GIVING REWARDS AND PUNISHMENT IN IMPROVING

STUDENTS’ READING SKILL

(A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat)

A “Skripsi”
Presented to the Faculty of Tarbiyah and Teachers Training in Partial of Fulfillment
of the Requirement for the Degree of Strata 1 (Bachelor of Art) in Department of
English Education

By:
NUR AIZA MA’RIFAH
106014000340

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
1432 H/2010 M
 DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGERI (UIN)
SYARIF HIDAYATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
Jl. Ir. H. Juanda No.95 Telp: (62-21) 7443328, 7401925
Ciputat 15142 Jakarta Email: Uinjkt@Cabi.net.id

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama : Nur Aiza Ma’rifah

Tempat/Tanggal lahir : Banjarmasin, 20 Mei 1987
NIM : 106014000340
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : Giving Rewards and Punishment in Improving Students’
Reading Skill (A Classroom Action Research at VII Grade of
SMP Dua mei Ciputat)
Dosen Pembimbing : Drs. Nasrun Mahmud, M. Pd

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya saya
sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 6 Desember 2010

Mahasiswa Ybs.

Nur Aiza Ma’rifah

NIM. 106014000340
 GIVING REWARDS AND PUNISHMENT IN IMPROVING
STUDENTS’ READING SKILL
(A Classroom Action Research at VII Grade of SMP Dua Mei Ciputat)

A “Skripsi”
Submitted to the Faculty of Tarbiyah and Teachers’ Training in Partial of
Fulfillment of the Requirement for the Degree of Strata 1 (Bachelor of Arts) in
English Education Department

by:
Nur Aiza Ma’rifah
NIM: 106014000340

Approved by
Advisor

Drs. Nasrun Mahmud, M. Pd

NIP: 150 041 070

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2010
 ENDORSEMENT SHEET

The “Skripsi” (Scientific Paper) entitle “GIVING REWARDS AND

PUNISHMENT IN IMPROVING STUDENTS’ READING SKILL (A Classroom Action
Research at VII Grade of SMP Dua Mei Ciputat), written by NUR AIZA MA’RIFAH,
student’s registration number 106014000340 was examined in the examination session of
the Faculty of Tarbiya and Teachers’ Training, Syarif Hidayatullah State Islamic
University Jakarta on Desember, 3rd 2010. The “skripsi” has been accepted and declared
to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in
English Language Education at Department of English Education.

Jakarta, December 8th 2010

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Syauki, M.Pd ( )

NIP. 19641212 199103 1 002
SECRETARY : Neneng Sunengsih, S.Pd ( )
NIP. 19730625 199903 2 001
EXAMINERS : 1. Dr. Fahriany, M.Pd ( )
NIP. 19700611 199101 2 001
2. Drs. Sunardi Kartowisastro. Dipl. Ed ( )
NIP. 19440719 196510 2 001

Acknowledged by:
Dean of Tarbiyah and Teachers’ Training Faculty

Prof. Dr. Dede Rosyada, MA

NIP. 19571005 198703 1 003

ii
 ABSTRACT

MA’RIFAH, NUR AIZA, 2010, Giving Rewards and Punishment in Improving

Students’ Reading Skill (A Classroom Action Research at VII Grade of
SMP Dua Mei Ciputat), Skripsi, Department of English Education,
Faculty of Tarbiyah and Teachers Training, State Islamic University
Syarif Hidayatullah Jakarta.

Advisor : Drs. Nasrun Mahmud, M. Pd

Key Words : Rewards, Punishment, Reading skill
The aim of this research is to see how the implementation of giving
rewards and punishment in reading section process, especially in improving
reading skill and also to help English teacher of SMP Dua Mei in managing
classroom activities effectively, so that it will encourage the students’ behavior to
increase their score.

In conducting this Classroom Action Research, the researcher uses Kurt

Lewin’ Model for conducting the action research then the researcher takes two
cycles, every cycle has four steps and they are: Planning, Acting, Observing and
Reflecting. Each cycle was conducted in two meetings, so the researcher
conducted this research in four meetings for one month. To analyze and collect
the data, the researcher gained the information from interview, observation, field
notes and the students’ achievement from pre-test, post-test after cycle I and post
test II after cycle II.

The result of this Classroom Action Research showed that technique of

giving rewards and punishment in improving students’ reading skill at VII Grade
of SMP Dua Mei can motivate them to read text selectively and effectively that
could be showed from the students who passed the KKM (65) or Kriteria
Ketuntasan Minimal after cycle I and cycle II. The students’ responses showed
they were interested in English reading. Moreover, the result of students’
achievement showed significant improvement from cycle I to cycle II. The
students’ average in pre-test was 62. 58, the students’ average in post-test I was
68. 23 and the students’ average in post-test II was 79. 68. While the improvement
score from pre-tes to post-test I was 5. 65, then from post-test I to post-test II was
11. 45. From this result, the researcher concluded that the implementation of
giving rewards and punishment at VII grade students of SMP Dua Mei can
improve students’ reading skill effectively.

v
 ABSTRAK

MA’RIFAH, NUR AIZA, 2010, Giving Rewards and Punishment in Improving

Students’ Reading Skill (A Classroom Action Research at VII Grade
of SMP Dua Mei Ciputat), Skripsi, Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam
Negeri Syarif Hidayatullah, Jakarta.

Pembimbing : Drs. Nasrun Mahmud, M. Pd

Kata Kunci : Rewards, Punishment, Reading Skill

Penelitian ini bertujuan untuk mengetahui penerapan pemberian imbalan

dan hukuman dalam proses pembelajaran bahasa Inggris. Khususnya penigkatan
kemampuan membaca siswa serta membantu guru bahasa Inggris di SMP Dua
Mei Ciputat Timur dalam mengatur aktivitas siswa di kelas VII SMP Dua Mei
secara efektif sehingga mendorong perasaan setiap siswa agar meningatkan nilai
mereka.

Dalam pelaksanaan Penilitian Tindakan Kelas ini, peneliti menggunakan

Model Kurt Lewin dalam pelaksanaan penilitian tindakan ini. Peneliti
menggunakan dua siklus dalam proses pembelajaran bahasa Inggris di kelas,
setiap siklus terdiri dari: Perencanaan, Pelaksanaan, Observasi dan Refleksi.
Setiap siklus terdiri dari dua kali tatap muka di dalam kelas. Secara keseluruhan
peneliti melakukan empat kali tatap muka di dalam kelas dalam satu bulan. Untuk
menganalisa dan mengumpulkan data, peneliti memperoleh informasi dari
wawancara, observasi, catatan lapangan dan pencapaian dari siswa setelah
melaksanakan pre-test, post-test setelah siklus I dan post-test setelah siklus II.

Hasil dari Penelitian Tindakan Kelas ini menunjukkan bahwa tehnik

pemberian imbalan dan hukuman dalam meningkatkan kemampuan Membaca
para siswa kelas VII di SMP Dua Mei Ciputat bisa memotivasi para siswa
membaca teks lebih selektif dan efektif di mana bisa dilihat dari para siswa yang
mampu mencapai batas Kriteria Ketuntasan Minimal (KKM) 65 setelah
pelaksanaan siklus I dan siklus II. Respon para siswa juga menunjukkan bahwa
mereka merasa lebih berminat pada saat Reading Activities berlangsung.
Selanjutnya, hasil dari pencapaian siswa dalam reading nenunjukan peningkatan
yang signifikan. Rata-rata skor reading siswa setelah melaksanakan pre-test
adalah 62. 56, rata-rata skor Reading siswa setelah post-test I adalah 68. 23, rata-
rata skor Reading siswa setela post-test II adalah 79. 68. Dengan demikian,
peningkatan skor dari pre-test ke post-test I adalah 5. 65, lalu dari post-test I ke
post-test II adalah 11. 45. Dari hasil penelitian ini, peneliti menyimpulkan bahwa
penerapan pemberian imbalan dan hukuman kepada para siswa di SMP Dua Mei
Ciputat Timur mampu meningkatkan kemampuan membaca para siswa.

vi
 ACKNOWLEDGEMENT

In the name of Allah, the Beneficient, the Merciful. All praise be to Allah,
who has given the writer chance, ability, in finishing this “skripsi”, entitled: Giving
Reward and Punishment in Improving Students’ Reading Skill (Classroom Action
Research at VII Grade of SMP of Dua Mei Ciputat Timur. Mercy and peace of Allah
be upon the prophet Muhammad Peace be upon Him, His family and followers.
This “skripsi” is presented to the faculty of Tarbiya and Teachers’ Training in
partial fulfillment of the requirement for the degree of Strata 1 (S1) at Department of
English Education.
In this process of finishing this “skripsi”, the writer got motivation from
people around her. Therefore, the writer would like to express her deepest gratitude to
her parents and her sibling who give support for doing her ‘skripsi”. The writer would
like to express her special gratitude to her adviser, Drs. Nasrun Mahmud, M. Pd for
his patience, encouragement, comment and suggestion for completing her “skripsi”.
The writer would like to express her gratitude to:
1. All the lecturers in Department of English Education who had transferred
their knowledge and also for their valuable guidance and encouragment to the
writer.
2. The Head of Department of English Education, Drs. Syauki, M. Pd.
3. The Secretary of Department of English Education, Neneng Sunengsih, S. Pd.
4. The Dean of Tarbiyah and Teachers’ Training Faculty, Prof. Dr. Dede
Rosyada, M. A.
5. The Head Master of SMP Dua Mei Ciputat Timur, Enjang Supyan, S. Pd.

iii
 6. The English Teacher of SMP Dua Mei Ciputat Timur, Dwi Yuli Prihani, S. Pd
who help her in doing her “skripsi”.
7. The writer’s sisters and brothers: Siti Fatimah, Saiful Anwar, Ibnu Fatahillah,
Jumratul Qomah and Isya Abdurahman who motivated her in doing “skripsi”.
8. Her beloved fiance, Munajat Sirri, S. Pd.i who has prayed and motivated her.
9. All friends in English Department especially in class A-2006 and her close
friends, Hannisa, Ririe, Ochie, Fivi, Nana, Dilah who helped and supported
her in this “skripsi”.
10. All Best friends, Isty, Murni, Ulvi, Uvie for thier support and motivation

May Allah, the Almighty bless them all, so be it.

