CHAPTER I INTRODUCTION 1.

1 Background Naturally, language is a tool of communication which has an important role for human being in various purposes. People use it as a tool of expressing their ideas, opinion, feeling, expressing in written form or oral form. The use of language is always needed to make a relation for varians daily activities. In Indonesia, English as an obligatory subject that is taught in elementary school up to university , but most of students have serious problems in their reading because of the less vocabulary they have, particularly the students in Junior High School. In learning English, there are four skills that should be possesed by the learners. They skills are namely listening, speaking, reading, and writing. In learning activity every skill have relation that can support the learners competence. For instance, when a student wants to study a reading text, so they should have a good vocabulary competence. Burns (1989:28) stated that Reading is a process of looking at written at written language symbol, convert speech symbols and then manipulating them, so both of them direct and implied ideas intended by the authors may be understood. Barnet (1977:131) stated that there are two aspects in reading comprehension, cognitive aspect and effective aspect. Based on two aspects, he divides also into five aspects capability. They are (1). The ability of literal comprehension ;(2) the ability in organizing; (3), the ability in getting conclusion; (4), the ability in evaluation; and (5) the ability in using expression. However, there were problems that cause in Junior High students face difficulty in reading comprehension. When the students of Junior High School read an English text, they are

sometime difficult to understand the content of the text. One of the problems caused by low understanding and the poor vocabulary. It occurs when they tend to unfamiliar words, and make them have low motivation in reading text. Otherwise, sometime the students open the dictionary when seeing unfamiliar words on the text. It leads them to be slow in reading, moreover to comprehend it. Therefore, students found difficulties to read a text with comprehension. The problems were found at SMP Negeri 6 Kendari, where this research took place. Based on the directly observation at the school, writer observed the teaching and learning process, and found the problems in reading comprehension aspect. Especially in reading text, they can not conveying the message about the reading text when the teacher given a short story. Some students can read and most of them did not know what the text about caused by limited vocabulary. Based on the interview with the English teacher at classroom activity, the students just command to do the work sheet ,read a lesson book and answer the question has related to that book without understanding and comprehension. So, this made the students lazy to study English especially for reading. Therefore, there must be an effective method used in teaching reading to improve students reading comprehension. One method which can be used is cooperative learning. Johnson and Johnson (1998) stated that cooperative learning method encourages students motivation, facilitate them to help each others to achieve learning goals, and increases their self confidence. This method will build up students confidence in reading comprehension and increase their motivation to share ideas which each other in group. In addition, Slavin (1994) stated that cooperative learning is a method where students work together to learn and responsible for their team mates learning as well as their own it creates good atmosphere for students to learn since

they can work together in a group and work each other in teaching learning process, especially for reading activity in the classroom. There are many techniques in cooperative learning which can be implemented in teaching learning process. One of them is Roundtable technique. In Roundtable technique activity, the students are given chance to share their ideas then they discussed together. It gives an equal chance to all students to participate in that group. As Barbara J,Millis (2008) states that Roundtable technique is most effective technique when used in a carefully sequenced series of activity. The brainstorming can reinforce ideas from the reading. In conclusion, students reading comprehension could be improved when they are thought by using roundtable technique, when they can work together in group to reach the target of learning. It is supported by Kagan (1992) stated that roundtable technique is simple technique which can be used for brainstorming and practicing as a team-builder. Therefore, it is make the writer interested to apply Roundtable technique in teaching reading in the classroom. Writer believes that the use of Roundtable technique in teaching reading can help students to improve their reading comprehension. Based on the considerations above, there should be a new technique in teaching reading in SMP Negeri 6 Kendari which is more interesting to facilitate students to improve their reading comprehension. So, the writer is interested to conduct Improving Students Reading Comprehension under Roundtable Technique at class VIII. B of SMP Negeri 6 Kendari.

