Professional Documents
Culture Documents
A PAPER
By :
Budi Prasetyono
09004347
Budi Prasetyono
Universitas Ahmad Dahlan
Abstract
another English’s skills. For example, a student who wants to be a good writer,
he/she needs to be a good reader. In addition, the students need to master reading
advertisement, article, blog, social media, short message, etc. To be able to get
comprehension from the written materials above, the students need to read it well
and Michaels (1986: 46). They say, effective reading means being able to read
effectively. There are several problems appear in the field of education. First, the
students usually find difficulties in comprehending the text if they do not know a
lot of the words in the text. This statement is supported by Paran in Harmer (2005:
203). He said, if the readers do not know half of the words in a text, they will have
The second problem above also commonly happens in the teaching and
learning process of reading like what the reseacher found in SMP Muhammadiyah
3, Mlati, Sleman. The unideal teaching and learning process of reading usually
generates a snowball effect of problems. Since the students are not introduced
with appropriate reading varieties and strategies the students usually perform
unappropriate tendency in reading the passages. For example, the students usually
read without objectives and strategies, overanalyze the passages using dictionary,
and perform bad response in following reading activities. As a result, the students
other words, the students do not have good enough reading comprehension to help
Hope
(ideal)
grow greater and greater if there is no solution to cover it. So, it is necessary to
create an appropriate solution in order to stop the problems above growing greater
in the future. By reducing or eliminating some problems above, it is hoped that the
using Extensive Reading Activity as the main “tool” to improve students’ reading
reading through Extensive Reading activity. This study aims to: (1) improve the
activity, (2) describe the students’ response in learning reading using Extensive
This research was conducted in the second grade (VIIIA class) of SMP
21 students. It was held in two cycle started from August 26th 2013 to September
10th 2013. Each cycle of this study consisted three meetings. Two first meeting for
conducting actions and the last meeting for assessing the students’ reading
comprehension improvement.
analyze the data from the result of observations, interviews, and questionaires.
The writer used descriptive quantitative technique to analyze the result of pre-test
and post-test.
Reading
skill. It means when people read something they will get information from it.
information from a text and their own background knowledge to build meaning.
In the reading, readers combine the infromation from the text and the information
good and effective reader, they must master reading skill and its strategies and
technigues. Each reading passage has its own strategies and techniques to read it.
Soedarso (2004: 12) in his book Membaca Cepat (Speed Reading), states that in
the modern era people need to read fast and effective because they have limited
time. They need to select the appropriate strategies and techniques in reading
Reading Comprehension
read a passage, they decode written information and it is combined with the
Anderson in McKay (2006: 224) stated, reading is both process and product. The
product of reading is called reading comprehension, or an internal construction of
meaning; that is, there has been understanding of what has been read. Smith and
between the reader and the author. Furthermore, Harris and Smith (1972:243)
stated, reading is a process intimately linked to think, and there three factors
and intelligence.
To comprehend the written forms, there are so many skills that can be used
skills are strategies readers use to retrieve information and construct meaning
from expository text. They are thinking process, broked down into steps to
sellected to a varieaty of reading situations. Brown (2001: 308) stated, perhaps the
most valuable strategies for learners (as well as native speaker) are skimming and
scanning strategies. Several skills above can be improved, trained and developed
as the way the students grow. Improving reading comprehension skills is valuable
Brown (2001: 301) adds, Extensive Reading activity has advantages. First, it
makes the students to read better. Second, it as a key to students gain reading
reading for enjoyment or reading where all concepts, names, dates, and other
details, need not be retained, students gains an appreciation for effective and
cognitive window of reading. Extensive reading can sometimes help learners get
away from their tendency to overanalyze or look up words they do not know, and
According to Day and Bamford (1998: 7-8) Extensive Reading has several
characteristics, these are: (a). Students read as much as possible, (b). A avariety of
materials on a wide range of topics are available, (c). Students select what they
want to read, (c). The purposes of reading are usually for pleasure, information,
and general understanding, (d). Reading is its own reward, (e). Reading materials
are well within linguistic competence of the students, (f). Reading is individual
and silent, (g). Reading speed is usually faster than slower, (h). Teachers orient
students to the goal of the program, (i). The teacher is a role model of reading for
the students.
Many experts have the same ideas that classroom action research is a study
particular outcomes (Hopkins, 2008: 1; Kemmis in Hopkins, 2008: 48; John Elliot
in Hopkins, 2008: 48; Mills in Hopkins, 2008: 48; Lewin in Hopkins 2008: 48-
49). Kemmis and Mc Taggart in Darmadi (2011: 246) action research occurs
According to the definitions above, there are two main ideas in Classroom
Action Research. First, what are the students’ outcomes need to be improved?.
1. Reconnaissance Process
After collecting and analyzing the data from the research setting by
the findings showed that there were three major problems in the research
setting as follows:
the students.
other words, their score was clasified under the ideal mean score (60.0)
This research was conducted two cycle started from August 26th
2013 to September 10th 2013. Each cycle of this study consisted three
meetings. Two first meeting for conducting actions and the last meeting
descriptive text and recount text in the second cycle. Every cycle of this
research followed four basic steps. They were: planning, acting, observing
and reflecting.
improvement as follows:
a). The students felt a new atmosphere in reading activity. There were
reading better than before. This condition was very different with the
b). The students started using some beneficial strategies and techniques to
help them read and comprehend the text better. The students were
c). The students were able to develop their competence in using several
in reading.
Activity
In finding the improvement of the students’ response in learning
reading after implementing Extensive Reading activity for two cycles, the
(2007: 36). The researcher combined the perspective from the result of the
was a chart that illustrated the students’ response in following the teaching
10
Excelent
9 Students' Response
8
Good
7
Axis Title
6
Fair
5
4
Bad 3
2
Very Bad
1
0
Interest Enthusiasm Seriousness Comfort
Reading activity as the main “tool” in this research. After conducting the
treatment for four times in the cycle I and cycle II, the researcher gave
holistic scoring rubric from Brown (2004: 215) and ESL reading rubric
from O’Malley and Pierce (1996: 108) in clasifying the assessment and
was clasified under the ideal mean score (60.0). After conducting the
actions in the cycle I and cycle II, the students’ score improved
significantly. Below there was a table that showed the students’ frequency
50
40
30
20
10
0
Pre test Post‐test I Post‐test II
score. Before conducting the treatment, the students’ mean score was 56.2.
into good category 74.8 (14.8 point above the ideal mean score) after the
students following the teaching and learning process in the cycle I. This
good progress continued in the cycle II, the students’ mean score increased
Conclusion
explained as follows:
1. After conducting the research for two cycles, the researcher concluded that
using of Extensive Reading activity was able to improve the quality of the
activity was very good. They were interested and enthusiased in the
students enjoyed and felt comfort to read the reading passages given by the
activity.
mean score had increased into good category (74.8). Then the students’
Greenal, Simon & Swan Michael. 1986. Effective Reading. New York:
Cambridge University Press.
Smith, N.B and Robinson H.A. 1980. Reading Instruction for Today’s
Children. Englewood Cliffs, New Jersey: International Inc.