THE USE OF 3-2-1 STRATEGY IN IMPROVING STUDENTS READING COMPREHENSION (A Classroom Action Research on Third Year Students of SMK Saraswati Salatiga in the Academic Year of 2015/2016) A GRADUATING PAPER Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
By: IKA NUR AINI 113 11 071
ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2015
MOTTO
Verily there is ease after hardship. (Q.S Al Insyiroh : 5)
DEDICATION
This graduating paper is whole heartedly dedicated to: 1.
My beloved parents (Suparman,S.Pd and Sutini), thank you very much for the love, trust, finance, and encouragement. You are my heroes and I love you so much!
2.
My grandfather and grandmother who always take care of me. Stay healthy grandpa and grandma, God bless you.
3.
My dearest sisters, Lintana Supriyani, Gesi Ratnawati, and Jelita Intan Septiani. Thanks for your love and support.
ACKNOWLEDGEMENT
Alhamdulillahirobbilalamiin,
Praise to Allah SWT, most Merciful, most Beneficent, the Lord of universe, finally I could accomplish this graduating paper, Shalawat and Salam, praise to Rosulullah SAW, the Messenger, and the One who brings human life to enlightenment. This graduating paper is arranged as one of the requirements to achieve Sarjana Degree at IAIN Salatiga. I realize that I can not complete this graduating paper without support, cooperation, help and encouragement from a lot of people. I would like to extend my sincerest gratitude and appreciation to: 1. Dr. Rahmat Haryadi, M.Pd, Rector of State Institute for Islamic Studies (IAIN) Salatiga. 2. Suwardi, M.Pd as Dean of Teacher Training and Education Faculty. 3. Noor Malihah, Ph.D as the Head of English Education Department. 4. Faizal Risdianto, S.S., M.Hum as a Counselor who has patiently guided the writer to finish this graduating paper and given great motivation, help, and suggestion to improve this graduating paper. 5. All the lecturers of English Education Department who have given the knowledge patiently to the writer. 6. All of the staffs who have helped the writer in processing of graduating paper administration.
ABSTRACT
Aini, Ika Nur. 2015. The Use of 3-2-1 Strategy in Improving Students’ Reading Comprehension.A Graduating Paper, English Education Department, State Institute for Islamic Studies (IAIN) Salatiga.Counselor: Faizal Risdianto, S.S., M.Hum.
This research aims to reveal the problems of students reading comprehension on the third year students of SMK Saraswati Salatiga. It is describes the score profile before and after the implementation of the strategy and to know the improvement of students‟ reading comprehension skills. The methodology of the research is classroom action research. The used of field notes, teacher observation sheet and students achievement test are instruments of data collection. Having conducted two cycles of action research, the researcher found out that the improvement from cycle to cycle did not only occur to teaching practice but also to the students‟ involvement and the students‟ ability. The result of this research displayed that there was an improvement of students‟ reading comprehension skills by using 3-2-1 strategy. It could be examined from the mean of pre test and post test whole the cycles. In cycle I, post-test is higher than pre-test: 72.32> 63.31, and in cycle II, post-test is also higher than pre-test: 81.55 > 74.23. This indicated that applying 3-2-1 strategy could improve students‟ reading comprehension.
Keywords: Effectiveness, 3-2-1 Strategy, Reading Comprehension.
TABLE OF CONTENTS
TITLE……..…………………………………………………………..
i
DECLARATION….………………………………………………….
ii
ATTENTIVE COUNSELOR NOTES…...…………………………
iii
STATEMENT OF CERTIFICATION……..………………………
iv
MOTTO……..…………………………………………………………
v
DEDICATION …….………………………………………………….
vii
ACKNOWLEDGEMENT ………………………………………….
viii
ABSTRACT …………………………………………………………..
ix
TABLE OF CONTENTS….………………………………………….
x
LIST OF CHART AND TABLES……………………………………
xiii
LIST OF APPENDICES……………………………………………..
xiv
CHAPTER I: INTRODUCTION …………………………………..
1
A. Background of the Research……………………….
1
B. Problem of Statement…...………………………….
5
C. Objective of the Research …………………………..
5
D. Benefits of the Research……………………………
5
E. Limitation of the Research....………………………
6
F. Definitions of Key Terms …………………………..
6
G. Review of Previous Researches…………………......
7
H. Graduating Paper Organization………………….......
9
CHAPTER II: REVIEW OF RELATED LITERATURE …………… 10 A. General Concept of 3-2-1 Strategy…………………… 10 1. The Nature of 3-2-1 Strategy …………………….. 10 2. The Procedures of 3-2-1 Strategy………………… 11 3. The Benefit of 3-2-1 Strategy ……….……………. 12 B. General Concept of Reading Comprehension…..……. 13 1. The Nature of Reading…………………………….. 13 a. Purposes of Reading…….…………………… 15 b. Reading Principles…………………………… 18 c. Types of Reading Skills……………………… 19 2. The Nature of Comprehension……...……………. 19 a. Stages of Comprehension ……………………. 20 b. The Process of Comprehension……………… 21 CHAPTER III: METHODOLOGY OF RESEARCH……………….. 22 A. The Method of Research……………………………
22
1. The Procedure of Research……………………..
23
2. Method of Analysis……………………………..
25
B. General Description of SMK Saraswati Salatiga…… 29 1. The Profile of SMK SaraswatiSalatiga…………
29
2. Vision and Mission……………………………… 29 3. The General Situation of SMK Saraswati………. 30 4. The Facilities of SMK Saraswati Salatiga……… 30 5. Organization Structure of SMK Saraswati …….. 31
6. Profile of teachers and staffs of SMK Saraswati.. 31 7. Subject of the Research…………………………. 36 CHAPTER IV: DATA ANALYSIS……………………………………. 39 A. Cycle I………………………………………………… 39 1. Meeting I…………………………………………. 39 2. Meeting II………………………………………… 41 B. Cycle II……………………………………………….. 44 1. Meeting I…………………………………………. 44 2. Meeting II………………………………………… 46 C. Calculation of the Test Results………………………
48
D. Analysis and Discussion…………………………….
56
CHAPTER V: CLOSURE…………………………………………….
60
A. Conclusion…………………………………………… 60 B. Implementation………………………………………. 61 C. Suggestions……………………………………………. 61 BIBLIOGRAPHY CURRICULUM VITAE APPENDICES
LIST OF CHARTS AND TABLES
A. List of Chart 2.1
The Example of 3-2-1 Strategy Chart…………………
12
3.1
CAR Cycles Based on Lewin‟s Model…………………
25
4.1
The Mean and T-calculation of Students Score………..
56
4.2
The Percentage of Students‟ Score……………………..
56
B. List of Table 3.1
Room and Facilities of SMK Saraswati Salatiga………
31
3.2
Organization Structure of SMK Saraswati Salatiga……
31
3.3
Situation of Teachers of SMK Saraswati Salatiga…….
32
3.4
Situation of the Staff of SMK Saraswati Salatiga…….
35
3.5
List of Subject of the Research……………………......
36
3.6
The Time and Place of the Research………………..
37
3.7
The Time Schedule of Pre and Post test……………
38
4.1
The Students Score of Pre and Post Test Cycle I……
48
4.2
The Students Score of Pre and Post Test Cycle II……
52
4.3
The Mean of Students Score…………………………
56
LIST OF APPENDICES: 1. Lesson Plan of Cycle I. 2. Lesson Plan of Cycle II. 3. Observation Sheet of Meeting I. 4. Observation Sheet of Meeting II. 5. Observation Sheet of Meeting III. 6. Observation Sheet of Meeting IV. 7. The Test Results of the Implementation “3-2-1 Strategy” in Whole Cycles. 8. Students‟ Worksheet. 9. Research Permission Letter. 10. Research Certification Letter. 11. List of SKK 12. Documentations of the Research. 13. Consultations Sheet.
CHAPTER I INTRODUCTION
A. Background of the Research Indonesia as one of the members of Asian Economic Community (AEC), is preparing to compete as an industrial country. Not only opens the flow of trade in goods and service but also labor market of professionals in various field. As the result, Indonesian society would strictly compete with foreign labor. The Chairman of The Indonesian Republic Accountants‟ Institute, Tarko Sunaryo stated that the governments‟ main problem dealing with the preparation against AEC is the number of work force who still have less ability in English communication,(http://www.bbc.com/indonesia/berita_indonesia/2014/08/ 140826_pasartenaga_kerja_aec : accesed on 15th june 2015). Briefly, it is understood that English communication skills is absolutely required for both the beginner and practitioners of professional labor market. In the other hand, English in Indonesia used as second language. As a result, in mastering English communication skills must be obtained from a series of educational process. Currently, one of the educational institutions which significantly prepare its students as professional employment is Vocational School (SMK).
Unfortunately, most of the students also have less skills in English, because teaching and learning process is conducted to fulfill the needs of National Examination. The score of English from the final examination does not guarantee them for showing their competence in English both productive skills (speaking and writing) and receptive skills (listening and reading). Productive skills means, people should use all and any language at their disposal to achieve a communicative purpose rather than be restricted to specific practice points. Whether receptive skills are the ways in which people extract meaning from the discourse they see or hear. There are generalities about this kind of processing which apply to both reading and listening (Harmer, 2001: 199-249). Reading as one of receptive skills become important, it is one way English
communicative
competence
developed.
Particularly,
for
Indonesian students who useEnglish as foreign language. As the result, almost all of the sources for teaching learning process are written text, because there are less number of native speaker who teaches English directly. So that, the students have to master in English reading text to get information, that will help him to understand printed materials, follow the writers‟ development and organization of ideas, and see how the printed data can apply to a problem the reader may be trying to solve ( Bamman and Dawson, 1973:1).
Moreover, reading can be use as a tool subject, since it is essential body of skills for learning and can be applied in all subject in the curriculum. Learning how to use books efficiently while studying many kinds of subjects is necessary part of learning to read effective and efficiently. In reality, most of the students at vocational school level face some problem related to reading skills. For the example in SMK Saraswati Salatiga in grade XII, They have difficulties in comprehending reading text, especially related to understanding general idea of the text, the main idea of the text, explicitly and implicitly stated the information, certain word reference and the most is knowing the meaning of the words. The causes of the above problems are students have low motivation, interest and self-confidence in reading. Moreover, most of the students are lack of vocabularies and they feel confused in understanding the passage.It seems that the teaching techniques that used by the teacher are monotonous, the class is dominated by the teacher, and students do not have the opportunity to develop their communicative competence as the result they feel that they get nothing during the teaching learning process. Therefore, English teacher should be more creative in teaching reading. They should use various methods, techniques, or strategies, in teaching reading to develop the students‟ interest. In the other hand, Pressley and Woloshyn as cited in Grabe (2009: 208), stated that strategy instruction should be explicit, intensive, and extensive. The ultimate goal
is to have students using the trained strategies autonomously, skillfully, appropriately, and creatively. Strategies should be taught to students directly over an extended period of time as part of the existing curriculum. There are many strategies that can be applied in language teaching. One of them is 3-2-1 strategy. It is a strategy to help students in selfmonitor comprehension, identify important details in the text, make connections to text or learning, or identify areas in the text or lesson where understanding is uncertain. There are three vitals component of the 3-2-1 strategy. First, students summarize important point from the text. Second, students share insight about what aspect of the passages are most interesting or intriguing to them. Finally, students are given opportunities to ask questions about the text. In this research the writer will apply 3-2-1 strategy in teaching reading skills at the second year students of SMK Saraswati Salatiga. She chooses that strategy because she assumes that 3-2-1 strategy is the most appropriate strategy that can help the student improves their reading comprehension skills. Based on the explanation above, the writer will conduct a research entitled
“THE
USE
OF
3-2-1
STRATEGY
IN
IMPROVING
STUDENTS‟ READING COMPREHENSION IN THE THIRD YEAR STUDENTS OF SMK SARASWATI SALATIGA IN THE ACADEMIC YEAR OF 2015-2016”.
