teaching reading comprehension through...

TEACHING READING COMPREHENSION THROUGH

SILENT WAY TO THE EIGHTH GRADE STUDENTS OF SMP

NEGERI 2 MENGWI IN ACADEMIC YEAR

2012-2013

BY

I PUTU ADI SUJAYA

NPM: 09.8.03.51.31.2.5.3242

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAHASARASWATI DENPASAR UNIVERSITY

DENPASAR

2013

i

TEACHING READING COMPREHENSION THROUGH

SILENT WAY TO THE EIGHTH GRADE STUDENTS OF SMP

NEGERI 2 MENGWI IN ACADEMIC YEAR

2012-2013

BY

I PUTU ADI SUJAYA

NPM: 09.8.03.51.31.2.5.3242

ENGLISH DEPARTMENT



DENPASAR

2013

ii

TEACHING READING COMPREHENSION THROUGH SILENT

WAY TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2

MENGWI IN ACADEMIC YEAR

2012-2013

THESIS

As Partial Fulfillment of the Requirement for the Sarjana Pendidikan Degree in

English Department Faculty of Teacher Training and Education

Mahasaraswati Denpasar

BY

I PUTU ADI SUJAYA

NPM: 09.8.03.51.31.2.5.3242

ENGLISH DEPARTMENT



DENPASAR

2013

iii

APPROVAL SHEET1

This thesis entitled “Teaching Reading Comprehension through Silent

Way to the Eighth Grade Students of SMP Negeri 2 Mengwi in Academic Year

2012/2013” has been approved and accepted as Partial Fulfillment for Sarjana

Pendidikan degree in English Education Study Program Faculty of Teacher

Training and Education, Mahasaraswati Denpasar University.

Advisor 1 Advisor 2

Dr. Drs. I Made Sukamerta, M.Pd Drs. Nyoman Winata, M.HumNIP. 195505071982031003 NIP. 13 0795 908

iv

APPROVAL SHEET2

This thesis has been examined by the committee on oral examination on

Monday, 12th August 2013.

Chief Examiner

Drs. I Nengah Astawa, M.HumNIP. 19571113 198603 1 001

Examiner I Examiner II

Dr. Drs. I Made Sukamerta, M.Pd Drs. Nyoman Winata, M.HumNIP. 195505071982031003 NIP. 13 0795 908

Approved by

Dean of the Faculty of Teacher Head of the English DepartmentTraining and Education

Prof.Dr.Wayan Maba I Komang Budiarta, S.Pd.NIP. 19581231 198303 1 032 NPK. 82 8208 306

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ACKNOWLEDGEMENT

First of all, the researcher wishes to express his sincere and heartfelt

gratitude to the Almighty God, Ida Sang Hyang Widhi Wasa, for His everlasting

blessing and endlessly merciful love, since he is so firmly confident that without

His blessing he could never accomplish the writing of this thesis which is a partial

requirement for taking the final examination.

Second, he wishes to extend his deep and profound gratitude to his first

and second adviser, Dr. Drs. I Made Sukamertha, M.Pd Drs. Nyoman Winata,

M.Hum. for their invaluable guidance and corrections in the course of writing this

thesis. Next, he also wishes to share out her sincere gratitude to the Dean Faculty

of Teacher Training and Education of Mahasaraswati University for their

permission, help and encouragement complete this thesis. His special sincere

gratitude further goes to head of the English Department, Lecture, and all staffs of

the English Department, Faculty of Teacher Training and Education of

Mahasaraswati University for their motivation teaching and help write this thesis.

Besides, he would also like to express his thank to Drs. I Ketut Suanda as

the headmaster and Dra. Basiroh as an English teacher of SMP Negeri 2 Mengwi

for their permission and suggestion to complete this thesis. A special

acknowledgement is also forwarded to all of the eighth grade students of SMP

Negeri 2 Mengwi for their good cooperation to help get the data of this study to

complete this thesis.

Last but not least, he is greatly summoned to share out his sincere and his

heartfelt gratitude to his parents, brother and friends, for their eternal spirit and

support to finish this thesis. He is so convinced that without his help and spirit his

might not be able to finish this thesis. He deeply feels indebted to all of them.

Denpasar, August 2013

The Researcher

vi

TABEL OF CONTENTS

COVER ………………………………………………………………………. i

APPROVAL SHEET 1 …………………….………………………………. iii

APPROVAL SHEET 1 ..…………………………………………………… iv

ACKNOWLEDMENT ……………………………………………………… v

TABEL OF CONTENTS …………………………………………………….. vi

LIST OF TABELS …………………………………………………………... viii

LIST OF GRAPHS ………………………………………………………….. ix

LIST OF ABBREVIATION AND SYMBOL ……………………………… x

ABSTRACT …………………………………………………………………. xi

CHAPTER I INTRODUCTION …………………………………………… 1

1.1 Background of the Study ……………………………….. 1

1.2 Statement of Research Question ……………………...... 4

1.3 Objective of the Study …………………………………. 5

1.4 Limitation of the Study …………………………………. 5

1.5 Hypothesis ……………………………………………… 5

1.6 Assumption …………………………………………….. 6

1.7 Significance of the Study ……………………………… 6

1.8 Definition of Key Terms ………………………………. 7

1.9 Theoretical Frame Works ……………………………… 8

CHAPTER II REVIEW OF RELATED LITERATURE …………………… 9

2.1 Conception of Reading …………………………………. 9

2.2 Types of Reading …………………………………….. 10

2.3 The Importance of Teaching Reading ………………… 12

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2.4 Teaching Reading through Silent Way................................ 13

2.5 Reading Assesment........................................... .................. 16

CHAPTER III RESEARCH METHOD

3.1 Subject of Study ……………………………………….. 18

3.2 Research Design ………………………………………… 18

3.2.1 Initial Reflection …………………………………. 20

3.2.2 Planning ………………………………………….. 20

3.2.3 Action ……………………………………………. 21

3.2.4 Observation ……………………………………… 23

3.2.5 Reflection ………………………………………… 23

3.2.6 Points of Revision ……………………………….. 24

3.3 Research Instruments …………………………………… 24

3.4 Data Collection ………………………………………… 26

3.5 Data Analysis …………………………………………… 26

CHAPTER IV THE PRESENTATION OF FINDING ……………………… 29

4.1 Data …………………………………………………….. 29

4.2 Data Analysis …………………………………………… 32

4.3 Discussion of Finding …………………………………... 34

CHAPTER V CONCLUSION AND SUGESTION ……………………….. 38

5.1 Conclusion ……………………………………………… 38

5.2 Suggestion ……………………………………………… 39

REFERENCES ……………………………………………………………… 41

APPENDICES

viii

LIST OF TABELS

Table 1 : Rubric to Measure the Student’s Ability in ReadingComprehension through Silent Technique.................………………. 27

Table 2 : Tabulation of Showing the Subjects’ Progressing Score inSilent Reading Comprehension ……………………………………. 30

Table 3 : Tabulation of Data Showing the Subject’s Changing Attitudeand Motivation in Learning Reading Skill through SilentWay.............………………………………………………………… 31

Table 4 : Table of Data Showing the Frequency Distribution of InitialReflection (IR) and Post Test Score in Reading DescriptiveParagraph through Silent Way................…………………………… 31

Table 5 : Summary of the Research Findings show the Mean of eachSession and the Grand Mean Score for Cycle I and II …………… 33

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LIST OF GRAPHS

Graph 1 : Depicting the Subjects’ Progressing Ability in ReadingDescriptive Paragraph through Silent Way in Cycle I ……………. 35

Graph 2 : Depicting the Subjects’ Progressing Ability in ReadingDescriptive Paragraph through Silent Way in Cycle II...................... 35

Graph 3 : The Subjects’ Progressing Grand Mean Taught in ReadingSkill through Silent Way...................……..………………………… 36

Graph 4 : Showing Percentage Rate of Questionnaire in TeachingReading Skill through Silent Way.......................……………..……… 31

x

LIST OF ABBREVIATION AND SYMBOL

A : Action

IR : Initial Reflection

R : Reflection

O : Observation

P : Planning

RP : Revised Planning

SMP : Sekolah Menengah Pertama

F : Frequency

M : Mean Score

N : The Total Number of the Students

X : Total Score

X : The Sum of Total Score

xi

ABSTRACT

I Putu Adi Sujaya. 2013. Teaching Reading Comprehension through Silent Wayto the Eighth Grade Students of SMP Negeri 2 Mengwi in Academic Year2012/2013. First advisor is Dr. Drs. I Made Sukamertha, M.Pd. and thesecond advisor is Drs. Nyoman Winata, M.Hum.

