IMPROVING THE STUDENTS’ READING COMPREHENSION

THROUGH GUIDED READING METHOD

(A Classroom Action Research at the Eleventh Grade Students of SMA Muhammadiyah Limbung)

THESIS

Submitted to the faculty of Teacher Training and Education Makassar

Muhammadiyah University in Partial Fulfillment of the Requirement
For the Degree of Education in English Department

PATURUNGI PARAWANGSA
10535 3352 08

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2015
 ABSTRACT

Paturungi Parawangsa, 2015. Improving the Students’ Reading

Comprehension through Guided Reading Method ( A Classroom Action
Reasearch at the Eleventh Grade Students of SMA Muhammadiyah Limbung),
under the thesis of English Education Department, the Faculty of Teacher
Training and Education, Muhammdiyah University of Makassar, guided by Dr.Hj.
Andi Tenri Ampa, M. Hum and Ummi Khaerati Syam, S.Pd, M.Pd.
This research aimed to explain how the use of the Guided Reading Method
improve critical reading comprehension in the students’ reading comprehension
and explain how the Guided Reading Method improve interpretive reading
comprehension in the students’ reading comprehension.
This research method used a classroom action research which consisted of
two cycles with the subject was the students of SMA Muhammadiyah Limbung at
Class XI IPA 1 in 2014/2015 academic year which consisted 20 students, Gowa
Regency and each cycle consisted of four meetings. The instruments of this
research were observation sheet and reading test.
The researcher findings indicated that Guided Reading Method could
improve reading comprehension of the students. It was proved by the reading
narrative text of the students’ mean score in cycle 2 test result was (78) which
improved from the cycle 1 mean score (64). it was highly improvement from
diagnostic test (D – Test) mean score (59.5). the reading narrative text of the
students achievement in cycle 2 indicated that it had met the researcher score
target (70.00), and considered to be successful criteria in improving the reading
comprehension through Guided Reading Method. Based on the findings above,
the researcher made conclusion that by using Guided Reading Method could
improve the reading comprehension of the students.
 ACKNOWLEDGEMENTS

In the name of Allah, the most gracious and the most merciful

Alhamdulillahi Rabbil Alamin, I would like to express my profound

gratitude to almighty God Allah SWT, the most compassionate and merciful, the

cherisher and sustainer of the world. Praise to Him, Shalawat and salam are

addressed to the beloved and chosen massenger, the prophet Muhammad SAW,

peace be upon him.

Many problem and difficulties had been enquentered in finishing this

thesis. I do realize that in conducting the research and writing this report, I got

invaluable contribution and assistance from a great number of people. Therefore, I

would like to express my deep appreciation and sincere thanks to all of them as

follows:

1. Rector of Muhammadiyah University of Makassar, Prof. Dr. H. Irwan Akib,

M.Pd.

2. Dra. Hj. Andi Tenri Ampa, M.Hum as the first consultant who guided, gave

corrections and advices to writing this thesis, and then to the second

consultant, Ummu Khaerati Syam, S.Pd, M.Pd, for her timing and guiding,

giving correction and suggestion from preliminary manuscript until the last

page of this thesis.

3. The Dean of Faculty of Teacher Training and Education, Dr. A. Sukri

Syamsuri, M.Hum. The Head of English Education Department, Erwin

vi
 Akib, S.Pd, M.Pd for their guidance and aid. The entire lecturer, especially

for English lecturer for supplying knowledge and lesson during his study.

4. The Headmaster of SMA Muhammadiyah Limbung, Dra. Hj. Rosmah, the

teachers and the eleventh grade students of SMA Muhammadiyah Limbung

for helping to accomplish this thesis.

5. My beloved parents Kamaruddin and St. Aminah and my younger brother

for their love, sacrifices, affections, advices, and prays during my study.

Thank you very much. You are my inspiration.

6. The last but not least, all my friends in EDSA 08’, especially to my

classmate H 08’ for their love, togetherness fully with joy and joke, you

would never be forgotten and would be plaesant memories till the end.

Finally, the researcher realized that this thesis still have not been perfect

yet and still need more suggestions and critics, thus more improvements for this

thesis are strongly needed.

Hopefully, this thesis would be useful for many people who need it.

Makassar, October 2015

The Researcher

vii
 TABLE OF CONTENTS

Page

TITTLE PAGE

APPROVAL SHEET.......................................................................................... i

CONSELLING SHEET........................................................................................ ii

SURAT PERNYATAAN........................................................................................vi

SURAT PERJANJIAN.............................................................................................
vii

ACKNOWLEDGEMENT......................................................................................viii

TABLE OF CONTENT..................................................................................... x

ABSTRACT........................................................................................................ xii

CHAPTER I INTRODUCTION................................................................. 1

A. Background.............................................................................................. 1

B. Problem Statement................................................................................... 3

C. Objective of the study............................................................................. 3

D. Significant of study................................................................................. 4

E. Scope of study......................................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE...................... 5

A. Concepts of Guided Reading................................................................... 5

B. The Teaching Process of Guided Reading.............................................. 9

C. Concepts of Reading........................................................................... 11

D. Conceptual Framework............................................................................. 19

30
CHAPTER III RESEARCH METHOD .................................................. 21

A. Research Design.................................................................................... 21

B. Research Variables and Indicators........................................................... 23

C. Research Instrument.................................................................................. 24

D. Data Collection......................................................................................... 24

E. Technique of Data Analysis................................................................... 27

CHAPTER IV FINDINGS AND DISCUSSIONS.................................... 29

A. Findings.................................................................................................. 29

B. Discussions.............................................................................................. 37

CHAPTER V CONCLUSION AND SUGGESTION............................. 40

A. Conclusions.............................................................................................. 40

B. Suggestions...................................................................................................
41

BIBLIOGRAPHY

APPENDIXES

CURRICULUM VITAE
 1

CHAPTER I

INTRODUCTION

A. Background

In learning English, there are four skills that should be master in learning.