Finally, the writer realizes that this “Skripsi” is still far from being perfect.
Criticism and suggestions would be acceptable to make it better.

Jakarta, October , 2010

The writer

iv
 TABLE OF CONTENTS

APPROVAL LETTER ………………………………………………….......... i

ENDORSEMENT BY THE EXAMINATION COMMITTEE ……………. ii
ACKNOWLEDGEMENT ……………………………………………………. iii
ABSTRACT ………………………………………………………………........ v
TABLE OF CONTENTS …………………………………………………….. vii
LIST OF FIGURES AND TABLE…………………………………………… x

CHAPTER I: INTRODUCTION
A. The Background of Study ………………………… 1
B. The Objective of Study …………………………… 3
C. The Formulation of Study ……………………….... 4
D. The Significance of Study ……………………....... 4
E. The Organization of Study……………………....... 4
CHAPTER II THEORETICAL FRAMEWORK
A. Rewards
1.The Definition of Rewards…………………. 6
2.The Purpose of Rewards……………………. 7
3.Types of Rewards…………………………… 8
B. Punishment
1.The Definition Punishment…………………. 8
2.The Purpose of Punishment……………….... 9
3.Types of Punishment……………………….. 10
C. Reading Skill
1. The Definition of Reading ………………... 10
2. Kinds of Reading………………………….. 12
3. The Purpose of Reading………………….. 13
4. Reading Principles……………………….. 14

vii
CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of Research………………... 16
B. Subject of Research…………………………... 16
C. Role of the Researcher in Classroom Action
Research…………………………………….... 16
D. Technique of Collecting Data……………… 17
E. Technique of Data Analyzing………………. 18
F. Design of Action’s Intervention……………. 20
G. Planning Development of Action Classroom….. 23
CHAPTER IV RESEARCH FINDINGS
A. Data Description…………………………… 26
1. Data of Observation……………………… 26
2. Data of Interview………………………. 27
3. Pre-Test ………………………………… 28
B. Data Interpretation…………………………. 28
1. Cycle I………………………………….... 29
1.1 Planning……………………….. . 29
1.2Acting………………………….. . 30
1.3 Observing…………….................. 31
1.4 Reflecting………………………. 31
2. Cycle II…………………………………. 32
2.1 Planning…………………………. 32
2.2 Acting…………………………. 32
2.3 Observing……………………… 33
2.4 Reflecting……………………… 34
C. The Result of Data after Classroom Action
Research……………………………………. 35
1. The Result of Pre-Test, Post-Test I, Post-Test
II…………………………………………. 35
2. The Result of Post Interview…………….. 45
3. The Result of Post Observation…………. 46

viii
CHPATER V CONCLUSION AND SUGGESTION
A. Conclusion……………………………………… 47
B. Suggestion……………………………………… 48

BIBLIOGRAPHY

APPENDICES
A. SK and KD……………………………………………... 52
B. Lesson Plan…………………………………………….. 54
C. Interview Guideline before CAR……………………........ 63
D. Observational Note in Cycle I………………………….. 67
E. Observational Note in Cycle II………………………… 69
F. Field Note in Cycle I…………………………………… 73
G. Field Note in Cycle II…………………………………... 75
H. Instrument of Pre-Test………………………………….. 77
I. Instrument of Post-Test I……………………………….. 82
J. Instrument of Post-Test II……………………………… 87
K. Answer Keys…………………………………………… 91
L. Format of Item Analysis……………………………….. 93

ix
 LIST OF FIGURES AD TABLE

3.1 Design of Kurt Lewin’s Model ................................................................... 21

3.2 Modifying Design Adapted from Kurt Lewin ............................................. 22
4.1 The Students’ Reading Score of Pre-Test, Post-Test I and Post-Test II ......... 36
4.1 The Result of Students’ Reading Score before Implementation .....................38
4.2 The Result of Students’ Reading Score in Post-Test I .................................. 40
4.3 The Result of Students’ Reading Score in Post-Test II ................................. 43
4.4 The Result of Students’ Reading Score in Pre-Test, Post-Test I and Post-Test II
..................................................................................................................... 50

x
 CHAPTER I
INTRODUCTION

A. The Background of Study

Nowadays, In English learning process, students of Junior High School
should master productive skills and receptive skills. Productive skills are writing
and speaking which the students should be provided opportunities to be active or
to produce the language. Receptive skills, reading and listening which the students
receive the language from the teachers, facilitators or other resources. Reading
skill is the way that people understanding and gaining the information and idea,
reading skill makes the students understand the meaning of the passage and the
main point from the text through the passage. Some people think that reading is a
“passive” skill, but nothing could be further from the truth. Rubin and Irene wrote
in their book: In reality, reading is an active information seeking process in which
readers relate information in the text to what they already know.1
Among the four skills, reading skill is seen more difficult skill to be
learnt, because it needs to comprehend more. Reading as an active skill, so it may
be true enough that people learn to read by reading and that good readers are
people who read a lot. Usually, the students in Junior High School, especially at
seventh Grade don’t understand yet about reading comprehension.

1
Joan Rubin and Irene Thompson. How to be a more Successful Language Learner:
Toward Learner Aotunomy. (USA: Heinle and Heinle Publishers, 1994), Second Edition, p. 91

1
 In fact, VII grade students should have mastered the descriptive text that
based on the KTSP 2006. VII grade students have to learn and master some genres
including descriptive text. It has been stated on SKKD or Standard Competency
and Basic Competence.
From the observation and interview’s the writer at SMP Dua Mei Ciputat,
the writer found some obstacles to VII Grade students of SMP Dua Mei that they
have difficulties in understanding the words and comprehending the sentences.
According to Paris, Punler and Walther, Reading Comprehension is the
process of understanding the message that the author is trying to convey, very
simple, it is making meaning from the text at hand.2
In fact, the students did not understand the meaning completely and they
have lack of motivation to read the text because the teacher also used the
traditional teaching which he always gave lecturing, explaining and exercising.
From the observation, the writer also identified the teacher’s technique in giving
reading material; the teacher used the translation method to convey the meaning
of the words and sentences and this translation made the students confused about
the meaning. With this activities absolutely made the students felt boring and it is
can decrease the students’ behavior.
From the statements above, English teachers have to be able to organize
teaching and learning activities. They have to give materials by using a suitable
technique and master the lesson effectively. Especially in reading’s learning
process, teachers must make the students able to comprehend such words in
English language and group of new words. The statements above mean, reading is
important to teach and teachers must try to find the most effective technique to
teach it and how the most effectively technique to make the class reading activity
can be fun and creative.
However, applying conventional technique in English classroom activity
makes the students bored, makes their motivation to participate in English

2
Pamela J Farris ,et al., Teaching Reading: A Balanced Approach for Today’s
Classroom, (United States: Mc Graw Hill, 2004), p. 321

2
learning activity will be loose and lose their interest in reading material because
the classroom is monotone.
In fact, a lot of English teachers motivated their students by techniques in
order that students have spirit and motivation in their learning English, such as
giving rewards and punishment, especially in improving their reading skill,
because a lot of students have a lack of reading comprehension and also about
mastery the vocabulary in the text of paragraph in reading.
Sdorow and Riekabaugh wrote in their book: Given the everyday
observation that extrinsic rewards can increase achievement motivation, especially
in people who initially have little or no motivation in a particular area.3
Punishment is applied following a desired action, as when a student is
punished after coming forward to admit cheating on an exam. The student may
associate the punishment with being honest rather than with the original offense. 4
For these reason, suitable technique should be conducted in order to make
students become successful in their reading comprehension. Giving rewards and
punishment is one of the techniques of teaching learning process that makes
reading’s classroom activity can be effective class and can enhance their
understanding and comprehending about reading material.
Based on the background of study above, the writer would like to conduct
a research under the title:
“Giving Rewards and Punishment in Improving Students’ Reading Skill
(Classroom Action Research at Seventh Grade of SMP Dua Mei Ciputat)”

B. The Objective of Study

The Objective of this research is to know whether giving rewards
and punishment can improve students’ reading skill for VII grade students
of SMP Dua Mei Ciputat.

