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QUESTION-ANSWER RELATIONSHIPS

(A Classroom Action Research Held on the 8th Grade of SMP Negeri 8

Surakarta in Academic Year 2011/2012)

THESIS

Arranged by:

ASTI MAYASARI

X2209009

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University

as a Partial Fulfillment of the Requirements to Gain the Undergraduate

Degree of English Education

ENGLISH DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2013


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PRONOUNCEMENT

I would like to certify that:

name : ASTI MAYASARI

NIM : X2209009

Stated that my thesis entitled

COMPREHENSION THROUGH QUESTION-ANSWER

RELATIONSHIPS (A Classroom Action research held on the 8th Grade of

is truly my own work.

The resources quoted from other writers had been mentioned in the text and

enclosed in bibliography.

If then, the thesis was proved plagiarism; I am ready to accept the

academic punishment.

Surakarta, February 2013

Asti Mayasari


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ABSTRACT

Asti Mayasari. X2209009. COMPREHENSION THROUGH QUESTION-ANSWER RELATIONSHIPS (A Classroom Action Research held on the 8th grade of SMP Negeri 8 Surakarta in academic year 2011/2012). A Thesis. Teacher Training and Education Faculty of Sebelas Maret University Surakarta. 2012.

The objectives of the writer are: 1)

comprehension through Question Answer Relationships. 2) Describing the situation when Question-Answer Relationships is applied in reading class.

The study is a classroom action research carried out in two cycles from September 26 to November 25, 2011 of the eighth grade students of SMP Negeri 8 Surakarta. The subject of the writer is VIIIF class consisted of 30 students, 16 females and 14 males. The data is in the form of qualitative and quantitative data. Qualitative data collected from interview, field note and photograph while quantitative data collected from test (pre-test and post-test). The quantitative data were analyzed using descriptive statistic analysis. The qualitative data were analyzed using five stages of analyzing data developed by Burn.

The research finding shows that the use of Question-Answer Relationships improves in four aspects and English class situation. includes a) the students able to find main idea, b) the students able to find explicit information, c) the students able to find implicit information, and d) the students able to guess information from the text. reading comprehension

chievement in pre-test and post-test. In the pre-test, the students mean score is 58.3 while in the post test of first cycle the

65.8 mean score is 72.9. reading comprehension before and after the action. Meanwhile, the improvement of English class situation includes: 1) The students were involved in teaching learning activity. 2) The students started to express their idea in brainstorming stage and discussion. 3) The students were more enthusiastic in joining the lesson.


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ABSTRAK

Asti Mayasari. X2209009. PENINGKATAN PEMAHAMAN MEMBACA SISWA DENGAN QUESTION-ANSWER RELATIONSHIPS (Studi Kasus di Kelas VIII SMP Negeri 8 Surakarta Tahun Ajaran 2011/2012). Pendidikan Bahasa Inggris Universitas Sebelas Maret Surakarta. 2013.

Tujuan dari penelitian ini antara lain: 1) Meningkatkan pemahaman membaca siswa dan mengetahui peningkatan pemahaman membaca siswa dengan menggunakan Question-Anwer Relationships. 2) mendeskripsikan situasi saat Question-Answer Relationships diaplikasikan di kelas membaca..

Penelitian ini merupakan penelitian studi kasus dalam 2 siklus yang dilaksanakan dari tanggal 26 September sampai dengan 25 November 2011 di kelas VIII SMP Negeri 8 Surakarta. Subyek dari penelitian ini adalah kelas VIIIF yang terdiri dari 30 siswa, yakni 16 siswa perempuan dan 14 siswa laki-laki. Data pada penelitian ini dikumpulkan dalam bentuk kualitatif dan kuantitatif. Data kualitatif di peroleh dari interview, catatan lapangan dan foto. Sementara data kuantitatif di peroleh dari tes (pre-tes dan post-tes). Data kuantitatif dianalisa dengan menggunakan analisa statistik dekripsi. Data kualitatif di analisa dengan menggunakan lima langkah analisa data oleh Burn.

Penemuan penelitian ini menunjukkan bahwa dengan menggunakan Question-Answer Relationships dapat meningkatkan pemahaman membaca siswa dan situasi pembelajaran di kelas. Peningkatan pemahaman membaca siswa antara lain 1) siswa mampu mencari pokok pikiran 2) siswa mampu mencari informasi tersurat, 3) siswa mampu mencari informasi tersirat, 4) siswa mampu menebak informasi berdasarkan teks. Peningkatan prestasi siswa dalam pemahaman membaca dapat dibuktikan dengan hasil pre-test dan post-test. Dalam pre-test nilai rata-rata siswa adalah 58,3, post test di siklus pertama siswa mendapatkan 65,8, dan di post-test di siklus dua nilai rata rata siswa adalah 72,9. Ini berarti ada perbedaan antara pemahaman membaca siswa sebelum dan sesudah penelitian. Sementara itu peningkatan situasi pembelajaran di kelas antara lain 1) siswa ikut ambil bagian di kegiatan pembelajaran, 2) siswa mulai mengekspresikan ide di brainstorming dan saat diskusi, 3) siswa menjadi lebih antusias dalam mengikuti pelajaran


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MOTTO

Experience is the best teacher

"The only thing I have to do in life is die; every

breathing." (G-Dragon)

Man Proposes, God Disposes


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DEDICATION

I dedicated this thesis to: My beloved family All of my friends


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ACKNOWLEDGEMENT

Firstly, the writer would like to express the highest gratitude to Allah SWT

because the writer can finish the thesis as partial fulfillment of the requirements

for Undergraduate Degree of Teacher Training and Education Faculty, Sebelas

Maret University Surakarta. Secondly, the writer also expresses the gratitude for

giving support, help and love as follows:

1. The Dean of Teacher Training and Education Faculty of Sebelas

Maret University Surakarta for giving permission to write the thesis.

2. The Head of English Department of Teacher Training and Education

Faculty for giving the permission to write the thesis.

3. Drs. A. Handoko Pudjobroto,

patience, criticism, guidance, suggestion and time.

4. Dewi Sri Wahyuni, S.Pd, M.Pd,

patience, guidance and suggestions.

5. Drs. Y Himawan Samodra, the Headmaster of SMP Negeri 8

Surakarta for giving the permission to have a research in the school.

6. Ngatman HS, S.Pd, the vice headmaster of SMP Negeri 8 Surakarta.

7. Darwanto S.Pd, and Theo Susiadi, S.Pd as the English teachers for

helping the writer in doing the research.

8. The students of VIIIF class for the cooperation during the research.

9. The beloved family for their support to the writer.

10. The best friend, Yuni, lovely friends, Sifa, Ari, Anni, and Mb.Ulil.

And all beloved friends in Program Kualifikasi Guru (KG) 2009.

11. Everyone who helps the writer to finish this thesis that cannot be

mentioned one by one.

Surakarta, February 2013

Asti Mayasari


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TABLE OF CONTENTS

... i

ii

........... iii

... iv

......... v

.. .... vi

. vii

.. .. viii

.. ix

.. x

LIST OF TABLE AND FIGURE ... .. xiii

... ... xiv

CHAPTER I ......... 1

A. Background of the Study 1

B. Problem Statement ... 5

C. Objective of the Study .. 5

D. Benefit of the Study .. 6

CHAPTER II ...... 7

A. The Review of 7

1. The Definition of Reading ...... 7

2. The Definition of Reading 8

3. Strategies of Reading Comprehension .. . 10

4. Reading Model ... . 10

5. Teaching Reading . 11

B. The Review on Question-Answer Relationships . 14

1. Definition of Question-Answer Relationships... 14

2. Strategies of Question-Answer Relationships...

3. Process of Question-Answer Relationships in

classroom.. ...

15

18


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4. The Advantages of Question-Answer

Relationships ...

19

C. ... 19

D. Hypothesis ... 20

CHAPTER III 21

A. Context of the Research 23

B. The Method of the Research . 25

C. .. 26

D. Technique of Analyzing Data .. 27

CHAPTER IV : ... 29

A. Th ...

B. Research Implementation ...

29

33

1. First Cycle

a. Planning the ..

b. Implementing the .

1) First Meeting .

2)

3) ...

4)

c. ..

1) First Meeting ....

2)

3) ...

4) .

d. Reflecting the Action ...

e.

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33

33

34

36

38

39

39

39

40

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41

42

43

2. . 44

a. .

b. I

44

44

1) First Meeting ... 44


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2) Second Meeting .

3) Third Meeting .

c. ...

1) First Meeting ..

2) Second Meeting

3) Third Meeting .

d. Reflecting the Action

e. Final Reflection

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C. Research Findings and Discussion ..

1. Research Findings

a.

.

b.

....

2. Discussion

a. Question-Answer Relationships can

improve the students reading

comprehension ..

b. Question-Answer Relationships can

improve the condition of the

class

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CHAPTER V: CONLUSION, IMPLICATION, SUGGESTION .... 58

A. 58

B. Implication .. ... 59

C. Suggestion . 59

. . 61

. 63


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LIST OF TABLES

Table 3.1 Research 22

Table 4.1 ... .. 29

Table 4.2 ... 32

Table 4. 3 The Pre- . 32

Table 4.4 Schedule of Cycle One ... 34

Table 4.5 ... 44

Table 4.6 The Summary of Research Findings .....

Table 4.7 ..

Table 4.8 The Comparison of Average Score from Pre-test,

Post-test 1, and Post-test 2

49

51

52


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LIST OF APPENDICES

Appendix 1 List of Eighth Grade .. 64

Appendix 2 Field Note of First Cycle First Meeting . 65

Appendix 3 Field Note of First Cycle Second Meeting .. 68

Appendix 4 Field Note of First Cycle Third Meeting . 70

Appendix 5 Field Note of First Cycle Fourth Meeting ... 72

Appendix 6 Field Note of Second Cycle First Meeting .. 74

Appendix 7 Field Note of Second Cycle Second Meeting 76

Appendix 8 Field Note of Second Cycle Third Meeting 78

Appendix 9 Interview Note at pre-research .. 80

Appendix 10 Interview Note with the Teacher 83

Appendix 11 Interview Note after Cycle 2 86

Appendix 12 Lesson Plan First Cycle 89

Appendix 13 Lesson Plan Second Cycle .... 110

Appendix 14 The Result of the Test 129

Appendix 15 Worksheets 130

Appendix 16 132

Appendix 17 Legalization .

135

139


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CHAPTER I

INTRODUCTION

A. Background of Study

Language has important role in communication because we need it to

communicate. People get language from habit, custom, and learning process.

English is an important language in our society and acceptable all around the

world. Books, references, journals and a lot of information can be found in

English.

English in Indonesia becomes a need to compete soon at work. Therefore,

nowadays English is included in education curriculum. In Junior High School

English is also facing an important role. Functional English is being taught in this

education level. In Kurikulum Tingkat Satuan Pendidikan (KTSP), the curriculum

that is used in Indonesia, explains that the Junior High School graduates must

have functional English competence. It is the level where students use language in

daily communication, like reading newspaper, magazine and reading manual, then

can communicate it to other people.

English is needed not only in spoken but also written activity. Many TVs,

radio broadcast, international conference, etc are using English as its interpreting

tools. A lot of sources in Science, Engineering, Technology, etc, are written in

English. It will be more comfortable for us to read it directly from those English

books, rather than wait for someone to translate it to Bahasa Indonesia. Moreover

it will be more efficient to read the English source because not every single book

has been translated to Bahasa Indonesia; however it mostly had been translated to

English.

There are four skills in learning English, such as listening, reading,

speaking, and writing. Reading is important in order to know the information and

knowledge consist in. Reading is the bridge to know the world. Reading in

purpose to get information from it is called reading comprehension.


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According to Nunan (1998: 33) reading needs identification and also

structure used in the text and his knowledge about a given topic. It is complicated

activities which can make students bored. From the interview in pre-research with

students, AWS and RR, it inferred that the students were bored with English

lesson, especially in Reading class. The writer as the interviewer asked the

interviewee whether he likes reading or not and what the reason for his answer.

:Suka, karena reading membuat kita bisa membaca bahasa inggris dengan lancar. Ada

miss, bagian vokalnya Notes: AWS RR AWS felt bored with reading because both the text and the task took a long time

to be read and finished. The activity in reading class usually only read the text,

and then did the task. These makes the student felt bored. RR likes Reading;

however she had deficiency in vocabulary.

According to the writer observation in class, the students tend to ignore

difficult vocabulary and long text. The students were more interesting in chatting

with their friend than read the text. When the teacher knew about this behavior, he

will point to those who make noise to answer his question related to the text.

When someone does not know about difficult thing, they will choose to face it or

to leave it. In teenage perspective, they would tend to ignore it. It happened

because they do not know the meaning of the vocabulary in a reading passage and

did not have willing to read a long text.


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Based on the interview with the English teacher, Mr. Darwanto, he taught

reading by using a method which is ordinary. He rarely used a technique or

strategy to teach reading in class.

-anak sudah ada bukunya. Lalu kita bahas teks sama-sama. Atau kadang untuk anak yang rame dan tidak memperhatikan, saya meminta mereka untuk membaca teks. Biar se

The teacher steps to taught reading are by had students read the text,

discussed it together with them, gave them some questions related to material, and

then had them to do the reading task. In the writer opinion, it is a good flow of

teaching reading, however sometimes the students bored because it cycling around

only on the teacher. The teaching was still teacher centered and the students were

not involved much in the activity.

