CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presents the research findings and discussions dealing with

the problems formulated in chapter I. The aims of this chapter are to investigate

whether the implementation of Styles and Strategies Based Instruction can

improve students’ reading competence or not, students’ response on the

implementation of Styles and Strategies Based Instruction, and identify kinds of

problems arising. The descriptions of research findings are based on the data taken

from the researcher and collaborator’s field notes, classroom observations,

interviews, and tests. Then, discussion becomes the next step in elaborating and

analyzing the result findings.

A. Introduction

The implementation of Classroom Action Research was based on the

indentified problems in the pre research (see chapter 1, page: 4-8). It is

mainly purposed to improve students’ reading competence through Styles and

Strategies Based Instruction. The target expected is that an ideal condition

can be created in which the average score of students’ reading will be at least

70 for each competence; then reading does not become a difficult competence

for students and teachers anymore. It can be an easy and an enjoyable

competence to be learnt and taught. So, students motivation in doing reading

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test will be raised and teachers creativity in teaching and finding solutions

related to reading will be improved.

B. The Implementation of Classroom Action Research

The implementation of Classroom Action Research was divided

into three cycles, each cycle consisted of planning, acting, observing, and

reflecting. This spiraling steps supported each other in continuing process.

These were described as follows:

1. Cycle 1

a. Planning

In the first cycle, researcher had planned some activities before

applying the research. These were: (1) making lesson plans containing

teaching learning processes in reading based on Styles and Strategies

Based Instruction. (2) sharing and discussing with collaborator. It was

done to get the same assumption and understanding about teaching

learning processes and everything which would be applied, observed,

noted, and assessed. (3) implementing teaching learning processes. (4)

designing reading post test. (5) Interviews. It was the last step used to dig

more about students' feeling, thinking, and opinion about reading

strategies.

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b. Acting

1) The First Meeting

The first meeting was conducted on Friday, October 8th 2010.

The class took in 90 minutes, started from 09.00 and ended at 10.30

A.M. Then, the materials were (1) finding the topic and main idea, (2)

determining the purpose of the text, and (3) identifying the

organization of the text. Meanwhile, the activities in classroom

reading performance were divided into pre activities, main activities,

and post activities.

The first bell was ringing at 08.50 A.M, it was the sign that a

teacher should enter the class and prepare her teaching performance.

Therefore, the researcher and collaborator came to Alumni Class.

Collaborator took seat in the back row and recorded the whole things

happened during teaching learning process. At this time, there were

several students who had attended the class. Researcher smiled at

them and greeted them by saying “Morning students?”, students

replied “Morning Mom.” Then, researcher went to the whiteboard,

drew the chapter which would be discussed by blue marker in white

board, made a rectangular form around it by red marker, and wrote her

name below it by her initial name “NM”. Then it was continued by

drawing a mind map and the first reading material by using three

different kinds of board marker (black, blue and red).

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At 09.00 A.M the second bell was ringing, it is the sign that the

class can be started. One by one students came and entered the

classroom. Then, researcher started and opened the class by saying

“Assalamualaikum Warahmatullahi Wabarakatuh” and students

replied researcher’s greeting, “Waalaikumsalam Warahmatullahi

Wabarakatuh”. After that researcher continued her statements “My

beloved students, at this beautiful day we will discuss several

materials and strategies related to reading. As we know that reading

becomes the main requirement to pass State University Entrance Test,

doesn’t it?”.

Students were silent, but their eyes and face said that they

agreed with the researcher’s explanation. Some students nodded

because 3 months ago they joined in State University Entrance Test,

so they knew what the researcher said was true as their experience in

the previous test. Researcher continued her explanation in explaining

the statistic data in State University Entrance Test 2009 and 2010

where reading was the only competence which was tested.

In the main activities, the researcher explained reading

materials and strategies. But, before explaining reading materials and

strategies, researcher explained how important this material to

students first, it was aimed to keep students’ focus and stimulate

psychological attention during materials given.

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My beloved students, today we will discuss three reading materials. The first is finding the topic and main idea. This material is very important to be understood, because it always appears in State University Entrance Test 2009-2010. In State University Entrance Test 2009 code 183, there were 2 topic items, code 285 were 2 main idea items and 1 topic item, and code 383 were 1 main idea item and 1 topic item. Meanwhile, in State University Entrance Test 2010 code 326, there was 1 main idea item, code 336 was 1 topic item, and code 744 were 1 topic item and 2 main idea items. The second is determining the purpose of the text. It appeared in State University Entrance Test 2008-2010. In State University Entrance Test 2008, the purpose of the text appeared 1 item in code 201. In State University Entrance Test 2009, it appeared 1 item in code 183. Meanwhile in State University Entrance Test 2010, it appeared 1 item in code 744. And the third is identifying organization of the text which appeared 2 items in code 744 at State University Entrance Test 2010.

Next, the researcher delivered the basic concept of topic and

main idea first, continued by the purpose of the text and the

organization of the text. Those are explained in the form of materials

and kinds of reading strategies used.

The Basic Concept of Topic and Main Idea

a) Understanding the questions(1) What is the main idea/the

subject/the topic of the text?(2) What is the main point of the

passage?(3) The passage mainly

discusses?(4) The passage indicates that?(5) What would be a good title of

the text?

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b) Understanding kinds of reading

Table 4.1

Short Reading Long ReadingConsist of 1 paragraf Consist of more than one paragraf

KINDS OF READING

c) Understanding the differences between topic and main idea

Table 4.2

TOPIC MAIN IDEAwhat the sentence or the paragraph is about

what the writer is trying to convey in his entire message

simpler and only use a word or a phrase

stated as an entire sentence

The topic must not be specific nor should it be general

the main idea must be complete.

can be found in the sentence or in a paragraph

may appear in the beginning, the middle, or the last part of the paragraph

the topic is simply called “topic.”

Another term for the main idea is “topic sentence”

At the basic concept, students were recognized kinds of

questions first, because students still got difficulties in understanding

of what is being asked. Next, researcher explained kinds of readings,

and the differences between topic and main idea. These understanding

became important as the basic reading concept because it will

influence the strategies used. Students were encouraged to be able to

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identify between topic and main idea, short and long reading, and the

way to apply them in answering questions. These strategies were

mentioned in table 4.3

Tabel 4.3Reading Strategies in Finding Topic & Main Idea

Short Reading Long ReadingRead the first sentence Read the first sentence of each paragraph

Find the key wordsKey words were commonly found before verb/auxiliaryFind the exclamation in every first sentence/paragraph

Sometimes, key words appear in the middle of the paragraph preceded by words "called/known as"

Those strategies were explained in several different examples

to make it clear and easy to be understood by students. Because

reading had different approches and not every author or writer did the

same thing at their writing. So, there should be different ways and

strategies applied in solving various readings. These strategies were

applied by researcher’s guidance. So the rules were students followed

certain instructions in answering reading items. Then, to emphasize

and stress it in students’ mind, researcher made a quick solution

concept called “The King”. It is Ganesha Operation’s branded, then it

was aimed to remind and ease students in understanding the core of

material. “The King” of the topic and main idea was:

Figure 4.1Kam Per Ca Per

kalimat baca pertama perhatikan

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During classroom teaching learning process, students were

accompanied by classical music which was continuously played. That

morning, classical music played was Mozart “Concertante Serenade

No. 9 in D Major, Cotillon (Allegro), Die Leyerer, German Dance No.

2, and Mozart A & B.” It was aimed to give psychological comfort for

students, especially auditory students to make them easier in accepting

materials and feel enjoyable during teaching and learning processes.

After researcher had finished explaining the first materials. Then, it

was continued by determining the purpose of the text.

The Basic Concept of Determining the Purpose of the Text

a) Understanding the questionsBefore discussing the strategies, students must be able to identify kinds of questions related to the purpose of the text. (1) What is the author’s main purpose in the passage?(2) The author’s purpose in writing is to _____(3) Why did the author write the passsage?

b) Reading strategiesKinds of reading strategies related to find the purpose of the passage are:(1) Read the question and understand the pronoun(2) Determine the plural and singular of the pronoun(3) Apply “look back form” to find the answer (4) Draw conclusion

At the basic concept of finding the purpose of the text, students

were recognized kinds of questions appeared then continued by

reading strategies used. At this step, students were encouraged to be

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able to identify the question, strategies used, and the way how to apply

them in answering questions. Then, it was continued by discussing

reading materials related to the organization of the text.

The Basic Concept of the Organization of the Text

a) Understanding the questionsBefore answering the questions, students were recognized kinds of questions related to the organization of the text.(1) Which of the following best describes the organization of the

passage?(2) How is the information of the last paragraph in the text

organized?

b) Reading strategiesKinds of reading strategies related to the organization of the text are:(1) read the question first and focus on what is questioned(2) find the idea of the paragraph by finding the key words in

every sentences(3) relate kinds of key words of the paragraph

After those materials and strategies had been delivered,

researcher asked students to write it in their handbook which had one-

third space to write any materials related to the lesson. During

explaining those materials, the whole students kept silent. Their eyes

and face fully paid attention to the researcher and white board, nobody

was doing activity such as writing, talking or day dreaming.

Meanwhile, researcher’s psychology was very enthusiastic and

passion. Researcher raised her voice when the information delivered

was important and emphasized several things by using three different

color of boardmarker. It is meant to attract visual students’ attention,

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make them enjoy to the material and accept it in their mind. Then, the

third bell was ringing at 09.40 A.M. Its a break time for students and

researcher to have any relaxations. This break time was signed by Mr.

Jack’s messages through audioline. The message of that morning was:

Selamat Pagi, Assalamualaikum Warahmatullahi WabarakatuhBuat adik-adik siswa-siswi Ganesha Operation yang tercinta, pesan Mr. Jack hari ini:Setiap orang memiliki berjuta kesempatan untuk sukses, gunakanlah dengan berani karena sukses adalah hak dasar dari setiap insan.Sukses buat semua tetap semangat jaga staminaWassalamualikum Warahmatullahi WabarakatuhSalam Ganesha Operation!

At this time, researcher gave motivation to students based on

the messages above, because students at Alumni Class were students

who ever failed in passing State University they dreamt in the

previous year. Psychologically, they were stressed and overburdened

with the condition, so some motivations hopefully gave them spirit

and optimism in facing State University Entrance Test in the

following years. Break time was closed by playing modern music

“Marry Me” which was sung by Bruno Mars.

After break time had left, researcher invited students to discuss

several reading items by implementing the strategies given in several

examples to model it first to students before asking students to do

independently. Those strategies were applied by researcher’s guidance

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and instruction. So the rules were students followed certain

instructions in answering reading text. In finding the topic and main

idea, researcher gave students several examples related to the

strategies given both for short reading and long reading. These were

presented as follows:

Short Reading

The immune system serves four basic functions; to recognize foreign cells and attack them, to develop antibodies, to recognize foreign invanders in the future, and to send white blood cells to the locations of an injury to speed healing. Chronic stress can suppress the functioning of the immune system, so that just by being stressed for along periods of time, we can actually weaken our immune system and fall victim to an illness that we would normally fight of with ease.

SNMPTN 2001The topic of the paragraph is ____________A. the consequences of chronic stressB. the functions of the immune systemC. the basic immune systemD. the weakening of the immune systemE. the development of antibodies

The implementation of reading strategies was researcher asked

students first to identify what kinds of reading it was, long reading or

short reading. As researcher said, “What kind of text is it, short

reading or long reading?” Students replied, “shortttt....” Next

researcher continued to give some instructions to students, “Read the

first sentence of the paragraph and identify the key words of the

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sentence by underlying the key words using colorful pen”. These

instructions were aimed to make students focus in what they faced.

At this process, students did what the researcher asked, they

seemed eager and paid full attention in every researcher’s instruction.

They read the first sentence and underlined the key words, key words

of the paragraph above were “immune system”. This kind of key

words can be determined by identifying the verb or auxiliary which

appeared after the key words. Then, researcher asked students to make

a circle around the verb or auxiliary to emphasize it. Auxiliary or verb

of the text above was the word “serves”. Then, option A to E which

did not consist the key word “immune system” should be eliminated.

So the rest options were option B, C, and D. Next, researcher

instructed the students to find exclamation in the following sentences.

The exclamation sentences were to recognize foreign cells and attack

them, to develop antibodies, to recognize foreign invanders in the future, and

to send white blood cells to the locations of an injury to speed healing and

make the conclusion. These exclamation helped students to decide the

correct answer related to find the topic of the passage. So it can be

concluded that the right answer was option B “the functions of the

immune system” because these exclamations pointed to immune

system’s functions. The short reading above used the reading strategies

in finding the topic, these were 1) read the first sentence, 2) find the

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key words, and 3) key words were commonly found before

verb/auxiliary. Meanwhile, the implementation of reading strategies in

long reading can be seen in the following text.

Long Reading

Solar energy is used to produce salt from salt water. In solar evaporation, brines are placed in large open shallow ponds or pans from which water evaporates. The brines become concentrated, and crystalization occurs. After all the water is driven off, the salt is harvested mechanically. Solar evaporation, an ancient art, now is a large-scale industrial process.Solar energy is also used to produce drinkable water from salt water. In the most common solar still brines are put in black pans that have transparent sloping covers made of glass or plastic. Solar energy enters through the cover and is absorbed in the basin. The absorbed solar energy evaporates water from the brine, leaving salt water in the basin. The water vapor rises inside the still and comes in contact with the cover, where it condenses. The fresh water runs down the sloping underside of the cover to collection troughs at the edges of the cover and then goes to a storage tank, ready for use.

UM I UNDIP 2009

Which of the following would be the best title for this passage?A. two uses of solar energyB. how solar energy produces fresh water from salt waterC. the process of producing salt from salt waterD. how solar energy is used as an ancient arts to generate

fresh waterE. how the absorbed solar energy evaporates water from

the brine

In this text, researcher asked students first to identify what

kinds of reading it was, long reading or short reading. As researcher

asked students, What kind of text is it, short reading or long reading?

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Students replied, long,,, Next researcher continued to give students

some instructions to read the first sentence of each paragraph and

underline the key words, the key words of both paragraphs above were

“solar energy”. These key words can be determined by identifying the

verb or auxiliary which appeared after the key words. At this step,

researcher asked students to make a circle around the auxiliary to

emphasize it. Auxiliary of the text above was “is”. Then, option A to

E which did not consist the key words “solar energy” were

eliminated. So the rest options were option A, B, D, and E. Next,

researcher instructed students to find exclamation in the following

paragraph. Because this passage is long reading, the exclamation can

be found in the second paragraph. The exclamation sentences were

“Solar energy is used to produce salt from salt water (paragraph 1) and

Solar energy is also used to produce drinkable water from salt water

(paragraph 2). These exclamations stressed on the usage of solar

energy, so it can help students to decide the correct answer related to

find the topic of the passage. Therefore, the right answer was option A

“two uses of solar energy”. The long reading text above used reading

strategies in finding the topic, these were 1) read the first sentence of

each paragraph, 2) find the key words, and 3) key words were

commonly found before verb/auxiliary.

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When the researcher found the answer, one of the students

with the data source L-2 gave comments, “Haah.. cepet banget

jawabnya, lagi bu.” Having heard student’s comment, researcher

smiled and felt happy. Then researcher invited students to continue the

discussion in finding the purpose of the text, researcher gave students

example from State University Entrance Test 2008 which related to

the implementation of reading strategies given. It can be seen in the

following description:

We all know that mobile phones , hard-phones, whatever we want to call them (and shouldn’t we all be calling them the same thing?) are changing our lives. But it takes a good old-fashioned survey to wake us up to the glaring reality: they have changed who we are. The mobile phone has indeed changed the way we behave. But perhaps we don’t realize how much we have become its slave. Consider other elements of the Siemens Mobile Survey. With the exception of Australia, in every country srveyed the majority polled said they would go banck for their phone if they left it at home (in Australia it was a rspectable 39%). If you’ve endured the traffic in Indonesia the philippines and India, you’ll know what kind of sacrifice some two-thirds of those surveyed are making. I can’t think of anything I would go back for except my wallet, maybe, or my clothes.

And even if we remember to bring it , we’re still not happy. Many of us get anxious if it hasn’t rung or a text message hasn’t appeared for while (a while being about an hour). Once again of those surveyed, Indonesians (65%) and Filipinos (77%), get particularly jittery. Australians are more laid back about this (20%), but every other user in Asia seems to be glancing at the phone every few second. This statistic, I have to say, is highly believable, and the instinct highly annoying. There’s nothing worse than chatting to someone who constantly checks his or her hand-phone.

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Then there’s the fact that mobile phones are not only enslaving the user, they’re trampling the right of everyone else. Around a third of folk surveyed acknowledge they get so engrossed in mobile conversations that they’re often unaware of speaking loudly white discussing their private lives in public. At least most of us agree on one thing: with the exception of China, Hong Kong and taiwan, the increasing use of mobile phones has led to a decline in courtesy and considerate behaviour.

The bottom line here is that we are more down a little bit out of control. Mobile phones are great but if we allow them to dominate our lives to this extent-interrupting conversatio with those around us to take a call, staring at our phones rather than relating to the world and people around us, sending flirty text message to random numbers-then I can only assume that in another 10 years, society as weknow it will no longer exist. All we’ll see is a blur of digital data going out and have all then fun, socializing, falling in love and taking sneaky pictures of each other.

SNMPTN 2008 CODE 201

The main purpose of the writer is to inform the readers about _________ A. The popularity of communication technologyB. The effects of cellphones on the behaviour of usersC. The various kinds of hand-phones available in the

marketD. The advantages of using cellphones in many Asian

countriesE. The percentage of cellphones users in Asia

Strategies based instruction which can be applied to solve

questions above were (1) researcher instructed students to identify

kinds of reading, whether it was the short or long reading. (2)

researcher instructed students to read every of first sentences in each

paragraph, then underlined the key words. Having known that the text

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was long reading, students’ face directly became unmotivated and

pessimistic as saying by student with the data source L-6, “Waduh

panjang banget bu bacaannya.” Then researcher replied,

Don’t worry students, listen to my next instructions.” (3) find the key words of each paragraph, remember that key words commonly appeared before verb and auxiliary. Now look up if the second paragraph, third paragraph and so on had the same discussion and key words with the first paragraph or not? If it indicated that these were the supporting information of paragraph one. So the purpose of the text can be identified merely by reading the first sentence of the first paragraph. The key words of the first paragraph were mobile phones, meanwhile at the second paragraph appeared the word “it” which was referred to mobile phones, the same thing happened in the third and last paragraph which mentioned about mobile phones. So it can be concluded that the key words of the text above was mobile phones as the paragraph one had been mentioned. Therefore the correct answer to the question above was answer B.

Some students at Alumni Class laughed and one of students

with data source L-10 said, “ngece banget ik.” And another student

with data source L-3 asked, “cuman gitu aja to buk?” researcher

smiled and nodded. Meanwhile, in finding the organization of the text,

researcher gave students example from State University Entrance Test

2010, because this kind of question have just appeared in that year.

Scientist are as obessed with the question of why the superold survive and thrive as Ponce de Leon was to find the Fountain of Youth . they want to understand why the Japanese islands of Okinawa are home to the world’s largest population of centenarians, with almost 600 of its 1.3 million inhabitants living into their second century-many of them active and looking decades younger than

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their actual years. Like weekend visitors on the summer ferry to Martha’s Vineyard, scientists ans sociologists block the boats to Sardinia and Nova Scotia, Canada, to see why those craggy locales hide vast clusters of the superold.

As well as studying these populations intensively to unlock their secrets, scientists have also taken a hard look at the very old in the U.S., most notably in the New England centenarian Study, led by Dr. Thomas Perls, a geriatrician at Boston University. While the very old are happy to offer homespun explanations for their longevity-“I never took a drink”; “I drank a shot of whiskey every day”- experts are trying to unravel and understand the biological factors that allow some people to reach 100 while others drop off in their 70s or 80s. Researchers are particularly interested in determining which factors allow up to 30% of those who reach 100 to do so in sufficient mental and physical health: a whopping 90% of centenarians, according to Perls, remain functionally independent up to age 92.

It is pretty obvious even to nonscientists that how you get there depends partly on the genes you are born with and partly on lifestyle-what and how much you eat, where you live and what types of stress and trauma you experience. How much depends on each factor, though, was unknown until Swedish scientists tackled the problem in 1998. They didi it by looking at the only set of people who share genes but not lifestyle: identical twins who were separated at birth and reared apart. If genes were most important, you would expect the twins to die at about the same age. In fact, they do not,a nd the average difference convinced the scientist that only about 20% to 30% of how long we live is genetically determined. The dominant factor is lifestyle.

SNMPTN 2010 KODE 744

How is the information of the last paragraph in the text organized?A. Each question is provided with an illustrationB. Scientific questions are followed by studiesC. Each study is followed by research findingsD. Scientific questions are presented from general to

specific

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E. Threee related questions are followed by one findingStrategies based instruction which can be applied to answer

questions above were researcher instructed students to read the

question first and focus on what was being questioned. At the item

above, it asked the organization of the last paragraph. So, researcher

asked students to focuse on the information at the paragraph which

was mentioned. Then, the next instruction, researcher asked students

to find key words and certain information related to the idea of each

sentences.

It is pretty obvious even to nonscientists that how you get there depends partly on the genes you are born with and partly on lifestyle-what and how much you eat, where you live and what types of stress and trauma you experience.