Key Words : Teaching, Reading, and Silent Technique

The present classroom action study dealt with the teaching reading comprehensionthrough silent way to the eighth grade students of SMP Negeri 2 Mengwi inacademic year 2012/2013. The present classroom action investigation wasbasically triggered by the fact that the subject under study still faced problem instudying English especially reading. Teaching reading comprehension wasexpected to be an effective way in improving the reading skill of class VIIIa of theeighth grade students of SMP Negeri 2 Mengwi. The present classroom actionstudy made use of pre-test, post-test research design with descriptive analysis. Itconsisted of two cycles and in each cycle there were two successive sessions. Thepresent classroom action study started with administering Initial Reflection to thesubjects under study. The IR was intended to establish the real preexisting ofsubjects under study in English. The result of the IR clearly showed thatpreexisting descriptive paragraph reading ability was still low with the mean scoreof 56.33. The result of the data analysis of the reflection scores for cycle I figuredout the increasing mean figures of 61.50 and 67.33 for S1 and S2 respectively.The result of the data analysis of the reflection scores for cycle II clearly figuredout the increasing mean figures of 86.33 and 95.33 for S3 and S4 respectively.The grand mean figure for cycle I and cycle II showed figure of 64.42 and 90.83.There was a different mean figure of 26.4 between the two cycles. These findingsclearly showed that teaching reading skill through silent way was effectiveenough in helping class VIIIa eighth grade students of SMP Negeri 2 Mengwiimprove their reading skill in English. The result of the analysis of thequestionnaire score showed the comparative percentage figures of 50.3 %, 44.2%, 5.5 % and 0 % for the items of the questionnaire showing the total responsesgiven for A, B, C and D respectively. The result of comparative percentagefigures clearly showed the subjects’ attitudes and motivation in learning readingcomprehension through silent way changed positively.

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CHAPTER I

INTRODUCTION

1.1 Background of the Study

Language is a means to give or exchange information; news, idea or

opinions, through language people learn from one another the things they want to

know. Imagine if human beings could not communicate with one another. If a

person cannot communicate, he will not talk to other people, and no other people

will talk to him anything. So it would be impossible for him to learn anything.

English as an international language has an important role to develop

science and technologies many countries in the world use English as a medium of

communication among people in different countries, and also of writing many

kinds of books in which those are spread in different countries. In Indonesia there

are many kinds of foreign books written in English, whether they are medical,

Economical, Botanical, or other books, they claim Indonesian students to be able

to learn and to use English in schools or in society in order that the books they

read can be applied in various fields so that the development of science and

technologies in Indonesia can be obtained.

It is a compulsory subject in Indonesia that English must be learned by the

Indonesian students from the primary school up to University English as a foreign

language will arise some difficulties which are faced by students because in

learning a new language will arise some difficulties which are faced by

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2

Indonesian people/students because in learning a new language the students tend

to transfer their native language habit to the new language.

In English, there are four skills that should be mastered, they are: listening,

speaking, reading, and writing. The reading skill became very important in the

education field, students need to be exercised and trained in order to have a good

reading skill. Reading is also something crucial and indispensable for the students

because the success of their study depends on the greater part of their ability to

read. If their reading skill is poor they are very likely to fail in their study or at

least they will have difficulty in making progress. On the other hand, if they have

a good ability in reading, they will have a better chance to succeed in their study.

In reading, to comprehend the text the readers should be able to manage

every part of the text, because it is easy to gain the comprehension in reading

when the readers are able to organize the text. Sometimes, they may find form of

pre-questioning and it is important for them to comprehend a reading text with

having knowledge in general view of the text. Theoretically, pre-questioning itself

can build the students’ interest and motivation before students read the whole text.

Moreover, the students can predict what will be discussed on the text. In line with

this study, students may improve their reading comprehension if they know about

pre-questioning and it is very important to understand about pre-questioning in

order to get good comprehension in reading.

In fact the learners often make mistakes and even errors in learning

English, especially when they try to arrange sentences or use tenses in their

writing. As a result, they will write sentences ungrammatically. Actually,

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ungrammatical sentences have great influence when the learners are writing

sentences. That can be influenced by the first language which is different from the

second language in written form. Therefore, the first language can interfere

learners in the process of the second language.

Making Errors are a natural and unavoidable part of the process of

learning English. Many kinds of errors arise when the learners write because they

do not master the English structure well. Also, errors are the inability of the

students in using rules of the components and elements of the second language.

Second language learning is a process that is clearly not unlike first language

learning in its trial and errors nature.It means that the learners cannot avoid errors

in learning second language. So, almost all learners must make errors when they

are learning English because it is difficult to separate error in the process of

learning English.

Considering to the problems encountered by students and the description

of related strategy explained above, It is decided to apply the technique to

improve the students’ reading skill through silent way technique on the students of

eighth grade students of SMP Negeri2 Mengwi. Systematically, the students under

study will deduce the meaning of words by understanding word formation and

contextual clues. Students should dig deep in three different knowledge of

linguistic, textual, and prior knowledge.

Todetermine the ability of the studentstomastering readingskillin SMP

Negeri 2 Mengwi in eighth grade. For that it is gave some simple questions about

daily life as much as 20 questions to students in eighth gradeand the test that gave

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reference to the reading skill. After observing the results of tests that gave, there

are still many students cannot answer the test well.

By giving this kind of test and know the results, expected later teachers

can provide more deeply lessons to their students. It is useful for my own to learn

to overcome these problems. Teachers should motivate students to study harder

again, especially reading. Here the mastery of vocabulary is required in

determining the meaning of a word or phrase contained in the English language. It

describes that learners’ ability in English is still poor and they need to be taught

more effectively.

To determine the level of students' ability in mastering reading skills, for

the future are expected to be more active students learn and teachers can provide

appropriate learning methods, so students can receive the lessons well.

It is believed this silent way technique can encourage the students’ reading

skill and increases their results that consequently support their motivation. This

classroom reading technique can be one of the challenging learning activities to

improve reading skill of eighth grade students of SMP Negeri 2 Mengwi.

1.2 Statement of Research Question

As already discussed in the background of the study, the process of

teaching is never completed because of it is very bulk and complex. Although the

teaching of reading is broad and complex process, Junior High School students

need to be equipped with adequate mastery of reading skill because word are the

means whereby they can communicate their ideas, massages and feelings. As far

as the researcher is concerned the students’ inability to reading in English is due

5

to their limited comprehension mastery. Based on the background of the

researcher, the researcher question can be formulated as follow: “Can the silent

way technique improve the reading skill of eighth grade students of SMP Negeri 2

Mengwi?”

1.3 Objective of the Study

The objective of the present study is to know the extent of the

improvement of the students’ reading skill. Specific investigation is intended to

find a scientific solution about research question. On the basis of research

question above, an action classroom research is developed with the main purpose

to know whether good or not the technique can improve student abilities ofreading

skill to the eighth grade students of SMP Negeri 2 Mengwi. In this study is

focused on improving reading skill comprehension.

1.4 Limitation of the Study

The teaching of reading actually has a broad and wide scope of

coveragealsocomplex to be concerned in one single discussion.In the present

study is only focused on improving reading skill through silent way technique and

the subject is being conducted in eighth grade of SMP Negeri 2 Mengwi. The

study is limited to students’ ability to silent way technique.

1.5 Hypothesis

On attempting to give a tentative solution to the problem, the hypothesis is

stated based on the research question above. The hypothesis could be drawn as

6

follows: The students’ reading ability of the eighth grade of SMP Negeri 2

Mengwi can be improved through silent way reading techniquein academic year

2012/2013.

1.6 Assumption

Because of the limitation of time, finance, and investigator’s ability, not all

variable can be controlled.There are some variable that effect to this research.

However it is only concerned with variable stated research question. Statement

was assumed as follows:

1. Students of eighth grade of SMP Negeri 2 Mengwi is assumed have a good

ability in English.

2. The eighth grade students of SMP Negeri 2 Mengwi are assumed to have

learnt English for same period of time.

3. All English teachers who are on duty in SMP Negeri 2 Mengwi are considered

as professional and qualified.

4. The test which was used to measure the reading ability of eighth grade of

SMP Negeri 2 Mengwi in reading session are assumedmust be valid and

reliable.

1.7 Significance of the study

The outcome of this study aims at providing both theoretical and practical

significant. Theoretically, this present study is expected to be used as evidence

that silent reading technique is an effective technique in teaching reading.

Practically, the outcome of this study is meant to give English teacher a more

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understanding of the importance of silent reading to improve students’

readingskill.Giving a reference to development of teaching learning process

especially in reading, that silent reading can make the students’ reading

comprehension will be better. It is expected teacher should use right technique in

teaching learning process especially in teaching reading.For students, it is

expected giving a contribution, how to improve their skill in comprehending about

the reading text.

A profitable description to any further researcher which wants to study the same

case, so this study become helpful information and useful reference for the next

study.

1.8 Definition of Key Terms

The terms in scientific research sounds complicated to the readers because

they are too broad, and the definition does not give clear cut clarification. To

avoid incorrect interpretation that causes confusion about contact of the study,

there are some terms in this study that should be clarified as follows:

1. Reading

Reading is a process of interaction between the reader with the text and the

reader relates the idea from the text to prior experiences and their knowledge.