3
Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, (North America: Mc Graw
Hill, 2002), Fifth Edition, p. 124
4
Michael S. Gazzaniga and Todd F. Hearherton, Psychological Science: Mind, Brain and
Behavior, (New York: W. W Norton & Company, 2003), p. 177

3
 C. The Formulation of the Problem
Here, the writer formulates the problem as follows:
1. How does giving rewards and punishment improve students’ reading
skill for VII grade of SMP Dua Mei Ciputat?
2. Can giving rewards and punishment improve students’ reading skill?

D. The Significance of Study

1. The Writer
This research is expected to encourage the writer to apply this
technique in English learning activity at classroom and to help the
writer in getting many experiences in English learning process.
2. The Teachers
This research is expected to give further information about the
technique to enhance students’ reading skill and how to motivate the
students in reading’s activity at classroom.
3. The Students
This research is expected to be a substantial point for the students
to improve the reading comprehension and also mastery the vocabulary
by giving rewards and ducative punishment.
4. The School Principal
This research is expected to modify classroom management
positively about the situation of the classroom and to make the
teaching-learning process lively.

E. The Organization of Study

This ‘paper’ is divided into five respective chapters:
Chapter I provides introduction which consist of background of the study, this is
the main part of fives chapter as in this chapter the writer shows her acceptable
reason why she runs her paper, then it also provides the objective of the study, the
formulation of the study, the significance of the study and the organization of
study.

4
Chapter II covers theoretical framework which consist of concept giving reward
and punishment, the purpose of giving reward and punishment, and types of
giving reward and punishment and the concept of reading comprehension, kinds
of reading and reading principles.
Chapter III is research methodology, the writer explains time and place of
research, subject of research, role of the researcher in classroom action research,
technique of collecting data, technique of data analyzing, design of action’s
intervention and planning development of action classroom.
Chapter IV is finding research, the writer tries to explore about data description,
data interpretation and the result of the data after classroom action research.
Chapter V is conclusion and suggestion.

5
 6

CHAPTER II
THEORETICAL FRAMEWORK

A. Rewards
1. The Definition of Rewards
The students’ behaviour in school or classroom is followed behaviour
from their environment. Sometimes they grow up with less worship and attention.
Rewards and punishment appropriate to build up their motivation related their
learning, especially in English learning process. The process to apply the
reinforcer to increase behaviour is called reinforcement, there are two form of
reinforcement, positive and negative.
Rewards as synonym for positive reinforcement, traditional behaviorist
defined reinforcement stricly in terms or whether it increased behaviour.1
Using reward in classroom helps English teacher to increase students’s
motivation. The example of giving reward, English teacher tells one of the
students, “congratulations. I’m really proud of how good the story that you read”.
If the student work harder and reads better story the next time, the teacher’s
positive comments are said to reinforce or reward the student’s reading.

1
Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, (Mc Graw Hill: Library of
Congress in Publication Data, 2002), fifth edition, p. 186.
 7

Rewards convey information about one’s skill or competence when they

are linked to actual performane or progress, such as when teachers praise students
for learning new skill or acquaring new knowledge.2
John W. Santrock goes on to point out that classroom rewards can be
useful, theya are: 1. as an incentive to engage in tasks, in which case the goal is to
control the students’ behavior, 2) to convey information about mastery. 3
Referring to the statements above, when reward is given by the teacher,
the student can assosiate acting and behavioring in feeling of happiness and
usually make them doing something countinously. In other side, reward has
purposed to make the student does everything more dillegent to correct ot to
increase the score.

2. The Purpose of Rewards

Rewards can be an effective way to encourage students to begin tasks or
material that initially motivate students become involved in these task or material,
other factors like interest and challenge can influence motivation.
According to Soejono (1980:62) giving rewards by teacher has education
value and purposes, there are:4
1. Giving rewards can increase the better norm of students’ behavior
2. Giving rewards can maintain and expand the students’ behavior
3. Giving rewards are indicators of increasing competence
4. Rewards give the good situation to students in classroom
5. Giving rewards can make the students eager to learn material.

2
Dale H. Schunk, Paul R Pintrich and Judith L. Meece, Motivation In Education; Theory,
Research, and Applications, (Columbus: PEARSON, 2008), Third Edition, p. 261.
3
John W. Santrock, Educational Psychology, (New York: McGraw-Hill, 2004), Second
Edition, p. 421.
4
Ag,. Soejono, Pendahuluan Ilmu Pendidikan Umum, (Bandung: CV Ilmu, 1980), p. 62
 8

3. Types of Rewards
In study of behaviorism the students learn that reinforces increase
behavior with praise, high test scores, and grade being common reinforces,
because they are ends that result from students effort.
Although the use of rewards is controversial, it is still common. Some
examples of rewards used in elementary classroom include:
a. Approval, such as teacher praise or being selected as a class monitor.
b. Consumable items, such as candy or popcorn
c. Entertainment, like playing a computer game
d. Competition, like being the first to finish a game or drill
In middle and secondary school classroom, rewards include:
a. High test score
b. Teacher compliment delivered quietly and individually
c. Phone calls to parents or others care givers complimenting student
work or attitudes.
d. Free time to talk to classmates.5

B. Punishment
1. The Definition of Punishment
According to Lester that punishment is applied following a desired
action, as when a student is punished after coming forward to admit cheating on
an examination.6
The student may also associate the punishment with being honest rather
than with the original offense. The result may be that the student learns not to tell
the truth.
According to Ray Flora that the way to reduce perceived need
punishment and the way to reduce illegal and destructive behavior is to increase
reinforcement for achievement. 7

5
Paul Eggen and Don Kauchak, Educational Psychology: Windows on Classrooms,
(Columbus: Merril Prentife Hall, 2001), Fifth Edition, p. 413
6
Lester M. Sdorow and Cheryl A. Riekabaugh, Psychology, (Mc Graw Hill: Liblary of
Congress in Publication Data, 2002), fifth edition, p. 177
 9

According to Ngalim Purwanto:

“Hukuman adalah penderitaan yang diberikan atau ditimbulkan dengan
sengaja oleh seseorang (orang tua, guru atau orang lainnya), sesudah terjadi
pelanggaran, kejahatan atau kesalahan”
(Punishment is suffered that gave and caused by someone (parents,
teachers, or the others), after violation, crime and mistake happened).8
Punishment is the practice of imposing something negative or unpleasant
on a person or animal or property, usually in response to disobedience, defiance,
or behavior deemed morally wrong by individual, governmental, or religious
principles.9
From the statements above that giving punishment decreases the
probability that a behavior will occur and punishment is defined as using force
and physical pain to get the students to control their behavior in classroom.
In classroom activities, negative and positive reinforce are consequences
that strengthen or increase behavior. These consequences are called punishers and
the process of using these consequences to decrease behavior is called
punishment.

2. The Purpose of Educative Punishment

Punishment should be consistent and applied every time that the students
engage in the misbehavior. Punishment is applied in teaching and learning
activities for certain purposes, most generally to encourage and enforce proper
behavior as defined by society or family.10
When teachers want to decrease children’s undesirable behavior (such as
teasing and hogging), punishment should be used only as a last resort and always
in conjunction with providing the child information about appropriate behavior.11

7
Stephen Ray Flora, The Power of Reinforcement, (New York: State of University New
York Press, 2004), p. 121
8
Ngalim Purwanto, Ilmu Pendidikan Teoritis dan Praktis, (Bandung: Rosda Karya),
1994), p. 46
9
http://en.wikipedia.org/wiki/Punishment
10
http://en.wikipedia.org/wiki/Punishment
11
John W. Santrock, Educational Psychology…, p. 222
 10

Punishment must be given depending on the students' actions, not

teacher’s mood on fatigue level. Give the punishment immediately after the
misbehavior to make the association between the act of wrongdoing and the
consequence of punishment.

3. Types of Educative Punishment

These following types of punishment are not types of treatment. Types
of punishment here are chosen because other methods of correction the students’
misbehavior does not work. Here, punishment divided into four types, there are:
1. Psychical punishment, such as: slapping, pinch between forefinger
and thumb and striking.
2. Punishment using words and sentences, such as: griping, threatening,
teasing and ridiculing.
3. Stimulus psychical punishment, such as: slope, open wide of eyes
and glum.
4. Inconvient punishment, such as: the students stands up in front of
class, out of class, stands beside the teacher, sits down beside the
teacher or orders the student writes the sentence and rewrite for 10
times or more.12

C. Reading Skill
1. The Definition of Reading
When someone reading a text but he or she does not understand what he
or she are reading, that mean they are not reading. In against, reading is
understanding and comprehending. Reading is useful for language acquisition
F. Dubin defines the meaning of reading as primarily a cognitive
process, which means that the brai n does most of the work”.13

12
http://file.upi.edu/direktorfpbs/jurpendidikanbahasaarab/195105081980031suherman/m
akalah/hukuman dan ganjaran.pdf.
13
F. Dubin, D. E Eskey and W. Grabbe, Teaching Second Language Reading for
Academis Purposes…,p. 6
 11

