THE EFFECTIVENESS OF SUSTAINED SILENT READING (SSR) AND SCAFFOLDED SILENT READING (ScSR) STRATEGIES TO IMPROVE STUDENTS’ READING COMPREHENSION (A Comparative Experimental Study Of The Tenth Grade Students Of SMK Bhakti Nusantara Salatiga In The Academic Year Of 2015/2016)
A GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and Eduation Faculty State Institute for Islamic Studies (IAIN) of Salatiga
EVI NILAMSARI 113 11 050 ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) OF SALATIGA 2016
DECLARATION B i s m i I I ahi r r a h ma ni rr a h i D1
In the name of Allah the most gmcious and merciful.
Hereby the writer fully declarcs that the graduating paper is made by the writer herself, and
it is llot
cotained the materials writen
or
has been published by other
people and others' people ideas except the infomation from the refferences
The writer is capable to account for this graduating paper proved of containing other's ideas or fact the
{rite.
if in the future it
can be
imitates the others' graduating
paper.
Like wise the declaration made by the \r.riter al1d she hopes that this declaration car be understood.
Salatiga, Sept 14d, 2016
Evi Nilamsari NrM.113.11.050
11
SalatiBa, Scpternber t4'r', 201 6
Hanu g Triyoko S.S, M Hum, M.Ed The Lecturer ofEnglish Education Department ofState Institute for Islamic Studies (lAlN) of Salatiga
ATENTIVE COUNSELOR'S NOTE Caser Evi Nilamsari's Craduating papcr Dear,
llexn ot h.tucatron and Teacher Training Faculty Assalamu'alaiLam-W-W
After reading and correcting Evi Nilamsari's graduating paper entitled: 7I1E EFFECTIYENESS OF STISTAINED SILENT READING (SSR) AND SCAFFOLDED SILENT READING (SCSR) STKATEGIES TO IMPROVE STUDENTS READING COMPREHENSION (A COMPARATIVE EXPERIMENTAL STUDY OF THE TENTH GRADE STUDENTS OF SMK BHAKTI NASANTARA SALATIGA IN THE ACADEMIC YEAR OF 2015/2016)",1have decided and would like to propose that ifthis paper can be accepted by Teacher Training and Education Faculty, I hope it can be examined as soon as possible.
l|tassalanu'alaibum W W
Hanung Triyoko S,S, M,Hum, M.Ed
lll
r,&*
THE MINISTRY OF Rf,LIGIOUS AIFAIRS
mff
STATE INSTITUTE FOR ISLAMIC SIIIDMS (IAIN) SALATIGA
TEACIIER TRAINING AND EDUCATION TACI]LTY (FTIK) Km2 Teleporc: (0298) 6031364 Saladga 50716 Website: taftivah.iainsalatiea"ac.id E-mail:
[email protected] Jalan Lingkar Selatar
SALAT16A
A GRADUATING PAPER
TEE I,EFECTI!'ENESS OF SUSTAINf,D SILENT READING (SSR) AND SCAIFOLDED SILENT trEADING (SCSR) STAATEGIES TO IMPROVE STUDENTS' READING COMPREEENSION
(A Comparative Experimetrtal Sludy of the Tenth Grade Students of SMK Bhakti Nusanlara Salatiga, iD the Acsdemic Year of2015/2016) WRITTEN BY:
[,II
NILAMSARI NIM : 113 11 050
Has beeo brought to the board of examiners ofEnglish Education Department of Teacher Training and Educatiofl Faculty at State Institute fol Islamic Studies
(IAIN) Salatiga on September 27t11, 2016 and hereby comidered to completely fulfillment of the requiement for the degree of Sariana Pendidikan (S.Pd) in English Education Deparhlrent. Boards of examiners,
Head
:
Rr. Dewi Wahyu M. M.Pd
Seqstrary
:
Hanung Triyoko S.S, M.Hum, M.Ed
1" 2nd
Exa'riiinff : Dr. H. Sa'adi M.Ag Examiner : Ari Setiawan
S.Pd,
M.M
.;
{si+
Salatigq Septemb er 276,2016 Teacher Tr6i{ii1g ion Facultv
lM
Pd
70121 199903 I 002
MOTTO
Life is like riding bicycle To keep your balance you must keep moving -Albert einstein
ُْسا ِ ْ فَ ِا َّن َم َع الْ ُع ً ْ ْس ي ُْسا ِ ْ ِا َّن َم َع الْ ُع ً ْ ْس ي For indeed, with hardship [will be] ease. Indeed, with hardship [will be] ease. Al-Insyirah: 5-6
v
DEDICATION
I dedicate this graduating paper to: 1. My beloved parents, my mother and father, thanks for always pray for me, for scarify everything for me, do everything for me and become my reason to never give up. 2. My lovely husband Muchammad Dzulkifli thanks a lot for the support that always be given to me and always beside me when i desperate and always accompany me in a happiness and sadness.
3. My beloved parent in law, thanks for taking care of me and support me to finish my graduating paper.
4. My friends, International Class Program 2011 who become my inspiration with all its uniqueness..
5. The entire teacher in SMK Bhakti Nusantara, thanks for the support.
6. All of my beloved people who cannot be mentioned one by one.
vi
ACKNOWLEGEMENT
In the name of Allah, the most Gracious, The Most Merciful. Firstly, the writer would like to thank to Allah SWT because of His blessing, the writer can finish his thesis as a partial fulfillment of the requirements for the Undergraduate Degree of education in English Department. Although there are many difficulties faced by her, she realizes that those are the ways to reach success. Peace and salutation always be given to our beloved prophet Muhammad SAW that we hope his blessing in the Judgment day. However, this success would not be achieved without the support, guidance, advice, help and encouragement from individuals and institutions. Therefore, the researcher would like to express the deepest gratitude to: 1. Dr. Rahmat Hariyadi, M.Pd., as the rector of State Institute for Islamic Studies of Salatiga. 2. Suwardi, M.Pd, as the Dean of Teacher Training and Eduation Faculty. 3. Noor Malihah, Ph.D, as the Head of English Education Department. 4. Setia Rini, M.Pd, as my Academic Counselor thank you for your support and guidance. 5. Hanung Triyoko, M.Pd, M.Ed thank you very much for guidance, suggestions, and help for this graduating paper from beginning to the end. 6. All lecturers of International Class Program IAIN Salatiga, thank you for teaching me.