The key words of every sentences above were in bold printed.

It contained scientific questions related to long life span. Then, these

were followed by:

How much depends on each factor, though, was unknown until Swedish scientists tackled the problem in 1998. They did it by looking at the only set of people who share genes but not lifestyle: identical twins who were separated at birth and reared apart. If genes were most important, you would expect the twins to die at about the same age. In fact, they do not, and the average difference convinced the scientist that only about 20% to 30% of how long we live is genetically determined. The dominant factor is lifestyle.

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The key words above were the answer of the scientific

question of the previous sentences. Therefore the organization of the

last paragraph was option B “scientific questions were followed by

studies”.

After researcher had given the students model and showed the

implementation of the strategies, researcher asked students to do

independent reading with several items. While students were doing the

items, researcher was walking around the class asked students one by

one whether they got difficulty in doing the items or not. Several

students seemed confused when they faced long reading with

complicated vocabulary, researcher reminded them to ignore the

vocabulary and focused on the strategies in doing long reading items.

After that researcher invited students to discuss the items.

Researcher asked students to check their answer by using the clues

which have been provided by the text. In the last 15 minutes,

researcher discusseed the questions with the students. Asking the

students’ answer, giving clues in each paragraph to make finding

answers easier. Some students asked and discussed about their

answers. The class was very active, all students seemed unbelivable

when the researcher was able to answer the whole question in seconds.

Students with the data source L-2 shouted, “ ini yang aku cari dan

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inginkan,” by pointing their hands to researcher and smiled

satisfactorily. Others looked amazed and surprised.

That day, students became more enthusiatic and motivated in

studying reading, that was researcher saw after the meeting. Some

students were seeking researcher to get additional meetings outside

the class. They wanted to discuss reading items from several state

university, as students with the data source L-6 said “Bu NM, aku mau

tambahan..,” researcher replied, “tambahan apa dek?” students

answered by saying, “Reading bu, gak nyangka ternyata semudah dan

secepat itu ya bu ngerjain reading. Ini saya bawa soal UM UGM

tahun kemarin, aku pengen dibahas kayak tadi..” (October 8th, 2010:

10.32 A.M)

When the researcher discussed reading items with L-6 out side

the class, there were several students L-9 and L-12 who came closer

and joined in reading discussion. Then, 30 minutes later, researcher

asked students’ permission to go to researcher’s office. Researcher felt

happy and satisfaction after the meeting, in the end of the classroom

activity. Researcher reminded students to apply those strategies in any

reading they faced and discussed it later in the next meeting if they

found difficulties or asked researcher in clinical time.

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2) The Second Meeting

The second meeting was conducted on Monday, October 18th

2010. The materials for the second meeting were (1) finding detailed

information, (2) identifying tone and course, and (3) vocabulary

elaboration. At this meeting, researcher started the class by asking

students’ condition “Good morning students?”. Some students

answered, “Morning mom...”. When the researcher asked “How did

you feel this morning?” The students replied by saying

“ngantuuuuukkk mom..” (one of the students said) “lapeeerrrrr....”

(the other students answered). Researcher smiled, then continued in

saying several statements:

My beloved students, at this beautiful day we will discuss an interesting material related to State University Entrance Test (SNMPTN). I promised that you will not be sleepy anymore because it is the most frequent material which appears in SNMPTN called “detailed questions”, it asks something specific related to the text. This material is very important to be understood, because it always appears in SNMPTN 2009-2010. In SNMPTN 2009 code 183, there were 8 items, code 285 were 8 items, and code 383 were 10 items. Meanwhile, in SNMPTN 2010, this number is sharply increased. The number of questions is in code 326 was 12 items, code 336 was 13 items, and code 744 was 5 items. It will challenge you to solve and answer the questions quickly and correctly”. Next, we will discuss tone and course. In SNMPTN 2007 code 541 and SNMPTN 2008 code 301, there was 1 item in course material. Meanwhile, tone was appeared 1 item in State University Entrance Test 2010 code 744”. The last reading material which

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will be discussed is related to vocabulary elaboration. This reading material is very important to be understood, because they appear several times in State University Entrance Test 2007-2009. In SNMPTN 2007 code 141, there was 1 vocabulary item. In SNMPTN 2008 code 201 and 301, there was 1 vocabulary item. Meanwhile in SNMPTN 2009 code 183, there was 1 item, code 285 and code 383 were 2 items for each.

After listening to researcher explanation, students became

more enthusiastic and gave much attention. Students with data source

L-9 said, “Betul bu, ujian kemarin aku bingung soalnya nanyain

informasi rinci semua. Pusing bacaannya panjang-panjang dan

vocabnya susah. Terus ada yang tanya tone tone gitu aku gak faham

maksudnya itu (tone) apaan.” The researcher smiled and said “Don’t

worry my beloved students, at this meeting we will discuss the way

how to solve detailed questions, tone and course, and vocabulary by

applying certain strategies. I believe that this material will be easy for

you.” In main activities, researcher gave the basic concept of detailed

questions, tone and course, and vocabulary materials. Then it was

continued by explaining kinds of strategies used. These were

presented as follows:

The Basic Concept of Finding Detailed Information

a) Understanding the questionsKinds of questions related to detailed information(1) Stated detailed questions

(a) According to the passage, ...(b) According to the author, which of the following _____ ?(c) It is stated in the passage that ...

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(d) The passage indicates that ...(2) Unstated detailed questions

(a) Which of the following statement is NOT true according to the passage?

(b) Which of the following is not mentioned ...?(c) All the following statements are true, except?(d) Which of the following is not discussed ...?

b) Reading strategiesKinds of reading strategies related to find detailed questions both stated and unstated are by applying strategy “copas”. It is derived from the words “copy” and “paste”. The procedure of this strategy is:(1) Read the question first before finding the answer in the

passage by understanding what is asked and determining the key words.

(2) Copy the key words and paste in the passage. (3) Do scanning technique to get the correct answer (4) Look at the right and left side around the key words and make

conclusion.

Those reading questions were explained first because several

students still had difficulty in understanding the questions. Then, to

emphasize and memorize it in students mind, researcher made a quick

solution concept called “The King.”

Figure 4. 2

SHAPE \* MERGEFORMAT

The King above consisted three steps “lihat”, it means that

students must look and read the question first before finding the

answer in the passage by understanding what is asked and determining

the key words. Next “datangi”, it means that students should copy the

Li Da S

lihat simpulkan datangi

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key words, paste in the passage, and do scanning technique to get the

correct answer. The last was “simpulkan” look at the right and left

side around the key words in the text to find the answer and make

conclusion. These were purposed to be a key brain for students in

understanding the material and ease them in answering reading items.

After the researcher had discussed the basic concept of detailed

questions, the researcher continued her explanation in discussing the

basic concept of tone and course.

The Basic Concept of Tone and Course

a) Understanding the questions(1) Course

It identifies the study of the text or particular field of the reading passage. Such as literature, linguistics, geography, geology, architecture, Naval Engineering, Marine science, etcBefore answering the questions, students must be able to identify kinds of questions related to reading competencies. (a) in what course is the passage most probably given?(b) the passage would most likely be found?(c) for what course would the passage probably be assigned

(2) ToneIt identifies the author’s feelings when she or he wrote the passage. Such as: positive, negarive, neutral, humorous, supportive, scientific, objective, etcBefore answering the questions, students must be able to identify kinds of questions related to reading competencies. (a) the author’s attitude toward...could best be described as...(b) what is the author’s attitude toward...?(c) the tone of the passage could be best described as ...?

b) Reading strategiesThe procedures of these strategy are:(1) Course

(a) understand the topic of the passage(b) read every first sentence by skimming technique

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(c) find the key words, key words are something or idea which are discussed. They commonly appeared before the verb or auxiliary

(d) make conclusion

(2) ToneFinding the emotional key words from the whole passage

The explanation above was continued by discussing the basic

concept of vocabulary elaboration. This material was the main

difficult items for students to be answered because not all students had

enough vocabulary understanding. At this Classroom Action

Research, researcher offered solution as explained in the following

concept.

The Basic Concept of Vocabulary Elaboration

a) Understanding the questionsBefore answering the questions, students must be able to identify kinds of questions related to reading competencies. (1) What is the meaning ....?(2) Which of the following is closest in meaning to ...?(3) ... could best be replaced by which of the following?

b) Reading strategiesThe following were kinds of reading strategies related to find the vocabulary. The procedure of these strategis were:(1) find the word or phrase which are questioned in the passage(2) read and understand the word or phrase in the passage

contextually to make prediction.(3) choose the word which has similiar meaning

The whole strategies were explained step by step and

accompanied by several examples to make it clear. After that,

researcher allowed students to write it in their handbook. While

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teaching learning process was going on, classical music was being

played. That morning were Mozart adagio diverti mento in B flat

major and grand partita serenade no.10. Then there was a break time

which was signed by a ringing bell and Mr. Jack’s messages.

Selamat Pagi, Assalamualaikum Warahmatullahi WabarakatuhBuat adik-adik siswa-siswi Ganesha Operation yang tercinta, pesan Mr. Jack hari ini:Semakin bergairah anda menjalani hidup, semakin banyak kegembiraan yang akan anda temui.Sukses buat semua tetap semangat jaga staminaWassalamualikum Warahmatullahi WabarakatuhSalam Ganesha Operation!

The message above was continued by playing modern music

“Pocker Face” which was sung by Lady Gaga. Students seemed enjoy

it and some of them imitated the lyrics while writing the material.

Others discussed something with students beside them. At the end of

break time, students were silent and back to the classroom discussion.

Before continuing the discussion, researcher invited students to

discuss Mr. Jack messages above by giving suggestions related to

their feeling in the beginning of the class started where some students

felt sleepy and hungry. The researcher explained that if we face

something positively and full of spirit, everything will be easy and

enjoy to be passed. Researcher told students several true stories about

successful person who started his life with failure, but he finally

became success because of his spirit and optimism. After a small talk,

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researcher instructed students to open their handbook in order to

discuss several items based on reading strategies which had been

delivered by modeling it first before asking them to do independently.

Stated and Unstated Detailed Information

The first black literature in America was not written but was preserved in an oral tradition, in a rich body of folklore, songs, and stories, many from African origins. There are humorous tales, biblical stories, and stories of natural phenomena, of good and bad people, and bad of the wise and foolish. Many reflect how african Americans viewed themselves and their lives. The lyrics of blues, spirituals, and work songs speak of suffering and hope, joy, and pain, loved ones, and religious faith, and are an integral part of the early literature of black people in America.The earliest existing written black literature as Lucy Terry’s poem “Bars fight,” written in 1746. Other eighteenth-century balck poets include Jupiter Hammon and George Moses Horton. The first african american to publish a book in America was Philips Wheatley. Balck poetry also flourished in the nineteenth century, during which the writings of almost forty poets were printed, the most notable of whom was Paul Laurence dunbar published eight volumes of poetry and eight novels and collections of stories.More than three dozen novels were written by blacks between 1853 and 1899, but autobiography dominated African-american literature in the nineteeth century, as it had in the eighteenth. In the twentieth century however, fiction has presided, with Charles W. Chestnutt, America’s first balck man of letters, successfully bridging the two centuries. He began publishing three books published between 1900 and 1905. He was a pioneer of the “new literature” of the early 1900s, which aimed to persuade readers of the worth and equality of African Americans.

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1. Which of the following is NOT mentioned in the passage as part of the oral tradition of African American?A. humorous talesB. tales of adventureC. biblical storiesD. animal storiesE. stories of natural phenomena

2. According to the passage, the lyrics of blues and spirituals are often concerned withA. the pain and joy in lifeB. loved ones and animalsC. religion and natureD. wise and foolish peopleE. religion and foolish people

Discussion:

Question number 1, asking unstated detailed information

Strategies based instruction which can be applied to solve

question above was: researcher instructed students to read the question

first and find the key words (something which is questioned). The key

words of the above question was “oral tradition of African American”,

then copy the key words, paste to the passage, and do scanning

technique to find the answer quickly. The key words “oral tradition of

African American” can be found in the first paragraph of the pasage at

line 2. Then, researcher instructed students to look around the items

by eliminating wrong answers. Researcher guided students by asking

“Did you find any phrases mentioned “humorous tales?”. All students

answered “yesssss..”. What about biblical stories?” Students with the

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data source L-7 replied “yessss..., animal stories juga” L-5 continued

“stories of natural phenomena juga ada bu.” So the correct answer

is..? researcher asked, then students answered “Beeeeeeeeee,,, tales of

adventure”. Researcher appraised students and said “Goooooddddd...

At this evaluation, collaborator noted that several students said “Oalah

cuma gitu aja, ternyata gampang banget ya cari informasi rinci.”

Others replied, “He eh ik cepet banget. Tahu gini aku pasti lulus ujian

kemarin.”

Question number 2, asking stated detailed information

Strategies based instruction which researcher’s applied was

researcher instructed students to read the question first and find the

key words (something which is questioned). The key words of the

above question is “the lyrics of blues and spirituals”, then copy the

key words, paste to the passage, and do scanning technique to find the

answer quickly. The key words “the lyrics of blues and spirituals” can

be found in the first paragraph of the pasage line 7. After that, the

researcher instructs students to look around in finding the answers by

eliminating wrong answers. The same strategies were applied in the

questions number 3, 4, and 5.

Having finished discussing detailed questions, researcher

invited students to continue in discussing the tone and course by

taking State University Entrance Test items as example about the way

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how to implement reading strategies in finding the correct answer

correctly and accurately. These were explained in the following

explanation:

Finding the CourseText 1Next is permafrost which means soil at or below the freezing point of water (0° C or 32° F) for two or more years. Ice is not always present, as may be in the case of nonporous bedrock, but it frequently occurs and it may be in amounts exceeding the potential hydraulic saturation of the ground material. Most permafrost is located in high latitudes (i.e. land in close proximity to the North and South Poles), but alpine permafrost may exist at high altitudes in much lower latitudes. Permafrost accounts for 0.022% of total water and exist in 24% of exposed land in the Northern Hemisphere.The extent of permafrost can vary as the climate changes. Today, a considerable area of the Arctic is covered by permafrost (including discontinuous permafrost). Overlying permafrost is a thin active layer that seasonally thaws during the summer. Plant life can be supported only within the active layer since growth can occur only in soil that is fully thawed for some part of the year. Thickness of the active layer varies by year and location, but is typically 0.6-4m (2.0-13 ft) thick. In areas of continuous permafrost and harsh winters the depth of the permafrost can be as much as 1, 493 m (4,900 ft) in the northern Lena and Yana River basins in Siberia. Permafrost can also be a storage of carbon.Typically, the below-ground temperature will be less variable from season to season than the air temperature, with temperatures tending to increase with depth. Thus, if the mean annual air temperature is only slightly below 0° C (32° F), permafrost will form only in spots that are sheltered-usually with a northerly aspect. This creates what is known as discontinuous permafrost. Usually, permafrost will remain discontinuous in a climate where the mean annual soil surface temperature is between -5 and 0° C (23 and 32° F). In the moist-wintered areas mentioned before, there may not be even

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discontinuous permafrost down to -2° C (28.4° F). Discontinuous permafrost is often further divided into extensive discontinuous permafrost, where permafrost covers between 50 and 90 percent of the landscape and is usually found in areas with mean annual temperatures between -2 and -4° C (28 and 25° F), and sporadic permafrost where permafrost cover is less than 50 percent of the landscape and typically occurs at mean annual temperatures between o and -2 °C (32 and 28° F).

UM I UNDIP 2010

In what course is the passage most probably given?A. geographyB. architectureC. geologyD. naval engineeringE. marine science

Reading strategies based instruction which can be applied to

answer questions above were: (1) researcher instructed students to

read every first sentence and found the key words. The key words of

every first sentence in the question above can be seen from several

words which were in bold printed. Those words were regarded as the

key words because they became the subject of each sentence. After

knowing the key words, (2) students were instructed to make

generalization then came to the conclusion. The main discussion in

each sentence was permafrost, therefore the correct answer for the

question above is Geology. Next, researcher, continued her

explanation in discussing the tone of the passage by applying certain

strategies which have been mentioned in the previous material.

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Finding the tone

Text 2Many modern educational experts claim that teaching facts and academic skills is less important than achieving other social objectives. For some liberals, the schools must first change attitudes or provide nurturing in place of failed families or help establish equality and social justice. For some conservatives, the schools must first prepare kids for the workplace by molding them into supple corporate citizens, while others want the focus to be on family values, a competitive spirit, or other social or behavioral objectives. But the idea of simply educating kids seems to have taken a backseat to most educational experts and administrators, are more likely to overcome social barriers, more likely to have genuine self esteem, and most likely to be genuinely prepared for the challenges of life and the workplace. By emphasizing so many things besides a genuine, classical education, the educational establishment tends to sell our kids short and bring about many of the problems they calim to be solving.Consider the case of Wesley Elementary School in Houston. According to Richard Nadler in the article, “Failing Grade”, Wesley has all the demographic markers of a schools bound for failure. Over 80 % of the students qualify for subsidized lunches, and nearly all are minorities (92% black, 7% Hispanic). Yet it ranks among the best schools of Houston, with first-graders placing at the 82nd percentile level in reading tests which is 50 points higher than the expected level for similiar at-risk schools.What has made Wesley so successful? The answer is classical education in the form of Direct Instruction curriculum designed by Siegfried Engelmann, an example of the much ridiculed “sage-on-the-stage” approach. This Direct Instructionsystem boosts reading, writing, and math scores by 30 to 40 percentile points in at risk schools. Sadly, Engelmann, like others who successfully challenge popular fads in educational

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reform, has been rejected by much of the educational establishment. His success is an embarrassment to them.

SNMPTN 2010

In writing the text, the writer’s tone could be best described as...A. persuasiveB. descriptiveC. informativeD. evaluativeE. conservative

To solve question above, researcher instructed students by

reading every first sentence and found the key words. Key words will

be the gist for students in determining kind of tone of the text. Key

words found were signed in bold printed. See the following

explanation.

Many modern educational experts claim that teaching facts and academic skills is less ... (line 1)For some liberals, the schools must first change ... (line 3)For some conservatives, the schools must first prepare... (line 5)According to Richard Nadler in the article, “Failing Grade”, Wesley has ... (line 20)

Those words were regarded as the key words because they

became the subject of each sentence. Key words above were

quotations from several experts, they showed that the author

mentioned several arguments related to education before he ignored

them.

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But the idea of simply educating kids seems to have taken a backseat to most educational experts and administrators, are more likely to overcome social barriers, more likely to have genuine self esteem, and most likely to be genuinely prepared for the challenges of life and the workplace. By emphasizing so many things besides a genuine, classical education, the educational establishment tends to sell our kids short and bring about many of the problems they claim to be solving.

Having known the key words, students were instructed to make

generalization to come to the conclusion. Those key words gave an

understanding that the passage above did not merely describe,

inform, and evaluate something because the author gave his own

opinion. Therefore the correct tone for the passage above was

“persuasive” as mentioned in option A.

The last reading materials discussed was determining the

vocabulary, at this phase researcher gave students simple example in

finding the similiar meaning of certain vocabulary. There were five

questions in a reading passage. The questions and reading strategies

given can be seen in the following instructions.

Determining Vocabulary

When babies are born, they always have blue eyes. This is because the melanin, the pigment that colors the eyes, is not on the surface of the iris. Instead, it is within creases of the iris. Becauuse there is little melanin on the surface of the iris, the eyes appear blue.After a few months, the melanin moves to the surface of the iris. It is the amount of melanin on the surface that determines a person’s permanent eye color, so it is at this

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point that a baby’s eyes develp the color they will have for a life time.

1. The word “pigment” in line 2 is closest meaning to __A. skinB. muscleC. tissueD. colorE. eye

2. The word “surface” in line 3 is closest meaning to __A. topB. insideC. backD. bottom E. within

Strategies based instruction which were applied to answer

questions above were: researcher instructed students to read the

question first, copied the vocabulary questioned, pasted to the passage

and understood the context. For example, to answer the first question,

several strategies applied were: (1) read the question number one, (2)

copy the vocabulary which was being questioned “pigment”, (3) paste

to the passage and it will be found in the second line.

When babies are born, they always have blue eyes. This is because the melanin, the pigment that colors the eyes, is not on the surface of the iris. Instead, it is within creases of the iris. Because there is little melanin on the surface of the iris, the eyes appear blue.

1. The word “pigment” in line 2 is closest meaning to __A. skinB. muscleC. tissueD. colorE. eye

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After that, (4) understand the context by seeing the around

words “this is because the melanin, the pigment that colors the eyes”.

The word pigment appeared closely with the word colors. This word

can be a clue for the meaning of the word pigment was color.

Therefore the correct answer for question number 1 was D “color.”

The second example was question number 2, first researcher asked

students to read the question number two, copy the vocabulary

questioned “surface”, paste to the passage and it will be found in the

third line.

When babies are born, they always have blue eyes. This is because the melanin, the pigment that colors the eyes, is not on the surface of the iris. Instead, it is within creases of the iris. Because there is little melanin on the surface of the iris, the eyes appear blue.

2. The word “surface” in line 3 is closest meaning to __A. topB. insideC. backD. bottom E. within

Then, understand the context by seeing the around words of

the word surface “this is because the melanin, the pigment that colors the

eyes, is not on the surface of the iris”. The word surface appears closely with

the word on. This word can be a clue for the meaning of the word surface.