Generally, reading can be defined as an interaction with a printed

message. It means that reading is not passive action: there is some intellectual
energy to be expanded. Reading is the art of transmitting ideas, facts and felling.
Pang said in her book:
“Reading consists of two related processes: word recognition
and comprehension. Word recognition refers to the process of perceiving
how written symbols correspond to one’s spoken language.
Comprehension is the process of making sense of words, sentences, and
connecting text. Readers typically make use of the background
knowledge, vocabulary, grammatical knowledge, experience with the
text and other strategies to help them understand written text.”14

In order to get students to read enthuasiastically, English teacher needs

to work to create interest in the topic and tasks. A common paradox in reading
lessons is that while teachers are encouraging students to read for general
understanding, without worring about the meaning of every single word, the
students, on the other hand, are desperate to know what each individual word
means. Many of students would rather tackle a reading passage with a dictionary
in one hand and a pen in the other to write translations all over tha page.
Reading is a challenge to the teachers also because it is such as a
complex process. Reading is not a general ability but a composite of many
specific abilities . It is necessary to break down general comprehension into
specific skills which together constitute it. It is necessary to inquire how well the
students are able graps the general meaning of a passage.
According to Jemery Harmer that a word of caution needs to be added in
reading passage. If students ask for the meaning of all the words they do not know
and given some of the problems inherent in the explaining of different word
meaning, the majority of a lesson may be taken up in this way. The teachers need
to limit the amount of tie spent on vocabulary checking in the following ways:

14
Elizabeth S. Pang, et al., Teaching Reading, ( Switzerland: International Academy of
Education, 2003), p. 6.
 12

Time Limit
The teachers can give a time limit of say five minutes for vocabulary
enquiry, whether this involves dictionary use, language corpus searchers or
questions to the teacher.
Word/Phrase Limit
The teachers can say that the teachers will only answer questions about
five or eight words or phrases.
Meaning Consensus
The teachers can get students to work together to search for and find
word menaings. To start the procedure, individual students write down three
to five words from the text they most want to know the meaning of. When
students have each doene this, they share their list with another student and
come up with a new joint list of only five words. This means they probably
have to discuss which words to leave out. 15

2. Kinds of Reading
a. Intensive Reading
In intensive reading, as the term indicates, each vocabulary and
structural item is explained and made as fact of the students’ active language,
pronunciation, and intonation are stressed, and each concept allusion is
clarified. Besides intensive reading is used to gain a deep understanding of a
text, which is important for the reader. The process of scanning takes a more
prominent role here than skimming.
Absolutely readers need to make distinction between extensive reading
and intensive reading. The term intensive reading refers to the detailed focus
on the construction of reading texts which takes place usually (but not always)
in classrooms. Here, the student looks at extract from magazines, poems,

15
Jeremy Harmer, The Practice of English Language Teaching, (Pearson; Longman,
2004), Fourth Edition, p. 287.
 13

internet, websites, novels, newspapers, plays and a wide range of other text
genres.16
Intensive reading is usually accompanied by study activities. The teacher
may ask students to work out what kind of text they are reading. Look for
details of meaning, look at particular uses of grammar and vocabulary and
then use the information in the text to move on to other learning activities and
the teacher also encourage them to reflect on different reading skill.

b. Extensive Reading
Extensive reading should involve reading for pleasure what Richard Day
calls joyful reading, the reader deals with longer texts as a whole, which
requires the ability to understand the component parts and their contribution to
the overall meaning. Example: reading newspaper article, short story or novel.
According to Jeremy Harmer that one of the fundamental conditions of a
successful extensive reading programme is that students should be reading
material which they can understand. 17
This is enhanced if students have a chance to choose what they want to
read, if the students are struggling to understand every word, the students can
hardly be reading for pleasure. It is the main goal of this activity. This means
that English teachers need to provide books which either by chance or because
they have been especially written, are readily accessible to the students.

3. The Purpose of Reading

Students read a text learn to find out information, to be entertained, to
reflect or as religious practice. The purpose for reading is closely connected to a
person’s motivation for reading. It will also affect the way a book is read. Jeremy
Harmer said in his book that many students want to be able to read texts in
English either for their career and their pleasure. 18

16
Jeremy Harmer, How to Teach English, (Pearson: Longman, 2007), new edition, p. 99
17
Jeremy Harmer, The Practice of English Language Teaching,…p. 283
18
Jeremy Harmer, How to Teach English,…, p. 99
 14

The essential purpose of reading generally is to get new information or

pleasure. Reading for information is reading that we do not stop to analyze the
grammatical structures; we understand the structure without thinking about it.
Reading for information requires that we understand the meaning of passage.
Reading for information may range from the scanning of documents and
the reading of letters to in depth understanding of articles of books. Whether we
are reading for pleasure or information, the nature of the reading depends on what
the readers want from the text.

4. Reading Principles
Principle 1: Encourage students to read as often and as much as possible
The more students read, the better they get. Everything the English
teachers do should encourage them to read extensively as well as – if not
more than – intensively. It is a good idea to discuss this principle with
students.
Principle 2: Students need to be engaged with what they are reading
Outside normal lesson time, when students are reading extensively, they
should be involved in joyful reading, the teachers try to help them get as
much pleasure from it as possible. But during lesson, the teachers will do
our best to ensure that they are engaged with the topic of a reading text and
the activities they are asked to do while dealing with it.
Principle 3: Encourage students to respond to the content of a text (and explore
their feelings about it), not just concentrate on its construction.
It is important for students to study reading texts in class in order to find
out such things as the way they use language, the number of paragraphs
they contain and how many times they use relative clauses. But the
meaning, the message of the text, is just as important as this. As a result,
the teachers must give students a chance to respond to that message in
some way. It is especially important that they should be allowed to show
their feelings about the topic.
 15

Principle 4: Prediction is a major factor in reading

When the students are choosing what to read for pleasure, the teachers
should encourage them to look at covers and back cover copy to help them
select what to read and then to help them get into a book.
Principle 5: Match the task to the topic when using intensive reading texts.
Once a decision has been taken about what reading text, the students are
going to read, the teachers need to choose good reading tasks- the right
kind of questions, appropriate activities before during and after reading,
and useful study exploitation.
Principle 6: Good teachers exploit reading texts to the full19
Any reading text is full of sentences, words, ideas, descriptions, etc. It
does not make sense, in class, just to get students to read it and then drop it
and move on to something else. Good teachers integrate the reading text
into interesting lesson sequences, using the topic for discussion and futher
tasks, using the language for study and then activation and using range
activities to bring the text to life.

19
Jeremy Harmer, How to Teach English…, pp. 101-102.
 16

BAB III
RESEARCH METHODOLOGY

,
A. Time and Place of Research
The writer held the research at Seventh Grade of SMP Dua Mei, which
is located on Jl. H. Abdul Ghani No. 135 Cempaka Putih, Ciputat Timur,
Tangerang Selatan. The writer did the Action Research on March 10th 2010 up to
August 28th 2010.

B. Subject of Research
The Subject of the research is seventh Grade students of SMP Dua
Mei Ciputat Timur. There are 68 students for seventh grade of SMP Dua Mei
Ciputat which are divided into two classes called 7.1 and 7.2.

C. Role of the Researcher in Classroom Action Research

The role of researcher in classroom action research is Teacher at
seventh grade of SMP Dua Mei and her partner as observer, she conducts this
research collaboratively.
 17

D. Technique of Collecting Data

In completing the data, the writer uses qualitative data and quantitative
data, qualitative data consists of observation, interview and field note.
Quantitative data consists of pre-test and post test. 1
According to Mills that data collection techniques also include using
direct observation, interviews, attitude scales and questioners.2 Qualitative data
consists of observation within the teaching learning process in the classroom and
interview to be presented to teacher’s activity and the students’ activity. And
other side, the quantitative data consists of pre-test, post-test I after conducting
cycle I and post-test II after conducting cycle II.

1. Observation
The observer does the observation directly toward English teaching
and learning-process in SMP Dua Mei Ciputat 2009/2010 Academic Year.
In this research, the writer’ partner acts as an active observer. The writer
interacts with the students as well as the teacher. In Reading lesson, the
observer observes students’ reading skill, such as; words meaning,
comprehending the words and sentences by comparing the knowledge
stored in the students’ brain, and identify the basic forms and meaning of
the text.

2. Interview
Interview is held with the teacher and students; it means to know the
real condition in applying the technique giving rewards and educative

1 Suharsimi Arikunto, Penelitian Tindakan Kelas, (Jakarta: Bumi Aksara, 2009), pp. 127-
132.
2
Geoffrey E. Mills, Action Research: A Guide for the Teacher Research,
(Columbus, OH: Prentice Hall, 2000), p. 43
 18

punishment and how far the technique can motivate the students in
improving students’ reading skill. The observer will interview the English
teacher and students. This interview will conduct before and after the
implementation of Classroom Action Research.

3. Field notes
This field notes is taken by the observer, this is the informal notes
written by teacher when she conducts teaching and learning process. The
data may already be selective and focused on a particular issue, for instance
to analyze the student interaction and questioning technique3. The purpose of
this technique is to know and analyze how far the technique giving reward
and punishment can influence students’ reading skill.

4. Test
The test is given to the students in order to know how well the
students’ reading score after giving technique of giving rewards and
punishment.