1.1 Research Question Based on the description above, the writer formulates the research questions, as follows Can Roundtable technique improve the students reading comprehension at class VIII.B of SMP Negeri 6 Kendari? 1.2 Objective of the Study The Objective of this study is to improve the students reading comprehension at class VIII.B of SMP Negeri 6 Kendari under Roundtable technique. 1.3 Significance of the Study Significance of the study was purposed to get better English teaching and learning quality to students in SMP Negeri 6 kendari. The significance of this study as follows: 1. To give useful information in improving students reading comprehension through Roundtable at Junior High school. 2. To guide the teachers in providing an appropriate technique in teaching reading. 1.4 Scope of the Study This study is on the improvement of students reading comprehension at the class VIII.B of SMP Negeri 6 Kendari under Roundtable technique. The writer focus on students reading comprehension in narrative text. 1.5 Definition of Term To make a good understanding to this research it is important to give definition of terms related to this study. The terms as follows: a. Reading is an activity to give meaningful interpretation of the printed matter or written verbal symbols of a text or text book. It means that, reading is about how the reader encourages their self to understand about what they have read.

b. Reading comprehension is a comprehension process in grasping idea, asses their connect them to other ideas in written language. Redway (1992:28). c. Roundtable technique is common a part of cooperative learning technique as group learning procedure developed by Kagan (1992).

CHAPTER II LITERATURE REVIEW This chapter provides some review of literature relate with this study. They are Review of related research, Theory of teaching Reading, reading comprehension, cooperative learning and Roundtable technique. 2.1 Review of Related Study In this section, the researcher will previous researcher about the effect of Roundtable technique on the students reading comprehension conducted in high school. Firstly, lantoghe (2009) conducted this study about the students reading improvement through Roundtable technique at the second year of SLTP Negeri 5 Kosambi. His study used quasi experimental design and he used 32 students as his sample taken by using purposive sampling. His findings showed that there is a significant improvement of students reading comprehension after being thought through Roundtable technique at the second year of SLTP negeri 5 Kosambi.Thus, the result of data analysis showed that t-test = 12,54 and t-table = 1,67 with the significant level,= 0,05 and degree of freedom (df)= 62. It means that teaching reading through Roundtable technique can improve the students reading comprehension at the second year of SLTP Negeri 5 Kosambi. In this Research, the writer will investigate the effect of Roundtable technique on studentss reading comprehension at the eight grade of SMP Negeri 6 Kendari. Although this technique had been used byprevious researcher, but there are some differences between previous and present research.The main differences between previous and present research is in the design, total sample, sampling technique, and instrument of this research. The previous research used quasi experimental design, total sample were 32 students taking by using purposive sampling, and the

instrument of the research was reading comprehension test to consist of 45 items. While in the present research, the design is One-group Pre-test and post-test design: the sample of the study will be taken by using random sampling technique: and the instrument of the research is reading comprehension test consist of 40 items. 2.2 Theory of Teaching As the learning concept, the teaching should also be comprehended by the teacher in the teaching and learning process which is a nucleus of the comprehension education system for teacher as the primary role agent. Thus, it is because the teacher comprehension about teaching will affect their actions in the teaching and learning process. So, it is very important to present the teaching theories. In narrow sense, teaching can be defined as delivering knowledge from teacher to the students. Many experts give their definitions absolute the sense of teaching. Burner in his book Toward at theory Instruction cited by Usman( 2005:5) states that teaching is a presentation of idea, problem, or knowledge in the simple form in orderto the students can understand it. Furthermore, he explains that to simply the teaching matter the teacher can use by using enactive, iconic, and symbolic presentation mode. Enactive is the presentation of teaching material by using kinetic form. Iconic is the presentation of teaching matter by using graph or picture, Symbolic is the presentation of teaching matter by using a language and its a presentation follows the childrens development. Usman ( 2006:6) states that teaching is topn give the students a lead in the teaching and learning process, or teaching is an effort or organizing of learning environment and learning matter in order to create the students learning process. This opinion implies that