vii
vii
ABSTRACT
Nilamsari, Evi. 2016. The Effectiveness of Sustained Silent Reading (SSR) and Scaffolded Silent Reading (SCSR) Strategies to Improve Students’ Reading Comprehension ( A Comparative Experimental Study of the Tenth Grade Students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016). Graduating Paper. English Department of Education Faculty IAIN Salatiga. Counselor: Hanung Triyoko, S.S, M.Hum, M.Ed This study was carried out to improve students’ reading comprehension through SSR and SCSR strategies at the tenth grade students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016. The subjects of this study were consisted of 44 students. The writer used experimental research with quantitative approach as the method of doing this research. This research was conducted on March to August 2016. In order to get the data, the writer used tests, recording, documentation and note taking to help in collecting the data. A statistical software SPSS (Statistical Package for the Social Sciences) version 17 was used for descriptive analysis of this research. Scaffolded Silent Reading and Sustained Silent Reading strategies effect the improvement of students’ reading comprehension. The data Independent Sample Statistics indicated that there was an improvement on the reading comprehension of the students who were taught through Scaffolded Silent Reading strategy and Sustained Silent Reading strategy, the mean of experimental group is 76.19 and the mean of comparison group is 62.61. It can be seen that the mean of the experimental group posttest was higher than the comparison group posttest. It also means that the achievement of the comparison group was lower than the experimental group and it can be concluded that based on the mean of the posttest and after the implementation of both strategies, Scaffolded Silent Reading strategy is more effective than Sustained Silent Reading strategy to improve students’ reading comprehension. Key Words:
Silent Reading, Sustained Silent Reading, Scaffolded Silent Reading, Reading Comprehension.
ix
TABLE OF CONTENT
TITLE PAGE ·········································································· i DECLARATION ······································································ ii ATTENTIVE COUNSELOR NOTE ··············································· iii STATEMENT OF CERTIFICATION ············································· iv MOTTO ················································································ v DEDICATION ········································································ vi ACKNOWLEDGEMENT ···························································· vii ABSTRACT ··········································································· ix TABLE OF CONTENT ······························································ x LIST OF TABLE ······································································ xiv LIST OF FIGURE ···································································· xvi CHAPTER I INTRODUCTION A. Background of the Research················································· 1 B. Problems of the Research ··················································· 6 C. Research Purposes ··························································· 6 D. Benefit of Study ······························································ 6 E. Definition of the Key Terms ················································ 7 F. Statistical Hypothesis ························································ 8 G. Thesis Organization ·························································· 9 CHAPTER II LITERACY REVIEW A. Review of Previous Research............................................................... 10
x
B. Reading ········································································· 11 1.
Definition of Reading ··················································· 11
2.
Nature of Reading Skill ················································· 12
3.
Process of Reading ······················································ 12
4.
Purpose of Reading ······················································ 13
5.
Importance of Reading ················································· 14
A. Sustained Silent Reading ···················································· 15 1. Silent reading ···························································· 15 2. Definition of Sustained Silent Reading ······························· 16 3. Implementation of Sustained Silent Reading ······················· 18 B. Scaffolded Silent Reading ··················································· 20 1. Definition of Scaffolded Silent Reading ····························· 20 2. Implementation of ScSR ················································ 22 C. Reading Comprehension ···················································· 26 1. Definition of Comprehension ········································· 26 2. Reading Comprehension Strategies ·································· 27 3. Best Practice for Teaching Strategic Reading Comprehension ··· 29 CHAPTER III RESEARCH REPORT A. Research Methodology ······················································ 33 1. Research Approach ······················································ 33 2. Research Method ························································ 34 3. Research Variable ······················································· 35 4. Population and Sample ················································· 35
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5. Sampling Technique ···················································· 37 6. Research Design ························································· 38 7. Technique of Data Collection ·········································· 42 8. Evaluation Criteria ······················································ 45 9. Technique of Data Analysis ············································ 45 B. Statistical Hypothesis ························································ 46 CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Data Presentation ................................................................................ 47 1. Comparison Group Using SSR strategy…………………………. 47 2. Experimental Group Using ScSR strategy···························· 51 B. Data Analysis ································································· 54 1. Difference Analysis of Pretest between Experimental Group and Comparison Group ················································· 55 2. Difference Analysis of Posttest between Experimental Group and Comparison Group ················································· 55 C. Finding Discussion ··························································· 56 CHAPTER V CLOSURE A. Conclusions ··································································· 62 B. Suggestions ··································································· 63 C. Recommendation ····························································· 64 REFERENCES APPENDICES