Therefore, the answer of question number 2 was top. The same strategies

were applied in the questions number 3, and 4. At this kind of

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meeting, researcher tried hard to deliver the whole materials which

were a lot and in a short time. Therefore students seemed tired and

still got difficulties in understanding the materials.

After researcher had trained students with several questions,

researcher asked students to do several exercises to lock their

understanding and train themselves well in this kind of reading

material and strategies. During this activity, students were focus and

did every steps what researcher had been instructed. Meanwhile,

researcher walked around the classroom and came to every students

asking whether there were difficulties in answering the question.

Students with the data source L-3 raised his hand, “Bu NM, opposite

tu apa?” having heard what students asked, researcher answered,

“Artinya sama dengan lawan kata ato antonim dek.” The students

nodded his head and continued his duty. Then, researcher came to

Students with the data source L-7, she was silent student so researcher

asked if she can do the reading items or not “Gimana bisa dek? Ada

kesulitan?” she smiled and answered, “iya bacaannya panjang-

panjang banget.” Having heard what students said, researcher gave

students suggestion, “Try to focus on the questions and strategies.

OK!”

In the last 20 minutes, researcher invited students to discuss

their exercises. There were 15 items which students must be done,

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these were related to find detailed information, tone and course, and

vocabulary. Researcher applied each strategy given in answering the

items, instructed students to follow it, and showed how to solve the

similar answer. Students seemed enthusiastic when their answer was

correct by saying “Yes bener” and dissappointed when their answer

was wrong.”

After evaluating students’ exercises, researcher gave students

several questions related to their feeling after the meeting, “What do

you think about these strategies? are detailed questions, tone, course,

and vocabulary still difficult for you?”. Student with the data source

L-6 answered, “Aku vocabnya kalo pas susah suka bingung sendiri

bu.” “Tonenya bu, kalo course dah agak mudeng” said L-1.

Meanwhile, students with the data source L-12 joined in giving

statementt, “Males banget kalau dapat bacaan panjang-panjang

kayak koran gitu jadinya.” Having heard students’ feeling, researcher

smiled and asked another students’ feeling, “how about you Sata?”

“Udah lumayan faham bu ternyata kalo jawab soal gak perlu ngerti

semua artinya sekarang.” Researcher then told students to try and

train themselves as frequently as possible, because English is tested

skill so it needs a habit and exercise. Researcher closed the classroom

by reminding students to keep practice those strategies at home and

any reading they faced to make them accustomed and trained.

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3) The Third Meeting

The third meeting was conducted on Friday, October 29th

2010. The materials discussed were (1) determining transition

paragraph both preceding and following paragraph, (2) completing

text both beginning and ending, and (3) finding irrelevant sentence.

The activity was focused on explaining several reading strategies

related to the topic discussed. The activities in the third meeting were

divided into pre activities, main activities, and post activities. At this

meeting, researcher did the same teaching model in the classroom by

giving explanation related to the materials first and then, it was

continued by discussing the strategies given.

When the first bell was ringing, researcher entered Alumni

Class with the collaborator, there were two students attending the

class. Researcher and collaborator said hello to them, then

collaborator sat in the back seat. Meanwhile, researcher prepared the

materials by drawing the chapter which would be discussed.

At 09.00 A.M the second bell was ringing, researcher opened

the lesson by greeting the students first. She said “Assalamualaikum

Warahmatullahi Wabarakatuh” and “Good morning students?”

enthusiastically. The students replied the researcher’s greeting by

saying “Waalaikumsalam Warahmatullahi Wabarakatuh”

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“Morning...” students replied. After that, researcher asked students

“Whose absent today guys?”. Students answered, “No one mam,”

After that, the classroom activity was continued by discussing

students’ result in try out, spontaneously students replied “jelek

buuuuuuuuuuuu”. Students with data source L-3 shared his feeling

“susah banget bu reading-nya panjang-panjang dan vocabnya susah,

pertanyaannya ja gak mudeng.” Then, students with data source L-9

replied, “nih lo bu soalnya, preceding tu apa bu? Saya bingung.”

Researcher smiled and told students not to worry and sad because

what they felt difficult in try out will be discussed at the meeting.

Next, researcher mentioned the number of reading items

appeared in the previous State University Entrance Test. Then, it was

continued by delivering the basic concept of transition paragraph,

completing sentence, and irrelevant sentence. Those were explained in

the form of basic concept materials and kinds of strategies used. These

were presented in table 4.4.

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The Basic Concept of Transition Paragraph and Completing Sentence

a) The differences between transition paragraph and sentence

Table 4.4

Paragraph/sentence preceding Paragraph/sentence followingFinding paragraph/sentence that comes before Finding paragraph/sentence that ends/comes after

Transition paragraph/sentence

b) Understanding the questionTransition paragraph

It identifies the topic of beginning or following paragraph. Before answering the questions, students must be able to identify kinds of questions related to reading competencies. (1) The paragraph preceding the passage probably about?(2) Which of the following most probably the subject of the

preceding paragraph? (3) What is most likely in the paragraph following the passage?(4) Which of the following most probably the subject of the

following paragraph?

Completing Sentences

It identifies the beginning or ending of sentences. Before answering the questions, students must be able to identify kinds of questions related to reading competencies. (1) Which sentence would probably be the beginning of the

paragraph?(2) Which of the following statements is the best conclusion of the

paragraph?

c) Reading strategies

Kinds of reading strategies related to find the transition paragraph and completing sentences of the passage. The procedure of this strategy is:

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Tabel 4.5

Paragraph/sentence preceding Paragraph/sentence followingRead the first sentence of the first paragraph Read the last sentence of the last paragraph

Transition paragraph/sentence

Choose the answer that is reflected in the first or last line of the passageFind the key words

The explanation of transition paragraph and completing

sentence was combined because they had similiar concept and

strategies. Researcher started her explanation by explaining what is

preceding and following paragraph, beginning and ending sentence,

kinds of questions, and kinds of strategies used. It was done because

in the pre research, researcher found that no one can answer the

question related to transition paragraph correctly, the whole students

misunderstood the question. After that, researcher continued her

explanation in discussing reading materials and strategies related to

irrelevant sentence. As the previous materials, researcher explained

the basic concept first.

The Basic Concept of Irrelevant Sentence

a) Understanding the questions

Identify the irrelevant sentence of the passage. Before answering the questions, students must be able to identify kinds of questions related to reading competencies. (1) The sentence which is irrelevant is sentence number _______(2) The sentence which is irrelevant to the topic in the text above

is sentence number ________

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b) Reading strategies

Kinds of reading strategies related to find the irrelevant sentence of the passage are:(1) Choose a key word in every sentences(2) Relate a logical idea in every sentences(3) Waste the wrong option

Researcher explained those reading materials and strategies

step by step to make it clear. After that researcher allowed students to

write it in their handbook while listening to classical music “Mozart

alergo moderato violin concerto and Mozart alergo aperto violin

concerto”. During this activities, several students did some talk with

their friends and others seemed seriously watch the white board in

understanding the concept. Then, 5 minutes later after break time,

researcher invited students to discuss reading materials based on the

reading strategies given.

Transition ParagraphWhen a strong earthquake occurs on the ocean floor rather than on land, a tremedous force is ecerted on the seawater and one or more large, destructive waves called tsunami can be formed. Tsunami are commonly called tidal waves in the United State, but this is really an inappropriate name in that the cause of the tsunami is an underground earthquake rather than the ocean’s tides.Far from land, a tsunami can move through the wide open vastness of the ocean at a speed of 600 miles (900 kilometres) per hour and often can travel trendous distances without losing height and strength. When a tsunami reaches shallow coastal water, it can reach a height of 100 feet (30 metres) or more and can

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cause tremendous flooding and damage to coastal areas.

1. The paragraph preceding the passage most probably discusses _____A. tsunamis in various parts of the worldB. the negative effects of tsunamisC. land based earthquakesD. the effect of tides on tsunamisE. the tremendous flooding

2. Which of the following is most likely the topic of the paragraph following the passageA. the causesof tsunamisB. the destructive effects of tsunamis on the coastC. the different between tsunamis and tidal wavesD. the distances covered by tsunamisE. the effect of eartquake

Discussion:

Question number 1, determining paragraph preceding the passage

Strategies based instruction which can be applied to answer

questions above were, for question number 1 researcher asked

students first what was being questioned. It was aimed at knowing

students undestanding and analyzing to reading items Then, students

answered that it asked the paragraph that preceded the text. Having

heard the students’ answer, researcher instructed students to read the

first sentence of the first paragraph. Then find the key words, key

words were words that can give clue and information about topic

which came before the passage. In the question number 1, researcher

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instructed students to read the first line of the first paragraph and

underlined it “when a strong eartquake occurs on the ocean floor

rather than on land”. From this first sentence, researcher instructed

students to relate it with the previous topic. The key words of the

sentence above was “earthquake” which happened on the ocean floor

“rather than” on land. If it told the earthquake which happened on the

ocean floor, the previous topic discussed earthquake which happened

on the land. Therefore, the right answer was option C “Land-based

earthquake”.

Question number 2, determining paragraph following the passage

For question number 2, researcher asked students first what

was being questioned. Then students answered that it asked the topic

that followed the paragraph. Therefore, researcher instructed students

to read the last sentence of the last paragraph. Then find the key words

which can give clue and information about topic which came after the

text. Researcher instructed students to read the last line of the last

paragraph and underlined it “When a tsunami reaches shallow coastal

water, it can reach a height of 100 feet (30 metres) or more and can

cause tremendous flooding and damage to coastal areas”. From the

last sentence, researcher instructed students to find the key words and

try to relate it with the following topic. The key words of the sentence

above was “tsunami can cause tremendous flooding and damage to

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coastal areas”. If it told the cause of tsunami, the following topic must

be discussed the effects of tremendous flooding and damage to coastal

areas. Therefore, the right answer was option B “The destructive

effects of tsunamis on the coast”. After listening and practicing the

reading strategies, students seemed understand. It reflected from

students’ face which showed happily and nodded several times when

the researcher gave instructions and found the correct answers. Next,

researcher discussed completing sentence by applying certain

strategies which had been discussed in the previous material.

Completing Sentences

Transportation has changed greatly through the years. In ancient times people were able to travel only by foot. However, about 8000 years ago, they trained the ox, donkey, and horses for transportation. The invention of the wheel occured about 5000 years ago. From the time on, changes took place rapidly. The development of ships made seas and rivers important. The invention of trains and automobiles improved land transportation. Air travel developed rapidly in the first half of the twentieth century ____________

1. Which of the following statement is the best conclusion of the paragraphA. finally, in the second half of this century space

travel became realityB. however the space travel was not developed

satisfactorilyC. if travelling by air is cheaper and more

convenient, more people will travel the globe by it

D. thus, only land transportation developed greatly throughout this century

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E. it is no doubt that air travel will dominate our transportation system in the future

Discussion:

Question number 3, completing the ending of the paragraph

At this reading item, students had to find sentence that

followed the paragraph above. First, researcher instructed students to

read the last sentence of the last paragraph “Air travel developed

rapidly in the first half of the twentieth century”. From this sentence,

researcher instructed students to find the key words and try to relate it

with the following topic. The key words of the sentence above was

“air travel” and “the first half of twentieth century”. If these told the

information of air travel in the first half of twentieth century, the

ending paragraph must be discussed air travel in the second half of

century. Therefore, the right answer was option A “Finally, in the

second half of this century space travel became reality”.

______________. However, most of us only ride our bikes for fun or sport. If you dan’t ride for more practical purposes you are missing some of the best benefits of biking. For example, biking to work helps you save money on gas. A tank of gas for your can can cost $50.00 aweek, and more if you drive a long way to work. Biking also helps you keep the environment clean. Your car chokes the air with terrible chemicals but your bike will not. Use your bike more often and help other as well as yourself. Do simple errands such as going to anearby post office or convenience store on your bicycle. You can but different kinds of stuff at a convenience store. Leve

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your car at home when you can. You’ll save money on gas and help environment, too

SPMB 2007 KODE 441

2. With which of the following sentences should the paragraph begin?A. most people realize that biking is excellent

exercise, offering several benefitsB. most people know that riding a bike is getting

more popularC. people can save money if they do not drive their

cars to their office very often D. if people want to keep their environment clean,

they should stop driving their carsE. most people ride bikes to their officer to save gas

and to keep our air clean

Question number 4, completing the beginning of the paragraph

At this question, students had to find sentence that preceded

the text above. Therefore, researcher instructed students to read the

first sentence of the passage and underline it “However, most of us

only ride our bikes for fun or sport”. From this first sentence,

researcher instructed students to find the key words and try to relate it

with the previous sentence. The key words of the sentence above was

“however”, “only” and “ride our bikes for fun or sport” on land. If

these words tell that ride bike only for fun and sport, the previous

sentence must discussed ride bike from the general side not only

viewed from fun and sport purposes but also from other benefits.

Therefore, the right answer was option A “Most people realize that

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biking is excellent exercise, offering several benefits”. The last

reading materials discussed was determining the irrelevant sentence,

the questions and reading strategies given can be seen in the following

instructions.

Irrelevant Sentence

(1) In many organization, perhaps the best way to approach certain new project as to assemble a group of people into a team. (2) having a team of people attack a project offers several advantages. (3) first of all, a group of people has a wider range of knowledge, expertise, and skills than any single individual is likely to posess (4) a senior manager usually possessed high management skills due to his experience. (5) also because of the number of people involved and the greater resources they possess, a group can work more quickly in response to the task assigned to it and can come up with highly creative solutions to problems and issues. (6) sometimes these creative solutions come about because a group is more likely to make a risky decision that an individual might not undertake. (7) this is because the grooup spreads responsibility for a decision to all the members and thus no single individual can be held accountable if the decision turn out to be wrong.

SPMB 2007 KODE 741

5. The sentence which is irrelevant in the above paragraph is sentence number?A. 2B. 3C. 4D. 5E. 6

Strategies based instruction which can be applied to answer

questions above were (1) researcher instructed students to choose a

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key word or idea in every sentences, the bold printed above was the

key words of each sentence. (2) researcher asked students to relate a

logical idea in every sentence, it was done by relating each key word

in every sentence with the key words in the following sentences. Then

(3) eliminating the wrong options. The irrelevant sentence was

sentence 4 because the whole sentences told the advantages of team

work, meanwhile sentence 4 merely told the senior manager skill.

Therefore the correct answer was option C “4”.

After researcher had trained students with several questions,

researcher asked students to do several exercises to lock their

understanding and train themselves well in this kind of reading

material and strategies. During this activity, students were focus and

did every steps what researcher had been instructed. Meanwhile,

researcher walked around the classroom, checked students’ answer,

gave help if they faced difficulties. One by one researcher asked

students to tell their obstacles in reading. Students with the data source

L-9 raised her hand, “Yang dilihat hanya kalimat pertama aja kan bu

kalo cari paragraph preceding?” Having heard students question,

researcher nodded and said, “Iya dek.” Then, researcher came to

students with the data source L-11, she seemed uncertain and

pessimistic so researcher asked if she can do the reading items or not

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“Ada masalah dek? Coba ibu lihat jawaban kamu.” She allowed

researcher to check her answers and surprisingly that she answered 4

items correctly from 6 items she had done. Spontaneously researcher

said, “Wow bagus-bagus, banyak yang bener tapi untuk yang nomor

3, 5, dan 6 coba diperbaiki lagi dek. Ina lihat tu strateginya sama

kayak yang nomor 2 ya.”

In the last 20 minutes, researcher invited students to discuss

their exercises. There were 15 items which students must be done,

these were related to transition paragraph, completing sentence, and

irrelevant sentence. Researcher instructed students to understand the

question first and showed the way how to applied the strategies.

Students seemed enthusiastic at this evaluating activities, when

researcher asked them, “Nomor satu jawab apa dek?” altogether they

answered, “Ceeeeeeeeeee.” Researcher smiled and nooded while

saying, “Iya benar, jadi yang pertama pahami dulu soalnya, baru

diterapkan strateginya.” One of students with the data source L-2 said

“Ternyata belajar reading mudah ya bu... gak perlu tahu arti perkata

kalo kita pake strategi membaca, jadinya bisa cepat ngerjainnya.” At

this evaluation students seemed happy and satisfaction because

students’ answers were commonly correct although mistakes were still

found.

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After evaluating students’ exercises, researcher interviewed

students with several questions related to their feeling after the

meeting, “ Do you still get difficulty in understanding transition

paragraph, completing sentence, and irrelevant sentence?”. Student

with the data source L-9 answered, “Udah lumayan bu sekarang, tahu

kalo preceding sama following tu nanyain apa tapi kadang juga masih

agak bingung.” Seeing the students with data source L-1 did not give

any comments, researcher asked him, “Kalo Ivan gimana dek?” he

answered, “Aku susah yang irrelevant bu, tadi aku cuma betul 2. Sulit

nemuin yang salah, rasanya bener dan nyambung semua kalimat-

kalimatnya.” Researcher smiled and gave him suggestion “Jangan

sedih gitu donk, adik-adik semua harus jeli dan bisa menempatkan

diri sebagai penulis teks agar bisa tahu mana kalimat yang gak

nyambung.” Researcher then promised to students to explain the

materials in the following meetings. Because there was a ringing bell,

researcher closed the classroom by reminding students to keep

practice those strategies at home and any reading they faced to make

them accustomed and trained.

When researcher left the classroom, Students with the data

source L-1 approached the researcher and said, “Bu NM tambahan

dong bu, kapan kira-kira ada waktu? Pengen belajar reading nih..”

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researcher answered students question by saying, “Anytime you want,

but please see me in my office and send me message first before you

come.”

4) The Fourth Meeting

The fourth meeting was conducted on Monday, November 8th

2010. The materials for the second meeting were (1) determining the

reference, (2) determining the inference. At this meeting, the

researcher and collaborator came to Alumni Class when the first bell

was ringing, there were many students who had attended the class

because it was the second meeting at the day. Students welcomed

researcher and collaborator, they said “Hello”, others said “Good

Morning mam...” researcher and collaborator answered almost

altogether “Good Morning, students”. After that, researcher asked

students condition and check their attendance list before going to the

lesson. “Whose absent today?” spontaneously they shouted “Irfan and

Tia mam”. The researcher replied “Are they ill or ...?” then the

students cut researcher’s question by saying “UTS buuu...”. Then, one

of students with data source L-12 asked researcher, “Hari ini belajar

apa bu?” researcher answered students’ question by saying, “Reading

dek.” Students replied, “Asyik, aku sekarang jadi seneng reading

karena gak sesulit yang dibayangin, materinya hari ini apa bu?.”

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Researcher felt happy then said, “Wow, bagus jadi senang ibu

dengarnya dek. Hari ini kita belajar tentang reference dan inference.”

Researcher then came to the whiteboard, drew the chapter which

would be discussed. Then, researcher explained the basic concept of

determining the reference which was continued by drawing the

inference. These were presented as follows:

The Basic Concept of Determining Reference

(1) Understanding the questions(a) The pronoun “_____” in line ____ refers to?(b) The word “______” in line _____ refers to?

(2) Reading strategiesKinds of reading strategies related to find the reference are:(a) read the question and understand the pronoun(b) determine the plural and singular of the pronoun(c) apply “look back form” to find the answer (d) draw conclusion

After that, researcher continued her explanation in discussing

reading materials related to drawing inference. Those were explained

in the form of basic concept which consisted of understanding the

questions and kinds of strategies used. As the previous materials,

researcher explained the basic concept first before going to discuss the

items.

The Basic Concept of Drawing Inference

(1) Understanding the questions(a) Which of the following best describes the organization of the

passage?

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(b) How is the information of the last paragraph in the text organized?

(2) Reading strategies(a) read the question first and focus on

what is questioned(b) find the idea of the paragraph by

finding the key words in every sentences(c) relate kinds of key words of the

paragraph

Having explained those strategies step by step, researcher

allowed students to write it in their handbook. While taking notes,

students were listening to classical music which was played during

teaching learning process. That morning classical music which was

played was Mozart Andante Symphony no. 15 in G Major and Mozart

Andante ma adagio Bassoon Concerto. After students had finished

writing the materials, researcher invited them to discuss reading items.

These procedures were explained in the following steps:

Determining reference

Carnivorous plants, such as the sundew and the venus flytrap, are generally found in humid area where there is inadequate supply of nitrogen and the soil. In order to survive, these plants have developed mechanisms to trap insects within their foliage. They have digestive fluids to obtain the necessary nitrogen from the insects. These plants trap the insects in avariety of ways. The sundew has sticky hairs on its leaves; when an insect lands on these leaves, it gets caught up in the sticky hairs, and the leaf wraps itself aaround the insect. The leaves of the venus flytrap function more like a trap, snapping suddenly and forcefully shut around an insect.

1. The pronoun “they” in line 5 refers to _________

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A. humid areasB. these plantsC. insectsD. digestive fluids

2. The pronoun “it” in line refers to ____________A. a varietyB. the sundewC. an insectD. the leaf

Strategies based instruction in solving questions number 1

were researcher instructed students to read the question and

understand the pronoun first, both its plural and singular. Students

were asked to look before the pronoun could refer to, then apply “look

back form” to find the answer. Humid areas, insects, and these plants

came before the pronoun, so they were possible answer. Meanwhile

digestive fluids came after the pronoun, so it was probably not the

correct answer. The previous sentence was “In order to survive, these

plants have developed mechanisms to trap insects within their foliage.