It can be concluded that reading makes the students bored because the long

text need more time to be finished, they still has inadequacy in vocabulary and

the teacher rarely used technique to support the teaching process. The problems

which arose covered in reading

and class situation. The writer found some indicators related to their

understanding in comprehending a text and the meaning of it, including a) the

students were unable to find main idea, b) the students were unable to find explicit

information, c) the students were unable to find implicit information, and d) the

students were unable to guess information from the text.

From the class climate category, the indicators were: a) The reading class

was still teacher centered; b) The students were passive in joining teaching

learning activity; and c) the students were not enthusiastic to read the text or the

students did not have a great of motivation in reading a text


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According to observation in the class and students English score, the

students found reading is difficult because they do not know the meaning.

e text is still low. They did not know

how to read easily and effectively. Some of them spent too much time to read, and

then only gave less time in answering the questions. And some of them chose to

ignore the passage, and directly answer the question carelessly. Therefore their

result of reading passage was not as well as their other English skill: Listening,

Speaking, and Writing. Their average of reading score is below the school

minimum standards score (KKM). Their pre-test score was 58.3. It is far from the

school minimum standard score.

Question-Answer Relationships is a reading strategy that has a purpose to

help students figure out how to answer questions based on a given text. It makes

the reading process become simpler. We classify the questions of a reading text

into two categories such as and .

divided into two, they are and Think and

. needs students to go back to reading passage and find the

answer directly from the passage. need students to think the

relation of information in reading passage and conclude it in order to find the

answer.

divided into two, they are and

need the students to use their own ideas and information

which not stated in the reading passage to answer question. needs

the students to use their background knowledge of a reading passage to answer the

question. The four types questions of QAR are expected to become a help for

students to improve their reading comprehension.

Question-Answer Relationships (QAR) helps students develop an

awareness of the multiple source of information in their reading. When students

are consciously aware of the different sources of information available to answer

the questions, they became strategic in their reading and thinking, and their

comprehension is improved.


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QAR

the question faster, and help them in comprehending a text or a situation. When

someone understands about a text, he will know the vocabulary, the meaning of it

and the purpose of the text itself. At that point we can say that teaching reading

process can be called successful.

Based on the background above the writer would like to conduct a

classroom action research on teaching reading in SMP Negeri 8 Surakarta entitled

s Comprehension Through Question-Answer Relationships

(A Classroom Action Research held on the 8th grade of SMP Negeri 8 Surakarta in

B. Problem Statement

The purpose of doing this study is to answer these questions below:

1. Can and to what extent Question-

reading comprehension?

2. What happens when Question-Answer Relationships is applied in reading

class?

C. The Purpose of Study

In this research the writer has some objectives to be achieved, such as:

1.

Answer Relationships.

2. Describing the situation when Question-Answer Relationships is applied

in reading class.


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D. The Benefits of Study

The researcher hopes that the research could be beneficial for:

1. The students of SMP Negeri 8 Surakarta

Students are expected to get better learning by which they will be able to

improve their reading comprehension by using Question-Answer

Relationships.

2. The English teacher of Junior High School

It is expected that the teacher will find various teaching technique to

create variety in teaching learning process in class. The result of the study

will help the teacher to know the students difficulties in reading skill.

3. The researcher

The researcher gets experience which can be used for doing a better action

research in the future.


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CHAPTER II

THEORETICAL REVIEW

A. The Review on Reading

1. Definition of Reading

Reading is important in human activity. By reading people getting to

know what happened in the world then a lot of knowledge can be obtained

know many things even without doing it ourselves. We know what happened in

other places by reading news or browsing on internet and what experiences

have got by other people, therefore we can learn from it.

According to Catherine Wallace (1992: 1) reading as interpreting

means reacting to a written text as a piece of communication. Book,

advertisement, announcement, movie with subtitle are the kinds that need

reading activity to get information from it. When we do not know how to

interpret a reading text, we cannot understand the information in it. Aebersold

and Field (1997: 15) say that reading is what happens when people look at a

text and assign meaning to the written symbols. Reading has meaning of

information, information has meaning of communication. People need reading

in order to communicate.

Burns, Roe, and Ross state that reading is the interpretation of the

meaning of printed symbols (1984:20). When someone cannot derive meaning

from a passage, he has not been reading even though he pronounces the words

perfectly. Reading is not a simple activity; we do not only read the words but

also understanding the meaning of a reading passage.

Based on The Teaching of Reading by Deboer and Dallman

(1966:17), reading is a complex process which requires higher mental process,

such as recall, reasoning, evaluation, imagining, organizing, applying, and

problem solving. It also needs good thinking. Teacher has to be aware of how

to teach a good thinking to the students because reading is a matter of thinking.


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We can understand the information easily by read it effectively using some

technique in reading.

In summary, reading is an activity to understand the written text that

needs many abilities, such as accurate word recognition, call to mind particular

meaning, and re-associate meaning. Reading means understanding meaning.

2. Definition of Reading Comprehension

Reading is a process of gaining information from a written text. It

involves reader, text, and interaction between reader and text. Reading is the

process of constructing meaning from written texts. It is a complex skill

requiring the coordination of a number of interrelated sources of information

(Anderson et al., 1985). Reading seems to be simple, however it is not. The

reader need to consider many things in reading and make relation of it.

Reading comprehension is the understanding, evaluating, and utilizing

of information and idea gained through and interaction between the reader and

the author (Smith, Nile et al, 1980: 197).

According to Introduction to Reading in www.reading.org,

comprehension is an action in understanding the text, both literal and implied

as well as evaluating the author message, purpose and style.

Reading is not only read the text correctly in good pronunciation and

vocal; however reading is to understand the meaning and the purpose of the

text.

Readers may have different purposes in reading (R.R Jordan, 1997:

143), they are 1) to obtain information, 2) to understand ideas or theories, 3) to

view all of which may be needed for writing essay.

According to Teaching Reading in Today Elementary School

(Burns,Roe,Ross: 1984:177) level of comprehension can be defined as literal

reading, interpretive reading and creative reading.


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Literal Reading is reading for literal comprehension, involves acquiring

information that is directly stated in a selection, is important for higher level

understanding. Literal reading divided as recognizing details, recognizing main

idea, recognizing cause and effect, and recognizing sequences. The first is

recognizing details, the specific explicitly stated parts of a paragraph that

contain the basic information, such as details of main idea, cause-effect

relationships, inferences, etc. The second is recognizing main idea. Main idea

is the central thought around which a whole passage is organized. In literal

reading it is usually directly stated called topic sentence. Next is recognizing

cause and effect. It is consider as literal when it is explicitly stated in the text.

And the last is recognizing sequences. Sequence is the order of event in

paragraph or passage occurs. Students have to consider it to describe the

chronological event.

Interpretive reading involves reading between the lines or making

inference. It is the process of deriving ideas that are implied rather than

directly stated. Skills for interpretive reading are inferring main idea of

passage in which the main idea is not directly stated, inferring caused and

effect Relationships when they are not directly stated, inferring referents of

pronoun, inferring referents of adverbs, inferring omitted words, detecting

pose in writing, and drawing conclusion.

Creative reading involves going beyond material presented by the

author. It requires reader to think as they read, just as critical reading does, and

it also required them to use their imagination. The areas of creative reading are

cause and effect, visualization, making value judgments, solving problem,

predicting outcomes, improving story presentation, and producing new

creation

From the theories above it can be concluded that reading

comprehension is an action of a reader to obtain idea and information from the

text, and then enhance knowledge to support the understanding of the author

message and purpose then interpret it.


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3. Strategies of Reading Comprehension

According to article entitled Strategies for Developing Reading Skills

by Catharine Keatley and Deborah Kennedy(www.nclrc.org/essentials/reading)

there are several reading strategies which can help students to read quickly and

more effectively, such as below:

a. Previewing

Previewing is a process by reviewing the titles, section headings, and

photo captions to get a sense of the structure and content of a reading

selection.

b. Predicting

Predicting is a process by using knowledge of the subject matter to make

predictions about content and vocabulary and check comprehension.

c. Skimming and Scanning

By using a quick survey of the text to get the main idea, identify the text

structure, confirm or question prediction

d. Guessing from content

A process using prior knowledge of the subject and the idea in the text as

clues to the meaning of unknown words, instead to stopping to look them

up.

e. Paraphrasing

Stopping at the end of a section to check comprehension by restating the

information and ideas in the text

Those steps help the reader to be more understand reading comprehension.

4. Reading Model

There are complementary ways of processing a text. They are both used

whenever we read; sometimes one predominates, sometimes the other, but both

are needed. And, though normally unconscious processes, both can be adopted as

conscious strategies by the readers approaching a difficult words. Barnet (In

Aebersold and Field, 1997: 18) states that there are three main models of how

reading occurs:


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1. Bottom-up theory argues that the reader constructs the text from the

smallest unit (letters to words to phrases to sentences, etc.) and that the

process of constructing the text from those small units becomes so

automatic that readers are not aware of how it operates.

2. Top-down theory argues that readers bring a great deal of knowledge,

expectations, assumptions, and questions to the text and, given a basic

understanding of the vocabulary, they continue to read as long as the text

confirms their expectations. The top-down theory argues that readers fit the

text into knowledge (cultural, syntactic, linguistic, and historical) they

already possess, then check back when new or unexpected information

appears.

3. The interactive learning argues that both top-down and bottom-up

processes are occurring, either alternately or at the same time. These

theorists describe a process that moves bottom-up and top-down, depending

language proficiency level, motivation, strategy use, and culturally shape

beliefs about reading.

5. Teaching Reading

Teaching is guiding, facilitating learning, enabling the learner to learn,

setting the learner to learn, and setting the condition for learning. According to

Brown (1994: 7) teaching can be defined as helping someone to learn how to

do something, giving instruction, guiding in the study of something, providing

with knowledge, and causing to know or to understand. It is the role of a

teacher to be prepared well, especially the material, before going to teach

students. It really helps teacher in order to obtain a good flowing of teaching

learning activities and to reach the teaching goal as well.

Reading is a common activity in learning, especially English. In English

lesson, there is a lot of reading text which have to be understood. Teacher

wants the students to know the information underlying the text.


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According to Burns et al (1984: 20) state that there are twelve principles

of teaching reading, they are:

1. Reading is a complex act with many factors that must be considered.

Teacher has a task to understand all parts of reading process in order to

plan the reading instruction wisely.

2. Reading is the interpretation of the meaning of printed symbols.

A reader has not been reading if he does not derive meaning from a

reading passage, even though he pronounces the words well.

3. There is no one correct way to teach reading.

Reading ways of some people with others is difference. Each person has

his own individual way in learns it.

4. Learning to read is a continuing process.

Learning to read is improving as time goes by for people from he was a

child to adult. No matter how old people are, or how long they have been

out from school, they can continue to refine their reading skills.

5. Students should be taught word recognition in order to unlock the

pronunciation and meanings of unfamiliar words independently.

Teacher must teach students variety of reading technique in order to make

them can do it by them, so that when none around they can still read using

their own understanding.

6.

diagnosis as the basic for planning instruction.

Teacher has to observe the class well before he plans the reading activity.

7. Reading and the other language arts are closely interrelated.

Reading has a relation with skills in language, such as listening, speaking,

and writing, and also has Relationships with all aspect contain in a

language.

8. Reading is an instruction within the educational program.

Teacher has to consider the Relationships of reading to other subjects

within curriculum.


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9. The students need to see why reading is important.

Teacher must show the direct, personal value of reading in his teaching

every day in order to inform the students about the benefit and use of

reading in their daily lives.

10. Enjoyment of reading.

Teacher helps students to find that reading is fun. It can be entertaining

and informative in the same time.

11. Readiness for reading.

Teacher should consider readiness to the student before giving a reading

passage.

12. Reading should be taught in a way that allows each child to experienced

success.

Teacher should give students instruction at their own level of achievement.

When students have already reach success in a given text, they will gain

confidence to do the next reading passage presented to them.

From the twelve principles above, teacher has an important role in

success of a reading class. He responsible to show the important aim of a

reading class to his students and design the effective and efficient reading

in order to make the teaching learning activity goes well.

Therefore we have to pay attention to those factors, and in order to obtain

it, there are three phase approach of teaching reading based on Eddie

Williams (1996: 37):

1. Pre-Reading

It has aim to introduce and arouse the reader to interest to the topic. It also

attracts the reader motivation to read the text by giving the reason why he

has to reading it. Teacher has role to provide the language preparation of

the text. He must ask to himself what the advantages of reading the text for

the reader so that he can deliver it to the readers in pre-reading phase.


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2. Whilst-Reading

and to clarify the content of the text. Whilst-reading phase usually started

with a general understanding of the text, and then move to smaller units as

paragraphs, sentences, and words.

3. Post-Reading

interest or ideas.

Those three phase approach are helpful to transfer the purpose of

reading to the students. It respects and uses the reader knowledge of the

language and of the world as the basis for involvement, motivation and

progress in reading. It makes the reader friendlier with the text. Alongside

with three phase approach, the teacher has to pay attention to the principles of

teaching reading. Students can determine the purpose and the meaning of the

text when they pay attention to the lesson well. By combine it and also the

technique, Question-Answer Relationships; the reading process will going

well and students will be easier in understanding the text.

B. The Review on Question-Answer Relationships

1. Definition of Question-Answer Relationships

Question-Answer Relationships strategy is a reading strategy that

has aim to help students figure out how to answer questions based on a given

text. It was created by Taffy E. Raphael in 1986. Taffy E. Raphael is a

member of the Curriculum & Instruction faculty in Literacy Education at the

University of Illinois at Chicago, teaching courses related to methods of

instruction, teacher research, and related topics.


