their prior knowledge because the answers do not
apply explicitly in the text. It is important to note that the answers
to In the Book questions can be found in the text or book, while
answers to In My Head questions are based on what the learner
knows. Those kinds of questions are framed and used in all
activities within reading cycle.
E. Procedures for Teaching Reading Using QAR Strategy
In teaching reading by using QAR strategy, there are the procedures which
are used in teaching learning activities. Those procedures are divided into
three sections as explained below (Raphael and Au in Peng et al., 2007):
44
1. Pre-Reading Activities
a. Students are divided into groups consisting of 6 students. The group
will be divided into a pair of sub-group which consists of 3
members of each. The first sub-group is called an expert group and
the second is student group.
b. Teacher gives a text to the expert groups and the student groups will
get some clues related to the text. Then, they have to discuss the
text along with members.
c. In pre-reading activities, the students are asked to use QAR strategy
of On My Own Questions and Author and You Questions.
d. The student group asks some questions of On My Own Questions to
activate prior knowledge of the expert group. For examples: From
the title, what do you know about the text? Have you ever read the
same kind of the text given? How is the story like?. Then, the expert
group will answer the question based on their prior knowledge.
e. The student group asks some questions of Author and You Question
to the expert group to predict and visualize the content of the text
before reading it. For example: From the title of the text, what
might the text be about?. Then the expert group will answer the
question about what they know of the text from the title.
2. While Reading Activities
a. The expert group is asked to start reading the text given.
45
b. In while-reading activities, the students are asked to use QAR
strategy of Right There Questions, Think and Search Questions, and
Author and You Questions.
c. While the expert group is reading the text, the student group asks
some questions of Right There Questions to know or locate some
information. For examples: Who is the main character of the story?
Where does the story take place?. Then, the expert group will
answer the questions based on the text they are reading.
d. The student‟s group asks some questions of Think and Search
Questions to the expert group to summarize, clarify, and make
simple inferences from the text. For examples: What is the problem
with the story and how is it resolved? What are the important events
of the story?. Then, the expert group will answer the questions
based on the information they get in the text.
e. The student group asks some questions of Author and You
Questions to the expert group to make simple and complex
inferences of the text. For examples: After he found what he
wanted, what do you think will happen next? Do you agree if the
main character has to do such kind of thing to have a happy life?
Why?. Then, the expert group will answer the questions based on
what they are reading and their prior knowledge.
46
3. Post Reading Activities
a. In post-reading activities, the students are asked to use QAR
strategy of Author and You Questions and Think and Search
Questions.
b. After the expert group finishes reading the text, the student group
asks some questions of Author and You Questions to know what
kind of the impression the readers get after reading the story. For
examples: What is the author‟s message? How well does the author
tell the story? Then, the expert group will answer the questions.
c. The student group asks some questions of Think and Search
Questions to the expert group to identify important information. For
example: What is the evidence that supports that argument in the
text?. Then, the expert group will answer the questions.
d. After each group finishes the discussion, the teacher gives a
worksheet of reading test in the form of multiple choice and the
students have to work individually and submit it in the time given.
F. Concept of Narrative Text
1. Definition of Narrative Text
The narrative is to tell a story or tale that orderly account of events
in speech or writing (Hornby, 1974). A narrative text is a piece of the
text which tells a story and, in doing so, entertains or informs the reader
or listener.
47
2. The Characteristics of Narratives Text
According to Keraf (2000: 136) the characteristics of narrative
texts are:
a. Highlighting elements of the act or acts.
b. Arranged in chronological order.
c. Trying to answer the question "what happened?"
d. There is a conflict.
The narrative is built on a storyline. This groove will not be
interesting if there is no conflict. In addition to the storyline, conflict
and chronological arrangement, the characteristic of complete narrative
revealed by Atar (2003: 31) as follows:
a. The form of a story about the event or the author's experience.
b. Events or events presented in the form of events that actually.
c. occurred, can be either pure imagination or a combination of both.
d. Based on the conflict, because without conflict usually
uninteresting narrative.
e. Have an aesthetic value.
f. Emphasized a chronological arrangement.
3. The Purpose of Narrative Text
The basic purpose of the narrative is to entertain, to gain and hold a
readers' interest. However, narratives can also be written to teach or
inform, to change attitudes / social opinions e.g. soap operas and
television dramas that are used to raise topical issues. Narratives
48
sequence people/characters in time and place but differ from recounts in
that through the sequencing, the stories set up one or more problems,
which must eventually find a way to be resolved (Wikipedia, 2017).
There are many types of narrative. They can be imaginary, factual
or a combination of both. They may include fairy stories, mysteries,
science fiction, romances, horror stories, adventure stories, fables,
myths and legends, historical narratives, ballads, slice of life, personal
experience.
4. Kinds of Narrative Text
a. Myth
A myth is not quite the same as a legend. Sometimes a myth is
loosely based on a real event but, more often than not, it is a story
that has been created to teach people about something very
important and meaningful. Myths are often used to explain the
world and major events, which, at the time, people were not able to
understand - earthquakes, floods, volcanic eruptions, the rising and
setting of the sun, illness, and death. Many of the myths relating to
such events have survived for a very long time, sometimes for
thousands of years, as it is only in recent times that we have begun
to understand why some of these things happen. It is considered a
true sacred story in the remote past
(http://myths.e2bn.org/about/info272-whatare-myths-legends-and-
49
folktales.html, accessed on December, 11th
2017). For example
Oedipus, Malin Kundang, and Nyi Roro Kidul.
b. Legend
A legend is usually based on a true event in the past. However, the
story may have changed over time to take on some special
'mythical'-features. Legends usually have a real hero at the center of
the story and they are often set in fantastic places. The story will
have been passed on from person to person, sometimes over a very
long period of time. The fact that so many people have taken the
trouble to keep the story alive, usually tells you that it has some
very important meaning for the culture or region in which the story
was first told. (http://myths.e2bn.org/about/info272-what-are-
myths-legendsand-folktales.html, accessed on December, 11th
2017). Example: The Legend of Toba Lake, Sangkuriang and
Timun Mas.
c. Folktale
Folktales are usually stories that have been passed down from
generation to generation in spoken form. Often we do not know
who the original author was and it is possible that some stories
might have been concocted around a campfire by a whole group of
people.
50
It is quite normal to discover that there are many versions of the
tale, some very similar but others may have only one or two
characters in common and take place in totally different settings.
Many of the stories we call 'fairy tales' are really folktales -
Sleeping Beauty, Hansel, and Gretel, The Three Little Pigs. These
stories were probably inspired by events which happened so long
ago that we no longer have a record of what those events were
(http://myths.e2bn.org/about/info272-what-aremyths-legends-and-
folktales.html, accessed on December, 11th
2017).
d. Folklore
Folklore is a collection of fictional tales about the people and
animals, such as myth and tales. Example: Banta Barenyah.
5. Generic Structure of Narrative Text
a. Orientation
An orientation can be a paragraph, pictures or opening chapter, in
which the narrators tell the audience about who is in the story, when
the story is taking place and where the action is happening. On the
other hand, orientation can also have a meaning the scene and
introduces the participants/characters (Mark, 1997: 8).
In that Malin Kundang story, the first paragraph is set to be the
story introduction. Reading the orientation, the reader will know
that the story is characterized by Malin Kundang and his mother.
West Sumatra is set a place.
51
b. Complication
A complication that sets off a chain of events that influences what
will happen in the story. This is the part of the story where the
narrator tells about something that will begin a chain of events.
These events will affect one or more of the characters. The
complication is the trigger (Mark, 1997: 12).
From the Malin Kundang myth, readers will know that there is more
than one complication. Many stories are composed of multi
complications. They are a minor complication and major
complication. When Malin Kundang and her mother did life hard, it
can be the minor complication. This hard life in the first time was
solved by his successful trading as a new merchant. However, this
narrative story is more interesting when the readers see the major
complication among the participants. Malin Kundang denied his
mother after being a successful merchant. In every story must be
ended, happy ending or a sad one.
c. Resolution
In this part of the narrative where the complication is sorted out or
the problem is solved. It must be our note that “solved” means
accomplished whether succeed or fail (Mark, 1997: 12).