They have digestive fluids to obtain the necessary nitrogen from the

insects.” The words “they have...” refer to something which was

animate, therefore the correct answer was option B “these plants”.

Then for question number 2, researcher instructed students to

read the question and identify the pronoun first, both its plural and

singular. Students were asked to look before the pronoun could refer

to, then apply “look back form” to find the answer. A variety, the

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sundew, and an insect come before the pronoun, so they are possible

answer. Meanwhile the leaf comes after the pronoun, so it is probably

not the correct answer. The previous sentence is “The sundew has

sticky hairs on its leaves; when an insect lands on these leaves, it gets

caught up in the sticky hairs, and the leaf wraps itself aaround the

insect.” Next teacher instruct students to try the three possible answer

in the sentence in place of the pronoun. An insect gets caught up in the

sticky hairs, rather than a variety or the sundew, so the best answer to

this question is answer C “an insect.” In the middle of discussion, the

third bell was ringing. So the discussion was stoped for a while. The

break time was signed by a ringing bell and Mr. Jack’s messages, then

continued by playing modern music. At this time, students were

listening to modern music “Hal Terindah” which was sung by

Seventeen while writing the materials. Students seemed enjoy it and

some students sing along. Having finished the break time, researcher

invited students to continue in discussing reading items.

Drawing inference

Many modern educational experts claim that teaching facts and academic skills is less important than achieving other social objectives. For some liberals, the schools must first change attitudes or provide nurturing in place of failed families or help establish equality and social justice. For some conservatives, the schools must first prepare kids for the workplace by molding them into supple corporate citizens, while others want the focus to

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be on family values, a competitive spirit, or other social or behavioral objectives. But the idea of simply educating kids seems to have taken a backseat to most educational experts and administrators, are more likely to overcome social barriers, more likely to have genuine self esteem, and most likely to be genuinely prepared for the challenges of life and the workplace. By emphasizing so many things besides a genuine, classical education, the educational establishment tends to sell our kids short and bring about many of the problems they claim to be solving.Consider the case of Wesley Elementary School in Houston. According to Richard Nadler in the article, “Failing Grade”, Wesley has all the demographic markers of a schools bound for failure. Over 80 % of the students qualify for subsidized lunches, and nearly all are minorities (92% black, 7% Hispanic). Yet it ranks among the best schools of Houston, with first-graders placing at the 82nd percentile level in reading tests which is 50 points higher than the expected level for similiar at-risk schools.What has made Wesley so successful? The answer is classical education in the form of Direct Instruction curriculum designed by Siegfried Engelmann, an example of the much ridiculed “sage-on-the-stage” approach. This Direct Instructionsystem boosts reading, writing, and math scores by 30 to 40 percentile points in at risk schools. Sadly, Engelmann, like others who successfully challenge popular fads in educational reform, has been rejected by much of the educational establishment. His success is an embarrassment to them.

SNMPTN 2010 KODE 744

3. From the second paragraph, it can be inferred that ..A. Wesley is a successful prestigious schoolB. The students at Wesley are from the havesC. The students at Wesley are mostly coloredD. The colored students usually perform betterE. Wesley curriculum is adopted by other schools

Strategies based instruction which can be applied to solve

questions above are (1) researcher instructed students to read the

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question first and focus on what was being questioned. (2) find the

idea of the paragraph by finding the key words in every sentence.

Consider the case of Wesley Elementary School in Houston. According to Richard Nadler in the article, “Failing Grade”, Wesley has all the demographic markers of a schools bound for failure. Over 80 % of the students qualify for subsidized lunches, and nearly all are minorities (92% black, 7% Hispanic). Yet it ranks among the best schools of Houston, with first-graders placing at the 82nd percentile level in reading tests which is 50 points higher than the expected level for similiar at-risk schools.

The key words of every sentence were in bold printed. (3)

Relate kinds of key words of the paragraph. The key words of the first

sentence were Wesley Elementary School, it was discussed more in

the second sentence and by explaining certain information related to

Wesley whic had all the demographic markers. Then, it was discussed

more in the third paragraph which deeply elaborate the demographic

markers of Wesley Elementary School which consists of 92% black

and 7% hispanic. Therefore the inference of second paragraph was

option C “the students at Wesley are mostly colored”.

After researcher had trained students with several questions,

researcher asked students to do several exercises to lock their

understanding and train themselves well in this kind of reading

material and strategies independently. During this activity, students

were encouraged to keep focus and did every steps as what researcher

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had been instructed. While waiting students did the exercies,

researcher walked around the classroom, checked students’ answer,

gave help if they faced difficulties. One by one researcher came to

students’ seat. Students with the data source L-4 raised her hand, “Bu

NM coba dilihat, ini bener gak?” researcher approached at her and

said, “Iya dek, iya udah benar kok. Lanjutin lagi.” Then, researcher

came to students with the data source L-8, “Gimana? Bisa?.” Asked

researcher. Then she replied, “Inference-nya yang agak sulit bu, infer

sama conclude tuh sama kan bu?”. Then researcher answered

students’ question “Iya dek sama.”

In the last 15 minutes, researcher invited students to discuss

their exercises. There were 10 items which students must be done,

these were related to determining reference and drawing inference.

Researcher instructed students to understand the question first and

showed the way how to applied the strategies. Students seemed

enthusiastic at this evaluating activities, most of them can answer

correctly in determining reference, but some students still get

difficulty in drawing inference.

After evaluating students’ exercises, researcher interviewed

students with several questions related to their feeling after the

meeting, “Are determining reference and drawing inference still

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difficult for you?”. Student with the data source L-5 answered,

“Lumayan gampang sih bu.” Then, researcher asked another students

with the data source L-14, “How about you Andhika?” “Inference-nya

sulit bu.” Seeing student with the data source L-15 did not give

comment, researcher asked him, “Kalo Aaron bagaimana dek?” he

answered, “Sama bu.” Researcher smiled and gave him the next

question, “Apanya yang sama dek?” he laughed and said, “Sama gak

bisa di irrelevant-nya bu.” Because there was a ringing bell, researcher

closed the classroom by reminding students to keep practice those

strategies at home and any reading they faced to make them

accustomed and trained.

5) The Fifth Meeting

The fifth meeting was conducted on Wednesday, 21 November

2010. Researcher did post test to measure and evaluate students’

ability in reading. This kind of post test consisted 20 items which were

break down into several materials which had been explained in the

sequence of acting. The class was conducted in 90 minutes and started

from 09.45 A.M. and ended at 11.15 A.M. Researcher came to

Alumni Class 10 minutes before classroom activity started, there were

many students who had attended the class. Several students seemed

reading their books and others prepared their stationery. None of them

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had a small talk, chatting or making noise, but it seemed that they

were nervous. Researcher prepared the reading post test, then at 09.45

A.M the bell was ringing. Researcher explained schedule that day and

started opening the class. After that, researcher ordered reading test

and answer sheet to students by explaining several information related

to the test.

Reading post test was started at 10.00 AM and ended at 11.00

A.M. The post test given was based on reading materials which had

been explained before. At this reading post test, the researcher wanted

to see and measure students’ sharp analysis, speed, accuracy, and

effectiveness of reading strategies given. The description of Alumni

Class during post test was quiet and every student did the exercises

seriously. Several students looked confused and others seemed easy to

do the test. An hour later, one by one students submitted their answer

sheet. Then, researcher announced that time was up. Every student

must submit their reading post test, while researcher asked students

comment related to the test “What do you think about the test?”, then

L-3 answered, “ Heum vocabnya suliitt..” L-1 said “Lumayan

hehehehe”. Then, from the result of the test, researcher counted

students’ achievement by counting the average score. At this post test,

students seemed to have better mastery in comprehending English

reading.

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c. Observing and Monitoring the Action

Observing and monitoring the action was the following phase

which should be done by researcher after cycle 1 had been

implemented. At this phase, researcher evaluated everything happened

during classroom activities. It was aimed to find out the effects of

Classroom Action Research for students’ reading competence. The

techniques used in measuring the results were classroom observation,

interviews, and test. The classroom observation was carried out during

teaching and learning processes to know students’ response,

psychological changes, and classroom atmosphere related to the

implementation of the research. It was done by the researcher and

collaborator in each meeting. Since there were five meetings in cycle 1,

the observation was done in five times. Meanwhile the interview was

carried out after each meetings had been finished. Furthermore, to

measure students’ improvements in reading competence, researcher

used reading test. Then, the research findings were presented in the

following explanations.

1) The improvement on students’ reading competence

The research findings related to students’ reading post test

showed that students’ reading competence increased after Classroom

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Action Research had been implemented. It can be seen empirically

from the average score of the table 4.6.

Table 4.6The Result of Post Test 1

No Reading CompetenceThe Average

Score Improvement Pre Test Post

Test 11 Topic & Main Idea 64.4 68.8 4.42 Detailed information 43.3 51.6 8.33 Transition paragraph 0 43.4 43.44 Completing sentence 40 56.6 16.65 Organization of the text 60 66.6 6.66 Purpose of the text 66.6 80 13.47 Vocabulary 36.6 50 13.48 Reference 73.3 80 6.79 Inference 53.3 60 6.710 Tone & Course 66.6 73.3 6.711 Irrelevant sentence 64.4 66.6 2.2

TOTAL 51.68 63.35 11.66

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Comparing to students’ result in pre test and post test above,

it showed that the highest score was in determining the purpose of

the text and identifying the reference. The average score was 80 for

each, so it had passed the minimum standard required by Ganesha

Operation 70 for each reading competence. Meanwhile, the highest

improvement was in transition paragraph 43.4 which was previously

zero in pre test. It means that none of students were able to answer

the question correctly. This condition happened because the whole

students misunderstood in understanding the question. But, after

Classroom Action Research had been implemented, students’

awareness improved and affected their scores which improved.

Another thing which can be seen from the result above was the

lowest improvement. It was recorded in identifying the irrelevant

sentence. Students’ main difficulty in this reading competence was

in finding the gist in each sentence and relating it into a good order.

At this cycle, researcher also noted that there were several

reading competences which were low in the average score; these

were in detailed information, transition paragraph, completing

sentence, and vocabulary elaboration. Reviewing the improvements

above, researcher summarized that previously, the average score of

the whole materials in pre test was 51.68, then this result increased

in the first post test which reached the average score of 63.35.

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2) The improvement on students reading score

Researcher found that through reading strategies, students’

reading competence improved. Admittedly, students’ reading scores

before and after the research also got improvements. Although, some

improvements were not significant. It can be seen in table 4.7.

Table 4.7Students’ improvement on reading score at cycle 1

No STUDENTS’ NAME

PRE TEST

POST TEST 1

1 L-1 50 602 L-2 60 703 L-3 45 504 L-4 40 555 L-5 60 756 L-6 55 607 L-7 50 608 L-8 45 559 L-9 60 6510 L-10 40 6011 L-11 50 6012 L-12 45 6513 L-13 40 6014 L-14 40 6015 L-15 40 65

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The data above described the comparative result before and

after Classroom Action Research had been implemented. Before the

action, there were 5 students got 40, 3 students got 45, 3 students got

50, 1 student got 55, and 3 students got 60. These results was far

from the minimum standard required. However, students’ scores

showed improvement in the first post test. The number of students

got 50 was only 1 student, students got 55 were 2 students, and

others were above 60. Surprisingly, there were 2 students who

required the minimum standard. These result explained that a

significant improvement on students’ reading competence was

created.

3) The improvement on students’ psychology

The implementation of Styles and Strategies Based

Instruction showed that students not only got progress in their

reading score, but also in their psychology. Students became more

enthusiatic and motivated in studying reading. They gave positive

response to reading since the first meeting, as student with the data

source L-2 who seemed unbelivable when the researcher was able to

answer the question in seconds by using reading strategies. He

shouted, “Ini yang aku cari dan inginkan,” by pointing his hands to

researcher and smiled satisfactorily, meanwhile other students

looked amazed and surprised.

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Students’ positive feeling in studying reading also happened

in the second meeting, in which several students stated that after

researcher explained the implementation of strategies in reading

items “Oalah cuma gitu aja, ternyata gampang banget ya cari

informasi rinci.” Others replied, “He eh ik cepet banget. Tahu gini

aku pasti lulus ujian kemarin.” This positive feeling happened

because students felt that studied English is not as difficult as they

think, as one of student’s opinion in the third meeting, “Ternyata

belajar reading mudah ya bu... gak perlu tahu arti perkata kalo kita

pake strategi membaca, jadinya bisa cepat ngerjainnya.” The similar

opinion also mentioned by student with the data source L-9 who

answered researcher question related to his feeling after studying

reading strategies, “Udah lumayan bu sekarang, tahu kalo preceding

sama following tu nanyain apa tapi kadang juga masih agak

bingung.”

Meanwhile, in the fourth meeting researcher was surprised

by one of students statement who said “Asyik, aku sekarang jadi

seneng reading karena gak sesulit yang dibayangin, materinya hari

ini apa bu?.” This statement was surprising because previously

students were unmotivated and unwilling in studying reading, they

tended to ask every English teacher to teach them grammar than

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reading. But, this condition shifted; students became eager and did

not mind discussing reading.

4) The improvement on classroom atmosphere

Students’ eagerness and positive response related to reading

impacted classroom reading performance. Classroom became more

lively, comfort, and enjoyable. Students were involved actively

during teaching learning process. It was recorded when researcher

instructed students in implementing the strategies to find the correct

answer quickly and correctly. Students showed their eagerness and

attention, they keep focus in the instruction given, and gave response

to researcher question positively.

Another changes can be seen from the number of students

who raised her hands during teaching learning, as showed in some

meetings. Student with the data source L-9 raised her hand in the

third meeting and said, “Yang dilihat hanya kalimat pertama aja kan

bu kalo cari paragraph preceding?” it also happened in the fourth

meeting when students with the data source L-4 raised her hand, “Bu

NM coba dilihat, ini bener gak?” These proved that students’

intensity in joining and involving classroom reading performance

increased.

5) The improvement on the outside class

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In outside the class, students also showed improvement in

which they wanted to discuss reading materials and strategies which

were applied in the classroom. Their enthusiasm was recorded in

researcher’s notes, as one of the students with the data source L-6

who followed researcher directly after the classroom had been over.

The conversation was started by student’s statement “Bu NM, aku

mau tambahan..,” researcher replied, “tambahan apa dek?” students

answered by saying, “Reading bu, gak nyangka ternyata semudah

dan secepat itu ya bu ngerjain reading. Ini saya bawa soal UM

UGM tahun kemarin, aku pengen dibahas kayak tadi..” (October

8th, 2010: 10.32 A.M) and when researcher discussed reading items

with L-6 outside the class, there were several students came closer

and joined in reading discussion L-9 and L-12.

The similar event happened in the third meeting when

students with the data source L-1 approached the researcher and said,

“Bu NM tambahan dong bu, kapan kira-kira ada waktu? Pengen

belajar reading nih..” these statements showed that students’

eagerness and motivation in studying reading happened both in

classroom reading performance and in the outside class.

d. Reflecting

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Reflection was aimed at analyzing and evaluating the result of

action, the strengths, and the weaknesses. Then, the results became

basic understanding for drawing recommendation for the next cycle.

1) The strengths

According to the reflection of cycle 1, there were strong points

related to the research.

a) Students’ reading scores increased. They

started to be able to apply certain reading strategies in answering

reading items.

b) Students problems in understanding the

question had been solved, they were able to identify the question

and understand what was being asked.

c) Reading became an easy and enjoyable

subject. Reading strategies gave them a different point of view,

they did not think that reading was a difficult subject and boring

competence. On the other hand, reading becomes an interesting

and challenging material.

d) Students’ motivation in studying reading

improved. Students became more enthusiastic and motivated to

study reading. This positive response reflected on students’

eagerness and involvement both in classroom reading

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performance and outside the class. These facts showed that

students’ high motivation came from inside themselves.

e) Classroom’s atmosphere changed during

teaching learning process. Classroom reading performance

became more lively and active. It was because of students’

participation, attention, enthusiasm, and motivation in joining the

class. Students became unawkwardly in raising their hands if they

wanted to ask question. They were also eager to do reading items

independently and did small talk or discussion related to reading

with the researcher when they faced difficulty.

2) The Weaknesses

Besides the positive effects on empirical, psychological, and

emotional aspects. Researcher still found several problems arising

during the implementation of Classroom Action Research.

a) Students still had difficulty in several reading items and lacked of

understanding in some reading materials which were discussed,

these were detailed information, transition paragraph, completing

sentence, and vocabulary. According to the evaluation of students

reading score both in pre test and post test, it showed that

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improvement in students reading score was still under the

minimum standard required. These were because of some

reasons: (1) researcher found that students still confused in

determining specific information because they lack of time in

understanding the reading. (2) students were often trapped by

transition questions, (3) students often confused in determining

the beginning and ending of the text, (4) students often confused

in drawing inference because they were difficult in deciding the

gist and key words. It because of the limited vocabulary they had.

and (5) students mostly did not have enough vocabulary in

answering vocabulary items. So they often left it and did not

answered it.

b) Students score in the first reading post test was far from the

standard minimum which want to be achieved although every

student had got improvement.

c) Classroom atmosphere actually changed after Classroom Action

Research had been implemented. Students become more active,

enthusiastic, and motivated to learn English reading. But it did not

happen for the whole students. Because there were several

students who were passive during teaching learning process and

several times seem confused when discussing reading items.

e. Recommendation

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All weaknesses and strengths after the action would be the

consideration to make correction or revision in order to get better result

in the next cycle. Based on the weaknesses which was found in cycle 1,

researcher applied drilling technique to improve students’ reading

competence. This kind of drilling was applied by giving students

various reading exercises in improving their understanding in transition

paragraph, completing sentence, and detailed information. Meanwhile

in improving students’ understanding in vocabulary, researcher drilled

students by giving them different level of vocabulary, both in basic and

advance vocabularies. These vocabularies were presented and

completed by the pronunciation, several examples, and its part of

speech. Those were aimed to ease students in catching the meaning.

Meanwhile, for classroom reading performance which was

dominated by several students, researcher decided to give passive and

silent students extra-attention by giving them motivation, making

priority in classroom activity especially in reading evaluation, and

inviting them to join in additional meetings.

2. Cycle 2

Having identified the strengths and weaknesses of cycle 1 (see page

155-158), researcher tried to solve those weaknesses and increase the

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students’ achivements by implementing the next cycle which was

conducted in 5 meetings. These were presented as follows:

a. Planning

Before implementing the action, researcher planned some

activities first. (1) Sharing and discussing the previous classroom

research with collaborator. It was done to make any correction and

revision about teaching learning process using Styles and Strategies

Based Instruction in the second cycle. (2) Preparing lesson plans. At this

cycle, reading materials given were similar to the previous cycle.

However, this cycle was focused on drilling students with various

reading items. So the number of reading items were doubled than the

previous. Its meant to train students sensitivity, sharpness, and

understanding in analyzing reading items. (3) Implementing teaching

learning process using reading strategies. (4) Giving reading post test to

measure students ability after meetings had been applied. (see appendix

5) It was done to assess and measure students’ progress. (5) Interview. It

was the last step used to dig more about students' feeling, thinking, and

opinion on the strategies.

b. Acting

1) The First Meeting

The first meeting was conducted on Wednesday, January 5th

2011. The class was conducted in 90 minutes, started from 08.00 and

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ended at 09.30 A.M. Meanwhile, the materials for the meeting were

(1) finding the topic and main idea, (2) determining the purpose of the

text, and (3) identifying the organization of the text. Moreover, the

activities were divided into pre activities, main activities, and post

activities. At this meeting, researcher gave students explanation

related to the materials and strategies given. Then, it was continued by

giving students several reading exercise. In cycle 2, researcher added

the number of students exercises, gave them various reading items,

and increased the level of difficulty.

At 09.00 A.M the bell was ringing, students entered the

classroom then researcher greeted the students “Assalamualaikum

Warahmatullahi Wabarakatuh” enthusiastically and full of smile. The

students replied the researcher’s greeting by saying “Waalaikumsalam

Warahmatullahi Wabarakatuh” enthusiastically. After long holiday,

researcher asked several questions related to students’ activity, “How

was your holiday? And what did you do?” students replied altogether,

“Tidurrrr...” then researcher and students laughed together. Next,

researcher asked students memory related to reading strategies, “Did

you still remember with the reading strategies that we have been ever

discussed?” students answeres, “Eum little little mam, diulang lagi

aja biar tambah mudeng.” Listening to students’ answer, researcher

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smiled and agreed to explain the materials first before going to discuss

the reading items.

In main activities, teacher explained the reading materials. But

these were not as complete as the previous cycle, because students’

problems in understanding the question had been solved in cycle 1.

The first material which was discussed in cycle 2 was finding the topic

and main idea (see page 89-91). And the applying of reading strategies

was recorded as follows:

Short Reading

A new hearing device is now available for some hearing impaired people. This device uses a magnet to hold the detachable sound-processing portion in place. Like other aids, it converts sound into vibrations. But it is unique in that can transmit the vibrations directly to the magnet, and then to the iner ear. This produces a clearer sound. The new device will not help all hearing-impaired people, only those with a hearing loss caused by infection or other problems in the middle ear. It will probably help no more than 20 percent of all people with hearing problems. Those people, however, who often have ersistent ear infections should find relief and restored hearing with the new device.