B. Problem of Statement Based on the background discussed above, the writer will underline the problem as follow: 1.
How is the profile of students reading score before and after the implementation of 3-2-1 strategy at third year of students in SMK Saraswati Salatiga?
2.
What is the significant improvement of students reading score using 32-1 strategy?
C. Objective of the Research Based on the problem of statement, the objectives of this study are to find: 1.
To describe the students‟ reading score before and after the implementation of 3-2-1 strategy at the third year students of SMK Saraswati Salatiga.
2.
To describe the significant improvement of reading ability using 3-2-1 strategy.
D. Benefits of the Research This research is formulated as an effort of finding some uses. The uses of the research are: 1.
Theoretical advantages are: a.
The result of the research can be used as the reference for those who want to conduct a research in English teaching learning to build student‟s reading comprehension.
b. 2.
Research is used for teacher teaching English.
Practical advantages are : a.
Student‟s reading comprehension is better than before by understanding this technique.
b.
This research may improve the writer herself in mastering reading comprehension.
E. Limitation of the Research This research is focused on using 3-2-1 strategy to meet the effect of treatments (before and after the implementation of 3-2-1 strategy) on the reading comprehension, which focus on understanding the important information from the text, drawing inferences from the content; following the structure of a passage; recognizing the writer‟s purpose and vocabulary knowledge and linking the information of the passage with the students‟ own experience in the real life in order to improve the sudents‟ reading comprehension. This researchconducted at the third grade students of SMK Saraswati Salatiga in the academic year of 2015/2016. F. Definitions of Key Terms There are several definitions of key terms based on the title: 1. 3-2-1 Strategy The 3-2-1 strategy helps students participate by summarizing ideas from the text, encourage them to think independently and invites them to become personally engaged in the text. Students can use the 3-2-1 strategy either while or after reading a textbook, a novel, an
article or other instructional text. The students are asked to identify 3 important details, 2 connections and 1 question they may have after reading or learning. (Zygouris-COE, Wiggin and Smith, 2005: 381). 2. Improving Improving is morally or intelectually uplifting or designed to be so often to detriment of any intrinsic excellence (Webster third new international dictionary, 1961:1138). In another definition, concept of improving is a process do something better than before (Longman advanced American dictionary, 2008: 810). 3. Reading Reading is described as a process, a mode of thinking, a kind of real experience, a type of vicarious experiencing, an aspect of communication. In addition reading may described as the act of decoding print into sound (Duffy and Sherman, 1977:4). 4. Reading comprehension Reading comprehension is a process of making sense of writing ideas through meaningul interpretation and interaction with language (Dallman, Rouch, char, & DeBoer, 1982: 25). G. Review of Previous Researches In this paper the writer takes review of related literature from the previous study of the use of 3-2-1 strategy for teaching reading comprehension. The first previous research is done by Alsamadani (2011) who has done a quasi-experimental study of the 3-2-1 strategy on EFL
reading comprehension. The aims of the study is to test the effectiveness of the 3-2-1 strategy in improving EFL reading comprehension that is applied to the sample of Saudi EFL college level students. The strategy proves to be effective in boosting reading comprehension. The title of the research is almost same with the writer research. The goals of his research also almost the same with this research. Moreover, the implementation of the strategy is also applied in second language learner (L2). In the other hands the differences of the research above with this research are the writer will use classroom action research, and the object of the research is the third grade of vocational high school students. Based on the observation of the writer during teaching practice (PPL) the third year students of SMK Saraswati have a low motivation in learning English. It was difficult for them to recognize the words and grammatical characteristic of recorded text. They have difficulties to infer the meaning. As a result, most of the students are passive. Especially, they got difficulties in comprehending English reading text. It happens because for many students reading is a difficult task, a mysterious process which appears to have no order or system to it. From the above reasons, the researcher wants to accommodate the students especially in comprehending English passage by using 3-2-1 strategy. So, beside of understanding the text they may also able to connecting the text with their real life experience.
H. Graduating Paper Organization The researcher wants to arrange the graduating paper in order to the reader can catch the content easily. It will divide into five chapters. Chapter I presents the introduction, consist of the background of study, problem of statement , the objective of the research, benefits of the study, limitation of study, the definitions of key terms, review of previous researches, and graduating paper organization. Chapter II deals with review of related literature, it is consist of two main concepts. First, general concept of 3-2-1 strategy, it is includes the nature of 3-2-1 strategy, the procedure of 3-2-1 strategy, and the benefit of 3-2-1 strategy. Secondly, is the general concept of reading comprehension. This concept will discuss the nature of reading, and the nature of comprehension. Chapter III deals with the methodology of the research which consists of method of the research, the procedure of the research, method of analysis, and the general description of SMK Saraswati Salatiga. Chapter IV deals with data analysis which consist cycle I, cycle II, analysis and discussion of whole cycles. Chapter V deals with statement of the writer in summary of the study that includes conclusion and suggestion. The last part will be bibliography and appendices.
CHAPTER II REVIEW OF RELATED LITERATURE
The writer will explain the definition of each terms based on the review of related literature in this chapter. To clarify the references needed, the researcher discusses the general concept of 3-2-1 strategy and reading comprehension. A. General Concept of 3-2-1 Strategy This concept will discuss the nature of 3-2-1 strategy, the procedure of 3-2-1 strategy, and the benefit of 3-2-1 strategy. 1.
The Nature of 3-2-1 Strategy The 3-2-1 strategy is one of reading strategy proposed by Zygouris-Coe, Wiggin and Smith (2005) as the strategy that requires the students to participate in summarizing ideas from the text and encourage them to think independently. Moreover, Preszler (2006:9) defined that 3-2-1 Strategy gives the students the opportunity to pause and review. The strategy requires students to consider what they have learned and to process the information the have been exposed to during a lesson. In addition, when they apply this strategy to their learning, they automatically synthesize information and formulate questions they still have regarding the topic of study.
2. The Procedure of 3-2-1 Strategy Among the interactive reading strategy, the 3-2-1 strategy helps students to become personally engaged in the text. Student can use the 3-2-1 strategy either while or after reading a textbook, a novel, an article, or other instructional text. Zygorious-COE, Wiggin and Smith (2005) stated that the 3-2-1 Strategy consists of the following three steps, they are: first, the students must discover three (3) items in the text that he or she read. This is an effective way for teachers to tackle the problem of passive participation from the students. During the first step, student summarize and cite three different major points or details tehey found while reading the passage. In doing so, students are encouraged to pay particular attention to what they read by identifying key facts and sharing their understanding of the text by writing and explaining meaning in their own word. Second, students are asked to share two (2) of the three interesting items that they have identified. The possibilities for items of interest in the text are endless. However, this steps sets the limit at two items to teach and train students how to summarize and pick the most interesting things that they found in the text (Alsamadani, 20011:3). Finally, students have to write one question (1) about the text. Students can ask factual questions, clarify their understanding of the sequence of events, and verify their general understanding of the
reading. According to Beck and McKeown (2002) cited in Alsamadani (2011) Here, students practice active questioning by becoming engaged in the class discussion, which serves to build mutual knowledge of the text. Here the 3-2-1 strategy chart proposed by Zygouris-COE and Wiggins (2005: 382) : Table 2.1 the Example of 3-21 Strategy Chart 3-2-1 STRATEGY CHART Student Name
: ………………………………
Topic/book/text
: ………………………………
3 things you discovered
: ……………………………… ……………………………… ………………………………
2 interesting things
: ……………………………… ………………………………
1 Question you still have
: ………………………………
3. The Benefit of 3-2-1 Strategy Good strategy has to give significant advantages, so that the teacher can reach the goal of the strategy and get the best result as a implementation from this strategy.Here are several benefits of the strategy: 1.
Based from the purposes that 3-2-1 strategy develops students‟ critical thinking about the text that they read.In this strategy
students demanded to read entire the text not only for the first sentence like the students read commonly. 2.
3-2-1 strategy is a simple and easy process reading strategy to apply at young learner. In this strategy, the students are guided by some easy steps to understand the text.
3.
Then it uses complied question to guide learner and improve what is the main problem. Some guiding questions are to cover the text that students read.
4.
It helps the teacher determine wheter or not the students understood the main point of lesson. 3-2-1 strategy also serves informative assessment and a collection of ongoing data for the teacher. This determines the beginning of the lesson for next day, how much re-teaching the teacher have to do before move on (Zygouris-COE and Wiggins, 2005 : 383)
B. General Concept of Reading Comprehension This
concept
will
discuss
the definition of
reading and
comprehension. 1. The Nature of Reading There are many definition of reading presented by the experts. However, there must not be the worthies sense. One of the reading definitions according to Daiek defined asactive process that depends on both an author‟s ability to convey meaning using words and the
readers ability to create meaning from them (Daiek and Anter, 2004:5). According to Urquhart and Weir cited in Grabe (2009:14), Reading is defined as the process of receiving and interpreting information encoded in language form via the medium of print. Reading can also described as an interactive process between what a reader already knows about a given topic or subject and what the writer writes. It is not simply a matter of applying decoding conventions and grammatical knowledge of the text (Nunan, 1989:33). In addition, Bamman Dawson, and McGovern (1973:1) argue that reading is many-sided, very complex activity. It has been variously described as a process, a mode of thinking a kind of real experience, a type of vicarious experiencing, as an aspect of communication and a tool of subject. As a process, reading involves many complex skills,such as the ability to perceive printed words, to hear and see differences among words that may resemble one another in sound and appearance, to attach meaning to words, to figure out the pronounciation of a new word by dividing it into its part and attaching sound to symbols in those parts, to select main points and the major supporting details, to adjust reading rate to suit different kinds of materials or to satisfy different purpose and to skim for information and then perhaps read intensively.
Moreover Duffy, Sherman, and Roehler (1977: 4) divided the definition of reading into four general categories, first reading is defined as interest it emphasize the development of recreational reading habbit. A second view defines reading as language process and emphasize experience development. A third view defines reading from a cultural aspect. Finally, reading may defined as a learned system. Viewed in this way, instructional emphasis it placed on controlled development of skills in a structured sequence progressing from the simple to the complex. This view reading contains several subdivisions according to the kinds skill emphasized. a.
Purposes of Reading People are read for different purposes, particularly in academic settings. There are six major purposes according to Grabe (2009:7-10): 1) Reading to search information (Scanning and Skimming) When we want to locate some specific information, we engage in search processes that usually include scanning and skimming. The combination of scanning (identifying a specific graphic form) and skimming (building a simple quick understanding of the text) allows a reader to search information.
2) Reading for quick understanding (skimming) Skimming is used for variety of other reasons (and so maybe seen as a super ordinate purpose). We skim for some reasons, such as: a) When we want to determine what a text is about and whether or not we want to spend more time reading it. b) When we are expected to read a more difficult text so that we have a sense of where the text will lead us and what we may need to know it. c) When we need to work through many text and want to make decisions about which texts to focus more attention on. d) When we are under intense time pressure and need to reach some decision about the usefulness of information in a text. 3) Reading to learn Reading to learn is often carried out when the information in a text is identified as important (often by teacher or textbook) and when that information will be used for some task or may be need in the future. 4) Reading to integrate information Reading to integrate information requires that the reader synthesize (and learn) information from multiple texts
or bring together information from different parts of a long texts, such as long and complex chapter in a textbook. In case of multiple texts, the reader must decide how to create his or her own organizing frame for the information because none is provided by the combined set of texts. 5) Reading to evaluate, critique, and use information Reading to evaluate, critique and use information represents an increased level of demand and a more complex interaction of reading processes. At this level of reading, extensive inference and background knowledge come into play, and reader engages very actively in reinterpreting the text for his or her own purposes. 6) Reading for general comprehension This reading type takes place when we read a good novel, an interesting newspaper story or feature article, or a magazine when we are relaxing. In fact, reading for general comprehension involves a complex set of processes when carried out by fluent reader. In
addition,
Adapted
from
Rivers
and
Temperley
(1978:187-8) cited in Nunan (1989:34), Suggest that second language learner want to read for the following purpose: 1) To obtain information for some purpose or because we are curious about some topic.