They are listening, speaking, reading, and writing. Those are very important for

English learners. Reading skill is one of the main points to master English because

a lot of students have opinion that reading an important target, by reading they can

get information and entertainment beside for their career and study target. So, that

is why the researcher will focus on reading skill in this research, in this case is

reading comprehension. As support for students in improving reading

comprehension, student have to be given knowledge about component of

language, such as knowledge about vocabulary, structure, pronunciation; sound

for help their skill language. The other it curriculum and system education also

will assist teachers in improving education by significant especially learning

English language.

After doing an observation in SMA Muhammadiyah Limbung, the

researcher found a problem in students’ reading comprehension. The students in

SMA Muhammadiyah Limbung are good in Reading, such as the fluently, the

intonation, and the way of reading, but they do not know what they are reading.

Based on result of the first observations above, researcher deciding choice

Guided Reading method because Guided Reading assessing can assist students

and teacher on learning process and Guided Reading also can make students
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become the active learning and independent learning. According Stella (1959),

strategy Guided Reading is a learn with method quickly and precise and also

pleasing for making balance to work left and right brain so brain can work with

optimal and maximal.

In Senior high school, to find out the students’ ability in comprehending

reading materials is very difficult because of some factors. Asmira (2005:13)

found that the students lack vocabulary or they are put in frustrating level. So the

students cannot understand what they have read. Many students consider English

difficult and not as their own language. So they lose their interest in learning

English. Especially in reading English texts if the strategy of the teaching is

suitable for the students they will enjoy learn it. Students may have ability to read

English reading materials, but it does not mean that they can also comprehend

reading materials. The researcher finds that the result of observation in class, the

students’ ability to read passage is very less. Only some students are capable to

read passage very well. Therefore, the students need teaching strategy that is not

opposite, but also can develop their skill in reading comprehension. Many

strategies have been applies in schools just to make the students understand what

they have learned, and of course each strategy has good values for students.

Based on the ideas mentioned above, the researcher more confidence to

choose a method to be using in learning process, and researcher choose and try to

use Guided Reading method and complied on a title “Improving Students’

Reading Skill through Guided Reading Method”.

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Guided reading method can assist to solving problem of students SMA

Muhammadiyah Limbung. The other it guided reading more easily to be use in

classroom. This method will be able to exercise students be independent learners

and active learner, more focus at problem with face, and surely making student

not boring because this method make pleasing. Therefore the writer wants farther

studying about how effect method Guided Reading to result of reading skill of

student, on the chance of this strategy can give reparations to Skill Reading

students and improves result of learning and quality of learning and teaching

process.

B. Problem Statement

Based on background, the research formulated follows:

1. How is the improvement of critical reading comprehension through

Guided Reading Method at the Eleventh Grade of SMA Muhammadiyah

Limbung?

2. How is the improvement of interpretative reading comprehension through

Guided Reading Method at the Eleventh Grade of SMA Muhammadiyah

Limbung?

C. Objective of the Study

Relating to the research question above, the objectives of the research are to

find out:

1. The improvement of critical reading comprehension Guided Reading

Method at the Eleventh Grade of SMA Muhammadiyah Limbung

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2. The improvement of interpretative reading comprehension through

Guided Reading Method at the Eleventh Grade of SMA Muhammadiyah

Limbung?

D. Significance of the Study

The result of the research is expected to be useful information to the

teachers in order to know about Guided Reading. So they can use it in

learning and teaching process English Language.

E. Scope of the Study

The scope of the research is limited to improve critical reading

comprehension and interpretative reading comprehension through Guided

Reading. Critical reading comprehension covers fact and opinion and

Interpretative reading comprehension covers cause effect and concluding

sentences. The reason for choose the problem because many students didn’t

know to look for the fact, opinion, cause effect, and concluding sentences.
 5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Concepts of Guided Reading

According to Fountas and Pinnell (2001: 189-191), guided reading is

an instructional setting that enables you (the teacher) to work with a small

group of students to help them learn effective strategies for processing text

with understanding. The purpose of guided reading is to meet the varying

instructional needs of all the students in your class, enabling them to greatly

expand their reading powers.

Guided reading is a teaching approach designed to help individual

readers build an effective system for processing a variety of increasingly

challenging texts over time. Using benchmark assessments or other

systematic observation, the teacher has determined the approximate

instructional reading level of each of the students. The teacher forms a

temporary group of students that are alike enough in their development of a

reading process that it makes sense to teach them together for a period of

time. In selecting a text for the group, the teacher uses the level designation;

thinks about the strengths, needs, and background knowledge of the group;

and analyzes the individual text for opportunities to support students'

successful engagement with the meaning, language, and print of the text. The

teacher uses the text to help the children expand what they know how to do as

readers.
 6

According Fountas, I.C. &Pinnell, G.S. (2001:193).Guiding Readers

and Writers. Portsmouth, NH: Heinemann. Guided Reading is a strategy that

supports students to discover the meaning of a text for them. The amount of

guidance give by you, the teacher, varies according to the ability and

confidence of the students.