UMPTN 2001

The topic of the paragraph is ____________A. A new cure for ear infectionsB. The new deviceC. The use of magnetD. A new hearing deviceE. An ear device

The implementation of strategies was researcher asked

students first to identify what kinds of reading it was, long reading or

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short reading. As researcher said, “What kind of text is it, short

reading or long reading?” Students replied, “shortttt....” Next

researcher continued to give the instruction to students, to read the

first sentence of the paragraph and identify the key words of the

sentence by underliying the key words using colorful pen. It was

aimed to make students focus in what they faced.

At this process, students did what the researcher asked, they

seemed eager and paid full attention in every researcher’s instruction.

They read the first sentence and underlined the key words, key words

of the paragraph above were “a new hearing device”. This kind of key

words can be determined by identifying the verb or auxiliary which

appeared after the key word. At this step, researcher asked students to

make a circle around the verb or auxiliary to emphasize it. Auxiliary

of the text above was the word “is”. Then, option A to E which did not

consist the key word “a new hearing device” should be eliminated.

Next, researcher instructed students to find exclamation in the

following sentences. The exclamation sentence was in the second

sentence “This device uses..”. It helped students to decide the correct

answer related to find the topic of the passage. So it can be concluded

that the right answer was option D “a new hearing device”. The short

reading text above used the reading strategies in finding the topic,

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these were 1) read the first sentence, 2) find the key words, and 3) key

words were commonly found before verb/auxiliary.”

Long Reading

Solar photovoltaics (PVs) are arrays of cells containing a material that converts solar radiation into direct current electricity. Due to the growing demand for renewable energy sources, the manufacture of solar cells and photovoltaic arrays has advanced dramatically in recent years. Photovoltaics, which uses materials like amorphous silicon, polycrystalline silicon, mycrocrystalline silicon, cadmium telluride, and copper indium selenide/sulfide, are best known as a method for generating electric power by using solar cells to convert energy from the sun into electricity. Solar cells produce direct current electricity from light, which can be used to power equipment or to recharge a battery. The photovoltaic effect refers to photons of light knocking electrons into a higher state of energy to create electricity. The term photovoltaic denotes the unbiased operating mode of a photodiode in which current through the device is entirely due to the transduced light energy. Virtually all photovoltaic devices are some type of photodiode. The first practical application of photovoltaics was to power orbiting satellites and other spacecraft, but today the majority of photovoltaic modules are used for grid connected power generation. In this case an inverter is required to convert the DC to AC. There is smaller market for off-grid power to remote dwellings, boats, recreational vehicles, electric cars, roadside emergency telephones, remote sensing, and cathodic protection of pipelines.Photovoltaic production has been doubling every 2 years, increasing by an average of 48 percent each year since 2002, making it the world’s fastest-growing energy technology. At the end of 2008, the cumulative global PV installations reached 15, 200 megawatts. Roughly 90% of this generating capacity consists of grid-tied electrical systems. Such installations may be ground-mounted (and sometimes integrated with farming and grazing) or built into the roof or walls of a building, known as Building

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Integrated Photovoltaics or BIPV for short. Solar PV power stations today have capacities ranging from 10-60 MW although proposed solar PV power stations will have a capacity of 150 MW or more. Driven by advances in technology and increases in manufacturing scale and sophistication, the cost of photovoltaics has declined steadily since the first solar cells were manufactured. Net metering and financial incentives, such as preferntial feed-in tariffs for solar-generated electricity, have supported solar PV installations in many countries.

UM I UNDIP, 2010

What is the main point of the passage?A. the production of photovoltaic is increasingB. photovoltaic is the best energyC. alternative materials can be used for photovoltaicD. solar photovoltaic is raised from the sunE. photovoltaic is used for telephone

The reading strategies applied in the second example was

researcher asked students first to identify what kinds of reading it was,

long reading or short reading. Next researcher continued to give the

instruction to students to read the first sentence of each paragraph if it

was long reading and underline the key word, key word of the

paragraph above was “photovoltaics”. This key word can be

determined by identifying the verb or auxiliary which appeared after

the key word. At this step, researcher asked students to make a circle

around the verb or auxiliary to emphasize it. Auxiliary of the text

above was the word “are and has been doubling”. Then, option A to E

which did not consist the key word “photovoltaics” should be

eliminated, because option A to E consist the key word, so the next

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strategies were researcher instructed the students to find exclamation

in the following paragraph. Because this passage was long reading, the

exclamation can be found in each pargraph. The exclamation

sentences were solar photovoltaics (PVs) are arrays of cells

containing a material that converts solar radiation into direct current

electricity (paragraph 1). Photovoltaic production has been doubling

every 2 years, increasing by an average of 48 percent each year since

2002 making it the world’s fastest-growing energy technology

(paragraph 2). These exclamations helped students to decide the

correct answer related to find the topic of the passage. Then, it can be

concluded that the key word and topic of the first sentence which

discussed solar photovoltaics was supported by the second paragraph.

So it can be concluded that the topic of the passage was “the

production of photovoltaic is increasing”. Therefore, the right answer

was option A.

Having discussed and being drilled with the various reading

items in finding the topic and main idea both in short and long

reading, students showed their feeling and opinion. As student with

the data source L-2 said “Buk nanya,, ” researcher replied, “Ya

silahkan dek.” Student replied, “Topik sama main idea itu berarti gak

selalu di depan ya bu?” researcher answered, “Iya betul, selalu cari

penegasan di tiap-tiap kalimatnya.” Then, students with the data

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source L-10 said, “Aku jadi tahu sekarang bu, makanya kemarin

jawabanku waktu TO salah. Hehehe, diterangin lagi bu.”

The process of classroom teaching and learning was

accompanied by classical music which was continuously played so

students would be easier in accepting materials and feel comfort

during teaching and learning processes. That morning, classical music

played was Mozart “Cotillon (Allergo) Divertimento in B flat and

concertante serenade no. 9 in D mayor.” After researcher had finished

explaining the first materials. Then, it was continued by discussing the

purpose of the text (see page 92). Then, it was continued by the

implementation of those strategies in reading text. It can be seen in the

following example:

A new hearing device is now available for some hearing impaired people. This device uses a magnet to hold the detachable sound-processing portion in place. Like other aids, it converts sound into vibrations. But it is unique in that can transmit the vibrations directly to the magnet, and then to the iner ear. This produces a clearer sound. The new device will not help all hearing-impaired people, only those with a hearing loss caused by infection or other problems in the middle ear. It will probably help no more than 20 percent of all people with hearing problems. Those people, however, who often have ersistent ear infections should find relief and restored hearing with the new device.

UMPTN 2001

What is the author’s main purpose in writing the text?(A) To describe a new cure for ear infections(B) To urge doctors to use the new device(C) To explain the use of the magnet

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(D) To inform people of a new hearing device(E) To study anew device for ear infection

Strategies based instruction which can be applied to solve

questions above were (1) researcher instructed students to identify

kinds of reading, whether it was the short or long reading. The passage

above was kind of short reading, so the next strategies were (2)

researcher instructed students to read the first sentences of the

paragraph. (3) then researcher asked students to find the key words of

the text. It indicated that these were the supporting information of

paragraph. The key words of the text were a new hearing device.

Therefore the correct answer to the question above was answer D “to

inform people of a new hearing device.”

After those materials and strategies had been delivered,

researcher asked students to write it in their handbook. Then,

researcher continued her explanantion in finding the organization of

the text (see page 93), researcher gave students example from State

University Entrance Test 2010, because kind of question have just

appeared in that year.

Many modern educational experts claim that teaching facts and academic skills is less important than achieving other social objectives. For some liberals, the schools must first change attitudes or provide nurturing in place of failed families or help establish equality and social justice. For some conservatives, the schools must first prepare kids for the workplace by molding them into supple corporate citizens, while others want the focus to

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be on family values, a competitive spirit, or other social or behavioral objectives. But the idea of simply educating kids seems to have taken a backseat to most educational experts and administrators, are more likely to overcome social barriers, more likely to have genuine self esteem, and most likely to be genuinely prepared for the challenges of life and the workplace. By emphasizing so many things besides a genuine, classical education, the educational establishment tends to sell our kids short and bring about many of the problems they claim to be solving.Consider the case of Wesley Elementary School in Houston. According to Richard Nadler in the article, “Failing Grade”, Wesley has all the demographic markers of a schools bound for failure. Over 80 % of the students qualify for subsidized lunches, and nearly all are minorities (92% black, 7% Hispanic). Yet it ranks among the best schools of Houston, with first-graders placing at the 82nd percentile level in reading tests which is 50 points higher than the expected level for similiar at-risk schools.What has made Wesley so successful? The answer is classical education in the form of Direct Instruction curriculum designed by Siegfried Engelmann, an example of the much ridiculed “sage-on-the-stage” approach. This Direct Instructionsystem boosts reading, writing, and math scores by 30 to 40 percentile points in at risk schools. Sadly, Engelmann, like others who successfully challenge popular fads in educational reform, has been rejected by much of the educational establishment. His success is an embarrassment to them.

SNMPTN 2010 KODE 744

The second paragraph is related to the first paragraph in which the second paragraph presents...(A) An elaboration of purposes of an effective school(B) A discussion on the requirements for the good

school(C) A real example rather than an opinion of good

schooling(D) An illustration to support the opinions on school

subjects(E) Evidence in favor of the value of social objectives

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Strategies based instruction which can be applied to answer

questions above were (1) researcher instructed students to read the

question first and focus on what was questioned. At the item above, it

asked the organization of the second paragraph. So focused to dig the

information at the paragraph mentioned. (2) find key words and

certain information related to the idea of each sentences.

The key words of sentences above were in the bold form.

These were an example of what have been discussed in previous

paragraph discussing a good school. Therefore the organization of

second paragraph was option C “a real example rather than an opinion

of good schooling”.

After the researcher had showed the implementation of the

strategies, researcher asked students to do independent reading then

discussed the answer. In the process of reading strategies based on

instruction above, students felt happy and satisfied. It can be seen

from students’ eagerness and enthusiasm during the class. Students

smiled every time they did and answered the question correctly. They

followed well every instruction and researcher’s guidance in

discussing reading text. When the researcher asked students feeling in

the end of the lesson in order to evaluate the teaching learning process

by asking question, “What is your feeling after practicing reading

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strategies in aswering reading text?”. The students had different

answers which mentioned how they were satisfied at this meeting,

students with the data source L-4 said, “Ternyata gampang dan cepet

banget ya bu.” Another student with the dat source L-5 said, “Kok gak

dari dulu tahunya ya bu..” and student with the data source L-8 also

said, “Ya ampun mudah banget ternyata..”

In the end of classroom activity, researcher reminded students

to practice routinely in any reading they faced and discussed it later in

the next meeting if they found difficulties or asked researcher in

clinical time. Researcher closed the class by saying, “Thank you very

much for your attention, see you next week, and Wassalamualikum

Warahmatullahi Wabarakatuh.”

2) The Second Meeting

The second meeting was conducted on Friday, January 21th

2011. The materials for the second meeting were (1) finding detailed

information, (2) identifying tone and course, and (3) vocabulary

elaboration. At 08.50 A.M researcher came to Alumni Class with the

collaborator, there were many students attending the class. Researcher

and collaborator said hello to students, then collaborator asked

permission to seat back. On the other hand, researcher opened the

class, greeted students, and came to the whiteboard to draw the

chapter which would be discussed. In the process of drawing a mind

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map, researcher asked students “Mau belajar apa dek hari ini?

Reading ato grammar.? L-9 answered, “Reading aja.” Then

researcher replied “Yakin, yang lain gimana?” L-2, L-3, L-4, and L-6

said altogether “Iya bu reading aja” continued by L-12 “iya bu ajarin

cara cepetnya.” Students’ answer was really unpredictable because

students previously r1equested to study grammar than reading. This

condition became in turn 180 degree, students preferred starting class

by studying reading to grammar and they did not mind to discuss

reading in the whole of classroom meeting.

At 09.00 A.M the second bell was ringing, researcher started

the class by explaining kinds of reading materials which will be

discussed and its frequently appeared in State University Entrance

Test. In main activities, teacher explained the basic concept of detailed

questions first followed by identifying the tone and course, and

vocabulary elaboration (see page 107-110).

Stated and Unstated Detailed Information

Technology plays an increasingly important part in our daily lives. While many technological developments may be beneficial – in the field of medicine, for instance – there are many others whose effects are less positive. We may find examples of these in the world of work, in the home, and in the whole area of freedom and privacy.In the world of work, technological advances have had various negative effect. The development of robotics has meant that in industries, such as car manufacturing, robots are replacing people. They work faster and more accurately and they don’t need breaks. As a result,

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industrial workers see job opportunities decreasing further and unemployment levels rising. In addition, more and more people are working from home using personal computer, which means that they lose the stimulus that comes from working in direct contact with other people and may feel isolated.Finally, there are the implication of information technology for freedom and privacy more facts about individuals are being stored in data banks, which may be accessed through network of computers. This creates an ever increasing risk of accidental or deliberate leaking of private details. Every day more information is collected by banks, credit card companies, consumer organizations and so on - and who is there to keep an eye on what happens to it? It’s certainly convenient to store information in this way, but I feel it could lead to long term problems. There may be other hidden dangers – theoretically, could a “thinking” computer start to use data againts us?I sum up, I believe that we must be very careful with technology. While it has clear advantages there is also the danger that it could turn on us and we could find ourselves the victims of our success.

SPMB 2007 KODE 741

1. Information technology for freedom and privacy may hurt computer users because ________A. Their personal data can be subject to crimeB. More facts about individualis are stored in banks C. Freedom allows people to use other people’s dataD. Individuals leak their private details to computer

hackersE. Strict control is performed on the access of private

data

2. The technological advances in business also result in _______A. People’s preference to stay away from office workB. The decrease of socialization among working

peopleC. Decreasing individualism among working peopleD. The use of more personal computers in offices

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E. Employees’ working more closely together to achieve greater benefits

Discussion:

Question number 1, asking stated detailed information

Strategies based instruction which can be applied to solve

question above was: researcher instructed students to read the question

first and find the key words (something which is questioned). The key

words of the above question was “information technology for freedom

and privacy”, then copy the key words, paste to the passage, and do

scanning technique to find the answer quickly. The key words

“information technology for freedom and privacy” can be found in the

third paragraph of the pasage at line 1-2. Then, researcher instructed

students to underline the key words and look at the right and the left

side of the passage to find the correct answer.

Finally, there are the implication of information technology for freedom and privacy more facts about individuals are being stored in data banks, which may be accessed through network of computers. This creates an ever increasing risk of accidental or deliberate leaking of private details. The left side of the key words did not give any clues, so

researcher instructed students to see the right side of the sentence to

find the correct answer. Therefore, students can find that information

on technology for freedom and privacy created the risk of accidental

or deliberate of private details. The best answer for the question

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number 1 is option C. Then, researcher invited students to continue

discussing question number 2.

Question number 2, asking stated detailed information

Strategies based instruction which researcher’s applied was

researcher instructed students to read the question first and find the

key words (something which is questioned). The key words of the

above question is “the technological advances in business”, then copy

the key words, paste to the passage, and do scanning technique to find

the answer quickly. The key words were “the technological advances

in business” which can be found in the second paragraph of the pasage

in line 1. After that, the researcher instructed students to underline the

key words and look around in finding the answers by drawing

conclusion among several sentences which followed it. At this way,

students were encouraged to find the best answer which did not appear

directly after the key words. Students had to review the paragraph,

find the clues, and make generalization. The way how to find the clues

were by understanding the reference and conjunction.

In the world of work, technological advances have had various negative effect. The development of robotics has meant that in industries, such as car manufacturing, robots are replacing people. They work faster and more accurately and they don’t need breaks. As a result, industrial workers see job opportunities decreasing further and unemployment levels rising. In addition, more and more people are working from home using personal computer, which means that they lose the

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stimulus that comes from working in direct contact with other people and may feel isolated.

After that, researcher instructed students to check the multiple

choice option which had the similiar meaning with the clues found.

The best answer for the question number 2 is option B “the decrease

of socialization among working people”. The same strategies were

applied in the questions number 3. After that, researcher instructed

students to do the following reading items to measure students’

understanding related to the strategies. This activity took 5 minutes.

Having finished discussing detailed questions, researcher invited

students to continue in discussing the materials of tone and course.

Having finished writing materials, researcher continued her

explanation in the implementation of the strategies. These were

applied by researcher’s guidance and instruction. So, students

followed certain instructions in answering reading text as the

following description.

Traditionally, mental tests have been divided into two types. Achievement tests are designed to measure acquired skills and knowledge, particularly those that have been explicitly taught. The proficiency exams required by some states for high school graduation are achievement tests, aptitude tests are designed to measure a person’s ability to acquire new skills or knowledge. For example, vocational aptitude test can help you decide whether you would do better as a mechanic or musician. However, all mental tests are in some sense achievement tests because they assume some sort of past learning or experience with certain objects, words, or

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situations. The difference between achievement and aptitude test is one degree and intended use.

1. This passage would most likely appear inA. An art journal B. A novelC. A psychology bookD. A medical journalE. A fiction story

2. The author’s attitude toward the subject of testing is A. IndifferentB. CriticalC. ObjectiveD. EmotionalE. disbelieving

To answer the first question related to the course of the

passage, researcher instructed students to read every first sentence and

found the key words. The key words of every first sentence in the

question above can be seen from several words which were in bold

printed. Those words were regarded as the key words because they

became the subject of each sentence. After knowing the key words,

students were instructed to make generalization then came to the

conclusion. The main discussion in each sentence was test related to

psychological aspects, therefore the correct answer for the question

above is option C “a psychology book”. Then, for question number 2,

students were instructed to make generalization and conclusion related

to the key words and kinds of verbs used. These gists were underlined

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to make it difference. Therefore the correct answer was “objective” as

mentioned in option C.

The explanation above was continued by discussing the basic

concept of vocabulary elaboration. It was the main difficulty items for

students to be answered because not all students had enough

vocabulary understanding. So the problems were how to make them

know the meaning of every single word correctly and accurately. The

whole strategies were explained step by step and accompanied by

several examples to make it clear.

At this cycle, reading was taught differently. Researcher and

collaborator focused on elaborating students’ understanding in

vocabulary. So, researcher gave different strategies by drilling

techniques. First, researcher gave students some basic and

intermediate vocabularies, then instructed students to determine kinds

of speech (noun, verb, adjective, or adverb) and identify the meaning

based on several simple sentences. The followings were one of the

examples:

Basic Vocabularies

AFFORD /    AmE   /

Here are two examples of potential use:

1. Our car is breaking all the time and we should buy a new one. Unfortunately we can't afford it now.

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2. He won 1 million dollars last week! Now he can afford a trip wherever he wants!

Definition AFFORD - [verb, adjective, auxiliary, noun] ________________________

Intermediate Vocabularies

COTTAGE /    AmE   /

Here are two examples of potential use:

1. I always pack my suitcase at the end of June and spend holidays in my cottage in the mountains.

2. I'm tired of living in a big city. I dream of leaving my flat and moving to a small cottage in a village.

Definition

COTTAGE - [verb, adjective, auxiliary, noun] __________________

Those basic and intermediate vocabularies were taught in three

different strategies, first researcher modeled the way how to

pronounce, second give the meanings by referring to the examples,

and third identify parts of the speech. After that researcher instructed

students to make conclusion of the meaning of each words. These

strategies were applied routinely to improve students’ vocabulary.

In the end of the lesson, researcher evaluated the teaching

learning process by asking question, “What is your feeling after

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practicing reading strategies in answering reading text?”. The

students had different answers, several students said that, “Ternyata

gampang dan cepet banget ya bu.” Another student said that, “Kok

gak dari dulu tahunya ya bu..” and the other said that, “Ya ampun

mudah banget ternyata..”

3) The Third Meeting

The third meeting was conducted on Friday, January 21th

2011. The materials discussed were (1) determining transition

paragraph both preceding and following paragraph, (2) completing

text both beginning and ending, and (3) finding irrelevant sentence.

The activity was focused on explaining several reading strategies

related to the topic discussed (see page 126-128). At this meeting, the

researcher explained reading materials by introducing the basic

concept of transition paragraph and completing sentences which were

much similiar. Continued by understanding the strategies used. The

explanation of transition paragraph and completing sentence was

combined because they had similiar concept and strategies.

Researcher started her explanation by explaining what is preceding

and following paragraph, beginning and ending sentence, and kinds of

strategies used. After that, researcher continued her explanation in

discussing reading materials related to irrelevant sentence. As the

previous materials, researcher explained the basic concept first.

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After those materials had been delivered, researcher gave

students chance to take note for 15 minutes. After that researcher

invited students to discuss reading items. At this activity, researcher

gave students several instruction in applying reading strategies based

instruction before asking them to do independently. It took 20 minutes

from 09.40-10.00 A.M. So the rules were students followed certain

instructions in answering reading text. These activities were recorded

as follow:

Transition Paragraph

While draft laws are federal laws, marriage laws are state laws rather than federal; marriage regulations are therefore not uniform throughout the country. The legal marriage age serves as an example of this lack of conformity. In most states, both the man and the woman must be at least eighteen years old to marry without parental consent; however, the states of Nybraska and Wyoming require the couple to be at least nineteen, while the minimum age in Mississippi is twenty one. If parental permission given, then a couple can marry at sixteen in some states, and a few states even allow marriage before the age of sixteen, though a judge’s permissio, in addition to the permission of the parents, is sometimes required in this situation. Some states which allow couples to marry at such a young age are now considering doing away with such early marriages because of the numerous negative effects of these young marriages.