2. Improving

Improving can be defined as a progress of activities or action conducted

trough process from down points of knowledge level ability and value to

higher level of understanding.

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3. Technique

Antony (1963:48) states that technique are specific activities manifested in the

class that are consistent with method in harmony with an approach as well.

4. Skill

Skill is a ability to do something well. Skillwasgainedfromthe

experienceandtrainingwhich is donecontinuously.

1.9 Theoretical Frame Works

The present investigation is based on the following theoretical frame work

which will be completely discussed in next chapter that includes:

(1) Conceptionof reading, (2) types of reading, (3) the importance of teaching

reading, (4) teaching reading through silent way, and (5) the assessment of

reading.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter concerns with the review of some related literature

concerning to the topic of the problems. The review of related literature in this

study will use some references which are quoted from linguists and related expert

aboutconception of reading, types of reading, the importance of teaching reading,

teaching reading through silent way, and the assessment of reading.

2.1 Conception of Reading

Reading can be seen as an “interactive” process between a reader and a

text which leadsto reading fluency. In this process, the reader interacts

dynamically with thetext as he/she tries to elicit the meaning and where various

kinds of knowledge are being used. Since reading is a complex process, Grabe

(1991:379) arguesthat “many researchers attempt to understand and explain the

fluent reading process by analyzingthe process into a set of component skills”. in

reading; consequently researchersproposed at least six general component skills

and knowledge areas:

1. Automatic recognition skills

2. Vocabulary and structural knowledge

3. Formal discourse structure knowledge

4. Content/world background knowledge

5. Synthesis and evaluation skills/strategies

6. Metacognitive knowledge and skills monitoring

9

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2.2 Types of Reading

Reading as it refers to comprehension has a broad and complex coverage.

Reading activities can be done at school, at home and at work or whatever the

readers want. In order to acquire reading skills the students should read different

kinds of reading texts such as intensive reading, extensive reading, reading aloud,

and silent reading.

a. Intensive Reading

Hedge (2003:202) states that in intensive reading, students ussualy read a

page to explore the meaning and to be acquainted with writing mechanisms. He

argues that, it is only through more extensive reading that learners can gain

substaintial practice in operating these strategies more independently on a range

of materials. These strategies can be either text-related or learner-related the

former includes an awareness of text organization, while the latter include

strategies like linguistic, schematic, and met cognitive strategies. The differences

between extensive reading and intensive reading, in intensive reading activities

learners are in the main exposed to relatively short text which are used either to

exemplify specific aspect of the lexical, syntactic or discourse system of the

second language, or to provide the basis for targeted reading strategy practice.

b. Extensive reading

Hedge (2003:203) states that there have been conflicting definitions of the

term extensive reading. Some use it to refer to describe skimming and scanning

activities others associate it to quantity of material. Extensive reading varies

according to students’ motivation and school resources. A well motivated and

11

trained teacher will be able to choose suitable handouts or activities books for the

students and helps in developing reading ability. In , summary, learners can build

their language competence, progress in their reading ability, become more

independent in their studies, acquire cultural knowledge, and develop convidence

and motivation to carry on learning.

c. Reading Aloud

One of the main intentions of reading aloud is to recognize the sounds of

words; however, teachers may also vary their activities to develop their students’

reading comprehension. A teacher may ask some questions after the students have

read the text. When one student reads aloud, the teacher asks the other students to

pay attention to the text rather than just listen to how their friend reads. This will

assist the students in finding the meaning of the text.

Namdi (2005:51) states that reading aloud stimulates listening skills. It

helps to familiarize pupils with the language of books and patterns. It builds

listening skills and provides examples for children in pronunciation and

expression. It is a good idea to incorporate and action as well as non-action texts.

The intonation an tone used by the teacher should be appropriate to the text being

read.

d. Silent Reading

Silent reading is the opposite of reading aloud. This activity is really

intended to improve the students’ comprehension. They have to find out the

content of the reading texts. Broughton et al (2003:92) states silent reading skill is

far from uniform. It varies according to the use to which it is being put the

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effective oral reading requires the use of the most the techniques and skills

employed in good silent reading: word recognition, understanding of vocabulary

and concepts, reading by thought unit (prashing) and comprehension.

2.3 The Importance of TeachingReading

Hedge (2003) states that any reading component of an English language

course mayinclude a set of learning goals for:

1. the ability to read a wide range of texts in English. This is the long-range goal

most teachers seek to develop through independent readers outside EFL/ESL

classroom.

2. building a knowledge of language which will facilitate reading ability.

3. building schematic knowledge.

4. the ability to adapt the reading style according to reading purpose (i.e.

skimming, scanning).

5. developing an awareness of the structure of written texts in English.

6. taking a critical stance to the contents of the texts.

The last goal can be implemented at an advanced level. Students, however,

should bekept aware that not all Internet content is authentic since there are no

“gate keepers” and anyonecan post whatever he/she likes in this cyperspace.

Consequently, students can check theauthenticity of the text by looking at the

following indicators: whether the article gives the nameof the author or no, the

date of publication, the aim of the article, etc.

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2.4Teaching Reading Through Silent Way

Reading is very important role in teaching learning process because the

skill of reading determines the process that the student focuses the teaching of

reading. Silent reading activity is a strategy in reading comprehension, teaching

reading consist of four sub skills (general idea, specific information, textual

references, and word meaning) and has many advantages, such as:

1. To help you read faster

Reading out loud slows down your reading speed. If you usually read out loud

you will start reading out the words in your head even when you are reading

silently and so reduce your reading speed all the time to the speed when you

are reading out loud.

2. To improve understanding

Half of your brain is concentrating on pronunciation when you read out loud,

you comprehension is much less than when you are reading silently. The same

is true when listening to other people reading out loud.

3. To help you ignore words you don’t need

When you are reading out loud you have to think about and pronounce every

word in the text, but there are many words you don’t need to be able to

pronounce and/ or understand, such as people’s names and place names. When

you are reading silently, you can just skip past anything that you think is too

difficult or not important, and then go back to it later if you need to.

4. To allow you to reread

If you are reading out loud, once you have read a word or sentence with the

14

right pronunciation it is normal to move onto the next part. If it was an

important and difficult to understand part, it can be worthwhile to read it once

or twice more. This is much easier and quicker when you are reading silently.

5. To help you read whole words at once

When you are reading out loud it is normal to read each word from the first

letter to the last in the way it is pronounced, but it is possible to read faster by

looking at a whole word or even groups of words at the same time and then

moving onto the next section.

6. To move quickly to the information you need

Reading out loud means reading each sentence in order. With most

comprehension questions in exams and textbooks, it is much quicker and

easier to read the question and then quickly skim and scan until you reach the

part of the text where that information is. You can then read that part slowly

and carefully, and as many times as you like.

7. To involve all the students

It is very difficult to concentrate when another person is reading out loud, and

even if you are listening carefully it is not good listening comprehension

practice as, unlike real life, you have the text in front of you to read too.

8. To give a good model

Other students are not usually a good model of pronunciation and speaking at

natural speed, so listening to them read out loud is not likely to improveyour

pronunciation and listening skills.

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9. To help with exam practice

You cannot read out loud in an English language exam like FCE or TOEFL,

so reading out loud will not help if you want to take one of these exams.

10. To stop you moving your lips

Some people who have done most of their reading out loud move their lips as

if they are speaking even when reading silently. This slows down your reading

speed and can be embarrassing if people see you!

11. To allow choral drilling

It is impossible for a whole class to read a long text out together, so if the

teacher wants the whole class to loudly practice their pronunciation it will

have to be with something shorter such as a dialogue.

12. To help your confidence

Reading out loud well is a very difficult task that even some native speakers

cannot do in a way that people would want to listen to. Reading silently and

doing pronunciation with shorter passages makes both skills easier and more

enjoyable.

13. To help your listening comprehension

Texts and people you will need to listen to will be much faster than you

reading a text out loud, so reading silently and quickly is actually better

practice for real life listening comprehension than reading out loud is.

14. To give realistic pronunciation practice

Written language and spoken language are very different, so a sentence from a

magazine is not good practice for the linking, weak forms etc that are found in

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natural speech.

15. To concentrate pronunciation on one thing at a time

A reading passage might have examples of every single sound in English and

every example of how sounds change in fast speech. It is obviously not

possible to learn all these in one lesson, so for pronunciation practice it is

much better to use carefully selected words and sentences with lots of

examples of the pronunciation point you are practicing that day.

16. To give a variety of reading tasks

Many fun and useful reading tasks like jigsaw readings (when different people

read different texts and then compare their answers) and reading races are not

possible if people read out loud.

17. To give a variety of pronunciation tasks

With the time your teacher saves by not using reading out loud, it is possible

to do lots of fun and useful pronunciation tasks such as phonemic symbols,

crosswords and identifying sentences when they are hummed without words.

