IMPROVING THE STUDENTS’ READING COMPREHENSION IN

NARRATIVE TEXT BY USING SQ3R

(A Classroom Action Research at the Eleventh Grade Students of SMA

MUHAMMADIYAH 1 Karanganyar in the Academic Year of 2013/2014)

THESIS

AHMAD HERIYANTO

K2209002

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a Fulfillment of the Requirements for achieving the

Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2015

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ABSTRACT

Ahmad Heriyanto. K2209002. Improving Students’ Reading Comprehension

in Narrative Text by Using SQ3R(A Classroom Action Research at the

Eleventh Grade of SMA MUHAMMADIYAH 1 Karanganyar in the

Academic Year of 2013/2014). A Thesis English Education Department Teacher

Training and Education Faculty Sebelas Maret University. Surakarta. 2014.

The objectives of this classroom action research are to identify: (1)

whether SQ3R method can improve the students’ reading comprehension; (2) the

classroom situation of using SQ3R method in teaching and learning process.

The method used in this research was classroom action research.This

research conducted at class XI IA3 students of SMA MUHAMMADIYAH 1

Karanganyar.The research data were collected by using techniques of interview,

observation, questionnaire and tests. The qualitative data were analyzed by

assembling the data, coding the data, comparing the data, building interpretations,

and reporting the outcomes. The quantitative data were analyzed by comparing

the mean score of pre-test and post-test

The research findings show that SQ3R method can improve the students’

reading comprehension and the classroom situation. It can improve the students’

reading comprehension in five aspects including finding main idea, explicit and

implicit information, reference of pronoun, and identifying the meaning of word.

Besides, the improvement of students’ reading comprehension could be seen from

the students’ mean score of the tests. The mean score of pre-test was 63, it

improved to 68in first post-test, and it increased up to 75.8 in second post-test.The

classroom situation shows that the students are more active in teaching and

learning process. They pay more attentionto the teachers’ explanation,look

conduciveand enthusiastic in reading class.

From the results above, it could be concluded that SQ3R method could

improve the students’ reading comprehension and classroom situation. It is

recommended that the teacher can implement SQ3R method to overcome the

students’ reading problems.

Keywords: action research, sq3r, reading comprehension, classroom situation

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MOTTO

“And We have sent down to thee The Book explaining all things.”

(Q.S. An-Nahl: 89)

“Barangsiapadiujilalubersabar, diberilalubersyukur,

dizalimilalumemaafkandanmenzalimilaluberistighfarmakabagimerekakes

elamatandanmerekatergolong orang-orang yang memperolehhidayah.”

(HR. Al-Baihaqi)

“Hati-hatilahterhadapprasangka.Sesungguhnyaprasangkaadalahomongan

paling dusta.”

(HR. Bukhari)

“Kebanyakandosaanak Adam karenalidahnya.”

(HR. Ath-Thabranidan Al-Baihaqi)

“Hubungilah orang yang memutushubungannyadengankamudanberilah

(sesuatu) kepada orang yang engganmemberimu.Hindarkandirimudari

orang yang menzalimikamu (Artinya, janganmenghiraukan orang yang

menzalimikamu).”

(HR. Ahmad)

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DEDICATION

With love, this thesis is dedicated to:

My beloved mother and father, thanks for

everything you’ve given to me. To be your son

is the best thing in the world

My lovely brother and sister, it’s so wonderful

spending my time with you

All my best friends in EED 09, thanks for

coloring and cheering up my beautiful life

All people that have helped and supported me

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ACKNOWLEDGEMENT

Alhamdulillahirabbil’alamin. Praise and thank to God the Almighty for

His blessing to me so that I can accomplish the writing of this thesis. In this

occasion I would like to express my deepest gratitude and appreciation to the

following:

1. Prof. FurqonHidayatullah, M.Pd, the Dean of Teacher Training and

Education Faculty of Sebelas Maret University.

2. TeguhSarosa, S.S, M.Hum,the Head of English Department.

3. Drs. Siswantoro, M.Hum, for the time, guidance, advice, and patience

during the process of writing this thesis

4. TeguhSarosa, S.S, M.Hum, the second consultant, thank youfor the advice,

patience, motivation, and correction in writing this thesis.

5. Munfarid, S.Ag, M.Pd, the Headmaster of SMA MUHAMMADIYAH 1

Karangnyar, for his permission to conduct a research at the school.

6. RohmatCatur S.S, the English teacher, for his kindness and his help.

7. All the students of XI IA3 for their good cooperation during the research.

8. All the lecturers in English Education Department of Teacher Training and

Education Faculty UNS for their support during study.

9. My beloved family, thank you for the support.

Hopefully, this thesis can give contribution for further research. I accept

gratefully every comment and suggestion.