E. Technique of Data Analyzing

The technique of data analysis used in this research is descriptive
analysis (percentage) and the analysis qualitative data used in this study is the
observation of students’ activities during teaching learning process and the
interview before and after classroom action research and the teacher’ activity in
classroom and the situation of classroom.
In completing the numerical data, the writer tries to get the average of
students’ reading score within before the the implementation and every cycle in

3
Michael J. Wallace, Action Research for Language Teachers, (Cambridge:
Cambridge University Press, 2006), p. 59
 19

order to know how well the technique giving reward and punishment in the
classroom.
It is the formula;4

x
X=
N

X : mean
x : individual score
N : number of students
Then, the writer tries to get the class percentages which pass the KKM
(65) of English lesson at SMP Dua Mei Ciputat. It is the formula:5

F
P= X 100%
N

P : the class percentage

F : total percentage score
N : number of students

Then, the writer analyzes the students’ reading score from pre-test up to post-
test and she uses the formula:

y1 - y
P = X 100%
Y

P : percentage of students’ improvement

y : pre-test result

4
Sudjana, Metoda Statistika, (Bandung: PT. Tarsito, 2002), p. 67.
5
Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2008),
p. 43.
 20

y1 : post-test 1

F. Design of Action’s Intervention

According to Santrock, action research is research used to solve a
specific classroom or school problem, improve teaching and other educational
strategies or make a decision at a specific level. 6
Also according to Chamot, Action research is classroom based
research conducted by the teachers in order to reflect upon and evolve their
teaching. 7
In this design’s classroom action research (CAR), the writer used Kurt
Lewin Model, this concept consists of planning, acting, observing, and
reflecting8. According to Stringer and Christensen that action research is
presented as a cyclical and repetitive process of inquiry that guides teacher
preparation. 9 The relationship among those concepts formed one cycle. Basically,
amount of cycle depends on with the issue or issues happened in teaching and
learning activities and also the achievement. The writer describes the scheme of
action research designed by Kurt Lewin.

6
John W Santrock, Educatiobal Psychology, (New York: Mc Graw, 2004), second Edition, p.
23
7
Chamot Uhl, et al, Conducting Action Research in the Foreign Language Classroom, 1998,
Retrieved on 5 November 2010 from http://
www.nclrc.org/about_teaching/report_pub/conducting_action_reaseacrh.pdf
8
Wijaya Kusuma, Mengenal Penelitian Tindakan Kelas, (Jakarta: PT MALTA PRINTINDO,
2009), hal. 19-20
9
Ernest T. Stringer and Lois McFadyen Christensen, Integreting Teaching, Learning and
Action Research, (London: SAGE Publications, 2009), pp. 1-2
 21

Figure 3. 1

Planning

Reflecting Cycle I Acting

Observing

Planning

Reflecting Cycle II Acting

Observing

The Result

(Adapted from Suharsimi Arikunto, 2009)

Design of Kurt Lewin model
In detailing the design of action research, the writer modifies the
Action Research that according to Kurt Lewin Model:

Figure 3.2
CYCLE 1
Planning
The teacher makes the lesson plan
dThe teacher choices the appropriate
material and topic related with syllabus
The teacher prepares the form
observation for observer
The teacher prepares form evaluation
and post-test I
Reflecting
The teacher and the observer discuss
collaboratively students’ achievement and
also the technique
Revises the lesson plan and the
implementation if needed
Modifies the lesson plan for the next cycle
and prepares for post-test II in order to
know the improvement of students’ score
CYCLE 2
Planning
Revises the lesson plan and modifies
the technique
Reselects the topic and the meterial
and also the task
Prepares the form observation
Reflecting
Discusses with the observer about the
students’ achievement in classroom
Discusses about students’ behavior
when the teacher gives the technique
Discusses with the observer the
improvement of students’ score and
also analyzes the result from post-test I
to post-test II
. cycle II
(Modifying design adapted from Kurt Lewin’s Design)
22
Acting
Conducts the lesson plan
Teaches the descriptive text and
applies the technique with a praise
when the students read correctly and
carefully
Gives the vocabularies if needed
Observing
Observes the class situation
Identifies the students’ achievement
in learning reading
The observer observes the students’
behavior when they are given the
technique
Does the post-test I after the
implementation in cycle I
Asks the students’ responses after
applying the technique.
Acting
Teaches the material according to
lesson plan
Gives other reward and punishment in
order to make the student more
enthusiasm
Orders the students make time table
and give the note to their paper
Observing
The observes identifies the teacher’s
activity in classroom
The observer observes the students’
behavior when they are given the
technique.
The observer observes the students’
responses
Does the post-test II in ending of
 23

G. Planning Development of Action Classrooms

Cycle I
Planning
In this phase, the writer as English teacher makes lesson plan based on
the issue in classroom. The writer and the observer conduct Action Research
collaboratively. The purpose of this phase is to reform the process of students’
reading skill in classroom and to improve the result of students’ score by giving
rewards such as giving the students praise or consumable items (candy, book or
treasure) and educative punishment such as ordering the students to memorize
some vocabularies or text and rewrite the material once or more in the classroom
during the material is to be taught.
Before the teacher does the acting, the teacher makes lesson plan, hand
out related to reading material that will be taught in classroom, prepares the
instrument (observation, interview and field notes). Here, the teacher also makes
the post-test I in order to know how far the students’ achievement after giving
technique of rewards and punishment at the end of this cycle.

Acting
After the teacher makes lesson plan that has described above then the
teacher arranges the scenario of teaching learning activities related reading
material. The teacher uses the determined strategy as she is teaching while the
observer observes the class during the teacher teach the class. The teacher gives
reading material depend on the syllabus or annual program designed by the
teacher. The teacher gives the descriptive text then gives the dialog about
introducing. So, the teacher instructs the students to read carefully the dialog in a
pair then she gives the questions to students, when the student answers it well
then the teacher gives the good reward like consumables item and praise such as
 24

“good” if the student answers it right but incomplete and “excellent” if the student
answers it right and complete. Here, if the student cannot answer the question, the
teacher has to take punishment like order them to memorize the dialog or to read
aloud the dialog or the teacher gives time out to students.

Observing
The writer’s partner as observer observes the students’ response,
participation, achievement and everything which is found during the teaching and
learning process and she also observes the teacher’s activity. Sometimes, the
observer also asks some students’ opinion about the process of teaching and
learning using technique giving rewards and punishment. In order to make this
phase real and concrete, the observer also takes note in order to know how far the
technique influence students’ reading skill in classroom. Here, the role of
observer is important. She has to take note real situation that appeared in the
classroom activities by giving rewards and punishment.

Reflecting
In this reflection has evaluation aspect that teacher and observer
evaluate and realize the process of teaching and learning students’ reading skill
through giving rewards and educative punishment.
In this phase, the teacher has to understand the issue of teaching
learning process and the situation the class that to be taught. After the data has
been collecting by observer and teacher, the teacher and observer will discuss and
analyze the data of teaching-learning process and also identify less of teaching
reading material by giving rewards and punishment to students and how to
improve it at classroom. The teacher will reflect herself by seeing and analyzing
the result of the observation whether the teaching learning reading material by
giving technique rewards and educative punishment influence is good to imply in
teaching learning process at VII grade students of SMP Dua Mei East Ciputat or
 25

not. If the first cycle is unsuccessful that proven by students’ achievement such as
test, observation and field notes. Then, the writer should make the next plan to
solve the students’ problem in reading’s skill.

Cycle II
Planning
In cycle one, the teacher identifies and analyzes the issue then she or
he finds the problems based on issue that appeared in the classroom. So, in this
phase, the teacher will revise and modify lesson plan and reselect reading material
that will be taught selectively then she uses again kinds of rewards like give the
note and high score on students’ task after they do the task related with reading
material. The aim of this reward is to increase students’ behavior to read
selectively reading material such as descriptive text and the teacher also gives
technique educative punishment in order to decrease students’ behavior when
they read descriptive text well without mistake and wrong.

Acting
In this phase, the teacher gives the hand out to students and orders
them to read carefully the dialog about personal identity in a pair then she would
instruct them to practice it with pair. After the students read it well then teacher
gives many questions orally to students. Then, if the questions are answered well
then the teacher again gives the exercise, she orders them to fill the table based on
the dialog. In this cycle, teacher takes indifferent reward and punishment. After
the students fill the table the teacher gives rewards and punishment based on the
students’ score. If they do it well, teacher would give the high score and note on
their table and if they do it incorrect, the teacher gives the minimum score then
orders them to do it once more until it is done well.
 26

Observing
The observer as teacher’s partner observes the situation and the
students’ responses, teacher’s activities and students’ achievement and the
situation is found during the teaching and learning process. The observer also
asks some students’ opinion about the process of teaching and learning using
technique giving rewards and punishment. In order to make this phase real and
concrete, the observer also takes note and juts down field note to know how far
the technique of rewards and punishment such as gives the students’ task a note,
high score or orders the students rewrite and memorize the material and gives a
present can influence students’ reading skill in classroom.