2) To obtain instructions on how to perform some task for our work or daily life (e.g. knowing how an appliance works). 3) To act in a play, play a game, do a puzzle. 4) To keep in touch with friends by correspondence or to understand business letters. 5) To know when or where something will take place or what available. 6) To know what is happening or has happened (as reported in newspaper, magazines, reports). 7) For enjoyment or excitement. b.
Reading Principles In accordance of Harmer (2007: 101-102), there are some principles in reading: 1) Encourage students to read as often and as much as possible. 2) Students need to be engaged with what they are reading. 3) Encourage students to respond to the content of a text (and explore their feelings about it), not just concentrate on its construction. 4) Prediction is a major factor in reading. 5) Match the task to the topic when using intensive reading texts. 6) Good teachers exploit reading texts to the full.
c. Types of Reading Skills In accordance to Andrew (1989:159), there are four types of reading skills. They are can be explained as follow: 1) Skimming, which is quickly glancing through an article to see if it interests us, so we can focus our full attention on an item if it interests us 2) Scanning, which is to locate specific information in a directory 3) Intensive reading, where the reader is trying to absorb all the information given. 4) Extensive reading, where the reader deals with a longer text as a whole, which requires the ability to understand the component parts and their contribution to the overall meaning. 2. The Nature of Comprehension Constructing meaning from text is the goal of reading. Comprehension is a complex and demanding process. The quality of meaning students construct as they interact with text during and after reading, and the teacher‟s role in supporting and scaffolding students are key factors that affects students comprehension of the text (Zygouris-COE, Wiggins and Smith, 2005: 381). In addition, the nature of comprehension according to Kendeou cited in Grabe (2009:39), Comprehension is not a unitary phenomenon but rather a family of skills and activities. A general component in many definitions of comprehension is the interpretation of the
information in the text. At the core of comprehension is our ability to mentally interconnect different events in the text and form a coherent representation of what the text is about (Kendeou et al., 2007:28-29). However, Koda (2005:4) cited in Grabe (2009:14),explained that comprehension occurs when the reader extracts and integrates various information from the text and combines it with what is already known. a.
Stages of Comprehension Duffy and Sherman (1977 : 60) argued that comprehension appears to happen in two stages, they are : 1) The first stage occurs during the actual reading activity. The child examines the message and silmutaneously recognize words and meaning through skill with the graphemic, syntactic
and
semantic
system.
Understanding
is
instantaneous at this stage. 2) Stage 2 can occur anytime during or following stage 1. This comprehension might best be described as a reflective activity. the written message has been translated or received and now can be subjected to a more thoughtful scrutiny or analysis. Surface understandings that were created at the instantaneouslevel can be examined as to their original accuracy or subjected to more complex mental operations.
b. The Process of Comprehension Comprehension skill can be classified into three process according to Duffy, Sherman and Roeheler (1977: 61). They are: 1) Comprehension as an informational process This process suggests that the reader is trying to learn the factual content of the message. To accomplish this, they must have meaning for all words read and a recognition of and memory for the facts they convey. 2) Comprehension as a thinking or manipulative process This process suggests that once the informational process is secure, the reader can be expected to “think about” this information, exploring its deeper implications and inferences. 3) Comprehension as an evaluative process This action might consists of accepting the messsage and commiting it to memory, rejecting the messages or searching out more information to clarify or understand a possition.
CHAPTER III METODHOLOGY OF RESEARCH
A. The Method Of Research In this study, the writer will apply a classroom action research. According to Arikunto (2007:2-3), methodology of this research comes from three words, they are classroom, action, and research. There are three terms can be explained as: 1.
Research Research indicate an activity to observe the object by using of ways and methodologies to get the useful data or information to improve the quality of thing and that is necessary for researcher.
2.
Action Action is a movement activity, which is done deliberately with a certain purpose.
3.
Classroom In this case is not bound by the terms of the classroom, but it has more specific meaning. The word of class means groups of students who are in the same time receive the same lesson from the same teacher. Based on the three main words; research, action, and class,
Classroom action research (CAR) means an observation toward learning
process that organized as an action, which is appeared deliberately and happened simultaneously in the classroom. According to Arikunto (2006:16-19), there are four steps to do classroom action research. They are planning, acting, observing, and reflecting. 1. The Procedure of Research In this research, the writer will use for minimum two cycles consist of two meetings for each cycle. The procedures of the research for each cycle are: a.
Planning The activities are: 1) Preparing materials, making lesson plan, designing the instrument of assessment (Pre test and Post test), and organizing steps in doing the action. 2) Preparing list of students‟ name scoring. 3) Preparing teaching aids. 4) Preparing sheet for classroom observation
b.
Action The activities are: 1) Giving Pre test. 2) Teaching reading using 3-2-1 strategy. 3) Giving occasions to the students to ask their difficulties.
4) Ask the students about some conclusion of their reading activities. 5) Giving post test c.
Observation According to Burns (2010:9), in this phase involves the researcher in observing systematically the effects of the action and documenting the context, actions and opinions of those involved. It is a data collection phase where the researcher use „open-eyed‟ and „open-minded‟ tools to collect information about what is happening.
d.
Reflection At this point the writer reflects on, evaluates and describes the effect of the action in order to make sense of what has happened and to understand the issue that have explored more clearly. The writer may decide to do further cycles to improve the situation even more, or to share the „story‟ of the research with others as part of the researcher ongoing professional development (Burns, 2010:9). Adapted from Lewin cited in Tampubolon (2014:27), the procedures of the research are described in the following scheme:
Chart 3.1 CAR cycles based on Lewin’s model:
2. Method of Analysis In analyzing the data, the researcher uses these following steps they are: a.
Technique of Collecting Data Data gathering is used to gather information, in this part is about classroom action research. This research used some techniques to collect the data: 1) Observation Observation is an important role in a research. It was carried out to observe the application of 3-2-1 strategy in improving the third year students of SMK Saraswati Salatiga in reading comprehension. Based on the observation it can be known students‟ interest, and the reading comprehension improvement of students that occurred in learning. As a teacher and observer, the writer will use field note to do this observation.
2) Interview In this research, the researcher interviews the staff division and the third year teacher of SMK Saraswati. The interview conducts to obtain information of school profile and knowing the condition of the students before conducting the research. 3) Tests In accordance to Harmer (2009:321), Tests are designed to measure learners‟ language and skill progress in relation to the syllabus they have been following. In this research, the writer will make pre-test and post-test to compare the students‟ reading ability before and after the implementation of 3-2-1 strategy. 4) Documentation In this research the writer will complete the research by using the document in which explain about the school and the data which is needed for the research. b.
Technique of Data Analysis There were two techniques to analyze the data in this research. They areas follow:
1) Descriptive technique A descriptive technique is function to analyze the data which is obtained from the observation in each cycle, such as: a) The observation towards teacher and students‟ activities in teaching learning process. b) The observation toward teacher in applying “3-2-1 strategy in improving students‟ reading comprehension”. 2) Statistical technique a) Mean A set of numbers you had collected, add them up and then divide the total by the number of items, you would end up with the mean (Burn, 2010:122) ∑ Explanations: Fx
: Sum of students‟ score
N
: Total students
b) Standard Deviation √∑
(∑ )
Explanations: : Standard of deviation for one simple t-test D
: Difference between pre-test and post-test
N
: Number of observation in sample
c) T- Test Analysis Method of analysis data in this research utilizes quantitative experimental way firstly scoring the first questions. The results from two tests are pre test and post test. They will be compared to analyze the influence of implementing 3-2-1 strategy in improving the students‟ reading ability. The formula to calculate it is: (∑ )
To =
⌈
√
⌉
Explanations: T0= t-test for differences of pre-test and post-test. SD = Standard of deviation for one simple t-test. D= Difference between pre-test and post-test N= Number of observation in sample d) Percentages score P= Explanations: P = percentages F= Frequency N= number of group
B. General Description of SMK Saraswati Salatiga This classroom action research was carried out at SMK Saraswati Salatiga. It is locatedat Jl. Hassanudin 738, Salatiga, Central Java. It is an educational
organization
under
“Yayasan
Pembina
Rehabilisasi
Pembangunan Masyarakat”. The total number of students of SMK Saraswati Salatiga in the academic year of 2015/2016 is about 1.367 students. SMK Saraswati Salatiga has 36 classroom, which cover twelve classes are for the first year students, twelve classes for second year students, and twelve classes for classes are for third year students. Moreover, this school has several extracurricular programs such as scout, volleyball, futsal, computer, martial art, engineering imaginary. 1. The Profile of SMK Saraswati Salatiga: a. Name
: SMK Saraswati Salatiga
b. Address
: Jl. Hassanudin 738, Salatiga
c. Phone number / fax
: 0298 326516 / 0298 312224
d. Email
:
[email protected]
e. Established
: 1991
f. Accreditation
:B
2. Vision and Mission: a. Vision : SMK Saraswati “Being a leading vocational educational institution”
b. Mission : -
Organizes educational service and professional training to produce graduates who are intelligent, skilled, and competitive.
-
Organizing service for the graduate to be distributed to the industrial fields through job fair.