the teachers are demanded to play a role as the organizer in the stiudents learning activity,so, the students can use this condition well. Based on ther definition above, we may saythat vteaching is an efforet which is done by teacher in organizing of the teaching and learning process in order to create the students leaning condition well. 2.3 Reading 2.3.1 Defenition of Reading Many experts give their defenition about reading. Their defenitions are different each other.Finocchiaro and Bonomo ( 1987:8) point out that Reading is bringing meaning to and getting meaning from printed or written materials. Finocchiaro emphasizes at the output of reading that is getting meaning. Thus, Nunan (2005:12) states that Reading is an interactive proces between what the reader already know about topic or subject and what the writer writes. Therefore, the readers can success in reading when they have ability to comprehend the writer message. Furhermore,Taringan (1987) states that membaca adalah suatu proses yang dilakukan serta dipergunakan oleh pembaca untuk memperoleh pesan yang hendak disampaikan oleh penulis melalui kata-kata atau bahasa lisan.This mean that reading is a process and used by the teacher to grasp message being delivered by the writer in the medium of the word or written language. While, Anderson( 1987:7) said that Reading is recording and decoding process which related the written words with the oral language meaning that involves the changing of written becomes a meaning sound.

Based on the explanation above, we conclude that reading is a process that used by the reader to grasp the message in the medium words or written language. 2.3.2 Role of Reading Fopr students, reading is crucial thing because the succes of their study depend on the great portion of their ability to read.When their reading skills are poor, they are very likely fail in their study. Dolan in Lantoge ((2009:12), states that reading is an important skill of the foreign students. Fortunately, it is one in which most of themes well prepared when they come. Reading as a skill in which they have had the more practice and which suffers least from being taught by a teacher whose acquaintance with the foreign language. Based on the description above, we conclude that reading has a significance role in the students life. 2.4 Reading Comprehension Finocchiaro (1989) cited in Madi (2010:10) states that Comprehension is how much of body language material though has actually been learned by the students. Hornby (1989) in Madi defined achievement as something achieved or something done succecfully with efforts and skill. Based on the theories above is clearly incited that comprehension is emphasizes to result of something. In terms of reading, Good (1973) states that comprehension is usually designed by test scores on by marks assigned by the teachers. In this case, reading comprehension is which is made by the students will result in some, change will visible become attaiment or comprehension through comprehension quiestions or measurement that has been given by the teacher on the teaching reading test form. Therefore, the test must be flexible to

respond the particular goals and needs of the stuidents in a language program. Mulyasa ( 2002:104) stated that penilaian di kelas dilakukan oleh guru untuk mengetahui kemajuan dan hasil belajar peserta didik, mendiagnosa kesulitamn belajar, memberikan umpan balik untuk perbaikan proses pembelajaran dan penentuan pewnaikan kelas.. So, that is why reading comprehension is very important to evaluate the students development in learning process. Students reading comprehension cannot separatewith students reading skill with the explanation about goog ang poor readers. It is very important for students and teachers to know the important of reading comprehension. 2.5 Cooperative Learning Theory 2.5.1 Cooperative Learning Cooperative Learning as defined by Robert Slavin (1990) in Jacobs (1996:16) is a method of sharing ideas in which a students work together to learn about something and responsible for their team-mate learning as well as their own. Johnson and Johnson (1991) define cooperative learning as follows: Cooperative Learning refers to a learning mode in which students are working together ( interaction apper) to accomplish shared learning goal, they have to work in small group consisting of 2-4 students in one group. Each students has to taken active role in the group and work cooperatively on presentation and projects. From the definition above, the writer may conclude that cooperative learning is a type of learning activity in which students have their own opportunity to share their own ideas or information to each other in their group. In conclusion, cooperative learning activity, all students in group are active.

2.5.2 Component of Cooperative Learning Component of cooperative learning will be elaborated as follows: a. Positive Interdependence
This point indicates the role of each student in each group. As in Jacobs,(1996: 17) positive interdependence is the feeling among a group of a student that what helps any members of the group helps everyone in the group. is aimed that any number of the group helps everyone in group and what hurts any number of the group hurt everyone in the group members feel that they sink or swim together. This feeling of positive interdependence encourages group members to help and support another. To achieve positive interdependence among students just putting them in group and telling them to work together may not be sufficient. b. Individual accountability