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LIST OF TABLE Table 3.1 List of X KP 1 Class as SSR COMPARISON GROUP ············· 36 Table 3.2 List of X KP 2 Class as ScSR EXPERIMENTAL GROUP ········ 37 Table 3.3 Research Design ·························································· 42 Table 3.4 Evaluation Criteria ························································ 45 Table 4.1 Classification of the Students’ Reading Comprehension in Pre-Test SSR Group ································································· 47 Table 4.2 Score of Students’ Reading Skill in Pre-Test SSR Group ·········· 48 Table 4.3 Classification of the Student’s Reading Comprehension in Post-Test SSR Group ···················································· 49 Table 4.4 Score of Students’ Reading Skill in Post-Test SSR Group ········· 50 Table 4.5 Classification of the Students’ Reading Comprehension in Pre-Test ScSR Group ················································· 51 Table 4.6 Score of Students’ Reading Skill in Pre-Test ScSR Group ········· 52 Table 4.7 Classification of the Students’ Reading Skill in Post-Test ScSR Group ······························································· 53 Table 4.8 Score of Students’ Reading Skill in Post-Test ScSR Group ········ 54 Table 4.9 Independent Sample Statistics ·········································· 55 Table 4.10 Independent Samples Test ············································· 55 Table 4.11 Independent Sample Statistics ········································· 56 Table 4.12 Independent Samples Test ············································· 56
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LIST OF FIGURE
Figure 2.1 Preparing for Reading ··················································· 21 Figure 2.2 Wide Reading Using a genre Wheel ·································· 26
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CHAPTER I INTRODUCTION
A. Background of the Research Language is a tool of communication. One of the skills is reading. Definition of reading are divided into two major types: (1) those that equate reading with interpretation of experience generally; and (2) those that equate reading with interpretation of graphic symbols. The definition of reading that has come out of the Claremont College Reading Conference fits this first category. In the Conference’s Eleventh Year book, Spencer (1946) wrote, “In the broadest sense, reading is the process of interpreting sense stimuli…Reading
is
performed
whenever
one
experiences
sensory
stimulation.” From the definition above the writer knows that this statement explain the characteristic of the student and reading the situation of student. Reading as interpretation of experience has implications for both the reading teacher and the student learning to read. Students must be readers of experience before they can become readers of graphic symbols. The student cannot read symbols without having experience – without having those experiences that give the symbol meaning. Furthermore, the second type of reading definition that equates reading with the interpretation of graphic symbols. Most definitions of reading 1
given in professional textbooks are of this second type. DeBoer and Dallmann (1960: 19) consider that reading, “involves the comprehension and interpretation of ideas symbolized by the written or printed page.” In a later book (Dallman, Rouch, Char, and DeBoer 1978: p.33), the authors note that their emphasis is on “reading as a process involving meaningful reaction to printed symbols.” Bond and Tinker (1967: 22) point out that “reading involves the recognition of printed or written symbols which serve as stimuli for the recall of meanings built up through the reader’s past experience.” Harris and Sipay (1975: 5) define reading as “the meaningful interpretation of written or printed verbal symbols.” While Gibson (1966) says that reading “is receiving communication; it is making discriminative responses to graphic symbols; it is decoding graphic symbols to speech; and it is getting meaning from the printed page.” The present writer (Dechant 1970: 19) has defined reading as “the process of giving the significance intended by the writer to the graphic symbols by relating them to one’s own fund of experience.” All these definitions of reading have certain elements in common; in particular, they all note that reading is an interpretation of graphic symbols. Reading is thus perceived as a twofold process: (1) identification of the symbols; and (2) association of appropriate meanings with them. Reading requires identification and comprehension.
2
Another aspect of reading that frequently emphasized in definitions of reading is that it is a language and communication process - the process of putting the reader in contact and communication with ideas. However, reading is much more than simple recognition of the graphic symbols. Reading is more than the mere ability to pronounce the words on the printed page, to match the written word with the spoken code, to go from the graphic code to the spoken code. Moreover, English as a foreign language has become a major subject in all educational level in Indonesia. Reading is an important activity for people in a developing country such as Indonesia, because people who have reading habit will enable their country to compete in the globalization era. As such, reading habit should be continuously promoted in Indonesia. Especially for teenager and young learner, we can start it with the elementary student to promote the reading habit to them. Literacy development, this issue is very close related to reading habit, begins in the first days of a child at home and this is a process to bring the child to reading. Parents are child’s first and most influential teachers. At the early stage, pleasurable experiences with books and stories shared, can build a strong foundation for reading, and a good life: intellectually, socially and emotionally. Ensuring all children begin life with a strong foundation for literacy and learning should be the aim of all the citizens of Indonesia.
3
We need to dispel the myth that reading skills and literacy can only be achieved through formal education in schools. In fact, there is still another side that is the role of the libraries, especially public libraries and school libraries. One of the core services of school libraries is developing and sustaining in children the habit and enjoyment of reading and learning, and the use of libraries throughout their lives. On the other hand, the writer wants to promote to students about the importance of library that can be their tool to read any kinds of books. This research focuses more on silent reading to improve students reading fluency and comprehension. Scaffolded Silent Reading and Sustained Silent Reading are the strategies that the writer wants to use it to measure student’s interest on reading, especially reading English books. According to Reutzel (2010: 129) Scaffolding Silent Reading (ScSR) is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice. Scaffolded Silent Reading (ScSR) is silent reading practice that redesigns practice conditions to deal affirmatively with past concerns and criticisms surrounding traditionally implemented Silent Sustained Reading (SSR). Based on Gardiner opinions (2005) sustained silent reading is a time during which a class, or in some an entire school, reads quietly together. 4
Students are allowed to choose their own reading materials and read independently during class time. The following statements summarize basic knowledge about the reading process. They attempt to relate what knows about reading as a language and cognitive process. 1. Encoding. The writer translates or encodes a thought, idea, or message into written symbols. 2. Decoding. The reader decodes or reconstructs the message encoded graphically by the writer. 3. Reading is a language and communication process. Statement 1 and 2 describe the interaction between the writer and the reader. They define the communicative
nature
of
reading.