3. The General Situation of SMK Saraswati In SMK Saraswati, the lesson is started at 07.15 a.m and finished at 13.50 except for class practice finished at 16.30. there was five days for active teaching learning process for a week and one day free. It was 40 minutes for one hour lesson and there are two break times at 09.55-10.10 and 11.30-11.45. In addition, English is taught twice a week that is 5 x 40 minutes. The subject taught inSMK Saraswati are same with another senior high school institution for normative-adaptive learning as Sport, art and culture, mathematics, Indonesian language, Chemistry, History, Civic education, English, Business management, KKPI, Javanese language, and Productive learning taught based on each department. 4. The Facilities of SMK Saraswati Salatiga SMK Saraswati Salatiga was build oninstitution-own area as wide 5.800 m2. The list of facilities in SMK Saraswati presented on the table 3.1 below:
Table list of 3.1 Room and Facilities of SMK Saraswati Salatiga Condition No Room / Equipment
Total
1
28 / 26
Theory/ classes
Good V
Laboratorium 2
Broken
V
a. Language
1
b. KKPI / computer
2
V
c. Teaching factory
10
V
3
Library
1
V
4
Sport
1
V
5
Hall room
1
V
6
Mosque
1
V
7
Principal Office
1
V
8
Teacher Office
1
V
9
Administration office
5
V
10
OSIS Office
1
V
11
Scout Office
1
V
12
Counseling Office
1
V
13
Parking area
2
V
Source : SMK Saraswati Salatiga 5. Organization Structure of SMK Saraswati Salatiga Table list of 3.2 Organization Structure of SMK Saraswati Salatiga No 1
Name
Position
Drs. H Edy Triyanto Basuki., Head Master M.Pd
2
Drs. Anggik Suseno
Head of the institution
3
Drs. H. Zaenuri., M.Pd
Committee
4
Drs. Sugiman
Students‟ Affair
5
Surahman, S.Pd., M.Pd
Quality
management
Affair 6
Sumiyanto, S.Pd
Relationships‟ Affair
7
Muhammad Qomary, S.Pd
Equipments‟ Affair
8
Drs. Mohtar Arifin
Curriculum Affair
9
Iqtisad Adian, S.Pd
Head
of
Automotive
department 10
Dwi Heru Sutrisno, S.Pd
Head
of
Machine
department 11
Sugi Setiyono, S.Pd
Head of Electric and
12
Dwi Rafiana Sari, A.Md
Head
of
Multimedia
Department Source : SMK Saraswati Salatiga 6. Profile of Teachers and Staffs of SMK Saraswati Salatiga The formal education qualified people to work as teachers and some as administration to undertake good teaching learning process. There are 72 teachers and 14 staff as follow: Table list of 3.3 Situation of the Teachers of SMK Saraswati Salatiga No Name
Dicipline
Sex
1
Drs. Daryanto
Mechanical engineering
Male
2
Solikin, S.Pd
Mechanical engineering
Male
3
Dra. Adi Arumningsih
Civic education
Female
4
Drs. Edy TB., M.Pd
Education management
Male
5
Drs. Sugiman
Indonesian language
Male
6
Drs. Japari
Business education
Male
7
Drs. Sukisna
Coaching education
Male
8
Dra. Suratmi
Business education
Female
9
Marsudi., S.Pd
Mechanical engineering
Male
10
Surahman., S.Pd., M.Pd
Mechanical engineering
Male
11
Sumiyanto., S.Pd
Mechanical engineering
Male
12
M. Qomari., S.Pd
Mechanical engineering
Male
13
Iqtisad Adian S.Pd
Mechanical engineering
Male
14
Sukisno., S.Pd
Mechanical engineering
Male
15
Dwi Heru S., S.Pd
Mechanical engineering
Male
16
Arifin, S.Pd
Mechanical engineering
Male
17
Nikmatu R., S.Psi
Psychology
Female
18
Ahmad Roni Arifin., ST
Mechanical engineering
Male
19
Sugi Setiyono., S.Pd
20
Suryanto, S.T
Electrical engineering
Male
21
Winarto Adi N, S.Pd
Sport
Male
22
Nafiul Faridah, ST
Chemical engineering
Female
23
Saerotun Nafiah., S.Pd
Mathematics
Female
24
Drs. Mohtar Amin
Technical engineering
Male
25
Eko Ari Sutrisno., S.Si
Mathematics
Male
26
Suryani Tri H, S.Pd
Indonesian language
Female
27
Nurhayati. S.Pd
English Education
Female
28
Maftuhatin N, S.Pd
Mathematics
Female
29
Menik Sri Utami S.Pd
Chemical education
Female
30
Istianatur R, S.Pd
Electrical engineering
Female
31
Atik Kurniawati, S.Th
Clergy/ Theolog
Female
32
Ismujoko, S.T
Electrical engineering
Male
33
Wiwik Kurniawati S.Pdi
Islamic education
Female
34
Giyanto, S.Ag
Dharma Acharya
Male
35
Priska Pasur W., S.Si
Chemical education
Female
Electrical
engineering
education
Male
36
Agustin Indriyani, S.Pd
Chemical education
Female
37
Patemi, S.Pd
Indonesian Language
Female
38
Agus Joko W, S.Pd
Technical engineering
Male
39
Dwi Rafiana Sari, A.Md
Informatics Engineering
Female
40
Laili Kartikasari S.Pd
Indonesian language
Female
41
M. Nursalin, S.Pdt
Electrical engineering
Male
42
Parmadi, S.Pd
Indonesian Language
Male
43
Tri Wahyuni, S.Pd
Mathematics
Female
44
Edy Ismail. S.Pd
Mechanical Engineering
Male
45
Achmad Rois, S.Pd
Mechanical Engineering
Male
46
Dwi Nur Cahyono, S.Pd
Mechanical Engineering
Male
47
Fitri Kurniawati N, S.Pd
Chemical education
Female
48
Hendra Braja A, ST
Informatics Engineering
Male
49
Wahyu Sih P, S.Pd
English Education
Female
50
Sugito, S.Ag
Islamic education
Male
51
Dwi Astati, S.Pd
Counseling
Female
52
Racht BA, S.Pd
Mechanical Engineering
Male
53
Sunar hartatik, S.Ag
Theology
Female
54
Desyta R, S.Pd
English Education
Female
55
Yohanes Wisnu Kusuma Art and Culture
Male
56
Indra Ika F, S.Pd
Mathematics
Female
57
Renny Afnita D, S.Pd
English education
Female
58
M. Khoironi A.Md
59
Dimas Putra P, S.Pd
Historical education
Male
60
Dwi Indah M., S.Kom
Multimedia
Female
61
Guntur Priyantoro, S.Pd
Historical education
Male
62
Jatmiko, S.Pd
Automotive
Male
63
M. Rofiq, S.Pd
Automotive
Male
64
Nastiti Nur A, S.Pd
Art and Culture
Female
Mechanical Automotive engineering
Male
65
Nurhuda Sandi U, S.PdI
Islamic education
Male
66
Nurul Innayah., S.PdI
Islamic education
Female
67
Puspita Wulandari, S.Pd
Historical education
Female
68
Zevri Krisnawan
Multimedia
Male
69
Iwan Puguh S, S.Pd
Physical education
Male
70
Widyas Utami S.Psi
Counseling
Female
71
Zuhaela Silvi S.Pd
Counseling
Female
72
Erfi S., S.PdKom
Multimedia
Female
Source: SMK Saraswati Salatiga; 2015 Table list 3.4 Situation of the staffs of SMK Saraswati Salatiga No Name
Career Head of Administration/
Sex
1
Dewi Ratih, A.Md
2
Muchtar Wiyoto
3
A.Joko Purwanto
4
Ari Wijayanto, SH
Teller staff
Male
5
Winarni
Administration staff
Female
6
Al. Budiarto
Automotive Tool man
Male
7
Arum Budiwati L, SE
Administration staff
Female
8
Sri Dwiatmi
Teller staff
Female
9
Juli Prasetyowati, SH
Librarian
Female
10
Nurhadi
Security
Male
11
Supriyanto
Driver
Male
12
Mujari
Security
Male
13
Sutarbi
Housekeeping
Male
14
Setiyono
Housekeeping
Male
Source : SMK Saraswati Salatiga
KTU Rules‟ Affair Tool man of Industrial machine
Female Male Male
7. Subject of the Research a.
Students In this classroom action research, the subject of research is XII TKR A of SMK Saraswati Salatiga in the academic year of 2015/2016. It consist of 38 male students. Table 3.5 List of subject of the research No
Students’ Name
No
Students’ Name
1
Aditya Pratama
20
M. saefudin
2
Aditya Putra Pratama
21
M. Teguh santoso
3
Advendi Dwi Prasetya
22
Muhammad Sofyan
4
Agus Supriyono
23
M.amin Sofi
5
Aji Eko P
24
Lucilla Lewlewi S
6
Ali setiawan
25
Luthfi Maulana
7
Andree Setiawan
26
Lis saputro
8
Bagas Fidianto
27
Roko handoko
9
Budiono
28
Rycho Erda Himaga
10
Doni Dwi Prastyo
29
Rois Nur Rifai
11
Edi Purnomo
30
Rezza mahindra S
12
Joddy setiawan
31
Rahmat Hidayat
13
Fajar Diyo Nugroho
32
Rendy Pradana
14
Fransiscus Jordan H
33
Sutaryono
15
Fernanda Aji P
34
Tony Haryanto
16
Muhammad susanto
35
Wahyu Indra wijaya
17
M.Eka Fardani
36
Yoseph Rimbo A
18
M. Fatkhul Wahab
37
Yeriko Prakas P
19
M. Wahyu Imron M
38
Yustinus Bagasworo
Source : SMK Saraswati Salatiga
b. Researcher In this research, the researcher collaborates with her partner and the English teacher of SMK Saraswati Salatiga. Researcher carries out “ 3-2-1 strategy” in teaching reading that is helped by researcher partner as collaborator. c. Time Schedule of the Research The classroom action research is done in August 2015. The time schedule of the research could be drawnin the table as follow: Table 3.6 The Time and Place of the Research No Date and Time
Activities
Place SMK
1
August03th, 2015
Observation
SARASWATI SALATIGA
Cycle 1 2
th
August 06 , 2015
The implementation of
3
August 07th, 2015
XII TKR A
using 3-2-1 strategy Cycle 1
th
4
August 13 , 2015
5
August 14th, 2015
The implementation of using 3-2-1 strategy
XII TKR A
d. Time Schedule of Pre-Test and Post-Test Table 3.7 The Time Schedule of Pre and PostTest No
Date
Activity
1
August 06th 2015
Pre-Test of cycle 1
2
August 07th 2015
Post-Test of cycle 1
3
August 13th 2015
Pre-Test of cycle 2
4
August 14th 2015
Post-Test of cycle 2
CHAPTER VI DATA ANALYSIS
This chapter focuses on analyzing the collected data. The researcher gives details of the findings. This chapter is likely the main discussion of the research. It displays the finding of the collected data since the beginning until the end of the research. The finding of the collected data consists of two cycle, they are cycle I and cycle II. The two cycles are treatments of the implementation of the 3-2-1 strategy in improving reading comprehension. For the whole stages of every cycle (cycle I and cycle II), will be explained in the description below. A. Cycle 1 1. Meeting 1 a. Planning In this step, the researcher prepared: 1) Materials, making lesson plan and designing the steps in doing action. 2) List of students‟ name. 3) Teaching aid (realia/ sample of manual device, Get Along with English book). 4) Sheet for classroom observation. 5) Test (pre test)
b. Implementation of the action On Thursday, 06th August 2015 the researcher with her partner entered the third year class of SMK Saraswati Salatiga. Unfortunately, the English class began for the last three hours of the day. It seemed that some of the students were tired and do not enthusiast to get the next lesson. Before the researcher began the class she introduced herself and told the students her purpose to do the action research. After that, the teacher start explaining the material, she explained about the definition of manual device, structure of the text, and language features that used in a manual device. Then, the teacher gave the pre test for the students. The time after, the students do the assignment individually for the time given and submit the answer sheet in the last session of the class. c. Observation In the first meeting, the researcher and her partner observed in the teaching learning process. By monitoring the students‟ activity in this action the students felt sleepy and tired. It is caused the time of the lesson which is in the last session of the day. The class was a passive class. Most of the students were quiet and just some of them interest with the lesson. The active students give their opinion when the teacher gave a chance.
Sometime they combined English and Bahasa, or mostly Bahasa because they did not know the meaning of the word and how to say it in English. They were curious about the strategy that the teacher will use, but because the time wasn‟t enough to do the treatment so the first meeting just for introduction and took their pre-test score. d. Reflection After analyzing the result of the pre test in the first meeting, the teacher conclude that it was important to give some feedbacks and motivations to the students to be more enthusiasticin reading English text. The first meeting did not give a satisfactory result, because the limited time that made the treatment could not be applied yet. Furthermore students did not bring their dictionary so it caused the student got difficulties in understanding the text. 2. Meeting II a. Planning In this step, teacher prepared: 1) Materials, making lesson plan, and designing the step in doing action. 2) List of students‟ name.
3) Teaching aid (rubric assessment, get along with English book). 4) Sheet for classroom observation. 5) Test (Post test). b. Implementation of the action Meeting II was held on Friday 07th august 2015, the teacher and her partner entered the class. They were still fresh because fortunately English lesson was in the beginning session of the day. This meeting would conduct the treatment and took post test score. The situation of the teaching learning process, were as follow: in the first session of the teaching learning process teacher greets students and check the attendances. After that the teacher walks and spread the 3-2-1 strategy chart. And explain them how to apply the strategy based on each manual they had. The class divided by some groups in which consist of four students. The students start doing the assignment by discussion. Some of the students independently took their own paper to make some notification and apply the 3-2-1 strategy, but some of them were answering the assignment without applying the strategy. When the teacher walked to him for monitoring, he said that he still confused about the text.