For example: the last paragraph of Malin Kundang story is the end
of the story, the sad ending one. Malin Kundang faces his curse of
turning into a stone.
52
CHAPTER III
RESEARCH IMPLEMENTATION
A. Description of Teaching and Learning Process in Cycle I
The researcher use Question Answer Relationship (QAR) strategy to
teaching narrative text, which it can improve students‟ reading
comprehension. The procedure as below:
1. Planning
The activities in the planning are as follows:
a. Preparing the English syllabus, making a lesson plan for the cycle
I, materials, and designing the steps in doing the action.
b. Preparing teaching aids (e.g students‟ worksheets and video about
narrative and Question-Answer Relationship Strategy).
c. Preparing sheets for class observation (to know the situations of
teaching-learning process when the strategy is applied).
d. Preparing two tests; pre-rest and post-test (to know whether
students‟ comprehension enhances or not).
2. Action
In this section, the learning process is led by the teacher.
a. Giving narrative text pre-test.
b. Explaining narrative by using students‟ book.
c. Giving opportunity to the students by asking the difficulties or
problems.
53
d. Asking the students to answer questions related to the narrative
text.
e. Giving feedback.
f. Giving video about narrative text.
g. Asking the students to answer the questions about narrative video
in a pair.
h. Discussing the answer together.
i. Teaching reading narrative by using Question Answer Relationship
(QAR) Strategy.
j. Giving opportunity to the students by asking the difficulties or
problems.
k. Giving feedback.
l. Giving post-test.
3. Observation
a. Observing the learning process concentrate on the students‟
capability which shows their understanding of the lesson.
b. Observing the students‟ attention and all the activities in the
learning process.
c. Observing the teacher‟s activities.
4. Reflection
a. Analyzing the data of this cycle.
b. The teacher and the researcher will discuss the result of the cycle.
c. Make a conclusion of the cycle I.
54
d. The standardized score KKM (Kriteria Ketuntasan Minimum) in
SMA Muhammadiyah 04 Andong is 75. Based on this rule, the
mean score post-test must pass the KKM.
B. Description of Teaching and Learning Process in Cycle II
The second cycle will be done based on the result of reflection from the
first cycle. If the result from observation shows that the quality of the
students was still low, it is needed another action in order to make
enhancement of the quality for the next cycle. The topic is same with cycle
I. The procedures are as follow:
1. Planning
a. Making lesson plan for cycle II as teaching guidance in the
learning process.
b. Preparing material.
c. Preparing the sheet for classroom observation.
d. Preparing two tests; pre-test and post-test (to know whether
students‟ reading comprehension enhanced or not).
2. Action
a. Giving narrative pre-test.
b. The teacher asked the students about their problems on the
previous lesson.
c. Giving feedback.
d. The teacher re-explained about the material using QAR Strategy.
55
e. The teacher divided class to be five groups to answer the questions
about QAR strategy by using a game.
f. Giving post-test.
g. Giving motivation for students.
3. Observation
a. Observing the learning process concentrate on the students‟
capability which shows their understanding of the lesson.
b. Observing the students‟ attention and all the activities in the
learning process.
c. Observing the teacher‟s activities.
4. Reflection
a. Analyzing the data of this cycle.
b. The teacher and the researcher will discuss the result of the cycle.
c. The researcher and the teacher make a conclusion after comparing
the students‟ score between cycle I and cycle II to find out how far
the enhancement of students‟ comprehension in reading.
d. The standardized score KKM (Kriteria Ketuntasan Minimum) in
SMA Muhammadiyah 04 Andong is 75. Based on this rule, the
mean score post-test must pass the KKM.
56
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
In this chapter, the researcher shows the findings of the research by
discussing the enhancement of students‟ reading comprehension by using
Question Answer Relationship (QAR) Strategy.
A. Research Findings
The research consists of two cycles, each cycle consists of planning,
implementation of action, observation, and reflection. The whole steps of this
research would be explained in the description below:
1. Cycle I
a. Planning
Before conducting the research, the researcher prepared the
instruments of the research as follows :
1) English syllabus of Senior High School
English syllabus is so important thing as guidance to
arrange the lesson plan. The researcher used English syllabus of
Senior High School from English teacher of SMA Muhammadiyah
4 Andong. It can be seen in the appendix.
2) Lesson plan
Making lesson plan and designing the steps in doing action.
In order to control the teaching-learning process, the researcher
57
used the lesson plan as guidance for the teacher‟s activities in the
class. It can be seen in the appendix.
3) Material
The teacher used book of Lembar Kerja Siswa (LKS) and
internet as resources of the materials. In the cycle 1, students
should answer the questions based on what they had watched from
the video.
4) Teaching aid
The researcher prepared some instruments, such as: students‟
worksheet, a video about the narrative text, picture, board marker.
5) Observational checklist for cycle 1
The researcher used the observational checklist in order to
know the condition of teaching-learning process in the classroom.
6) Prepared test instrument
There are two kinds of test. The first test is pre-test. The pre-test
was a test that was given to the students before the teaching-
learning process. The second test is post-test. The post-test was a
test that was that was given to the students after the teaching-
learning process was conducted. It can be seen in the appendix.
b. Implementation of action
The cycle 1 was held on 13 and 16 March 2018. This cycle divided
into three parts. The first part, the researcher wanted to conduct cycle 1 in
58
2 days; where pre-test & treatment were conducted on day 1 and post-test
on day 2.
The first part of cycle 1 held at 07.45 a.m. on Tuesday, March 13th
,
2018. The teacher and the researcher entered the class, and the teacher
greeted the students in the class by saying “Assalamualaikum wr wb”. All
the students answered the greeting of the teacher. The teacher asked one of
the students (Shofi) to lead the pray by saying “Bismillahirohmanirrohim”
then followed by all students. Then, the researcher introduced herself to
the students. After that, the teacher opened the meeting and checked the
students‟ attendance list. It was followed by 23 students in the class.
Before the lesson, the teacher gave pre-test to the students for about 30 to
35 minutes. She also asked the students to do the test by themselves and
not to open the dictionary.
When the students were doing the pre-test, the teacher walked
around the class to check the students along doing the test. They looked so
confused to start their reading. Three boys did not focus, they still talked
to their friend to ask the answer. There was one boy, Shofi, who was
sleepy. Only one boy, Taufi, that focused on doing the test. On the other
hand, almost girl students focused on doing the test by themselves. In the
pre-test, some students got difficulties. There were Shofi, Agil, Edi, Dwi,
Ika, Riyanti, and Taufi who were difficult to comprehend the narrative
text, especially in understanding both explicit and implicit information.
59
Most of the students asked their friends about the answer and asked
permission to the teacher to open a dictionary.
The second part of this cycle, the teacher gave the treatment for
students at 08.20 a.m. on March, 13th
2018. In the class, the researcher
observed the students‟ and the teacher‟s activities during the teaching-
learning process. The researcher had a partner which helped the researcher
to take photos for documentation.
At the beginning of a lesson, the teacher gave icebreaker called
concentration‟s game. asked the students whether they have learnt about a
narrative text or not. The students said, “Yes, we have learnt about a
narrative text, Miss”. Then the teacher asked the class what narrative text
is about. Mey Shinta said, “maybe the narrative text is text which tells the
past event”. “Thanks for your bravery to answer Mey, but it is still wrong.