2.5 Reading Assesment

According to Paris and Sthal (2008 :94), states that reading assesment are

measure phonological and comprehension skill. Most of these tests are timed,

requiring students to think quickly as well as critically. Students can be better

prepared for these tests if they have frequent opportunities to practice and

reinforce the necessary skill in the classroom or at home.

Assesment tools and methods help teachers to development and progress

of their students. Assesment methods encompass the means by which a teacher

17

wishes to assess students. Tools are the instrument for measurement for each

method. Formal methods and tools include standardized tests and age-related

developmental milestone. Informal methods and tools includes use of flash cards

and anecdotal records, Caldwell (2008 :34).

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CHAPTER III

RESEARCH METHODOLOGY

3.1 Subject of Study

Subject of this study was concentrated on students of SMP Negeri 2

Mengwi in academic year 2012/2013. There were 30 students which 17 males and

13 females. The determination of this class as subject of the study because the

students ability of reading skill was still low and needs improving. The present

study was preceded by conducting preliminary study in which the English teacher

was questioned the currently teaching the eighth grade students of SMP Negeri 2

Mengwi.

3.2 Research Design

Research design is an investigation plan and structure which is arranged in

order to help in getting the answer of his or her research question (Muslich

2009:83). This present study applies classroom action research design (CAR).

CAR is a feature of reflective analysis done to improve the rational stability of his

or her action in executing duty and develop the comprehension toward the

condition in learning practice (Muslich, 2009:8). The teaching learning process

will apply by 2 two cycles which each cycle consisted of two sessions. Cycle I

was designed from giving initial reflection (IR) in writing, planning (P), action

(A), observation (0), and reflection (R). Whereas cycle II was designed from

revised planning (RP), action (A2), observation (02), and reflection (R2).

18

19

The IR was administered to the tenth grade students of SMP Negeri 2

Mengwi, in order to measure of the IR was compared to the corresponding mean

scores of the R administered at the end of each session for the sake of establishing

the degree of the increase in the reading skill of subjects.

The result of reflection or post test in cycle I were used as valuable input

and bases to accordingly revise the planning in cycle II. Therefore, cycle II that

started with revised planning (RP) was hoped to do much more effective and

conductive than cycle I. The degree of the effectiveness of teaching reading skill

through silent reading technique was figured out through comparing the mean

score of IR obtained by the subjects with their corresponding mean score of

reflection of post test in both cycle I (X1) and cycle II (X2).

Shortly, the design of the present classroom action study can be concisely

drawn through following table.

Cycle I Cycle II

Note:

IR = Initial Reflection A = Action O = Observation

P = Planning RP = Revised Planning, R = Reflection.

(Kemmis&McTaggart, 1982: 5)

The present classroom action research mainly intends to find out the

effectiveness of the pictures simulation in teaching reading to the subjects under

Pre testIR

RP A2 O2 R2P1 A1 O1 R1

20

study.The mean scores of the IR was later compared to the corresponding mean

scores of the R administered by the end of each session for the sake of

establishing the degree of the increasing the reading of the subjects under study.

The results of the reflections or post-test in cycle I were used as valuable input

and bases to accordingly revise the planning in cycle II.A brief discussions

concerning the activities carried out in each session from P, A, O, and R are

devoted to the subsequent discussions and for details of teaching scenarios for the

present classroom action study.

3.2.1 Initial Reflection

To determine the effectiveness of the strategy before being applied on the

study, it is compulsory to conduct a pre test or initial reflection in order to

recognize the ability and pre existing knowledge of the subject under study in

reading which students read the text loudly and answer the following questions

related the topic given. The main score of pre test was very important to get

feedback from the output by enforcing some point of the strategy that would be

applied in next step. The result was then compared with the main score of

reflection given in every session of both cycles. This was done to know the degree

of subject’s motivation; attitude and interest were observed from questionnaire

that was given to the subject by the end of cycle.

3.2.2 Planning

This study plans all things required for a successful investigation. The plan

includes the preparation of action, observation, and reflection. Planning refer to

21

determining the steps of the action and instrument used for collecting the data.

The undertaking of the present study was substantially based on the fact that the

subject under study had low in reading skill. Therefore, silent reading technique

was used to improve and graduallyenhance the students reading, so the planning

can be formulated as follows.

1. The scenarios of the cycles are managed to further improve and adapted based

on the problems or limitations found in this study in the classroom. In this

study design and planed 4 lesson plans or teaching scenario in two cycles

which each cycle consist of 2 sessions.

2. The post-test that was administered at the end of each sessions of this cycle.

The administration of the reflection was used to measure the extended of

students’ progress in reading descriptive or recount paragraph.

3. By the end of all cycles, this study also administered questionnaire to the

subject under study which was actually intended to measure quantitatively in

improving their readingparagraph ability.

3.2.3 Action

Action refers to what in this study did during the treatment in the

classroom. It was the implementation of the planning on the teaching scenario. In

the light of actualizing communicative teaching, this study tried to manage and

conduct the classroom activities which had been planned previously in teaching

scenarios so that the objective of teaching for each session could be most

effectively and efficiently attained. What this study did in every classroom session

was principally based on three-phase techniques that were pre-activities, whilst-

22

activities, and post-activities. Those three main activities were briefly elaborated

as follows.

1. Pre-activity

The objective of this activity was to focus the attentions of the students

as to build up their interest and motivation which greeting the students and

asking student some question related the topic given. These pre-activities were

planned to last for about 10 minutes for each session.

2. Whilst activities

The objective of this activity was to know the understanding of

students’ ability in reading. Students were given the explanation about the

concept of reading and asked student to find themain idea and contents of the

text related the topic given. The student was observed and helped when they

did the exercises. The time allocation for whilst activities about 70 minutes in

each session.

3. Post activities.

In post activities, the students did post test at the end of the teaching

reading comprehension through silent technique. Student submitted the task as

a post test of each session. The post-test in each session was planned to last for

about 10 minutes.

23

3.2.4 Observation

Observation refers to the activity to observe the classroom situation and to

know the students’ behavior during the process of teaching and learning.

Observation was intended to see whether or not the teaching learning process

being undertaken could improve the reading ability of the eighth grade student of

SMP Negeri 2 Mengwi. At the end of cycle II, the students were given

questionnaires in the form of multiple-choice. The purpose of these questionnaires

is to get the information about their responses toward the treatment given to them.

The result of these questionnaires would be used as qualitative data in this study.

3.2.5 Reflection

The result of the observation could be further used to conduct reflection.

Reflection refer to the activity to reflect the teaching and learning process in order

to know the students’ problem and then find the solution, and to know strength

and weakness of the treatments. Each reflection was administered during the post

activities of each session. Reflection has very important role in an action based

classroom research. It attempts to memorize and record all action conducted on

the basis of the result at the observation.

The answers of the reflection were then corrected and scored at home. The

students' incorrect answers were soon discussed in the upcoming session. By

discussing the results of the post-tests, the students' understanding in word skills

could be expectedto continuously improve.

24

3.2.6 Points of Revision

There were significant aspects that were planning to revise. Based on pre-

test, post-test and questionnaires, in this study evaluate the teaching learning

process to get data about students’ development. There was the organization of

the teaching material that included some aspect such as procedure of teaching and

selecting material. In addition, the students were given more serious attention that

still had low ability and motivationin learning reading.

Some of revision done in this study for the session in cycle II:

1. Giving more seriously attentions to those students who still had low skill

and motivation in learning reading.

2. The using of dictionaries was important when many student did not know

how to find the meaning of words quickly and accurately

3. Giving deeper explanation of descriptive or recount paragraph started from

its definition, function, generic structures, feature and the example step of

determine a main idea in descriptive or recount paragraph.

4. Giving more exercise of readingcomprehension through silent technique.

3.3 Research Instruments

The selection and construction of appropriate, valid and reliable

research instrument are very essential step of a scientific investigation, this

were on account of the fact merely valid and reliable research instruments

could be used to collect the valid and reliable required data for the study being

25

undertaken. This research question logically suggests that there are three sets

of data or raw scores, which are required for the study. They were pre-test,

post-test and questionnaire.

1. Pre-test

The pre-test was used to measure the students’ initial ability in reading a

descriptive or recount paragraph. The instrument constructed in form of

arranges the words into a good sentence and made a descriptive paragraph

according the topic given.

2. Post-test

The post-test administrated at the end of each cycle after they taught

descriptive paragraph. The instrument being developed was constructed in

the form of multiple choice. The student reads their paragraph related the

topic was given. Theyshould have find the impotant part of descriptive

paragraph such as title, identification, and description to answer correctly.

3. Questionnaire

The questionnaire was administrated to find out the student changing

behavior when learning descriptive paragraph through silent reading.

Multiple choices are form of questionnaire which was constructed. The

purpose of the application of questionnaire was to measure qualitatively the

students’ qualitative behavior including interest, motivation or creativity.

The questionnaire consisted of ten questions which were written in Bahasa

Indonesia to avoid misunderstanding and confusion the questionnaire. The

score of questionnaire used rating scale of 0-3, and the result of the

26

questionnaire which was considered as the additional data required for this

study was descriptively analyzed in the form of comparative percentage.