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Dr. Raphael found that many students fell into two categories, such as

those who relied only on prior knowledge to find answer and those who relied

only on the text. In this strategy, students classify question-answer relations

by determining which are text-explicit (coming from the same sentence in the

text), which are text implicit (coming from different parts of the text), and

which are script-implicit (motivated by the text but coming from

prior knowledge).

understanding the reading text and shorten their time to read a text. They can

read effectively and efficiently.

2. Strategies of Question-Answer Relationships

There are four levels of questions, dividing into two sections based on the

location of the answers.

a. In the Book Question

It classified into:

1. Right There

According to Marry Shelley on Frankenstein in enotes.com,

Right There Question requires students to go back to the passage

and find the correct information to answer question. The answer

will be found in one place, one page, one paragraph, perhaps even

in the text.

According to Readinglady.com, there are three steps to

then scanning, after that look for the keywords. And finally student

can find the answer.


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2. Think and Search

Think and search question requires students to think about

how ideas and information in the passage related to the other. The

answer will still be in the text, but the details necessary to answer

the questions may be in more than one location. To answer the

question effectively, the reader

throughout the text.

The first step is reread or skimming the text. Skimming is a

reading technique using a quick survey of the text to get the main

idea, then identify the text structure, confirm or question

prediction, after that find the important information, next summary

it to get the answer.

b. In My Head Question

It classified into:

1. Author and Me

Based on Literacypathway.wikispaces.com, Author and Me

questions require students to use ideas and information that is not stated

directly in the passage to answer the question. Students have to analyze

some aspect of the text to derive meaning. This may be the theme, tone,

mood, etc. These questions are based on information provided in the

text but the students need to relate it to their own experience. Although

the answer does not lie directly in the text, the student must have read it

in order to answer the question.

Otherwise in simple, the answer is not in the text. However the

reader must read the text to get the information provided by the author

then add personal knowledge in order to answer the question.

The first step is reread the text, then think about what the

author say and connect it with the reader knowledge, and finally reader

predicts the answer based on it.


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2. On My Own

On my own question can be answered using the reader

background knowledge on a topic. The reader reflects on the meaning

of some aspect derived from the text but is not tied to the text directly.

This question can be answered even without reading the text. The text

serves only as a springboard for a discussion of a much broader

significance. On My Own Question usually was asked to students as

pre-

text.

The answer is not in the text. The reader must develop the answer

based on knowledge and personal experience only. The first step is

thinking about what the reader already know, and then think about what

the reader have read before, next make connection of those.

Below is Relationships of four types of Question-Answer Relationships written in

a scheme:

3. Process of Question-Answer Relationships in classroom

QAR takes time to develop with students. Students will need a fair

amount of instruction and guided practice using QAR. Teacher should give

many examples to use this strategy.


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1. Explain the strategy

Explain to students there are two categories of question, such as In the

Book Question and In My Head Question.

Question means the answer can be found in the text

In My Head Question means the answer cannot be found in the text and

have to come from reader background knowledge.

2. Demonstrate the strategy

Teachers must use a clearly example between the different type of

questions.

3. Guide students to apply the strategy

Teacher control the class in applying QAR. Teacher has to active in

guiding the students.

4. Practice it individually or in a small group.

First the students practice it in a small group. It has been done in order to

make them accustomed with QAR and they can discuss their problem in

applying QAR with their friends. Then after that they can use QAR

individually without hesitant of being wrong and make a mistake.

5. Do it in several times to make them know well this Question-Answer

Strategy.

The students have to practice QAR as many as possible in order to form

the habit in using QAR.

4. The Advantages and Disadvantages of Question-Answer Relationships

According to Teacher Vision on http://www.teachervision.fen.com,

answering questions about what they have read. Understanding QAR helps

students learn the kind of thinking that different types of questions require, as

well as where to go for answer the text. It encourages students to be more

efficient and strategic in reading. It can help them to ask effective question as

they read and respond to the text. It also helps the teacher to guide and monitor

students learning and promote higher level thinking of their students.


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Understanding how QAR works is an important component in

comprehending a text. According to research cited by the National Institute for

Literacy, teaching QAR is an effective strategy for improving comprehension

when used as part of a multiple-strategy model.

By applying QAR the students are expected to use their time well

during the reading class. QAR also helps students develop an awareness of the

multiple source of information in their reading. When students are consciously

aware of the different sources of information available to answer the questions,

they became strategic in their reading and thinking, and their comprehension is

improved.

However the fact showed that QAR also has some disadvantages, such

as QAR needs a lot of practice and teacher needs more time to prepare the

ing and

understanding the text. It is expected that they can be aware of many source of

information to support the understanding. It is a diff s

in read and understanding the text; therefore QAR

need more practice and drilling. The teacher also need more time to prepare the

wn , he needs to look for interesting material for

brainstorming, i.e. picture or video, Next he has to

apply group discussion to teach QAR strategy. Furthermore he needs more

energy to control it.

D. Rationale

Reading is an important thing to learn any knowledge. It is a

thinking activity which involves comprehension strategies of the reader to gain

knowledge. Reading comprehension is an action of a reader to obtain the idea

and information from the text, and then add his own knowledge to support the

understanding of the author message and purpose, and then interpret it.

The students understand the reading text is a goal which wants to

be achieved by teacher. In order to obtain it Question-Answer Relationships

(QAR) is implemented. There will be some steps in QAR, one of them is by


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discuss the reading material in group in order to know QAR strategy deeper.

By applying its strategy, the reading process would be more effective and

easy.

QAR is useful as a student tool in providing a basis for three

comprehension strategies, such as locating information, determining

structures of a text and how students get the information from it, and

determining when an inference would be required. It initially helps student

understand that information from both texts and their knowledge base and

experiences are important to consider when answering questions. It also helps

students search for key words and phrases to locate the appropriate

information for answering questions. The indicator of this research are

finding main idea, finding explicit information, finding implicit information

-

reading and BKOF stage. QAR

answer finding main idea and implicit informati

information. QAR help students recognize whether or not information is

the line

By using QAR it is expected that students reading comprehension

will be improved.

E. Hypothesis

According to theory of Question-Answer Relationships, reading

comprehension and teaching reading, the hypothesis is: the use of Question-

Answer Relationship th

grade students of SMP Negeri 8 Surakarta.


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CHAPTER III

RESEARCH METHODOLOGY

This chapter describes research methodology including: 1) context of the

research, 2) research method, 3) technique of collecting data, and 4) technique of

analyzing data.

A. Context of the Research

This study is a classroom action research used Question-Answer

Relationships in order to improve reading comprehension held in SMP Negeri 8

Surakarta in academic year 2011/2012. This Junior High School is located on

Jalan HOS Cokroaminoto 51 Jebres Surakarta.

In SMP Negeri 8 Surakarta, there are three grades of class. Each grade

consists of seven classes (A-G), and in each class there are 30 students. SMP

Negeri 8 Surakarta has many facilities which support teaching and learning

process. They are library, computer laboratory, language laboratory, physic

laboratory, moving class, teacher and headmaster office, administration office,

mosque, canteen, parking area and school yard functioned for holding ceremony,

P.E lesson, and extracurricular activities in the afternoon.

The subject of the research is the 8th grade students of SMP Negeri 8

Surakarta. The eighth grade of SMP Negeri 8 Surakarta consists of seven classes.

They are VIII A up to VIII G class. The writer chose VIII F class which is consist

of 30 students: 16 girls and 14 boys, as the subject of the research because from

the pre research revealed that the students in this class had less achievement in

English especially in reading skill, and they seemed to not interested in reading

class. They felt that reading is difficult and boring. They tend to ignore difficult

things. They rarely asked questions to the teacher. When they faced difficulty in

vocabulary for example, they tend to let it go and did not ask the meaning to the

teacher.


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In this research the writer chose 8th grade students of junior high school

because the writer expect that Question-Answer Relationships can help them to

prepare their final examination in the following year. By using this technique in

doing examination, they can efficient their time in doing the test.

This research was conducted from September 2011 to November 2011.

The research schedule can be seen below:

Table 3.1 Research Schedule

No Activities Months

September October November

26 7 14 31 4 7 11 18 21 25

1 Observation

2 Interview

3 Pre-test

4 1st meeting cycle 1

5 2nd meeting cycle 1

6 3rd meeting cycle 1

7 4th meeting cycle 1

8 Post-test 1

9 1st meeting cycle 2

10 2nd meeting cycle 2

11 3rd meeting cycle 2

12 Post-test 2


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B. Research Method

The writer use class room action research as the method in this research

-Answer

self-reflective inquiry carried out by practitioners, aimed at solving problems,

dealing with the improvement in solving problem by practitioners.

Lewin in Christensen and Johnson (2000: 7) gives definition of action

research as a form of applied research focused on solving local problems that

practitioners face. Action research is typically conducted by teachers,

administrators, counselors, and other educational professional to solve their

problems but action research is not limited to projects carried out by teachers in an

educational setting.

According to Kemmis and Taggart in Nunan (1997: 17), there are three

characteristics of action research, they are the action research is carried out by

practitioners rather the outside researcher, the kind of the action research is

collaborative, and the action research is aimed at changing conditions.

From the definitions of action research above, we can conclude that action

research is a research done by practitioners in order to solve problem. This study

used classroom action research. It was

eading comprehension

is still low in achievement. Therefore the writer conducts the action by teaching

reading using Question-Answer Relationships strategy.


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In doing action research, a researcher must follow the procedures.

According to Kemmis and Taggart (in Macissac, 1997), the procedure of each

step can be explained as follow:

1. Identify the Problem (Plan)

The first thing to do when making a project is by identifying the

problems, and then the writer can make a plan to do the research. The writer

observed the teaching learning process, interviewed the English teacher and

some s

The problems which arose covered two indicators. They include

in reading and class situation. The writer found some

indicators related to their understanding in comprehending a text and the

meaning of it, including literal, sequencing and summarizing comprehensions

such as a) the students were unable to find main idea, b) the students were

unable to find explicit information, c) the students were unable to find implicit

information, and d) the students were unable to guess information from the

text.

From the class climate category, the indicators were: a) The reading

class was still teacher centered; b) The students were passive in joining

teaching learning activity; and c) the students were not enthusiastic to read the

text or the students did not have a great of motivation in reading a text

The writer prepared lesson plan based on the syllabus in the curriculum,

material, media (videos), and instrument.

2. Implementation the Action

The writer carried out the action by teaching reading by using Question-

Answer Relationships. It was written on a lesson plan. A collaborator helped

the writer to record and taking photograph of the teaching learning activity by

using a digital camera and made field note.

Each cycle consisted of three to four meeting. Each meeting took two

period of lesson which around 70 to 80 minutes. The steps of implementation

stages were divided into three sections. There were opening, main activity

(:pre-reading, whilst reading, and post reading) and closing. The writer


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conducted a post-

the end of each cycle.

3. Observation

The writer as the teacher

teaching learning activity was implemented. The writer wrote the result of the

observation on a note. She wrote down the problem happening in class, such as

, their understanding and

comprehension. A collaborator helped her in adding and completing the notes

the writer made by making note that can be used in write down the field note as

the research data.

4. Reflecting

After doing the teaching learning process, the writer cited the result of

the activities happens in classroom as the reflection of action. She evaluated

the process and the result of the use of Question-Answer Relationship in

teaching reading.

Based on the explanation above, the concept of action research (: Kemmis and

McTaggart (1988) research model in Burns (1999:32)) can be illustrated as

follows:

Picture 3.1 Process of Action Research


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C. Technique of Collecting Data

Data is important to measure the strategy used in the research is

successful or not. The kind of data the writer collected was qualitative and

quantitative data. Qualitative data is related to any occurrence and change

happen during classroom activities. Quantitative data

scores which the writer took both in pre-test and post-test. To obtain the

data the writer uses some instrument to collect it such as:

1. Notes or Field notes

According to Anne Burns in Burns (1999:87), notes or field notes referred

to qualitative research, are description and account of events in the

research context which are written in relatively factual and objective style.

They generally include reports of non-verbal information, physical setting,

group structure and records of conversations and interactions between

participants.

The writer observe the students reading ability by making notes for each

meeting and a collaborator helped her in field note.

2. Transcription of interview

Transcription allows researcher to scan particular classroom episodes

relatively quickly without the need to review the whole recording. It has

the effect of concentrating the mind considerably. Beyond simply listening

or watching and provides a basis of more in depth analysis, while any

length of time spend transcribing also mean that the data become very

familiar (Burns, 1999:98)

The writer made the transcription of the interview to make it easy for the

reader in observing the data.

3. Photographs

Photographs are way greatly attractive classroom analysis and providing

visual stimuli which can be integrated into reporting and presenting the

research to others. The use of photograph is also a technique for data

collection that combines effectively with a range of language classroom


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texts and activities where visual aid is an invaluable support in learning.

(Burns, 1999:101)

The writer used photograph to support the data of research. It gave real

description about what happening in the process of teaching learning

activity.

4. Reading Test

In collecting the quantitative data, the writer used pre-test and post-test.

These tests were used to take standardization in de

mastery and achievement in reading comprehension. The writer conducted

tests consisting of post-test 1 and post-test 2. Post-test 1 was done after the

first cycle end. Post-test two was held in the end of the second cycle. The

researcher used the scores gotten from these tests to examine the effects of

the implementation of the method that was proposed to use in a school

from the achievement side.