Maybe any others answer?” asked the teacher. No one can answer
completely. They forgot about a definition of narrative text because it was
learnt several weeks ago.“Narrative text is a story which is aimed to
amuse or entertain the readers or listeners” said the teacher. The teacher
asked students to repeat the definition of narrative text, and the students
did it. “Is it fiction or nonfiction?” asked the teacher. The students said,
“it is nonfiction, Mom”. “Are you sure that it is nonfiction? What is
actually the meaning of nonfiction?” asked the teacher. “Nonfiction is
tidak nyata buk” answered Siti. “No, the meaning of nonfiction is cerita
nyata. Do you ever read from the film in television, there is sentence
60
„cerita ini hanyalah fiktif belaka‟. Film on the TV is not a true story. So,
the meaning of fiction is cerita tidak nyata” explained the teacher. “So,
narrative text is fiction,” said the students then. The teacher asked the
students to open and read their book on page 10. The students read on
page 10, except Shofi because he did not bring the book. After they read,
the teacher asked about the generic structure and language features in
narrative text and the students could answer by saying it together. They
got understanding of the narrative text. Then, the teacher played a video of
narrative text in order to refresh their brain. Before the teacher played it,
she gave some questions related to the video and asked the students to
work in a pair.
The teacher played video, all the students focused on watching the
video and they also took some notes. They smiled when they watched
funny conversation and happy story in the video. After they watch the
video, the students discussed the answer in a pair. The teacher asked three
students to present their answer. They were Agil, Afika, and April.
The next activity in the class learnt about QAR strategy at 12.40
p.m. on March, 13th
2018 to make easier when they comprehended
narrative text. Before applying this strategy in reading the narrative, the
teacher explained the QAR strategy by using video again. The teacher
explained to the students that there were four types of questions were
examined in the QAR. The teacher applied this strategy directly in the
students‟ book on page 17 to made students got a better understanding of
61
QAR strategy. One of the students, Ifah, confused about the type of
question number 5. Then the teacher said ”it is not important that there be
a single correct category for every question. What is most important is
that you guys can support your choice of the category”. “Yes Mom, I think
number 5 can be categorized as on my own and author and you question.
But whatever the type of this question, my answer is E Mom” said Ifah.
“Good analysis Ifah, you are right. That‟s what I mean” answered the
teacher. Finally, some students got understanding of using this strategy
when they were reading the narrative text.
The teacher gave an opportunity to the students to ask the question
about the material that day. Tri Pipin said that her friends and she wanted
to have this material about QAR strategy because they wanted to learn this
in their home. Then the teacher answered she would send the material to
WhatsApp group. Before the teacher closed the lesson, she gave
conclusion and homework related to QAR strategy to the students.
The third part of this cycle the teacher gave a post-test at 08.45
a.m. on Friday, March 16th
, 2018. The teacher entered the class and
greeted the students in the class by saying “Assalamualaikum wr wb”. All
the students answered the greeting of the teacher. The teacher and students
were praying together. Before she gave post-test, she asked the students to
submit their previous homework. After that, the teacher divided post-test
to students to know their reading comprehension about narrative text. The
62
teacher gave 35 minutes to finish it. The students submitted the answer,
then the teacher closed the meeting.
c. Observation
In the cycle 1, the researcher made two observational checklists for
the teacher and the students. The explanation of the result of the teacher‟s
observational checklist is as follows:
Table 4.1 Teacher’s Observational Sheet of Cycle 1
No Activities Yes No Note
1 Greeting students before the lesson
begin
√ Using English
greeting to create
English environment
2 Praying before the lesson begins √ Asked Shofi to lead
the pray
3 Checking the student‟s attendance
list
√ There was no student
who was absent
4 Asking the students‟ condition and
their readiness
√ The students were
fine
5 Giving icebreaker √ Concentration‟s
game
6 Telling the purposes of learning √
7 Asking the related material to the
student
√
63
8 Reminding previous material √
9 Helping students to remind their
experiences that related to the
material
√
10 Giving an explanation of the
material
√ Explaining narrative
text and QAR
strategy
11 Giving opportunity for asking
questions and suggestions
√
12 Clarifying and explaining the
students‟ questions
√
13 Guiding the student‟s activity √
14 Giving feedbacks after the lesson √
15 Helping students to conclude the
lesson
√ There were 4 types
of QAR questions
16 Informing next materials for next
meeting
√
17 Giving motivations for students √ The teacher gave
motivation about
being a diligent
student
18 Praying and closing the lesson √ Because it was not
the last subject at
64
that day
Based on the observation checklist above, the teacher gave
icebreaker like “konsentrasi, ayo konsentrasi. Konsentrasi dimulai. Miss
Amira, pipin. Pipin, Ade, and etc”. She also gave motivation like “Keep
study hard please, don‟t be a lazy student because your parent works hard
every day. You guys must remember your parents‟ effort. They just want to
see their children become a successful person”. Then the teacher delivered
the learning goal like “I hope that you all can comprehend narrative text
by using QAR strategy”. The teacher explained the materials detail, first,
she reviewed the definition of narrative text until the students understood.
Secondly, the teacher explained about the 4 types of QAR questions.
Third, the teacher applied QAR strategy using students‟ book on page 17.
The curriculum used KTSP which the learning steps consist of
Exploration, Elaboration, and Confirmation. Later on, the resulted of the
students‟ observation checklist was explained below:
Table 4.2 Students’ Observational Checklist of Cycle 1
No
Nam
e of
Stu
den
t
Payin
g A
tten
tion
Act
iven
ess
in A
skin
g
Qu
esti
on
Act
iven
ess
in
Res
po
nd
ing
Qu
esti
on
En
thu
siasm
in
Doin
g
Tes
t Note
1 AAP
A
√ √ √
65
2 AS √ √ √
3 AR √ √ √
4 DAS √ √
5 DN √ √ √
6 ET √ √ √ √
7 EAZ √ √
8 EF √ √ √
9 ISR √ √ √
10 MSU √ √ √ √
11 MS √ √ He did not really focus on
the teaching-learning
process
12 MTH √ √ √ √
13 NK √ √ √ √
14 PAP √ √ √
15 R √ √ √ √
16 RA √ √ √
66
17 SNC √ √ √
18 SN √ √
19 SN √ √
20 TPN √ √ √ √
21 WPR √ √ √ √
22 NAA
U
√ √ √ She was confident in
responding to the teacher‟s
instruction
23 AAP √ √ √
Based on the students‟ observational checklist above, the
researcher observing and monitoring all the students‟ attitude, response,
and attention on the learning activity. In the class, almost the students felt
enthusiastic using QAR strategy in the teaching-learning process. The
students who did not really focus was Shofi.
But the result of this learning was needed enhancement. There
were some students showed that they were difficult in comprehending
narrative text. Most of them were lack of vocabularies. However, there
were some other students had a good comprehension in reading.
Furthermore, to know a significant enhancement in reading
comprehension, the researcher analyzed the result using t-test calculation
from the result of the pre-test and post-test. The calculation as follow:
67
Table 4.3 The Result of Pre-test and Post-test of Cycle 1
No Student Name
Pre-test
(X)
Post-test
(Y)
D D2
1 AAPA 92 88 -4 16
2 AS 76 76 0 0
3 AR 76 80 4 16
4 DAS 60 56 -4 16
5 DN 56 72 16 256
6 ET 60 68 8 64
7 EAZ 84 60 -24 576
8 EF 60 84 24 576
9 ISR 56 72 16 256
10 MSU 76 76 0 0
11 MS 60 56 -4 16
12 MTH 44 76 32 1024
13 NK 80 76 -4 16
14 PAP 64 84 20 400
68
15 R 52 64 12 144
16 RA 44 64 20 400
17 SNC 60 72 12 144
18 SN 80 92 12 144
19 SN 60 68 8 64
20 TPN 76 80 4 16
21 WPR 80 92 12 144
22 NAAU 56 64 8 64
23 AAP 76 84 8 64
∑= 1528 1704 176 4416
From the students‟ score in the pre-test and post-test of the cycle 1
above, the researcher can calculate the number of students who passed the
passing grade.