In the middle of treatment some students asked the teacher about the meaning of some words. After the treatment had done the teacher submit the assignment and gave them some feedback. It consists of review how to implementing the strategy, and asked them which part of the text are difficult for them. Then the teacher closed the session for the class that day. c. Observation In the second meeting, the students were more ready than first meeting. It was maybe caused the teacher had explained the rule before and the situation that was still morning. Some of students still confused in comprehending the text. Some of them enjoyed the discussion session, but some of the other students bored. The problem happened because they doesn‟t really understand how to applying the strategy. In the other hand, 3-2-1 strategy is a new strategy for them, so they need to adapt first. d. Reflection By analyzing the action of the second meeting, the teacher concluded that the students can improve their reading comprehension. It was described by the increasing of their post test. The implementation of the strategy helped them to improve their reading comprehension. In the other hand, the
number of the score doesn‟t significantly increasing. So, this is correction for the researcher to conduct the cycle II. B. Cycle II 1. Meeting I a. Planning In this step teacher prepared: 1) Materials, making lesson plan, and designing the step in doing action. 2) List of students‟ name. 3) Teaching aid (Example of business letter, get along with English book). 4) Sheet for classroom observation. 5) Test (pre test). b. The implementation of the action On Thursday 13th of august 2015, the researcher and her partner entered the class. The class was crowded some of the students were still in the outside of the class. So the class began a little bit late. When all the students had entered the class was begun. Teacher started explaining the material about business letter, the goal of the lesson, definition of business letter, kind of business letter, part of business letter, and some question related the language feature asked by the teacher to trigger the
students more active during the lesson. After that she gave an example of business letter and asked the student to analyze the part of business letter. Then she gave the test to take their pre test score. c. Observation In the first meeting of the cycle 2, observation was also carried out during the implementation of the action. The class situation was crowded because some of the students were still outside of the class. So when they were coming in the class, the other students were shouting them and interrupt the class discussion for a while. It was in the last session of the day, they look so tired. Then, the class was more crowded when the teacher gave them a game. They shouted, pushing each other, when their team was lost. So the game had to be stopped. But, overall the game also made them laughing, and happy. When the teacher started explaining the material, the situation was under control. They paid the attention and gave feedback when the teacher asked question related the materials. The teacher found some of student still keep silent and passive, but most of them more active in this stage. The teaching learning process run smoothly and most the students comprehend the lesson. It could be seen when the teacher took their pre test score by giving assignment.
d. Reflection By analyzing the action and the score of pre test in the first meeting of cycle 2, the teacher conclude that the students could improve their reading comprehension. Cycle 2 gave more satisfactory result. It may also be influenced by students feeling. Students understood the material easily because the teachers‟ instruction was short, clear and concise. 2. Meeting II a. Planning In this step, the teacher prepared: 1) Materials, making lesson plan, and designing the step in doing action. 2) List of students‟ name 3) Teaching aid (rubric for the assessment, Get along with English book) 4) Sheet for classroom observation 5) Test (post test) b. The implementation of the action The second meeting for the cycle 2 was held on 14th august 2015. The teacher and her partner entered the class. When were entering, the students had been in the class. They were a little bit tired because they had done the day of scout ceremony. Fortunately, the students still have a big passion to
follow the lesson. This meeting would conduct the treatment and took post test score. The situation of the teaching learning process as follow, teacher use slides in beginning of the lesson she start asked the students to remains them about the materials in the previous meeting. She started to explain another kind of business letter. Then, she gave the student assignment to took their post test score. c. Observation In the second meeting of cycle II, observation was also carried out during the implementation of action. Observing the learning process, students focused on listening to the teacher explanation and observing the slides. However the number of students who did not pay attention the lesson became decrease from the first to the second cycle. The teacher gave chance to students to read the text loudly and silently. In the middle of the activity teacher asked students to complete the chart individually. Students were intended to comprehend
reading
by
answering
the
question
and
summarizing the reading orally. All the students involved in greeting teacher and reflected the lesson by answering some closing questions from the teacher.
d. Reflection In this cycle, the researcher and the teacher as collaborator conclude that the treatment of 3-2-1 strategy was successful in improving students reading comprehension. They were great in answering the questions. It can be examined from the test results of pre and post test on table 4.2. The test results significantly increase up to 100 % of students were pass the standardized score, it is the reason of the teacher not to conduct the next cycle. C. Calculation of the test result 1.
Score of pre and post test cycle 1 Table 4.1 The students’ score of pre and post test in cycle 1 No
Students’ name
Pre-
Post-
Post-
test 1
test 1
Pre (D)
(X)
(Y)
D2
1
Aditya Pratama
90
90
0
0
2
Aditya Putra P
70
72
2
4
3
Agus Supriyono
67
77
10
100
4
Advendi dwi P
72
85
13
169
5
Ali Setiawan
57
65
8
64
6
Andree Setiawan
62
87
25
625
7
Aji Eko P
62
65
3
9
8
Bagas Fidianto
60
60
0
0
9
Budiono
72
85
13
169
10
Doni Dwi P
55
62
7
49
11
Edi Purnomo
60
65
5
25
12
Joddy Setiawan
60
70
10
100
13
Fajar Diyo N
62
72
10
100
14
Fransiscus Jordan
55
70
25
625
15
Fernanda Aji p
55
72
17
289
16
M. Susanto
55
57
2
4
17
M. Eka Fardani
65
65
0
0
18
M. Fatkhul Wahab
75
85
10
100
19
M. Wahyu Imron
40
40
0
0
20
M. Saefudin
70
75
5
25
21
M. Teguh santoso
57
75
20
400
22
Muhammad sofyan
50
55
5
25
23
M. Amin Sofi
50
55
5
25
24
Lucilla Lewlewi S
50
75
25
625
25
Luthfi Maulana
55
75
20
400
26
Lis Saputro
55
70
15
225
27
Roko Handoko
62
65
3
9
28
Ryco Erda Himaga
70
72
2
4
29
Rois Nur Rifai
60
85
25
625
30
Rezza Mahindra
75
80
5
25
31
Sutaryono
70
77
7
49
32
Rahmat Hidayat
82
85
3
9
33
Rendy Pradana
70
80
10
100
34
Tony Haryanto
55
67
12
144
35
Wahyu Indra W
65
82
17
289
36
Yoseph Rimbo a
67
70
3
9
37
Yeriko Prakas P
77
87
10
100
38
Yustinus B
72
75
3
9
2406
2749
355
5529
Total
a.
Mean 1) Mean of Pre test for cycle 1
Mx=
∑
Mx= Mx= 63.31 2) Mean of Post test 1
My=
∑
My = My=72.34 b. Standard deviation (SD) calculation: From the data above the teacher calculate SD as: ∑ SD =√
∑
∑
(
∑
SD = √
(
SD = √
(
SD = √ SD =√ SD= 7.63
) ) )
c. T-test calculation: ∑
(
To =
)
(
)
√
(
To =
)
(
)
√
To=
(
√
)
To = To = 7.47 d. Percentages score: P=
x 100 %
Percentage of pre test ≥70 =
x 100 %
≥70 = 34.21 Percentage of post test≥ 70 =
x 100 %
≥ 70 = 68.42% The score of the result above shows that the students‟ score increases from the pre test to the post test. The mean of pre test is 63.31, while the mean of pot test 72.34. Based on the comparison, the students‟ reading comprehension enhanced since they got the treatment even it was not significant.
According to the percentage score calculation, there are 68 % students who pass the standardized score (kriteria ketuntasan minimal). In the other hand, the researcher targets for the implementation of cycle 1 more than the result. She hopes for minimum 75 % of the students have to pass the standardized score.Based on the percentage in the cycle 1 which less than the researcher target, it is necessary for the teacher to conduct cycle 2. 2. Score of pre and post test cycle 2 Table 4.2 The students’ score of pre and post test in cycle 2 No
Students’ Name
Pre-
Post-
Post-
test
test 2
pre
score
(y)
(D)
D2
2 (x) 1
Aditya Pratama
92
97
5
25
2
Aditya Putra P
62
70
8
64
3
Agus Supriyono
97
100
3
9
4
Advendi Dwi P
65
75
10
100
5
Ali Setiawan
75
80
5
25
6
Andree Setiawan
77
82
5
25
7
Aji Eko p
62
75
13
169
8
Bagas Fidianto
67
70
3
9
9
Budiono
75
82
7
49
10
Doni Dwi Prasetyo
68
70
2
4
11
Edi Purnomo
68
72
4
16
12
Joddy Setiyawan
70
72
2
4
13
Fajar Diyo Nugroho
75
80
5
25
14
Fransiscus Jordan H
77
85
8
64
15
Fernanda Aji P
70
77
7
49
16
Muhammad Susanto 70
75
5
25
17
M. Eka Fardani
67
78
11
121
18
M. Fatkhul Wahab
77
85
8
64
19
M. Wahyu Imron
52
70
18
324
20
M. Saefudin
68
72
4
16
21
M. Teguh Santoso
75
80
5
25
22
Muhammad Sofyan
65
92
27
729
23
M. Amin Sofi
70
75
5
25
24
Lucilla Lewlewi S
67
75
8
64
25
Luthfi Maulana
67
70
3
9
26
Lis Saputro
77
82
5
25
27
Roko Handoko
70
85
15
225
28
Ryco Erda Himaga
85
90
5
25
29
Rois Nur Rifai
60
77
17
289
30
Rezza Mahindra S
95
100
5
25
31
Sutaryono
75
80
5
25
32
Rahmat Hidayat
90
95
5
25
33
Rendy Pradana
85
90
5
25
34
Tony Haryanto
70
80
10
100
35
Wahyu Indra W
82
85
3
9
36
Yoseph Rimbo A
82
87
5
25
37
Yeriko Prakas P
85
97
12
144
38
Yustinus Bagasworo 87
92
5
25
3.099
278
3006
Total
2.821
a. Mean 1) Mean of Pre test cycle 2 Mx =
∑
Mx = Mx = 74.23 2) Mean of Post test cycle 2 My =
∑
My = My = 81.55 b. Standard deviation (SD) calculation: From the data above, the researcher calculate SD as follow: ∑
∑
SD = √
(
)
SD = √
(
)
SD = √ SD = √ SD = 1.98
c. T test calculation ∑
(
To =
(
) )
√
To = √
To = √
To =
To = 33 d. Percentages core: P=
x 100 %
Percentage score of pre test ≥ 70 =
x 100 %
≥ 70 = 66 % Percentage score of post test ≥ 70 =
x 100 %
≥ 70 = 100 % In the cycle II, the result shows that the students‟ reading comprehension increases significantly. It is described in the results above. It displays that the mean of pre test is 74.32 and the mean of post test 81.55. The
percentage score calculate there are 66 % students pass the standardized score in pre test, and increase significantly 100 % students pass the standardized score in post test. D. Analysis and Discussion From the results of analyzes in cycle I and II, it shows that there is a significant improvement of students reading comprehension. The improvement as follow: Table 4.3 The Mean of Students’ Score No
Analyze
1
Cycle I
Cycle II
Mean
2
-
Pre test
63.31
74.23
-
Post test
72.34
81.55
7.47
33
T-calculation
Chart 4.1 The Mean and T-calculation of Students’ Score
100 80
74.23
72.34
81.55
63.31 Pre Test
60 33
40
Post Test T table
7.47
20 0 Cycle I
Cycle II
Table 4.3 and the chart 4.1 display the improvement of the students‟ reading comprehension from the cycle I to the cycle II. The difference among whole results is obviously great. This means that the implementation of 3-2-1 strategy can improve students reading comprehension. Based on the value of the data, the mean of pre and post test of each cycle increases significantly. The table above displays that the mean of cycle I improves; the mean of pre test is 63.31 and the mean of post test is 74.43. In cycle II the mean of pre test is 74.23 and post test in cycle II 81.55. In addition, the comparison among T-calculation of cycle I and cycle II, the implementation of 3-2-1 strategy on reading comprehension is successful to improve the students‟ reading comprehension. It can be seen in the chart 4.1. The chart shows that tcalculation of cycle II is greater than cycle I, where cycle I is 7.47 then 33 in cycle II. So that, there is greater improvement on students‟ reading comprehension.