D. Technique of Analyzing Data

After collecting the data the writer then analyzed the data. According

Burns (1999:157), there are five stages of analyzing data include:

1. Assembling the data

The first step is assembling the data. The researcher collects the data

from field notes, interview, photograph and test that have been collected

over the period of the research.

2. Coding the data

The second step is coding the data. Once there has been some overall

examination of the data, categories or codes can be developed to

identify patterns more specifically. Coding is a process of attempting to

reduce the large amount of data that were collected to more manageable

categories and concepts, themes or type. The researcher coded the data

gotten from field notes and interview with some categories.


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3. Comparing the data

At this stage, comparison can be made to see whether themes or pattern

are repeated or developed across different data gathering techniques.

4. Building Interpretation

In this step, the researcher move beyond describing, categorizing,

coding and comparing to make sense of the meaning of the data.

5. Reporting the outcomes

The final stage, the researcher involves presenting an account of the

research for others.

The quantitative data will be presented as the mean of pre-test and post-

test in order to know the

represent the comparison between before and after teaching reading activities, in

which whether their reading comprehension is improve or not by teaching reading

using Question Answer Relationship.

The formula of the mean of the pre-test and post-test can be calculated as

follows:

_

x = Mean of pre-test score

_

y = Mean of post-test score

N = Number of subject

= Total score


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CHAPTER IV

THE RESULT OF THE STUDY

The purpose of this study is getting to know whether the use of Question

Answer Relationships can help students understand reading and improve their

reading comprehension. This chapter consists of introduction, research

implementation and discussion. The writer did two cycles which describe

planning, acting, observing, and reflecting. The overall process of research can be

seen in the table below:

Table 4.1 The Overall Process of Research

Step of the

Research

Technique Purpose

Pre-research Observing teaching and

learning process

Identifying the problem during

teaching learning process

Interviewing students

and teacher reading class

English Score

Research

Implementation

Cycle 1

Stages Activities

a. Planning Preparing the materials, lesson plan

b. Acting Implementing the action into four

meeting.

- Meeting 1 : The writer held

pre-test in the beginning of

the meeting and discussed


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- Meeting 2 : Recount Text

- Meeting 3 : Recount Text

- Meeting 4 : the writer

discussed Recount Text

and held Post-test

c. Observing Observing the implementation

d. Reflecting Evaluating the action to conclude

the strength and weakness

e. Revising Revising the plan for the next cycle

Cycle 2

Stages Activities

a. Planning Preparing the action based on the

revision of the last plan (preparing

worksheet)

b. Acting Implementing the action into three

meetings.

- Meeting 1 : Recount text

- Meeting 2 : Recount text

- Meeting 3

c. Observing Observing the implementation


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d. Reflecting Evaluating the action to conclude

ability in reading and class climate

General Reflection The improvement of reading

comprehension after the

implementation of Question-

Answer Relationships

A. Situation Prior to the Research

In this study the writer did pre-observation to identify the problem

occurred in teaching learning process. The writer gathered data by observing

teaching learning process, interviewing the English teacher of class VIIIF and

From the class observation, it was seen that the students were passive in

the class. The class was still teacher centered. The teacher explained the material

while the students listened. Then they did the task given by the teacher. The class

atmosphere were not fun, there were some students who noisy and did not listen

pation in class was very low. They

were passively joining teaching learning process. They rarely express their idea.

When the teacher asked the questions, they would not answer the questions

directly. However they waited the teacher to point toward them.

Based on the interview with Mr. D, the VIIIF students have adequate

capability in English. Their score were satisfying. There was no problem to be

worried in the class. However based on interview with some students, K.F., D.W.I,

F.I.S, and AN, the writer found that they have difficulty in joining a reading class.

They argued that it was a boring class. They came to class only to read the text

and then answered the questions. Moreover they chose to ignore the difficult text

and vocabulary. In result they did not read the content of a text. They tended to do

the questions without reading the text carefully. Moreover based on the writer


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their reading score is the lowest compared

to other English skill: Listening, Writing, and Speaking.

Explanation Average score

Listening 74.4

Speaking 74.8

Reading 72.8

Writing 76

The students have flaws in reading especially in comprehending a text.

Some students did the reading task even without read the text, they did not care

whether their answer is correct or not. And some students spent too much time in

understanding text and left so little time to do the questions. They use the time to

do the reading task carelessly. In fact they have to read the text effectively;

therefore they can save more time to answer the questions and crosscheck it.

In doing the research, the writer was being helped by a collaborator. She

helped the writer to write down the field note. It helped the writer in annotating

and remembering the teaching learning activity in the class. The writer also did

pre-test and post-test in order to know the significant difference of

reading score improvement. -test mean score is still below of

school minimal scores (KKM): 70. Their pre-test average is 58, 33.

Table 4.3 Pre-test mean score

No Explanation Score

1. Highest score 87.5

2. Lowest score 25.0

3. Average score 58.3

By interviewing the teacher and the student, observing the class and


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comprehending an English text. Therefore she gave solution by using Question-

Answer Relationships strategy. This strategy was expected to help the students

improve their reading comprehension:

a. Students were able to comprehend the text effectively.

b. Students were able to find out main idea of a text

c. Students were able to find implicit information in a text.

d. Students were able to find explicit information in a text.

e. Students were able to guess information from a text.

However it was difficult for the students to achieve the target as expected.

Therefore the writer hoped that the students can achieve above the school minimal

score (KKM) and then their way in reading and understanding a text will change.

B. Research Implementation

The implementation of teaching reading by using Question Answer

Relationships was conducted by the writer as the teacher. The writer did two

cycles in this research. The steps on each cycle delivered as 1) planning the

action, 2) implementing the action, 3) observing the action, 4) reflecting the

action, and 5) revising the plan.

1. Cycle 1

The first cycle was delivered on October 31 to November 11, 2011.

a. Planning

The writer did observation by watching the English teacher

teaching English and from the English score of the students. Having

reading comprehension through Question-Answer Relationships strategy.

In conducting the research, the writer had 4 meetings. In the first

meeting the writer gave a pre-test to the students. The test was aimed to

know the prior of Below is the

table of schedule in cycle one.


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Table 4.4 Schedule of Cycle 1

CYCLE I

1. October 31, 2011 Pre-test

Treatment I

2. November 4, 2011 Treatment II

3. November 7, 2011 Treatment III

4. November 11, 2011 Treatment IV

Post-Test 1

b. Action

1) First Meeting

The first meeting is on Monday, 31st October 2011, after the

students having Flag ceremony. The writer was helped by a collaborator,

AH. She helped the writer in making documentation of the teaching

learning activity and field note.

a) Opening

The first meeting started with Mr. D, the English teacher of

VIIIF SMP Negeri 8 Surakarta, introduced the writer to the students.

He said that the writer will have a research. The students have to

cooperate and pay attention well because she would do research in

class VIIIF. Then he handed over the duty of teaching English. After

the English teacher left the class, the writer as the teacher started the

lesson. She greeted the students and continued by giving pre-test. The

pre-test is multiple choice contain of eight questions. She gave 15

minutes to do the test. The atmosphere of the class suddenly became

serious and burdened. However they did the pre-test well.

b) Main Activity

Next the writer informed the students that they would study

about reading by using a strategy called Question-Answer

Relationships.


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The first step is the writer gave the students the text. Then she

did brainstorming by asking the students about the topic of the text.

ce of a girl

named Denisa who was injured and must go to a hospital. The writer

asked the students about what Hospital is and

experience in it. She asked whether there were any students who went

to the Hospital. What were they doing there?

The students answered those questions together in the same

time. Therefore the writer could not get the answer clearly. When she

said -bareng, satu orang saja. Raise

. There was none answered and they became all

silent. For that reason she point toward one student who sat in front of

the writer and other student who sat in the first to answer the

brainstorming questions. Their answers are mostly the same. Hospital

means sick, and sick related to bad experience.

After brainstorming stage the writer asked the students to

read the text quickly and ask if there are some difficult words. They

asked several questions such as: what is the meaning of slipped,

treatment, traffic, pole, etc. Then she wrote down all of vocabulary

questions from the students and its meaning in the whiteboard, as she

said to students that next time they have to look for the difficult words

in dictionary by their selves. In extent when they cannot find it in

dictionary, they can ask the writer.

After that she divided the students into group of four and

explained about how to use Question-Answer Relationships (QAR) to

answer the questions. Then she asked the students to practice by

differentiate the kinds of questions using QAR, and then use it to

answer the questions. She approached one group to other group.

Asking if they can use QAR or not and helping by giving them a brief

explanation of QAR. Some of students asked to make sure whether

their implementation of the using QAR were correct or not.


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c) Closing

After the students finished in answering the questions, she

asked them to present their answers in front of the class. A group

presented their answer of number one. They said it is belong to QAR

question. Therefore

they have to conclude the text. From all 8 groups, seven of them were

giving the correct answer for question number one. Because the time

was almost up, the writer answered question number two to eight

together with the students. Then to close the lesson she gave a quick

explanation about recount text such as the generic structure and the

tense of it.

2) Second Meeting

a) Opening

On Friday, 4th November 2011 the second meeting started

with greeting and short conversation to build a pleasant lesson

atmosphere. It was first period, the students were still in fresh mind

and condition. The text of second meeting is about an earthquake

experience. Before going to the text, the writer did brainstorming by

asking about 2006 Jogja earthquake: Did you remember it? What

were you doing when that event happening?

then:, Were you frightened?

As usual, they answered these questions together in the same

time. Therefore she asked two students to answer by asking them to

raise their hands. There were none raised their hand and the class

suddenly became silent. Then she point toward two students named

A.N and D.W.I to answer it. They forgot what they were doing when

it was happening, because they were seven years old at that time. They

were still in the first grade of Elementary school. However Anggun

remembered the story of her relatives who lives in Jogja. Their house

was damaged; therefore they flee to her house in Solo. These students


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answered successfully without nervous. Therefore the writer said that

next time if she has questions for the students, they have to answer it

by raising hand. Then she would give them extra mark for being

active in the class.

b) Main Activity

After that the writer got in to pre-reading activity, she

distributed the text and asked several question related to it, and then

told the students to read it. Next she allowed the students to look for

the meaning of difficult words in dictionary. There were some

students confirm about the meaning of the word:

. Then she answered

meaning related to the event of the text, earthquake.

Next the writer arrived at whilst reading; she divided the

students into group of four and then explained about Question-Answer

Relationships. She asked students to differentiate it for answering the

questions. She gave them fifteen minutes to do it. She approached one

group to other to make sure they do it correctly and assisted them in

doing it. Their group cooperation worked well. They discussed every

single question and some of them have different opinion about which

questions use which type of QAR.

After that the writer asked them to present their answer.

A.W.S .

Their reason is because it is main idea question therefore we have to

conclude the text to answer it. All of the groups answered the question

number one correctly. Question number two presented by A.K. group.

It be can

find the answer right there in the text. From eight groups, six of it

answered question number 2 correctly. The rest group presented the

rest of the questions quickly from number three to eight. They told the

kind of QAR, why chose it and what their answer. The class went to


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post-reading stage; the writer gave feedback to students by giving

explanation of QAR one more time.

c) Closing

Next the writer gave explanation about recount text. She

asked the students to write down the generic structure of recount.

Then she did reflection and closed the lesson.

3) Third Meeting

a) Opening

In the third meeting on Monday, 7th November 2011, the

writer used LCD to present the lesson. The lesson plan of third

meeting is not significantly different with second meeting lesson

plan. The difference is the writer used LCD in brainstorming stage.

The writer knew she could use LCD a previous day before the

meeting. Therefore she had the materials ready copied and did not

use the LCD effectively.

The text is Bunaken therefore the writer played

some videos of diving underwater. She asked the students whether

they have experience related to it or not. They answered that they

have not been diving under water. They had no clue about it. Then

she asked them to tell about their experience related to water:

swimming in the beach.

b) Main Activity

After brainstorming the writer distributed the text. The

students read the text and searched for difficult word in dictionary.

Then she asked them to sit in their group and then explained about

QAR. Next she asked the students to differentiate it and answer the

questions. After that the writer asked them to present their answer

and then she correcting it. Because next meeting there will be a post-

test, the writer opened a session of discussion of QAR. The students

asked her to re-explain QAR. Therefore she explained QAR by using


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the quest

and Earthquake.

c) Closing

Next the writer gave explanation about recount text. She

asked the students to write down the generic structure of recount.

Then she did reflection and closed the lesson.

4) Fourth Meeting

a) Opening

The writer had a post-test 1 in the end of forth meeting. The

lesson plan is mostly the same with the previous meeting, minus the

explanation of recount. It started with greeting. Then brainstorming

stage , which told about a

b) Main Activity

After brainstorming she distributed the text. Then the

students read the text and searched the difficult words in dictionary.

Next she asked the students to sit in a group of four and explained

about QAR. She asked students to differentiate and answer the

questions. She assisted them in their group discussion by coming

from one group to other. After that the writer asked them to present

their answer and then correcting it. Then she opened discussion

section. There is a student, A.W.S, who asked her to explain how to

use Question-Answer Relationship in the other text. The writer

Earthquake.

c) Closing

The lesson closed with holding post-test.


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c. Observation

The research was done by the writer in two cycles for about two

month in SMP Negeri 8 Surakarta. Cycle one consists of four meeting. It

can be observed as below:

1) First Meeting

In the beginning of first meeting held on October 31, 2011,

the students feel energetic in following the reading class. However

there were some flaws in this meeting according to the writer note

and field note by the collaborator. The first is the uncomfortable

class condition. The class was not going smoothly. There was

misinformation between the writer as the teacher and the students.