It closely relate to positive independence. Even though the students are working in group, individual are still responsible for the material. And each students in a group has their own accountability to participate and give contribution to their group. One of the most commonly heard objections to have students work in group is that some groups members will finish of doing all the work. This can occur because the others want to do everything. Thus, it courageous everyone to feel that is individually accountable of their group. There are many ways to structure group activities so as to promote this feeling of individual accountability; some of these are as following: (a) Each student individually takes a quiz, complete task, or write an essay on the material that had been studied (b) Group members are called random to answer a question or explain the answer (c) Each group member has designed role which they are to perform these roles can rotate

Johnson (1991) stated that interpersonal skill could be achieved if the students could, (1) get to know, (2) communicate accurately and unambiguously, (3)accept and support each other and (4) resolved conflict constructively. Therefore, each student should be able to owning the collaborative skills to success in group. c. Face to face promote interaction They promote each others learning by helping questioning, suggesting, sharing information, and encouraging each others effort to learn. The characteristic of promote interaction is when the students interact each other, the member of the team provide effective and efficient helps and assistance in which they should promote each other through giving feedback and motivation, idea, and some useful information that can influence to groups goal. d. Group Processing Johnson (1991) defined group processing as reflecting on a group session whether each member is helpful for the group and think of what the group should be in the next process. It is aimed to get improvement on using of cooperative learning to achieved groups goal. 2.5.3 The advantages of Cooperative Learning There are some positive effects of Cooperative learning that stated by Slavin (1990) such in the following: 1. Increase of students self- esteem 2. Increase of students abilities to conduct intergroup relations 3. Greater acceptance of learning disabled students 4. Better attitude toward school 5. Increased students ability to work cooperatively

In teaching and learning process, when the teacher use a technique under cooperative learning, they will teach in the comfort way and also students will learn in a good term because the condition , the supporting time and place and also the structure of the class that held under principle of Cooperative learning. 2.6 Roundtable Theory 2.6.1 Definition of roundtable technique Kagan( 1992:12) explains that roundtable technique is simple technique which can be used for brainstorming ,reviewing or practicing while also serving as a team-buider. The effectiveness of this technique often is the process they create rather then in the product. Barbara J, Millis (2008) gives definition of roundtable technique is most effective when used in a carefully sequenced series of activities. The brainstorming can reinforce ideas from the reading or can be used to set the stage for upcoming discussion. Participants, for example, could identify the characteristic of an effective leader or the attributes of terrorism before the topics are formally introduced. 2.6.2 Reading Approach in Roundtable Technique There are three stage of reading approach that related ion reading material, they are: 1. Pre- Reading Stage Presentation of reading material can use or involves group work activity, discussion, and writing, but it is usually done by the questions related to the text given. In theoretical terms such as constitute attempts to activate the students schemata; they also provide language preparation, motivation, and variety in the classroom activity. The activation of the prior knowledge tends to improve the readers comprehension. Thus, William (2001: 18) states that there are three goals of pre- reading activity, they are as follows: 1. To introduce and to rise students interest about the topic of passage 2. To motivate students by giving the reason of reading

3. To give preparation about language used in the text Based on the statement above, indicated that the objective of pre- reading is to emergence students motivation and interesting in reading. 2. Second Reading Stage This stage is called whilst- reading stage . This stage involves such exercise as guessing word meaning , unknown word meaning, recovering pronoun reference, inference, and prediction. The goal of whilst reading activity is to give students in a successful experiences with fast and fluent reading. William(2001: 18) explain clearly the goal of whilst-reading activity into help the students to expand reading strategy or reading skill, so the students will be effective and independent readers. In this phase will help the students: 1. To understand the goal of the author 2. To understand the structure of the text 3. To explain the content of the text William ( 2001: 19) suggested that the activity in this phase is taken from the global understanding of reading context and then to the smallest units, such as paragraph, sentence, and word. The goal is develop reading skill, such as scanning, skimming, reading between the lines, reading intensively for detailed information, detecting reference, deduced meaning from the context. In this context the whilst-reading is really implementation of integrated is language skills. 3. Third reading stage This stage is called post reading activity . At this stage the readers make a conclusion what they have studied. William (2001: 19) suggest that to develop this phase, teacher can give some questions, as follows: 1. Do learner recognize a similar situation to that present in the text?