1. The paragraph preceding the passage most probably discusses(A) State marriage laws(B) The lack of uniformity in marriage laws(C) Federal draft laws

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(D) The minimum legal marriage age(E) The numerous negative effects of young

marriage

2. The topic of the paragraph following the passage is most likely to be(A) disadvantages of youthful marriages(B) reasons why young people decide to marry(C) the age when parental consent for marriage is

required(D) a discussion of why some states allow

marriages before the age of sixteen(E) the minimum age of marriage

The above text was given by researcher to students as the

example, then strategies based instruction which had been applied to

answer questions above were: for question number 1 in which students

have to find paragraph that preceded the text was researcher instructed

students to read first sentence of the paragraph. Then find the key

words, key words were words that can give clue and information

about topic which came before the passage. In the question number 1,

researcher instructed students to read the first line of the first

paragraph and underlined it “while draft laws are federal laws,

marriage laws are state laws rather than federal”. From this first

sentence, researcher instructed students to find the key words and try

to relate it with the previous topic. The key words of the sentence

above was “draft laws”. If it told the marriage laws which were related

to state laws, the previous topic discussed federal laws. Therefore, the

right answer was option C “federal draft laws”.

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For question number 2, students had to find paragraph that

followed the paragraph above. Therefore, researcher instructed

students to read the last sentence of the last paragraph. Then find the

key words, key words were words that can give clue and information

about topic which came after the passage. In the question number 2,

researcher instructed students to read the last line of the last paragraph

and underlined it “the numerous negative effects of these young

marriages”. If it told the negative effects of young marriages, the

following topic must elaborate deeply about the negative effects.

Therefore, the right answer was option A “disadvantages of youthful

marriages”. After researcher gave example to students, researcher

gave them independent task to apply the strategies (see appendix 13).

Completing Sentences

___________ starvation is widespread in the Thirld World because of climate change, natural disaters, political turmoil, and wars – all of which disrup food productionand cause mass migrations of refugees are unable to produce food, and poor people cannot afford food. At the other hand of the scale, modern industrial societies account for most of the consumption of the world’s resources, although within these societies the resources are distributed unevenly among people of different classes. Both wealthy societies and wealthy individuals consumer most goods and service, but they also produce most of the world’s hazardous

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wwaste. We do not now whether there are enough food resources to go around.

SPMB 2007 KODE 741

With which of the following sentences should the paragraph begin(A) It is not easy to overcome starvation since it is

caused by political turmoil and wars(B) Food cannot be grown in some regions because

the soil is too poor(C) People cannot survive solely on root crops, which

are poor in nutrients(D) Food shortage is a larged and growing problem in

the world(E) The quality of life does not affect the world’s

resources as uch as other factors do

For question above, students had to find predict the sentence

which preceded the paragraph above. At this item, researcher

instructed students to read the first sentence of the text. Then, find the

key words which can give clue and information about sentence which

came before the passage. The key words were “starvation is

widespread in the Thirld World”. From this sentence, it can be

understood that the text talked about the starvation which happened in

the Third World. So, it can be understood that the previous sentence

started by explaining problems of food shortage in the general scope.

Therefore, the right answer was option D “ food shortage is a larged

and growing problem in the world”.

In Montana and Wyoming a cowboy’s life is harder in the winter than in other seasons. During the spring and fall round-ups, a cowboy works long hours. The weather is good, however, and he enjoys being out of

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doors. The sun shines almost every day, and it rarely rains. During July and August there is little work for a cowboy, and he can spend much of his time at rodeos, his favorite form of recreation. In the winter, as in the spring and fall, a cowboy also has a lot to do, but the severe weather makes his work very difficult. He often works in extreme cold and wind. Even when the weather is bad, he rides his horse continuously, watching over his stock and taking care of the weak animals that cannot stand the wind and cold _____________

SPMB 2007 KODE 441

With which of the following sentences should the paragraph end?(A) Therefore, cowboys are usually considered very

strong(B) Thus, throughout the year cowboys work hard but

they enjoy their social life(C) To conclude, all cowboys are well trained and

good at rodeos(D) That’s why cowboys work every hard only during

the spring and fall(E) As a result of their hard work, cowboys do not

socialize well

Strategies based instruction which can be applied to solve

question above were researcher instructed students to find the key

words in each sentence. The key words have to be able to give clues

and information which sentence ended the passage. The key words

above were underlined. Those underlined sentences gave clues that

throughout the year cowboys work hard. Therefore, the right answer

was option B that throughout the year cowboys work hard but they

enjoy their social life. After that, researcher continued her explanation

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in discussing reading materials related to irrelevant sentence. As the

previous materials, researcher explained the basic concept first.

Irrelevant Sentence

(1) ____________ (2) Thus, an elliptical galaxy has only a spheroidal component and looks much like the bulge and halo of a spiral galaxy. (3) Most of the interstellar medium in large elliptical galaxies consist of low density, hot x-ray, emitting gas like tha as in bubbles and supperbubbles in the Milky Way. (4) Elliptical galaxies usually contain very little dust or cool gas, although they are not completed dexoid of either. (5) Some have relatively small and cold gaseous disks rotating at their center. (6) Among large galaxies in the universe, most (75%-80%) are spiral or lenticular. (7) These disks may be the remnants of a collision with a spiral galaxy.

Which sentence is irrelevant to the text?A. 2B. 3C. 4D. 5E. 6

Strategies based instruction which can be applied to answer

questions above were (1) researcher instructed students to choose a

key word or idea in every sentence, the bold words above was the key

words of each sentence. (2) researcher asked students to relate a

logical idea in every sentences, it was done by relating each key words

in every sentence with the key words in the following sentences. And

(3) eliminating the wrong option. The irrelevant sentence was

sentence 6 because the whole sentences relate each other, meanwhile

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sentence 6 jumped from the idea of the text. Therefore the correct

answer was option D “6”.

After researcher had trained students with several questions,

researcher asked students to do several exercises to train themselves

became independent students. During this activity, students were

encouraged to keep focus and did every steps as what researcher had

been instructed. While waiting students did the exercies, researcher

walked around the classroom, checked students’ answer, gave help if

they faced difficulties. One by one researcher came to students’ seat

and asked “Ada kesulitan?” There were 8 items which students must

be done, these were related to transition paragraph, completing

sentences, and determining irrelevant sentence. Researcher instructed

students to understand the question first and practiced every steps in

reading strategies given.

After evaluating students’ exercises, researcher interviewed

students with several questions related to their feeling after the

meeting, “Are determining transition paragraph and completing

sentence still difficult for you?”. Student with the data source L-12

answered, “Udah bisa sekarang bu.” Then, researcher asked another

students with the data source L-4, “How about you?” “Kalo aku

irrelevant sentence-nya yang belum lancar bu.” Student with the data

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source L-1 replied, “Iya bu irrelevant-nya sulit?” Researcher smiled

and gave him the next question, “Apanya yang sama dek?” he laughed

and said, “Sama gak bisa di irrelevant-nya bu.” Researcher then

advised students practice those strategies at home and any reading

they faced to make them accustomed and trained.

When the researcher left the classroom, Students with the data

source L-1, L-4, and L-5 approached the researcher and said, “Bu NM

bisa ngasih tambahan gak? Ibu kosong kapan?” researcher answered

students’ question by saying, “Ibu pagi kosong dek, gimana kalo

dateng ke kantor ibu aja di Majapahit ato Lamper? Sekalian ajak

yang lain ndak papa. Ntar SMS dulu aja ya”.

4) The Fourth Meeting

The fourth meeting was conducted on Monday, February 7th

2011. The materials for the fourth meeting were determining reference

and drawing inference. Meanwhile, the activities were divided into pre

activities, main activities, and post activities. At this meeting,

researcher did the same teaching model in the classroom by giving

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explanation related to the materials first and then, it was continued by

discussing the strategies given. Next, researcher explained the basic

concept of determining reference which was continued by drawing

inference (see page 139-140). After students had finished writing the

materials, researcher invited them to discuss reading items. These

procedures were explained in the following steps:

Determining reference

Fat is fuel, the body’s richest source of energy. It provides nine calories (kcal) of energy per gram, more than double that provided by either protein (four kcal) or carbohydrate (3.75 kcal). If you eat a lot of calories and don’t burn them off, your body will store them as flab. That is why eating a high-fat diet---inherently high in calories---makes people fat.

UM UNDIP 2007

The word “them” in the third sentence of the text refers to ...(A) protein and carbohydrate(B) a lot of calories(C) people(D) high-fat diets(E) carbohydrate substances

Strategies based instruction which can be applied to solve

questions above were researcher instructed students to read the

question and understand the pronoun first, both its plural and singular.

Students asked to look before the pronoun could refer to, then apply

“look back form” to find the answer.

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If you eat a lot of calories and don’t burn them off

mundur

After that, researcher continued her explanation in discussing

reading materials related to drawing inference.

Drawing inference

Heat kills. A heat wave in France in 2003 caused an estimated 35,000 deaths, and a hot spell similiar to the one Britain had last month caused more than 2, 000 deaths, according to official estimates. Although no particular heat wave can be directly attributed to global warming, it will make such events more frequent.

UM UNDIP 2007

It can be inferred from the text that ...

A. The heat wave in France in 2003 was stronger than that in Britain

B. A heat wave is a quality of global warmingC. A heat wave has caused a big number of deaths in European

countriesD. Global warming may happen in the futureE. Global warming may happen more frequently

Strategies based instruction which can be applied to solve

questions above are (1) researcher instructed students to read the

question first and focus on what was questioned. (2) find the idea of

the paragraph by finding the key words in every sentence. The key

words of every sentence were in bold form. (3) Relate kinds of key

words of the paragraph. The key word of the first sentence was heat,

it was discussed more in the second sentence. Therefore the

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inference of the text above was option A “the heat wave in France in

2003 was stronger than that in Britain”. After researcher had trained

students with several questions, researcher asked students to do

several exercises to lock their understanding and train themselves

well in this kind of reading material and strategies independently.

During this activity, students were encouraged to keep focus and did

every steps as what researcher had been instructed. While waiting

students did the exercies, researcher walked around the classroom,

checked students’ answer, gave help if they faced difficulties.

5) The Fifth Meeting

On Wednesday, February 16th 2011 researcher did the second

post test to measure and evaluate students’ ability in reading. This

kind of post test consisted 20 items which were break down into

several materials. The class was conducted in 90 minutes, it was

started from 09.45 and ended at 11.15 A.M. when the first bell was

ringing, researcher came to Alumni Class. Some of the students had

attended the class and seemed opened their book and noted, others

seemed nervous and worry. Then, researcher greeted them and

prepared reading post test, the post test given was based on reading

materials which have been explained in the previous meetings.

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The class was quiet and every students did the exercises

seriously. Several students looked confused and others seemed easy to

do the test. An hour later, researcher announced that time was up.

Every students must be submitted their reading post test. From the

result of the test, the researcher counted students’ achievement by

counting the average score. At the second post test, students seemed to

have better mastery in comprehending English reading. It could be

seen from the post test result that was better than the result of the

previous cycle (see appendix 8).

c. Observing and Monitoring the Action

Having finished the post test, researcher came to the next steps

in observing and monitoring the action. It discussed students progress

during Classroom Action Research.

1) The improvement on students’ reading competence

Basically, teaching and learning process in the second

cycle could run well like the researcher planned. It was reflected in

students’ reading post test which showed that students’ reading

competence increased after Classroom Action Research had been

implemented.

Table 4.8The Result of Post Test 2

No Reading CompetenceThe Average Score

Improvement Pre Research

Post Test 1

Post Test 2

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1 Topic & Main Idea 64.4 68.8 82.2 13.42 Detailed information 43.3 51.6 63.3 11.73 Transition paragraph 0 43.4 63.3 204 Completing sentence 40 56.6 70 13.45 Organization of the

text 60 66.6 73.3 6.7

6 Purpose of the text 66.6 80 86.6 6.67 Vocabulary 36.6 50 66.6 16.68 Reference 73.3 80 93.3 13.39 Inference 53.3 60 73.3 13.310 Tone & Course 66.6 73.3 76.6 3.311 Irrelevant sentence 64.4 66.6 73.3 6.7

TOTAL 51.68 63.35 74.70 11.33

Comparing to students’ result in post test 1 and post test2,

the result above showed that there were improvements on students’

reading competence. The highest improvement on the average

score was in determining the purpose of the text and in identifying

the reference. The average score for each was 93.3. Meanwhile,

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the highest improvement from post test 1 to post test 2 was in

finding the topic & main idea and completing sentence. The

number of improvements was 13.4 for each. It was and interesting

result because students previously got difficulty in completing

sentence. Therefore, it can be concluded that the implementation of

Styles and Strategies Based Instruction gave positive effects in

improving students’ reading competence.

Reviewing the improvement above, researcher noted that

previously, the average score in the pre test of the whole materials

was 51.68 then this result increased in the first post test which

reached the average score 63.35, and continuing in progress in

cycle 2 where the average score increased in the number of 74.70.

This result had actually passed the minimum standard of 70 but

researcher still found that several students had not fulfilled the

minimum standard yet. There were 2 students who got the reading

score 65 for each. Then, researcher evaluated that there were

several reading materials which were in low average score, because

they were still below the score of 70. These materials were detailed

information, transition paragraph, and vocabulary. According to the

result of post test in cycle 2, there was students’ progress and

improvement in their reading scores.

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Table 4.9Students’ improvement on reading score at cycle 2

No STUDENTS’ NAME

PRE TEST

POST TEST 1

POST TEST 2

1 AS 1 50 60 702 AS 2 60 70 753 AS 3 45 50 704 AS 4 40 55 705 AS 5 60 75 856 AS 6 55 60 757 AS 7 50 60 708 AS 8 45 55 659 AS 9 60 65 7510 AS 10 40 60 7511 AS 11 50 60 7012 AS 12 45 65 7013 AS 13 40 60 6514 AS 14 40 60 7015 AS 15 40 65 75

The data above described the comparative result before and

after Classroom Action Research had been implemented. Before the

action, there were 5 students got 40, 3 students got 45, 3 students got

50, 1 student got 55, and 3 students got 60. These results were far

from the minimum standard required. However, students’ scores at

cycle 2 showed improvement if it was compared to cycle 1. The

number of students got 50 was only 1 student, got 55 was 2 students,

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and others were above 60. Surprisingly, there were 2 students who

passed the minimum standard required. These results continuously

improved in the the second post test, almost students at Alumni

Class passed the minimum standard required and only 2 students

who had not passed the standard minimum yet. The significant

improvement on students’ reading competence showed that the

implementation of Styles and Strategies Based Instruction gave

positive effects on students’ reading competence.

2) The improvement on students’ psychology

The applying of cycle 2 also showed improvements in

students’ psychology and classroom reading performance. It was

noted that students became more enthusiatic, motivated, and eager in

studying reading, that was researcher saw in classroom meetings.

Students asked researcher to teach them reading when researcher had

schedule at their class. It was really unpredictable because students

previously requested to study grammar than reading. This condition

became in turn 180 degree, students preferred starting class by

studying reading to grammar and they did not mind to get reading

materials only. Their enthusiasm was recorded when researcher

opened Alumni Class by asking, “Mau belajar apa dek hari ini?

Reading ato grammar.? L-9 answered, “Reading aja.” Then

researcher replied “Yakin, yang lain gimana?” L-2, L-3, L-4, and L-6

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said altogether “Iya bu reading aja” continued by L-12 “iya bu

ajarin cara cepetnya.” (January 21th, 2011 at 08.00 A.M)

The psychological progress also happened to several

students who were categorized as passive and silent students during

teaching learning process. They were students with the data source

L-1, L-4, and L-5. After several approaches, attention, and

motivation; they finally asked researcher to give them additional

meetings. They regulerly came to researcher’s office in Ganesha

Operation Jalan Majapahit 12A and Lamper Tengah Ruko B3 to

study and discuss English reading with the researcher. This kind of

activity did once a week, students came in groups by making an

appoinment first with the researcher to adjust the schedule.

According to the statements above, it can be drawn that

students had high motivation to study reading. It was indicated by

their frequence in asking additional meeting to researcher outside the

classroom in order to deepen their understanding in reading.

Moreover, students did not mind to come to another outlet to see the

researcher and study reading together.

3) The improvement on teacher-students relationship

Another progress related to emotional relationship between

researcher and students. It happened because of the frequent

interaction between researcher and students both in the classroom

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teaching learning process and outside the class. This condition

created comfortable situation between researcher and students in

classroom reading performance. On the other hand, researcher can

deeply understand students’ character and their ability in reading.

This positive thing impacted to researcher’ evaluation related to

students’ progress in reading both quantitavely and qualitatively.

d. Reflecting

Reflection was aimed at analyzing and evaluating the

Classroom Action Research.

1) The Strengths

According to the reflection of cycle 2, there were strong points

related to the research. There were described as follows:

a) Reading strategies enabled the students to learn independently.

After Classroom Action Research had been done, students’

psychology related to reading shifted. It can be seen from several

meetings where students enthusiastically in getting involved at

classroom reading performance. Students were motivated in

discussing reading, followed actively in certain reading

instructions, and applied the strategies in the independent task.

They also asked researcher to evaluate their reading result and

raised their hands to ask difficult items or strategies.

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b) Students realized that reading is important subject. At cycle 2,

researcher did not need to explain how important reading subject

was and did not need to persuade students to discuss reading

materials. Because students conciously asked researcher to teach

them reading since the beginning of the meeting.

c) Close relationship between researcher and students as the impact

of additional meetings created classroom atmosphere which are

warm and comfortable. Students who were considered as passive

in the first cycle, had become more active. Some students also

acknowledged that their mastery in reading increased much better

than before. They said that they liked to study reading. Their

eagerness and willingness appeared because they had certain

strategies in solving English reading quickly and accurately.

2) The Weaknesses

a) In spite of the facts that there were many benefits from Styles and

Strategies Based Instruction, researcher still found that there were

several students who were not able to guess the meaning from

context easily and quickly because most of them tended to

translate words in the text one by one so that the content was not

understood. It was hard for them to compete with their clever

friends in answering reading items quickly. This condition made

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them preferred keeping silent to discussing reading items, so

classroom activity was still dominated by clever students.

b) There were several reading materials which were in low average

score, because they were still below the score of 70. These

materials were detailed information, transition paragraph, and

vocabulary.

e. Recommendation

Based on the weaknesses recorded in cycle 2, so it was

recommended to do the following suggestions in the following cycle.

(1) reseacher set a longer time for practicing reading items for low

students to get enough time in understanding the questions, thinking the

strategies used, and finding clues that allow to the identification of the

correct answer. (2) researcher kept implementing drilling technique in

elaborating students ability in vocabulary. (3) researcher kept

accompanying and supporting passive and low students not to give up

easily by giving some advice, suggestions, and motivation.

3. Cycle 3

a. Planning

The plan of the action in the third cycle was based on the

identified problems on the second cycle (see page 178-179). In order to

get maximum results in the research, the researcher had planned some

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activities before applying the research. (1) sharing and discussing

previous classroom situations with collaborator, Mrs. Mala. It was done

to make any correction and revision about teaching learning process

using Styles and Strategies Based Instruction in the third cycle. At this

discussion, researcher and collaborator discussed kind of strategies

applied in solving students’ problems related to State University Entrance

Test’s material. (2) preparing a lesson plan containing teaching learning

processes. (3) giving reading post test to measure students ability after

reading strategies applied. It was done to assess the effectiveness of

Classroom Action Research and measure students’ progress. (4)

interview. It was the last step used to dig more about students' feeling,

thinking, and opinion about reading strategies.

b. Acting

1) The First Meeting

The first meeting was conducted on Monday, March 7th

2011. The materials for the first meeting were (1) finding the topic

and main idea, (2) determining the purpose of the text, and (3)

identifying the organization of the text. Classroom activity was

focused on training students with several reading items, especially for

reading materials which are considered difficult by students.

Therefore, the activities in the first meeting were divided into pre

activities, main activities, and post activities. In pre activities,

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researcher delivered the basic concept of topic&main idea to the

students first, continued by the purpose of the text and the

organization of the text (see page 89-83). In finding the topic and

main idea, researcher gave students several examples related to the

strategies given both in short reading and long reading. These were

recorded as follows:

Short Reading

Most of the ice on the Earth, close to 90 percent of it, is covering the surface of the continent Antartica. It does not snow very much in Antartica, but whatever snow does fall remains and goes deeper and deeper. In some areas of Antartica, the ice has perhaps been around for as much as a million years and now is more than two miles deep

The main idea of the passage is that . . .A. the earth is a

cold planetB. most of the

Earth’s ice is found in AntarticaC. it snows more

in Antarrtica than in any other place on EarthD. Antartica is

only two miles wide but is 90 percent iceE. The only place

where we can find ice on Earth

The implementation of reading strategies was researcher asked

students first to identify what kinds of reading it was, long reading or

short reading. As researcher said, “What kind of text is it, short

reading or long reading?” Students replied, “shortttt....” Next

researcher continued to give the instruction to students, now “Read the

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first sentence of the paragraph and identify the key words of the

sentence by underliying the key words using colorful pen”. It was

aimed to make students focus in what they faced.