Because of nervous and the time is limited, the writer confidence in

teaching was so low. It made the atmosphere of the lesson was not

really good. The writer delivered the instruction and lesson

explanation unclear. The students felt burdened in doing the task.

They had no idea how to do it. Even though it was an easy task, if

the way it explained and transferred is not acceptable and confusing,

the students will find it hard to do.

The second is also related to the nervous writer, the grouping

was not going smoothly. The students tended to chat with their

friends when grouping was done. The third is the writer forgot to

give limitation of time when giving task and confirmed the students

whether there is any question or not.

In conclusion in first meeting the writer only introduced QAR

in a brief because the class is not in a conducive situation. The

scattered. Therefore the students not yet

able to use QAR well in their first meeting.


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2) Second Meeting

In second meeting the lesson was going more smoothly. It

was on Friday, 4th

mind is on fresh mode. The writer and the students both enjoyed the

lesson. The class is in more comfortable situation. The writer opened

the class by greeting all students and calling the roll. The writer had

light conversation that makes student feel more comfortable in

starting the class. Then the writer entered the lesson by

brainstorming about earthquake by asking the students about their

experience related to it. They were still passive in answering the

writer question. Therefore she point forward some students to

answer the question and gave reward, additional mark for them. By

giving reward to active students, she expected that on the next

meeting, other students will be more active and speak their idea in

the class.

The grouping was also going smoothly. The students directly

move their chair to their group. Next the writer explained about

Question-Answer Relationships (QAR). The writer believes that

practice is the best learning. Therefore she asked the students to do

the task in group of four. They can share their idea and

understanding of QAR to other member and discuss the difficult

question together. After that the writer asked the group

representative to present their answer. By presenting something in

front of the class, teacher and students can also discuss it together in

class as a whole group. In this stage is the writer duty to explain


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3) Third Meeting

In third meeting on Monday 7th November 2011, the writer

started to use LCD. It added a plus value in the lesson. The students

were more enthusiastic in joining the lesson. The writer attracted the

students attention by showing some pictures related to the topic. The

third meeting was going more smoothly and it seems that students

have already more able to apply Question-Answer Relationships. It

can be seen on the presentation stage. Most of students in their group

can identify kind of QAR and answer the question correctly.

4) Fourth Meeting

The Fourth meeting gave emphasize in drilling QAR by

doing the task in group of four. The grouping was done well. They

discussed in their group. After presentation, the writer opened class

discussion about QAR. Some of students were more active in joining

the lesson. They asked several questions related to QAR in

discussion section. They asked for more of QAR example.

Therefore, the writer explained QAR by using the text on

review the previous material.

The meeting was closed by doing post-test. The test was

successfully done.

d. Reflection

After doing the first

omprehension through Question-Answer

in the class, there are some strengths and

weaknesses which are found. The strengths and weaknesses are shown as

follows:


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1) The strength of cycle 1

a. There is improvement from students reading comprehension

achievement. It can be seen from the average score of pre-test and

post-test 1.

b.

They started to express their idea in class and in a group

discussion. They were expected to learn how to use QAR easier

because by discussing in a group, they can discuss their problem

and understanding QAR with their friends.

c. The QAR strategy can help the students to read effectively. The

students did not spend too much time in reading a passage. They

could use their time effectively in reading a reading passage and

doing the task.

2) The weakness of cycle 1

a. The students still have difficulty in identifying two types of QAR:

result of post-test 1. The students made mistake in those two types

of QAR. It belongs to two indicators: finding main idea and

implicit information. The students made mistake in those two

indicators.

b. The students have difficulty in identifying the meaning of

vocabulary. It can be seen they took too much time to ask the

teacher the meaning of the vocabulary or open their dictionary to

look for it.

This problem related to the text the writer chose in this research:

recount. The change of present participle to past participle made

the students of 8th grade Junior High School confused.


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e. Revising Plan

Finding the weakness in cycle one, the writer would have next

cycle in order to minimize it. The main problem is the vocabulary.

Therefore the writer would like to give concentration in vocabulary,

especially in the changing of present participle to past participle in past

tense form. The writer will explained past tense in more detail than in

cycle one and gave them the task about past tense.

all about practice. It has to

change the core of the way students read and answer the reading

question. Therefore this research emphasized in practicing QAR. By

practicing QAR in group, the students can share their opinion and

discussed with friends. The writer expected by discussing QAR in group,

2. Cycle 2

a. Planning

Table 4.5 Schedule of Cycle 2

CYCLE II

1. November 18, 2011 Treatment I

2. November 21, 2011 Treatment II

3. November 25, 2011 Treatment III

Post-Test 2

b. Action

Because there is slightly score, the

writer did more cycle to make sure that the research made more significant

increase. The cycle two delivered in three meetings.


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1) First Meeting

a) Opening

The writer used LCD as the presentation device at first

meeting of cycle two on Friday, 17th November 2011. She could play

video and show the picture related to the topic. She played several

which used as

brainstorming to the topic of the text ark . In order

to make impression to the topic and

environment because barbeque habit is hardly found in Indonesia, she

played a video of some people roasting satay. It stimulated the

students to give opinion and became more active in class. The

brainstorming stage is useful to build a closer relationship of the

writer and students which make the teaching learning activity go

smoothly and cheerfully.

b) Main Activity

After brainstorming the writer gave the text to students. She

asked them to read and did the task: matching picture with its

vocabulary. It helped them to understand the meaning of vocabulary

in the reading text. After that the writer divided them into groups of

four and then explained how to use Question-Answer Relationships.

Next she asked them to do the question to practice using QAR. They

discussed it in their group, and then asked the writer if there was some

difficulty. After that each group representative presented their answer.

Then the writer gave feedback by correcting the answer and opened

class discussion.

The addition in cycle two is the emphasizing of Recount,

when cycle one only talk about the general structure and a plenty

information of recount, such as definition of recount, the generic

structure and the use of past tense. This cycle stressed in the tenses of

Recount: past tense. Therefore the writer explained past tense in more

detail and gave them a task. She stressed in the use of verb 2, therefore


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she gave the students a list of the transformation of verb 1(present

participle) to verb 2 (past participle). She asked them to recognize the

to make sure they understand it

clearly. They had to underline the verb 2 in the text and said the verb 1

of it.

c) Closing

Finally the time was up, the writer concluded the lesson and

did reflection.

2) Second Meeting

a) Opening

The lesson plan in second meeting on Monday, 21st November

2011, is mostly the same with first meeting. It started with greeting,

calling the roll and playing video as brainstorming. The video was

about having picnic in the beach because the text talked about activity

in the beach. It was about having a good time picnic in the beach. It

stimulated the students to tell their own experience related to the

beach.

b) Main Activity

After that the writer distributed the text then asked them to do

the vocabulary task in five minutes. Next she together with students

answering the matching vocabulary related to beach with its

definition: 1. Bore with b. Situation that annoys you because it causes

difficulty or is not interesting.

After that she asked students to join their group and then

explained QAR. Next they were asked to do the questions. After that

they presented their answer and then the writer corrected it. Next stage

is she explained simple past tense, then students do the task, discussed

it together, open discussion, and analyze the past participle in the text.


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c) Closing

The second meeting closed with the students did past tense

task an then the writer conclude the lesson and did reflection.

3) Third Meeting

a) Opening

In the third meeting on Friday, 25th November 2011, the

writer started with greeting, calling the roll, and reviewing the last

A Visit to a Sheep Property In

students excited to watch the video. It helped the writer to build the

mood in the class. It was also on first period; therefore the students

mind is in a fresh condition. They were very enthusiastic in joining

the lesson. They were more active in answering the writer question

in brainstorming stage.

b) Main Activity

After the writer explained about QAR, they did the task and

discussed together. Next each group representative presented their

answer for each question. The writer opened discussion.

c) Closing

And finally the class closed with post-test 2. The class ran

really well. Both the writer and the students enjoyed the lesson.

c. Observation

1) First Meeting

In first meeting the students still have some difficulties in

recognizing past participle in simple past tense. However their QAR

identifying was good. They could identify the kind of QAR quickly

and correctly. Yet they still got mistake in executing the answer. Their

identifying was correct, though their answer was false. In the writer

opinion it was because their lack of understanding the meaning of


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vocabulary. Therefore the writer stressed on vocabulary such as:

giving first task about difficult word in the text. Task one is about

matching the difficult vocabulary with its meaning.

Next the writer also explained about the tense of recount. The

students were still confused to identify verb 1 (present participle) and

verb 2 (past participle). The writer assisted them in identify the form

of past tense by helping them recognize the past participle in the text.

Then she gave them a task: past tense.

The writer believes that by giving the students past tense, it can

help them in understanding the difficult words in the text, then helping

them in executing the answer of QAR.

The first meeting went well. The drilling of past tense is a must in

the next meeting. Therefore the writer gave them a list of the changing

of present participle to past participle.

2) Second Meeting

In second meeting the students are more familiar with recount

especially to verb 2 (past participle). The list was very useful in helping

them seeking the meaning of the text. The brainstorming went well, the

students much more active in class.

The students QAR understanding was increase. The writer only

explained QAR in a brief. Their group discussion went well too.

3) Third Meeting

The writer held post-test 2 in the end of the meeting. Therefore this

meeting was emphasizing in reviewing QAR and simple past tense. The

writer explained QAR in brief. The students have already understood

how to use it. The class went well and cooperative. The key is in the

brainstorming. When the brainstorming was well delivered, the rest


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would go as planned. The QAR was done well also. The students

understanding were increasing.

d. Reflection

After doing the first cycle of action research about improving

Question-Answer

Relationships strategy in the class, there are some strengths and

weaknesses which are found. The strengths and weaknesses are shown as

follows:

1) The strength of Cycle two

a. There is improvement from students reading comprehension

achievement. It can be seen from the mean score of post-test1 and

post-test 2. It can be seen that their understanding of QAR was

increasing.

b.

They express their idea and asked question when they have some

confusing things.

2) The weakness of cycle two

The writer could overcome the weakness found in cycle one

successfully. However there w

concentration in the class. Their concentration can be distracted by

anything. Therefore it is a teacher task to make the atmosphere of the

class more comfortable and cheerful. The class flow was going

smoothly, however it can be highlight that the students have to be

more active in expressing their idea. Because there were some

students who still act passive in class.


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e. Final Reflection

Based on the result of the observation and the test, it can be seen

reading comprehension were increasing. They could

comprehend the indicators of reading by using Question-Answer

Relationships strategy, such as: finding main idea; finding explicit

information; finding implicit information; and guessing information from

the text.

the reading class is not the same with the previous reading class. The

students were more enthusiastic in joining the activity. When the writer

asked questions, the student will answer it without hesitant. The class was

more alive, not teacher centered anymore.

C. Research Findings and Discussion

1. Research Findings

Table 4.6 The Summary of Research Findings

Research

findings

Situation before the

research

Situation after the research

Improvements

reading

comprehension

comprehension was low.

(almost of the students had

difficulties in comprehending

such text)

comprehension was improved.

(almost of the students could

comprehend such text effectively)


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Improvement on

reading

achievement

The mean score of pre-test:

58.3

The highest score : 87.50

The lowest score : 25.0

The mean score of post-test 1:

65.8



The mean score of post-test 2:

72,9



Improvement on

reading class

condition

1. The reading class was

still teacher centered

2. The students were

passive in joining

teaching learning

activity

3. The students were bored

in joining reading class

1. The students were involved

in teaching learning

activity.

2. The students started to

express their idea in

brainstorming stage and

discussion.

3. The students were more

enthusiastic in joining the

lesson

The discussion of the research findings can be seen below:

a. Improvement on students reading comprehension

The use of Question-Answer Relationships as teaching reading

was improving little by little from cycle one to cycle two. The students got

58.3 for pre-test mean score, and then improved to 65.8 on post-test 1 in

cycle 1. Their mean score increased to 72.9 in post-test 2. It can be

summarized in the table below.


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Table 4.7 The

Sub Cycle Observation Cycle 1 Cycle 2 Kind of Test Pre-test Post-test 1 Post-test2

Mean of the

58.3 65.8 72.9

mean score 7.5 7.1

The indicator of this research are finding main idea, explicit,

implicit information and guessing. From cycle one, the students able to do

the questions of finding main idea and explicit information. However they

These indicators Think and Search Author and Me

In Think and Search questions, the answer will still be in the

text, however the details necessary to answer the questions maybe in more

than one location. The students need to summarize it. This question

usually requires the reader to think about idea and information in the

ssage, find

the information and then think about how the ideas fit together.

question requires the students to use ideas and

information that is not stated directly in the passage to answer the

questions. The students have to analyze some aspect of the text to get the

meaning. These questions are based on information provided in the text;

however the students need to relate it to their own knowledge and

experience.

score

could be analyzed from the result of pre-test and post-test scores. Pre-test

was conducted before the action while post-test was taken after each cycle.

implementation of QAR method in teaching reading comprehension.


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seen in table below

Table 4.8 The Comparison of Average Score from

Pre-test, Post-test 1, and Post-test 2

b. Improvement on students reading class situation

The use of Question-Answer Relationships (QAR) had improved

the stability of the students reading class. The class was felt more

comfortable and alive. The students started to express their idea. They

were actively and enthusiastic in joining the lesson. They found that

reading class was not a boring thing anymore. They did not need to come

to class, sit down, listening to teacher explanation and then do the task.

Now they can express their ideas, have a group discussion, and effectively

read and do the reading passage.