Reflecting
This phase is aimed to reflect the completely done the action research.
In this phase, the teacher and observer evaluate and discuss about teaching and
learning process. They have to discuss further some problem appeared in the
class. Thus, the reflection is able to be determined after implementing the action
and the observation outcomes. Therefore, the unfinished problems yet could be
solved.
 26

CHAPTER IV
RESEARCH FINDINGS

A. Data Description
Before the implementation of the action, the writer has divided
three parts of data description in order to know the obstacles of teaching
learning in reading activities selectively, those are data of observation, data of
interview and post-test.
1. Data of Observation
Based on the observation was conducted by the writer on 15th and
17th March 2010, Monday and Wednesday. It is to observe the process of
teaching learning in students and teachers’ reading activities before
implementation the action. It was held at VII Grade of SMP Dua Mei. There
were 35 students in the class and was started at 07.15 A.M up to 09.00 A.M.
The teacher actually dominated the classroom activity then it made the
students passive in the class and less motivation to learn reading material and
she also gave the lecture to students. Generally, the teacher read the text then
the students had to follow what the teacher said, when the teacher read one
sentence then she ordered them to follow her and directly with the students to
translate it into Bahasa Indonesia using dictionary if they did not understand
the meaning. This activity, of course made the students bored because the
 27

monotonous teaching learning in reading activity. For instance, when the

teacher taught descriptive text to students, she ordered them to read carefully
and after that translated it into Bahasa Indonesia, the teacher did not stop and
re-read the passage that they did not understand yet and she also did not give
the structure and the language features of descriptive text such as
identification of descriptive text and description. Consequently the students
had had less motivation in reading and made their behavior decreasing.

2. Data of Interview
This interview was conducted as unstructured interview, it was
held on Wednesday, March 22nd 2010, and started 10.00 A.M up to 11.00
A.M. In this interview, the writer asked some questions related English
teaching learning activity, emphasized on reading material. The writer asked
the teacher about the general teaching in reading performance and also the
achievement, the problems faced the students in reading material, and also the
kinds of strategies that conducted by the teacher before previously
implementation of Classroom Action Research (CAR).
This interview began with questions related teaching learning in
reading activities and also the problems were faced by the teacher. The teacher
said most of the students did not like English lesson because they had limited
vocabularies to understand the discourse then they could not distinguish
between explicit and implicit meaning. However, most students of VII Grade
not all learning about English before. Of course, they faced many obstacles
with reading material. When the writer asked with specific question about
reading such as some obstacles faced reading material, the teacher said much
of them could not comprehend the content of discourse, for instance when the
teacher gave the text that explained about describing someone or people, the
teacher ordered them read it and explained into Bahasa Indonesia, they could
not explain it well. They also taught English as a complicated subject and the
difficult one to understand then the result of whole complexity in reading
activity is most of students VII Grade felt boring with the situation when
 28

reading material had been given. This is situation also made restlessness of the
teacher because the teacher stated with KKM (Criteria of Minimum
Completeness) that concerning with school program. In order side, the teacher
gained the most students’ reading score was low and poor. Although the
teacher also gave games when taught them but it was not enough to encourage
their motivation to learn English well.
The next interview discussed the problems faced the student when
the teacher taught the material. Most of students felt boring when the teacher
conveyed the material.

3. Pre-Test
In completing the data, the writer did the pre-test before the teacher
conducted Classroom Action Research, it was held on Monday, 2nd August
2010, and it began from 07.15 A.M up to 08.00 A.M. There were 31 students
of VII grade followed the test. The test was 20 questions in multiple choice
and the students did it during 30 minutes. From this pre-test, it is known the
mean score of pre-test that was done by students was 62. 58.
The data above showed nine students who obtained the score above
the KKM (Criterion of Minimum Completeness), while KKM of SMP Dua
Mei was 62. So, twenty-two students were below the standard of KKM. From
the data, there were two students gained the higher score and one student
gained the lowest score which the higher score was 75 and lowest score was
40.
From the data above that showed almost of students’ achievement
in reading was poor and low.

B. Data Interpretation
Based on the data had been collected before such as interview,
observation and pre-test, most of students were not interested in learning
reading and felt boring with the teacher’s technique in teaching learning
activities and it was showed from the reading students’ score. In fact, this
 29

situation was not good if the teacher conveyed the monotonous learning, the
students needed new technique to make them enthusiasm to read material and
do the task well.
After knowing the students’ ability was low, which can be seen
from the result of pre-test, the writer conducted two cycles which each cycle
consists of four steps, there were planning, acting, observing and reflecting.
After each cycle was done, the writer gave the students post-test to know the
students’ achievement in reading.
This Classroom Action Research was held from 16th August 2010
up to 28th August 2010 at VII Grade of SMP Dua Mei Ciputat, there were 31
students followed this implementation. The writer conducted this research two
cycles which each cycles was conducted two meetings.

1. Cycle I
1.1 Planning
In this phase, the writer as the teacher made the lesson plan and
selected the appropriate material that based upon the students’ problem in
reading. In this phase also the writer made the exercises related material. The
writer took the descriptive text as the material because the descriptive text
needed clearly information to be explained. In this lesson plan, there were
some descriptive texts to be explained, here the writer only explained the
structure of descriptive text that consists of identification and description
because the descriptive text needed the comprehend more. Here the writer also
prepared the unstructured form observation and field note to observe the
teacher’ activity and the students’ behavior, the students’ achievement, also
their activity in classroom during the class began until ended. To know the
students’ improvement of reading skill, here also the teacher prepared post-test
I after she conducted the cycle I.
 30

1.2 Acting
Topic : Please Call me Susan!!!
Day/Date : Wednesday, April 18th, 2010
Then, in this step, the writer as English teacher taught the students
of VII grade SMP Dua Mei, she implemented the teaching learning activity
based on the lesson plan that had been made before. When the teacher started
the class, she gave the stimulus to students in order to make them enthusiasm
to learn reading. The teacher gave a game finger, she gave every finger with
words that correlated with the topic and every finger had a word that consists:
“Agnes Monica is famous Artist”. When the student answered with right
finger, the teacher said “good” or “excellent” in order she or he was interested
with the topic then when the student answered with wrong finger, the teacher
gave punishment such as ordered him or her to come forward and practiced
the teacher’s act. Next, the teacher asked to students some question related
with the topic while the students answered it with the correct answer, the
teacher directly said “excellent” or good job” to the students. After that, she
explained about the descriptive text briefly then she gave the students hand out
then ordered them to read silently if they did not understand the text, the
teacher instructed them to look at the dictionary that they had been brought
before. So, the teacher gave some questions related the topic with jumbled
sentences then ordered them to arrange the sentence correctly. If the students
arranged the sentence correctly, the teacher said “good job” but if the student
arranged with incorrect sentence, the teacher said “not bad”. After the students
had already done the task, then the instructed them to do task, they had to
complete and arrange the sentence in column A to column B for 10 minutes,
when the teacher said “time is over” the teacher directly instructed them to
collect the answer and the first student who answered it correctly and well to
give reward.
 31

1.3 Observing
Here, observer as a partner of the teacher observed the classroom
activity while the teacher conducted the implementation of CAR. The observer
carried out the observation. She observed the teaching learning process of the
cycle I happened. The observer said, in fact the technique was done effective
in the class, but the teacher explained the topic too fast then there were five
students did not pay attention to the teacher. The students still difficult to
comprehend the text it could be seen from ordered the student to arrange the
word. When the teacher gave rewards, most of students felt enthusiasm to
answer the question but also there were many students not enthusiasm because
the teacher could not monitor the class all the time. Here, the observer also
monitored the student’ behavior while the students were given the praise, they
felt interested with the rewards and happy to follow the topic. It could be seen
from their motivation to learn reading was increasing. So in this step, also the
writer gave the post-test I to make sure and concrete whether the improvement
of students’ reading skill is influence or not.

1.4 Reflecting
After the teacher and the observer collected the result of
observation, then they had to reflect and discussed the cycle one selectively.
Here, they tried to modified the technique and managed the classroom well.
Then teacher also evaluated the students’ reading skill. The result implied that
they got a significant improvement in their reading skill but the teacher and
the observer also had to think how the technique more effective in classroom
in order 38% or twelve students could pass the KMM, because from the result
of pre-test than showed nineteen students passed the KKM. Furthermore, the
writer and observer also concluded the technique could be done effectively in
classroom. In order side, the students felt interested with material that had
been conveyed with the teacher, most of them said the students felt more
active and enthusiasm when the teacher taught with giving praise and stimulus
psychical punishment. Although there were some students not responded yet
 32

about the material because the large class problem. However, the writer had
reached the goal of the applying technique and the lesson plan had been made
with the teacher was achieved good enough in this cycle but the teacher and
the observer needed more improvement about the material and modified the
lesson plan.

2. Cycle II
2.1 Planning
The teacher was modified the previous lesson plan. In cycle I, the
teacher found obstacles with the students’ behavior, there were some students
not enthusiasm with the teaching learning process. The teacher selected the
topic, here the teacher explained about Time Table or Schedule. The aim of
this topic was the students were able to find out the detail information, they
had to understand how to identify the time and they had to find out the
meaning of the text. The teacher also prepared the task, here the teacher used
the rewards and punishment after the students did the task. The teacher gave
the note and high score on their task paper. Then to make sure the result of this
cycle II the teacher prepared again unstructured form observation and field
note to know whether the technique could improve students’ reading skill
significantly or not. It showed from the teaching learning process, teacher’
activity and students’ activity and the indicators of lesson plan.

