-
DEVELOPING READING FLUENCY THROUGH CHORAL
REPEATED READING STRATEGY FOR THE EIGHTH GRADE
STUDENTS OF SMP N 3 GETASAN IN THE ACADEMIC YEAR
2018/2019
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of
the
Requirements for Degree of Sarjana Pendidikan ( S.Pd )
English Education Department of
Teacher Training and Education Faculty
State Institute for Islamic Studies ( IAIN) Salatiga
BY :
ANIS NURUR ROHMAH
113 14 143
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES ( IAIN )
SALATIGA
2019
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MOTTO
“Start where you are. Use what you have. Do what you can”
(Arthur Ashe)
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DEDICATION
This graduating paper is dedicated to :
1. Allah SWT and Prophet Muhammad SAW who always bless me and
listen
all my wishes.
2. My beloved parents (Mr. PodhoParyono and Mrs.Aminah), who
always
support me. They are my best inspiration.
3. My beloved husband (SyaefulAnas).
4. My beloved son (Muhammad ArsyadAlfariq)
5. My sisters, brother (Rozak, Rina, Lila, and Ana)
6. All of my family, who always support me.
7. My beloved friends: Fatia, Ainun, Umami, Mella, Dwi Aceh,
Lila, Ayuk
and all of my friends that I cannot mentioned one by one.
8. All of my friends (TBI Fams’14)
9. All of my classmate (TBI E’14).
10. All of my friends in PPL (Shintia, Ja’far, Intan, Sigit,
A’am, Arif, Mae,
Erika, Nadil)
11. All of my friends in KKN (Ayuk, Ulya, Ulfa, Fara, Umi, Ikin,
Wahid, Jalal).
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ACKNOWLEDGEMENT
ْحَمنِالرََّّ ِحْيمَِّبِْسِمالّلِهالرَّ
Assalamu’alaikum Wr. Wb.
Alhamdulillahirabbil’alamin, all praises be to Allah SWT the
Most Gracious
and Most Merciful who always blesses and helps the researcher,
so the researcher
can finish the graduating paper. Bless and mercy be upon great
Muhammad SAW
for his guidance that leads the researcher to be truth.
However this graduating paper will not be finished without
support, advices,
help, and encouragement from several people and institution.
Hence, the researcher
would like to express special thanks to:
1. Dr. H. Rahmat Hariyadi, M.Pd. the Rector of State Institute
for Islamic
Studies (IAIN) Salatiga
2. Suwardi, M.Pd. as the Dean of Teacher Training and Education
Faculty
3. Noor Malihah, Ph.D. the Head of English Education
Department
4. Dr. Setia Rini, M.Pd. as the Counselor. The countless hours
of reading and
revising are invaluable to this graduating paper. Thank you so
much for your
guidence
5. All lecturers, especially the lecturers of English and
Education Department
of State Institute for Islamic Studies (IAIN) Salatiga
6. All staff and officials of State Institute for Islamic
Studies (IAIN) Salatiga
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7. All teachers, staff and officials of SMP 3 Getasan
8. My big familly, who always cares and prays for me, thanks a
lot for your
love, for your sacrifices
9. All of my friends and others who cannot mentioned one by one.
Thank you
so much for any helps, support, guidance and advises which are
given to the
researcher.
Wassalamu’alaikum Wr. Wb.
Salatiga, March 15 2019
The researcher
Anis NururRohmah
113 14 143
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ABSTRACT
Rohmah, Anis. 2018. Developing Reading Fluency Through Choral
Repeated
Reading Strategy for the second grade Students of SMP 3
Getasanin
the AcademicYear of 2018/2019. A Graduating Paper, English
Education Department, Teacher Training and Education
Faculty,
StateInstitute for Islamic Studies (IAIN) Salatiga. Counselor:
Dr.
SetiaRini, M.Pd.
The objectives of the study are: (1) To know the profile reading
fluency
before implementing choral repeated reading (2) To find out is
there any
improvement after implementing choral repeated reading to
enhance the students’
reading fluency for the eighth grade student of SMP 3Getasan in
the academic year
2018/2019.
The methodology of this research was Classroom Action
Research
(CAR).The research consisted of two cycles and each cycle
consisted of four steps,
they were: planning, acting, observing, and reflecting. The
subject of this research
was 28 students of VIII B of SMP 3 Getasan. The data collected
were qualitative
but also supported by quantitative data. The qualitative data
were gained through
observation and documentation. The data were in the form field
notes, observation
checklist and photographs. Meanwhile, the quantitative data was
collected from the
test. The researcher used SPSS based 20.00 for analyzing the
test.
The result of this research shows that (1) the profile of
students’ reading
fluency before implementing choral repeated reading still low.
It can be seen from
the score of pre test and post test cycle I. The result of the
cycle I the mean of pre
test is 57.5714. In this cycle 3,57% student who pass the
passing grade. The mean
of post test is 66.7143. In this cycle 25% students who pass the
passing grade. It
means that the students reading fluency improve after using
choral repeated reading
in recount text. (2) The improvement of using picture series in
improving the
students’ fluency in recount text is significant. It can be seen
from the cycle I up to
the cycle II. The result of the cycle I, the mean of post-test
is higher than the mean
of the pre-test. The mean of post-test is 66.7143 and pre-test
are 57.5714. In the
cycle II, the mean of post-test is higher than the mean of the
pre-test. The mean
post-test is 76.2857 and pre-test are 67.9643. The result of
T-test in cycle I is
11.138 and cycle II is 13.035. Moreover, the t-test in the cycle
II is bigger than the
t-test of the cycle I. From the result, the researcher concluded
that using choral
repeated reading can improve the reading fluency for Second
grade students’ of
SMP 3 Getasan in the academic year 2018/2019.
Keywords:Reading fluency; Choral reading; Repeated reading.
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TABLE OF CONTENTS
TITLE
......................................................................................................
i
DECLARATION
....................................................................................
ii
ANTTENTIVE COUNSELOR’S NOTE
.............................................. iii
CERTIFICATION PAGE
......................................................................
iv
MOTTO
..................................................................................................
v
DEDICATION
.......................................................................................
vi
ACKNOWLEDGMENT
........................................................................
vii
ABSTRACT
...........................................................................................
viii
TABLE OF CONTENTS
.......................................................................
ix
LIST OF FIGURES
................................................................................
xii
LIST OF TABLES
.................................................................................
xiii
LIST OF APPENDIX…………………………………………………… xiv
CHAPTER I INTRODUCTION
A. Background of the Research
....................................................... 1
B. Research Questions
....................................................................
4
C. Objectives of the Research
......................................................... 5
D. Significances of the Research
..................................................... 5
E. Research Methodology
................................................................
6
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F. Graduating Paper Outline
............................................................ 18
CHAPTER II LITERATURE REVIEW
A. Review of Previous Research
..................................................... 20
B. Supporting Theories
...................................................................
26
Definition of Reading Fluency
..................................................... 26
Reading Fluency Rate
...................................................................
27
Choral
Reading..............................................................................
28
Repeated
Reading..........................................................................
29
CHAPTER III IMPLEMENTATION OF RESEARCH
A. The Procedure of The Research
................................................ 30
Cycle I
.................................................................................
30
Planning
........................................................................
30
Action
............................................................................
31
Observation
...................................................................
32
Reflection
......................................................................
33
Cycle II
................................................................................
34
Planning
........................................................................
34
Action
............................................................................
35
Observation
...................................................................
36
Reflection
......................................................................
37
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B. The Minimal Standard of Successful
........................................ 37
CHAPTER IV
The Result of the Research
..................................................... 38
Research Finding
Cycle I
.........................................................................
38
Cycle II
.......................................................................
50
Discussion
.........................................................................
62
CHAPTER V
A. Conclusion
................................................................................
63
B. Suggestion
.................................................................................
65
BIBIOGRAPHY
APPENDICES
CURICULUM VITAE
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LIST OF FIGURES
Figure 1.1 The Procedure of Classroom Action Research
..................... 8
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LIST OF TABLES
Table 1.1 The List of Students in the Second grade of SMP 3
Getasan . 10
Table 1.2 Research Schedule
................................................................