No. Explanations Pre-test Post-test 1 Post-test 2

1. The highest score 87.50 75.00 87.5

2. The lowest score 25.00 50.00 50.00

3. The mean score 58.3 65.8 72.9


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Based on the result of the observation, the writer concluded that teaching

using Question-Answer Relationships encouraged the students to be more active

in class and communicative during teaching learning process. Moreover the

students showed the result that they made positive improvement in reading

comprehension.

2. Discussion

a. Question-Answer Relationships improve the students reading

comprehension

The findings of the study showed that the use of Question-Answer

Relationships (QAR)

ability improves from cycle to cycle. It can be seen through the

improvement of all reading aspects or indicators: finding main idea,

implicit information, and explicit information and guess information from

because they were taught to read and answer the questions in effective

ways, namely QAR. In fact, they did know how to comprehend such text

and also they had many difficulties in comprehending text, but actually,

they could implement QAR to comprehend such text effectively in post-

test. Moreover they could minimize the mistakes they had before.

A lot of students did not know what they read. By reading the

reader can enhance their knowledge. It was a pity that the students could

not get information from the text. QAR is a technique that can help the

reader be efficient in their reading. The students do not need to read such

text for a long and several times.

help them to building knowledge

of the text. The teacher asked them several questions which can arouse

their knowledge to support in reading the text. Then the students can read

the text briefly to confirm the BKOF with the text. Next the students

answered the questions.


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Building Knowledge of the Field (BKOF) is very useful in reading.

Based on Michael Lewis and James Hill in Practical Technique for

Language Teaching (1997:108):

If the text is a one-off with headline, ask the students what they think it is going to be about and (briefly) if they know anything about the topic. Teacher should, if necessary, specifically draw attention to these and help the students to bring to mind vocabulary and ide BKOF will help the teacher to make more interaction with the students in

the reading class and help student to be more ready in receiving new text

and vocabulary.

answer the explicit question effectively. The students can find the answer

strategy are WH- questions, such as What, Where, When, and Who.

students to answer finding main idea and implicit information. The

students have to think the answer and then search the right answer in the

text by using scanning and skimming technique.

The

students have to guess the answer by collect the clue and information in

the text. QAR help students in recognizing whether or not information is

or

According to Catharine Keatley and Deborah Kennedy, there are

some strategies in comprehend a reading text, such as previewing,

predicting, skimming, scanning, guessing from the context and

paraphrasing. QAR also combine these strategies in answering the second,

third and fourth questions.

In addition, QAR helped the students in changing the way of


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thinking.

Everything is started with questions. When a student asking everything

around him, the learning activities will be easier and more effective,

because they are curious in seeking the answer to lift and increase his

knowledge.

QAR successfully helps the students improve their reading

comprehension. QAR which the teacher implemented could improve the

result stated in pre-test and post-

each indicator improved.

b. The Question-Answer Relationships Can Improve the Condition of

the Class.

The previous reading class was passive and static. The students

bored in joining the lesson. Therefore the writers used brainstorming to

calm the students and get to know each of them well. It was done in order

to make the class became settling before the writer explained QAR.

The class condition has to be settling down because when the class

was settling, it was expected that the explanation of QAR would go more

smoothly. The writer will not waste time to re-explain the strategy for

those students who disturbed in the explanation process.

Start from third meeting the writer used video in brainstorming

stage as supporting tools in teaching to attract the students attention: first

to the teacher and then to the materials. The writer as the teacher played

the video related to the materials in order to make the students became

more active in class and be aware with the reading topic. The writer asked

them about the video content, and then correlated it with the

materials/topic of the reading passage. This BKOF really helps the writer

to settle the class condition.

interest in joining the lesson, the use of QAR is very useful to give the


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students extra attention, because they were rarely given such kind of

strategy to do a reading text by their English teacher. The teacher taught

them in teacher centered way when teaching reading.

QAR requires the students to change their way of thinking. It seem

difficult at first, but by the time it can efficient

answering the question and more importantly, in understanding the text.

The main problem of the students is that they were read physically, but do

not know what they read. They cannot get information from such a text.

By using this strategy the students can efficient their time in reading and

doing the task.

The writer used group discussion in applying QAR. It was intended

to help the students in sharing and discussing their difficulty in

understanding QAR to their friends in a group. Moreover the writer can

control their discussion by explained them the strategy directly from one

group to the other according to their problem. The writer let the students

discuss QAR first, and then she explained the problem they faced by

understanding with another are different, the explanation based on the

problem is more effective. Even though the writer needed more energy to

explain QAR for each group, the time efficiency is significant in doing

such kind of research.

They

can save their time to answer the question and comprehend the text in the

same time. They want the QAR implementation to be continued in the

next teaching and learning activities, especially in reading class. They

realize that there are many advantages of QAR so that they are more

interested and enjoy reading and comprehending such English texts.


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CHAPTER V

CONCLUSION, IMPLICATION AND SUGGESSTIONS

A. Conclusion

The action research carried out in SMP Negeri 8 Surakarta shows that

teaching reading using QAR

texts was still low. Therefore, the writer as the researcher applied a different

strategy by using QAR to overcome the problem so

comprehension can be improved.

Most importantly from the observation and some exercises

improved from cycle to cycle. They did fewer mistakes in answering reading

comprehension question. They also knew the effective way to comprehend text

and answer questions related to the indicators of reading comprehension. The

-test to post-test.

ading comprehension improvement is also supported by

the result of the tests. The mean score between the pre-test and post-test in cycle 1

improves 7.5 point from 58.3 to 65.8. Then it improves 7.1 point in post-test in

cycle 2 to 72.9. It means teaching reading comprehension using QAR can improve

Besides, they had lack of motivation because of the teacher technique in

teaching which still teacher centered reading comprehension

was closely related to this problem. By using the new and effective strategy, the

students seemed to be more motivated and actively involved in the lesson.


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B. Implication

The result of the research shows that the use of QAR in teaching reading

comprehension. It is worth to note that teaching reading comprehension is

effective and efficient if the activity in the teaching and learning process involves

the students and using such effective strategy.

Significant improvement is achieved by the students during the

implementation of QAR in teaching reading comprehension. There are many

benefits when QAR is implemented in the teaching and learning process to

comprehend a text. It implies that QAR method is very helpful for the students to

comprehend such text effectively.

Besides, the class condition during the teaching learning was more alive

when QAR is implemented. Most of the students become more active in the

implementation of QAR in the teaching learning activities. It implies that QAR is

suitable and useful strategy t

C. Suggestions

After carrying out the study and obtaining the conclusion of the study,

some suggestions can be read as follows:

1. To the Teachers

The teachers should learn how to enhance their ability in teaching

English and to establish a good atmosphere in the class, therefore the students

feel comfortable in their class. They must also be creative to use various

techniques and strategies in teaching reading therefore the students will be

interested and actively joining teaching and learning process.


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Besides, for the English teachers who it is suggested that they

implement QAR to improve the

achievement. They should make a good preparation before applying QAR.

They are also suggested to keep giving help and guidance during the

implementation of QAR.

2. To the Students

The students who study foreign language should be creative and active

in learning and practicing. Practice is the most important thing in studying

foreign language. They should encourage themselves to study more, to ask

what they do not know, and to learn as many as possible.

3. To Other Researcher

This research studies the use of QAR in teaching reading

comprehension. It is hoped that the result of the study can be used as

additional reference for further research in different context that will give

contribution in teaching English.


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BIBLIOGRAPHY

Aebersold, Jo Ann and Mary Lee Field. 1997. From Reader to Reading Teacher: Issues and Strategies for Second Language Classroom (Ed Richards, Jack C.). USA: Cambridge University Press

Brown, H Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy. New York: Longman Burns, Anne. 1999. Collaborative Action Research for English Language

Teachers. Cambridge: Cambridge University Press. Burn, Paul C, Vetty D Roe, and Ellinot P. Rose . 1964. Teaching Reading in

Elementary School. Boston: Houghton Mifflin Company Deboer and Dallman. 1996. The teaching of Reading. United States of America:

Holt, Rinehart and Winston, Inc. Harmer, Jeremy. 1991. The Practice of Language Teaching. New York:

Longman. Lewis Michael and Jamie Hill. 1997. Practical Technique for Language teaching.

London: Commercial Colour press Plc Nunan, David. 1998. Language Teaching Methodology: a Textbook for Teacher.

London: Prentice Hall Raphael Taffy. Literacy: Questioning. Retrieved from

http//www.literacypathway.com March 08, 2012 Shelley Marry. Frankenstein: Reading. Retrieved from http://www.enotes.com

February 08, 2012. Thomas Alice and Thorne Glenda. How to Increase a Higher Thinking. Retrieved

from http: //www.readingrockets March 08, 2012. Wallace, Chaterine. 1996. Reading. New York: Oxford University Press Wallace, Michael J. 1988. Action Research for Langugae Teacher. Cambridge:

Cambridge University Press.


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Appendix 1 LIST OF STUDENTS SMP NEGERI 8 SURAKARTA KELAS : VIII F / 2011-2012 WALI KELAS: MARIA TRI ANDRIANI, S.Pd

No Nama L/P 1 Agata Kireynda L.A P 2 Isnawati Nur Rahmah P 3 Devia Larasati P 4 Rizky Restu Dewati P 5 Desta Septiani P 6 Warih Kusuma Wardani P 7 Ristiva Anggraini P.P P 8 Indah Ayu Ardiyanti P 9 Woro Yunita Suri P

10 Risma Rater S.N P 11 Naftali Monica Dewi P 12 Anggun Nuranita P 13 Riana Ika Devi P 14 Kharisma Fatimah S. P 15 Anis Wiji Lestari P 16 Nadhera Tasya A. P 17 Tegar Tri Yudanto L 18 Fakih Imam Samodro L 19 Dodit Bagas L 20 Ageng Wijanarko L 21 Arengga Sandy Sanjaya L 22 Dhimas Wisnuaji Ikhsan L 23 Kristianto Wibisono L 24 Anto Wahyu Susilo L 25 Arum Setyo Marhaento L 26 Aditya Putra Setiawan L 27 Wahyu Eko Prasetyo L 28 Ridwan Joko Purnomo L 29 Renando Bagus K. L 30 Ilham Kusumo Husodo L

PEREMPUAN = 16 LAKI-LAKI = 14 JUMLAH = 30


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Appendix 2

FIELD NOTE

(1st meeting of cycle one)

Field note no : 01

Time : Monday, 31st October 2011

Time : 07.50 09.00 WIB

Place : In the classroom of VIIIF in SMP Negeri 8 Surakarta

Object : Recount text by

Researcher : Asti Mayasari (AM)

Observer : Anniversary Hamidah (AH)

The description of setting

The research held in SMP Negeri 8 Surakarta in academic year 2011/2012. This

Junior High School is located on Jalan HOS Cokroaminoto 51 Jebres Surakarta.

There are three grades of class. Each grade consists of seven classes (A-G), and in

each class there are 30 students. SMP Negeri 8 Surakarta has many facilities

which support teaching and learning process. They are library, computer

laboratory, language laboratory, physic laboratory, moving class, teacher and

headmaster office, administration office, mosque, canteen, parking area and

school yard functioned for holding ceremony, P.E lesson, and extracurricular

activities in the afternoon.

The research was conducted through teaching learning process in the classroom of

8th grade (VIIIF) in the academic year 2011/2012. The class has some facilities,

such as white board, tables, chairs, fan, and lighting. All the students were present

for this first meeting.


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Teaching Learning Activities

07.50-08.00

After the students have the flag ceremony on Monday, the bell was ringing twice.

It was the time for second period to begin. The researcher (AM), the observer

(AH), and the teacher (Mr.D) entered the VIIIF class. The first meeting started

with Mr. D greeted the students, called the roll, and then introduced AM to the

students.

08.00-08.15

1.) Opening

Mr. D left the class, AM started the lesson. AM greeted the students briefly and

then gave pre-test.

Based on collaborator (AH) note, the students felt burdened to do the test. There

was no connection between AM and the students. The students still felt awkward

to AM and did not recognize and accepted her as a teacher yet.

08.15- 08.50

2.) Main Activity

AM informed the students that they would study about reading by using a strategy

called Question-Answer Relationships. The first step is AM gave the text. Then

A.M asked the students about the topic of the text. A.M asked whether there were

any students who went to the Hospital. What were they doing there?

The students became silent and none raise their hand to answer the question.

After that A.M asked the students to read the text quickly and ask if there are

some difficult words. Next A.M divided the students into group of four and

explained about how to use Question-Answer Relationships (QAR) to answer the

questions. The grouping was not going well. The students did not pay attention to

the teacher well. They prefer to chat with their friends.


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Then AM asked the students to practice by differentiate the kinds of questions by

using QAR, and then use it to answer the questions. A.M approached one group to

other group to assist them. Then A.M asked the students to present their answers

in front of the class.

08.50-09.00

3.) Closing

To close the lesson AM gave a quick explanation about recount text such as the

generic structure and the tense.


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Appendix 3

FIELD NOTE

(2nd meeting of cycle one)

Field note no : 02

Time : Friday, 4th November 2011

Time : 07.00 09.20 WIB


Object : Reading text by using QAR strategy



The Description of Setting

The English lesson was in the first period, the students were still in fresh mind and

condition. Every student came to the class. No one was absent that day. They

wore scout uniform. The observer (AH) sat down on a chair in the backside of the

class.