At this process, students did what the researcher asked, they

seemed eager and paid full attention in every researcher’s instruction.

They read the first sentence and underlined the key words, key words

of the paragraph above were “ice on the Earth”. This kind of key

word can be determined by identifying the verb or auxiliary which

appeared after the key word. At this step, researcher asked students to

make a circle around the verb or auxiliary to emphasize it. Auxiliary

or verb of the text above was the word “is”. Then, option A to E

which did not consist the key word “ice on the earth” should be

eliminated. So the rest options were option B and E. Next, researcher

instructed the students to find exclamation in the following sentences.

The exclamation sentences were “it does not snow very much in

Antartica” and “In some areas of Antartica, the ice...”. These

exclamation helped students to decide the correct answer related to

find the topic of the passage. So it can be concluded that the right

answer was option B “most of the Earth’s ice is found in Antarctica.”

The short reading text 1 above used the reading strategies in finding

the topic, these were 1) read the first sentence, 2) find the key words,

and 3) key words were commonly found before verb/auxiliary.

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Long Reading

The term “primitive art” has been used in a variety of ways to describe works and styles of art. One way that this term has been used is to describe the early period within the development of a certain style of art. Another way that this term has been used is to describe artists who have received little professional training and who demonstrate a nontraditional native in their work.A wonderful example of this second type of primitive artist is Grandma Moses, who spent all her life living in a farm and working at tasks normally associated with farm life. She did not begin painting until she reached the age of seventy-six, when she switched to painting from embroidery because the arthritis in her arms made embroidery too difficult. Totally without formal education in art, she began creating panoramic images of everyday life on the farm that have achieved international fame.

UM I UNDIP 2009

1. With what topic is this passage primarily concerned?A. An example of one of the types of primitive artB. Grandma Moses’ life on the farmC. How primitive art differs form formal artD. Grandma Moses’ primitive life styleE. The division of primitive art

2. Which of the following expresses the main idea of the passage?A. Grandma Moses spent her life on a farmB. Art critics cannot come to any agreement on a definition of

primitive artC. Grandma Moses is one type of primitive artist because of her

lack of formal trainingD. Many artists received little professional trainingE. the distinction between primitive and traditional art

The application of the strategies was researcher asked students

first to identify what kinds of reading it was, long reading or short

reading. As researcher asked students, What kind of text is it, short

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reading or long reading? Students replied, long,,, Next researcher

continued to give the instruction to students to read the first sentence

of each paragraph and underline the key words, the key words of both

paragraphs above were “primitive art”. These key words can be

determined by identifying the verb or auxiliary which appeared after

the key words. At this step, researcher asked students to make a circle

around the auxiliary to emphasize it. Auxiliaries of the text above

were “has been used and is”. Then, option A to E which did not

consist the key words “primitive art”should be eliminated. So the rest

options were option A, C, and E. Next, researcher instructed the

students to find exclamation in the paragraph. Because this passage is

long reading, the exclamation can be found in both paragraphs. The

exclamation sentences were “The term “primitive art” has been used

in a variety of ways to describe works and styles of art” (paragraph 1)

and “a wonderful example of this second type of primitive artist is

Grandma Moses” (paragraph 2). These exclamations stressed on the

types of primitive art, so it can be concluded that the right answer was

option C “how primitive art differs form formal art.” The long reading

text above used reading strategies in finding the topic, these were 1)

read the first sentence of each paragraph, 2) find the key words, and 3)

key words were commonly found before verb/auxiliary. Then, for

second question. The implementation the strategies was similiar with

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the previous item. Meanwhile, in finding the purpose of the text, it can

see the following description:

The Celtic languages are a group of languages of northern europe that are descendents of the Indo-European family of languages. These languages developed from the language of the Celts, a warlike civilization originating in the eastern part of central European, in the northern Alps, and along the Danube during the Bronze Age. The Celts reached the height of their civilization during the Iron age, the last five centuries B.C., and they fanned out from their original hemoland into many parts of continental Europe and across the channel and into the British Isles. Celtic languages were spoken in much of western Europe during Pre-Roman and Roman Times. Place names of Celtic origin can be found today all over the British Isles and France, in northern Spain and Italy, and in Switzerland and parts of Germany.Rather than one language, the Celtic languages consist of two distinct clusters: the Gaelic group and the Brythonic group. These two clusters of languages most likely developed from dialects of the same language, the language of Celts in their original homeland. These two dialect were most likely mutually intelligible to some degrees as late as the fourth century. The Gaelic group of Celtic languages consists of Irish, Scottish, and Manx, the language of the Isle of Man. The Brythonic group of Celtic languages includes welsh, Cornish, Breton, and Gaulish, the language of Gaul Prior to the days of the Roman empire, with its Latin-speaking population.Many though not all, of the Celtic language are either extinct or are in the process of becoming extinct. Gaulish apparently dissappeared around 600 A.D. Cornish and Manx both actually became extinct, the former in the nineteenth century and the later just a few decades ago, but both are being revived and are now taught in a few schools each. Scottish, irish, and Breton are all declining in use.

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There are under a hundred thousand speakers of Scottish Gaelic, mostly on the northern Hebridean Islands; there are more than a hundred thousand speakers of Irish, mainly in the western countries of Ireland; there are about a half million speakers who use Breton on a daily basis. In all these situations, though, the rate of transmission to new generations is low, and this does not bode well for the survival of these languages. Of all the Celtic languages, perhaps only Welsh has a strong hold on the future.

The author’s purpose in the passage is to ______(A) describe the past and present of a related set of

languages(B) list the major characteristics of Celtic languages(C) outline the major achievements of the Celts(D) explain how languages manage to survive

without changing(E) inform a hundred thousand speakers

Strategies based instruction which can be applied to answer

questions above were (1) researcher instructed students to read the

question first and focus on what was questioned. At the item above, it

asked the organization of the last paragraph. So focused to dig the

information at the paragraph mentioned. (2) find key words and

certain information related to the idea of each sentence. The key

words of every sentence above were in the bold form. These were

scientific questions related to the description of Celtic languages.

Therefore the purpose of the last paragraph was option A “describe

the past and present of a related set of languages.”

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After researcher had given the students model and showed the

implementation of the strategies, researcher asked students to do

independently with several reading items. While students were doing

the items, researcher was walking around the class asked students one

by one whether they got difficulty in doing the items or not. Several

students seemed confused when they face long reading with

complicated vocabulary, researcher reminded them to ignore the

vocabulary and focused on the strategies in doing long reading items.

After that researcher invited students to discuss the items.

Researcher asked students to check their answer by using the clues

which have been provided by the text. In the last 10 minutes,

researcher discusseed the questions with the students. Asking the

students’ answer, giving clues in each paragraphs to make finding

answers easier. Some students asked and discussed about their

answers. The class was very active, all students were very

enthuasiasm, raised their hands and asked several questions related to

the strategies. Their enthusiasm was recorded as researchers took

notes, as students with the data source L-4 and L-6 statements “Bu

besok kami tambahan lagi ya.”

Researcher felt happy and satisfaction after the meeting, in the

end of the classroom activity. Researcher reminded students to apply

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those strategies in any reading they faced and discussed it later in the

next meeting if they found difficulties or asked researcher in clinical

time. Researcher closed the class by saying, “Thank you very much

for your attention, see you next week, and Wassalamualikum

Warahmatullahi Wabarakatuh.”

2) The Second Meeting

The second meeting was conducted on Friday, March 18th

2011. The materials in this meeting were (1) finding detailed

information, (2) identifying tone and course, and (3) vocabulary

elaboration (see page 107-110). At 08.50 A.M researcher came to

Alumni Class with the collaborator. Students had attended the class

because it was the second lesson. Researcher and collaborator said

hello to students, then collaborator asked permission to seat back.

Meanwhile researcher opened the class and greeted students

enthusiastically and happily. Researcher told students that she was

very happy because the night before one of students in Alumni Class

had sent her message containing information to teach them reading.

The message was “Bu NM saya ifa siswa kelas Alumni, besok ibu kan

ngajar kelasku kita belajarnya reading aja ya bu.” After that

researcher asked students,”What will you want to discuss this day?”

students replied researcher question by saying, “Reading aja bu, kan

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sekarang tesnya reading semua. Lagian duluan SNMPTN daripada

Ujian Mandiri”.

Having heard students’ response, researcher came to the

whiteboard to draw the chapter which would be discussed.

Meanwhile, The reading strategies were applied by researcher’s

guidance and instruction. So, students followed certain instructions in

answering reading text as the following description.

Rivalry among business and service industries is called competition. This feature of a market economy encourages business to improve their goods and services, keep their prices affordable, and offer new products to attract more buyers.There are four basic types of competition in business that form a continuum from pure competition through monopolistic competition and oligopoly to monopoly. (see diagram). At one end of the continuum, pure competition results when every company has a similar product. Companies that deal in comodities such as wheat or corn are often involved in pure competition. In pure competition, it is often the ease and efficiency of distribution that influences purchase.In contrast, in monopolistic competition, several companies may compete for the sale of items that may be substituted. The classic example of monopolistic competition is coffee and tea. If the price of one is perceived as too high, consumers may begin to purchase the other. Coupons and other discounts are often used as part of a marketing strategy to influence sales.Oligopoly occurs when a few companies dominate the sales of a product of service. For example, only five airline carriers control more than 70 percent of all ticket sales in the United States. In oligopoly, serious competition is not considered desirable because it would result in reduced revenue for every company in the group. Although price wars do occur, in which all

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companies offer substantial savings to customers, a somewhat similar tendency to raise prices simultaneously is also usual.Finally, monopoly occurs when only one firm sells the product. Some monopolies have been tolerated for producers of goods and services that have been considered basic or essential, including electricity and water. In these cases, it is government control, rather than competition, that protects and influences sales.

1. An example of a product in monopolistic competition is _______ (A) corn (B) electricity(C) airline tickets(D) coffee(E) jewelry

2. The word tolerated in paragraph 5 could best be replaced by (A) permitted (B) reserved(C) criticized(D) devised(E) adapted

3. What does the author mean by the statement “Although price wars do occur, in which all companies offer substantial savings to customers, a somewhat similar tendency to raise prices simultaneously is also usual?” (A) it is not unusual for all companies to increase

prices at the same time (B) it is common for companies to compete for

customers by lowering prices(C) customers may lose money when companies

have price wars(D) prices are lower during price wars, but they are

usually higher afterward(E) Prices tends to be uncertain during price wars

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4. The author mentions all of the following as characteristic of monopoly except (A) the use of coupons or other discounts (B) government control(C) basic or essential services(D) only one firm(E) protection from the government

5. It can be inferred that this passage was printed in ... (A) a business text book (B) a government document(C) an airline brochure(D) a news paper(E) a health journal

Discussion:

Question number 1, asking stated detailed information

Strategies based instruction which researcher’s applied was

researcher instructed students to read the question first and find the

key words (something which is questioned). The key words of the

above question is “an example of a product in monopolistic

competition”, then copy the key words, paste to the passage, and do

scanning technique to find the answer quickly. The key words “an

example of a product in monopolistic competition” can be found in

the third paragraph of the pasage line 3. After that, the researcher

instructed students to look around in finding the correct answers by

eliminating wrong answers. Therefore the best answer is D “coffee.”

Question number 2&3, asking vocabulary

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Strategies based instruction which were applied were:

researcher instructed students to read the question first, copied the

vocabulary questioned, pasted to the passage and understood the

context. For example, to answer the first question above, several

strategies applied were: (1) read the question, (2) copy the vocabulary

questioned “tolerated”, (3) paste to the passage and it will be found in

the fourth paragraph. After that, (4) understand the context by seeing

the words around. The words around the word tolerated was “Some

monopolies have been tolerated for producers of goods and services

that have been considered basic or essential, including electricity and

water”. Therefore the correct answer for question was A “permitted.”

The next example was question number 3, first researcher asked

students to read the question, copy the vocabulary questioned, paste to

the passage and it will be found in the third line. Then, understand the

context. Therefore, the answer of question was E “prices tends to be

uncertain during price wars.”

Question number 4, asking stated detailed information

Strategies based instruction which can be applied to solve

question above was: researcher instructed students to read the question

first and find the key words (something which is questioned). The key

words of the above question was “characteristic of monopoly”, then

copy the key words, paste to the passage, and do scanning technique

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to find the answer quickly. The key words “characteristic of

monopoly” can be found in the last paragraph of the pasage at line 2.

Then, researcher instructed students to look around the items

by eliminating wrong answers. Researcher guided students by asking

“Did you find any phrases mentioned “government control”?. All

students answered “yesssss..”. “What about basic and essential

service?” Students with the data source L-7 replied “yessss..., only one

firm juga” L-5 continued “protection from the government juga ada

bu.” So the correct answer is..? researcher asked, then students

answered A “the use of coupons and other discount”. Researcher

appraised students and said “Goooooddddd... let’s discuss question

number 5.”

Question number 5, determining the course of the text

Reading strategies based instruction which can be applied to

answer questions above were: researcher instructed students to read

found the key words. The key words of every paragraph in the

question above can be seen from several words which were in bold

printed.

Rivalry among business and service industries is called competition. This feature of a market economy encourages business to improve their (paragraph 1)There are four basic types of competition in business that form a continuum from pure competition through

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monopolistic competition and oligopoly to monopoly. (paragraph 2)In contrast, in monopolistic competition, several companies may (paragraph 3)Oligopoly occurs when a few companies dominate the sales of (paragraph 4)Finally, monopoly occurs when only one firm sells (paragraph 5)

Those words were regarded as the key words because they

became the subject of each paragraph. After knowing the key words,

students were instructed to make generalization then came to the

conclusion. The main discussion in each sentences was business and

company or firm, therefore the correct answer for the question above

is A “a business the book”. After that, researcher drilled students with

vocabulary elaboration (see appendix 13).

3) The Third Meeting

The third meeting was conducted on Wednesday, March 3th

2011. The materials discussed were (1) determining transition

paragraph both preceding and following paragraph, (2) completing

text both beginning and ending, and (3) finding irrelevant sentence.

The activity was focused on explaining several reading strategies

related to the topic discussed. The activities in the third meeting were

divided into pre activities, main activities, and post activities. At this

meeting, researcher did the same teaching model in the classroom by

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giving explanation related to the materials first (see page 126-128).

Then, it was continued by discussing the strategies given.

Text 1

(1) ____________________ (2) Leonardo da Vinci made experimental models of flying machines in the fifteenth century. (3) the most famous work of Leonado da Vinci was Monalisa painting which has been admired for centuries. (4) a Frenchman, de Rogier, made the first baloon flight in 1782. (5) in 1842, an Englishman, Henson made a model of a steam-powered aircraft. (6) Henry Otto Lilienthal made the first glider in Germany. (7) In the early twentieth century, the first engine-powered, heavier-than-air planes were made and flown by the North Americans, Orville and Wilbur Wright, and the Brazilian Alberto Santos-Dumont.

1. Which of the following statement could best begin the paragraph?(A) Leonardo da Vinci is the one who painted

Monalisa(B) There were several discoveries in the field of

science(C) The science of aviation has developed greatly

over the years(D) The most well known discoveries throughout

the 17th and 18th is aircraft(E) Air transportation was greatly influenced by

Germany scientist

2. Which sentence is irrelevant to the text?(A) 2(B) 3(C) 4(D) 5(E) 7

Discussion

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Strategies based instruction which can be applied to answer

questions above were, students were instructed to read every first

sentence of the text. Then find the key words, key words were words

that can give clue and information about sentence which came before

the passage. Key words which were found were signed in bold

printed. See the following explanation

Leonardo da Vinci made experimental models of flying machines in the fifteenth century. (sentence 2)a Frenchman, de Rogier, made the first baloon flight in 1782. (sentence 4)in 1842, an Englishman, Henson made a model of a steam-powered aircraft. (sentence 5)Henry Otto Lilienthal made the first glider in Germany. (sentence 6)In the early twentieth century, the first engine-powered, heavier-than-air planes were made and flown by the North Americans, Orville and Wilbur Wright, and the Brazilian Alberto Santos-Dumont. (sentence 7)

Those words were regarded as the key words because they

became the subject of each sentences. Key words above discussed

several discoveries in the field of science, therefore the best answer

for the question above is option B. Meanwhile, for determining the

irrelevant sentence, strategies based instruction which can be applied

to answer questions above were (1) researcher instructed students to

choose a key word or idea in every sentences, the bold words above

was the key words of each sentences. (2) researcher asked students

to relate a logical idea in every sentences, it was done by relating

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each key words in every sentence with the key words in the

following sentences. And (3) eliminating the wrong option. The

irrelevant sentence was sentence 3 because the whole sentences told

the discoveries in the field of science, meanwhile sentence 3 told the

most famous work of Leornardo da Vinci “Monalisa painting” which

is in the field of art.

Text 2

The Celtic languages are a group of languages of northern europe that are descendents of the Indo-European family of languages. These languages developed from the language of the Celts, a warlike civilization originating in the eastern part of central European, in the northern Alps, and along the Danube during the Bronze Age. The Celts reached the height of their civilization during the Iron age, the last five centuries B.C., and they fanned out from their original hemoland into many parts of continental Europe and across the channel and into the British Isles. Celtic languages were spoken in much of western Europe during Pre-Roman and Roman Times. Place names of Celtic origin can be found today all over the British Isles and France, in northern Spain and Italy, and in Switzerland and parts of Germany.Rather than one language, the Celtic languages consist of two distinct clusters: the Gaelic group and the Brythonic group. These two clusters of languages most likely developed from dialects of the same language, the language of Celts in their original homeland. These two dialect were most likely mutually intelligible to some degrees as late as the fourth century. The Gaelic group of Celtic languages consists of Irish, Scottish, and Manx, the language of

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the Isle of Man. The Brythonic group of Celtic languages includes welsh, Cornish, Breton, and Gaulish, the language of Gaul Prior to the days of the Roman empire, with its Latin-speaking population.Many though not all, of the Celtic language are either extinct or are in the process of becoming extinct. Gaulish apparently dissappeared around 600 A.D. Cornish and Manx both actually became extinct, the former in the nineteenth century and the later just a few decades ago, but both are being revived and are now taught in a few schools each. Scottish, irish, and Breton are all declining in use. There are under a hundred thousand speakers of Scottish Gaelic, mostly on the northern Hebridean Islands; there are more than a hundred thousand speakers of Irish, mainly in the western countries of Ireland; there are about a half million speakers who use Breton on a daily basis. In all these situations, though, the rate of transmission to new generations is low, and this does not bode well for the survival of these languages. Of all the Celtic languages, perhaps only Welsh has a strong hold on the future

3. The paragraph following the passage most likely discusses(A) How Wels is surviving(B) Efforts to classify Celtic language(C) Languages that preceded Celtic language(D) How to pressure Celtic language(E) How to deal with the Celtic language

Strategies based instruction which can be applied to answer

questions above in which students had to find paragraph that followed

the paragraph was researcher instructed students to read the last

sentence of the last paragraph. Then find the key words, key words

were words that can give clue and information about topic which

came after the passage. Researcher instructed students to read the last

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line of the last paragraph and underlined it “Of all the Celtic

languages, perhaps only Welsh has a strong hold on the future.” From

the last sentence, researcher instructed students to relate it with the

following topic. The key words of the sentence above was “perhaps

only Welsh has a strong hold on the future”. If it mentioned Welsh in

the future, the following topic must discuss how Welsh is surviving in

the future. Therefore, the right answer was option A.

After evaluating students’ exercises, researcher interviewed

students with several questions related to their feeling after the

meeting, “ Do you still get difficulty in understanding transition

paragraph, completing sentence, and irrelevant sentence?”. Student

with the data source L-13 said, “alhamdulillah udah bisa bu

sekarang.”

When researcher left the classroom, Students with the data

source L-2 approached the researcher and said, “Bu NM besok kita ke

Majapahit ya tambahan” researcher answered students question by

saying, “Anytime you want, but please see me in my office and send

me message first before you come.”

4) The Fourth Meeting

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The fourth meeting was conducted on Friday, April 8th 2011.

At 09.00 A.M. The materials discussed were (1) determining the

reference, (2) identifying the inference. The activity was focused on

explaining several reading strategies related to the topic discussed.

The activities in the third meeting were divided into pre activities,

main activities, and post activities. At this meeting, researcher did the

same teaching model in the classroom by giving explanation related to

the materials first (see page 139-140). After that, researcher continued

her explanation in discussing reading materials related to drawing

inference. Those were explained in the form of basic concept which

consisted of understanding the questions and kinds of strategies used.

As the previous materials, researcher explained the basic concept first

before going to discuss the items. After students had finished writing

the materials, researcher invited them to discuss reading items. These

procedures were explained in the following steps:

Improved method of transportation have made distance between places seems smaller. In 1856, people travelled from New York to California by train and stagecoach. The trip took 29 days, in the 1869, the entire trip could be made by train and required only 7 days. In 1930, fast trains travelled from coast in less than 4 days. Finally, today airplanes can cross thee country in less than 7 hours. Thus, in just over 100 years, the travel time has been reduced from 29 days to a matter of hours.

