IMPROVING READING FLUENCY OF RECOUNT TEXT THROUGH

MULTIMEDIA RUNNING TEXT IN GRADE EIGHT STUDENTS OF

SMPN 1 JOGONALAN IN 2015/2016 ACADEMIC YEAR

A Thesis

Presented as Partial Fulfillment of the Requirements for the Attainment of a

Sarjana Pendidikan Degree in English Education Department

Prety Sekar Hartono

10202241004

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF YOGYAKARTA

2016

i
 APPROVAL SHEET

IMPROVING READING FLUENCY OF RECOUNT TEXT THROUGH

MULTIMEDIA RUNNING TEXT IN GRADE EIGHT STUDENTS OF SMPN 1

JOGONALAN IN 2015/2016 ACADEMIC YEAR

A Thesis

Written by

Prety Sekar Hartono

10202241004

Approved by the supervisor on October 20th, 2016

ii
RATIFICATION

IMPROVING READING FLUENCY OF RECOUNT TEXT THROUGH

MULTIMEDIA RUNNING TEXT IN GRADE EIGHT STUDENTS OF SMPN 1

JOGONALAN IN 2015/2016 ACADEMIC YEAR

A Thesis

Written by
Prety Sekar Hartono
10202241004

Accepted by the Board of Thesis Examiners of Faculty of Language and Arts,

Yogyakarta State University, on October 20th, 2016 and declared to have fulfilled

the requirements to acquire a Sarjana Pendidikan Degree

Board of Examiners

Chairperson : Sukarno, S.Pd., M.Hum 1. __________

Secretary : Sudiyono, S.Pd., M.A 2. __________

First Examiner : Dr. Margana, M.Hum 3. __________

Second Examiner : Dra. R.A. Rahmi. D.A, M.Pd 4. __________

Yogyakarta, 20 October 2016
Faculty of Languages and Arts
Yogyakarta State University
Dean,

_DR. Widyastuti Purbani, M.A._

NIP. 19610524 199001 2 001

iii
 PERNYATAAN

Yang bertanda tangan di bawah ini, saya:

Nama : Prety Sekar Hartono

NIM : 10202241004
Program Studi : Pendidikan Bahasa Inggris
Fakultas : Bahasa dan Seni
Judul Skripsi : Improving Reading Fluency of Recount Text through
Multimedia Running Text in Grade Eight Students of
SMPN 1 Jogonalan in 2015/2016 Academic Year

menyatakan bahwa skripsi ini adalah hasil pekerjaan saya sendiri.

Sepanjang pengetahuan saya, skripsi ini tidak berisi materi yang ditulis oleh orang

lain kecuali bagian-bagian tertentu yang saya ambil sebagai acuan dengan

mengikuti tata cara dan etika penulisan skripsi yang lazim.

Apabila terbukti bahwa pernyataan ini tidak benar, sepenuhnya menjadi

tanggung jawab saya.

Yogyakarta, 20 Oktober 2016

Penulis

_Prety Sekar Hartono_

NIM. 10202241004

iv
 DEDICATIONS

I dedicate this thesis to:

My beloved mom and dad, Mrs and Mr Hartono who give me unlimited trust and

love

My great younger brother, Faizal F Hartono

My wonderful lecturers who have taught me;

Mrs. Rahmi D. Andayani, Mr. Sudiyono, Mr. Sukarno, Mrs. Siti Sudartini, Mr.

Margana and the other great lecturers

My suitable therapyst who raised me up when I was in a storm;

Marjunul Noor Purwoko

My truthful bestfriends forever; Januar Hari, Wahid, Adhitya, Irhason

The amazing ‘kids’ of PBI A 2010

Stakeholders of SMPN 1 Jogonalan

v
 MOTTOS

“Great minds discuss ideas. Average minds discuss events. Small

minds discuss people.”

Henry Thomas Buckle

“The mind is not a vessel to be filled but a fire to be kindled. “

Plutarch

“If you're not prepared to be wrong, you'll never come up with

anything original.”

Ken Robinson

vi
 ACKNOWLEDGMENT

I take this opportunity to express my profound gratitude and deep regards

to my supervisor, Dra. R.A. Rahmi D. Andayani, M.Pd., Sudiyono, S.Pd., M.A.,

for the exemplary guidance, monitoring, and constant encouragement.