3.4 Data collection

There are three kinds of instruments used to gather the data of this

classroom action study; they are pre-test, post-tests and questionnaires. Thus, the

data require to answer the research question are gathered through administering

pretest, post-tests and questionnaires to the eighth grade students of SMP Negeri

2 Mengwi in academic year 2012/213.

The primary data required to answer the research question were collected

through administering IR and post-test while the supporting data were collected

through administering questionnaires to the subjects of the study. There were

substantially three kinds of raw scores obtained for the present class action study,

those are as follow:

1. Score indicates the students' preexisting ability in descriptive paragraph,

2. Score shows students progress achievement in descriptive paragraph,

3. Score shows the students changing learning behaviors in learning reading

comprehension through silent technique.

3.5 Data Analysis

The most important data required to answer the research question under

study is collected through administering IR and post-tests, some supporting

additional data are gathered through administering questionnaires to the subjects

27

under study, that are, the eighth grade students of SMP Negeri 2 Mengwi. The

data were analyzed based on four stages.

1. Collecting and marking the students’ learning result by using the following

rubric :

Table 1

Rubric to Measure the Student’s Ability in Reading Comprehension throughSilent Technique

Score Scale: LOW 1 2 3 4 5 HIGHScore between 1 (poor) and 5 (excellent)

No. Criteria Score Weight Total

1. Organization

Identification

Description

6 (30)

2. Content

Supporting sentence support the topic

sentence

Supporting sentence are logical

Creativity in expressing the idea

It’s readable and understandable

8 (40)

3. Mechanical

Correct punctuation

Correct spelling

4 (20)

4. Grammar/Structure 2 (10)

Total 20 (100)

28

Johnson and Johnson (2002:90)

2. The quantitative data are analysed descriptively by using the following

formula :

Formula:

Where:

M : Mean Score

X : The Sum of Total Score

N : The Total Number of the Students

3. The questionnaire will be analyzed descriptively as the following of an

item:

4. The criteria of score qualification were presented in the following score

qualification table below.

SCORE QUALIFICATION

90 – 100 EXCELLENT

80 – 89 VERY GOOD

70 – 79 GOOD

60 – 69 ENOUGH

0 – 59 LOW

M = X

N

X =Number of students choosing the item

Number of whole students

x 100%

29

CHAPTER IV

THE PRESENTATION OF FINDINGS

The data obtained from the subject under study will be presented

and analyzed in this chapter. The data were collected by administering the

research instruments to the eighth grade students of SMP Negeri 2

Mengwi in the academic year 2012/2013 which the total numbers of the

students are 30 individuals.

4.1 Data

In order to obtain reliable data for this study, as stated in Chapter III, there

are three research instruments such as pre-test, post-test and questionnaire which

quantitative and qualitative data were obtained. The pre-test or initial reflection

was administered to the subjects under study in order to establish their pre-

existing ability in reading. The post-test or reflection in this present study was

administered for 4 times, that was twice in cycle I and twice in cycle II. The

quantitative findings were shown by the students’ score that could be reached by

the students in the post-test of each session. The qualitative findings were based

on what was contained in the result questionnaires of the students were

administered after the action had taken place.

As a result, there were three sets of raw scores obtained for the present

classroom action research, that is, initial reflection (IR) or pre-test scores, and

reflection (R) scores for each sessions (S1, S2, S3 and S4). The sets of scores

collected are tabulated as the following:

29

30

Table 2Tabulation of Data Showing the Subjects’ Progressing Score

In Silent Reading Comprehension.

No SUBJECT IR CYCLE I CYCLE IIX0 X1 X2 X3 X4

1 I Putu Agus Arie S.W 40 55 65 90 952 Agus Hendra Kusuma 60 60 70 75 953 Agus Md Wira Hadi K. 50 60 70 95 954 Ni Putu Anom Aryani P. 60 70 75 90 955 Ni Kadek Apri Yanditini 55 60 75 90 956 I Nym Ardi Kartika 50 60 60 90 907 I Gd Ari Sukma W. 60 60 65 90 958 Ni Kdk Ari Widiasih 55 65 70 80 959 I Nym Gd Ariyana 55 60 65 90 10010 Ni Pt Ayu Dewi Antari 65 65 70 90 9511 Putu Ayu Prastika Dewi 60 65 70 90 9512 I Pt Gd Bagas Surya P. 60 60 65 90 9513 I Gst N.A. Brama W.D. 65 65 75 90 10014 Ni Pt Citra Aprilia C. 50 65 70 90 10015 I Gd Dandyana P. 60 70 75 80 8016 I Kd Dede Ari Setiawan 65 70 75 90 9517 Kd Pande Dimas Prastya 60 65 70 90 9018 Ni Luh Pt Erna Larasati 55 55 60 95 9519 I pt Indrayana 50 60 60 90 9520 Ni Luh Gd Izta Mawarni 45 55 60 75 10021 Ni pt Linda Kusuma W. 50 50 65 65 9522 Ni Nym Sri Anggreni 60 65 70 90 9523 Ni Kdk Nesa Indrayanti 50 55 60 75 10024 Ni Kd Novi Kusuma D. 60 65 70 80 10025 Putu Novik Pratiwi 60 65 70 95 10026 I Gd Prasetya Maha P. 55 60 60 85 9527 I Gst N. Rai Panji 60 60 70 90 9528 Rai Putri Diantari 60 60 70 85 9029 Rai Yogi Iswara 55 55 60 80 10030 S.Ngurah Md Sagita N. 60 65 60 85 95

Total 1690 1845 2020 2590 2860

31

To make this findings more significant, therefore further data required for

the present classroom action study were collected through administering

questionnaire to the subject under study at the end of cycle II. The answer of the

questionnaire were scored using the rating scale 0-3 which score option A loads 3,

B loads 2, C loads 1, and D loads 0.

Those scores showed the subject changing attitude and motivation in

learning reading skill through silent way. The obtained data showing the subject’s

data scores for item of the questionnaires were tabulated as the followings:

Table 3Tabulation of Data Showing the Subject’s Changing Attitude and Motivation

in Learning Reading Skill through Silent Way

NO SUBJECTS A(3) B(2) C(1) D(0) TOTAL1 I Putu Agus Arie S.W 15 8 1 0 242 Agus Hendra Kusuma 18 6 1 0 253 Agus Md Wira Hadi K. 9 12 1 0 224 Ni Putu Anom Aryani P. 12 12 0 0 245 Ni Kadek Apri Yanditini 9 14 0 0 236 I Nym Ardi Kartika 6 12 2 0 207 I Gd Ari Sukma W. 15 10 0 0 258 Ni Kdk Ari Widiasih 12 8 2 0 229 I Nym Gd Ariyana 9 10 2 0 2110 Ni Pt Ayu Dewi Antari 12 6 3 0 2111 Putu Ayu Prastika Dewi 9 8 3 0 2012 I Pt Gd Bagas Surya P. 15 6 2 0 2313 I Gst N.A. Brama W.D. 6 14 1 0 2114 Ni Pt Citra Aprilia C. 3 18 0 0 2115 I Gd Dandyana P. 6 14 1 0 2116 I Kd Dede Ari Setiawan 12 8 2 0 2217 Kd Pande Dimas Prastya 12 8 2 0 2218 Ni Luh Pt Erna Larasati 15 6 2 0 2319 I pt Indrayana 12 10 0 0 2220 Ni Luh Gd Izta Mawarni 6 16 0 0 22

32

4.2 Data Analysis

Based on the research instruments in this study, the data was administered

frompretest and posttest in each cycle. Consequently, there were five sets of raw

scores, which show the students’ progress in reading descriptive paragraph

through silent way. These data should be analyzed and then the results of the

analysis are to be discussed. Before the above data were analyzed, they were first

of all tabulated as the following:

Table 4Tabulation of Data Showing the Frequency Distribution of Initial Reflection(IR) and Post Test Scores in Reading Descriptive Paragraph through Silent

Way

21 Ni pt Linda Kusuma W. 18 4 2 0 2422 Ni Nym Sri Anggreni 18 6 1 0 2523 Ni Kdk Nesa Indrayanti 3 18 0 0 2124 Ni Kd Novi Kusuma D. 18 8 0 0 2625 Putu Novik Pratiwi 12 12 0 0 2426 I Gd Prasetya Maha P. 9 8 3 0 2027 I Gst N. Rai Panji 12 6 3 0 2128 Rai Putri Diantari 9 14 0 0 2329 Rai Yogi Iswara 9 10 2 0 2130 S.Ngurah Md Sagita N. 18 6 1 0 25

Total 339 298 37 0 674

IR CYCLE I CYCLE IIX0 F0 X1 F1 X2 F2 X3 F3 X4 F465 3 70 3 75 5 95 3 100 860 13 65 10 70 12 90 16 95 1855 6 60 11 65 5 85 3 90 350 6 55 5 60 6 80 4 80 145 1 50 1 75 340 1 65 1

33

X0

N

1690

30X1

N

1845

30

X4

N

2860

30

X2

N

2020

30X3

N

2590

30

The data presented in table 1 and table 2 above, now the mean of the IR

scores (X0) and the mean of the post test scores can be computed as the following:

1. The X0 of IR scores = = = 56.33

2. The X1 of cycle I = = = 61.50

3. The X2 of cycle I = = = 67.33

4. The X3 of Cycle II = = = 86.33

5. The X4 of Cycle II = = = 95.33

The grand mean of XI of the post test scores in cycle I:

= = 64.42

The grand mean of XII of the post test scores in cycle II:

= = 90.83

Table 5

Summary of the Research Findings show the Mean of each Session and the

Grand Mean Score for Cycle I and II.