69
Table 4.4 Count of passing Grade of the Pre-test and Post-test in the cycle 1
Criteria Grade of
Pre-test
Presentation of
Pre-test
Grade of
Post-test
Presentation of
Post-test
>75 10 43,47% 12 52,17%
75 0 0% 0 0%
<75 13 56,53% 11 47,83%
Total 23 100% 23 100%
1) The calculation of the mean and standard deviation
a) Mean of Pre-test 1
1528
23
66, 43
XM
N
b) Mean of Post-test 1
1704
23
74,08
YM
N
i. Mean of pre-test 1 = 66.43
ii. Mean of post-test 1 = 74.08
iii. Mean of post-test 1 ≥ pre-test 1
70
iv. There is an enhancement of reading comprehension between
pre-test 1 and post-test 1
c) Calculation of the Mean of Difference
176
23
7,65
DMD
N
d) Calculation of Standard Deviation
22
D
D DSD
N N
24416 176
23 23
2192 (7,65)
133,48 = 11.55
e) Standard Error for the Mean Difference
1
DMD
SDSE
N
11,55
23 1MDSE
11,55
22
11,55
4,69
71
= 2.46 f
f) Calculation of T-test
o
MD
MDT
SE
7,65
2, 46
= 3.1
i. T-test is 3.1
ii. T-table is 2.07
iii. T-test > t-table = 3.1 > 2.07
Based on the result above, it shows that the mean of pre-test
and post-test are raising. It seems from a comparison of the mean
score of pre-test and post-test in cycle 1. The mean of pre-test is
66.43 while the mean of post-test is 74.08. The researcher also
finds that the T-test is 3.1 and the T-table with N-1 is 2.07. The
significant level is 5%. The value of the T-test is bigger than the
value of the T-table. So, the alternative hypothesis (Ha) was
accepted and the null hypothesis (Ho) was rejected.
d. Reflection
Based on analyzing of the cycle 1, the researcher as an observer
reflected that the using QAR as a strategy in Science class was not
effective yet. The students still adapted to this strategy and tried to
apply in some narrative texts. Shofi did not really focus because of
losing motivation in learning English. Then, the teacher gave the
72
motivation to become a diligent student. In the other hand, Afika was
confident in responding to the teacher‟s instruction. The instruction
was to read the result of her group discussion; retell the narrative text
using their own words. The teacher gave information that Afika was
not only active in English subject, but also in other subjects.
In cycle 1, the researcher thought that there were 3 causes that
made the students difficult to understand the lesson. The first cause
was the students had difficulties in the synonym of vocabularies. It
was shown by their worksheets‟ result. Some of them still answered
wrongly in question about vocabularies. The second cause was the
students did not really know how to answer the question about
references. It was also shown by their worksheets‟ result. Some of
them still answered wrongly in question about references. The last
cause was from the teacher herself. The teacher almost always taught
using English language, so the students were difficult to understand
the material. Therefore, the researcher as the observer and the teacher
decided to deepen synonym of vocabularies and question of
references. The teacher would also mix the language between English
and Indonesia.
The KKM of English lesson was 75 but the student‟s scores of the
pre-test show that there are only 43.47% of the students who get score
higher than KKM. In the post-test, the student‟s scores show that there
are 52.17% of the students who get score higher than KKM. It means
73
that although there is an improvement, the researcher and the teacher
have to conduct the next cycle because there must be at least 85% of
the students who get score higher than KKM.
2. Cycle 2
Based on the result of the cycle I, it is necessary for the researcher
to continue to the next cycle:
a. Planning
1) English syllabus of Senior High School
English syllabus is so important thing as guidance to arrange
the lesson plan. The researcher used English syllabus of Senior
High School from English teacher of SMA Muhammadiyah 04
Andong. It can be seen in the appendix.
2) Lesson plan
Making a revision of lesson plan and designing the steps in
doing action. In order to control the teaching-learning process, the
researcher used the lesson plan as guidance for the teacher‟s
activities in the class. It can be seen in the appendix.
3) Material
The teacher used book of Lembar Kerja Siswa (LKS,) and
internet as resources of the materials. In the cycle 2, students
should work in a group to answer the questions based on what they
had read from the text.
4) Teaching aid
74
The researcher prepared some instruments, such as students‟
worksheet, powerpoint about vocabularies and references, and
board marker.
5) Observational checklist for cycle 1
The researcher used the observational checklist in order to
know the condition of teaching-learning process in the classroom.
6) Prepared test instrument
There are two kinds of test. The first test is pre-test. The pre-
test was a test that was given to the students before the teaching-
learning process. The second test is post-test. The post-test was a
test that was that was given to the students after the teaching-
learning process was conducted. It can be seen in the appendix.
b. Implementation of action
The cycle 2 was held on March, 29th
and April, 4th
2018. There
were 3 parts of this cycle. The first part, the researcher wanted to
conduct cycle 2 in 2 days; where pre-test & treatment were conducted
on day 1 and treatment & post-test on day 2.
In the first part in cycle 2 held on Thursday, at 10.20 a.m.
March, 29th
2018. The teacher and the researcher entered the class, the
teacher opened the lesson and asked Shofi to lead the pray by saying
“Bismillahirrohaminorrim”. Then the teacher checked the students‟
attendance list. It was followed by 23 students in the class. The teacher
gave the pre-test for students in 35 minutes about the narrative text
75
before using QAR strategy. She divided the test and walked around the
class in order to check the students along doing the test.
The second part of this cycle, the teacher gave the treatment for
students at 11.05 a.m. on March, 29th
2018. In the class, the researcher
observed the students‟ and the teacher‟s activities during the lesson.
The researcher had a partner which helped the researcher to take
photos for documentation.
The using of QAR in cycle 2 was similar to the cycle 1. At the
first, the teacher explained their general mistakes by using their
worksheets. The teacher emphasized learning material about synonym
and references. Moreover, the teacher explained about t and skimming
technique in reading. Almost all the students focused, they listened to
the teacher and took notes for something important. But there were
students did not focus, they were Shofi and Taufi. So, the teacher
always asked both of them in order to make them focused on their
worksheets. Once, Dimas was also not focused and the teacher gave a
question to him about QAR strategy. “When you do the test about the
narrative text, please read the question first, and then go to the text. If
the answers are in the text, you need to look the keyword, but if the
answers are in your head, do not go to the text. By knowing this QAR,
you will not spend your time muchly. Do you get it?” asked the teacher.
“Yes, mom” said the students. Ade said, “So, we will know whether we
must look the answer in the text or think by using our knowledge,
76
Miss?”. “That‟s right Ade” answered the teacher. After the students
got understanding better, the teacher asked the students to repeat what
they understood and also applied it to their worksheets. The teacher
gave conclusion a material.
The next meeting was also treatment at 10.20 a.m. on April, 4th
2018. The teacher and the researcher entered the class, the teacher
opened the lesson and checked the students‟ attendance list. It was
followed by 21 students in the class. Wisa and Siti Nurwahidah were
not in the class. The activity was using QAR strategy and was begun
by emphasizing synonym of vocabularies and references again by
using powerpoint. The teacher also added some vocabularies to the
students.
The next activity was a discussion, the teacher divided into
several groups which consisted 6 members. The group divided into a
pair of sub-group which consisted of 3 members of each. The first sub-
group was called an expert group and the second was student group.
The teacher gave a text to the expert groups and the student groups got
some clues related to the text. Then, they discussed the text along with
members. By grouping, the students used QAR strategy in Snow White
text. The student group asked some types of QAR to the expert group.
Then, the expert group answered the questions based on the
information they got in the text and their knowledge or background.
77
After they finished their task, the teacher asked the students to present
it.
The third part of this cycle is giving a post-test. The students
shocked because they did a test again. Then, the teacher divided post-
test to students to know their reading comprehension about narrative
text. The teacher gave 35 minutes to finish it. All the 23 students
submitted the answer.
c. Observation
In the cycle 2, the researcher made two observational checklist
for the teacher and the students. The explanation of the result of the
teacher‟s observational checklist is as follows:
Table 4.5 Teacher’s Observational Sheet of Cycle 2
No Activities Yes No Note
1 Greeting students before the lesson
begin
√ Using English
greeting to create
English
environment.