2. Does text presents a situation that invites completion? 3. Does text present views that might need to be countered balanced? The statement indicated that the goal of post- reading activity consolidates and to reflect what the students have been read with their knowledge, interest, and their opinion. Elaine and Pamela (2001: 19) points out that in the post reading exercise< students do exercise in the understanding reading and students will need to look after reading selection to better understand its organization. Teaching reading under roundtable technique has purpose to brainstorm ideas about a given topic in a way that gets students actively involved. Roundtable can be used for review and recall, for predictions, for practicing a skill, or for idea-generation. It reinforces the value of team-work. 2.6.3 Steps of Roundtable Technique in teaching Reading There are some steps which introduced by Kagan (1992) that will be applied into this following procedures: Step 1. Forming group In forming groups, the teacher asks students to form a group of four. Each group sits in a circle at a table. The teacher instructs students to clear the work space of everything but one pen and one piece of paper. Step 2. Organizing items into categories In this step, groups will determine the problems about reading text has given by teacher. Example : they want to determine the main idea or what the main information they got from reading text content. Students will write their idea later. Before this step is started, teacher give student reading text. Step 3. Writing categories on the Board In this case, the problems that wrote on the board could representative the reading text content. Both teacher and students discusses about reading text given and what they will do with the reading test, in this

case students should write the problem on the board and teacher determine what will they discuss. Example: teacher gives questions what the main idea of the text or getting the main information from the text. This problem will discuss on the next step. Step4. Roundtable The group writes out that information. To do this, one sheet of paper is needed for each member of group and a sheet of reading text. The groups used roundtable technique to solve the problem. In this step, each student at the groups has the same time in reading text for answering the questions and it time has determined by teacher. Groups write out their idea on one piece of paper. Each member writes one answer and then passing the reading text to the person on his/her left. The paper goes round the table. Each member can contribute in four different ideas. In the process of writing answer/ ideas fro solving the problem using this technique, member in a group can add ideas of the member. For instance: Student 1 write answer/idea based on his/her knowledge about the text and also the student 2, 3, and 4 answer the test. Then, students write the title and the problem of the text at the top of p[aper. Step 5. Asking for help with Hindering the Factors Looking at the list of items in the Roundtable technique, students take turn asking for and giving help. When produced the group is finished write their answer, together, their looking at their answer group members taking turn and giving help about their answer and the difficulties in their working. For example: If student 1 do not understand with answer or idea of student 2, student 1 can asking about it, member group can give advice to other member if she or he find difficulties and complain in working and find way to solve that, they can across off any correct answer and then simultaneous roundtable what they learned. step 6. Whole class discussion

The whole class the hindering factors and their possible solutions. When the group finished discuss and sharing the teacher ask group to present their answer in front of the class. Teacher chooses the group to perform randomly. After group perform, teacher and students will discuss about the answer of the problem and teacher gives feedback and conclusion.

2.6.4 The Advantages of Roundtable Gordon ( 2009:22) explain the advantages Roundtable technique in learning. They are: 1. Useful for brainstorming, assessing prior knowledge, reviewing, practicing skill, recalling information, team building, participant of all. 2. The brainstorming can reinforce ideas from the reading or can be used set the stage for upcoming discussion. 3. In Roundtable technique, the multiple answer encourage creativity and deeper builds thinking, this activity builds positive independence among team members because of shared writing surface, but more importantly, it builds team cohesion and reinforces the power of team work because the participants see in action the value of multiple view points and ideas. In addition, kagan (1985) states that Roundtable can create a positive team identify and a willingness to work in team .It is used to overcome the initial resistance to working in teams that is often found in desegregated classroom, especially at Junior High level. Related to the advantages above, the writer conclude that Roundtable technique is able to help students in learning especially in vocabulary and in other skill of language as well because it can generated many creative ideas of students,

encourages students critical thinking and by reviewing and practicing students can remember about the material that they learned. Thus, by working cooperatively students are able to builds positive independence in learning in learning, and also all students will have the same chance to express their ideas written. 2.6.5 The Disadvantages of roundtable technique Millis (1998) give some disadvantages of roundtable technique. They are as follows: 1. silence in a setting like Roundtable is boring 2. Others team members need to be reflecting on the proffered thoughts 3. Variety results because teammates learn immediately that someone has come up with an idea they know to repeat. 4. Hearing the responses said aloud means that the participantdo not waste valuable brainstorming time by reading the previous study.