Communication
and
hence
comprehension occurs when the reconstruction agrees with the writer’s intended message. From the explanation above, it is hope that Scaffolding Silent reading and Sustained Silent Reading strategies can increase students reading fluency and comprehension. By implementing those strategies, it can help both teacher and student to more enjoyable and fun while teaching and learning English class. In short, it can help student increase their reading skills. Therefore, the writer is interest to conduct the research entitled “THE EFFECTIVENESS OF SUSTAINED SILENT READING (SSR) AND SCAFFOLDED SILENT READING (ScSR) STRATEGIES TO IMPROVE 5
STUDENTS’
READING
COMPREHENSION
(A
COMPARATIVE
EXPERIMENTAL STUDY OF THE TENTH GRADE STUDENTS OF SMK BHAKTI NUSANTARA SALATIGA IN THE ACADEMIC YEAR OF 2015/2016)”. B. Problems of the Research From the explanation above, there are several problems to identify: 1. To what extent are Sustained Silent Reading (SSR) and Scaffolded Silent Reading (ScSR) strategies effective to improve students reading comprehension of the tenth grade students of SMK Bhakti Nusantara, in the academic year of 2015/2016? 2. Which one is more effective from both of strategies? C. Research Purpose The purposes of this research are as follows: 1. To find out to what extent are Scaffolded Silent Reading (ScSR) and Sustained Silent Reading (SSR) strategies effective to improve students reading comprehension of the tenth grade students of SMK Bhakti Nusantara in the academic year of 2015/2016. 2. To find out the more effective strategy from both strategies. D. Benefit of Study The writer expects the findings of this study are advantageous both theoretically and practically within educational contexts:
6
1. Theoretical benefit Theoretically, the result of this study may be useful to the teacher and student who want to increase their reading skills by those strategies and make them easier in English teaching and learning process. 2. Practical benefit Practically, the result of this study may useful for students by scaffolding can provide students to the text level for practice should be easier and then students can benefit from reading much more difficult text. 3. The result of this study was expected to be beneficial for the other researchers who want to conduct research about Scaffolded Silent Reading (ScSR) and Sustained Silent Reading (SSR) strategies. E. Definition of the Key Terms 1. Scaffolded Silent Reading (ScSR) According to Reutzel (2010: 129) Scaffolding Silent Reading (ScSR) is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice. Scaffolded Silent Reading (ScSR) is silent reading practice that redesigns practice conditions to deal affirmatively with past concerns and criticisms surrounding traditionally implemented Silent Sustained Reading (SSR). 7
2. Sustained Silent Reading (SSR) According to Gardiner (2005) sustained silent reading is a time during which a class, or in some cases an entire school, reads quietly together. Students are allowed to choose their own reading materials and read independently during class time. Most programs encourage students to continue reading outside of class and permit students to change books if they lose interest. Most important, SSR allows an adult to model the habits, choices, comments, and attitudes good readers develop. 3. Reading Comprehension According to Gaskins (1998) has identified comprehension as requiring the reader to take charge of text, task, and context variables, presumably an implicit acknowledgment that text, task, and context are all important in defining reading comprehension and can be obstacles to comprehension, while at the same time the reader is seen as the most central element. Comprehension means when a student understands what has been red and understands that the goal of reading is to construct meaning. F. Statistical Hyphothesis The statistical of the research says that: “Scaffolded Silent Reading strategy is more effective rather than Sustained Silent Reading strategy to improve students’ reading comprehension of tenth grade
8
students of SMK Bhakti Nusantara Salatiga, in the Academic Year of 2015/2016”. G. Thesis Organization This research is divided into five chapters and each chapter explains about something differently, according to the topics which are discussed. Chapter 1 is the introduction, which is, consists of the background of the study, the problem of the study, the objective of the study, the benefit of the study, definition of key term, review of related literature, hypothesis, and the outline of graduating paper. Chapter II is a theoretical review. This part presents the research result on theories or related research studies on similar field. It provides the readers' theories which they need to comprehend this present study. Chapter III is research methodology how to construct the body of this study and the data are explained here. In this session, there would be research design, samples, data collection, data instrument, and data analysis. Many data are collected and analyzed that needed by the writer. The contribution of the samples gives a numerous of objective views in acquiring the data required in this part. Chapter IV presents the data analysis. The research questions will get the answers in this chapter. The writer presents the data and the result of the pre-test and post-tests both from experimental group and comparison group.
Chapter V is closing contains the conclusion,
suggestion and recommendation for the further study. The last terms of this research are a references and appendixes. 9
CHAPTER II LITERACY REVIEW A. Review of Previous Research There are many people including teachers, linguist, researcher and academicians have been conducting several researchers related to teaching and learning reading to improve students reading skills and abilities. Those previous researcher have their own characteristic and specification on the object of the research, the research methodology that used and the research variables. In order to help the writer conduct this research, the writer read some previous researches as the literacy review. The first previous research related to the use of Scaffolding Silent Reading (ScSR) and Sustained Silent Reading (SSR) is conducted by Chandra Lorene West the student of Auburn University who graduated on August 9, 2010 with his graduating paper entitled “Secondary Students’ Reading Attitudes and Achievement in a Scaffolded Silent Reading Program versus Traditional Sustained Silent Reading”. This study explored the reading attitudes and achievement, as well as genre knowledge, of tenth, eleventh, and twelfth-grade students who participated in Scaffolded Silent Reading, Sustained Silent Reading, or a control group. In conclusion, the Scaffolded Silent Reading students improved their genre knowledge more than the Sustained Silent Reading plus control group students with a degree of statistical significance, their reading achievement was higher than the control group.
10
The second previous research conducted by Alison S. Rosseau the student of Northern Michigan University who graduated on April 26, 2012 with her graduating paper entitled “Effects of Silent Reading on Intermediate Students’ Reading Growth”. This literature review included experimental studies conducted in diverse schools among intermediate students. The researchers measured students’ reading attitudes, motivation, fluency, comprehension, and test scores. Results and conclusions indicated that silent reading is effective in increasing students’ reading attitudes. The next previous research has been conducted by Kellie Sue Birmingham the student of Wichita State University who graduated in May 2006 with her graduating paper entitled “The Effect of Sustained Silent Reading on High School Students’ Lexile Scores and Attitides Toward Reading”. This research attempted to find the relationship between the consistent practice of Sustained Silent Reading (SSR) and students’ lexile score. The researcher used a quasi-experimental with the use of pre-test and post-test on nonequivalent-groups. B. Reading 1. Definition of Reading Reading is a process that has been done and used by the readers to get information or message from text or passage or other written language. Through reading, students can enlarge their point of view of their mastery in language. Nevertheless, it is often difficult to convince the students that English text can be easily understood.