Guided reading is a teaching approach that is designed to help

individual students learn how to process a variety of increasingly challenging

texts with understanding and fluency. Guided reading occurs in a small-group

setting because the small group allows for interactions among readers that

benefit them all. The teacher selects and introduces texts to readers,

sometimes supports them while reading the text, engages the readers in

discussion, and performs a mini-lesson after the reading. Sometimes after

reading a text, the teacher extends the meaning of the text through writing,

text analysis, or another learning activity. The lesson may also include work

with words based on the specific needs of the small group.

Guided reading can helps students become good readers. The teacher

provides support for small groups of readers as they learn to use various

reading strategies (context clues, letter and sound relationships, word

structure, and so forth). Although guided reading has been traditionally

associated with primary grades it can be modified and used successfully in all

grade levels. For example, older students may need to learn new strategies to

understand how to read an information book in a way that is going to give

them access to the information they are seeking.

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1. Principles of Guided Reading

According Stanley L. Swartz et al, Guided Reading and Literacy

Centers, principle of Guided Reading are:

a. Guided Reading is a form of small group instruction where students

read a new text at their own pace following a well planned,

supportive introduction.

b. Guided Reading is a time for students to practice, in a new text, those

skills and strategies previously taught in a familiar text, and for the

teacher to provide further support and instruction.

c. Guided Reading occurs for 10-15 minutes with an individual or in a

small group setting. Students at the lowest level meet daily.

d. Guided Reading mini-lessons follow the gradual release of

responsibility model (To, with, and by).

e. Guided Reading has a planned, specific instructional purpose with

explicitly identified teaching points.

f. Guided Reading instruction is differentiated according to the needs

of the group of students and for prompting of individual students.

g. Guided Reading instruction uses a variety of texts at an instructional

level (90-94% accuracy).

h. Guided Reading instruction provides the initial reading experience

with a new text. This new text becomes a familiar text for the student

to read again independently.

i. Guided Reading instruction is designed to ensure student success.

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j. Guided Reading encourages active student participation.

k. Guided Reading should have a balanced of the instructional time be

used for fiction and nonfiction time.

l. Literature Circles and Reciprocal Teaching are forms of guided

reading and include appropriate mini-lessons to further students'

literacy mastery.

m. Guided Reading is enjoyable

After reading principle above, most of all principle of Guided

Reading except Principle number four (Guided Reading Occurs 10-15

minutes with an individual or in a small group setting. Students at the

lowest level meet daily) is found that principle matching with research. In

this case, checking off time as according to time which have been

determined by DEPDIKNAS in course of Learning Process.

2. Advantages Guided Reading

Guided reading groups allow the teacher to instruct and support the

strategies, skills, and concepts that are taught within any reading program.

During whole group instruction, many students are being taught strategies

that they are unable to practice because the text is too difficult. When

students are given ample opportunities to practice learned strategies

within text that is appropriate for their instructional reading level, they are

able to devote more attention to strategic problem solving that focuses on

all of the cueing systems of reading: meaning, structure, and visual

information. Key benefits include:

 9

 Students develop into independent readers while being supported.

 Students have more opportunities to read independently and use

learned strategies, while sharing in a small group activity.

 Students are given an opportunity to use strategies in a "high success"

instructional setting that encourages strategy use in "successful" text.

Guided Reading method is easy to use in classroom. This method

will train students be independent student and active learners, more focus

at faced problem, and perhaps student don’t be boring. This method more

effective, variety, and able advance creativity of teacher and student. The

other it this method make student enjoy in learning and easy remember

about study because learning process in class more be pleasing and

impressing.

B. The teaching Process of Guided Reading

According Fountas and Su Pinnel (1996) that there are some steps in

teaching through Guided Reading, namely:

1. Choice and determining text or selection text according to experience of

students or selection text which interest for students.

2. Grouping of students (4-6 students).

3. Each student read the text with three steps: read by them once, read slowly

or softly, and then silently reading.

4. Students find information to their friends about way of reading or

pronunciation of word as a starting discussion with their group.

5. Teacher using picture as meaning supporter.

 10

Although the conversation, text, and teaching points will vary from

level to level and group to group, the basic structure of a guided reading

lesson is essentially the same:

 You introduce the text to the students in a brief conversation about

the meaning, language, and features of the text. During this

conversation you clarify some of the language or provide other vital

information students will need to process the text with

understanding, explain a few difficult words or concepts, and help

the children notice a few important words. You then turn the text

over to the students to read for themselves.

 Each student reads the text (or a unified part of the text) softly or

silently to himself or herself. You "listen in" to individuals and

sometimes interact to support reading. After reading, you and the

students discuss the meaning of the text and revisit the text as

necessary. You may have explicit teaching points based on what you

observed as students processed the text.

 (Optional) You may wish to extend students' understanding of the

text through writing, drawing, diagrams (graphic organizers),

extended discussion, partner discussion, readers theater, etc.

 (Optional) You may want to engage students in one or two minutes

of preplanned "word work" using magnetic letters, individual

whiteboards, writing paper, a chart, or other ways of displaying and

 11

illustrating principles. This work builds automaticity and flexibility

in solving words and word parts.