CHAPTER III METHODOLOGY OF THE STUDY In this study the researcher elaborates the methodology of this study. This research attempts to know the improving of students reading comprehension under Roundtable technique. The procedure of this study consist of design of the study, Subject of the study, factors that are observe, instrument of the study, procedure of the study, Technique and data collection, marking schema, pilot study, and technique of data analysis. 3.1 Design of the study Design of this study will use a classroom action research design. It will be focused on improving students reading comprehension at grade VIII.2 of SMP Negeri 6 Kendari. It has four steps on action research suggested by Kemis &Mc Taggart (1983) namely Planning, Action, Observation, and Reflection. As stated by expert ( Stephen & William, 1983) that action research is proposed to develop new skill or new approaches and to solve problem with direct application to the classroom or working world setting. This research will be done the first cycle to the last cycle until the target is achieved. It means that if in first cycle the target is not achieved, it will be continue to the next cycle until the target achieved. The researchers role in this study will be as a teacher, and the teacher in this school will be as observer in teaching and learning process. It means that the researcher will involve himself directly to teach during the teaching and learning process from the beginning until the end of study. Bellow is design of the study:

Cycle I:

Cycle II:

Kemmis model ( Cited in Hopkins, 1985) 3.1.1 Planning The activities that will be conducted in this planning section include the following steps are follow: 1. Researcher and teacher will prepare lesson scenario that apply in teaching reading at action step. It will conduct by teacher of this subject. 2. Researcher and teacher will prepare lesson material about narrative text that will be used in teaching and learning process. 3. Researcher and teacher will prepare the instrument of the study namely observation sheet for each meeting, note taking to collect the data. 4. Researcher and teacher will prepare reading test that used to know the students achievement before and after the action.

3.1.2 Action and Observation In this section, the researcher and teacher will apply the activities that have been arranged in the planning section. The teacher will be teaching students by using Roundtable technique. The teaching procedure is as follows: 1. Pre activity Teacher greet the students Teacher explain the objective about teaching and learning process Teacher explain the procedure of Roundtable technique Teacher give brainstorming about new topic 2. Main activity Forming group, the teacher asks the students to form a group of four. Each group sits in a circle at a table. The teacher instructs students to clear the work space of everything but one pen and one piece of paper. Organizing items into categories, groups will determine the problems about reading text has given by teacher. Example, they want to determine the main idea or what information they got from reading text content. Students will write their idea later. Before this step is started, teacher give student reading text. Writing categories on the board, in this case the problems that wrote on the board could representative the reading text content. Both teacher and students discusses about reading text given and what they will do with the reading test, in this case, students will write the problem on the board and teacher determine what will they discuss. Example, teacher gives questions what the main idea of the text or getting the information.

 Roundtable, in this step the groups write out those information. To do this , one sheet a paper is needed for each member of group and a sheet of reading text. The group used Roundtable technique to solve the problem. The students at the groups has the same time in reading text for answering the questions and it time has determined by teacher. Groups write out their idea on one piece of paper. Each member write one answer and then passing the reading text to the person on his/her left. The paper goes round the table. Each member can contribute in four different ideas. In the process of write answer/ideas for problem using this technique, member in a group can add ideas of other member. Example: student 1 write answer/idea based on his/her knowledge about the text and also student 2, 3, and 4 answer the test. Then the students write the title and the problem of the text at the top of the paper. Asking for help with hindering factors, when the groups is finished write their answer, together, they looking at their answer produced, group members take turn asking for and giving help about their answer and the difficulties in their working. For instance, if student 1 do not understand with answer/ idea of student 2, student 1 can asking about it, member group can give advice to other member if she/he has difficulties to write idea for the problem, or group member discuss about their difficulties and complain in working and find way to solve that. They can across off any incorrect answer and then simultaneous Roundtable what they learned. Whole class discussion, in this step the whole class discusses the hindering factors and their possible solutions. When the groups finished discussing and sharing, the teacher asks group to present their answer in front of the class. Teacher choose the group to