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Briefly, it can be said that reading in foreign language consists of grasping meaning in that language through its written representation (Lado, 1997: 223). From the statement above, reading is very useful for our daily life. We can read advertisement, newspaper, science and technology book, story, magazines and etc. 2. Nature of Reading Skill Reading is unnatural act, there is no neutrality designed neural mechanism for reading. So the brain however must co-opt structures designed for other purposes. As the eyes chase the words in a sentence across pages, the brain must continuously use neural system. The act of reading has become an unconscious activity; its processes are stored in a type of memory called implicit or unconscious memory. In the beginning every step is a conscious process that has to be learnt. Eventually, with a great deal of practice reading gradually becomes seamless, automatic activity which is carried out by the brain without conscious awareness. The act of reading is difficult to understand unless we break down it into component part. 3. Process of Reading Reading is composed of two main processes; decoding and comprehension. These two processes are independent from one to another, but both are necessary for literacy. Decoding involves being able to connect letter string to the corresponding unit of speech that they represent in order to make sense of print. Comprehension involves higher-order
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cognitive and linguistics such as intelligence, vocabulary and syntax which allow students to gain meaning from what they read. 4. Purpose of Reading Reading involves an interaction between specific types of text or written material. The NAEP (National Assessment of Educational Progress) present three purposes of reading: a. Reading for literacy experiences Reading for literacy involves reading literacy text such as stories, poems, fable, and historical fiction to explore human condition. b. Reading to gain information Reading to gain information involves reading informative passage in order to obtain some general or specific information. This often requires a more utilitarian to reading that requires the use of certain reading thinking strategies. In addition, reading to gain information involves reading and interpreting adjunct aids, such as chart, grapes, maps and tables that provide supplement data. Those information passage include biographies, science, articles, primary and secondary historical accounts. c. Reading to perform text Reading to perform text involves reading various types of materials for the purpose of applying the information or direction in completing a specific test the reader’s purpose for gaining meaning
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extends beyond understanding the text to include the accomplishment of certain activity. 5. Importance of Reading Testing plays a major role in a high school student’s life. Every year students must be prepared for many local and state assessments. Those that do test higher are usually those who read well. The National Assessment of Education Progress (2005:1) studied the research of Jordan and Nettles (1999) and Ludwig (1999) in addition to analyzing trends found in reading assessment of fourth and eighth grades from various sections of the nation. The NAEP concluded that “students who are competent readers, as measured by their performance on reading tests, are more likely to perform well in other subjects, such as mathematics and science. Reading achievement also predicts one’s likelihood of graduating from high school and attending college”. Tests such as the ACT and SAT are connected to very prestigious scholarships. Those that do well on those tests will have a better chance of receiving scholarships; reading well, therefore, produces an opportunity to gain a college education. The NAEP (2005) reported that those who had proficient reading skills were less likely to have difficulty finding a job. Additionally those who were able to read well-earned higher wages than those who could not read well. In order for one to be successful, then one must be educated. Kelly Gallagher (2003:13) writes that “students are human and, being
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human, seek pleasure or value. Like most people, their first thought will be,” What’s in it for me?” Unfortunately, many of our students see reading as just another assignment, something generated by the teacher”. The objective of this research is to create a strategy that can motivate students to read more and hopefully increase their comprehension of what they read. From reading students can imagine what they read and hope that from love reading they have a higher motivation to continue their study until university. Reading can be enjoyable activity if the teacher taught with the right method and fun. C. Sustained Silent Reading 1. Silent Reading The activity of reading is certainly not new to every people in this world, there are even some people who make reading as a habit. For students reading is such kind of necessity for them. Because they will use every book in all of subject they learnt. Some of students will love to read silently or loudly it depends on the situation in their environment. Basically, silent reading is done by adopting a simple principle, namely: Reading is one of the skill. As we knew, there are four skill to learn English with listening, writing, speaking and reading. There are two kinds of reading oral reading and silent reading. Oral reading is when the person read with a voices out from the mouth. While, silent
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reading is when the person read silently and the readers plays out with the imagination. There are some implementation of the silent reading which can be done both in classroom or at home: 1) Read within a specified time 2) Not interspersed with other work or subject matter in class 3) Read books and not comics that has lord of pictures 4) Make sure the students hold the book on silent reading time 5) Keep the peace by reading silently and not interspresed with conversations with people/other students 6) Take a comfartable a sitting position 7) Remain in the classroom/where we read because it will disturb others who are also being read Therefore, silent reading was originally developed to promote a love of reading while simultaneously supporting student achievement in reading (Yoon, 2002). 2. Definition of Sustained Silent Reading Sustained Silent Reading is a time during which a class, or in some cases an entire school, reads quietly together. Students are allowed to choose their own reading materials and read independently during class time. The students can continue their reading outside class and students permit to change books if they lose interest. When the writer first heard about the sustained silent reading, the sustained
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part was explained to the writer as an uninterrupted time for reading. To improve students reading ability this technique might be possible, some of students are not interest in reading. During English subject two times a week for the last 15 minutes, students can have their own time to read silently and choose their own book. Sustained Silent Reading itself defines as a reading program that allows students time in class to read anything of their choices without having a graded assignment attached to it (Hunt, 1997:281). According to above explanation, it can be inferred that Sustained Silent Reading is one of reading program or strategy that can be used to improve student reading skill that provides much practice. And for the teacher become a model for the student to love reading because teacher as a model it will determined the success of this SSR program. Besides, in SSR program students are given a choice of what they want to read. They can read anything of books except comics because comics to many draw not written text. Steve (2005:15) argues that Sustained Silent Reading is a time during which a class, or in some cases an entire school, reads quitely together. Students are allowed to choose their own reading materials and read independently during English class time. But it will be encourage if the students want to continue their reading after class and permit them to change the books if they lose interest.