Mean of Each Session Grand Mean Qualification

Pre-Test S0 X0 = 56.33 X0=56.33 Low

Cycle I S1 X1= 61.50

S2 X2 = 67.33X1= 64.42 Enough

Cycle II S3 X3 = 86.33

S4 X4 = 95.33X2= 90.83 Very Good

X1+X2

2

61.50+67.33

2

X3+X4

2

86.33+95.33

2

34

The data collected through the administration of questionnaire was

considered as additional supporting data. This was collected by the end of cycle

II. The computation of the comparative percentage the subject’s data scores for

item of the questionnaires were shown as follow:

1. Total percentage of item A = x 100% = 50.3 %

2. Total percentage of item B = x 100% = 44.2 %

3. Total percentage of item C = x 100% = 5.5%

4. Total percentage of item D = 0%

4.3 Discussions of the Findings

The result of data analysis of this Classroom Action Research (CAR)

showed the effectiveness of teaching reading skill through silent way of the eighth

grade students of SMP Negeri 2 Mengwi. The mean of IR or pre-test scores (X0)

was collected by the students under study in reading descriptive paragraph

showed the mean figure of 56.33. This mean figure obviously showed that the

ability of the students under study was relative low.

The result of the data analysis of the reflection scores in cycle I showed

the increasing mean figure of 61.50 and 67.33 for S1 and S2 respectively. The

mean figure obtained by the students of each session in cycle I was clearly much

higher than the mean figure of IR score. The grand mean figure of the reflection

of post-test score in cycle I was 64.42 which obtained by students under study.

298674

37

674

339674

35

This grand mean figure for cycle I showed the noticeable progress of the students’

ability in reading descriptive paragraph.

To make it clear, the main finding of the present classroom action study

that is the increasing comparative mean figure of the IR score and the post scorer

obtained by class VIII A students SMP Negeri 2 Mengwi in cycle I can be

graphically presented as following:

The result of the data analysis of the reflection or post-test scored obtained

by the students in cycle II turned out to show the processing mean figure of 86.33

and 96.33 for the S3 and S4 respectively. The grand mean figure of the reflection

of post-test score in cycle II was 90.83 which obtained by students under study.

Compared with the mean of IR score, the mean figure obtained by the students for

each session was convincingly much higher than the IR mean figure.


that is the increasing comparative mean figure of the IR score and the post scorer

obtained by class VIII A students in cycle II can be graphically presented as

following:

56.33 61.50 67.33

020406080

100

X0 X1 X2

Mea

n

56.33

86.33 96.33

0

20

40

60

80

100

X0 X3 X4

Mea

n

Graph 1: Depicting the Subjects’ Progressing Ability in Reading DescriptiveParagraph through Silent way in Cycle 1

Graph 2: Depicting the Subjects’ Progressing Ability in Reading DescriptiveParagraph through Silent Way in Cycle 2

36

The grand mean figure of XI= 64.42 and XII= 90.83 is obtained by the

subjects under study for both cycle I and cycle II which the rationally much higher

than their corresponding pre-test mean scores. The grand mean of cycle II was

also rationally much higher than the grand mean of cycle I which the difference of

grand figure cycle I and II was 26.4. It means the difference was obviously

significant.


that is the increasing comparative mean figure of the IR score and the grand mean

scorer obtained by class VIII A students SMP Negeri 2 Mengwi in cycle I and

cycle II can be graphically presented as following:

The questionnaires, which were actually intended to measure the changing

learning behaviour of the subject under study in teaching reading skill through

silent way, were administered by the end of cycle II. The comparative percentage

for item A, B, C and D were 50.3 %, 44.2 %, 5.5 % and 0 %. It is important to

know their changing behaviour and motivation after being taught by silent way

reading. Visibly, the comparative percentage of the items of questionnaire

indicated the subjects’ positive changing attitudes and motivation in mastering

56.3364.42

90.83

0

20

40

60

80

100

IR Cycle I Cycle II

Mea

n

Graph 3: The Subjects’ Progressing Grand Mean Taught in Reading Skill throughSilent Way

37

reading descriptive paragraph through silent way. The percentage of this study

presented as following:

Note:

A : Intensive Response

B : Positive Response

C : Ordinary Response

D : Negative Response

The findings of the present study is in accordance with the existing

research findings in which have showed the effectiveness of teaching reading

comprehension through silent way.

50,3 44,2

5,5 00

20

40

60

80

100

A B C D

Perc

enta

ges (

%)

Graph 4: Showing Percentage Rate of Questionnaire in Teaching Reading SkillThrough Silent Way

38

CHAPTER V

CONCLUSION AND SUGGESTIONS

The discussions throughout the present classroom action study which dealt

with teaching reading comprehension through silent way to the eighth grade

students of SMP Negeri 2 Mengwi could finally be concluded in this chapter.

Some practical suggestions in light to the significance of the obtained research

findings are also recommended in this chapter so that the finding of this study

could essentially give some benefit for the English teacher and the eightth grade

student of SMP Negeri 2 Mengwi.

5.1 Conclusion

This classroom action research could be concluded by stating that Silent

Reading could build up students’ ability in reading descriptive paragraph which

based on the result of data analysis of the present study and throughout discussion

presented in chapter IV. In this study took X1 as the subject which have crucial

problem in reading skill. In order to get objectives fulfilled, then this study

conducted a classroom based action research by directly teaching the students in

the classroom. There were two cycles which each cycle was made up of two

sessions. To know the result of the treatment, this study administered four post-

test and one questionnaire in the end of cycle II. The result of the post-test and

also the questionnaire in each cycle are clearly discussed in chapter IV.

Base on the clear discussed in chapter IV, Silent Reading was very

effective to be used as a good technique in teaching reading skill. It could be seen

38

39

from the result of the students mean score that constantly increased from the

Initial Reflection to Cycle I and from Cycle I to Cycle II. As it previously shown

that students’ average score in pre-test (56.33), post test 1 (61.50), post test 2

(67.33), post test 3 (86.33) and post test 4 (96.33) which the grand mean in cycle I

(64.42) and cycle II (90.83). Besides that, teaching reading skill through Silent

Way also able improve and maintain the students’ motivation, desire, interest, and

enjoyment in learning English as it was shown by the result of the questionnaire.

The student enjoyed the teaching and learning process of reading descriptive

paragraph through Silent Way. Therefore, the technique could also reduce the

students’ boredom in learning English especially in reading descriptive paragraph.

Consequently, it could be concluded that the teaching reading skill

through Silent Way can significantly improve the students’ skill in reading

descriptive paragraph of the eighth grade students of SMP Negeri 2 Mengwi in

academic year 2012/2013. It proved that hypothesis was accepted.

5.2 Suggestions

Base on the result of the study above, there are some other suggestion

might be considered to increase the students’ ability in reading were addressed to

the English teachers, students, institution and other researchers.

1. The English teachers of SMP Negeri 2 Mengwi is suggested to use Silent

Reading as one alternative of good technique in teaching reading descriptive

paragraph in particular.

40

2. The students of SMP Negeri 2 Mengwi are also suggested to be more active

and innovative to learning English especially to improve their mastery in

reading. It is important because reading is one of four major skills of English.

3. As it has been mentioned in conclusion above, the use of Silent Reading give

good contributes to the students in term of motivation, interest, enjoyment

and achievement as well. Therefore the school should give positive support to

maintain and develop the students’ mastery in reading.

4. This study is still away from the state of being perfect. The reader can give

any kinds of suggestion and critic for the perfectness of this study is hoped

and appreciates all of the suggestions and critics. This paper can be used as a

reference if they should make further research on this component.