perform randomly. After groups perform, teacher and students will discuss about the answer of the problem and teacher gives feedback and conclusion about reading text. 3. Post activity, Ask students to review the lesson Teacher motivates the students about the lesson. While the teacher doing an action steps, the observer will watch the situation in the classroom, then the observer will write field note and uses observation sheet about some important points related to the students activity, teacher strategies in solving problem by using Roundtable technique, the application of this technique and the strength and weakness from this technique. 3.1.3 Reflection Reflection means reflect what have been done in classroom action. In this stage, the researcher and teacher will evaluate the failure during the implementation of action. The result from observation and evaluation steps will be collected analyzed, and then the strengths and weakness in the first cycle will be repaired in the next cycle. 3.2 Subject of the study The subject of this study is grad VIII.B which consist of 30 students who enrolled in academic year 2011/2012. 3.3 Factors that will be observed The factors that will be observed are as follows:

1. The application of Roundtable technique in teaching reading. The researcher will sees how the teachers apply Roundtable technique in teaching and learning process with the lesson scenario provided. 2. Students performance in teaching learning process. The researcher will see the students performance in reading activities through Roundtable technique. 3. The teachers strategy in solving the problem. The researcher will sees how the teacher guide the students in teaching and learning process. 4. Students achievement on the final evaluation. The researcher will sees how far the students achievements on the result of post test in the first cycle until the last cycle that will conduct. 3.4 Instrument of the study The instrument will use in this study as follows: 1. Field note/ note- taking The purpose of field note/ note- taking is to record the teaching and learning process, particularly the weakness and the strengths that will be found in teaching and learning process, or it is usedto take the data during teaching and learning process. 2. Observation sheet Observation sheet will be used to observe the implementation of teaching reading by using Roundtable technique in solving students problem in classroom action. 3. Reading test

This instrument will be used to find out the students reading achievement before and after action. The kind of text that will be used is narrative text. 3.5 Procedures of data collection The procedures of this study are as follows: 1. The researcher ask permission to the headmaster of SMP Negeri 6 kendari to do the study in his school. 2. The researcher informs The English teacher of SMP Negeri 6 Kendari to conduct research in her class by using Roundtable technique to improve students reading comprehension with classroom action research design. 3. The researcher asks the students to participate and involve in this activity to obtain the valid and reliable result. 4. The researcher and teacher prepare teaching tools such as lesson scenario, reading material, field note, observation sheet, and reading test. 5. Based on standard minimum score of SMP Negeri 6 kendari, the researcher puts the target of minimum score is up 65 %. If the students do not achieve the target, it will continue in the next cycle. 3.6 Pilot Study Before given the test to the students, first the researcher piloted to the other students who are not including as sample of this study, namely class VIII.C SMP Negeri 6 kendari. The students of this class are almost having same level with the students of class that being research conducting.

The purpose of conducting the pilot study is to know the reliability and the validity of the test. Besides,it has aimed to apply the technique or method before using it in the real study. In addition, pilot study is important to see the preparation of the researcher before conducting the real activity of reading class by using Roundtable technique. Validity means to know whether the instrument measure what to be measured, and the reliability means the instrument can be applied any time and any place give the constant result. To determine the validity of this test, the researcher calculates it by using product moment correlation with the formula is as follows: NXY- (X)(Y) rxy= _____________________________ ( NX2-(X)2 ) (NXY2-(Y)2) Where: rxy = Coefficient correlation between X and Y X = Score of each item Y = Total score of the students N = Total of the sample/ students Then, to interpret the value of the coefficient correlation ( rxy) on each item, the researcherwill compare between rxy-count and r-table of product moment with criteria as follows: If rxy > r table it means that the item of the test is valid.