12
Table 1.3. Students Observation Checklist
............................................. 14
Table 1.4 Teacher Observation Checklist
............................................... 14
Table 4.1 The Result of Students Observation Checklist of the
Cycle I. 43
Table 4.2 The Result of Teacher Observation Checklist of the
Cycle I . 44
Table 4.3 Students’ Score Pre test and Post Test of Cycle I
................... 45
Table 4.4 Count of Passing Grade of the pre test post test of
Cycle I .... 47
Table 4.5 Descriptive Statistic of the Cycle I
......................................... 47
Table 4.6 Paired Sample Test of the Cycle I
........................................... 49
Table 4.7 The Result of Students Observation Checklist the Cycle
II ... 54
Table 4.8 The Result of Teacher Observation Checklist of the
Cycle II 55
Table 4.9 Students’ Score Pre test and Post Test of Cycle II
................. 57
Table 4.10 Count of Passing Grade of the pre test post test of
Cycle II 58
Table 4.11 Descriptive Statistic of the Cycle II
...................................... 59
Table 4.12 Paired Sample Test of the Cycle II
....................................... 60
Table 4.13 Data Analysis
.......................................................................
62
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LIST OF APPENDICES
A.Syllabi
B.Lesson Plan
C.Result of Students Activity
D.Field Notes
E.Note of Counselor
F.Research Permission Letter
G.Official Statement from SMP N 3 Getasan
H.SKK
I.Consultation Sheet
J.Documentation
K.CV
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CHAPTER I
INTRODUCTION
In this chapter the researcher presents background of the
research, research
questions, objective of the research, limitation of the
research, significance of the
research, definition of key terms, research of methodology and
graduating paper
outlines.
A. Background of the Research
People in this worldwide, recognized an English language to be
the
first international language among another languages as a means
of oral and
written form. Many people use English as medium of communication
to
interact or cooperate with people in different countries. In
Indonesia, English
become the first foreign language that plays an important role
primarily in
education. It is the reason why English taught at school
compulsory from
Elementary School till Senior High school and some semesters at
the
university(Ramelan, 1984:1).In this research, the researcher
will focus on
reading aspect. According to Anderson et al. (2005:) “Reading as
the process
of making meaning from written texts”. It needs the harmony of a
lot of
related sources of information.
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Reading is one of the requirements that enhance individuals’
ability of
adaptation to social life and fulfill their needs. People use
their reading skills
from childhood to the end of life. It is an active process that
builds new
learning by combining new information with the current
knowledge
(Gunes,2008:160). In order to achieve adequate of level reading,
individuals
should gain the fluent reading skill, which is one of the basic
rudiments of
reading (National Reading Panel Report [NRP], 2000:160 ).
Reading fluency is defined as the skill of reading a text fast,
accurate
and with an appropriate an expression (NICHD, 2000:14). Rasinski
(2004:12)
noticed that comprehension should be included into this
definition. A reader
with fluent reading makes reading effortless by using
appropriate meaning
units and immediately recognizes word. As the students with
fluent reading
make an automatic reading, they know how to associate word
quickly in order
to comprehend text (Tankersley, 2003:16) thefoundation of
reading fluency
depends theoretically on LaBerge and Samuel (1974:69) theory of
automatic
processing. According to this theory, students who automatically
recognize
word during reading devote much of their cognitive energy to
higher level of
cognate processes such us comprehending the text. Also, students
don’t really
get accurate skills and certain level of reading fluency have
difficulty with
understanding the text because they devote much of their energy
to articulate
word accurately.
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Most of the students reading skill is low. I conducted an
interview on
Wednesday, August 8th 2018 with Mr. Widi, the teacher of SMP N 3
Getasan.
The researcher asked some questions to the teacher. The first
question is about
the most difficult skill among the four skills, and the teacher
said reading is
the most difficult skill and the students’ product are not
good.
The second question is about the problem in learning English
especially in reading subject. The teacher said that the problem
are the
students’ sometimes can’t understand the text and they confused
when they
find the long text, so they were not interest read the text.
Beside when they do
assignment, they just do it without knowing the mean of
text.
The third question is about the Standardized of Minimum
Score
(KKM) of English subject and the Curriculum that is used for
eighth-grade
students of SMP N 3 Getasan. The teacher said that the
Standardized of
Minimum Score (KKM) of English subject is 70 and SMP 3 Getasan
uses
curriculum 2006.
The conclusion of the interview in term of students'
difficulties in
reading was the eighth-grade students of SMP 3 Getasan. I got
some problem
faced by students in reading activities. The students can’t
understand meaning
of the text. In addition, the students are not interested in
reading English text
because the students are still difficulty in pronouncing words
in English. To
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improve students reading fluently the writer mustuse choral
repeated reading
as a strategy to teach English especially reading text..
The writer concludes that choral reading aims to build an
understanding of a text. It is an activity to build
understanding of the meaning
of a text which can be translated using its own language.
Reading also needed
to make easier the readers to memorizing something. The readers
can repeat
on reading something in order to achieve comprehension.
Based on the background, the researcher is interested in
committing a
research under the title “DEVELOPING READING FLUENCY
THROUGH CHORAL REPEATED READING STRATEGY FOR THE
EIGHTH GRADE STUDENTS OF SMP 3 GETASAN IN THE
ACADEMIC YEAR 2018/2019”. The researcher conducts a
classroom
action research to know that Choral Repeated Reading can improve
reading
fluency.
B. Problem of the Research
Based on the background of the research, the researcher
formulates the
research questions as follows:
1. How is the students’ profile of reading fluency before
implementing
choral repeated reading strategy for the eighth grade students
of SMP
3Getasan in the academic year 2018/2019?
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2. How to implement the choral repeated reading strategy to
reading fluency
for the eighth grade students of SMP 3Getasan in the academic
year
2018/2019?
3. Is there any improvement after implementing choral
repeated
readingstrategy for the eighth grade students of SMP 3Getasan in
the
academic year 2018/2019?
C. Objectives of the Research
Based on the formulation of the problem above, the aims of the
study
are mentioned below:
1. To know the student’ profile of reading fluency before
implementing
choral repeated readingstrategyfor the second grade student of
SMP
3Getasan in the academic year 2018/2019.
2. To know the student’ profile of reading fluency after
implementing choral
repeated readingstrategyfor the second grade student of SMP
3Getasan in
the academic year 2018/2019.
3. To find out is there any improvement after implementing
choral repeated
readingstrategyfor the second grade student of SMP 3Getasan in
the
academic year 2018/2019.
D. Significances of the Research
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The results of this research positively will present
contribution to
English teaching and learning, they are:
1. Theoretical
The result of study can be used as the reference for those who
want
to conduct a research in English teaching and learning
process.
2. Practical
a. The researcher
This study can be used as the reference for those who want
to
conduct a research in English teaching to build students’
reading
fluency.
b. For the students
The finding of this study can improve their reading fluency
through choral repeated reading.
c. For the English Teacher
To improve the teaching in English teaching learning
process,
especially reading fluency. This method also helps the teacher
to
explain the material.
E. Success Indicator
The success indicator of this research is taken from the
students' Basic
Competence shown in Lesson Plan (RPP). The students' success and
failure in
doing the activities in cycle I and cycle II will be assessed by
referring to the
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criterion of the passing grade (KKM). The passing grade of
English lesson in
SMPN 3 Getasan is 70. The teacher and the researcher expect that
there are at
least 85% of the students who pass the passing grade.
F. Research Methodology
1. Research Design
This research has purposes to enhance reading fluency. So,
this
research can be categorized into classroom action research study
(CAR).
According to Creswell (2012:576) action research has an applied
focus, it
has aim to improve the practice of education by studying issues
or
problem that face. The research uses action research because
the
researcher wants to know the profile of reading skill and the
result of
using CRR in improving reading fluency.
This research is conducted in particular setting, that is, in
a
classroom situation. In order to be able to enhance reading
fluency
through choral repeated reading, there are some steps to be
followed.
There are many different model of action research from many
experts. The
researcher useKemmis and McTaggart’s model. Those steps are
namely
planning, acting, observing, and reflecting (Kemmis and
McTaggart’s in
Burns 1999: 32). Improvement of the problem in this research is
brought
about by a series of two cycles.