2 Praying before the lesson begins √ The teacher and
the students were
praying together
3 Checking the student‟s attendance
list
√ The students rose
their hands and
78
said “present”
4 Asking the students‟ condition and
their readiness
√ The students
were fine
5 Giving icebreaker √ Game of Simon
Says
6 Telling the purposes of learning √ The purpose was
to deepen
students‟
knowledge on
QAR strategy in
reading the
narrative
7 Asking the related material to the
student
√
8 Reminding previous material √ Asking about the
type of QAR
questions
9 Helping students to remind their
experiences that related to the
material
√ Giving clues
10 Giving an explanation of the
material
√ Explaining about
vocabularies and
references
79
11 Giving opportunity for asking
questions and suggestions
√
12 Clarifying and explaining the
students‟ questions
√
13 Guiding the student‟s activity √ Helped the
students in a
group working
14 Giving feedbacks after the lesson √
15 Helping students to conclude the
lesson
√ There were 4
types of QAR
questions
16 Informing next materials for next
meeting
√ It was the last
meeting of the
research
17 Giving motivations for students √
18 Praying and closing the lesson √ Because it was
not the last
subject at that
day
Based on the observation checklist above, the teacher gave
icebreaker like “Simon says stand up, simon says sit down, raise your
hand”. Then the teacher delivered the learning goal like “Today, we
will review about synonym and reference and after it we will have
80
group discussion”. The teacher explained the materials detail, first,
she reviewed about vocabularies and reference until the students
understood. She also added some vocabularies. Secondly, the teacher
explained about the 4 types of QAR questions. Third, the teacher
asked the students to use QAR strategy in the group. Later on, the
result of the students‟ observation checklist was explained below:
Table 4.6 Students’ Observational Checklist of cycle 2
No
Nam
e of
Stu
den
t
Payin
g A
tten
tion
Act
iven
ess
in A
skin
g
Qu
esti
on
Act
iven
ess
in
Res
pon
din
g Q
ues
tion
En
thu
siasm
in
Doin
g
Tes
t Note
1 AAPA √ √
2 AS √ √ √
3 AR √ √
4 DAS √ √
5 DN √ √ √
6 ET √ √
7 EAZ √ √
8 EF √ √ √ √
81
9 ISR √ √
10 MSU √ √
11 MS √ √
12 MTH √ √ √ √
13 NK √ √ √
14 PAP √ √
15 R √ √
16 RA √ √
17 SNC √ √ √ √
18 SN √ √ √
19 SN √ √ √
20 TPN √ √ √
21 WPR √ √ √ She did not join the class
fully
22 NAA
U
√ √ √ √
23 AAP √ √ √ She did not join the class
82
fully
Based on the sheet above, the researcher concluded that the
students had participated the class well. The students who lead to pray
was Shofi. The students followed all of the teacher‟s instruction
during the lesson. The students more active than cycle 1 and students
were serious in learning.
Comparing with cycle 1, the results of post-test and pre-test
also improve in cycle 2. The researcher will calculate the results of
pre-test and post-test in cycle 2 are as follows:
Table 4.7 The Result of Pre-test and Post-test of Cycle 2
No Student Name
Pre-test
(X)
Post-test
(Y)
D D2
1 AAPA 92 100 8 64
2 AS 88 84 -4 16
3 AR 84 88 4 16
4 DAS 76 72 -4 16
5 DN 80 92 12 144
6 ET 76 76 0 0
7 EAZ 80 92 12 144
83
8 EF 88 96 8 64
9 ISR 76 84 8 64
10 MSU 88 96 8 64
11 MS 52 68 16 256
12 MTH 84 76 -8 64
13 NK 72 92 20 400
14 PAP 76 80 4 16
15 R 76 76 0 0
16 RA 72 80 8 64
17 SNC 72 84 12 144
18 SN 84 96 12 144
19 SN 88 76 -12 144
20 TPN 84 80 -4 16
21 WPR 84 80 -4 16
22 NAAU 68 88 20 400
23 AAP 80 88 8 64
84
∑= 1820 1944 124 2320
From the students‟ score in the pre-test and post-test of the
cycle 2 above, the researcher can calculate the number of students
who passed the passing grade.
Table 4.8 Count of passing Grade of the Pre-test and Post-test in the cycle 2
Criteria Grade of
Pre-test
Presentation of
Pre-test
Grade of
Post-test
Presentation of
Post-test
>75 18 78,26% 21 91,30%
75 0 0% 0 0%
<75 5 21,74% 2 8,70%
Total 23 100% 23 100%
1) The calculation of the mean and standard deviation
a) Mean of Pre-test 2
1820
23
79,13
XM
N
85
b) Mean of Post-test 2
1944
23
84,52
YM
N
i. Mean of pre-test 2 = 79.13
ii. Mean of post-test 2 = 84.52
iii. Mean of post-test 2 ≥ pre-test 2
iv. There is an enhancement of reading comprehension
between pre-test 2 and post-test 2
c) Calculation of the Mean of Difference
124
23
5,39
DMD
N
d) Calculation of Standard Deviation
22
D
D DSD
N N
22320 124
23 23
2100,86 (5,39)
100,86 29,05
71,81
86
= 8.47
e) Standard Error for the Mean Difference
1
DMD
SDSE
N
8,47
23 1MDSE
8,47
22
8, 47
4,69
= 1.80 f
f) Calculation of T-test
o
MD
MDT
SE
5,39
1,80
= 2.99
i. T-test is 2.99
ii. T-table is 2.07
iii. T-test > t-table = 2.99 > 2.07
From the data of the cycle 2 above, the researcher finds that
the t-test is 2.99 and the t-table with N-1 is 2.07. The significant
level is 5%. The value of t-test is bigger than the value of the t-
table. So, the alternative hypothesis (Ha) was accepted and the null
hypothesis (Ho) was rejected. Therefore, the researcher and the
87
teacher conclude that the result of the cycle 2 is really significant.
Finally, the teacher and the researcher successfully conduct this
research. It also means that QAR strategy could improve the
students‟ reading comprehension in the narrative text at the
eleventh grade of SMA Muhammadiyah 4 Andong in the academic
year of 2017/2018.
d. Reflection
The teacher along with the researcher reflected the revised
lesson plan and the action of the cycle 2. The students‟ score of cycle
1 and the observations‟ checklist were used to make a proper
reflection. In cycle 2, the teacher emphasized learning material about
synonym and references. She also explained how to answer questions
effectively; by skimming and scanning technique. In the teaching-
learning process, there were two students who did not join the class
fully. They were Wisa and Atiksyah. They asked permission to the
teacher to print out their task. The teacher gave permission to them
because both of them had improved their reading comprehension in
narrative text. It could be seen in their score of cycle 1. According to
her, it would not be a big problem if both of them just leave the class
for a while. Finally, this revised teaching-learning process could
improve the students‟ score in pre-test and post-test.
The passing grade (KKM) for English subject is 75. The
students‟ scores in the post-test of the cycle 2 show that there are
88
91.30% of the students who get the score higher than KKM. The
students‟ answers in the post-test of the cycle 2 were better. Some
students can answer the questions correctly. In the pre-test of the cycle
2, there are 78.26% of the students who get the score higher than
KKM. It means that after reflection from the cycle 1 was applied in
the action of the cycle 2, there was an enhancement of using QAR
strategy in the narrative text at the eleventh grade of SMA
Muhammadiyah 4 Andong. Finally, the teacher and the researcher
stop the cycle because 91.30% of the students have already passed the
passing grade.
B. Discussions
1. Implementation of Question Answer Relationship (QAR) Strategy to
Enhance the Students’ Reading Comprehension in Narrative Text at
The Eleventh Grade of SMA Muhammadiyah 4 Andong in The
Academic Year of 2017/2018
From this research, the researcher could conclude that the
implementation of QAR strategy to improve students‟ reading
comprehension at the eleventh-grade students of SMA Muhammadiyah 4
Andong was successful. The researcher got the information from cycle 1
and cycle 2.
The implementation of this research was divided into three parts.
The first part, the teacher conducted pre-test, the teacher gave pre-test to
the students for about 35 minutes. In cycle 1, the students shocked and
89
looked so confused to start their reading test. In the pre-test, some students
got difficulties. They were difficult to catch the meaning of the text. Some
students held their hand to ask the meaning of some words. They were also
confused to refer what they read. However, in cycle 2 the students got easy
to read the narrative text. The second part, the teacher conducted treatment
by using QAR strategy. The teacher gave students task by working in a
pair. The third part was post-test. The teacher gave post-test to the
students. The post-test was done for about 35 minutes.