I also take this opportunity to express a deep sense of gratitude to Sukarno,

S.Pd, M.Hum., as the head of English Education Department for the cordial

support, valuable information, and guidance.

I am obliged to my friends of PBI A 2010, for the valuable information

and discussions provided by them in their respective fields. I am grateful for their

cooperation during the period of my study.

Lastly but not least, I thank the Almighty, my parents, brother, and friends

for their constant encouragement without which this thesis would not be possible.

Yogyakarta, 20 October 2016

Prety Sekar Hartono

vii
 TABLE OF CONTENTS

Page
COVER ........................................................................................................ i
APPROVAL SHEET ................................................................................... ii
RATIFICATION .......................................................................................... iii
PERNYATAAN ........................................................................................... iv
DEDICATIONS ........................................................................................... v
MOTTOS ..................................................................................................... vi
ACKNOWLEDGMENT .............................................................................. vii
TABLE OF CONTENTS ............................................................................. viii
LIST OF TABLES ....................................................................................... xi
LIST OF FIGURES ..................................................................................... xii
LIST OF APPENDICES .............................................................................. xiii
ABSTRACT ................................................................................................. xiv

CHAPTER I
INTRODUCTION
A. Background of the Study ...................................................................... 1
B. Identification of the Problem ................................................................ 5
C. Limitation of the Study ......................................................................... 5
D. Formulation of the Problem .................................................................. 6
E. Research Objectives .............................................................................. 6
F. Research Significances ......................................................................... 6

CHAPTER II
LITERARY REVIEW
A. Theoretical Review ............................................................................... 7
1. English Education in Indonesia ...................................................... 7
a. English Education ...................................................................... 7
b. English Syllabus on School Based Curriculum (2006) ............. 9
c. Recount Text .............................................................................. 10
2. The Nature of Reading .................................................................... 11
a. Reading Definition ..................................................................... 11
b. Types of Reading ...................................................................... 13
c. Reading Aloud .......................................................................... 14
d. Reading Fluency ....................................................................... 15
e. Principles of Teaching Reading ................................................ 18
f. Instructional Methods of Reading Fluency ................................ 19
3. Educational Technology ................................................................. 20
a. Multimedia Running Text ......................................................... 22
4. The Characteristics of Young Learners ........................................... 23
B. Related Studies ..................................................................................... 24
C. Conceptual Framework .......................................................................... 25

viii
CHAPTER III
RESEARCH METHOD
A. Type of the Research ............................................................................ 27
B. Setting of the Research ......................................................................... 27
C. Subjects of the Research ....................................................................... 27
D. Research Instruments ............................................................................ 27
E. Data Collection Techniques .................................................................. 34
F. Data Analysis Techniques .................................................................... 35
G. Validity and Reliability of the Data ...................................................... 35
H. Steps of the Study .................................................................................. 37

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. Reconnaisance ...................................................................................... 41
1. Identification of the problems .......................................................... 41
2. Determining of the Problem ........................................................... 45
B. The Report of Actions and Discussions ................................................ 46
1. The Implementation of the Action in Cycle I .................................. 46
2. The Implementation of the Action in Cycle II ................................. 53
C. The Conclusion of Reading Fuency Test ............................................... 58

CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions ........................................................................................... 64
B. Implications ........................................................................................... 66
C. Suggestions ........................................................................................... 66

REFERENCES 68

APPENDICES 71

ix
 LIST OF TABLES

Table 1 – The types of reading ..................................................................... 14

Table 2 – Schedule of the research .............................................................. 33
Table 3 – The sample of reading prosody scoring rubric (1) ....................... 40
Table 4 – The sample of reading prosody scoring rubric (2) ........................ 40
Table 5 – Action plans ................................................................................. 53
Table 6 – The result of the students’ reading fluency test (pre-test) ............. 71
Table 7 – The result of the students’ reading fluency test (pre-test) ............. 72

x
 LIST OF FIGURES

Figure 1 – English syllabus of grade eight .................................................. 2