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The figure of those steps is represented as below:
Figure 1.1 : The Spiral Model by Kemmis and McTaggart
Based on Kemmis and McTaggart’s in Burn (1999:32) action
research occurs through a dynamic and complementary process,
which
consists of four steps, those are planning, action, observation
and
reflection. All those steps can be explained as follows:
a. Planning
In this stage, according to Burns (1999:37) involves
developing a viable plan of action for gathering the data,
and
considering and selecting a range of appropriate research
methods.
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In this step, the researcher needs to prepare the instrumentas
to
learning process as follows:
a) Arranging lesson plan according to the syllabus that had
been
used by teacher during learning process.
b) Developed learning activities.
c) Preparing learning source such as the material or books
and
instrument such as learning media.
d) Preparing pre-test, post-test and scoring rubric.
e) Preparing research instrument.
b. Acting
After preparing plans, the researcher should implement
action
research as follow:
a) Giving pre-test
b) Giving explanation about the material
c) Apply the Choral repeated reading in teaching
d) Giving post-test.
c. Observation
During the action, the researcher observe the teaching
learning process including the students’ reading. The
crucial
things that to be focused on this stage were the improvement
of
using choral repeated reading the students’ responses to the
material in the classroom, and their reading products.
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d. Reflection
The researcher makes a reflection and evaluation toward
the actions that are figured out. The focus one is on the
improvement after implementingchoral repeated reading in
teaching reading whether it is successful or not. If it had not
been
successful yet, another cycle should be continued.
2. Subject of the Research
The subject of this study is the eighth grade students of SMP
3
Getasan in the academic year of 2018/2019.It consists of 28
students.
Table 1.1 List of the Students’ Name of 8B Class of SMP Negeri 3
Getasan
No Students’ name Sex
1 AMS Female
2 AS Male
3 AEP Male
4 BC Male
5 D Male
6 DRF Male
7 DS Male
8 DU Female
9 DUS Female
10 DFA Female
11 FNR Male
12 GR Male
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13 HDR Female
14 IHB Male
15 KK Female
16 MAK Male
17 MFK Male
18 RM Male
19 RA Female
20 RAW Male
21 RW Male
22 RYNK Male
23 RC Male
24 SM Female
25 S Male
26 S Female
27 TS Male
28 TS Female
3. Steps of the Research
In conducting the research, the researchers carry out the steps
which
summarized in the following research schedule. The research
schedule is
shown in the table 1. 2.
Table 1.2 Research Schedule
No Date and time Activities Place
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1. August 6th,
2018
Giving observation the letter to the
one of the administration staff at
SMP Negeri 3 Getasan
Office staff SMP Negeri
3 Getasan
(09.00 WIB)
2. August 8th,
2018
Interview with the English teacher
in the Preliminary Study (Before
Classroom Action Research)
Teacher room
SMPNegeri 3 Getasan
(10.00 WIB)
3 January 11th,,
2019
Meet the English teacher to do a
consultation the lesson plan
Teacher room
SMPNegeri 3 Getasan
(11.00 WIB)
4 January17th,
2019
Doing action in the class (cycle 1)
Pre-test
In the classroom of VIII
grade
(09.00 WIB)
5 January 22nd,
2019
Doing action in the class (cycle 1)
Treatment
In the classroom
of VIII grade
(08.35 WIB)
6 January
24th,2019
Doing action in the class (cycle 1)
Post-test
In the classroom of VIII
grade
(09.00 WIB)
7 January 29th,
2019
Doing action in the class (cycle 2)
Pre-test
In the classroom of VIII
grade
(08.35 WIB)
8 January 31st,
2019
Doing action in the class (cycle
Treatment
in the classroom of VIII
grade (08.35)
9 February 2nd,
2019
Doing action in the class (cycle 2
Post-test
in the classroom of VIII
grade (09.00)
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4. Technique of Data Collection and Research Instrument
Data collecting is used to gather information. In this study
the
researcher uses four data collection methods namely;
interview,
observation, tests, and documentation.
a. Interview
According to Denzin in Gotezet al. (1984) in Rochiati
(2005:117), interview is questions that addressed verbally to
the
informant who give any information and in order to get
important
explanation. In this study, the writer uses the method to know
the
problem of reading fluently by teacher and student.
b. Observation
Arikunto (2010:139) mentions that observation focused on the
activities of the research subjects or objects involving all of
the five
senses. This method is easily used to find concrete data.
In conducting action research, the researcher observes the
learning process. The learning process is taught by the teacher,
while
the researcher only observes the teaching learning process.
The
observation consists of two cycles. There are the cycle I and
cycle
II.The researcher uses observation checklist in order to make
more
systematic. The observation sheet consists of students’ and
teachers’
observation checklist. The students’ observation checklist as
follows:
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Table 1.3 Students’ Observation Checklist
No. The Students’ Activity Yes No Description
1. Paying attention
2. Asking question
3. Responding to question
4. Accomplish task
5. Being enthusiastic of reading class
Table1.4 Teacher’ Observation Checklist
No. The teachers’ activity Yes No Description
1. Prepared the material well
2. Greeting students before the lesson
begin
3. The teacher checking the students
4. Giving motivation
5. Reminding previous material
6. Giving an explanation of the material
7. Use CRR to teach reading fluency
8. Giving opportunity for asking the
questions
9. Help students’ difficulties during
learning
10. Giving feedback after lesson
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c. Test
To get the data, the researcher will give the students the
test
that consists of pre-test and post-test. Pre- and post-tests
provide a
useful approach for diagnosing strengths and weaknesses of
classes
(Henning, 2009:280).
a) Pre-test
A pre-test is given before the unit or lesson begins.
Pre-test
results can identify strengths and weaknesses of students.
The
purpose of pre-test is to know how far the students' achievement
in
reading fluency before using "choral repeated reading"
(without
treatment)
b) Post-Test
A post-test is a test given after a teaching intervention.
Post-
tests data can provide helpful insights into student learning
and the
effectiveness of teaching strategies. The aim of post-test is to
know
the students' achievement in reading fluency after using
"choral
repeated reading" (using treatment).
d. Documentation
Documentation might take several forms, including (at the
individual student level) curriculum materials, textbooks,
instructional
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manipulative, attendance records, test scores, previous
grades,
discipline records, cumulative folders, and (at the school or
district
level) attendance rates, retention rates, graduation rates,
newspaper
stories about school events, minutes from faculty or school
board
meetings, and standardized test scores perhaps disaggregated by
grade
level, gender, or ethnicity (Johnson, 2008; Mills, 2007;
Schmuck,
1997).
5. Data Analysis
In analyzing data, the researcher uses mixed methods to
analyze
the data (Creswell, 2005).
a. Qualitative Data
In analyzing qualitative data collected based on words from
a
small member of individual, thus the participants’ views are
obtained
and analyzed the data for description (Creswell, 2012:16). In
this
research, the data of observation checklist is analyzed by
qualitative.
b. Quantitative Data
In the other hand, quantitative technique data analysis is used
to
process the data. The quantitative data is processed by the
teacher and
the researcher to get the score of the students. The maximum
score is
100. The process measurement based on:
1) Score the students’ test
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There are three components in scoring reading, are
comprehension, fluency, and pronunciation. The researcher
uses
an analytical scoring rubric to analyze the data related to
the
students’ reading test.
2) Calculate the result of the test
After the scoring of students’ test, the researcher
calculates
the data using the t-test to determine there was a
significant
difference in cycle I and cycle II. This research uses
Statistical
Package for the Social Science (SPSS) for analyzing the data.
In
practice, the researcher will use SPSS version 20.0. The
researcher used One Sample T-test formula in SPSS program in
analyzing the data. Below are the steps for operating the
SPSS
program:
a. Open SPPS
b. Klik variable view in name row 1 type pre-test, then in
row 2 type post-test
c. Klik data view input the score of pre-test and post-test
d. Klik analyze, klik compare mean, klik one sample t-
Then after getting the result of the calculation of data,
the
researcher would know whether or not there is an improvement
in
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students’ reading fluency through choral repeated reading.
Here
are the following instructions regarding the result of
t-test:
a. If the sig 2 tailed is higher than the sig value 0.05 at
the
significant level degree of 95%, it means there is no
improvement of the students’ reading fluency through
choral repeated reading ( p < α ).
b. If the sig 2 tailed is lower than the sig value 0.05 at
the
significant level degree of 95 %, it means there is an
improvement of the students’ reading fluency through
choral repeated reading ( p> α ).
c.