From the text we can conclude that?(A) Time has made transportation distance smaller

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(B) The improvement of the means of transportation from time to time has made us need less time to travel

(C) Development in transportation media makes the distance shorter and thus makes us more convenient

(D) Time and distance are the most essential part of transporatation

(E) The discovery of airplanes have been the starting point of modern transportation

Strategies based instruction which can be applied to solve

questions above are (1) researcher instructed students to read the

question first and focus on what was questioned. (2) find the idea of

the paragraph by finding the key words in the text.

Improved method of transportation have made distance between places seems smaller. In 1856, people travelled from New York to California by train and stagecoach. The trip took 29 days, in the 1869, the entire trip could be made by train and required only 7 days. In 1930, fast trains travelled from coast in less than 4 days. Finally, today airplanes can cross thee country in less than 7 hours. Thus, in just over 100 years, the travel time has been reduced from 29 days to a matter of hours.

The key words were in bold form. (3) Relate the key words of

the paragraph. The key words of the paragraph above were

transportation have made distance between places seems smaller,

it was discussed more in the following sentence and by explaining

certain information related to its development. Therefore the best

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answer was option B “the improvement of the means of transportation

from time to time has made us need less time to travel.

After researcher had trained students with several questions,

researcher asked students to do several exercises to lock their

understanding and train themselves well in this kind of reading

material and strategies independently. In the last 15 minutes,

researcher invited students to discuss their exercises. Researcher

instructed students to understand the question first and showed the

way how to applied the strategies. Students seemed enthusiastic at this

evaluating activities, most of them can answer correctly in

determining reference, and in drawing inference. At the end of

classroom activity, students seemed happy and satisfaction because

their answers were commonly correct although mistakes were still

found.

5) The Fifth Meeting

The fifth meeting was conducted on Wednesday 13 February

2011 researcher did post test to measure and evaluate students’ ability

in reading (see appendix 9). Students started reading post test at 10.00

AM and ended at 11.00 A.M. The class was quiet and every students

did the exercises seriously. Several students looked confused and

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others seemed easy to do the test. An hour later, researcher announced

that time was up. Every students must be submitted their reading post

test, while researcher asked students comment related to the test.

“what do you think about the test?”, researcher asked. Then L-2

answered “mudah-mudahan ya bu hehehehe” it continued by L-7

“semoga...aja bu”

After asking several questions to students related to the test,

researcher invited students to check their answer by using the clues

which have been provided by the text. In the last 10 minutes,

researcher discusseed the questions with the students. Asking the

students’ answer, giving clues in each paragraph to make finding

answers easier. Some students asked and discussed about their

answers. From the result of the test, the researcher counted students’

achievement by counting the average score. At the third post test,

students seemed to have better mastery in comprehending English

reading. It could be seen from the post test’s result in cycle 3 that was

better than the result of the previous tests (see appendix 10).

c. Observing and Monitoring the Action

Observing and monitoring the action was the following phase

which should be done by researcher after cycle 3 had been done. At this

phase, researcher evaluated everything happened during classroom

activities through classroom observation, interviews, and test.

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Classroom observation was carried out during teaching and learning

processes. It was done by the researcher and the collaborator in every

meeting. Since there were five meetings in cycle 3, the observation was

done in five times. Meanwhile the interview was carried out after each

meeting had been finished. Furthermore to measure students’

improvement and progress in reading competence, researcher used

reading test. Based on the Classroom Action Research, it was found that

there were some results of the research. These were:

1) The improvement on students’ reading competence

Table 4.10The Result of Post Test 3

No Reading CompetenceThe Average Score

ImprovementPre Research

Post Test 1

Post Test 2

Post Test 3

1 Topic & Main Idea 64.4 68.8 82.2 88.8 6.62 Detailed information 43.3 51.6 63.3 73.3 103 Transition paragraph 0 43.4 63.3 76.6 13.34 Completing sentence 40 56.6 70 73.3 3.35 Organization of the text 60 66.6 73.3 80 6.76 Purpose of the text 66.6 80 86.6 88.8 2.27 Vocabulary 36.6 50 66.6 76.6 108 Reference 73.3 80 93.3 93.3 09 Inference 53.3 60 73.3 80 6.710 Tone & Course 66.6 73.3 76.6 86.6 1011 Irrelevant sentence 64.4 66.6 73.3 80 6.7

TOTAL 51.68 63.35 74.70 81.57 6.86

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Comparing students’ result in pre test and post test showed that

there was an improvement on students’ reading competence. The target

of average score was 70 for each reading material has been fulfilled.

Comparing to students’ result in pre test, post test 1, and post test 2. The

result of post test 3 showed that the highest improvements among

others. The average score for each reading competence is above 70, the

minimum standard which must be required. Moreover, the highest score

of this cycle was still in determining the reference where the average

score was 93.3, it means that most students did not have difficulty in

this kind of reading competence. Meanwhile, the highest improvement

from post test 1 to post test 3 was in transition paragraph where the

number of improvements was 13.4. It was very interesting result

because previously students got the main difficulty in transition

paragraph, then it continuously increased and now it becomes the

highest of all.

Researcher noted that the average score in the pre test of the

whole materials was 51.68 then this result increased in the first post test

which reached the average score 63.35, and continuing in progress in

cycle 2 where the average score increased in the number of 74.70 and

finally it highly improved in cycle 3 where the average score was 81.57.

Meanwhile, researcher’s evaluation related to students reading score in

cycle 3 was that the whole students’ reading scores were above the

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standard minimum required. These finding results proved that the

implementation of Styles and Strategies Based Instruction gave positive

effects in improving students’ reading competence.

2) The improvement on students’ psychology

The applying of action research in cycle 3 showed that students

more enthusiatic and motivated in studying reading, that was researcher

saw after each meetings. Beside their eagerness in getting involved in

classroom reading performance and their routine activities in seeking

researcher to get additional meetings outside the class. Students became

diligently in sending message to researcher by the time researcher will

have taught Alumni Class. It contained a requirement to teach them

reading material. The message was sent by students with the data source

L-7, “Bu NM saya ifa siswa kelas Alumni, besok ibu kan ngajar kelasku

kita belajarnya reading aja ya bu.”(March, 18th 2011)

The critical accident above showed that students’ psychology

related to reading had shifted not only in the classroom performance or

additional meeting but also in their daily routines. Students had high

motivation, eagerness, and awareness of how easy and fun studying

reading. It showed by students’ response when researcher asked

them,”What will you want to discuss this day?” students replied

researcher question by saying, “Reading aja bu, kan sekarang tesnya

reading semua. Lagian duluan SNMPTN daripada Ujian Mandiri.” At

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cycle 3 researcher did not need to persuade or invited students to study

reading anymore in each meetings because students did not think that

reading was difficult subject anymore.

d. Reflecting

Reflection was aimed at analyzing and evaluating the result of

action, the strengths, and the weaknesses. Then, the results became

basic understanding for taking evaluation and making correction.

1) The Strengths

According to the reflection of cycle 3, there were strong points

related to the research. There were as follows:

a) Reading became favorit subject

The applying of Classroom Action Research in cycle 3

showed reading became favorit subject. Students who categorized

as passive and low students got improvement. They became more

brave, open, and self confidence in getting involved in classroom

performance. As one of passive students with the data source L-7

who send message to researcher requesting reading class by the

time researcher teaches their class.

b) Researcher-Students emotional become

closer

Having applied Classroom Action Research for months,

researcher-students emotional relationship become closer. It was

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because of some reasons, the frequent interaction between

researcher and students both during the classroom activity and

outside class. In the classroom activity, a researcher must have

good motivation and intention to recognize and understand her

object of study (students). Therefore, it created students’ care

from researcher to the students and vise versa.

c) Classroom’s atmosphere

After the third cycle, Alumni Classroom atmosphere

truly became changes. Almost students became active,

enthusiastic, and motivated when reading was taught. It was

shown by the number of students who raising their hands is

asking question, the number of students getting involved in

reading instruction, the number of students giving response to

researcher’s question, and the number of students doing reading

test independently.

2) The Weaknesses

At this cycle, problems related to students’ reading

competence were solved. The main weaknesses of cycle 1 and 2 was

eliminated

C. Discussion of Research Findings

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Based on the Classroom Action Research which had been done, this

research indicates that Styles and Strategies Based Instruction can improve

students’ reading competence at Alumni Class of Ganesha Operation

Semarang 2010-2011 academic year. This conclusion based on the following

discussion.

1. The Improvement on the implementation of

Styles and Strategies Based Instruction (SSBI)

a. Students’

improvement on reading competence and reading score

After Classroom Action Research had been implemented,

students’ reading competence and score improved. The researcher

identified it from the average score of students’ reading achievement.

Based on the above results, it can be seen that before implementing

Classroom Action Research, students’ reading achievements in each

competence was far from satisfaction and had not passed the standard

minimum yet. Pre test result showed that there was only one

competence “finding the reference” which fulfilled the standard

minimun required, others were not. Then, there was one reading

competence “determining transition paragraph” which cannot be

answered by the whole students at Alumni Class correctly because

students misunderstood in understanding the question.

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After the first post test had been implemented, there were

three reading competencies which improved and passed the standard

minimum required. Those reading competencies were (1) determining

the purpose of the text, (2) finding the reference, and (3) identifying

tone&course. Then, the average score in the first post test increased in

the level of 63.35 which was previously 51.68. These results highly

increased in second post test, students were able to achieve more in

several reading competencies. These were finding the topic and main

idea, completing sentence, organization of the text, and determining the

inference. Then, the highest score was continuously in determining the

purpose of the text where the average score was 93.3. However there

were still two reading competencies “finding detailed information and

determining transition paragraph” which have not fulfilled the standard

minimum required. Therefore, the third cycle was implemented to make

improvement.

At the third post test, students’ reading scores highly

improved. It can be seen from the average score of each reading

competence which was above 70. Meanwhile, the highest improvement

was in transition paragraph where the average score was 76.6 in the

thrid cycle. It was amazing result because previously students got the

most difficulty in transition paragraph in which their reading scores

were zero in pre test, then it continuously increased in each cycle. Then,

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after Styles and Strategies Based Instruction had been implemented,

this reading competence got the highest improvement among others.

Researcher noted that previously, the average score in the pre test of the

whole materials was 51.68 then this result increased in the first post test

which reached the average score 63.35, and continuing in progress in

cycle 2 where the average score increased in the average score of 74.70

and finally highly improved in cycle 3 where the average score was

81.57.

Meanwhile, researcher’s evaluation related to students reading

score in cycle 3 was that the whole students’ reading score got above

the standard minimum required. These finding results proved that the

implementation of Styles and Strategies Based Instruction gave positive

effects in improving students’ reading competence. It can be proved

from the students’ reading score from cycle to cycle which improved

significantly.

Table 4.11Students’ Improvement in Reading Score

No STUDENTS’ NAME

PRE TEST

POST TEST 1

POST TEST 2

POST TEST 3

1 AS 1 50 60 70 752 AS 2 60 70 75 853 AS 3 45 50 70 754 AS 4 40 55 70 805 AS 5 60 75 85 856 AS 6 55 60 75 757 AS 7 50 60 70 80

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8 AS 8 45 55 65 759 AS 9 60 65 75 8010 AS 10 40 60 75 8511 AS 11 50 60 70 8012 AS 12 45 65 70 7513 AS 13 40 60 65 7514 AS 14 40 60 70 8015 AS 15 40 65 75 75

Both tables showed that when students actively used and

implemented reading strategies, automatically it will increase their

ability in answering and understanding English reading. As showed by

students’ reading score which improved from cycle to cycle, so it

indicates that strategy training for ESL/EFL readers is worthwhile;

however, teachers should modify any expectations of achieving rapid

success (Farrel 2001 in Shen&Huang, 2007:117). As shown in the

research findings of this research, researcher realized that she should

not expect immediate success, after a process of trial and error.

Researcher also realized that reading strategy based instruction takes

time and many reinforcements. So, it needs hard efforts to change all of

students thinking, feeling, and competence related to reading in order to

improve their reading proficiency.

b. The

Improvement of students’ psychology

Students’ progress related to reading was not only in their

empirical aspects but also in psychological aspects in which students

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did not think that reading was a boring, monotonous, and complicated

subject anymore which needs much vocabulary understanding and

much time to be done. After Classroom Action Research had been

implemented, students became more enthusiatic and motivated in

studying reading. They gave positive response to reading since the first

meeting.

Students psychologically become more active, condusive, and

positive in viewing reading. They seem motivated and eager in

discussing reading, students fully paid attention to teacher’s instruction

in implementing reading strategies, and able to do independent

exercises by applying reading strategies given. This condition happens

as the general implications of Classroom Action Research. Having

given students many opportunities to read, enough time to think, and

much suggestion, students get improvements in their reading fluency

and automaticity. At this phase, researcher had helped students became

strategic readers by focusing on metacognitive awareness and strategy

learning, motivates students to read, and makes extensive reading and

broad exposure to second language texts as a routine practice, in and

out of class (Grabe&Stoller, 2001: 188).

It is in line with Scarcella & Oxford, (1992:63 in Oxford

2001:359) who said that learning strategies are used by students to

enhance their own learning. When the learner conciously chooses

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strategies that fit his or her learning style and the L2 task at hand, these

strategies become a useful toolkit for active, concious, and purposeful

self regulation of learning. Students participation or involvement is a

way to practice their English. Therefore, when students do it routinely,

it becomes a habitual activity which lead them to mastery. In this

Classroom Action Research, some beneficial contributions related to

the implementation of Styles and Strategies Based Instruction can be

seen from students’ empirical, psychological, and emotional progress.

Started from empirical progress, students reading scores improved from

cycle to cycle although several problems were still faced by researcher

and students in the process of Classroom Action Research. In

psychological progress, students get much improvements in their

feeling and thinking related to reading. Then in emotional progress,

teacher-students become closer and classroom reading performance

becomes comfort, active, and lively.

c. The emotional improvements between

teacher-students

Having applied Classroom Action Research, teacher-students

relationship becomes closer it is because the intensity of students get in

touch with researcher, especially in additional meeting. As mentioned

by Oxford that the more that teachers know about their students’ style

preferences, the more effectively teachers can orient their L2 instruction

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that can be interwoven into language instruction, matched to those style

preferences. Some learners might need instruction presented more

visually, while others might require more auditory, kinesthetic, or

tactile types of instruction. Because without adequate knowledge about

their individual students’ style preferences, teachers cannot

systematically provide the needed instructional variety (2001: 365).

d. Classroom Atmosphere

Because students’ attitude shifted in reading, it impacted

classroom atmosphere. As previous meetings, reading class was a

boring class where students seem unmotivated and lazy with the

materials. After the Classroom Action Research was done it totally

changed, classroom atmosphere became more active, live, comfort, and

enjoyable. They ask researcher to teach them reading when researcher

has schedule in their class. Reading becomes the favorite subject and

researcher does not need to persuade students to learn reading, because

students conciously want to study reading. This condition also happens

in the outside class where students routinely send message to researcher

a day before teaching their class to teach them reading material.

e. Why Styles and Strategies Based

Instruction are chosen?

World Health Organization and JHPIEGO (2005:1-8) proposed

14 categories for effective teaching and learning; (1) students are ready

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and want to learn. In this research, we can find that from cycle to cycle

students’ eagerness and motivation become more and more in studying

reading. Students’ willingness in discussing and studying reading

reflected both in classroom reading performance and the outside class

(see page 153-155, 195, 225-226). (2) students are aware of what they

need to learn. Students’ awareness related to reading appeared since

they ever passed State University Entrance Test. Students knew well

what they need to learn (see page 171&226). This condition impacted

students’ psychology in asking reading materials both in classrtoom

reading performance and additional meeting in the outside class.

New knowledge, skills, and attitudes build on what students

already known or have experienced are become the third requirement.

At this research, researcher used Styles and Strategies Based Instruction

because it offers certain techniques in studying reading. (4) students are

active and participate in their learning. As mentioned in the observing

and reflecting phase which had been mentioned in each cycle that

students are getting involved during classroom reading performance,

raising their hands if they do not understand, and asking researcher to

check thier reading task. (5) students are encouraged to apply critical

thinking and alternative approaches supported by sound reasons. At

the implementation of Classroom Action Research, students are

encouraged to do independent exercises to be able to independent

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reader. It was applied after each meeting had been given. (6) new

knowledge, skills, and attitudes are realistic, relevant, and can be put to

immediate use. The procedure of reading strategies based on Styles and

Strategies Based Instruction are applicabale. Students can be

implemented by themselves. (7) new knowledge, skills, and attitudes

are demonstrated to students, applied by students, and integrated into

students’ world.

Numerous opportunities are given for students to practice both

ideas and skills, and to receive feedback on their performance through

self, peer, or teacher assessment. There were numerous opportunities

that have been given by researcher to train students, give them model

first, and ask them to do independent reading. It was aimed to give them

enough opportunity to practice. (9) feedback to students on their

performance is immediate, constructive, and nonjudgemental. At this

research, feedback was given directly after students did certain reading

items. It was aimed to evaluate students’ performance. (10) teaching is

interesting, pleasant, and exciting. The classroom reading performance

during the the implementation of this research was created as close as

students’ learning styles. Such as by using three different colors of

boardmarker, giving students break time, playing classical music during

teaching learning process, and drawing mind map. Those were aimed to

cover students’ learning styles which are different and make classroom

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meetings become interesting, pleasant, and exciting. (11) a variety of

teaching methods and techniques is used. The technique which was

used at this research was Styles and Strategies Based Instruction. It was

aimed to ease students in getting understanding at reading. (12)

teaching moves step by step from simple to context and is organized,

logical, and practical. This requirement had been applied at this

research in which researcher gave students reading instruction, model,

and exercise started from the easiest to the most difficult.

Ideas and concepts are presented clearly, alternative

explanations are presented, and teachers check frequently for students’

understanding. Reading concepts which are explained to students were

written in the white board using three different colors of board marker,

written in sytematic way, brief, and directly to the point. So the

strategies given are applicable and simple. Then the implementation of

those strategies are controlled by researcher in evaluation activities

which were done in the main activities. Meanwhile, during teaching

learning process, researcher always go around the class to check

students’ task, asked their difficulty, and gave students any help. (14)

the learning environment is realistic, relevant, and one of trust, mutual

respect, relative calm, helpfulness, freedom of expressio, and

acceptance of different opinions and approaches. This research applied

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classroom reading performance which are open and welcome to any

suggestion and acceptance.

Based on those requirements, it can be seen that the

implementation of Styles and Strategies Based Instruction fulfilled the

requirements of effective teaching and learning. Therefore, it becomes

the reason why SSBI was chosen at this Classroom action Research as

the way to solve students’ reading problems at Alumni Class of

Ganesha Semarang 2010-2011 academic year.

2. The strengths

The implementation of Classroom Action Research at Alumni

Class in the purpose of improving students’ reading competence through

Styles and Strategies Based Instruction truly gave beneficial contributions

and strong points:

a. Based on the result of each meeting, researcher can identify the

strengths and weaknesses of her teaching, materials, classroom

performance, and students’ response. Then, it can be evaluation to do

better improvement in the next meeting. As Shen&Huang (2007: 117)

said that based on the diagnostic test result, the class teacher can

identify an individual’s profile of strengths and weaknesses. This

profile will provide direction for remedial and compensatory strategies

leading individuals with learning difficulties to academic success.

Oxford (2001:365) also said that L2 teachers could benefit by assessing

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the learning styles and the strategy use of their students, because such

assessment leads to greater understanding of styles and strategies.

b. Reflection as one of the parts of Classroom Action Research serves

as a meaningful complement to reading strategy instruction. Cohen

(1998) emphasizes ongoing evaluation and revision of the training

program to ensure a successful program. Therefore, keeping

observation notes and reflective learning journals provided researcher

with a means for reflection on what happened during teaching learning

processes.

c. Styles and Strategies Based Instruction becomes the best choice at

this action research because teacher serves in multiple roles of a guider,

facilitator, and affective supporter. So there is no doubt that the effects

of instruction become the subject to students’ motivation to learn. As

Dornyei (2001) writes that the teacher-researcher acts as programmer,

organizer, classroom manager, and affective supporter who exerts a

direct and systematic motivational influence on students’ learning.

d. As mentioned in the result of this research that students’ thinking

related to reading shifted and they were apparently more involved in

classroom reading performance when skimming for main ideas and

scanning for detailed questions were introduced and used as strategies

reading. Sheh&Huang (2007:117) mentioned that selecting interesting

and relevant materials motivates students to learn reading strategies.

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Thus, with the use of reading strategies, students’ interest in reading

will be higher.

3. The weaknesses

a. As discussed in cycle 1 that students mostly get difficulties in their

vocabulary understanding, therefore; researcher tried to make some

revision and correction related to the strategies given to students in

cycle 2, and cycle 3. This facts proved that no single instructional

methodology fits to all students. As Oxford mentioned in her writing

that Styles and strategies help determine a particular learner’s ability

and willingness to work within the framework of various instructional

methodologies. It is foolhasrdy to think that a single L2 methodology

could possibly fit an entire class filled with the students who have range

of stylistic and strategies preference (2001:365).

b. The various materials in every meeting which is institutionally must be

delivered to students, make researcher was limited in elaborating the

classroom activity. Researcher got difficulties in managing her time

during teaching learning processes. Because institutional course is not

as strict as school. So, it became an ordinary understanding that

students came late and very late, so it was not easy to cover the whole

obstacles.