2.2 Acting
Topic :Clean the Black Board , please!!!
Day/Date : Monday, August 23th, 2010
Fisrt sign, the teacher asked the students’ condition and reviewed
the topic had been taught before. Then she continued about introduction the
topic, asked to students about their time table or schedule every day that they
had. The teacher gave game related to the topic; she gave the color paper such
as blue, green and yellow. The paper was written a half past nine: 9.30 for
blue paper, a quarter past nine: 9.15 for green paper and nine thirty: 9.00
 33

o’clock for yellow paper. She gave to each student one by one. Then she
instructed them to change the hour. If the student got the right hour the teacher
gave 10 point then if the student got the wrong hour the teacher gave
“zoonkkkk” to her or him such as rubbish or trace of pencil or paper. The
students felt satisfied with the games. After did the game, the teacher
explained briefly about Schedule then she gave to students hand out “Kevin’s
Activity” the hand out could be seen below:
Let me tell you about Kevin’s school activities on Monday. First,
at 7.00 until 7.45 he studies Religion with Mr. M. Saleh. Then at 7.45 – 8.30,
Mr. Simanjuntak will teach him Geography. After that Miss Susanti will teach
him History. After break for 30 minutes, he will studies English with Mr.
Arifin at 9.30 – 10.15. Mr. Suharto will teach Mathematics after that untill
11.00. The second break will last for 15 minutes. Kevin will start to study
Biology with Mrs. Tini at 11.15 . Finally, at 12 o’clock Mr. Abdurahman will
come to his class to teach Economics untill 12.15.
To sum up, Kevinn has seven subjects to study on Monday.

After the students and the teacher identified the hand out, then the
teacher asked some question related to topic using cartoon, the teacher only
opened the carton with 10 second for every question and the students had to
find out the answer as soon as possible. When the teacher said “time is over”
the students had to stop to look for the answer. The teacher gave 20 point for
every student could answer correctly but for the students could not answer
correctly, the teacher gave “zoonnkk”. Next, based on the text that given by
teacher, the students were instructed by the teacher to complete the table to
summarize how many subject Kevin will study on Monday. The teacher gave
15 minutes for filling the table and the first student could do the task correctly
the teacher gave pencil for reward.

2.3 Observing
In this phase, after the teacher did the action and implementation of
the technique. The observer observed the situation of classroom activity
included the teacher’s activity, students’ activity and teaching learning
process. The observation was done to obtain the data from the students’
 34

achievement and the teacher and it was expected the result in cycle II would
be better than what had been achieved in cycle I. The observer concluded that
the teaching learning was done effective and the students’ more active. The
observer said that the teacher applied the technique successfully and her
monitoring in the class was good enough, the teacher walked around when she
explained the topic then checked the students who did not pay attention to her.
The teacher’s explanation was not too fast in this cycle and students looked
more active when the teacher asked some question to them. So, after the
observer analyzed whole of the activities, the teacher was held the post-test II
to know whether the students’ achievement in cycle II was improved or not.
Based on the result of post-test II, it showed the students who passed the
KKM in cycle II were 26 students or 83. 87%. It concluded there were
improvements in their reading skill when the technique was conducted by the
teacher.
The students also felt enthusiasm when the teacher asked some
question then the teacher gave point and “zoonnkk” to students who did the
task well and they did not well the exercises.

2.4 Reflecting
This reflection evaluated about the teacher’s technique, the
students’ achievement during reading activity and also about the improvement
the student’s score.
First, the teacher and the observer discussed about the teacher’s
technique, they felt satisfied with the technique. It could be seen from the
result of the observation and field note after the implementation. The goal of
lesson plan also had been achieved when the teacher applied it in the
classroom. Second, the students were more active when the teacher gave
praise and punishment; they had encouragement to do the exercise and the
task correctly and carefully. It could be seen from the field note and students’
score.
 35

Third, the observer and the teacher discussed about the

improvement of the students’ score from pre-test, post-test I and post-test II. it
is proven from pre-test students who passed the KKM were 9 student or 29.
03%, in cycle II were 19 students or 61. 29, then in cycle II were 26 students
or 83. 87%. Then the teacher and the observer concluded the implementation
of this cycle was successful and they decided to stop continued the next cycle.

C. The Result of the Data After Classroom Action Research

After conducting the action research, the writer gained three data;
those were the result of post test, post interview and post observation. In this
case, the writer gave the report concerning the data analyzing according to
post interview and the result of post-test.
1. The Result of Pre-Test, Post-Test I and Post Test II
To see whether the technique of giving rewards and punishment is
influence and successful in reading or not and whether the score was increased
or not to students of VII Grade SMP Dua Mei Ciputat, the writer described
and analyzed clearly the result of pre-test, post-test I, and post-test II. Before
the students did the test, the writer had done the reasonable the test using
difficulty item and discriminating power to identify the test was used or not in
the pre-test, post-tests I and post-test II. Here, the writer used quantitative
descriptive technique to analyze the data.
The writer described the students’ reading score in pre-test, post-
test I and post-test I in the table below:
 36

Table 4.1
The Students’ Reading Score of Pre-Test, Post-Test I, Post-Test II
The Result of Reading's Score
Post-Test I Post-Test II
Students' Name Pre-Test
(Cycle I) (Cycle II)
X1 60 75 90
X2 70 65 75
X3 70 75 85
X4 65 70 75
X5 55 60 65
X6 60 60 65
X7 70 70 90
X8 60 75 80
X9 60 70 85
X10 65 70 75
X11 65 75 85
X12 75 80 85
X13 65 70 75
X14 70 75 80
X15 65 75 75
X16 60 70 85
X17 55 70 80
X18 60 60 80
X19 65 70 85
X20 50 55 80
X21 60 65 80
X22 60 60 90
X23 70 80 90
X24 55 60 65
X25 60 60 85
X26 55 60 65
X27 70 65 90
X28 75 75 85
X29 40 55 55
X30 70 75 85
X31 60 70 85
Mean:
x 62.58 68.23 79.68
X =
n
 37

Based on the data above, the writer gave bold and italic numerical
score to students who passed KKM (65), it is showed there were nine students
who passed KKM in Pre-Test, nineteen students in post-test I and twenty six
students in Post-Test II. The writer also concluded the lowest score in pre-test
was 40, in post-test I was 55 and post-test II was 55.
To know the result among pre-test, post-test I and post test II, the
writer calculates the student mean of the score, calculates the class percentage
and also calculates the percentage of the achievement score from pre-test,
post-test I and post-test II.
The Average of students’ reading score:
Pre-test (X) = 1940
_
Mean X = X
N

X = 1940
31

X = 62. 58

From the absolute numerical above, it is showed the mean score of

the class in pre-test before implementation the action is 62. 58. Then to know
the percentage of students’ score who passed the criterion of minimum
completeness, the writer used the formula:
F
P = X 100%
N

9
P = X 100%
31

P = 29. 03%

From the calculation above, it is known the students’ percentage

score is 29. 03 %. It means there are nine students, who passed the KKM of
 38

English Lesson and students who got score below the target of KKM are
twenty two students. So, from the percentage above, it is shown the
achievement students’ reading at VII grade SMP Dua Mei Cipuatat is poor. It
could be seen from the figure below.
Figure. 4.1

40
35
30
25
20 The Result of
15 Students' Reading
10 Score before
5 Implementation
0
Score Score Score
< 65 65 >65
(KKM)

After conducting the pre-test, the writer did the implementation of

CAR, she conducted cycle I using technique of giving rewards and
punishment in order to know how far the technique can improve students’
reading skill and also to see the achievement of students’ score. Next, the
writer calculates the result of post-test I directly. In this calculation, the writer
calculates into three parts of calculation, first the writer calculates the mean
score of the class, second students’ achievement or improvement’s score into
percentage and third the class percentage who could pass the KKM.
Here, the writer begins with calculating the mean score of the class
in post-test I (cycle I). The writer used the formula:

Post-test I (X) = 2115

_
Mean X = X
N
 39

X = 2115
31

X = 68. 23

Based on the calculation above, it is showed the mean score of the

class in post-test I is 68. 23. It is proven there are some improvements in
applying technique giving rewards and punishment in students’ reading skill.
It is known from pre-test obtains the mean score 62. 58 and the post-test
obtains 68. 23. It is improves approximately 5. 65 (68.23-62.58) which it
indicated that the result of post-test I is higher than the result of pre-test. The
writer concluded the lowest score of post-test I is 55 and the highest score is
80 it could be seen on the table 2 page 41. Next, in order to get the percentage
of students’ achievement score from pre-test to post-test I, the writer used the
formula:
y1 - y
P = X 100%
y

68. 23- 62. 58

P = X 100%
62. 58

5. 65
P = X 100%
62. 58

P = 9. 02%

Based on the absolute numerical above, it is shown the percentage

of students’ achievement in reading skill from pre-test to post-test I is 9. 02%.
It is indicated the students’ ability in improving their reading is enough
successful although there are students do not achieve the goal of learning
reading.
Next, the writer continues calculating the percentage of students
who passed the KKM after implementation cycle I, the writer used formula:
 40