B. Outline of the Paper
In this Chapter I section, the researcher describes the content
of each
chapter. Introduction to the research, such as background of the
problem,
formulation of the problem, objective of the study ,
significance of the study,
limitation of the study, definition of key terms and outline of
the paper.
Chapter II describes the review that related speaking,
cooperative learning
fishbowl and improve students’ activeness using cooperative
learning
fishbowl technique. The researcher uses the some references that
support the
study. Chapter III discusses the research method. It covers
research method,
data and source, population, method of data collection, research
procedure and
technique of data analysis. Chapter IV presents research
findings and
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19
discussion. The researcher show the result of the research and
it includes the
analysis how cooperative learning fishbowl technique improve
students’
activeness. Chapter V, last part of closure, contains conclusion
and
suggestion. The last is there bibliography and appendix.
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20
CHAPTER II
THEORETICAL FRAMEWORK
In this chapter consists of supporting theories and the review
of previous
research. Supporting theories describes some information
involving: reading fluency,
choral reading, and choral repeated reading.
A. Review of Previous Researches
There is some previous research which is used in this research.
The
researcher takes tenth previous researches comparison.
The first research was conducted by Ayuningtiyas (2013). The
objective
of her research is the effect of choral reading technique on
students’ English
consonant pronunciation. The methodology of this research is
quantitative
research. The subject of the research is students of SMP 1 Raman
Utara Lampung
Timur. The researcher use pretest in this research was to find
out the students’
pronunciation before the treatment. Pretest and posttest were
administered to
determine whether choral reading technique can be used to
increase students’
pronunciation. Pretest was administered before treatment to
determine the
students’ standard of pronunciation. Posttest was administered
after treatment was
given to determine the increase of students’ pronunciation
ability after being
taught through choral reading technique. The class had both
pretest and posttest in
two times treatments.. In the pretest, the researcher evaluated
the students’
pronunciation in form of isolated words. After the researcher
conducted the
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21
pretest, the researcher found that the students’ average score
of the pretest in
isolated words. The average score of isolated words is 11.15,
meanwhile the
maximum score is 30. The mean score of students’ pronunciation
of isolated
words in posttest is 15.5. The distribution of students’
pronunciation score after
treatment is 3 students (15 %) who got score 7-12, 14 students
(70%) who got
score 13-18, and 3 students (15%) who got score 19-24. The total
score of the
posttest is 310, so the mean is 15.5. The highest score is 20,
and the lowest score
is 11. The median score is 15.5 and the modes are 13 and 16.
Additionally, it can
be concluded that students’ overall performance in pronunciation
ability on the
post-test as compared to the pre-test.
The second research was conducted by Dacian D (2017). The
research
question was conduct Does CRR improve Reading Fluency when
reading text in
Foreign Language compare with reading activities focus on
comprehension?.The
population of the research was eighty eight sixth-grade students
(aged 12-13)
attending one of four parallel classes of the same urban middle
school from
Romania were initially considered to be included in our study,
which was part of
a school project aimed to enhance reading skills in English. All
six grader stook
part in our intervention program because they all attended the
participating
classes. After the researcher distributed the four classes to
one of the two
treatments (see Procedures), the researcher controlled the two
groups by the
English and general academic performance. The final sample of
participants that
was included in our analysis had 61 students, distributed to
either the choral
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22
repeated reading (n = 32, 17 boys) and reading comprehension (n
= 29, 15 boys)
treatment (See Procedures). All participating students attended
three hours per
week of English classes, and they all started formal English
lessons in the 1st
grade. None of them came from a Socio-economic disadvantaged
environment (as
reflected by school records), and neither one belonged to a
linguistic minority
group. The result of the study is CRR can have positive effects
on reading
fluency performance of foreign language learners at the lexical
level, but that it
has a limited effect on fluency at syntactic level. A
recommendation for foreign
language teachers is to limit the CRR activities to lesson
sequences that focus on
decoding enhancement, and not to sequences aimed at improving
general reading
abilities (and especially reading comprehension).
The third research was conducted by Zorrela (2017). The
objective the
research is to find out that the choral reading study can
increase the students’
reading comprehension. The methodology of the research is
classroom action
research. The subject of the research is MTs Al-Jami’Alkautsar
(31 students). The
researcher used pre-test and post-test to measure students’
reading skill before and
after the treatment. In data collection procedures, the
researcher collected the data
and analyzed by using qualitative and quantitative. Then, to
investigate the
differences between the two groups, in quantitative when the pre
test were
computed for the results is 16.13% or five students who got
score up 75. And the
post test was computed for the result is 100% or 31 students who
got score up 75.
The result is he current research shows that choral reading
strategy could be said
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23
worked well which helped students to increase their reading and
more interesting
and enjoyable in reading.
The fourth research, Khairiah (2012) conducted a research about
the effect
of choral reading strategy toward students’ reading fluency. The
objectives the
research is the effect choral reading strategy toward students
reading fluency. The
methodology of the research is CAR. The subject of the research
is MTs Kuntu
Kampar (53 students). Data were collected by using oral reading
test.
Additionally, it can be concluded that students’ overall
performance in reading on
the post-test as compared to the pre-test.
The fifth research, Nurhidayah (2012) conducted a research about
the
effect of using repeated reading toward reading fluency. This
research is
experimental research, precisely a quasi experimental research.
The sample of this
research is the second year student of SMP 3 Kabun. The
instrument of this
research is test. The data were analyzed by using T-test. Based
on the analysis of
data, the result of post test experimental class and post test
on control class show
that mean score of experiment class is 55.47and standard
deviation of experiment
class is 3.42. While, mean score of control class is 46.52 and
standard deviation
of control class is 2.41. Show that, mean score and standard
deviation of
experiment class is greater than mean score and standard
deviation of control
class. It means teaching reading fluency by implementing
repeated reading at the
second year student of SMP 3 Kabun is better than without
implementing
repeated reading strategy.
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24
The sixth research, Prasetya (2016) conducted the research
about
improving students’ reading fluency through sight word strategy.
This research
applied a Classroom Action Research (CAR). The subject of this
research is
second grade social IV of SMA 1 Ngunut. The research instruments
of this
research are observation, interview, test, and field note. The
criteria of success
were determined in two term: a) the student can read fluently
and accurately at the
least 70% from the whole short passage given by the researcher.
b) the student get
score 75 as the minimum standard reading fluency. The result
showed that there
were 17 out of 29 student can’t pass the test because they got
scores under 75 as
the minimum grade scores. The result of cycle I is reached the
criteria of success
yet. The result of cycle II showed that most of students passed
in reading text,
there were showed that 24 out of 29 students reached the
criteria of success; in
happen because the researcher modified the strategy. Based on
the result of cycle
II, the sight word strategy is an effective innovative strategy
to solve ability in the
reading text, and also can improve the students’ scores in
reading fluency.
The seventh previous research was conducted by Hanik
(2016).The
research about the correlation between reading fluency and
reading
comprehension. The subject of research is the second grade of
MTs Paradigma.
This research use quantitative research. The data were collected
by using oral
reading fluency and reading comprehension test. The data were
analyzed by test
analysis. The result showed that 58.8% student had poor reading
fluency (at risk
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25
category), 38.5% student had average reading fluency (some
risk). Besides that,
the result also showed 76.4% student had poor reading
comprehension.
The eighth previous research was conducted by Ima (2018).The
research
about the use of choral reading in teaching reading
comprehension. The subject of
research is second grade of SMP 4 Pandeglang. Method used for
this research is
an experimental research with two classes, called experimental
and control class
using pre test and post test technique. This research involves
76 students as a
sample among second class of SMP 4 Pandeglang year 2018 as
population. The
result of this research shows that the students reading
comprehension who use
choral reading strategy achieve better than who do not use
choral reading strategy.
The ninth previous research was conducted by Asyifa (2016).
The
research talked about the use of repetition drill and short
story to improve the
students reading fluency. The design of the research was
classroom action
research. It was conducted two classes. The researcher analyzed
the students
reading fluency in each cycle. The result showed that the use
repetition drill and
short story can improve student reading fluency step by step
from cycle I and II.