07.00- 07.15

1.) Opening

The second meeting started with greeting and short conversation to build a

pleasant lesson atmosphere. The text of second meeting is about an earthquake

experience. Before going to the text, AM did brainstorming by asking about 2006

No

one answered the question, therefore A.M asked two students (A.N and D.W) to

answer by asking them to raise their hands and answer the questions.


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Next meeting the students have to answer the question without pointed by A.M.

A.M told them that A.M will give extra mark for who is active in joining the

lesson.

07.15- 08.05

2.) Main Activity

AM distributed the text and asked the students to read it. A.M allowed the

students to look for the meaning of difficult word in dictionary.

Next AM divided the students into group of four and explained about Question-

Answer Relationships. The grouping went well. They directly moved to their

group. A.M asked students to differentiate it for answering the questions. A.M

gave fifteen minutes to do it. A.M approached one group to other to make sure

they do it correctly and assisted them in doing it.

After that AM asked them to present their answer. AM gave feedback by giving

explanation of QAR once more time.

07.05 08.20

Next AM gave explanation about recount text. A.M asked the students to write

down the generic structure of recount.

3.) Closing

Then AM did reflection and closed the lesson.


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Appendix 4

FIELD NOTE

(3rd meeting of cycle one)

Field note no : 03

Time : Monday, 7th November 2011

Time : 07.50 09.00 WIB






The students wore OSIS uniform. They were all present that day. A.M could use

the LCD to deliver the lesson. However A.M could not use it effectively. A.M

used it only on brainstorming stage, because the LCD has been sated only the day

before. A.M had the material already copied. A.H accompanied A.M as

collaborator. A.M sat on the chair in backside of the class.


07.50-08.05

1.) Opening

A.M greeted the students, called the roll and then played some videos of diving

underwater. A.M asked the students whether they have experience related to it or

not. The students started to express their idea to answer the question by using

Bahasa Indonesia. They were not afraid to raise their hand. They answered that

they have not been diving under water. Therefore A.M asked them to tell about

their experience related to water: swimming in the beach.


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08.05-08.45

2.) Main Activity

After brainstorming A.M distributed the text. The students read the text and

searched for difficult word in dictionary. Then A.M asked them to sit in their

group and then explained about QAR. Next A.M asked the students to

differentiate it and answer the questions.

After that A.M asked them to present their answer and then correcting it. Because

next meeting there will be a post-test, A.M opened a session of discussion of QAR.

The students were active in joining discussion. A.M re-explain the text in the

previous meeting.

08.45-09.00

A.M gave explanation about recount text. A.M asked the students to write down

the generic structure of recount.

3.) Closing

Then A.M did reflection and closed the lesson.


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Appendix 5

FIELD NOTE

(4th meeting of cycle one)

Field note no : 04


Time : 07.00 09.20 WIB






The students wore scout uniform. They were all present that day. It was first

period, their mind was still fresh. They were enthusiastic in joining the class.

A.M had a post-test 1 in the end of forth meeting A.H accompanied A.M as

collaborator. A.M sat on the chair in backside of the class.


07.00-07.15

1.) Opening

A.M started the class with greeting and calling the roll. Then brainstorming stage

the morning.


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07.15-08.00

2.) Main Activity

After brainstorming A.M distributed the text. Then the students read the text and

searched the difficult words in dictionary. Next A.M divided the students into

group of four and explained about QAR. A.M asked students to differentiate and

answer the questions. A.M assisted them in their group discussion by coming

from one group to other. After that A.M asked them to present their answer and

then correcting it.

Then A.M opened discussion section.

The flow of the lesson was fast. The core of the plan for that today lesson was

reviewing QAR and doing post-test.

08.00-08.20

3.) Closing

The lesson closed with holding post-test and said goodbye.


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Appendix 6

FIELD NOTE

(1st meeting of cycle two)

Field note no : 05


Time : 07.00 08.20 WIB






The students were all present that day. It was first period, their mind was still

fresh. A.H accompanied A.M as collaborator. A.M sat on the chair in backside of

the class.


07.00-07.15

1.) Opening

A.M greeted the students and called the roll. Then A.M played video and showed

the picture related to the topic (Barbeque Party). In order to make impression to

hardly found in Indonesia, A.M played a video of some people roasting satay. It

stimulated the students to give opinion and became more active in class.


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07.15- 08.05

2.) Main Activity

After brainstorming A.M gave the text to students. A.M asked them to read and

did the task: matching picture with its vocabulary. It helped them to understand

the meaning of vocabulary in the reading text. After that A.M divided them into

groups of four and then explained how to use Question-Answer Relationships.

Next A.M asked them to do the question to practice using QAR. They discussed it

in their group, and then asked A.M if there was some difficulty. After that each

group representative presented their answer. Then A.M gave feedback by

correcting the answer and opened class discussion.

The class went well and organized.

The addition in cycle two is the emphasizing of Recount: past tense. A.M

explained past tense in and gave them a task. A.M stressed in the use of verb 2,

therefore A.M gave the students a list of the transformation of verb 1(present

participle) to verb 2 (past participle).

A.M asked the students to recognize the verb 2 (past participle) in the text

08.05-08.20

3.) Closing

The time was up, A.M conclude the lesson and reflecting the lesson.


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Appendix 7

FIELD NOTE

(2nd meeting of cycle two)

Field note no : 06

Time : Monday, 21st November 2011

Time : 07.50 09.00 WIB






The students were all present that day. It was second period after flag ceremony.

They were looked a little bit exhausted. Besides playing videos related to the topic

in brainstorming, A.M played several videos to make the class atmosphere

comfortable. A.H accompanied A.M as collaborator. A.M sat on the chair in

backside of the class.


07.50 - 08.05

1.) Opening

A.M greeted the students and called the roll. Then A.M played video about having

picnic in the beach, because the text talked about activity in the beach. It

stimulated the students to tell their own experience related to the beach.


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08.05 08.45

2.) Main Activity

After brainstorming stage, A.M distributed the text then asked the students to do

the vocabulary task in five minutes. Next A.M together with students answering

the matching vocabulary related to beach with its definition: 1. Bore with b.

Situation that annoys you because it causes difficulty or is not interesting.

After that she asked students to join their group and then explained QAR. Next

they were asked to do the questions. After that they presented their answer and

then the writer corrected it. Next stage is she explained simple past tense, then

students do the task, discussed it together, open discussion, and analyze the past

participle in the text.

08.45-09.00

3.) Closing

The time was up, A.M conclude the lesson and reflecting the lesson.


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Appendix 8

FIELD NOTE

(3rd meeting of cycle two)

Field note no : 07


Time : 07.50 09.00 WIB






The third meeting was on Friday, 25th November 2011. The students were all

present that day. They wore scouting uniform. It was the last meeting. It was first

period, their mind was still fresh. A.H accompanied A.M as collaborator. A.M sat

on the chair in backside of the class.


07.00-07.15

1.) Opening

A.M started the class with greeting, calling the roll, and reviewing the last

In brainstorming the class

dents excited to watch the video. It

helped A.M to build the mood in the class. It was also on first period; therefore

the students mind is in a fresh condition. They were very enthusiastic in joining

the lesson. They were more active in answering the writer question in

brainstorming stage.


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07.15- 08.05

2.) Main Activity

A.M explained about QAR after brainstorming stage. They did the task and

discussed together. Next each group representative presented their answer for each

question. The writer opened discussion.

08.05-08.20

3.) Closing

And finally the class closed with post-test 2. The class ran really well. Both the

writer and the students enjoyed the lesson.


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Appendix 9

Interview Note at pre-research

Time : 26th July 2011, At 09.15 a.m

Place : In VIIIF classroom

Objective : To know the students opinion about their English class.

Interviewer : Asti Mayasari

Interviewee : Anto Wahyususilo, Risma Rater

VIIIF students of SMP N 8 SURAKARTA

Background Situation:

Today is Friday. It was a break time. The writer asked some students to stay in

class to have an interview. The writer asked several questions related to the

condition of their English class.

The Interview

Interviewer : Maaf ya, kalian jadi tidak bisa jajan dikantin. Miss asti cuma

minta waktu sebentar. Interview bentar ya, biar berasa artis.

Anto : Hehe, tidak apa apa mis.

Interviewer : Pertanyaan pertama ya, kalian suka bahasa inggris tidak?

Anto : Suka miss

Risma : Aku juga suka

Interviewer : Alasannya apa?

A : Karena bahasa inggris membuat saya mengenal bagian dan

belahan bumi yang lain. Terus bahasa inggris juga menyenangkan miss.

Interviewer : wah, bagus! Mengenal belahan bumi yang lain. Kalau risma? Gak

boleh sama lho.


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R : hehe, sama tu miss. Karena menyenangkan.

Interviewer : Ok, tidak papa kalau sama. Kalau pembelajaran dikelas gimana?

Maksud miss asti, Guru selalu aktif atau muridnya yang aktif?

R : Guru selalu aktif dikelas, begitu pula muridnya miss.

A : Iya, guru selalu aktif bertanya kepada murid.

Interviewer : Oh gitu, berarti pembelajaran dikelas menyenangkan dong?

A : Ya kadang-kadang bosen juga miss, ngantuk.

Interviewer : Wah, kenapa itu?

A : Bosen miss. Mengerjakan terus.

Interviewer : Kalau reading kalian suka tidak?

A : Tidak, karena reading membosankan

R : Suka, karena reading membuat kita bisa membaca bahasa inggris

dengan lancar.

Interviewer : Terus anto tadi tidak suka ya, kenapa? Bagian mana yang sulit

atau membosankannya?

A : Ya pada saat kita membaca soal dengan cerita yang panjang, dan

waktu untuk mengerjakan jadi berkurang banyak.

Interview : Ow jadi karena teksnya panjang jadi waktunya kurang. Ok. Kalau

risma, tadi kamu suka reading ya? Ada bagian yang sulit tidak?

R : Ada miss, bagian vokalnya.

Interviwer : Bagian vocal? Vocab maksudnya?? Kosa kata?

R : Iya miss. Maksudnya itu.


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Interview : Okey. Pertanyaanya itu aja. Makasih ya. Cepet kan?

A&R : Iya miss, sama sama

Summary of Interview Note at pre-research with students

Aspects Observation

problem - Ya kadang-kadang bosen juga

miss, ngantuk.

- karena reading membosankan

- Ya pada saat kita membaca soal

dengan cerita yang panjang, dan

waktu untuk mengerjakan jadi

berkurang banyak.

- Ada miss, bagian vokalnya.


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Appendix 10

Interview Note with the teacher


Place : In front of SMP N 8 Lobby

Objective : To know the students flaw in English.


Interviewee : Dra. Darwanto

English teacher at SMP N 8 SURAKARTA


Today is Monday. It was a break time. The English teacher was sitting in front of

the lobby of SMP N 8 Surakarta. The writer comes to him and asked several

questions related to students English condition in class.

The Interview

Interviewer : Permisi, pak saya minta waktu sebentar, buat interview, buat

data pak.

Interviewee : Oh, ya.

Interviewer : Saya dulu waktu PPL mengajar anak kelas VII E danVIIF pak.

Tadi sudah saya lihat di absen, sekarang kebanyakan anak-anaknya ada dikelas

VIIIF.

Interviewee : iya, jadi mau pakai VIIIF? Mau ngambil apa mbak?

Interviewer : iya, VIIIF pak. Senin sama jumat ya pak. Saya mau mengangkat

reading. Karena saat ngajar PPL dulu menurut saya mereka ada masalah di

reading. Mereka kurang memperhatikan reading, beda saat listening dan speaking.

Saat reading mereka malah seperti ada waktu untuk ngobrol. Reading tidak pernah

dikerjakan sungguh-sungguh. Menurut saya gitu pak. Nilai bahasa inggris mereka

bagus tidak menurut bapak?


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Interviewee : Nilai bahasa inggris mereka sudah lumayan bagus kok mbak.

Interviewer : Kalau readingnya pak?

Interviewee : Coba ya nanti lihat nilai per skillnya. Ada nilainya.

Interviewer : iya. Boleh tahu pak, bagaimana Pak Darwanto mengajar reading?

Interviewee : saya kalau ngajar reading ya tinggal ngajar. Anak-anak sudah ada

bukunya. Lalu kita bahas teks sama-sama. Atau kadang untuk anak yang rame dan

tidak memperhatikan, saya meminta mereka untuk membaca teks. Biar semuanya

memperhatikan.

Interviewer : Kondisi kelas VIIIF saat reading bagaimana, pak?

Interviewee : Murid-murid baru masuk beberapa kali. Ini masih awal sekali

mbak, masih awal semester Coba nanti kamu ikut masuk kelas saja.

Interviewer : Baiklah, Pak. Terimakasih..

Explanation:

The media which is used by teacher: text book

way without using such kind of

method and still teacher centered.


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Summary of Interview Note at pre-research with teacher

Aspects Observation

Teaching Reading problem - saya kalau ngajar reading ya

tinggal ngajar. Anak-anak sudah

ada bukunya. Lalu kita bahas

teks sama-sama. Atau kadang

untuk anak yang rame dan tidak

memperhatikan, saya meminta

mereka untuk membaca teks.

Biar semuanya memperhatikan. .


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Appendix 11

Interview Note after cycle 2


Place : In VIIIF classroom

Objective : To know the students opinion about the implementation of QAR.


Interviewee : Anto Wahyususilo, Risma Rater

VIIIF students of SMP N 8 SURAKARTA


Today is Monday. It was a break time. The writer asked some students to stay in

class to have an interview. The writer asked several questions related to the

condition of their English class.