The researcher analyzed the reading comprehension of the
students, and they increased their comprehension from cycle 1 until cycle
2. The implementation of QAR strategy could improve the students‟
reading comprehension in the narrative text by implementing QAR
strategy in the class.
2. The Result of Students’ Reading Comprehension in Narrative Text
Before QAR Strategy was Implemented in SMA Muhammadiyah 4
Andong in The Academic Year of 2017/2018
After analyzing the students‟ score in the cycle 2 and the cycle 2,
the researcher concludes that there is a significant enhancement of the
students‟ understanding in the narrative text being taught by using QAR
strategy. The enhancement can be seen as follows:
Table 4. 9 Data Analysis
No. Analysis Cycle 1 Cycle 2
1 Mean of pre-test 66.43 79.13
90
Mean of post-test 74.08 84.52
2 Total of the students who pass
the passing grade (≥75)
Pre-test
Post-test
Enhancement
43.47%
52.17%
8.7%
78.26%
91.30%
13.04%
T-Table with N-1(N=23) 2.07 2.07
3 T-test 3.1 2.99
From the table above, it can be seen that the t-test is bigger than t-
table. It means that there is a significant enhancement of the students‟
reading comprehension in the narrative text after being taught by using
QAR strategy. The improvement can also be seen from the total of the
students who pass the passing grade (KKM). In the cycle 1, the
improvement is as many as 8.7%, and in the cycle 2, the improvement is
as many as 13.04%. On the result of t-test of cycle 1 and cycle 2, the
implementation of QAR strategy was successful to improve students„
reading comprehension in narrative text. It could be seen from the table,
that showed that t-test of cycle 1 was 3.1 and cycle was 2.99 was higher
than t-table with N-1 (2.07).
Based on the result above, the researcher concludes that QAR
strategy can enhance the students‟ understanding of narrative text.
91
CHAPTER V
CLOSURE
A. Conclusions
After the research was conducted, the researcher drew conclusion
of the use of QAR strategy to enhance students‟ reading comprehension
in narrative text (a classroom action research of the eleventh grade
students at SMA Muhammadiyah 4 Andong in the academic year of
2017/2018), the researcher can conclude based on the findings
discussed in the previous chapter that:
1. Implementation of Question Answer Relationship (QAR) Strategy to
enhance the students‟ reading comprehension in Narrative Text at
the eleventh grade of SMA Muhammadiyah 4 Andong was
successful. The researcher got the information from cycle 1 until
cycle 2. The implementation of each cycle was divided into three
parts. The first part, the teacher conducted pre-test, the teacher gave
pre-test to the students for about 35 minutes. The second part, the
teacher conducted treatment by using QAR strategy. The third part
was post-test. The post-test was done for about 35 minutes. The
researcher analyzed the reading comprehension of the students, and
they increased their reading comprehension from cycle 1 until cycle
2. Finally, the implementation of QAR strategy was successful to
enhance students„ reading comprehension in narrative text.
92
2. The results of the use of QAR strategy in the narrative text at the
eleventh grade of SMA Muhammadiyah 4 Andong in the academic
year of 2017/2018 show that the students who reached standardized
score in cycle 1 were only 43.47% and 52.17%. The mean score of
pre-test was 66.43 and post test was 74.08. On the result of cycle 2,
there were 78.26% and 91.30% of students who reached
standardized score. The mean of pre-test and post-test in cycle 2
were 79.13 and 84.52. Moreover, the t-table was 2.07 and the T-test
of cycle 1 was 3.1 and the T-test of cycle 2 was 2.99. The value of t-
test was bigger than the value of the t-table, so the alternative
hypothesis was accepted and the null hypothesis was rejected. These
results could be seen from the pre-test and post-test of cycle 1 and 2.
B. Suggestions
1. For teachers
The result of this research can be the alternative strategy for a
teacher in teaching reading. It is another strategy which can be used
by the teacher as a way of teaching a narrative text. Not only in
teaching the narrative text but to teach any kinds of the texts. It is
suggested that the English teachers should be more creative and
innovative to select the teaching strategy or method to deliver the
materials. They should find a good way to get their students‟ interest
in learning English, especially in reading.
93
2. For students
The result of this research can motivate the students to
improve their reading comprehension. Through QAR strategy,
students can be fun and enjoy in teaching and learning process.
Students should not be afraid to make mistakes in writing. They
should believe in themselves in doing writing. They should give
more attention to a teacher when the teacher explained the materials
in the classroom.
3. For other researchers
It has been known from the research finding that using QAR
strategy can improve students‟ reading comprehension in narrative
text. So, the result of this research can be a reference for other
researchers who want to conduct a research about reading.
94
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APPENDIXES
PERMOHONAN MJD PEMBIMBING
IJIN PENELITIAN SKRIPSI
SK TELAH MELAKUKAN PENELITIAN
LEMBAR KONSULTASI
DAFTAR NILAI SKK
Subject of the Research
No. Student Name
1 Ade Asrining Putri A.
2 Agil Setiawan
3 Apriliya Rahayu
4 Dimas Adi Saputra
5 Dwi Nopitasari
6 Edy Triyono
7 Ella Ayu Zulianti
8 Endang Fitria
9 Ika Siti Rahmadani
10 Mey Shinta Ukuyasa
11 M. Shofiyudin
12 M. Taufi Hidayat
13 Nur Kholifah
14 Putri Aprilia Puspitasari
15 Riyanti
16 Rizky Alfiani
17 Shinta Nur Cahyani
18 Siti Nurhanifah
19 Siti Nurwahidah
20 Tri Pipin Novitasari
21 Wisa Puji Rahayu
22 Nur Afika Apriliyanti U.
23 Atiksyah Anting Putri
SILABUS BAHASA INGGRIS KELAS XI SEMESTER II
Standar
Kompetensi
Kompetensi
Dasar
Materi Pembelajara
n
Nilai Budaya & Karakter Bangsa
Kewirausahaan/Ekonomi Kreatif
Kegiatan Pembelajaran
Indikator Pencapaia
n Kompeten
si
Penilaian Alokasi
Waktu
Membaca
11 Memahami
makna teks
fungsional
pendek dan
esei
berbentuk
narrative,
spoof dan
hortatory
exposition
dalam
konteks
kehidupan
sehari-hari
dan untuk
mengakses
ilmu
pengetahua
n
11.1Merespon
makna
dalam
teks
fungsiona
l pendek
(misalnya
banner,
poster,
pamphlet,
dll.) resmi
dan tak
resmi
yang
menggun
akan
ragam
bahasa
tulis
secara
akurat,
lancar
dan
berterima
dalam
konteks
kehidupa
n sehari-
hari dan
Identifying meanings and information in a text
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Membaca nyaring bermakna sebuah banner, poster, pamphlet secara individu
Mendiskusikan isi teks yang dibaca secara berpasangan.
Mendiskusikan ciri-ciri gramatikal yang digunakan dalam teks yang dibaca secara berkelompok.
Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar
Mengidentifikasi topic dari teks yang dibaca
Mengidentifikasi informasi tertentu dari banner, poster, pamphlet
Performan
s
Tertulis
(PG dan
Uraian)
Quiz
Tugas
1 x 45
1 x 45
2 x 45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
untuk
mengaks
es ilmu
pengetah
ua
11.2 Merespon
makna
dan
langkah
retorika
dalam
esei yang
menggun
akan
ragam
bahasa
tulis
secara
akurat,
lancar
dan
berterima
dalam
konteks
kehidupa
n sehari-
hari dan
untuk
mengaks
es ilmu
pengetah
uan
dalam
teks
berbentuk
narrative,
Reading texts
Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab
Percaya diri (keteguhan hati, optimis).
Berorientasi pada tugas (bermotivasi, tekun/tabah, bertekad, enerjik).