Figure 2 – English syllabus of grade eight ................................................... 11
Figure 3 – Sample of reading accuracy scoring rubric ................................ 37
Figure 4 – The sample of reading rate scoring rubric ................................. 39
Figure 5 – The teacher’s and the researcher’s assessment results ................ 72

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 LIST OF APPENDICES

Appendix 1 The Field Notes

Appendix 2 The Interview Guideline and Interview Transcripts
Appendix 3 The Observation Sheets
Appendix 4 The Syllabus
Appendix 5 The Course Grid
Appendix 6 The Lesson Plan
Appendix 7 The Students’ Score
Appendix 8 The Reading Rubric
Appendix 9 The Questionnaires
Appendix 10 The Analysis of Questionnaires
Appendix 11 The Attendance List
Appendix 12 The Procedure of Making Multimedia Running Text

xii
 IMPROVING READING FLUENCY OF RECOUNT TEXT THROUGH

MULTIMEDIA RUNNING TEXT IN GRADE EIGHT STUDENTS OF SMPN 1

JOGONALAN IN 2015/2016 ACADEMIC YEAR

By

Prety Sekar Hartono

10202241004

Abstract

The aim of this action research is to improve the reading fluency of grade VIII
students of SMPN 1 Jogonalan through the implementation of multimedia running
text.

This research was conducted in two cycles. The participants of this research were
the researcher, the English teacher as the collaborator and the students. The data
of this research were in the form of qualitative and quantitative data. The
qualitative data were obtained by observing the teaching learning process,
interviewing the English teacher and the students and holding discussions with the
English teacher as the collaborator. Meanwhile, the quantitative data were
obtained by administering a pre-test and a post-test to see the improvement of the
students’ reading fluency. The instruments of this research included observation
and interview guidelines, reading fluency test sheets, and an audio recorder. The
validity of the data was attained by applying democratic validity, dialogic validity,
process validity, outcome validity, and catalytic validity. In addition, to make the
data trustworthy or reliable, investigator triangulation was used in this research.

The research findings show that reading fluency aspects (accuracy, rate and
prosody) of most students improved after multimedia running text was used. It
was indicated by the increase of the mean of students’ reading accuracy scores in

xiii
the pre-test and post-test (79,48 to 90,80), the reading rate scores 105,83 to 128,43
and the reading prosody scores 62,2 to 69,7. The implementation also resulted in
the students’ motivation of learning reading fluency.

Keywords: Reading fluency, accuracy, rate, prosody, multimedia running text

xiv
 1

CHAPTER I
INTRODUCTION

A. Background of the Study

Based on School Based Curriculum Year 2006, English becomes the

important subject which is taught to all junior high school students in Indonesia. It

develops students‟ intellectual, social, and emotional competences. Students are able

to recognize themselves and culture. In the other hand, English also can determine the

student‟s graduation. The students must pass the standard score if they want to

graduate from school.

Nevertheless many students who are able to pass the examinations find it hard

to use English as a communicative language correctly. It is believed because the

teaching learning process has more theories and less practice. In the guest lecturing

program of Yogyakarta State University, Renandya (2012) stated that the nature of

language learning in Indonesia is more likely too explicit that gramar is taught to

students. The explicit grammar and the knowledge of genres can easily be found in

every chapter of the text book. Learning the English skills require more thinking than

doing.

There are four important English skills to learn such as speaking, listening,

writing and reading which are clearly explained in the school curriculum. Every skill

that should be taught to the students must allow the syllabus which consist of

standard of content (SI) and standard of competency (SK). The standard of

 2

competency also has basic competences as the base of making lesson plan in every

English skill.

Reading is one kind of the receptive language skills. Basically, reading can be

divided into oral and silent reading of which purpose is comprehension. Oral and

silent reading are stated in the syllabus of Indonesian curriculum as follow:

Figure 1: English Syllabus of Grade Eight

Source: Wayan and Pudjohartono (2008)

 3

The table of syllabus describes that one of the basic competences taught in

eight grade students of junior high school in Indonesia is reading aloud of narrative

and recount text. The narrative text has been taught in the beginning of the semester.

So that, the researcher who takes research in the middle of semester requires applying

recount text as the material of reading aloud.