The Interview

Interviewer : Okey, sebelumnya terima kasih mau menjadi artis walau hanya

sebentar ya. Miss asti mau tanya, pertanyaan pertama, kita sudah

belajar pakai Question-Answer relationships kan ya? Kalian ada

yang suka, ada yang bosen dan ada juga yang tidak suka reading.

Kalau pakai QAR gini enak tidak? Kalian jadi lebih tertarik

membaca tidak?

Anto : jadi lebih tertarik miss.

I, R : iya miss

Interviewer : terus pakai QAR gini kalian merasa terbantu tidak?

I : terbantu miss

A : kalau saya kurang dapat terbantu miss

Interviewer : kenapa anto?


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A : kadang-kadang masih bingung miss.

Interviewer : tapi daripada menggunakan cara lama, yang cuma membaca terus

mengerjakan, kalian lebih menikmati yang mana?

R : ya, lebih menikmati pake QAR miss

A : Iya, enak pakai QAR

Interviewer : alasannya apa? Jangan sama lho! Mulai dari anto.

R : lebih jelas, lebih mudah.

Interviewer : isna yo.

I : ringkas, cepat dihafal, jelas.

Interviewer : risma

R : cara belajar yang lama membingungkan. Yang ini jelas miss.

Interview : ok good! Terus dengan pakai QAR ini kalian bisa lebih

menghemat waktu tidak?

A,R,I : iya miss menghemat waktu

Interview : okey. Pertanyaanya itu aja. Makasih ya.

A&R&I : iya miss, sama sama


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Summary of Interview Note at after cycle 2 with students

Aspects Observation

The improvement after the research - lebih jelas, lebih mudah.

- . ringkas, cepat dihafal, jelas

- cara belajar yang lama

membingungkan. Yang ini jelas

miss.

- iya miss menghemat waktu


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Appendix 12

RENCANA PELAKSANAAN PEMBELAJARAN

(Lesson Plan Cycle 1)

Nama Sekolah : SMP N 8 Surakarta

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII / Gasal

Tahun Ajaran : 2011/2012

Standar Kompetensi : Reading

Jenisteks : Recount

Pertemuan : 1-4

AlokasiWaktu : 8X 40 menit

A. Standar Kompetensi:

5. Memahami makna teks tulis fungsional dan esei pendek sederhana

berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar

B. Kompetensi Dasar:

5.3. Merespons makna dan langkah retorika dalam esai pendek sederhana

secara akurat lancer dan berterima yang berkaitan dengan lingkungan sekitar

dalam teks berbentuk descriptive dan recount

C. Indikator:

1. Siswa dapat menemukan pokok pikiran (main idea).

2. Siswa dapat mengidentifikasi informasi tersurat (explicit).

3. Siswa dapat mengidentifikasi informasi tersirat (implicit).

4. Siswa dapat membuat prediksi.


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D. Kegiatan Pembelajaran

1. Pembukaan (15 menit)

a. Guru mengucapkan salam

a. Guru mengabsen siswa

b. Guru menayangkan beberapa gambar/videoyang berkaitan dengan topik

reading text.

c. Guru bertanya beberapa pertanyaan yang berkaitan dengan topik sebagai

brainstorming:

- What picture is it?

- Do you have any experince there?

- What were you doing there?

2. Kegiatan utama (60 menit)

Pre-reading:

b. Guru membagikan reading text kepada siswa.

c. Guru bertanya pada siswa tentang hal-hal yang berkaitan dengan reading text

(prior knowledge siswa ).

d. Guru meminta siswa untuk membaca cepat reading text tersebut secara

individual.

e. Guru bertanya tentang topic dan maksud reading text tersebut kepada siswa.

Whilst-reading:

f. Guru menerangkan cara menggunakan Question-Answer Relationships.

g. Guru bertanya pada siswa bagaimana cara penggunaan QAR.

h. Guru membagi siswa dalam bentuk kelompok berisi 4 siswa.

i. Guru meminta siswa untuk mengkategorikan pertanyaan berdasarkan

Question-Answer Relationships.

j. Perwakilan kelompok menerangkan jawabannya(tipe dari Question-Answer

Relationship yang ada di dalam pertanyaan)

k. Guru menerangkan betul atau salahnya.

l. Guru meminta siswa dalam kelompok mengerjakan pertanyaan-pertanyaan

tersebut.


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Post-reading:

m. Guru mengevaluasi jawaban siswa

n. Guru memberi kesempatan siswa untuk bertanya.

3. Penutup (5 minutes)

a. Guru merefleksi pelajaran hari ini

b. Guru menutup pelajaran.

E. Materi Pembelajaran

Pre-Test

No. Indikator Soal Nomor Kunci

Jawaban

1. Siswa dapat menemukan pokok pikiran (main idea). 8 A

6 D

2. Siswa dapat mengidentifikasi informasi tersurat

(explicit).

1 A

3 B

3. Siswa dapat mengidentifikasi informasi tersirat

(implicit).

2 C

4 D

4. Siswa dapat membuat prediksi. 5 C

7 A


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Post-Test 1

No. Indikator Soal Nomor Kunci

Jawaban

1. Siswa dapat menemukan pokok pikiran (main idea). 1 A

6 A

2. Siswa dapat mengidentifikasi informasi tersurat

(explicit).

2 C

8 B

3. Siswa dapat mengidentifikasi informasi tersirat

(implicit).

3 C

7 D

4. Siswa dapat membuat prediksi. 4 B

5 A


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Pre-Test

Text 1 (for number 1-5)

1. What time the writer usually wake up? a. b. c. d. p.m.

2. What did the writer do in his morning? a. He woke up and then went to the press conference. b. He went to press conference to check the daily schedule. c. He went to press center to check the daily schedule of briefing and

press conference, then cover the press conference. d. He went to press conference to check the daily schedule of briefing

and prees conference, after that cover the press conference. 3. What did the writer find in the camp for the news?

a. He find the food is difficult. b. He look for the human interest stories c. He find they fight for food. d. He covered the press conference

My Rush Time as a Journalist

went to the Press Center to check the daily schedule of briefings and press conferences. It was usually held by the United Nation officials or disaster mitigation team.

It was challenging to visit different refugee camps to find soft stories, human interest stories. After that I went back to the Press Center to cover the press conferences of the day.

It was heart breaking when I saw these survivors fight for food and secondhand clothing. Unfortunately as they said, the food and clothing were limited and inadequate. Emerging to glaring, fool noon, it was time to go back to Press Center to write stories and race against time. I was always fearing that the internet would come crushing down.

After everything was done, only then I remembered to eat. Most times, I only ate once a day because I always had to rush and again it was difficult to find food. I had to travel quite far. I needed to spend a 30 to 45 minutes by car just to find fresh food.


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4. Why did he eat once in a day? a. Because he must travel quite far. b. Because he have to travel quite far to find food. c. Because he was in a rush and have to travel so far to find food. d. Because he was in a rush and must travel quite far to find food.

5. Where do you think the writer location at that time? a. In the battle field. b. In refugee camp which is quite far to find food. c. In refugee camp in a conflict area. d. In a luxurious hotel


6. What is the main idea of second paragraph? a. The writer went to railway station. b. The writer brought many luggages. c. d. The situation in railway station.

7. What will happen if the writer have not bought the ticket? a. He must queue for a long time to get the ticket. b. He will be fainted. c. He squeezed between two Chinese people. d. He cancelled to go.

In the Railway Station

This morning with my hands full of bags, I went to the railway station to catch my train at 10:00.

I went there with a cab. To my surprise, when I just stepped my feet outside the cab, I could see a terrible huge crowd inside the railway station. As soon as I got myself into the crowd, I could smell millions of odor smells that were really horrible. I could not help myself to get rid of that because my hands were full with luggage. I just squeezed myself between two Chinese people and managed to pull myself out of the crowd onto the bridge to the railway station. I was luck as I have booked the ticked to Alor Selto queue up for a ticket.


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8. What does the first paragraph tell us about? a. The writer went to railway station. b. The writer brought many luggages. c. d. The situation in railway station


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Post-test 1

Text 1 (for number 1-5 )

1. What is the main idea of first paragraph? a. A technology company gave training for underprivileged children b. On Children's Day in 1999, A high tech company. c. On Children's Day in 1999, they were given training on information

technology. d. They were given training on information technology.

2. What did the children get in the training? a. They got educational experience. b. They got donated money . c. They learned more about the Internet and the latest technology. d. They good food and clothes.

3. The children enjoy the training very much. Why? a. The children had an enjoyable and educational experience that day. b. They fell that the skills the children had would be useful to them when

they grew up.

On Children's Day in 1999, a technology company treated more than 200 unfortunate children to a 'high-tech' experience. They were given training on information technology.

The company wanted to provide opportunities for these children to learn more about the Internet and technology. They wanted to help the community.

The children had an enjoyable and educational experience that day. They were exposed to the new technology for the first time and they were very interested. The company wanted to conduct many more such training sessions for them. They fell that the skills the children had would be useful to them when they grew up.

The company was very active in caring for other. They even put aside one day a year for their employees to do volunteer work to help the needy. They also donated money to many charitable organizations. Many people had benefited from their efforts. Many also praised the company for being so generous towards the need.


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c. They were very interested to exposed the new technology and can use it when they grown up.

d. The company hoped to conduct many more such training sessions for these children.

4. Why the company give the training to the underprivileged children? a. The rich children can get this knowledge by paying course. b. It can be beneficial for them when they grew up. c. It can be disadvantage for them when they grew up. d. They can help the company in the future.

5. The company donated money to many charitable organizations. Do you think is it beneficial? a. Yes, it is beneficial for other people and make a good image for

company. b. Yes, many people praise the company. c. Yes, it is beneficial because the company was very active in caring for

the less fortunate. d. Yes, it is beneficial because they even put aside one day a year for

their employees to do volunteer work to help the needy.


6. What does the first paragraph tells us about? a. He/she and his/her mother went shopping to Pasar Johar Market last

Sunday b. He/she and his/her mother went to modern market. c. He/she and his/her mother went to Pasar Johar Market by motorcycle. d. He/she and his/her mother go to Pasar Johar Market.

Going to Johar Market

My mother and I went shopping to Pasar Johar Market last Sunday. We took a bus at 8 a.m. and got there at 10 a.m.

We went to the fruit section. We bought two kilograms of guavas and three papayas. After that, we went to the fish section to buy two kilograms of fresh fish. Then we went to the fashion shop to buy dresses for my sister.

Pasar Johar was very hot at that time. I felt so thirsty, so I asked my mother to have some drink at a small food stall nearby.

We went home at 11 a.m. by a taxi because we had to go to our family in Semarang.


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7. Why they buy many fruits? a. They will give it to his sister. b. They visit our family in Semarang. c. They will give it to their family in Semarang. d. They will visit their family in near Johar Market.

8. What time did they go home? a. In the evening. b. At 11 in the afternoon c. At 11 p.m d. In the noon


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Pertemuan pertama:

Worksheet

Task 1

1. Do you have any experince related to Hospital?

2. Is it a nice or a bad experince?

3. Can you tell your friend about your experience? What is it?

4. Do you want to repeat it?

Task 2

1. What is the main idea of the first paragraph?(17)

a. And then her mother took her to the hospital.

b. On the way to the bus stop yesterday, Denisa slipped on wet leaves

and hurt her foot.

c. Some people helped her stand up. Then, she went home

d. Denisa is careless.

2. Where did Denisa slip?(18)

a. In the house

b. In the bus stop

c. On the way to the bus stop

On the way to the bus stop yesterday, Denisa slipped on wet leaves and hurt her foot. Some people helped her stand up. Then, she went home. Her mother was surprised at that time. And then her mother took her to the hospital.

In the hospital, her mother parked the car in NO PARKING area and then she helped -

ray, ice treatment, and bandage cost $320

After that Denisa and her mother went back to their car. There was a traffic police officer near their car. mother hit a telephone pole. It cost $500 to fix it. Finally they went home and they were very tired.


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d. In the hospital

3. How much money mother need to pay hospital bill?(19)

a. The doctor, X-ray, ice treatment, and bandage cost $500.

b. The X-ray, ice treatment, and bandage cost $320.

c. The doctor, X-ray, ice treatment, and bandage cost $400. d. The X-ray, ice treatment, and bandage cost $400.

4. What will happen if mother is not in a hurry?(20)

a. She did not need to pay parking fine $80.

b. She did not need to pay parking fine $500.

c. She did not need hit a telephone pole

d. She did not need to pay fine for a telephone pole 5. ?(21)

a. $80.

b. $500

c. $480

d. $900

6. What is the main idea of second paragraph?(22)

a. In the house

b. Mother paid fine.

c. In the parking area

d. In the hospital

7. Where did mother park her car?(23)

a. In parking area.

b. In No parking area.

c. In the telephone pole.

d. On the way to bus station.

8. What were the things mother need to pay in the hospital?(24)

a. The X-ray, ice treatment, and bandage

b. The doctor bill.

c. Ticket.

d. The telephone pole.


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Task 3

Identify the generic structure of the text below.

On the way to the bus stop yesterday, Denisa slipped on wet leaves and hurt her foot. Some people helped her stand up. Then, she went home. Her mother was surprised at that time. And then her mother took her to the hospital.

In the hospital, her mother parked the car in NO PARKING area and then she helaccident, but it was very expensive. The X-ray, ice treatment, and bandage cost $320

After that Denisa and her mother went back to their car. There was a traffic police officer near their car. He gave her a ticket. The fine

cost $500 to fix it. Finally they went home and they were very tired.

.

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