 If rxy < r table it means that the item of the test is invalid. While the computation of the analysis for the reliability of the test uses KR 21, with the formula is as follows: KR 21 = K 1 M( K- M) K1 Where: K = Number of item test M = Means score St2 = Standard deviation score ( Issac, 1987:87) To find the test are reliable, the researcher uses the following formula: The criteria estimating reliability of the test: 0,80 -1,00 = very high ( reliable) 0,60 - 0,79 = high ( reliable) 0,40 0,59 = moderate ( reliable) 0,20 0,39 = low (unreliable) 0,00 0,19 = very low (unreliable) 3.7 Marking Scheme To determine the students score reading comprehension test in this study, the researcher used the following formula as follows: ( Issac, 1987: 87) St2

Score = Row Score x 10 Maximum score ( Groundlund, 1985:127) Where Row score is the total correct answer, maximum score is the total correct answer if students correctly all of item test and ten (10) is the constant number for scoring on ten (10) scale. The criteria used to determine the students reading comprehension level are: 8,6 10 is very high comprehension 7,0 _ 8,5 is high comprehension 5,6 6,9 is moderate comprehension 3,6 5,5 is low comprehension 0,0 _ 3,5 is very low comprehension ( Surachman,1984:27) 3.8 Technique of Data Analysis After collecting the data, the researcher then analyzes them by using descriptive qualitative and descriptive quantitative based on the following step: 1. The researcher checks out the students answer based on reading test. 2. The researcher determines the characteristic of students score through analyzing the data quantitatively. Where, this process describes the data into number. 3. The researcher determined and classified the students reading comprehension in the terms very high, high, moderate, low and very low. It is described into words. 4. The researcher will analyze the data qualitative based on observation sheet and field note. Where researcher fined s out the students reflection during teaching and learning process by using Roundtable technique, and then describes it into words. 5. The researcher will take conclusion about the application of Roundtable technique toward students reading comprehension.

SCORE OF PRELIMINARY TEST AT SMP NEGERI 6 KENDARI on NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 NAME SCORE

21 22 23 24 25 26 27 28 29 30 SUM AVERAGE

Lesson Scenario for meeting I ( First cycle) School : SMP NEGERI 6 KENDARI Subject: English Class/Semester: VIII.B / I Standard of Competent : To understand of short paragraph in form descriptive and narrative text. Basic Competent: To find main ideas in that paragraph and important information that related to the text in form descriptive and narrative Indicators: 1. To get main idea from the text 2. To find important information from the text 3. To share their own ideas related to the topic in their Roundtable group. 4. To discuss their ideas at the end of class, 5. To review lesson Objective: 1. Students are able to get main idea from the text 2. Students are able to find important information from the text 3. Students are able to share their own ideas related to the topic in their Roundtable group 4. Students are able to discuss their ideas at the end of class 5. Students are able to review lesson

Kind of Text : Narrative text Theme: Aspect/Skill : Reading Time: 2 x 40 Minutes Learning material: A. The Narrative text ( Students work sheet about B. Features of Narrative Text a. The purpose of narrative text is to entertain the reader with a story that deals with complications or problematic events which lead to a crisis and in turn find a resolution, b. Characteristic of narrative text 1. Orientation a. It is about the opening paragraph where the characters of the story are introduced. b. Sets the scene: where and when the story happened, introduces the participants of the story: who and what is involved in the story. 2. Complication a. It means where the problems in the story developed. b. Tells the beginning of the problem which leads to the crisis( climax) of the main participants.

3. Resolution a. It means where the problems in the story are solved. b. The problem (climax) is resolved, either in a happy ending or in sad ending 4. Re-Orientation this is a closing remark to the story and it is optional. it consist of moral lesson , advice or teaching from the writer. c. Usually uses simple past tense. Method/Technique: Roundtable Technique Material: a. Relevant to the text book b. white board c. Board marker Teaching Procedure: No Phase Activities Teacher 1 Pre- activities Opening Explain the objective of teaching process. Explain the procedure of and learning Students Time

Roundtable technique Giving the background knowledge to the students related to the topic. ]2.. Main Activities Action Forming group, the

teacher asks the students to form a group of four. Each group sits in a circle at a table. The teacher instructs students to clear the work space of

everything but one pen and one piece of paper. Organizing items into

categories, groups will determine the problems about reading text has given by teacher.