The result of T-test of cycle II was 1.72. Before the effect has
not seen by the
researcher in the cycle I. the result of T-test of cycle I was
5.92. The passing
grade was 70 and the target of the passing grade was 80%. The
outcome of the
post-test of cycle II was 83.3% from the students. The students
passed the passing
grade.
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26
B. Supporting Theories
Reading Fluency
a. Definition of Reading fluency
Reading fluency can be defined as reading fast, but fluently
and
accurately in reading the text. With good pronunciation and
adjusting the
reading rate to suit the purpose for reading. It is important to
note that
reading fluency doesn’t refer to oral reading, however, because
it is
possible for someone to read a passage aloud fluently and not
comprehend
it at all. Fluency in silent reading promotes improved
comprehension by
allowing the student to read for ideas rather than for
individual words.
Reading fluency encompasses the speed or rate of reading, as
well
as the ability to read materials with expression. Based on Mayer
and
Felton (1995 : 284) that the ability to read connected text
rapidly,
smoothly, effortlessly, and automatically with little conscious
attention to
the mechanics of reading, such as decoding. The students
successful with
decoding when the process used to identify words are fast and
nearly
effortless or automatic. The concept of automaticity refers to a
student’s
ability to recognize words rapidly with little attention
required to the
word’s appearance. Ability to read words by sight automatically
is the key
to skilled reading, Ehri (1998:107). The students have developed
accurate
word pronunciation skills but read slowly. For the student’s,
decoding is
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27
not automatic or fluent, and their limited fluency may affect
performance
in the following ways, According to Mather and Goldstein et al
on their
journal (2001), In reading fluency, they are two parts that
important in
reading fluency:
b. Reading fluency rate
Determining a student’s reading rate
The student’s reading rate may be calculated by dividing the
number of words read correctly by the total amount of
reading
time. The teacher may count out 100 words in a passage and
then
time the students as he or she reads the passage. Ex : student 1
was
given a passage to read with 100 words. Student 1 read 92
words
correctly in 1.5 minutes, or 61 words per minute (wpm)
Adjusting reading rate.
Most of people or student’s have a content rate when
reading.
This rate is the fastest pace at which a person can
understand
complete thoughts in successive sentences of relatively easy
material. As long as the material is relatively easy to read,
a
person’s or student’s rate stays constant. For different types
of
tasks, however, the readers often alter their rate. Students
with
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28
slow reading rates are often not aware that good readers
adjust
their rate depending on the purpose of reading.
Activities for increasing reading rate.
Based on Chard and Osborn in Mather (2001 : 89).
There are three steps activities for increasing reading rate
:
1. The reader or student listen to text as they follow along
with the book.
2. The reader or studentread the text using their fingers as
guides.
3. Reading materials are used that students would be
unable to read independently.
c. Choral reading or neurological impress method.
The neurological impress method based on Hamman
(2001 : 127) is a method for choral or concert reading. In
this
method, the teacher read aloud with a student for 10-15
minutes daily. For successing and to begin reading aloud
together again, select a high-interest book or content from
the
classroom. Sit next to the students and read aloud as you
point
to the words with the index finger. Read at a slightly
faster
pace than the student and encourage him or her to try and
keep
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29
up with you. Reading aloud with the students can help them
to
practice phrasing and intonation.
d. Repeated readings.
Based on Samuel in Mather (1994 : 234) the repeated
readings technique is designed for the students who read
slowly despite adequate word recognition. For this
procedure,
the students read the same passage over and over again. To
begin, select a passage that is 50 – 100 words long a book
that
is slightly above the student’s independent reading level.
Have
the student read the selection orally while time them in
reading
and count the number of words that are pronounced
incorrectly. Record the reading time and the number of words
that are pronounced incorrectly. If desires, set a realistic
goal
for speed and number of errors.
Based on the definition above, it can be concluded that
choral repeated reading is one of the tools variety of
teaching
that helps students’ build their fluency, self-confidencel
and
will motivate students in teaching learning process.
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30
CHAPTER III
IMPLEMENTATION OF RESEARCH
A. Procedure of the Research
The researcher used theCAR principle in collecting the data.
There are
four steps in one cycle for doing actions research those are
planning, acting,
observing and reflecting. In this research, the researcher
conducted the research
into two cycles: cycle I, and cycle II. The researcher
collaboratedwith the English
teacher who teaches in the class of VIII B. The activities in
each cycle as
follows:
1. Cycle I
a. Planning
The researcher used CRR (Choral Repeated Reading) which can
be
enhanced the students’ reading fluency. The topic tells about my
holiday
at home, the procedure as below:
In this stage, the researcher planned what action would be done
in using
CRR in teaching reading fluency, the activity in the planning
was
presented as below:
1) Preparing the syllabus about recount text, lesson plan,
rubric,
material
2) Preparing the research instrument that planned appropriate
with the
material
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31
3) Preparing teaching aids with the theme “holiday at home”
4) Preparing students’ and teachers’ observation checklist of
the cycle
I, to know the situation of the teaching-learning process when
the
media is applied.
5) Preparing the pre-test of cycle I
6) Preparing the post-test of cycle I
7) Preparing the list of students’ name and scoring of cycle
I
8) Preparing the camera to take the pictures and videos
The preparation was designed in order to reach the purpose of
the
teaching-learning process. Students are supposed to improve
their
understanding by the materials give.
b. Acting
After the preparation finished, the learning process is led by
the
teacher. In acting stage as the stage of implementation the
preparation, the
researcher presented as below:
1) Giving pre-test for the students
2) Giving the warm up to stimulate’ students before learning
teaching
activities began.
3) Giving the material and explain the material
4) Giving some examples of recount text with the theme “holiday
at
home”
5) Giving opportunity for the students to give question about
the material
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32
6) The teacher lead read the recount text
7) The teacher and students reading together
8) Giving opportunity for the students to ask about spelling the
word
9) The students read the recount text one by one
10) Giving feedback, reinforcement, and motivation for the
students
11) In the end of lesson, giving post-test for the students
c. Observation
The researcherobserved the teacher how teacher teaches the
students in
the classroom. The researcher also observed the students, and it
starts
from pre-test until post-test. The researchercollected the score
of the
students. The researcher uses field note checklist of the
teacher’s activity
are listed below:
1) The researcher observed students and teacher activity by
using
observation checklist.
2) Prepared the material well.
3) Greeting students before the lesson begins
4) Checking students’ attendance
5) Giving motivation for the students
6) Reminding previous materials
7) Giving an explanationof the materials
8) Use CRR to teach recount text
9) Help student’s difficulties during learning
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33
10) Giving feedback after the lesson
The field note cheklist of the students’ activities were listed
below:
1) Paying attention to the material delivered by the teacher
2) Asking question about the teacher
3) Responding the questions
d. Reflecting
Reflection is the feedback process of the action. In this step,
the
researcher reflects, evaluates, and describes the effect of the
action. This
is to evaluate what happens in the classroom during observation.
The
reflection is used by the researcher and teacherto makea
decision for the
next cycle. The reflection of cycle I are:
1) The researcher evaluated the activities that have been done
before
2) The teacher and the researcher discussed to make a
reflection
whatwill they do to repair the problems.
3) Analyzig the data from the observation checklist and
students’
score of the test in the cycle I.
2. Cycle II
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34
The second cycle dobase on the result of reflection from the
first cycle.
If the result from observation shows that the quality of the
students was still
low, it is needed another action in order to make improvement of
the quality
for the next cycle. The topic tells about study tour. The
procedures are as
follow:
a. Planning
Planningis a step to prepare the classroom instructional
strategy to
be developed in the study to solve the instructional problems.
In this
stage, the researcher planned what action would be done in using
choral
repeated reading in teaching writing recount text, the activity
in the
planning was presented as below:
1) Preparing the syllabus about recount text, lesson
plan,scoring rubric,
material
2) Preparing the research instrument that planned appropriate
with the
material
3) Preparing teaching aids with the theme “holiday in
bandung”
4) Preparing students’ and teachers’ observation checklist of
the cycle I,
to know the situation of the teaching-learning process when
the
media is applied.