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Sustained Silent Reading offers a strategy to increase student reading comprehension. It is based on the theory that the more a student reads, then the better he or she will comprehend what he or she is reading. Birmingham (2006:15) argues sustained silent reading is a strategy that sets aside time during the week to give students silent, uninterrupted reading time. Hyde, Daniels, and Zemelman (1998:31) cited by Birmingham (2006:15) argues that began to study the connection between SSR and effective teaching practice,”Effective teachers of reading provide time or silent reading every day, encourage reading for varying purposes, and develop creative ways for students to respond to literature.” As one of the reading strategy, sustained silent reading can be used to measure students reading fluency and comprehension, besides the teachers can also knew the reading interest of their students. Students has a time for themselves to read silently and sustaining themselves for at least 15 minutes and it hopes that students will become hooked on the habits of reading for a lifetime not only in the class during English class time but also when they outside class and in their free time they will love reading. 3. Implementation of Sustained Silent Reading McCracken, (1971:521) stresses that SSR is only one part of reading program and suggests that teachers who want to implement it should follow six rules:
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1) Each student must read silently Students are not allowed to read loudly, it will be held in classroom with whole student inside. Before class the students are announce to bring their own book or can borrow from the library for implement this SSR program. 2) The teacher follow to read The teacher also read the book silently inside the class. It hopes that the teacher can be a good model to students so they can follow their teacher to read silently. 3) Each student select a single book and cannot change If the students have chosen one book they cannot change it. They should finished reading until the times up. 4) A timer is used During the English class time it will be 90 minutes and SSR program will used last 15 minutes to implement it. 5) There are absolutely no reports or records of any kinds It is not like an assignment practice but sustained silent reading is a program that the teacher chooses to improve their reading and to motivate them to love reading. In this program no exercises and no assignment to do. 6) Begin with whole classes or larger groups
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All of the students will participate in this program, especially during English class for about 15 minutes they will read silently and quietly. Reutzel, Jones, Fawson and Smith (2008) argues that other teachers implement SSR by monitoring the type and the number of books students read; they may also administer assessments, keep reading checklists, and ask question or encourage student discussion about books. The implementation can be done if the teachers become a good model to their students. In fact, while the teacher read book he or she will always monitor their student in front of the class. Thus, SSR was more than just an enjoyable activity for students, but it can make an interaction between student and teacher and make the school is more fun. D. Scaffolded Silent Reading Strategy 1. Definition of Scaffolded Silent Reading According to Macquarie Dictionary scaffold mean is a temporary structure for holding workmen and materials during the erection, repair, cleaning or decoration of a building or an elevated platform on which a criminal is executed. While scaffolding definition from Macquarie Dictionary is a scaffold or system of scaffolds or the materials used for building scaffolds. In a curriculum or teaching learning process the idea of scaffold can carry the element of both dictionary definitions above. When it is used in educational contexts, many current uses of the word suggest that scaffold has become
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synonymous with support. Hence, a teacher who provides some advanced organizer to their lessons can claim to have scaffolded their students into the task.
Figure 2.1 Preparing for Reading As can be seen in figure 2.1 this part of the preparing for reading consists of a series of activities that together the support learner’s prediction skills in such a way that they can read fluently an extract from the selected text. Reutzel, Fawson, and Smith (2008:39) they define Scaffolded Silent Reading as silent, wide reading of independent level texts selected from varied genres; periodic teacher monitoring of and interaction with individual students; and accountability through completed book response assignment. The program includes book selection strategies, exposure to a wide variety of genres, assigning books at the student’s independent reading levels, teacher student conferencing, goal setting, and completion of projects. Scaffloded Silent Reading (ScSR) is silent reading practice that redesigns practice conditions to deal affirmatively with past concerns and criticism surrounding traditionally implemented Sustained Silent Reading (SSR) as stated by Reutzel (2010:129). ScSR 21
is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice. 2. Implementation of ScSR The implementation of ScSR we can do it in classroom or library. There are two choices here, the teacher made a classroom library, or the teacher used a school library. What the writer want to write is the implementation in school library. What should the teacher do is: a. Arrange the school library to support and guide students book reading choices toward approximately challenging books. Place reading materials of differing reading levels into clearly labeled shelves or plastic bins representing differing levels of reading difficulty. b. Color code the difficulty levels of books within the school library using different colors of cloth tape on the book binding or using stickers in the upper right hand corners of the covers. c. Since student receive less frequent feedback and support in ScSR than in other forms of reading practice like guided oral repeated readings with feedback, students practice reading texts they can process accurately and effortlessly at their independent reading levels (Stahl & Heubach, 2006)
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d. Teach a series of explicit book selection strategy lessons including: 1) Orient students to the school library 2) Give book talks to hook children on books 3) Select a “just right” or appropriately leveled book from the school library 4) Confirm selections of appropriate difficulty levels using the “three finger” rule. 5) ScSR time begins with a short, 5-8 minutes, teacher explanation and modeling of an aspect or element of fluent reading and/or how to apply a comprehension strategy during reading using a teacher selected text. 6) Following this brief lesson, students are dismissed from the group to select a new book or retrieve a previously selected book from the school library. 7) Provide approximately 20 minutes reading practice time each day. 8) During reading practice time, the teacher conducts Individual Monitoring Conferences (IMCs). 9) At the end of the ScSR time, students quietly return their books and reading folders to their places around the classroom or in the library. 10) Quickly transition to the next part of the daily routine.
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There were some rules in selecting an Appropriate Independent Level Book from the School Library: a. Objective: to help students learn the location and organization for leveled books in the school library b. Needed Supplies: Different colored dots on the covers of the books Different colored plastic bins or book storage boxes A poster showing the names of students and the colors of books that are their individual independent reading level c. Explanation: tell the students that soon they will be allowed to select books from the school library for their own reading, but before doing so they need to learn about how the school library is organized to support their book selections. Today they will be learning about the way the different levels of books are arranged and stored in the school library d. Modeling: seat the students in and around the library so they can see themshelves. Show them the poster with their names on the poster and the level of books that represent their independent levels. Each level of book is represented by a different colored dot on the poster that matches with the color of dots on the book storage bins and on the books inside the bins. e. Modeling: demonstrate how if you were one of the students (pick a name) you would look at the poster showing your name and
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independent reading level colored dot. Next, show where that color of bin is located on the library. Then show them how that each book also has a colored dot that is the same as on the outside of the bin. Remind them that they are to chose a book that represents one of the genres in the Genre Wheel. Demonstrate how you might select a book about Barack Obama in the bin as an example of a biography. f. Application: continue modeling with the help of one to two student role playing the selection of an appropriately leveled book with decreasing amounts of guidance from you. Tell the students to go to the library to select an appropriately leveled reading book one at a time. This will be their chance to show that they have listened and understand what you have taught them before. g. Monitoring for Success: as a teacher we only need to monitor them after taught them. h. Wide Reading: Oral wide reading from a variety of literacy genres increases motivation, fluency and comprehension (Stahl, 2004; Kuhn, 2005)
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Figure 2.2 Wide reading using a genre Wheel E. Reading Comprehension 1. Definition of Comprehension According to Gaskins (1998) has identified comprehension as requiring the reader to take charge of text, task, and context variables, presumably an implicit acknowledgment that text, task, and context are all important in defining reading comprehension and can be obstacles to comprehension, while at the same time the reader is seen as the most central element. Comprehension means when a student understands what has been red and understands that the goal of reading is to construct meaning.