41

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LIST OF APPENDICES

Appendix 1 List of Students’ name

Appendix 2 Pre Test

Appendix 3a Lesson Plan Session 1

Appendix 3b Lesson Plan Session 2

Appendix 3c Lesson Plan Session 3

Appendix 3d Lesson Plan Session 4

Appendix 4 Post Test

Appendix 5 Questionnaire

APPENDIX 1

LIST OF STUDENTS’ NAME

NO SUBJECTS GENDERMALE/FEMALE

1 I Putu Agus Arie S.W MALE2 Agus Hendra Kusuma MALE3 Agus Md Wira Hadi K. MALE4 Ni Putu Anom Aryani P. FEMALE5 Ni Kadek Apri Yanditini FEMALE6 I Nym Ardi Kartika MALE7 I Gd Ari Sukma W. MALE8 Ni Kdk Ari Widiasih FEMALE9 I Nym Gd Ariyana MALE10 Ni Pt Ayu Dewi Antari FEMALE11 Putu Ayu Prastika Dewi FEMALE12 I Pt Gd Bagas Surya P. MALE13 I Gst N.A. Brama W.D. MALE14 Ni Pt Citra Aprilia C. FEMALE15 I Gd Dandyana P. MALE16 I Kd Dede Ari Setiawan MALE17 Kd Pande Dimas Prastya MALE18 Ni Luh Pt Erna Larasati FEMALE19 I pt Indrayana MALE20 Ni Luh Gd Izta Mawarni FEMALE21 Ni pt Linda Kusuma W. FEMALE22 Ni Nym Sri Anggreni FEMALE23 Ni Kdk Nesa Indrayanti FEMALE24 Ni Kd Novi Kusuma D. FEMALE25 Putu Novik Pratiwi FEMALE26 I Gd Prasetya Maha P. MALE27 I Gst N. Rai Panji MALE28 Rai Putri Diantari FEMALE29 Rai Yogi Iswara MALE30 S.Ngurah Md Sagita N. MALE

APPENDIX 2

PRE-TEST

School : SMP Negeri 2 MengwiGrade/Semester : VIII/2Semester : 2Date : June 2013

The text for no 1-6

Hello, my name is Dina. I have pets, they are dogs because i like dogs

very much. I keep two dogs in my house. I love them because they are so

clever. I can train them to do many things. My dog can sit down when i ask

them to sit down. They can walk on their two hind legs. They can also catch a

ball with their mouth. My dog’s name are Casper and Jeany. Casper is a

dachshund. He is short with long body and four strong legs. Jeany is collie.

She has long and thick fur. What color is her fur? It is brownish. She is very

beautiful and clean. I always take care of my dogs. I feed them three times a

day. Every evening my sister and I take the dogs out and walk them. I bath

them twice a week and brush them. Once in two months. I take my dog to the

veterinarian to have them checked.

1. Why does Dina keep dogs as her pets? Because...

a. she has two dogs c. she trains dogs

b. she love dogs very much d. she asks dogs to do

many activities

2. What is Casper like?

a. It has long and thick fur c. Its very beautiful

b. It is yellow brownish dog d. Its short with long body

and strong legs

3. I love “them” because...(fourth sentence). What does them here refer

to?

a. Dina and her pets c. Dina’s two dogs

b. Dina and her dogs d. Dina and her friends

4. How many activities can Dina’s dogs do? They are...

a. four c. two

b. three d. only one

5. How often does Dina take her dogs to the veterinarian?

a. Three times a day c. Once in two month

b. Once in a month d. Every evening

6. These are done by Dina to take careof her dogs, except...

a. feed them three times a day c. check the dogs to the

veterinarian

every two month

b. take the dogs for a walk d. bath them once in two

weeks

The text for no 7-11

Dion is Indonesian and Janet is American, but they are very good

friend. They were born in Bandung and live there. Dion’s house is only three

doors next to Janet’s. They go to the same school together. They always help

each other. When Dion has a lot of works, Janet helps him, and when Janet has

a lot of works, Dion help her too. Usually they study together in the afternoon.

They study in Dion’s house from Monday to Wednesday, and in Janet’s house

from Thursday to Saturday.

7. The topic of the text is...

a. Janet’s friend c. Janet and Dion are

friends

b. Dion’s friends d. very good friends

8. Janet was born in...

a. America c. Indonesia

b. Australia d. Singapore

9. From the text we know that...

a. Dion and Janet are not students

b. Dion and Janet are students of different school

c. Dion and Janet are students of the same school

d. Dion ad Janet are students of the same school but different classes

10. Which statement is “true’ about the text?

a. Dion always helps Janet c. Dion and Janet always

help each other

b. Janet always helps Dion d. Dion and Janet do not

always help each

other

11. Dion and Janet do not study together on...

a. Monday c. Friday

b. Tuesday d. Sunday


Last week we went on trip to see a waterfall. We left from school at

seven thirty in the morning. We arrived at the waterfall site at nine o’clock. It

was nice place, especially the waterfall. Its so high, more than 100 meters. The

air was so fresh, and the water from up was so clear and cool. Some of us

played with the water, and the other just watched the scenery. At noon, we had

lunch together. We were really happy.

12. What the purpose of the text above?

a. To describe something c. To retell the past events

b. To give report d. To tell how to make

something

13. What time did they leave from school?

a. 07.30 a.m c. 09.00 a.m

b. 07.30 p.m d. 09.00 p.m

14. What time did they arrive at waterfall site?

a. 07.00 a.m c. 09.00 a.m

b. 07.30 a.m d. 09.30 a.m

15. How was the air?

a. It was hot c. It was clear

b. It was cool d. It was fresh

16. Here are some activities of the children in the waterfall site, except...

a. watched the scenery c. had breakfast together

b. played with water d. had lunch together

17. We were really happy (last sentence). We here refers to...

a. the writer and his schoolmates c. the writer and his

brother

b. the writer and his family d. the writer and friends


Marry receives a birthday present from her mother. It is a rabbit. It has

big fluffy ears and red eyes. Marry loves her pets very much. She names it

snowy because it is white.

18. What is Marry present?

a. It is birthday present c. It is snow

b. It is a rabbit d. It is a pet

19. What is color of rabbit’s eyes?

a. Snowy c. White

b. Blue d. Red

20. Why does Marry choose this name? Because...

a. she likes this name c. the pet is white

b. she likes everything in white d. her rabbit is white

APPENDIX 3a

LESSON PLANCYCLE I

Education level : SMP Negeri 2 MengwiGrade/Semester : VIII/2Subject : EnglishSession : 1Time allocation : 2 x 45 minutes

A. Competence.

1. Standard Competence.

5.Comprehending meaningful functional short simple text in essay

descriptive and recount form which environment related.

2. Basic Competence.

5.1. Reading loud meaningful functional short simple texts in essay

descriptive and recount with spell, stress and intonation thankful to

interact with the environtment.

B. Indicators.

1. Students are able to find the specific information of the text.

2. Students are able to answer the question based on the text.

C. Learning Objective

At the end of learning process, the students are expected to be able to:

1. Identify the main idea of descriptive and recount text.

2. Get information from the text.

D. Learning Materials.

Descriptive text is used to describe/explain someone, thing or specificplace. This text gives information clearly and detail with generic structuresuch as identification, and description. The characteristic of descriptiveparagraph such as (1) using simple present tense, (2) using attribute has andhave, (3) using linking verb (is, are, appears), (4) using adjective (big,beautiful, small, etc), and (5) using compound adjective and degreecomparison.

Descriptive text entitled “Dina’s Pets”.

Hello, my name is Dina. I have pets, they are dogs because i like dogsvery much. I keep two dogs in my house. I love them because they are soclever. I can train them to do many things. My dog can sit down when i askthem to sit down. They can walk on their two hind legs. They can also catch aball with their mouth. My dog’s name are Casper and Jeany. Casper is adachshund. He is short with long body and four strong legs. Jeany is collie.She has long and thick fur. What color is her fur? It is brownish. She is verybeautiful and clean. I always take care of my dogs. I feed them three times aday. Every evening my sister and I take the dogs out and walk them. I baththem twice a week and brush them. Once in two months. I take my dog to theveterinarian to have them checked.

E. Method/Technique. : Silent Reading Comprehension

F. Teaching and Learning Steps.

No Teacher’s activities Students’ activity Time1. Pre-activity

- Greeting the students andchecking studentattendance.

- Asking students somequestion related the topicgiven

- Responding the greetingand checking of teacher.

- Answering based on theprior knowledge.

10minutes

2. Whilst activitya. Elaboration- Asking students to pay

attention to the teacher.- Explaining the material

about descriptive text suchas generic structure andcharacteristic of descriptiveparagraph.

b. Elaboration- Giving an example about

descriptive text (Dina’sPets).

- Asking students to read thetext silently and carefully.

- Asking student do the posttest which choose the rightanswer by crossing a,b,c, ord.

c. Confirmation- Teacher asks student to

focus read a paragraphrelated with the questions.

- Remembering the times

- Paying attention to theteacher.

- Accepting and learning thematerial.

- Listening carefully

- Read the text carefullybefore answer thequestions.

- Doing the post test byanswer the question.

70minutes

G. Learning Source

1. Enrichment Material Book for 8th grade Unit 2.

2. Effective English for grade VIII of Junior High School.

H. Evaluation.

Form of instrument : multiple choice item

Kind of evaluation : post test

Mengwi, June 2013

Researcher

I Putu Adi Sujaya

when the students stop doesthe task.

- Focusing to the text.

3. Post-activity- Collecting students’ task

and give a conclusion aboutthe material.