Chart 4.2 The percentage of students’ achievement 100
100 80
68
66
60 40
34
Pre test Post test
20 0 Cycle I Cycle II
Chart 4.2 shows the improvement of students reading comprehension from the cycle I to cycle II. The percentages score displays that students who had passed the standardized score is substantially increasing, from 34 % up to 68 % in cycle I and then decrease in range 66 % up to 100 % students who pass the standardized score (KKM) in range 70. Based on the teacher observation sheet and lesson plan, the researcher found out that the teacher teaching practice of using 3-2-1 strategy improved students reading comprehension from one cycle to another cycle. Doing the cycle I, the teacher delivers the chart by groups in teaching reading comprehension. Then she asked the students to summarizing in presentation activity, to practice reading aloud. Then in the cycle II, the teacher added warming up activity. The teacher changed the media from realia (manuals device) into slide
(business letter).The teacher also changed the procedure in reading and filling the chart of comprehension from groups into individual. Moreover, the students‟ involvement was not only the engagement of students using language skills during the learning process but also the participation that occurred by the interaction between student and teacher, or student and student during the activity. Based on the interview of two cycles, there were some factors that support students to be success in learning by using 3-2-1 strategy. It was concluded that students enjoyed the learning because they felt that the learning was fun, understandable and relax. Students also commented on the cycle two that the subject material content (business letter) is easy. Furthermore, the percentages in post test up to 100 % students pass the standardized score. The students found that 3-2-1 strategy was interesting for them because the strategy was new for them and challenging. In contrary, there were some factors that hinder students to be success in their learning. In cycle I, for example some students had difficulty in when filling the 3-2-1 chart individually. They commented that finding 3 discoveries was difficult. They also felt confuse in finding 1 question related to the text because they found all is full of questions. At least, the students fill the chart by the teacher guidance.
CHAPTER V CLOSURE
A. Conclusion After analyzing the data, the researcher draws the conclusions of this research as follows: 1. There is influence of the use 3-2-1 strategy in teaching reading to improve the students‟ reading skills of the third year students of SMK Saraswati in the academic year of 2015/2016. Before implementing the strategy, the students were mostly has low motivation and interest in reading. After implementing the strategy students become more active and encourage them to learn that effect to the improvement of reading comprehension skills. It is shown by the means of pre test and post test is 63.31 to 72.34 in cycle I , the mean of pre test and post test is 74.23 to 81.55 in cycle II. 2.
Based on the findings of the research, the students reading comprehension can improve through 3-2-1 strategy. The findings shows that the improvement of the students reading comprehension is significant after the students got reading instruction by 3-2-1 strategy. It can be seen from the comparison between T-calculation of all the score of cycle I and cycle II. In the cycle I, the T-calculation is 7.47 and cycle II is 33.
B. Implementation Based on the analysis of the observation during teaching learning process, the writer concludes that the classroom action research on using 3-2-1 strategy in reading comprehension at the XII TKR A students of the vocational school (SMK) Saraswati Salatiga in the academic year of 2015/2016 could improve not only teacher teaching practice but also students‟ involvement in learning process and students reading ability. Students became more active and encouraged to learn that effect to the improvement of reading comprehension skills. The success and failure of the students in two cycles were affected by factors to support or hinder the practice of 3-2-1 strategy. The factors not only from the students but also from the teacher practice. C. Suggestion Having known the findings of the research, the researcher gives suggestions as follows: 1. To the Teacher a) The use of 3-2-1 strategy is recommended for other English teachers as one of effective and alternative strategies to teach reading comprehension. b) In order to use the strategy effectively, first it is suggested for the teacher to explain clearly about the procedures to do the strategy and benefits that students may get if using 3-2-1 strategy. The researcher also suggested the teacher to use an interactive media as
games, realia, and slides can also encourage students interest to learn. 2. To the students a) The students should try to use 3-2-1 strategy in comprehending text, because the strategy requires them not only to summarize the important point from the text but also to construct question about the text. b) The students should also have high motivation in improving their reading comprehension skills. They should read often, and not to be lazy to open the dictionary. 3. For the other researcher It has been known that the using of 3-2-1 strategy can improve students reading comprehension skill, so that the other researchers or the readers could use the 3-2-1 strategy when they are want to develop their reading skills. They should read this research clearly, so they can understand how to practice 3-2-1 strategy to improve their reading comprehension skills. Finally, the result of this research can be use as reference for other researchers dealing with the methodology in language teaching. Furthermore, the other researcher can draw analysis from other points of view by doing different kind of research.
Bibliography
Alsamadani, Hasem Ahmed. 2011. The Effects of the 3-2-1 Strategy on EFL Reading Comprehension. Journal vol.4 (3) 180-194. Bamman,Dawson,McGovern. 1973. Fundamentals of Basic Reading Instruction. New York: David McKay Company. Burns, Anne. 2010. Doing Action Research in English Language Teaching. New York: Taylor and Francis e-library. Daiek, Deborah B. et. al.2004. Critical Reading for College and Beyond. New York: McGraw-Hill companies. Duffy,Gerald G. et. al .1977. How to Teach Reading Systematically. New York: Harper and Row Publisher. Febriyani, Lia. 2014. The Use of Directed Reading Thinking Activity Strategy to Improve Students’ Reading Comprehension. Salatiga: Educational Faculty STAIN Salatiga. Grabe, William. 2009. Reading in a Second Language; Moving from theory to Practice. United States of America: Cambridge University Press. Harmer, Jeremy. 2001. The Practice of English Language Teaching: Third edition. China: Longman. Merriam-Webster Inc. 1981.Webster’s Third New international Dictionary. United States of America. Merriam-Webster Inc Nunan, David. 1989. Designing Tasks for Communicative Classroom. United States of America: Cambridge University Press. Pearson Education Limited. 2008. Longman Advanced Dictionary. England: Pearson Education limited Press. Preszler, June. 2006. More Strategies to Guide Learning: Grade 4-12. ESA Region: Black Hills Special Services Cooperative (BHSSC). Wright, Andrew. 1989. Pictures for Language Learning. United Kingdom: Cambridge University Press. Zygouris-CEO,V., et. al.2005. Engaging students with text: the 3-2-1 strategy. The reading teacher.Journal vol 58(4), 381-384. Philippot, Raymond et. al.2009. Fostering Comprehension in English Classes. New York: The Guliford publisher. http://www.bbc.com/indonesia/berita_indonesia/2014/08/140826_pasar_te naga_kerja_aec: accessed on 15th June 2015.
CURRICULUM VITAE
Name
: Ika Nur Aini
Date of Birth
: Grobogan, 11 Maret 1993
Address
: Keyongan 04/04, Kec. Gabus, Kab. Grobogan, Jawa Tengah. 58183.
Gender
: Female
No. Hp
: 085 727 843 847
Background of education
: 1. SD N 2 Keyongan, graduated in 2005 2. SMP N 1 Kradenan, graduated in 2008 3. SMA N 1 Kradenan, graduated in 2011 4. STATE INSTITUTE OF ISLAMIC STUDIES (IAIN) SALATIGA
APPENDICES
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan
: SMK SARASWATI SALATIGA
Bidang Studi Keahlian : Semua Bidang Studi Keahlian Kompetensi keahlian
: Semua Kompetensi Keahlian
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: XII TKR A / 5
Alokasi waktu
: 5 X 40 menit
Aspek / skill
: Membaca / Reading
A.
Standar Kompetensi : Berkomunikasi Dalam Bahasa Inggris Setara Level Intermediate
B.
Kompetensi Dasar
: 3.4 Understanding Manual of Device
C.
Indikator
:
Pertemuan 1 1. Mengenal dan memahami buku / petunjuk panduan cara mengoperasikan sebuah media elektronik 2. Memahami ungkapan-ungkapan yang digunakan dalam sebuah buku / petunjuk panduan untuk menjelaskan sebuah prosedur penggunaan media elektronik secara tepat. Pertemuan 2 1. Gemar membaca dengan menggunakan bahasa dan pengucapan yang benar dalam memahami sebuah buku panduan petunjuk penggunaan atau manual of device. 2.
Menemukan informasi umum dan khusus dari penjelasan prosedur sebuah buku panduan atau petunjuk penggunaan sebuah media elektronik serta mampu menjawab pertanyaan secara komprehensif.
D. Tujuan pembelajaran: Setelah mempelajari unit ini siswa diharapkan mampu: 1. Memahami petunjuk panduan cara mengoperasikan sebuah media elektronik. 2. Memahami ungkapan atau kosa kata yang digunakan dalam penjelasan prosedur penggunaan media elektronik secara tepat 3. Mampu membaca dengan menggunakan pengucapan bahasa yang benar dalam memahami sebuah buku panduan petunjuk penggunaan 4. Mampu menemukan informasi umum dan khusus dari penjelasan prosedur sebuah buku panduan dan mampu menjawab pertanyaan secara komprehensif E. Materi Pembelajaran: F. Metode pembelajaran : Metode:
Questions and answers / discussion
Individual works/ pair works/ group works
Penugasan/ assessment/ homework Pendekatan : Contextual Teaching and Learning (CTL) Strategi pembelajaran : 3-2-1 strategy
G. Langkah-Langkah Pembelajaran A. Pertemuan pertama KEGIATAN A. PENDAHULUAN
Salam pembuka dan berdoa bersama, menggunakan greeting yang sudah diketahui siswa
memberi contoh dan mengarahkan siswa kepada topik yang akan dipelajari yaitu „manual of device‟
Menyampaikan indikator dan kompetensi
WAKTU
KARAKTER
20 menit
Religius
yang harus dicapai
Memotivasi siswa dengan memberikan pertanyaan sederhana yang berkaitan dengan materi ajar secara lisan sebagai pemanasan/ ice breaker
B. KEGIATAN INTI
80 menit
displin
EKSPLORASI *siswa menyebutkan bentuk manual device yang pernah diketahui * siswa di sajikan sebuah teks yang merupakan contoh cara mengoperasikan media elektronik yang terdapat dalam sebuah „manual of device‟ ELABORASI
Kerja keras
* siswa mengidentifikasi bahasa yang digunakan dalam sebuah manual of device * siswa bekerja perorangan untuk menjawab
mandiri
pertanyaan yang berkaitan dengan teks KONFIRMASI siswa diberikan kesempatan untuk bertanya bagian dari pelajaran yang belum jelas. C. PENUTUP
Merangkum materi
Guru memberikan reward kepada siswa yang aktif
Siswa diberikan tugas individual untuk mencari secara mandiri contoh manual of device dan membawanya dipertemuan selanjutnya
Doa penutup dan salam
20 menit
Religius
B. Pertemuan kedua
KEGIATAN A. PENDAHULUAN
WAKTU
KARAKTER
10 menit
Religius
Salam pembuka dan berdoa bersama, menggunakan greeting yang sudah diketahui siswa
Menyampaikan indikator dan kompetensi yang harus dicapai
Memotivasi siswa dengan memberikan pertanyaan sederhana yang berkaitan dengan materi ajar secara lisan sebagai pemanasan / ice breaker
B. KEGIATAN INTI
60 menit
EXPLORASI
Siswa menyebutkan kosa kata baru untuk memahami
Disiplin
bacaan yang diberikan
Siswa menuliskan arti kosa kata baru untuk
Kerja keras
memahami bacaan yang diberikan ELABORASI
Siswa menemukan informasi umum dan khusus dari bacaanhow to operate a sony televisiondan wacana lain untuk mengembangkan kosa kata yang dimiliki
Bekerja perorangan siswa menjawab pertanyaan (post test ) secara comprehensive dari jenis bacaan manual of devicedengan kosa kata yang tepat.