5) Preparing the pre-test of cycle I
6) Preparing the post-test of cycle I
7) Preparing the list of students’ name and scoring of cycle
I
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35
8) Preparing the camera to take the pictures and videos
The preparation was designed in order to reach the purpose of
the
teaching-learning process. Students are supposed to improve
their
understanding by the materials give.
b. Acting
After the preparation finished, the learning process is led by
the
teacher. In acting stage as the stage of implementation the
preparation, the
researcher presented as below:
1) Giving pre-test for the students
2) Giving the warm up to stimulate’ students before learning
teaching
activities began.
3) Giving the material and explain the recount tex.
4) Giving the video about choral repeated reading
5) Giving opportunity for the students to give question about
the video
6) Giving some examples of recount text with the theme “holiday
in
bandung”
7) The teacher lead reading aloud the recount text
8) The teacher and students reading together
9) Giving opportunity for the students to give question about
spelling the
word
10) Asking the students to make group consists of 14
students
11) The students reading aloud in front of class
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36
12) Giving feedback, reinforcement, and motivation for the
students
13) In the end of lesson, giving post-test for the students.
e. Observation
The researcherobserved the teacher how teacher teaches the
students in
the classroom. The researcher also observed the students, and it
starts
from pre-test until post-test. The researcher collected the
score of the
students. The researcher uses field note checklist of the
teacher’s activity
are listed below:
1) The researcher observed students and teacher activity by
using
observation checklist.
2) Prepared the material well.
3) Greeting students before the lesson begins
4) Checking students’ attendance
5) Giving motivation for the students
6) Reminding previous materials
7) Giving an explanationof the materials
8) Use CRR to teach recount text
9) Help student’s difficulties during learning
10) Giving feedback after the lesson
The field note cheklist of the students’ activities were listed
below:
1) Paying attention to the material delivered by the teacher
2) Asking question about the teacher
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37
3) Responding the questions
c. Reflecting
1) The researcher evaluated activities that have been done
2) The teacher and researcher disscused to make a reflection
what
should the students do to solve their problems.
3) Analyzing the data from the observation cheklist and
students’score of the pre-test and post test in cycle I.
3. The Minimal Standard of Successful
The students’ success and failure in doing the activities
plan
above will be assessed by referring to the criterion of passing
grade
(KKM). The passing grade of English lesson in SMP Negeri 3
Getasan is 70. The teacher and the researcher expect that there
are at
least 85% of the students who pass the passing grade.
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38
CHAPTER IV
RESEARCH FINDINGS AND DATA ANALYSIS
This chapter focused on analyzed the collected data. The
researcher collected
the data from the eighth-year students of SMP Negeri 3 Getasan.
The researcher was
given the details of the findings. This chapter is likely the
main discussion of the
research conducted. It displayed the finding of the collected
data since in the
beginning until the end of the research. The findings consist of
the result of the cycle
I and cycle II. The two cycles are the treatment of the
implementation in using choral
repeated reading to improve reading fluency in recount text.
1. Research Finding
The research consists of two cycles, each cycle consists of
planning,
acting, observing, and reflecting. The whole steps of this
research would be
explained in the description below:
a. Cycle I
1) Planning
The researcher prepared several instruments, they are as
follows:
a) Lesson Plan
The lesson plan was used to control the teaching and
learning
process in this research. The researcher used it as a guide
to
managing time and activities during teaching and learning
process
in the class.
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39
b) English syllabus of Junior High School
English syllabus is an important guidance to arrange the
lesson plan. The researcher used English Syllabus of SMP
Negeri
3 Getasan.
c) Observation Checklist
Observation checklist was prepared in order to know the
students’ and teachers’ activities during the teaching and
learning
process.
d) Material
The material of recount text consists of the meaning,
generic
structure, example, and language feature.
e) Teaching Aid
The researcher prepared some instrument. They are board-
marker, video choral repeated reading, and handout for
students
(recount text). The researcher also provided the material and
tools
to succeed the action.
f) Pre-test and post-test
The researcher used pre-test and post-test in her action.
The
pre-test was done before using choral repeated reading to
know
the fluency of students in reading recount text. Then, the
researcher used post-test. Post-test was done after using
choral
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40
repeated reading to see the result of the study before and
after
using CRR.
2) The Implementation of Action
The cycle 1 was conducted on January 17th, 2018.The teacher
is Mr. Widi and the researcher rolled as an observer. The cycle
1 was
divided into three parts.
The first part of cycle 1 was conducted on January 17th,
2018,
at 08:45 a.m., the teacher, the researcher, and the partner
entered the
class. Before started the lesson, the teacher mentioned the
purposed of
coming to the class, then the researcher introduced herself and
inform
the students that a few days later the class would be observed
by the
researcher. The teacher started the lesson by greeted and asked
about
their condition such following the short conversation:
Teacher : “Good morning class”
Students : “Good morning sir”
Teacher : “How are you today?”
Students : “I am fine and you?”
Teacher : “I’m fine too thank you”
The teacher checked the students’ attendance list. After
checked the attendance list the teacher gave a sheet of pre-test
about
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41
the meaning of recount text for the students. He asked the
students to
do the test by themselves and they are allowed to open the
(LKS).
The implementation begins with explanation about recount
text
and choral repeat reading.“Apakah kalian tau choral repeated
reading (CRR) itu?” “Do you know, what is the meaning of
choral
repeat reading (CRR)?”, said the teacher. One of the student
answer,
“membaca teks Pak”. From the student answered, it was indicated
the
students did not know the different techniques of reading text.
Then
the teacher gave more explanation about choral repeated
reading
(CRR) in teaching learning. The teacher explained some
important
point about choral repeated reading such as rate, accuracy,
phrasing,
expression, and volume. Besides, the teacher explained about
recount
text “My Holiday at Home”.
When the students were doing the pre-test, the teacher
walked
around the class to check the students along doing the pre-test.
They
looked so confused to . They did not know how to spelling the
word.
Devi one of the students in the class asked the teacher
“bagaimana
cara membaca kata (worst) ini pak?” “sir, how to spell the
word?”.
The teacher answered, “OK bapak akan memberi contoh
bagaimana
cara membaca kata (worst) ” “ OK, I want to teach how to spell
the
word (worst)”.“ya pak” “yes sir” said the students. “tirukan
bapak”
“repeat after me”. “Ok pak” “Ok sir” said the students. The
teacher
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42
start to spelling the word “ “worst: w-o-r-s-t”. The students
try to spell
the word after the teacher. In the pre-test, some students got
the
difficulties to spell the word. The students read recount text
one by
one .At the first meeting, choral repeated reading didn’t
conducive
and effective.
The second part is treatment. It was conducted on Tuesdayy,
January 22nd, 2019. In the class, the researcher observed the
students’
and the teacher activities during the teaching and learning
process. The
researcher had a partner to take photos and short videos for
documentation.
The teacher and observer enter the class, teacher opened the
lesson and asked the last meeting about that they have learned.
The
teacher tried remembered to the students about what did learn in
the
last meeting, there were some students did not remember about
choral
repeat reading (CRR), but other students knew and tried to
answer.
Before begin the lesson, the teacher reinterred role of choral
repeated
reading (CRR). Students used LKS same as the previous meeting
for
practice choral repeated reading. Next, the teacher gave
students
handbook (Holiday Granma’s home) to implement post-test,
which
students asked came forward with their group to reading aloud
that
handbook.
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43
In closing, the teacher discussed the example of some group
reading aloud by correcting of the rate, accuracy, phrasing,
expression
and volume of choral repeated reading to improve reading
fluency.
Then the teacher gave opportunities to students to ask all about
the
lesson, and share their opinion related the lesson that day.
3) Observation
Arikunto (2010:139) mentions that observation focused on the
activities of the research subjects or objects involving all of
the five
senses. This method is easily used to find concrete data.
In this cycle I, the researcher observed the process of
teaching
and learning in the class by using observation cheklist in the
process.
This observation cheklist was purposed to know how far the
situation
of the students’ and teachers’ activity during teaching and
learning
process. The purpose of this activity was to evaluate the
teaching and
learning process, collected the data and monitored the
class.