C. Concepts of Reading

1. What is reading

There are many definition of reading given by some experts as follow :

a) Foertsch, (1998 : 2) states that learning to read means learning to

pronounce word, identify words and get their meaning and bring

meaning to a text in order to get meaning from it.

b) Eddie Williams, (1984 : 2) states that the definition of reading is

that it is a process where by one looks at and understands what has

been written.

c) Laid law brothers, (1982 : 89) say that reading is ability to

recognize and understand words, phrases, sentences, and

paragraphs.

d) Heldi Byrnes, (1998 : 7) gives the definition of reading is an

interactive process that goes on between the readers and text,

resulting in comprehension. The text present letters and paragraphs

that encode meaning.

e) Goodman (1988:12) states that reading is a receptive language

process. It is psycholinguistic process in that it stars with a

linguistic surface representation encoded and ends with meaning

that the readers construct. And the conclusion reading is ability of

 12

cognitive process of interaction between the graphic symbols and

the language skills of reader. Reading is also a process of

communication between the information maker and a reader. A

writer has massage about his or her mine, such as feeling, facts,

ideas, and argument which want to share.

f) Nuttal (1988; 21) defines reading as the meaningful interpretation

of printed or written verbal symbol. It means that reading is result

of interaction between the perception of graphic symbol that

represent language and the reader language skill, cognitive skill,

and the knowledge of the world.

Based on the definition above, the researcher concludes that the

definition of reading is the process of getting meaning, information and ideas

of the writer from the written text.

In this research, reading skill means that students’ reading

comprehension so researcher more focus with comprehension of students

about material or test. Speak about reading comprehension, some people have

definition about reading comprehension such as: David Nunan says: “It is

important to bear in mind that reading is not an invariant skill, that there are

different types of reading skills that correspond to the many different

purposes we have for reading” (1989:33). So, in the classroom, in students’

reading activities, the writer is sure that they have many purposes, among

others are to graduate from their school and to provide themselves with the
 13

knowledge to continue their studies whatever their purposes are. In order to

achieve the goal, the comprehension ability in reading is needed.

2. What is Reading Comprehension

According to Olson and Diller (1982:42), what is meant by reading

comprehension is a term used to identify those skills needed to understand

and apply information contained in a written material. This statement is

supported by Harris and Sipay (1980:179), who say that reading

comprehension ability is taught to be a set of generalized knowledge

acquisition skills that permits people to acquire and exhibit information

gained as a consequence of reading printed language.

Reading comprehension means understanding what has been read.

Chattaroy, (1988 : 27) explains that reading is a complex process in which the

reader uses mental content to contain the meaning from written or printed

words. On the other words, reading comprehension is capability to understand

or grasp the ideal of one passage or what is or has been read. One who reads

something by understanding it can be said that he does a reading

comprehension.

Smith and Johnson (1980) reading comprehension means the

understanding, utilizing of information and gained through an interaction

between reader and author. Reading comprehension in such a kind of

dialogue between an author and reader in which the written language

becomes the medium.

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The definition above tell us that in reading comprehension, the

success of reader depends not only on his skill of comprehending but also on

his experience, and his prior knowledge related to what he reads. Further,

reading comprehension is a communication process. It involves

reconstructing an author massage by using one’s prior knowledge specially

the knowledge of language.

Burn et al (1984:177-178) categorized reading comprehension into

four categories namely, literal reading, interpretive reading, critical reading,

and creative reading.

In this case, the researcher will focus on critical reading.

Critical Reading

Critical reading is evaluating written material comparing the ideas

discovered in the material with known standards and drawing conclusion

about their accuracy, appropriateness and timeliness. Critical reading

compares proviso experience to element in the new material such as

content style, expression, information, and ideas or values of the anther.

In this level of reading skill, the reader must be an active reader

questioning searching for facts, and suspending judgment until she has

considered all of the material.

Critical reading means reading with the goal of finding deep

understanding of a material, whether it is fiction or nonfiction. It is the act

of analyzing and evaluating what you are reading as you progress, or as

you reflect back.

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The good news is, there isn't a right or wrong answer. It's the act of

forming a question and offering your own opinion that counts.

At this level, students can be tested on the following skills :

1) The ability to differentiate between facts and opinions.

2) The ability to recognize persuasive statement.

3) The ability to Judge the accuracy of the information given in

the text.

a) Interpretative Reading

The imperative involving reading between the lines or making is

not directly stated in the text, but suggested or implied. Interpretative

levels of reading comprehension go beyond literal comprehension.

1. Teacher and Students in Learning Reading

1. Teachers

Reading in the students’ native language and reading in their

target language are different things. Reading in their native language is

much easier than reading in their target language because they have not

mastered the vocabulary and the structure of their second language.

Reading in the target language is very difficult for them. They have to

have enough knowledge of the language that has a different system,

including vocabulary and structure. When the students read a passage,

they have to think about the meaning of words that they don’t know. It is

better for the students to have dictionary with them. They can find the
 16

meaning of the words they don’t know more easily by consulting a

dictionary. The students who have not mastering these components of

language will face significant difficulties. The difficulties they face for

example, they cannot understand the passage they read because they

don’t know the meaning of the words in the passage. In this matter, the

teacher has an important role in improving students’ awareness and

supporting students’ efforts. Briefly, the role of the teacher is to facilitate

reading, raise consciousness, build confidence, and ensure continuity,

show involvement, and demand performance (William Grabe, 1986:44).

It means that teachers should try to get students to read and to develop

skills aimed at improving their ability to read. Blair, Guzzetti and

Marzano, as quoted by Estill (1988:493-494) state that effective teachers

are those who:

1. Have high expectations of their students.

2. Have a strong belief in what they are doing and believe that the goals

that they have set can be attained.

2. Assignments are not too hard and there is enough practice to ensure

success.

3. Evaluating the students’ work.

4. The teacher involves in the students’ learning directly.

5. The skills used are applied in a variety of ways.

6. Use higher-level questions in checking comprehension.

7. Use flexible grouping as the situation and instruction indicate.

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8. Keep an open mind to ways of improving instruction.