Siswa menemukan synonim/ antonym, rujukan kata dan makna kata dari berbagai bacaan untuk pengembangan kosa kata dan struktur kalimat KONFIRMASI
Siswa diberikan kesempatan untuk bertanya bagian dari pelajaran yang belum jelas
Mandiri
10 menit
C. PENUTUP
religius
Guru memberikan pengulangan pada bagian yang penting dan membuat kesimpulan
Siswa diberikan tugas secara individual untuk mendalami materi secara mandiri
Doa penutup dan salam
H. Media / Bahan/ Sumber Belajar Sumber : - Get Along with English penerbit erlangga Media : papan tulis, picture, LCD, dan realia I. Penilaian Lisan : individual works Tulisan : Hasil assessment dari guru Penugasan : mencari materi berkaitan untuk dipelajari secara mandiri J. Butir Soal 1. Instrument pre test Read the following dialog carefully and then answer the following questions! Shopkeeper Surya Shopkeeper
Surya Shopkeeper Surya Shopkeeper
Surya Shopkeeper Surya Shopkeeper Surya
: which printer do you want to buy, Sir? : I think i‟ll buy this one. Can you show me how to operate it? : sure, first you must check the connection by inserting the plug into the socetsecond, install the printer driver in your computer, third, print a test page to check if the printer is configured properly for your computer. : Should i always print a test page whenever I print? : No, you shouldn‟t. It‟s only for the first time printing : oh i see, What should i do next? : Then, open the documents you want to print. Don‟t forget to look at the print preview before printing your document to check whether is it is correctly set with what you need : and then? : If you think it is correct , for the last step , you can print your document . : Ok, i get it. : if you want to see the complete instructions, please find them in the manual, I put it in the box. : Alright, thank you very much.
Questions : 1. Where did the dialog take place? 2. What did surya buy? 3. What was the shopkeeper doing? 4. How many steps to operate the printer according to the passage above? 5. What should surya do first before using printer? 6. What should he do before printing to avoid a failure or unwanted result? 7. “Ok, i get it .” what does the sentence mean? 8. Where he can get the complete instruction? 9. “... to check wheter is it is correctly set with what you need” the underlined word refers to 10. Find the indonesian meaning for plug and socet . .
Key answers for pre test: 1. In the electronic shop 2. Surya bought a printer 3. He explained how to operate the printer 4. There are 5 steps to operate the printer 5. First, surya should check the connection by inserting the plug into socket 6. He should look at the print preview to check whether it is correctly set with what he need 7. The sentence means he understand what the shopkeeper said 8. He can get the complete instruction in the manual 9. It refers to the documents 10. Plug = steker Socet = stop kontak
2. Instrument for post test
How to Operate a Sony Television Step 1 Add batteries to your remote. Press the Power button to turn the television on. Begin with adjusting the Picture mode. Sony offers five modes for your viewing pleasure. The vivid picture mode is very crisp and sharp. The standard and custom modes create a simple look with slightly duller color and appearance , and the wide mode displays images on the entire screen . finally, the full mode displays a black bar on both sides of the image , giving it a smaller appearance. Step 2 The input button allows you to select the source you wish to see. For instance, choose TV, Video 1 , Video 2, components 1 or component 2 to watch cable television , a DVD or to play one of the two game consoles. The best way to familiarize yourself with the choices option is by looking at the back of television and nothing which units are connected to the the specific input option Step 3 The menu button allows you to adjust the back light , picture , color and sharpness. You just need to select the icon resembling a person inside a square. Press the circular button in the center of the up, down , left, and right arrow keys. This button allows you to select each individual option. Press the down arrow key to adjust the sound, screen displays, parental locks and television set up . press the menu button to exit this screen Step 4 On late nights, set the television to sleep mode. Press the sleep button at the top of the remote. Each time you press the button , more time appears, allowing you to set your television, to between 15 and 120 minutes . the television will turn off automatically at the choosen time. Addapted from: http://www.ehow.com /how_operate-sony-television.html
Questions: 1. What should we do to turn on the TV? 2. What do the input buttons offer? 3. How can we get used the remote? 4. If we want to adjust the back light, picture color, and sharpness , what should we do? 5. What is the function of the sleep mode? 6. How many modes of view that Sony offer according to the passage? 7. What is the best way to familiarize yourself with the choices option? 8. “this button allows you to select each individual option” the underlined word refers to . . . 9. Press the down arrow key to adjust the sound , screen displays , parental lock, and TV set up.the underlined word has closest meaning to . . . 10. Where is sleep button located on the remote?
Key answers : 1. To turn on the Tv we should press power button 2. The input button allows the viewer to select the source the viewer wish to see 3. We can get used the remote by add batteries. 4. We just need to press the menu button and select the icon resembling a person inside a square. 5. The function is to turn off the television automatically. 6. There are 5 modes of viewing to pleasure the viewer. 7. By looking at the back of the TV and nothing which units are connected to the specific input option, 8. “this” refers to circular button 9. Adjust hast closest meaning to set up 10. The sleep button located on the top of the remote.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Satuan Pendidikan
: SMK SARASWATI SALATIGA
Bidang Studi Keahlian : Semua Bidang Studi Keahlian Kompetensi keahlian
: Semua Kompetensi Keahlian
Mata Pelajaran
: Bahasa Inggris
Kelas / Semester
: XII TKR A / 5
Alokasi waktu
: 5 X 40 menit
Aspek / skill
: Membaca / Reading
A. Standar kompetensi
: Memahami Sebuah Teks Fungsional Pendek
Dalam Bahasa Inggris Setara Level Intermediate B. Kompetensi Dasar C. Indikator
: 3.5 Understanding Business Letter
:
Pertemuan 1 3. Mengenal dan mampu membedakan macam-macam bentuk surat atau dokumen niaga seperti surat, fax, memo, iklan, maupun brosur. 4. Memahami ungkapan-ungkapan yang digunakan dalam surat niaga secara tepat. 5. Memahami isi dokumen niaga dan menceritakan kembali secara tulisan secara tepat. Pertemuan 2 3. Gemar membaca dengan menggunakan bahasa dan pengucapan yang benar dalam memahami sebuah dokumen / surat niaga. 4.
Menemukan informasi umum dan khusus dari sebuah dokumen/surat niagaserta mampu menjawab pertanyaan secara komprehensif.
D. Tujuan pembelajaran: Setelah mempelajari unit ini siswa diharapkan mampu: 5. Memahami bentuk surat niaga dan mampu membedakannya. 6. Memahami ungkapan atau kosa kata yang digunakan dalam masingmasing surat niaga secara tepat 7. Mampu memahami isi sebuah surat niaga secara tepat 8. Mampu menggunakan bahasa secara tepat dalam menceritakan kembali isi sebuah surat niaga. 9. Mampu menemukan informasi umum dan khusus dari sebuah surat niaga dan mampu menjawab pertanyaan secara komprehensif E. Materi Pembelajaran: F. Metode pembelajaran : Metode:
Questions and answers / discussion
Individual works/ pair works/ group works
Penugasan/ assessment/ homework
Pendekatan : Contextual Teaching and Learning (CTL) Strategi pembelajaran : 3-2-1 strategy G. Langkah-Langkah Pembelajaran C. Pertemuan pertama KEGIATAN D. PENDAHULUAN
Salam pembuka dan berdoa bersama, menggunakan greeting yang sudah diketahui siswa
memberi contoh dan mengarahkan siswa kepada topik yang akan dipelajari yaitu „business letter‟
Menyampaikan indikator dan kompetensi yang harus dicapai
WAKTU
KARAKTER
20 menit
religius
Memotivasi siswa dengan memberikan pertanyaan sederhana yang berkaitan dengan materi ajar secara lisan sebagai pemanasan/ ice breaker
E. KEGIATAN INTI
80 menit
Disiplin
EKSPLORASI *siswa menyebutkan macam-macam surat niaga yang pernah diketahui * siswa di sajikan macam-macam gambar yang merupakan contoh macam-macam surat niaga ELABORASI * setelah memahami macam-macam surat niaga siswa diberikan sebuah dokumen surat niaga
Mandiri
kemudian membaca serta memahami isinya * siswa mengidentifikasi bahasa yang digunakan dalam sebuah surat niaga
Kerja keras
* siswa bekerja perorangan untuk menjawab pertanyaan (pre test) yang berkaitan dengan teks
Mandiri
KONFIRMASI siswa diberikan kesempatan untuk bertanya bagian dari pelajaran yang belum jelas. F. PENUTUP
Merangkum materi
Guru memberikan reward kepada siswa yang aktif
Siswa diberikan tugas individual untuk mencari secara mandiri contoh surat niaga dan mempresentasikan pemahaman mereka dipertemuan selanjutnya
Doa penutup dan salam
20 menit
Religius
D. Pertemuan kedua KEGIATAN
A. PENDAHULUAN
WAKTU
KARAKTER
10 menit
Religius
Salam pembuka dan berdoa bersama, menggunakan greeting yang sudah diketahui siswa
Menyampaikan indikator dan kompetensi yang harus dicapai
Memotivasi siswa dengan memberikan pertanyaan sederhana yang berkaitan dengan materi ajar secara lisan sebagai pemanasan/ ice breaker B. KEGIATAN INTI EKSPLORASI
60 menit Kerja keras
*siswa menyebutkan/ mencari kosa kata baru untuk memahami bacaan yang diberikan * siswa menuliskan arti kosa kata baru untuk memahami bacaan yang diberikan ELABORASI * siswa menemukan informasi umum dan khusus dari bacaan surat application letter (surat lamaran pekerjaan)dan wacana lain untuk pengembangan kosa kata dan struktur kalimat yang dimiliki * siswa secara individual menjawab pertanyaan (post test) secara comprehensive dari jenis surat pengaduan ( complaint letter) dan surat lamaran pekerjaan (application letter) *siswa menemukan synonym / antonym, rujukan kata dan makna kata dari berbagai bacaan untuk pengembangan kosa kata dan struktur kalimat
Mandiri
KONFIRMASI
siswa diberikan kesempatan untuk bertanya bagian dari pelajaran yang belum jelas.
G. PENUTUP
10 menit
Religius
Guru memberikan pengulangan pada bagian yang penting dan membuat kesimpulan
Siswa diberikan tugas individual untuk mendalami materi secara mandiri
Doa penutup dan salam
H. Media/ Bahan Sumber Belajar: Sumber : -Modul LP2IP Bahasa Inggris kelas XII Erlangga -
Https://ww.englishclub.com/business-letter/htm
Media : papan tulis, picture/ photos,and Brochures. I. Penilaian Lisan : individual works Tertulis : hasil assessment dari guru mapel Penugasan : mencari contoh dokumen niaga secara mandiri J. Butir Soal 1. Instrument pre test
22 Tufton street London, SW1P 3TL Tel: 020 7593 1760
4 November 2014 Josie waters Fielders Pharmacy 14 Broadway London, SE1 7DG
Dear Mrs. Waters,
I am writing to provide formal notice of resignation from fielders pharmacy. My last day will be 20 november 2014
I trust that two weeks is sufficient notice for you to find a replacement for my possition. I would be pleased to help train the individual you choose to take my place. Thank you for employing me for the past three years. My experience as clerk, supervisor, and floor manager has been very possitive and i‟m confindent that i will use many of skills i have learned at Fielders in the future.
If you have any concerns, please contact me at my personal email address.
All the best,
Annie Wright
[email protected] Questions 1. What kind of business letter of the letter above? 2. According to the passage, how many job possition the writer ever had? 3. What should Mrs. Waters do inferred from the passage?