Table 4.1 Form the Result of Students’ Observation Checklist
Cycle I
No The Students’
Activity
Yes No Description
1 Paying attention
√ All of the students were paid
attention to the teachers’ explanation
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44
2 Asking question √ Few students who asking
3 Responding to
question
√ There were students answered
teacher question
4 Accomplishing task √ All of students did the task
5 Being enthusiastic
in using of Choral
repeated reading
(CRR)
√ They felt enjoy the using of Choral
Repeated Reading
Table 4.2 Form of Result Teachers’ Observation Checklist Cycle
I
No The Teachers’
Activity
Yes No Description
2 Checking student
attendant
√ The teacher called the students one
by one
3 Reminding
previous material
√ The teacher immediately explain the
current material
4 Giving an
explanation of the
material
√ The teacher explained the material,
she used mix language, Indonesia and
English Language
5 Use of choral
repeated reading
(CRR)to teach
√ The teacher used choral repeated
reading (CRR) and in accordance
with the material which showed to
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45
reading fluency the students
6 Giving opportunity
for asking question
√ The teacher gave time to the students
about everything to asked question
7 Answer the
students' question
√ The teacher answered the students'
questions related to the topic
8 Help student’s
difficulties during
learning
√ Teacher helped students to solve the
difficulties
9 Giving feedback
after the lesson
√ The teacher gave feedback to the
result of the learning
10 Praying after the
lesson
√ The teacher and the students'prayed
together after the lesson
The researcher got the data from the test of the cycle I and
analyzed the data of pre-test and post-test based on rubric
reading
fluency. There are five aspects in scoring such as: rate,
accuracy,
phrasing, expression and volume . Each aspect of reading fluency
test
gave the point that divided into excellent togood, Good to
adequate,
fair to poor and very poor. The researcher analyzed the data of
pre-test
and post-test. The calculation and the result of both tests are
presented
below:
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46
a) The Score of pre-test and post-test cycle I
Table 4.3 Students’ Scores of Pre-Test and Post-Test Cycle I
No Students’ name
Score
pre-test
(X)
Score
post-test
(Y)
D D2
1 AMS 55 65 10 100
2 AS 50 60 10 100
3 AEP 65 70 5 25
4 BC 55 60 5 25
5 D 70 72 2 4
6 DRF 62 70 8 64
7 DS 54 65 11 121
8 DU 50 67 17 289
9 DUS 55 65 10 100
10 DFA 63 70 7 49
11 FNR 67 69 2 4
12 GR 58 67 9 81
13 HDR 66 70 4 16
14 IHB 53 65 12 144
15 KK 59 68 9 81
16 MAK 67 70 3 9
17 MFK 60 68 8 64
18 RM 54 70 16 256
19 RA 50 67 17 289
20 RAW 53 63 10 100
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21 RW 55 65 10 100
22 RYNK 54 68 14 196
23 RC 58 65 7 49
24 SM 52 67 15 225
25 S 56 64 8 64
26 S 50 68 18 324
27 TS 56 65 9 81
28 TS 60 65 5 25
= 57.57143 66.71429 264 3006
From the students’ score in the pre-test and post-test of
cycle
I, the researcher can calculate the number of the students
who
passed the passing grade.
Table 4.4 Count of Passing Grade of the Pre-test and Post-test
Cycle I
Criteria Grade of
Pre-test
Presentation of
Pre-test
Grade of
Post-test
Presentation of
Post-test
70 0 0% 1 3,57%
Total 28 100% 28 100%
b) Descriptive statistic cycle I
The writer calculates the deviation standard by using
SPSS 20.00. it can be shown as follows:
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48
From the table above it can be seen that the mean of
pre-test in the cycle I is 57.5714 with standard deviation
5.71825. Then, mean of post test in the cycle I is 66.7143
with
standard deviation 2.97965. The quantity (N) of the students
is
28 students.
(1) The passing grade of the cycle I
Cycle I also has shown that the students can improve
their English score especially in reading fluency the mean
of
post-test 66.7143. It is better than the mean of pretest is
57.1825 . From the result, it is shown that the score still
lower
than the passing grade. so the researcher decided to conduct
cycle II in order to get better result in the case to
enhance
reading fluency through Choral Repeated Reading (CRR).
(2) Significant
To know there is a significant improvement in reading
fluency, the researcher analyzes the result of pre-test and
post-
test by using SPSS 20.00. The significant level that the
researcher uses is 0.05 from the quantity (N) 28 and Df =
N-1
(28-1=27). So, the T-table is 1.703.
Table 4.5 Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
PRE-TEST 1 28 50.00 67.00 57.5714 5.71825
POST-TEST 1 28 60.00 72.00 66.7143 2.97965
Valid N
(listwise) 28
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c) Paired sample test cycle I
Table 4.6 Paired Samples Test
Paired Differences T df Sig. (2-
tailed) Mean Std.
Deviatio
n
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
postte
st –
pretest
9.14286 4.34370 .82088 7.45855 10.82717 11.138 27 .000
From the table above can be seen that:
1) T-test cycle I is 11.138
2) T-table (=0,05) from the Df 27 is 1,703
3) T-test > T-table = 11.138 > 1,703
4) Reflection
Based on the result of the cycle I, the teacher and
researcher
discussed about the teaching and learning using choral
repeated
reading in VIII-B class was not effective yet. The researcher
should be
more interested in teaching for improve student’s attractiveness
to
practice reading aloud with choral repeated reading. In pre-test
and
post-test the observer gave advised for call the student’s one
by one in
front of the class.
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50
The other weakness was the students did not achieve the
passing grade in the pre-test and post-test. The passing grade
(KKM)
was 70, and the target of the passing grade was 85 %, there was
only
one (25%) of students’ pre-test score above from the passing
grade
(KKM). Meanwhile, there were 28 students (100%) who could
reach
the target of passing grade in post-test. Therefore, the
researcher
would conduct the cycle II.
b. Cycle II
1) Planning
The researcher prepared several instruments, they are as
follows:
a) Lesson Plan
The lesson plan was used to control the teaching and
learning
process in this research. The researcher used it as a guide
to
managing time and activities during teaching and learning
process
in the class.
b) English syllabus of Junior High School
English syllabus is an important guidance to arrange the
lesson
plan. The researcher used English Syllabus of SMP Negeri 3
Getasan.
c) Observation Checklist
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51
Observation checklist was prepared in order to know the
students’ and teachers’ activities during the teaching and
learning
process.
d) Material
The material of recount text consists of the meaning,
generic
structure, example, and language feature.
e) Teaching Aid
The researcher prepared some instrument. They are board-
marker, video choral repeated reading, and handout for
students
(recount text). The researcher also provided the material and
tools
to succeed the action.
f) Pre-test and post-test
The researcher used pre-test and post-test in her action.
The
pre-test was done before using choral repeated reading to
know
the fluency of students in reading recount text. Then, the
researcher used post-test. Post-test was done after using
choral
repeated reading to see the result of the study before and
after
using CRR.
2) Action
The acting of the cycle II was held on Tuesday, January
29th,
Thursday, January 31st, and Tuesday 2nd, 2019. The teacher is
Mr. Widi
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52
and the researcher rolled as an observer. In this cycle, the
researcher
wanted to conduct in three part.
The first part of cycle II, the teacher and the researcher
entered
the class at 08.45 a.m. on Tuesday, January 29th, 2019. Before
started
the lesson, the teacher greeted the students in the class by
saying
“Good Morning students”. All of the students answered the
greeting
of the teacher. The teacher asking about the condition of the
student by
“How are you today?” then, the students answered “I am fine
thank
you, and you?”. The teacher answered, “I am fine too, thank
you”.Before started the lesson the teacher checked the
students’
attendance list. Before begin the implementing action, the
teacher gave
pre test to students for reading aloud recount text (A Beautiful
day at
Jogja) with called one by one. The result of pr-test showed
that
students got complicatedly in reading text aloud.
The steps of this phase were same as before. In the first
meeting, there were pre activities and main activities
(implementing of
choral repeated reading). To begin the lesson, the teacher asked
to the
students did pre-test. Before pre-test, students get recount
text (A
beautiful day at Jogja). “Ok class! I have recount text about
‘a
beautiful day at Jaogja’ for pre-test and I called you one by
one
forward”. “Ok class! Saya mempunyai teks recount dengan tema
‘a
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53
beautiful day at jogja’ untuk pre test dan seperti biasa saya
akan
panggil satu persatu kedepan”.