- Ending the class.

- Submitting the task to theteacher

- Saying thanks to theteacher.

10minutes

APPENDIX 3b

LESSON PLANCYCLE I


A. Competence.








B. Indicators.









Descriptive text entitled “They are friends”.

Dion is Indonesian and Janet is American, but they are very good friend.

They were born in Bandung and live there. Dion’s house is only three doors

next to Janet’s. They go to the same school together. They always help each

other. When Dion has a lot of works, Janet helps him, and when Janet has a

lot of works, Dion help her too. Usually they study together in the afternoon.

They study in Dion’s house from Monday to Wednesday, and in Janet’s

house from Thursday to Saturday








10minutes

2. Whilst activityd. Elaboration- Asking students to pay



e. Elaboration- Giving an example about




f. Confirmation- Teacher asks student to


- Remembering the timeswhen the students stop doesthe task.






70minutes

G. Learning Source



H. Evaluation.



Mengwi, June 2013

Researcher

I Putu Adi Sujaya




- Ending the class.



10minutes

APPENDIX 3c

LESSON PLANCYCLE II


A. Competence.








B. Indicators.









Descriptive text entitled “Nice Trip”.

Last week we went on trip to see a waterfall. We left from school at

seven thirty in the morning. We arrived at the waterfall site at nine o’clock. It

was nice place, especially the waterfall. Its so high, more than 100 meters.

The air was so fresh, and the water from up was so clear and cool. Some of us

played with the water, and the other just watched the scenery. At noon, we

had lunch together. We were really happy.








10minutes

2. Whilst activityg. Elaboration- Asking students to pay



h. Elaboration- Giving an example about




i. Confirmation- Teacher asks student to








70minutes

G. Learning Source



H. Evaluation.



Mengwi, June 2013

Researcher

I Putu Adi Sujaya




- Ending the class.



10minutes

APPENDIX 3d

LESSON PLANCYCLE II


A. Competence.








B. Indicators.









Descriptive text entitled “Living in a Big City”.

I live in a big city. There are many streets from the north to south, fromthe west to east. Many people sometimes forget where is the west, and whereis the east as well as north to south. So, in a big city there are many signs toshow the direction of the street. To show the direction of west , people alwaysbring a compass. So, people cannot lose their way.








10minutes

2. Whilst activityj. Elaboration- Asking students to pay



k. Elaboration- Giving an example about




l. Confirmation- Teacher asks student to









70minutes

G. Learning Source



H. Evaluation.



Mengwi, June 2013

Researcher

I Putu Adi Sujaya



- Ending the class.



10minutes

APPENDIX 4

POST-TESTSchool : SMP Negeri 2 MengwiGrade/Semester : VIII/2Semester : 2Date : June 2013

The text for no. 1-10

Living In A Big City

I live in a big city. There are many streets from the

north to south, from the west to east. Many people sometimes

forget where is the west, and where is the east as well as north

to south. So, in a big city there are many signs to show the

direction of the street. To show the direction of west , people

always bring a compass. So, people cannot lose their way.

1. What is the title of the passage?

a. Compass c. Lose the way

b. Many streets d. Living In A Big City

2. ……is used to show the direction of the street.

a. Street c. Signs

b. The west d. Watch

3. What is the opposite of east?

a. West c. South East

b. North d. South

4. North east in bahasa Indonesia is….

a. Barat Daya c. Tenggara

b. Timur Laut d. Barat Laut

5. To know where is the west, people always bring a….

a. stop watch c. wrist watch

b. map d. compass

6. South east in bahasa Indonesia is…..

a. Tenggara c. Timur Laut

b. Barat d. Barat Daya

7. The opposite south west is…

a. North East c. South East

b. West d. East

8. North west in bahasa Indonesia is…..

a. Barat Daya c. Barat Laut

b. Timur Laut d. Tenggara

9. How many poles (kutub) are there in the compass?

a. Two poles c. Five poles

b. Four poles d. Three poles

10. The poles of magnet in the compass are…

a. North pole and south pole c. South east pole and

north east pole

b. East pole and west pole d. Southwest pole and

north west pole

Our Classes Have a Trip

On holiday, in the middle of june our classes have a trip

to the Kuta Beach. The Kuta Beach is very beautiful, because

of the white sand. We go there by bus. All students wear sport

wear. Any students bring volley ball and football.

A long the beach we see abeautiful sight. The beach is

wide and clean. We can footballbeach, volleyball beach,

jogging, walking, lying on the sand, diving, swimming, and

playing a kite.

On the sand there were any group of girls to make

whispering. On that triping, each student bring food, fruit and

water.

11. What the title of the text?

Our Classes Have….

a. an English Test c. a Sport Test

b. a Trip d. a Biology Test

12. On what day their classes have a trip?

a. Holiday c. Friday

b. Wednesday d. Saturday

13. In what month is their classes have a trip?

a. In the middle of June c. In the middle of July

b. In the middle of August d. In the middle of March

14. What uniform do the student wear?

a. Scout uniform c. Sport wear

b. Batik d. Jacket

15. The beach is very beautiful because….

a. white sand c. black sand

b. yellow sand d. green sand

16. who makes whispering? They are…

a. any groups of tourist c. any groups of girls

b. any groups of boys d. any groups of drivers

17. On that triping student bring….

a. food, fruit,and water c. food and water

b. food and ice cream d. food and fruit

18. How many activities are there for the students on the beach?

a. Seven c. Eight

b. Five d. Three

19. How the students go to the beach?

a. horse cart c. on horse back

b. by bus d. by train

20. Putu : ….you go to the beach tomorrow?

Komang : Yes, I will.

a. Is c. Are

b. Am d. Do

APPENDIX 5

QUESTIONNAIRE

School : SMP Negeri 2 MengwiGrade/Semester : VIII/2Semester : 2Date : June 2013

Petunjuk Menjawab:1. Jawablah semua pertanyaan dalam kuesioner dibawah ini dengan cara

memberikan tanda silang (X) pada jawaban yang paling sesuai dengankeadaan Anda.

2. Semua jawaban adalah benar, karena itu jawablah dengan sejujurnya danjangan meniru pekerjaan teman.

3. Terimakasih atas bantuan Anda dalam menjawab pertanyaan kuesioner inisecara jujur.

Pertanyaan1. Apakah Anda senang dalam belajar Bahasa Inggris?

A. Sangat senangB. SenangC. Kurang senangD. Tidak senang sama sekali

2. Apakah Bahasa Inggris dapat membantu Anda dalam kehidupan sehari-hari?A. Sangat membantuB. MembantuC. Kurang membantuD. Tidak membantu sama sekali

3. Apakah Anda suka belajar reading (membaca) dalam Bahasa Inggris?A. Sangat sukaB. SukaC. Kurang sukaD. Tidak suka sama sekali

4. Dapatkah teknik Silent Reading meningkatkan ketertarikan Anda dalambelajar Bahasa Inggris?A. Sangat menarikB. MenarikC. Kurang menarikD. Tidak menarik sama sekali

5. Apakah Anda suka belajar reading dengan menggunakan teknik SilentReading?A. Sangat sukaB. SukaC. Kurang sukaD. Tidak suka sama sekali

6. Apakah Anda termotivasi untuk belajar reading dengan menggunakanteknik Silent Reading?A. Sangat memotivasiB. MemotivasiC. Kurang memotivasiD. Tidak memotivasi sama sekali

7. Pembelajaran menggunakan teknik Silent Reading ……………..dalamketerampilan membaca saya.A. sangat membantuB. membantuC. kurang membantuD. tidak membantu sama sekali

8. Bagaimana kemampuan membaca Anda setelah belajar denganmenggunakan teknik Silent Reading?A. Sangat meningkatB. MeningkatC. Kurang meningkatD. Tidak meningkat sama sekali

9. Silent Reading merupakan teknik ………………….dalam prosespembelajaran Reading Comprehension.A. sangat efektifB. efektifC. kurang efektifD. tidak efektif sama sekali

10. Apakah Anda setuju jika pembelajaran menggunakan teknik SilentReading diterapkan dalam kegiatan belajar Reading Comprehension?A. Sangat setujuB. SetujuC. Kurang setujuD. Tidak setuju sama sekali

AUTOBIOGRAPHY

I Putu Adi Sujaya, I was born in Kapal on 6th July

1987. I live in br. Celuk Kapal Mengwi Bali. I am

Balinese and my religion is Hinduism. My father

name’s is I Wayan Gaja and my mother name’s is Ni

Nyoman Suani. I have one sister and one brother in

my family. I was graduated from TK Kumarasthana in

1993 and continued my study at SDN 3 Kapal until 1999. Then I continued to

the junior high school at SMPN 1 Mengwi from 1999 until 2002 and the senior

high school at SMKN 1 Denpasar since 2002 until 2005. After graduated from

senior high school, I continued my study at English Education Department of

FKIP Mahasaraswati Denpasar University on 2009 until 2013.

teaching reading comprehension through...

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