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2. Reading Comprehension Strategies Edge presents seven general strategies known to promote adolescents’ reading comprehension. The strategies are ones that proficient readers use regularly and across a wide variety of texts: a. Plan and Monitor Controlling one’s mental activites it is metacognitive in nature, centering about readers’ awareness and control of their comprehension. When engaged with this strategy, youth are taught planning skills-how to preview texts and how to set a purpose for reading and make predictions. They area also taught how to clarify ideas by using fix-up strategies and how to clarify vocabulary by using context clues and other word-level fix-up strategies. b. Determine Importance Identifying essential ideas and information. This is the ability to separate the wheat from the chaff in text. Youth are taught how to identify stated and implied main ideas, how to summarize texts, and how to note the personal relevance of ideas and information. c. Ask Questions Interrogating texts for a variety of purpose, such as checking one’s understanding, querying the author about his or her writing, and discerning relationship among ideas and information within a text.
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d. Make Inferences Linking parts of texts that authors did not link explicitly. Using what one already knows to form links across sentences and paragraphs. Often known as “reading between the lines.” e. Make Connections Using what is known to enrich authors’ meaning; taking what has been learned from one’s own life experience, other texts, and cultural and global matters to deepen understandings of what the author presents. Otherwise known as “reading beyond the lines.” f. Synthesize Putting together ideas from multiple sources; deciding how ideas go together in a way that is new; figuring out how what one is reading and learning fits together in a way not thought of before. Youth are taught how to draw conclusions, form generalizations, and make comparisons across texts. g. Visualize Forming sensory and emotional images of textual contents, especially visual images. This strategy also includes an aspect specifically for teens who don’t consider themselves to be readers; the strategy of recognizing that one is having an emotional response while reading and to identify what the author did to invoke that response.
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This set of seven is based on the reading comprehension strategy research that has been reviewed at length since the early 1990s (Gersten, Fuchs, Williams & Baker, 2001; National Reading Panel, 2000; Perason, Roehler, Dole, & Duffy; 1992) and especially the research that embraces adolescent (Alvermann & Moore, 1991l Alvermann, Fitzgerald, & Simpson, 2006). There is striking agreement that low-achieving adolescent readers improve their comprehension among adolescent native English speakers as well as adolescent English language learners who struggle with reading (Short & Fitzsimmons, 2007). 3. Best Practice for Teaching Strategic Reading Comprehension The International Reading Association’s Commission on Adolescent Literacy stated succinctly,”Continual instruction beyond the early grades is needed” (Moore, Bean, Birdyshaw, & Rycik, p.3). Getting readers off to a good start certainly is crucial in the early grades, but ongoing instruction in the later grades is necessary for maintaining and, in many cases, accelerating readers’ growth. Comprehension strategies are vital components of adolescent literacy instruction. The comprehension strategy instruction in edge was designed with the following principles and practices in mind. a. Direct, Explicit Instruction Effective comprehension strategy instruction for adolescent include direct, explicit teaching (Biancarosa & Snow, 2004). Such
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instruction calls for teachers to scaffold students’ learning by guiding them a particular strategy then openly and plainly describing it. Teachers model, or demonstrate, the strategyfrequently thinking through the process aloud-to show it in action. On every before reading page in edge, the “how to” of each reading strategy is explicitly modeled, using the actual text to be read. Strategy questions during and after reading provide additional scaffolds, allowing teachers to gradually release responsibility for the use of the strategy to students, so that they can make it their own. b. Show, Don’t Tell An important part of direct, explicit instruction calls for teachers to demonstrate and explain why particular strategies are useful as well as how and when to use them (Biancarosa & Snow, 2004). In the edge, every strategy has explicit step-by-step explanations of how to perform the strategy. The explanations are tailored to fit youths’ funds of general knowledge and facility with everyday strategic thinking. In every instance the explanatory steps contain model response so youth actually see an example of what is being emphasized; no step is merely mentioned.
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c. Connect Reading to Students’ Lives and Their Out-of School Literacies We know that youth come to school with substantial funds of everyday knowledge acquired from their families, communities, peers, and popular culture (Mojo, et al., 2004). In effective secondary schools, teachers regularly form webs of connections between this knowledge and the lesson being taught (Langer, 2002). Teachers overtly point out these connections and invite students to make their own. Every strategy introduction for an example “how to read short story” begins with an inductive learning experience, in which students are able to connect the skills and processes involved in the reading strategy to something they already know how to do in their everyday lives,”connect reading to your life” shows students who may have negative opinions about their abilities as readers that they really do have valuable cognitive abilities that they can bring to bear on texts. d. Focused Instruction Focusing comprehension strategy instruction- one strategy at a time-guards against overwhelming students ( Nokes & Dole, 2004).
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A noteworthy feature of edge in focus on a single reading strategy in each unit. Throughout each unit students have multiple, varied opportunities to develop expertise with a particular strategy. e. Promote Transfer Across Genres A time-honored findings among researchers is that the characteristics of various genres present readers varying challenges (Jetton & Alexander, 2004; Moore, Readence, & Rickleman, 1983; RAND Reading Study Group, 2002). Strategies for reading fiction in an English/language arts class do not travel well to reading algebra in mathematic class. f. Encourage Cognitive Collaboration Bringing students together to work through comprehension tasks is another effective practice (Applebee, Langer, Nystrand, & Gamoran, 2003; Greenleaf, Schoenbach, Cziko & Mueller, 2001). Youth team with others, mixing perspective and insights to solve problems. They converse in the form of a dialogue, with speakers responding to what one another said. Thinking is aloud/allowed. Among other things, youth think and talk about the ways they apply comprehension strategies to particular texts.