Question for number 4-10 87 Orchid street Ohio, SW3P 7TL Tel: 020 7593 1760 1st August 2015 Deborah Daiek Human Resource Division Sonora Pharmacy 67 Crysan Street New Orleans, WE7L 1AM
Dear Mrs. Deborah, Perhaps you are seeking an addition to your marketing team. A new person can provide innovative approaches to the challenges of marketing. I am an innovator of new ideas, an excellent communicator with buyers, and have a demonstrated history of marketing success. Presently, I am marketing computer products for a major supplier using television, radio and news advertising. I have a reputation for putting forth the effort required to make a project succeed. Enclosed is my resume for your review and consideration. EFTG Industries has a reputation for excellence. I would like to use my talents to market your quality line of technical products. I will call you to further discuss my talents and how I can benefit your company. If you prefer, you may reach me in the evenings at (555) 555-5555. Thank you for your time. I look forward to meeting you. Sincerely,
Jewelica Prezlehr Enclosure
Questions : 4. What kind of business letter of the letter above? 5. What is the purpose of the letter above? 6. According to the first paragraph, why should the author explain her personal profile? 7. What kind of job possitions that the author interested in? 8. In the last sentence of the letter, “ i look forward to meeting you” what does the sentence mean? 9. In line -8 what is the closest meaning for talent? 10. In line-9 what is the closest meaning for benefit?
a. Kunci jawaban pre test 1. The letter above is kind of resignation letter 2. Three, they are Clerk, supervisor, and Floor manager. 3. She should find replacement for the writer possition
4. The letter above is kind of application letter 5. The purpose of the letter above is to applying a job 6. To sells the writer qualities, tailored toward the job she applying for. 7. She is interested in marketing team. 8. She hope for an interview 9. Skill, ability,aptitude 10. Advantage, profit
2. Instrument Post test
(Questions for number 1-5) 1 mawar Street Losari, Brebes 52255
September, 15th 2014
Customer service Batik Trusmi 15 Kibuyut Trusmi street Kel. Kesenden, Kec. Kejaksan Cirebon, 45121
Dear Sir or Madam,
I have ordered 12 packs consist of 12 clothes of new modeled Trusmi Batik on Your Boutique which i ordered by phone on Sepetember 11. I received the order on sepetember 14. When i received those packs of Batik, there was one packs missing. I only got 11 packs of 12 packs that i ordered. To know wheter there was one packs missing, you can check the amount of batik which left in your Boutique stock.
To resolve that problem, I would like you to send me one pack of modeled Trusmi Batik like I ordered before. Or if the packof Modeled Trusmi Batik which i ordered before had been ordered by somebody else, i hope you give me back the money for the amount charge of the Trusmi Batik pack.
I have been your costumer for long time, and you know it as well This the first time i get the problem like this relate to your service. If you need to contact me you can call me at 085727667889
Sincerely ,
Delilah Aurora. 1. What kind of business letter of the letter above? 2. What is the purpose of the letter? 3. What is the writter want if the product ordered by other people? 4. What the customer service do after receiving the letter above? 5. How many time will your name appear on a business letter? 6. What are the synomym for charge?
Questions for number 7-10 Richard anderson 1234,west 67 street Carlisle, MA 01741, (123)-456 7890 Date 1st january 2009 Justin Holloway Xyz company 1234 Archer road, Gainesville , F1 32607, (352)-555 1635
Dear Mr. Justin i have completed my graduation in accounting from the university of North texas in Denton, Tx in 2008. I saw your posting for the openings of public accountants job at job4good.com and immediately writing this resume cover letter to apply for it. After completing my accounting degree i planned to obtain my CPA over the next year to focus on my specialty in corporate tax.
I would appreciate an opportunity of joining your team at Mike and Thompson as a public accountant. It would be better if we have a talk in person. It will help us to discuss more about the job requirement and my skills . I am reachable at any time on my phone (123)456 7890. So please do call to set up for the meeting . Thank you for considering my request.
Sincerely , (signature) Richard Anderson
Enclosure resume
Questions: 7. What is the author main purpose to write the letter? 8. What is the job possition that the writer want to apply? 9. Who is send the letter? 10. Which part to a business letter come after the body?
b. Kunci jawaban post test 1. The letter above is one kinds of complaints letter 2. The purpose of the letter is to complaining about the service 3. She hope the money back 4. The costumer service should check the amount of batik to make sure one packs left, and call the writer at 085727667889 5. It will appear for Once 6. The synonym for charge are price,cost, expense, payment, rate, tariff, tick. 7. The author main purpose is for applying a job. 8. The writer want to apply for a public accountant 9. Richard Thompson 10. Closing
The Test Results of the Implementation 3-2-1 Strategy
No
Nama
1 2 3
Aditya Pratama Aditya putra Pratama Agus Supriyono Advendi dwi Prasetya Ali Setiawan Andree setiawan Aji Eko p Bagas fidianto Budiono Doni Dwi prasetyo Edi Purnomo Joddy setiyawan Fajar Diyo nugroho Fransiscus Jordan H Fernanda aji p Muhammad susanto M.Eka fardani M. fatkhul wahab M. Wahyu Imron M M. saefudin M. Teguh santoso Muhammad Sofyan M. Amin sofi Lucilla Lewlewi S Luthfi maulana Lis saputro Roko Hadoko Ryco Erda himaga Rois Nur Rifai Rezza Mahindra S Sutaryono Rahmat Hidayat Rendy pradana Tony haryanto Wahyu Indra Wijaya Yoseph Rimbo A Yeriko Prakas Pradana Yustinus Bagasworo
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Cycle 1 Pre-test Post-test 90 90 70 72 67 77
Cycle 2 Pre-test Post-test 92 97 62 70 97 100
72
85
65
75
57 62 62 60 72 55 60 60 62 55 55 55 65 75 40 70 50 50 50 50 55 55 62 70 60 75 70 82 70 55 65 67
65 87 65 60 85 62 65 70 72 70 72 57 6,5 85 40 75 55 55 55 75 75 70 65 72 85 80 77 85 80 67 82 70
75 77 62 67 75 68 68 70 75 77 70 70 67 77 52 68 75 65 70 67 67 77 70 85 60 95 75 90 85 70 82 82
80 82 75 70 82 70 72 72 80 85 77 75 78 85 70 72 80 92 75 75 70 82 85 90 77 100 80 95 90 80 85 87
77
87
85
97
72
75
87
92
The Teaching Learning Situations of the Implementation 3-2-1 Strategy in Grade XII TKR A of SMK Saraswati Salatiga in Academic Year of 2015/2016. The teacher was explained the materials
The teacher accommodates the students in understanding text.
The situation of implementation 3-2-1 strategy by group discussion.
The students present their comprehension text by using 3-2-1 strategy in front of the class.
List of SKK Name
: Ika Nur Aini
Nim
: 113 11 071
Faculty / Department : FTIK / English of Education Department Counselor
No 1
: Faizal Risdianto, S.S., M.Hum
Agenda Orientasi pengenalan Akademik dan Kemahasiswaan
Time August 23th, 2011
Contribution
Score
Participant
Theme: “Revitalisasi Gerakan Mahasiswa di Era Modern Untuk Kejayaan Indonesia”
3
Held by: DEMA (Dewan Mahasiswa) 2
Achievement Motivation Training (AMT)
August 23th, 2011
Participant
Theme : “Membangun Mahasiswa Cerdas Emosi, Spiritual, dan Intelektual Melalui Achievement Motivation Training (AMT)”
2
Held by: CEC & ITTAQO 3
Orientasi Dasar Keislaman (ODK)
August 24th, 2011
Participant
Theme : “Menemukan Muara sebagai Mahasiswa Rahmatan lil alamin”
2
Held by: panitia orientasi dasar keislaman (ODK) 4
Seminar Entrepreneurship dan Koperasi Held by: Koperasi Mahasiswa (KOPMA) & Kajian Study Ekonomi Islam (KSEI)
August 25th, 2011
Participant 2
5
User education (Pendidikan Pemakai)
September 20th, 2011
Participant
October 29th,2011
Participant
April 28th, 2012
Participant
2
Held by : UPT perpustakaan STAIN Salatiga 6
Had participated in “English Friendship Tour 2011”
2
Held by: Communicative English Club (CEC) 7
Practicum Program Held by : Department of Religious Affairs English Education Study Program STAIN Salatiga
8
Bimbingan Belajar menghadapi UAS SIBA Bhs. Inggris & Bhs. Arab
2
June 29th, 2012
Participant
Theme: “Meningkatkan Khazanah Keilmuan Mutakhir dengan Bhs. Inggris & Bhs. Arab”
2
Held by: CEC & ITTAQO 9
Seminar Nasional Theme: Kesenian Yang terlupakan
July 09th, 2012
Participant 8
Held by : Teater GETAR 10
Practicum Program Held by : Department of Religious Affairs English Education Study Program STAIN Salatiga
11
Seminar Nasional Theme: “Peran Lembaga Perbankan syariah dengan adanya Otoritas Jasa Keuangan” Held by: Himpunan Mahasiswa Jurusan (HMJ) Syariah
September 24th, 2012
Participant 2
November 29th, 2012
Participant
8
12
Seminar Nasional Theme : “Norma Hukum Serta Kebijakan Pemerintah dalam Mengendalikan harga BBM Bersubsidi”
May 27th, 2013
Participant
8
Held by: Dewan Mahasiswa (DEMA) 13
Seminar Nasional Pendidikan
March 08th, 2014
Participant
Theme: “Sukses Akademik & sukses Bakat Tanpa Stress dan Nambah Jam Belajar”
8
Held by: Talents Center Indonesia 14
Sarasehan Akbar Bersama Tokoh Nasional
March 15th, 2014
Participant
Theme: “Komitmen Politik Islam dalam Menata Arah Masa Depan Bangsa Indonesia”
8
Held by: Lembaga Dakwah Mahasiswa Islam (LDMI) & Pengurus Besar Himpunan Mahasiswa Islam (PB HMI) 15
Has involved in “English Public Speaking Training”
May 31st, 2014
Participant
June 09th, 2014
Participant
2
Held by: Communicative English Club (CEC) 16
Has involved in “Islamic Public Speaking Training”
2
Held by : Lembaga Dakwah Kampus (LDK) Darul Amal STAIN Salatiga 17
Has Attended a “ThreeHour Teacher Training Workshop” Theme: Classroom Management: How to Engage students in the Classroom
June 18th, 2014
Participant 2
Conducted by: IALF Bali Language Center 18
Seminar Nasional Bahasa Arab
November 04th, 2014
Participant
Theme: “Implementasi Kurikulum 2013 Pada Mapel Bahasa Arab Tingkat Dasar dan Tingkat Menengah dalam Upaya Menjawab Tantangan Pengajaran Bahasa Arab”
8
Held by: ITTAQO 19
Pelatihan Kewirausahaan Bagi Kelompok Strategis Held by: Deputi Bidang Pengembangan Sumber daya manusia ( Kementrian Koperasi dan Usaha kecil dan Menengah Republik Indonesia)
20
Has Attended “Comparison English Arabic (CEA)
November 03th s/d 06th, 2014
Participant
8
November 27th, 2014
Participant
December 21st, 2014
Participant
2
Held by: CEC & ITTAQO 21
Has involved in “Seminar Kewirausahaan” Theme:”Meraih Kesuksesan dengan Berwira Usaha”
2
Held by: the Unity of Indonesia Moslem Students (KAMMI) 22
Surat Keterangan Kerja Conducted by: Jasmine English Course (JEC)
23
Seminar Nasional Theme: “Mencegah Generasi Pemuda Islam dari Pengaruh Radikalisme ISIS” Held by: Panitia Anjangsana
January 06th, 2013 s/d February 05th, 2015
Tutor Part Time
May 06th, 2015
Participant
4
8