9. Manage the classroom and plan carefully.

Finally, the teacher must show involvement and demand

performance two sides of the same behavior. Since reading instruction

must begin with a fair amount of faith and good intentions on the part of

the student, over signs of involvement and interest are all the most

important. Progress in reading is only recognizable over period of time,

and often in less overt ways than direct production or application

(Simanjuntak, 1988:36). Teachers must be willing to believe in the

process as well. One clear indication of faith and commitment is to

demand performance. Reading is a personal experience and the teacher

cannot peer over the shoulder of the students. But the teacher can require

assignments on the students. Most students rightly interpret such behavior

as commitment and involvement on teachers’ part.

2. Student

The weaknesses of students in reading skills are unquestionable.

They lack prior knowledge, which is a very important foundation in

“getting the gist of the paragraph”. Providing background information

and previewing content for the reader seem to be the most obvious

strategies for the language teacher (Kustaryo, 1988:15).Providing

background information and previewing are particularly important for the

less proficient language student (Carrell, 1988:87). Readers who are

 18

more proficient in a language tend to receive content previews because

they are no longer as susceptible to vocabulary and structure difficulties

in reading. One thing we surely want to remind ourselves of, however, is

that less proficient readers also need familiar content selections and/or

content preview as much as, or more than proficient readers. Illustrations

may be particularly appropriate for the students with minimal language

skills. Providing the semantic content component for low-level readers

will free them from focusing on vocabulary and structure expressive of

that content.

Reading techniques play an important role in understanding

reading materials. They facilitate students who want to read efficiently. A

student who has determined what he expects to gain from his reading

should select a reading technique that best suits his particular purpose. If

he is reading a novel or a magazine for pleasure, he will obviously not

use the same kind of reading technique that he would use in studying a

book on science: linguistics, mathematics, biology, and other subjects.

Reading is very complex and progresses from very poor reading

habits to better ones. It requires a high level of effort and concentration.

It is more than just a visual task. A reader must not only see and identify

the symbols in front of him but he must be able to interpret what he

reads, associate with past experience, and project beyond this in term of

ideas, judgments, applications, and conclusions. These reading

necessities should be taught to help improve the students’ reading

 19

abilities. Students should know some reading techniques that they need

for their work. They should be sure that suitable techniques are used to

facilitate their rapid understanding of the reading materials. Different

types of reading materials call for different reading techniques. In any

reading task a student should be flexible in using these techniques,

meaning that the techniques should be appropriately chosen, and they

should fit the aim of this reading. This appropriateness will help his

reading and give positive effects; the objective he wants to obtain, to get

some information, to get the main idea, to understand the whole material

and other purposes can be reached.

D. Conceptual Framework

Guided Reading Method

Narrative text

A Classroom Action Research

Reading Achievement
(Critical Reading Comprehension
and
Interpretative Reading Comprehension)

In the conceptual framework above, the students face many problems in

learning English. Some of the problems that the students faced in reading

comprehension are Critical Reading Comprehension and Interpretive Reading

Comprehension. Critical Reading Comprehension covers fact and opinion and

 20

Interpretative Reading Comprehension covers voice and closing. Based on the

problem above, Guided Reading Method will be applied to solve the problem in

reading skill.
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CHAPTER III

RESEARCH METHOD

A. Research Design

In this research, the researcher used research model of John Elliot.

Action research by John Elliot consist of two cycle with every cycle consist

of four step: (1) Planning, (2) Action, (3) Observation, and (4) Reflecting.

Action research model John Elliot assessed more detail and detailed.

Action Research of John Elliot describe the cycle through a schema of

action research:

Implementing Cycle 1

1. Planning: Planning of research devided in some action step, all of

needed action research. Step of planning the researcher was:

a. Found information about students; identify the learning needs of

the student, and problem from students in learning process.

b. Observation of students reading behavior.

c. Provided need of action research, such as material/ substance

teach, instrument of observation and evaluation, and method to be

used on learning process base of result get information.

2. Action: this phase was implementations all of plans which have been

made and this phase working in the class. As for step of

implementation according to research method which have been

planning following:
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a. Students were divided into small group (4-6 students). From the

information collecting about student’s reading skill before that

teacher selected students between student owning word knowledge

or vocabulary and pronunciation and after it placing on each group

in heterogeneously.

b. Introduce the text: on introduce text the teacher gave some

question for identifying any cause problem for the students and

may be can help or assist them to problem solve and give motivate

to students.

c. The students read on any steps, the first they read self, read slowly

or softly, and then silently reading.

d. Students doing the discussion and finding the information about

way of reading or words uttering from its group friend and find

some information about text.

e. Teacher gave the test for students as observation

f. Teacher gave guidance and coaching individual or questioning as

emphasizes strategies for comprehension, error detection, error

correction, and word analysis.

3. Observation: In this phase, the observation of students’ participation

in teaching process, the students’ activeness in asking question,

Students’ response in test and answering teacher’s question, and

students’ ability in answering facts test. The observer changes the class

by using Guided Reading.

 23

4. Reflection: After collecting the data, the observer will evaluate the

teaching-learning process. Then, do reflection by seeing the result of

the observation, whether the teaching learning process of students’

reading skill using Guided Reading method is good to imply in

teaching learning process at SMA Muhammadiyah Limbung or not. If

the first cycle is less successful, the observer will continue to the

second cycle.

Implementing Cycle 2

1. Planning: in this phase planning of research action base of result

reflection cycle one.

2. Action: action research cycle two is continuing steps which have been

working in cycle one.

3. Observation: generally phase observation on cycle two is continuing

activity of observation cycle one.