F
P = X 100%
N

19
P = X 100%
31

P = 61. 29%

Based on the absolute numerical above, it is showed the percentage

of students who passed the criterion of minimum completeness in post-test I is
61. 29%. It is concluded the students’ improvement in post-test I which
passed KKM is 32. 26% (61. 29% - 29. 03). It is calculated there are nineteen
students who pass the KKM and there are twelve students who get the score
below the standard of the KKM. Although this percentage looks enough
successful but it needed more achievement in improving students’ reading
skill. In order side, the applying technique giving rewards and punishment in
cycle one is enough effective to be used in students’ reading activity at VII
Grade of SMP Dua Mei Ciputat but the writer has to do cycle two because
there were many students still gain the low score. It could be seen from the
diagram below:
Figure. 4.2

40
35
30
25
20
The Result of
15
Students' Reading
10
Score in Post-Test I
5
0
Score < Score Score
65 65 >65
(KKM)
 41

After the writer conducts cycle two of Classroom Action Research,

she gives post-test II to students in order to know and to prove whether the
application of technique giving rewards and punishment in students’ reading
activity could be successful and effective or not either from pre-test and post-
test I. Here, the writer again calculated the data of post-test II into three parts
of calculation. First the writer calculates the mean score of the class, second
students’ achievement or improvement’s score into percentage and third the
class percentage who pass the KKM.
In order to know the mean score of the class in post-test II, the
writer used the formula as below:

Post-test II (X) = 2470

_
Mean X = X
N

X = 2470
31

X = 79. 68

Based on calculation about it is showed the mean score of the class

in post-test II is 79. 68. It is concluded the achievement score of students’
reading skill by applying technique giving rewards and punishment is
effective. It could be seen from the improving student score from the mean
score of the class in post-test I to post test II. The improving students’ score
from post-test I to post-test II is 11. 45 (79. 68-68. 23). From the table 1, it is
showed the highest score is 90 and the lowest score is 55.
Next, the writer calculates the data again in order to get the
percentage of students’ achievement score, the calculation as follow the
formula below:
 42

y1 - y
P = X 100%
y

79. 68 – 62. 58
P = X 100%
62. 58

17. 1
P = X 100%
62. 58

P = 27. 32%

From the calculation above, it is shown the percentage of students’

achievement in students’ reading skill in post-test II improves 27. 32%. It is
indicated the students’ ability in improving their reading is enough effective,
even taught there are five students cannot achieve the goal of learning reading
in the classroom. Furthermore, it can be seen improvement students reading
skill from pre-test, post-test I and post test II is 18. 3%. Then the next step is
to calculate the percentage from the students’ score who pass the KKM(65) in
post-test II.
The formula as following:
F
P = X 100%
N

26
P = X 100%
31

P = 83. 87%

Based on absolute calculation above, it is known the percentage of

students who passed the criterion of minimum completeness is 83. 87%. The
class percentage of post-test II indicates some achievement concerning the
students reading skill from previously test. The writer concludes the
percentage of students reading achievement from pre-test is 54. 84% and the
 43

percentage of students reading achievement from post-test I is 22. 58%. It is

known the students who pass the KKM are twenty six and five students are
below the KKM. It could be seen form the diagram below:
Figure. 4.3

40
35
30
25
20 The Result of
15
10
Students'
5 Reading Score
0 in Post-Test II
Score < Score score
65 65 >65
(KKM)

From all the calculation above, the writer can interpret the result
after the implementation of Classroom Action Research from cycle I up to
cycle II. It can be seen from the result of pre-test, post-test I and post-test II.
Here the writer described the result from pre-test, post-test I and post-test II
through diagram below:
Figure. 4.4

40
35
30
25
20 Pre Test
15 Post Test I
10 Post Test II
5
0
Score Score 65 Score
<65 (KKM) >65
 44

Before the implementation of technique giving rewards and

punishment in improving students’ reading skill, the writer gained the data
from the result of pre-test. In the pre-test, the mean score of the class before
implementation the action is 62. 58. Furthermore, the writer calculates the
percentage of students’ reading achievement in order to know the students
who pass the KKM. In pre-test, it is can be seen, the percentage which passes
the KKM is about 29. 03%. It means there are nine students who pass the
KMM (65) and there are twenty two students obtain the score below the
KKM.
So, after the writer calculates the result of pre-test, the writer
conducts action research that applying the technique of giving rewards and
punishment in improving students’ reading skill then the writer identifies and
calculates the result of post-test I. The mean score of students in post-test I is
68. 23. It means the students’ improvement is 5. 65 (68. 23-62. 58).
Furthermore, the percentage of student who passes the KKM is 61. 29%. It is
showed there are nineteen students who pass the KKM and there are twelve
students are below the KKM. From this result of post-test I, It is shown the
students’ ability in improving their reading is enough successful although
there are students do not achieve the goal of learning reading. So, to know
whether applying this technique is improving or not can be seen from the
percentage from pre-test to post-test I, the percentage of students’
improvement from pre-test to pest-test is 9. 02% or 5. 65. That is the reason
why the writer and the observer to continue into cycle II.
Next, after the writer conducted the cycle II, she does post-test II in
order to know the improvement reading students skill in cycle II. The mean
score of students in post-test II is 79. 68. It can be seen from the improving
students’ score from post-test I to post-test II is 11.45 (79. 68-68. 23). Then,
from the percentage of the students who pass the KKM in post-test II is 83.
87%, there are twenty six students passed the KKM and five students are
below the KKM. The writer concludes the percentage of students reading
achievement from pre-test is 54. 84% and the percentage of students reading
 45

achievement from post-test I is 22. 58% and the percentage of students’

achievement in students’ reading skill in post-test II improves 27. 32%.
Furthermore, it can be seen improvement students reading skill from pre-test,
post-test I and post test II is 18. 3%. From all the above, it shows that applying
technique giving rewards and punishment can improve students’ reading
ability significantly and the writer ends the cycle.

2. The Result of Post Interview

The result of this interview was taken from the English teacher as
observer who helped the writer for this research and the students of VII grade
of SMP Dua Mei Ciputat. This interview was held on Saturday 28th August
2010 started from 08.00 A.M up to 09.00 A.M. After the writer conducted the
implementation technique giving rewards and punishment in cycle II, the
observer asked some questions related to the improvement students’ reading
skill to teacher. The interview was unstructured interview.
In this interview, the writer explained that the classroom activity
more active than before the implementation of Classroom Action Research. It
could be seen from the students’ enthusiasm in learning reading. The first
sign, the writer got difficulty how to control the class situation and how to
manage the classroom activity, but the writer believed if the students got
attention to her with game, it’s the good first sign to apply the technique, when
the teacher ordered the one of the students read one sentence, then the teacher
said “good job” in order to encourage her or his behavior to read more. This
technique in first cycle was done effective and the students more interested in
reading, the teacher often gave the praise like “excellent”, “Good”, “very
smart”, then if the students could not read carefully the text, the teacher
instructed her or him to look for the meaning without dictionary as
punishment to him or her.
This interview also asked some of students after implementation of
technique giving rewards and punishment, they also felt enthusiasm when the
teacher gave some praises to them. They are also motivated to read the text.
 46

The students are more active to answer the questions when the teacher gave
material self identity and time table. From the result of interview above it is
proven that the technique of giving rewards and punishment can improve
students’ reading skill at VII grade SMP Dua Mei Ciputat. The improvement
of students’ reading ability can be proven from by the improvement of
students’ score. The result of pre-test, post-test I and post-test II showed a
significant improvement. The students also can have a positive response to the
implementation of giving rewards and punishment in order to improve their
reading skill. Considering from the explanation above, the writes concluded
that the Classroom Action Research was done successfully.

3. The Result of Post Observation

After the implementation of the Classroom Action Research, the
writer also took the result of post observation to support the implementation of
Classroom Action Research. From the post observation, the teacher and the
observer knew whether the implementation of technique giving rewards and
punishment was successful or not. In this case, the writer and the observer
collaboratively discuss the how far the technique can improve the students’
reading skill.
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
The result of Classroom Action Research shows the technique of giving
rewards and punishment can improve students’ reading skill effectively. Based on
the research, the writer concludes that:
1. From the result of the analysis of the research, it is proven that the students’
score of reading by using technique of giving rewards and punishment is
better. This result has answered the research question that the implementation
of giving reward and punishment in teaching reading is quite effective.
2. The improvement of students’ reading skill can be seen in the improvement of
their achievements in pre-test, post-test I and post-test II. The result of mean
score of the class in pre-test who passes the KKM(65) is 9 students or 29.
03%. Then, in the cycle I, the result is 19 students or 61. 29%, next in the
cycle II, the students who pass the KKM is 26 students or 83. 87%, It showed
that learning reading through giving technique rewards and punishment is
effective. Thus, it can be said that the technique of giving rewards and
punishment in improving students’ reading skill is influence and successful.

47
B. Suggestion
The writer would like to give some suggestions that might be useful in
applying technique of giving rewards and punishment. The suggestions are as
follow:
1. For the students
It is should be applied intensively because it is good for developing students’
reading skill which are the students learn how to be responsible.
2. For the teachers
The teacher should be active to monitor the students in the group for helping
some difficulties faced the students, for instance encourage the student about the
way of discussion and give the list question guidance for the student to tell about
the text.
3. For other researcher
The result of the study can be used as an additional reference or further
research with different discussion.

48
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