After completed pre-test, furthermore implement choral
repeated reading to enhance students reading fluency. Before
the
implementation the teacher recalled steps to practice choral
repeated
reading and asked students return to the group was made. All
the
students should brought recount text was distributed by the
researcher.
After implemented of choral repeated reading. The teacher
explained to the students more about what they had done. The
students
received the instruction well. The goal of the activities,
students
should have competence, especially how to reading aloud text
correctly, which focus rate, accuracy, phrasing, volume and
expression. Finally the teacher explained about choral
repeated
reading, recount text and explained about rate, accuracy,
phrasing,
volume and expression. The activities were done after
students
understood about it. The last the teacher closed the lesson.
The second part is treatment. The teacher gave treatment to
the
students at 08.45 a.m. on Thursday, January 31st, 2019. The
teacher
opened the lesson and asked about the last meeting that they
had
practiced. The teacher review of the last meeting that had been
learned
“ok class! Kita akan praktek choral repeated reading lagi ya!,
are you
ready?” asked the teacher. “yes sir we are ready!” students
answered.
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54
Furthermore, students prepared the recount text and return to
their
groups that have been made previously. In the last
implantation,
students seemed compact and more interested with choral
repeated
reading activities.
After choral repeated reading activities was time up, the
teacher do post-test for all students and asked students came
forward
with their group to practice choral repeated reading and giving
recount
text “My Holiday in Bandung” to the students. The researcher
prepared recorder to record students’ voice when they read
together.
3) Observation
In this cycle II, the researcher observed the process of
teaching
and learning in the class by using observation cheklist in the
process.
This observation cheklist was purposed to know how far the
situation
of the students’ and teachers’ activity during teaching and
learning
process. The purpose of this activity was to evaluate the
teaching and
learning process, collected the data and monitored the
class.
Table 4.7 Form the Result of Students’ Observation Checklist
Cycle II
No The Students’
Activity
Yes No Description
1 Paying attention
√ All of the students were paid
attention to the teachers’ explanation
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55
4 Accomplishing task √ All of students did the task
5 Being enthusiastic
in using of Choral
repeated reading
(CRR)
√ They felt enjoy the using of Choral
Repeated Reading
Table 4.8 Form of Result Teachers’ Observation Checklist Cycle
II
No The Teachers’
Activity
Yes No Description
1 Greeting and
praying before the
lesson begins
√ The teacher greeted the students and
students answered the greeting. Then
they are prayed together
2 Checking student
attendant
√ The teacher called the students one
by one
3 Reminding
previous material
√ The teacher immediately explain the
current material
4 Giving an
explanation of the
material
√ The teacher explained the material,
she used mix language, Indonesia and
English Language
5 Use of choral
repeated reading
(CRR)to teach
reading fluency
√ The teacher used choral repeated
reading (CRR) and in accordance
with the material which showed to
the students
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56
6 Giving opportunity
for asking question
√ The teacher gave time to the students
about everything to asked question
8 Help student’s
difficulties during
learning
√ Teacher helped students to solve the
difficulties
9 Giving feedback
after the lesson
√ The teacher gave feedback to the
result of the learning
10 Praying after the
lesson
√ The teacher and the students'prayed
together after the lesson
The researcher got the data from the test of the cycle II
and
analyzed the data of pre-test and post-test based on rubric
reading
fluency, its same with the explanation of cycle II. There are
five
aspects in scoring such as: rate, accuracy, phrasing, expression
and
volume . Each aspect of reading fluency test gave the point
that
divided into excellent togood, Good to adequate, fair to poor
and very
poor. The researcher analyzed the data of pre-test and
post-test. The
calculation and the result of both tests are presented
below:
Table 4.9Students’ Scores of Pre-Test and Post-Test Cycle II
No Students’ name Score
pre-test
Score
post-test
D D2
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57
(X) (Y)
1 AMS 65 75 10 100
2 AS 68 75 7 49
3 AEP 70 78 8 64
4 BC 60 65 5 25
5 D 68 70 2 4
6 DRF 72 80 8 64
7 DS 70 75 5 25
8 DU 69 80 11 121
9 DUS 73 80 7 49
10 DFA 67 70 3 9
11 FNR 68 76 8 64
12 GR 60 75 15 225
13 HDR 65 75 10 100
14 IHB 70 75 5 25
15 KK 72 80 8 64
16 MAK 74 80 6 36
17 MFK 68 75 7 49
18 RM 70 80 10 100
19 RA 70 76 6 36
20 RAW 65 80 15 225
21 RW 60 75 15 225
22 RYNK 73 80 7 49
23 RC 70 80 10 100
24 SM 66 75 9 81
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58
25 S 67 80 13 169
26 S 68 76 8 64
27 TS 65 75 10 100
28 TS 70 75 5 25
= 67.69429 76.28571 233 2.247
From the students’ score in the pre-test and post-test of
cycle
II, the researcher can calculate the number of the students
who
passed the passing grade.
Table 4.10 Count of Passing Grade of the Pre-test and Post-test
Cycle II
Criteria Grade of
Pre-test
Presentation of
Pre-test
Grade of
Post-test
Presentation of
Post-test
70 5 17,85% 25 89,28%
Total 28 100% 28 100%
b) Descriptive statistic cycle II
The writer calculates the deviation standard by using
SPSS 20.00. it can be shown as follows:
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59
From the table above it can be seen that the mean of
pre-test in the cycle I is 67.9643 with standard deviation
3.75630. Then, mean of post test in the cycle II is 76.2857
with standard deviation 3.68035. The quantity (N) of the
students is 28 students.
(1) The passing grade of the cycle II
Cycle II also has shown that the students can improve their
English score especially in reading fluency the mean of
post-test
76.2857. It is better than the mean of pretest is 67.9643. So,
the
researcher can concluded that there was an improvement of
students reading fluency through choral repeated reading.
(2) Significant
To know there is a significant improvement in writing
skill, the researcher analyzes the result of pre-test and
post-
test by using SPSS 20.00. The significant level that the
researcher uses is 0.05 from the quantity (N) 28 and Df =
N-1
(28-1=27). So, the T-table is 1.703.
Table 4.11 Descriptive Statistics
N Minimum
Maximu
m Mean
Std.
Deviation
PRE-TEST 2 28 60.00 74.00 67.9643 3.75630
POST-TEST 2 28 65.00 80.00 76.2857 3.68035
Valid N (listwise) 28
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60
d) Pair sample test cycle II
Table 4.12 Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std.
Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair 1 posttest -
pretest 8.32143 3.37807 .63840 7.01155 9.63131 13.035 27
.000
From the table above can be seen that:
1) T-test cycle I is 3,947
2) T-table (=0,05) from the Df 27 is 1,703
3) T-test > T-table = 13.035 > 1,703
4) Reflection
Based on the result above, the teacher and the researcher felt
that
teaching recount text through choral repeated reading can
enhance
students reading fluency at VIII B grade of SMP N 3 Getasan.
The
classroom action research of enhancing reading fluency was
successful. The use choral repeated reading is one of factor
that
influences the result of the study. By using choral repeated
reading,
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61
students’ interest to read a text orally with expression and
phrase of
students were enthusiastic in joining the lesson.
The passing grade (KKM) for English subject was 70, The
students’ scores in the post-test of the cycle II show that
there are 85%
of the students who get the score higher than KKM. The post-test
of
the cycle II were better. The students’ generate their idea in
recount
text coherently. In the pre-test of cycle 2, there are17,85% of
the
students who get the score higher than KKM. It means that
after
reflection from the cycle I was applied in the action of the
cycle II,
there was an enhancement of implementation of students
reading
fluency through choral repeated reading for the eighth grade
students
of SMP Negeri 3 Getasan. Finally, the teacher and the researcher
stop
the cycle because 89,28% of the students have already passed
the
passing grade.
2. Discussion
After analyzing the students’ score in the cycle I and cycle II
the
researcher concluded there is a significant improvement of the
students
reading fluency through choral repeated reading. The improvement
can
be seen as follows:
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62
Table 4.13 Data Analysis
No. Analysis Cycle 1 Cycle 2
1 Mean of pre-test
Mean of post-test
56,64
61,96
65,50
74,46
2 Total of the students who pass