4. Reflection: step of this phase same with cycle one.

B. Research Variables and Indicators

There are two kinds of variables; those are dependent variable and

independent variable. Independent variable of the research is the use of

guided reading method. Dependent variable is students’ critical reading

comprehension and interpretative reading comprehension

The indicators of critical reading comprehension were fact and opinion,

and the indicators of interpretative reading comprehension were cause effect

and concluding sentences.

 24

C. Research Instrument

The instrument that was used in this research was reading text. Reading

text was giving to the students to find out the students’ improvement in

reading.

D. Data Collection

1. The researcher used observation sheet to find out the students’participation

in teaching learning proses through guided reading method by using by

using cheklist. It was done in every cycle. It was summed at the end of

cycle one and two.

The criteria of students’ active participation as follows:

Table 3.1 : score and indikator of students’ active participation.

The students’
No Active Indicator

participation

4 Very Active Students respond material very actively

3 Active Students respond the material actively

2 Fairly Active Students respon the material just once or twice

Students just sit down during the activity

1 Not Active without doing something

2. The process of getting data that was used in this research was test. The test

was giving to the students to find out the students’ improvement in reading.
 25

There was a component that concerns of the researcher in this research to

measure. Those where critical reading comprehension and interpretative

reading comprehension which used criteria as follows:

1. Critical Reading Comprehension

a. Fact

Tabel 3.2 : Score and criteria of fact

Score Criteria

Student accurately locates facts in the article and gives a clear explanation
5
of why these are facts, rather than opinions.

Student almost accurately locates facts in the article and gives a clear
4
explanation of why these are facts, rather than opinions.

Student accurately locates facts in the article and gives a reasonable

3
explanation of why they are facts, rather than opinions.

2 Student accurately locates in the article. Explanation is weak.

1 Student has difficulty locating facts in an article.

b. Opinion

Tabel 3.3 : Score and criteria of opinion

Score Criteria

Student accurately locates opinions in the article and gives a clear

5
explanation of why these are opinions, rather than facts.

Student almost accurately locates opinions in the article and gives a clear
4
explanation of why these are opinions, rather than facts.
 26

Student accurately locates opinions in the article and gives a reasonable

3
explanation of why these are opinions, rather than facts.

2 Student accurately locates opinions in the article. Explanation is weak.

1 Student has difficulty locating opinions in an article.

2. Interpretative Reading Comprehension

a. Cause Effect

Score Criteria

5 Successfully links cause with effect, fully elaborates connections among

ideas
4 Almost successfully links cause with effect, fully elaborates connections
among ideas
3
Links cause with effect, fully elaborates connections among ideas
2
Links cause with effect; elaborates connections among some ideas
1 Develops and elaborates no links between causes and effects

b. Concluding Sentences

Score Criteria

5
A creative, clear and interesting concluding sentence was concluded.
4
A creative and interesting concluding sentence was concluded.
3
A concluding sentence with some creativity was included.
2
A simple concluding sentence was included.
1 No concluding sentence was included

(www.google.com.criticalandinterpretivereadingrubric), revised in march 2006)

 27

E. Technique of Data Analysis

The data analysis in the classroom action research from the score analyzed by

using the following formula:

1. Calculating the mean score by using the following formula:

Where :

X = Mean Score

= Total Score

= The number of students

(Gay, 1981:298)

2. To calculate the percentage of the students’ activity in learning process

used formula:

P = F X 100 %
N
Note :

P : Percentage

F : Frequency

N : Total Number of subject (Sudjana, 2011)

3. To know the students’ participation in teaching learning process through

Guided Reading Method, researcher used percentage formula as follows:

P = FQ x 100 %

4xN
 28

Where:

P = percentage

FQ = Sum of all the students’ score

N = Total Students

(Sudjana, 1990:36)

4. To know the improvement of the students’ percentage, researcher used the

formula:
P = X2-X1 x 100
X1
Where :
P = the percentage of the students’ score improvement
X1 = the means score of cycle 1
X2 = the means score of cycle 2
(Gay in Nurul Inayah,2014 : 35)
5. After collecting the data of the students’, researcher classified the score of
the students. The score of the students can be classification into following
criteria:
a) 90-100 is classified as excellent
b) 80-89 is classified as very good
c) 70-79 is classified as good
d) 60-69 is classified as fairly good
e) 50-59 is classified as fairly
f) 30-49 is classified as poor
g) 0-29 is classified as very poor

(Sukyadi, 2010)
 29

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consist of the finding of the research and discussion. The

findings present the improvement of students’ reading comprehension in terms of

critical reading comprehension and interpretative reading comprehension, the

percentage of students’ progress and the implementation of guided reading

method. The discussion of the research cover further explanation of findings.

A. Findings

The findings of the research deals with the answer of the problem

statement. It aims to find out the improvement of the students’ ability to read

narrative text. The result of data analysis found that teaching reading

comprehension through Guided Reading Method can improve the students’

reading comprehension in terms of critical reading comprehension and

interpretative reading comprehension at the Eleventh Grade Students at SMA

Muhammadiyah Limbung.

1. The Improvement of Critical Reading comprehension in the

Students’ Narrative Text

The students’ ability to read narrative text has been improve; it is

indicated by the difference score and improvement between cycle 1 and

cycle 2 tests. The following table shows the students’ improvement in

critical reading comprehension which consist of two indicators : fact and

opinion.
 30

Tabel 4.1: The Students’ Improvement In

Critical Reading Comprehension

Cycle I Cycle II Improvement

No Indicators
Score Score CI CII

1. Fact 63 77 22.22

2. Opinion 65 78 20

ΣX 128 155 42.22

64 77.5 21.11
X

The table above shows the students’ critical reading

comprehension in reading ability the result of calculating of the students’

test at the students’ reading ability through Guided Reading Method,

where the students’ test score in cycle I is different from the students’ test

in cycle II. The mean score in cycle I is 64 in cycle II is 77.5. the

assesment of cycle II is greater than cycle I (77.5 > 64) and classified as

good. And then, the improvement of students’ from cycle I to Cycle II is

21.11 %.