Reading aloud means reading loudly by considering fluency of reading.

Reading fluency has three main aspects such as accuracy, rate and prosody. Each

aspect can determine the proficiency of reading and also affect the comprehension of

reading. Hopefully, teaching reading aloud can give an emphasis on phonological

development related to accuracy, rate and prosody of reading.

Based on the preliminary observation, there are two main issues of the

students‟ reading aloud. The first is that the students felt a strong fear of reading

aloud. For example, when teacher asks them to read aloud individually, most of

students feel insecure. It is inferred when the students read unconfidently like

whispering and when the teacher asks a volunteer to read, most students do not raise

their hand. The reason is the students have a strong fear to have mistakes, especially

on pronunciation. It is because they have less of exposure, they do not have a

sufficient model. It is too conventional if they open the dictionary and read the

transcription letters. Further, they consider reading as a boring activity because of the

conventional teaching method. Therefore, they have no strong desire to learn English.
 4

The second issue, the class is categorized as a large class consisting of 38

students so it is hard to assist the student one by one. Each student has unique needs

and abilities. The problems of individual differences in the class in proficiency level

of reading abilities seem too difficult to solve. The teacher finds it is challenging to

apply the appropriate teaching technique for reading which is suitable for students.

Consequently, the conventional teaching techniques used nowadays can not help

students with various abilities to accomplish the teaching goals.

Considering the facts, the teacher needs to find appropriate media because

providing good learning media makes the learning process run well. The students

need a right treatment that accurately solves the problem. In that problem, they need a

scaffolding in order to end the problems. The scaffolding of reading fluency activity

can be in the form of auditory model. The model should give a right example of

reading fluency as an exposure. The model can assist the students even when they are

not in the classroom. Additionally, the media should be developed in the same line as

the recent technological development.

Teachers need to use current media creatively and properly. Media present as

a bridge between the teacher as source and the students. Media can be in the form of

texts, visuals, audio, video or real model. The combination of media is called

multimedia. The obvious challenge faced by teachers today is technology integration

in both using and producing multimedia

 5

The appropriate media used in the teaching and learning process of reading

fluency are multimedia running text as an audi-visual model. It is the combination of

rolling up text, sound and a bit animation. Students need running text multimedia

which is appropriate for them to improve their skill. In giving an example of reading,

providing the suitable and effective running text multimedia with the running text

will greatly assist teachers in conducting the learning process in the classroom.

Running text multimedia which is easy to be used will greatly assist teachers in

presenting the materials to students. The way of making running text media is by

combining text to speech application and video editor such as adobe premiere.

The running text media are developed by considering the syllabus and

materials taught at the school. The materials can be more appropriate to the topic and

the culture.. The appropriate materials ought to affect the students‟ competence.

Based on the explanation, the writer is interested to conduct a reseach on “improving

reading fluency of recount text through multimedia running text in eight grade

students of SMPN 1 Jogonalan in 2015/2016 academic year”.

B. Identification of the Problem

Based on what has been discussed in the background of the problems, there

are some problems in the teaching and learning process at SMPN 1 Jogonalan that

can be identified as follows:

1. The students have big anxiety to speak up even to read aloud because of

mental block and worrying to make mistakes.

2. The students need alternative exposure as a correct model.

 6

3. The teacher needs to find out the appropriate media, multiple media.

C. Limitation of the Problem

As explained in the background of the problem, the researcher puts the

limitation of the problems on the problems of reading fluency in English not reading

comprehension. However, the proficiency of reading fluency can be as a parameter of

reading comprehension. Therefore, this reseach only focuses on the reading fluency

consisting of accuracy, rate and prosody

D. Formulation of the Problem

The problem in this research is formulated as follows: How can a model of

voice and text in the form of running text media improve reading fluency of middle

school students?

E. Research Objectives

The objective of this research is to improve the teaching and learning

processes of reading fluency in English through running text multimedia.

F. Research Significance

The significance of this research are described as follows:

a. The English teacher, as a reference to provide innovation technique in

developing the teaching of reading fluency which is expalined clearly in every

basic competence of each school grade level.

b. The students, to give experience and new challenges as an effort to develop their

reading fluency skills.