Surakarta, April 2015

Ahmad Heriyanto

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TABLE OF CONTENTS

TITLE ..................................................................................................................

PRONOUNCEMENT ...........................................................................................

APPROVAL OF CONSULTANTS ......................................................................

APPROVAL OF THE THESIS EXAMINERS......................................................

ABSTRACT .........................................................................................................

MOTTO ...............................................................................................................

DEDICATION .....................................................................................................

ACKNOWLEDGMENT ......................................................................................

TABLE OF CONTENTS .....................................................................................

LIST OF TABLES ................................................................................................

LIST OF FIGURES...............................................................................................

LIST OF APPENDICES .......................................................................................

CHAPTER I. INTRODUCTION ......................................................................

A. Background of the Study ...........................................................

B. Problem Statements .................................................................

C. Objectives of the Study ............................................................

D. Benefits of the Study .................................................................

CHAPTER II. REVIEW OF RELATED THEORIES .....................................

A. The Concept of Reading ...........................................................

1. The Nature of Reading........................................................

2. Reading Comprehension .....................................................

3. Level of Comprehension .....................................................

4. The Techniques of Reading ................................................

5. Micro Skills and Macro Skills of Reading...........................

6. Teaching Reading ...............................................................

B. Narrative Text ..........................................................................

1. Social Function ...................................................................

2. Generic Structure ................................................................

3. Language Feature ...............................................................

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C. The Concept of SQ3R Method .................................................

1. The Nature of SQ3R Method ..............................................

2. The Steps of SQ3R Method ................................................

3. The Advantages and Disadvantages of SQ3R Method ........

D. Rationale..................................................................................

E. Hypothesis ...............................................................................

CHAPTER III. RESEARCH METHODOLOGY .............................................

A. Time and Place of Research .....................................................

B. Research Subject ......................................................................

C. The Definition of Action Research ...........................................

D. The Model of Action Research .................................................

E. The Procedures of Action Research ..........................................

F. Technique of Collecting the Data .............................................

G. Technique of Analyzing the Data .............................................

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION .........................

A. Research Finding ....................................................................

1. Introduction .......................................................................

2. The Implementation of Research ........................................

B. Discussion ...............................................................................

CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTIONS ......

A. Conclusion ..............................................................................

B. Implication ..............................................................................

C. Suggestion ..............................................................................

BIBLIOGRAPHY ...............................................................................................

APPENDICES .....................................................................................................

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LIST OF TABLES

Table 2.1 Reading Problem Indicators and the Solutions ..................................... 19

Table 3.1 The Schedule of Research ......................................................................

Table 4.1 The Schedule of Pre-Research ...............................................................

Table 4.2 The Improvement of Students’ Reading Comprehension in the End

of Cycle 1 .................................................................................................................

Table 4.3 The Improvement of Classroom Situation in the End of Cycle 1 .......

Table 4.4 The Improvement of Students’ Score ....................................................

Table 4.5The Improvement of Classroom Situation in the End of Cycle 2 ........

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LIST OF FIGURES

Picture 3.1 Action Research Model........................................................................ 25

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LIST OF APPENDICES

Appendix 1 List of Students Name ........................................................................ 58

Appendix 2 The Description of Setting ................................................................ 59

Appendix 3 Interviews of Pre-research ..................................................................

Appendix 4 Field Note of Pre-observation ............................................................

Appendix 5 Sample of Pre-questionnaire ..............................................................

Appendix 6 Data Analysis of Pre-questionnaire ...................................................

Appendix 7 The Instrument of Pre-test ..................................................................

Appendix 8 Sample of Pre-test ...............................................................................

Appendix 9 The Result of Pre Test ........................................................................

Appendix 10 Lesson Plan (cycle 1)........................................................................

Appendix 11 Field Note (cycle 1) ..........................................................................

Appendix 12 The Instrument of Post Test 1 ..........................................................

Appendix 13 Sample of Post Test 1 .......................................................................

Appendix 14 The Result of Post Test 1 .................................................................

Appendix 15 Lesson Plan (cycle 2)........................................................................

Appendix 16 Field Note (cycle 2) ..........................................................................

Appendix 17 The Instrument of Post test 2 ...........................................................

Appendix 18 Sample of Post Test 2 .......................................................................

Appendix 19 The Result of Post Test 2 .................................................................

Appendix 20 Interviews of Post-research ..............................................................

Appendix 21 Sample of Post-questionnaire ..........................................................

Appendix 22 Data Analysis of Post-questionnaire ...............................................

Appendix 23 Photographs .......................................................................................

Appendix 24 Syllabus .............................................................................................

Appendix 25 Permission Letter ..............................................................................

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