Based on the percentage above, there are significant improvements

of the students through Guided Reading Method. To see clearly the

improvement of the students’ reading viewed from its critical reading

comprehension, the following grafic is presented.

 31

22.5

22

21.5

21
Axis Title

20.5

20

19.5

19

18.5
Fact Opinion Main Score
Series 1 22.22 20 21.11

Figure 4.1 The Students’ Improvement in

Critical Reading Comprehension

As the chart shows above, we can see the students’ improvement in

critical reading comprehension from cycle I to cycle II in terms of fact is

22.22 %, opinion is 20 % and the mean score is 21.11%. the students’

improvement in fact is higher than opinion (22.22 > 20). therefore there is

the improvement of the students’ in content and the target can be

achieved. Finally the Guided Reading Method is effective for students the

fact and opinion of details in critical reading comprehension.

 32

2. The Improvement of Interpretative Reading Comprehension in the

Students’ Narrative Text

The following table shows the students’ interpretative reading

comprehension which consist of voice and closing.

Table 4.2: The Students’ Improvement In

Interpretative Reading Comprehension

Cycle I Cycle II Improvement

No Indicators
Score Score CI CII

1. Cause Effect 63 78 23.8

2. Concluding 66 79 19.7
Sentences
ΣX 129 157 43.5

64.5 78.5 21.75

X

The table above shows the students’ interpretative reading

comprehension in reading ability as the result of calculating of the

students’ test at the students’ reading ability through Guided Reading

Method; where the students’ score in cycle I is 64.5% in cycle II is 78.5%.

the assessment of cycle II is greater than cycle I (78.5 > 64.5) and

classified as good. And then, improvement from cycle I to cycle II is

(21.75%).

Based on the percentages above there are significant students’

improvement of the students through Guided Reading Method. To see

 33

clearly the improvement of the students’ writing viewed from its

interpretative reading, the following grapic is presented.

25

20

15
Axis Title

10

0
Cause Effect Concluding Sentences Main Score
Series 1 23.8 19.7 21.11

The chart above shows that there is improvement of the students in

interpretative reading from cycle I to cycle II in terms of Cause Effect is

23.8%, Concluding Sentences is 19.7% and the mean score is 21.75%.

thus, Cause Effect has better improvement than Concluding Sentences

(23.8% > 19.7%).

3. The Improvement of Students’ Reading Comprehension

The improvement of the students’ reading Comprehension in terms

of crtitical reading comprehension and interpretive reading

 34

comprehension through Guided Reading Method is good. It is indicated

by the mean score of cycle I and cycle II tests which are shown clearly in

the following table

Cycle I Cycle II Improvement

No Variables
Score Score CI CII
Critical Reading
1. 64 77.5 21.09
Comprehension
Interpretative Reading
2. 64 78.5 22.65
Comprehension
ΣX 128 156 43.74
X 64 78 21.87

The table above shows the mean score of the students’

achievement reading comprehension in narrative text both of critical

reading comprehension and interpretative reading comprehension. Based

on the table, it indicated that the improvement of the students’ reading

ability through Guided Reading Method is successful. The students’

mean score in d-test is 49.5 classified into poor score, the students’ mean

score in cycle I is 64 classified into fairly good and the students’ mean

score in cycle II is 78 classified into good score. Based on the percentage

above there are significant improvement of students’ reading ability by

Guided Reading Method. To see clearly the improvement of the students’

reading skill, the following chart is presented. The students’ achievement

in reading ability is clearly depicted in the following chart:

 35

23 22.65

22 21.87
21.09
21

20

Critical Reading Comprehension

Interpretative Reading Comprehension
Main Score

The graphic above shows the difference of the students’

improvement from cycle I to cycle 2. The students’ improvement in

critical reading comprehension is 21.09% while the students’

improvement in interpretative reading comprehension is 22.65%, and

mean score is 21.87%. thus, interpretative reading comprehension has

better improvement than critical reading comprehension.

4. The Implementation of Guided Reading Method

The researcher observed many aspects to assess the implementation

of Guided Reading Method such as; students’ attitude, students’ model

and students’ understanding. The students show their progress in every

meeting. In attitude aspect researcher observes about students’

participation in learning by using Guided Reading Method. In model

aspect researcher observes students’ response during teaching and

learning process. Then, in understanding aspect researcher observes

students’ understanding, they get the point of subject matter or not.

 36

Researcher observes students’ response every meeting in two cycle.

Where every cycle consist of four meeting. The results of the observation

that have been done researcher conclude that Guided Reading Method

improved students’ response. The students admit that they love this

method. They do not feel bored, but more enthusiastic to follow the

teaching learning process. The students look braver and more confidence

to write and express their ideas. They also admit that they become active

and full of concentration in the classroom.

The use of Guided Reading Method especially makes groups,

researcher’s supports, and guides can make the students more active and

it causes the improvement of their reading ability.. the improvement of

the students can be seen in the significant improvement. The use of

Guided Reading Method in teaching reading can overcome the students’

difficulty in expressing their ideas. The students also have a positive

response to the implementation of teaching reading by using Guided

Reading Method.