Pengambil resiko (suka tantangan, mampu memimpin)
Orientasi ke masa depan (punya perspektif untuk masa depan)
Membaca nyaring bermakna teks exposition secara individu
Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok.
Berlatih menggunakan kalimat yang menyatakan argumen dan saran
Mengidentifikasi makna kata dalam teks yang dibaca
Mengidentifikasi makna kalimat dalam teks yang dibaca
Mengidentifikasi setting dalam sebuah cerita narasi
Mengidentifikasi komplikasi dalam sebuah cerita narasi
Mengidentifikasi kejadian dalam teks yang dibaca
Mengidentifikasi kasus yang dibahas dalam teks
Mengidentifi
Performan
s
Tertulis
(PG dan
Uraian)
Tugas
Quiz
2 x45
4 x45
2 x45
Developing
English
Competenc
ies
for Grade
X Senior
High
School
(SMA/MA)
Tape
Kamus
Kaset/CD
Tape/CD
Player
OHP/LCD
Foto/
Poster
Gambar
Koran
berbehasa
Inggris
Majalah
Internet
spoof,
dan
hortatory
expositio
n
kasi argumen yang diberikan
Mengidentifikasi saran yang diberikan
Mengidentifikasi langkahlangkah retorika dari teks
Mengidentifikasi tujuan komunikasi teks dibaca
LESSON PLAN
Educational Unit : SMA Muhammadiyah 04 Andong
Lesson : English
Class/Semester : XI/2
Basic Material : Narrative text
Time Allocation : 2x45 minutes
A. Standard of Competency
Reading : To understand meanings of written short essays in
the forms of narrative in daily contexts and to
access knowledge.
B. Basic Competency
Reading : To respond meanings of written short essays in the
form of narrative and to access knowledge.
C. Learning Objectives
At the end of the lesson students are expected to:
1. State the purpose of narrative text
2. Mention the generic structure narrative text
3. Mention language feature narrative text
4. Mentioned characters in the narrative text that has been read
5. Identify the generic structure narrative text that has been
read
6. Identify language feature in narrative text that has been read
D. Indicators
1. State the purpose of narrative text
2. Mentione generic structure in the narrative text that has
been read
3. Mention the characters in the narrative text that has been
read
4. Mention language feature in narrative text that has been
read
5. Answer the questions according to the narrative text that has
been read
6. Make a summary from the text which has been read
E. Learning Materials
Source: students‟ book and internet
(https://muawanah66.files.wordpress.com/2012/05/narrative-text-
reading-rpp.doc)
Narrative Text
A narrative text is a piece of the text which tells story and, in
doing so, entertains or informs the reader or listener. The basic
purpose of narrative is to entertain, to amuse, to gain, and hold
a readers' interest.
The generic structure of Narrative text
Orientation
It set the scene and introduce or identify the participants (it
answers the question: who, when, what, and where).
Complication: Tells the problems of the story and how the
main characters solve them (a sequence of events).
Re-orientation: The ending of the story, containing a
problem solution (the crisis is resolved)
Language Features of Narrative Text
Using Simple Past tense (killed, drunk, etc)
Using adverb of time (Once upon a time, one day, etc)
Time conjunction (when, then, suddenly, etc)
Specific character. The character of the story is specific, not
general. (Cinderella, Snow White, Alibaba, etc)
Using action verbs. A verb that shows an action. (killed,
dug, walked, etc)
Direct speech. It is to make the story lively. (Snow White
said, ”My name is Snow White”). The direct speech uses
present tense.
F. Media
Picture
Internet
Tape
Worksheets
G. Learning Steps
Activity Description of Activity Time
Opening Teacher greets the students using
English in order to create English
Environment.
Teacher and students pray together.
Teacher checks the students‟
attendance list.
Telling the learning purpose.
10
minutes
Main Activity
Exploration
Teacher gives clues which refers to
the material.
Teacher helps students to remember
the material about narrative text.
Elaboration
Teacher gives questions based on
70
minutes
narrative video.
Students discuss the answers in pair.
Students present their answer.
Teacher explains QAR strategy in
order to comprehend narrative text
easier.
Students apply the strategy in their
book (Lembar Kerja Siswa).
Confirmation
The teacher gives opportunity to the
students to ask question about the
material that day.
Clarifying and explaining the
students‟ questions.
Giving feedbacks after the lesson.
Closing
Helping students to conclude the
lesson.
Teacher gives homework to the
students.
Teacher gives motivation to the
students.
Teacher ends the class by praying
together.
10
minutes
H. Assessment
Procedure : Formative test
Technique : Written
Form : Objective tests
Specification of test instrument
No. Reading
aspect
Item numbers Total
1. Finding main
idea 1, 7, 13 3
2.
Identifying
supporting
detail
2, 3, 11, 15,
18, 19, 20, 21,
22, 23
10
3. Confirming
reference 4, 24 2
4. Making
inference
6, 8, 9, 10, 12,
16, 25 7
5. Understanding
vocabulary 5, 14, 17 3
I. Answer Key and Scoring
a. Answer Key
No Answer No Answer No Answer No Answer No Ans
wer
1 D 6 A 11 E 16 B 21 E
2 E 7 B 12 D 17 A 22 A
3 B 8 C 13 B 18 A 23 D
4 C 9 D 14 B 19 D 24 D
5 A 10 D 15 E 20 B 25 B
b. Scoring
Maximum score : 100
1 number equals 4 scores
To calculate the score:
N = B x 4
Notes;
- N : total score
- B : the number of correct answer
Andong, Maret 2018
Mengetahui
Guru Mata Pelajaran Researcher
Suciati, S.Pd. Amira Muflicha D.
NIP. NIM. 113 14 036
LESSON PLAN
Educational Unit : SMA Muhammadiyah 04 Andong
Lesson : English
Class/Semester : XI/2
Basic Material : Narrative text
Time Allocation : 2x45 minutes
A. Standard of Competency
Reading: To understand meanings of of written short essays in
the forms of narrative in daily contexts and to access
knowledge.
B. Basic Competency
Reading: To respond meanings of written short essays in the
form of narrative and to access knowledge.
C. Learning Objectives
At the end of the lesson students are expected to:
1. State the purpose of narrative text
2. Mention the generic structure narrative text
3. Mention language feature narrative text
4. Mentioned characters in the narrative text that has been
read
5. Identify the generic structure narrative text that has been
read
6. Identify language feature in narrative text that has been
read
D. Indicators
1. State the purpose of narrative text
2. Mentione generic structure in the narrative text that has
been read
3. Mention the characters in the narrative text that has been
read
4. Mention language feature in narrative text that has been
read
5. Answer the questions according to the narrative text that
has been read
6. Make a summary from the text which has been read
E. Learning Materials
Source: students‟ book and internet
(https://muawanah66.files.wordpress.com/2012/05/narrative-text-
reading-rpp.doc)
Narrative Text
A narrative text is a piece of the text which tells story and, in
doing so, entertains or informs the reader or listener. The basic
purpose of narrative is to entertain, to amuse, to gain, and hold
a readers' interest.
The generic structure of Narrative text
Orientation
It set the scene and introduce or identify the participants (it
answers the question: who, when, what, and where).
Complication: Tells the problems of the story and how the
main characters solve them (a sequence of events).
Re-orientation: The ending of the story, containing a
problem solution (the crisis is resolved)
Language Features of Narrative Text
Using Simple Past tense (killed, drunk, etc)
Using adverb of time (Once upon a time, one day, etc)
Time conjunction (when, then, suddenly, etc)
Specific character. The character of the story is specific, not
general. (Cinderella, Snow White, Alibaba, etc
Using action verbs. A verb that shows an action. (killed,
dug, walked, etc)
Direct speech. It is to make the story lively. (Snow White
said, ”My name is Snow White”). The direct speech uses
present tense.
Text
Snow White
Once upon a time there lived a little girl named Snow White. She
lived with her aunt and uncle because her parents were dead.
One day she heard her uncle and aunt talking about leaving Snow
White in the castle because they both wanted to go to America and they
didn‟t have enough money to take Snow White.