The students’ reading ability can be improved through Guided

Reading Method, because in this method they can share with their friends

in their own group and the teacher be consultative and guide, which make

easily understand. And if they get difficulty of expressing ideas, Guided

Reading Method can reduce this problem. They can help each other. So,

it is fun and interesting. They can be motivated and more easily in

learning reading skill.

 37

B. Discussion

In this part, discussion deals with the interpretation of finding derived

from the result of finding about the students’ improvement in reading

comprehension in term of critical reading comprehension and interpretative

reading comprehension and also the activeness of students in learning process

would explained as followed:

1. The Improvement of the Students’ Reading Ability Through Guided

Reading Method In Critical Reading Comprehension

The Improvement of students’ reading ability through Guided

Reading Method has been improved. The researcher found that before the

application of Guided Reading Method, the students’ score was 50.5

(fairly) but after the application of Guided Reading Method the students’

score in cycle I was 64 (fairly good) and the cycle II become 77.5 (good).

So the improvement of the students’ reading ability from D-Test to cycle

I is 26.73 %, from cycle I to cycle II is 21.09 % and from D-Test to cycle

II is 53.46 %. And then, the improvement from D-Test to cicle II is

greater than D-Test to cycle I (53.46 % > 26.73 %)

2. The Improvement of the Students’ Reading Ability Through Guided

Reading Method of Interpretive Reading Comprehension

The improvement of students’ achievement in reading narrative

text through Guided Reading Method had effective effect. In the analysis

of students’ interpretive reading comprehension, the reasearcher found that

before the application of Guided Reading Method the students’ score in D-

 38

Test was 48.5 (poor). After application of Guided Reading method in

cycle I the students’ score was 64 (fairly good) and in the cycle II the

students’ score was 78.5 (good). The achievement of cycle II is greater

than cycle I and D-Test (78.5>64>48.5). the improvement of the students’

reading ability from D-Test to cycle I is 31.95 %. From cycle I to cycle II

is 22.65 % and from D-Test to cycle II is 61.85 %. And then, the

improvement from D-Test to cycle II is greater than D-Test to cycle I

(61.85>31.95 %). So, it meanst that there is improvement from D-Test to

the cycle I and from cycle I to the cycle II by applying Guided Reading

Method. So, the reasearchers concludes that the variable in reading ability

can be achieved. It means that the researcher does not need to do next

cycle.

3. The Improvement of the students’ activeness During the Teaching

Learning Process

The observation result of the students’ activeness in teaching and

learning process improved significanly through Guided Reading Method

from the first meeting in the cycle I to the fourth meeting, in the cycle II

where the students’ activeness in the first meeting of cycle I was 37.05%.

it meant that there was another activity the students’ where done in

teaching and learning process. Next meeting, researcher gave them the

probelem solving for their weakness. So, the students’ activeness in the

last meeting of the cycle I became 60.00%. in the cycle II, the researcher

gave revision again for their problem in facing teaching and learning
 39

process. So the students’ activeness in the last meeting 87.05%. it meant

that almost no another activity that the students were done in teaching and

learning process. They were active in asking if they did not know what

they would write. They were active in teaching and learning process.
 40

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After conducting classroom action research about the use of Guided

Reading Method and based on the research finding in the previous chapter,

the researcher can make conslusion as follows:

1. The use of Guided Reading Method is able to improve fact and opinion in

the students’ reading comprehension at the eleventh grade of SMA

Muhammadiyah Limbung in cycle I and the improvement fact is 22.22%

and the opinion is 20%.

2. The use of Guided Reading Method is able to improve Cause Effect and

Concluding Sentences in the students’ reading comprehension at the

eleventh grade of SMA Muhammadiyah Limbung in the cycle I and the

improvement cause effect 23.8% and the concluding sentences is 19.7%.

3. The use of Guided Reading Method is able to improve critical reading

comprehension and interpretative reading comprehension of the students’

reading comprehension at the eleventh grade of SMA Muhammadiyah

Limbung in cycle I and the improvement critical reading comprehension is

21.09% and the interpretive reading comprehension is 22.65%.

4. The implementation of Guided Reading Method is able to improve the

students’ reading comprehension at the Eleventh grade of SMA

Muhammadiyah Limbung.
 41

B. Suggestion

In relation to the reading ability in term students’ response and reading

comprehension in narrative text in this thesis. The writer would like to give

some suggestions to the students’ (learners), the English teacher and the next

researchers as follows:

1. For students

a. In relation to this strategy, to get reading comprehension and

motivation, the students should practice their Eenglish more by

applying guided reading method in every times when the students learn

reading because it can simulate them to be achieve and diligent to learn

especially in reading. Guided reading method has many features that

we can use and then can interesting for students to learn reading.

b. The students should be more active in learning process because

reading comprehension needs big attention and motivation. Always

spirit in every time when learning process especially reading.

2. For teachers

a. The implementation of guided reading method could significanly

improve the students’ reading comprehension in terms of students’

response and reading narrative text dealing with generic structure at

the eleventh grade students of SMA Muhammadiyah Limbung. So it

is suggested to be applied in teaching English Reading in the

classroom in order to improve the students’ achievement.

 42

b. The teacher would be more creative in teaching English especially

reading because to master it need more method and strategy in

improving it.

3. For the next researchers

To improve reading comprehension generally, there are many points

which should improve such as: preparation for teaching, method, strategy,

media, and ways of teaching. At this research, the writer want to know the

improvement of students’ reading comprehension through method that

namely “Guided Reading Method” and followed by the students’ response

to know the motivation and activeness of students’ in teaching and

learning process. So, for the next researcher, they can take the other ways

to be improved it either they use this method or other method. But it is

better to use this method in order to know the students’ reading

comprehension.
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