Snow White didn‟t want her uncle and aunt to do that so she
decided that it would be best if she ran away. The next morning she ran
away into the woods. She was very tired and hungry. Then she saw a
little cottage. She knocked but no one answered so she went inside and
fell asleep.
Meanwhile, the seven dwarfs were coming home from work.
There they found Snow White sleeping. Then Snow White woke up. She
saw the dwarfs.
The dwarfs said, “What is your name?”
Snow White said, “My name is Snow White.”
Then, Snow White told the dwarfs the whole story.
The dwarfs said, “If you want, you may live here with us.”
Snow White answered, “Oh, could I? Thank you.”
Finally, Snow White and the seven dwarfs lived happily ever after.
F. Media
Picture
Internet
Power point
Worksheets
G. Learning Steps
Activity Description of Activity Time
Opening Teacher greets the students using
English in order to create English
Environment..
Teacher and students pray together.
Teacher checks the students‟
attendance list.
Deliver the learning purpose.
10 minutes
Main Activity
Exploration
Teacher gives questions which
refers to the material.
Teacher helps students to remember
the material about narrative text.
Elaboration
Re-explain about QAR strategy
Apply QAR strategy in the text of
pre-test 1
Using skimming and scanning
strategy to read the text
Students work in group using QAR
strategy in snow white text to deepen
their reading comprehension
70 minutes
Teacher give vocabularies
Confirmation
The teacher gives opportunity to the
students to ask question about the
material that day.
Clarifying and explaining the
students‟ questions.
Giving feedbacks after the lesson.
Closing
Teacher and students conclude the
learning material.
Teacher gives motivation to the
students.
Teacher ends the class by praying
together.
10 minutes
H. Assessment
Procedure : formative test
Technique : written
Form : objective tests
Specification of test instrument
No. Reading Aspect Item
Numbers
Total
1. Finding main idea 1, 17, 24 3
2. Identifying supporting
detail
2, 7, 8, 12,
14, 15, 16,
19, 20, 23
10
3. Confirming reference 4, 9 2
4. Making inference 3, 6, 10, 11,
13, 21, 22
7
5. Understanding
vocabulary
5, 18, 25 3
I. Answer Key and Scoring
a. Answer key
No Answer No Answer No Answer No Answer No Answer
1 C 6 D 11 D 16 A 21 B
2 D 7 C 12 C 17 A 22 A
3 E 8 B 13 D 18 C 23 B
4 C 9 C 14 A 19 C 24 A
5 D 10 B 15 B 20 C 25 B
b. Scoring
Maximum score : 100
I number equals 4 scores
To calculate the score:
N = B x 4
Notes;
- N : total score
- B : the number of correct answers
Andong, Maret 2018
Mengetahui
Guru Mata Pelajaran Researcher
Suciati, S.Pd. Amira Muflicha D.
NIP. NIM.11314036
FOTO-FOTO
SCHOOL’S PROFILE
1. School‟s Name : SMA Muhammadiyah 4 Andong
2. Address :
a. Street : Jl. Solo-Karanggede km 27
b. Village : Mojo
c. Subdistrict : Andong
d. District : Boyolali
e. Province : Jawa Tengah
f. Postal Code : 57384
g. Telp : (0271)7893086
3. The first operation : in 1986
4. Width of land : 4500 m2
5. Width of structure : 4000 m2
6. Status of land : Personal belonging
7. Status of structure : Personal belonging
8. Accreditation : A (Very Good)
9. Vision, Mission, and Objective of School
1) School‟s Vision
”Creating a leading high school that is ready to print graduates who are
capable, intelligent, and berakhlaq as Islamic nation cadres”
2) School‟s Mission
Produce human resources that:
1. Deeds to Allah SWT.
2. Superior in achievement.
3. Skilled at work.
4. Behave Islamic.
5. Good in the community.
MAJELIS PENDIDIKAN DASAR DAN MENENGAH
WILAYAH MUHAMMADIYAH JAWA TENGAH
SMA MUHAMMADIYAH 4 ANDONG STATUS : TERAKREDITASI A (AMAT GOOD)
Jl. Raya Solo – Karanggede km 27. Mojo, Andong, Boyolali 57384 Email : [email protected] Telp : (0271)7893086
3) School‟s Objectives
The Muhammadiyah's educational goals stated in the Qoidah
Persyarikatan Muhammadiyah are as follows:
1. Forming a devoted Muslim and has a noble akhlaq.
2. Establish a capable, confident, disciplined, and responsible Muslim.
3. Forming a person who loves the homeland.
4. Forming Muslim who promotes and develops science and skills.
5. Forming the Muslim who works towards the realization of the ultimate,
just, and prosperous society that is approved by Allah SWT.
10. Number of Students dan Rombel
No Class
Academic Year
2017/2018
Number of
Students Rombel
1. X 73 3
2. XI 64 3
3. XII 65 3
Total 202 9
11. Number of Teachers and Supporting Personnel
a. Number of PTK based on Academic Qualification Level
No Status/ Position Last Education Level
< SLTP SLTA D2 D3 S1*) S2 S3
1. Head Master - - - - 1 - -
2. Teacher of PNS - - - - 1 - -
3. Permanent Teachers - - - - 19 3 -
4. Non-permanent
teachers
- - - - 7 - -
5. PTY - 1 2 - 1 - -
School‟s Keeper 1
*) Bachelor of Education
b. Educators‟ Qualification according to the level of Competence /
Certification
No Status/Position Number of Personnel Passed Certification
Number Year
1. Head Master 1 2017
2. Permanent Teachers 6 2009-2017
3. Teachers DpK 1 2009-2017
4. Employees - -
12. Total of Availability of Books and Supporting Facilities
a. Library Collections
No Type of Book Collection Number Unit
1. Main Text Book 2640 Examplar
2. Text Book 1082 Examplar
3. References 510 Examplar
b. Educational Equipment
No Type of Equipment Number Unit Condition
1. Science Aids (Torso) 1 Unit Good
2. Language 3 Unit Poor
3. Mathematics - - Poor
4. Indonesian Language 3 Unit Poor
5. English 3 Unit Poor
6. Biology 3 Unit Poor
7. Physics 5 Unit Poor
c. Media of Education
No Type of Media Total Unit Condition
1. Computer Device 20 Unit 5 = Broken
15 = Good
2. Printer 2 Unit 1 = Good
3. LCD Proyektor 6 Unit 3 = Good
3 = broken
4. OHP‟s Screen 2 Unit Broken
5. Laptop 2 Unit Good
6. Television 1 Unit Broken
7. DVD Player 1 Unit Good
8. Sound System 2 Unit 1 = good
1 = broken
9. Sound System DAT 1 Unit Good
10. CD Keping-Interaktif 376 Keping Enough
d. School Furniture
No Type of School
Furniture
Total Unit Condition
1. Desk/Chair of Principal 1 Set Good
2. Table/Teachers‟ Chair 32 Set Good
3. Students‟ Table 140 piece Enough
3. Students‟ Chair 250 piece Enough
4. Computer‟s Table 20 piece 5 = Good
15 = broken
5. Cabinet of Class 4 piece Enough
6. Book rack of Library 8 piece Good
7. Board/ White Board 9 piece Good
8. Office Data Board 4 unit Enough
13. Number of Roon Availability
a. Main Room
No Name of Room Number Unit Condition
1. Classroom 6.(7 x
8m)
M2 2 Broken
simple
1 broken
Enough
2. Office
(principal/teacher/committee)
5 x 6 M2 Good
b. Supporter Room
No Name of Room Size Unit Condition
1. Library Room 7 x 10 m M2 Good
2. UKS 2 x 4 m M2 Enough
3. Teacher‟s Restroom 2 (2 x 3 m) M2 Good
4. Students‟ restroom 8 ( 2 x 2m) M2 4=Good
4=broken
5. Warehouse 1 (7x8) M2 Good
6. Extracurricular room 1 (7x8) M2 Broken
Simple
7. Hall 1 (20x9) M2 Good
8. Laboratory 3 (7x8) M2 Good
Andong, 5 April 2018
Principal
Suprapto, S. Pd