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CHAPTER III RESEARCH METHODOLOGY A. Research Methodology 1. Research Approach Research approaches in education (and the other social sciences) are often divided into two main types: quantitative and qualitative approaches. This research is included in quantitative research. Aliaga and Gunderson, (in Muijs, 2004) stated that quantitative research is explaining phenomena by collecting numerical data that are analysed using mathematically based methods (in particular statistics). Collecting data in quantitative educational research, the data was collected from someone or something. The people or things (e.g. schools) the data collection on or from are known as units or cases. The data that are collecting from these units are known as variables. Variables are any characteristic of the unit we are interested in and want to collect (e.g. gender, age, self-esteem). The name variable refers to the fact that this data will differ between units.In a quantitative research the data collected are the relevant data (for example, parental income and school achievement) and use statistical techniques to decide whether or not to reject or provisionally accept the hypothesis. Accepting a hypothesis is always provisional, as new data may emerge that causes it to be rejected later on. In addition, a quantitative research was divided into two types. The first type is experimental research and the second one is non-experimental research. 33
Based on the paradigm above, the writer was conducted the research as an experimental research with a quantitative approach. 2. Research Method In this research the writer used the comparative experimental study that focused on the reading problem of the tenth grade students of SMK Bhakti Nusantara. Besides, the writer used the experimental research as the additional method. Further, experiments are often used precisely because such random allocation is not possible or practical. Typically, the experimental group will be decided by which settings (e.g. schools, classrooms, factories) have volunteered or been selected to be part of the intervention. That is why, in this research, the researcher chose the class by using purposive sampling technique and the consideration from English teacher of the research place. Therefore, rather than randomly allocating, we will have to choose a control group that is as similar to the experimental group as possible. Because we are not using random allocation, we call this control group the comparison group as it is not a pure control group (Muijs, 2004: 27). In order to retain the advantages of experimental designs (control over the environment) as much as possible, it is crucial to ensure that the experimental and comparison groups are as similar as possible. This is not an easy thing to do, because the number of variables that may affect outcomes in educational settings is substantial. Therefore the best we can do is think
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carefully about what factors can affect our outcomes and try to match the settings with these factors as far as we can. 3. Research Variable A variable is any characteristic that is not always the same-that is any characteristic that varies (Wallen and Fraenkel, 1991:31). Variable can be classified in several ways, one way is to distinguish between variable which is measured and which is categorical. Measured variable is the variable that can be measured. Categorical variable is the qualitative variable that explains the kind, shape of variable. Two other types of variables are dependent and independent variable. Independent variable is a variable that affects (presumed to affect) the dependent variable under study. While dependent variable is the variable that can be influenced by other variable.So, in this research the independent variables are Scaffolded Silent Reading and Sustained
Silent
Reading.
While,
dependent
variable
is
reading
comprehension. 4. Population and Sample Population is defined as overall object of research target (Kasiram, 2010:257). The population of this research is the tenth grade students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016. There are 4 classes and each class has different member of student. Therefore, there are 70 students in total.
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According to Gay in Yount (2006:7-1), sample is a group of subjects for study in such a way that the individuals represent the larger group from which they were selected. Therefore, the samples of this research are X KP 1 as the comparison group using SSR program and X KP 2 as the experimental group using ScSR program. There are 23 students in X KP 1 class and 21 students in X KP 2 class. The data respondents in this research presented on the table 3.1 and table 3.2 below: Table 3.1 List of X KP 1 Class as SSR COMPARISON GROUP NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
NIS 15002 15071 15008 15010 15011 15013 15017 15021 15022 15023 15032 15033 15040 15041 15042 15050 15051 15052 15057 15058 15060 15063
NAME Airin Luffi Febriyanti Amalia Charisma Agusta Azka Nadiya Bety Wulan Larassati Citra Armita Sari Dewi Rizky Ananda Eni Dwi Jayanti Hera Ayuk Marsela Ika Melinda Suharningsih Ika Olivia Mila Kusumawati Miya Dwi S Novita Dewi Indriani Nur Ayni Nur Ayu Hidayati Ria Ayu Utami Rika Anggun Melasari Rilia Anindita F Shinta Pratiwi Siti Nur Fatimah Tamara Anugraini R Wahyu Herawati
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23
15068
Windi Lestyowati
Table 3.2 List of X KP 2 Class as ScSR EXPERIMENTAL GROUP
S a m p l
NO 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21
NIS 15005 15006 15007 15015 15018 15019 15020 15024 15025 15028 15035 15037 15038 15044 15047 15054 15055 15061 15062 15067 15070
NAMA Anika Nugraningsih Arsita Diah Dwi Christina Aulia Wahyu Hidayah Dwi Pratiwi Erma Aprilia Sari Ervina Dwi Sagita Fransisca Widya Pratiwi Intan Ayu Suryani Indah Ayu Wulandari Lea Pratiwi Kusuma Mutmainah Neilis Sangadatir R Novelliya Setia Nurani Nurul Khoriyah Priscilla Veronika Rahayu Rista Destia Rumiyatun Veronika Kumala N Vieka Lutfiyanti Zidni Fulki Nurfatkham Ars Maulana Widya Sari
i 5. Sampling Technique According to Gay in Yount (2006:7-1) Sampling is the process of selecting a group of subjects for a study in such a way that the individuals represent the larger group from which they were selected.
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The sample of this research is two classes in the first grade students of SMK Bhakti Nusantara Salatiga in the academic year of 2015/2016 chosen purposely using Purposive sampling. Purposive sampling is a sampling technique with particular consideration, for example by specifying specific criteria to be selected to the sample (Prasetyo and Jannah, 2005”135). Usually, in order to select a sample with purposive sampling the writer chooses a sample by selecting people who really know or have competence with the researcher topic. In this research, the writer used purposive sampling to choose the sample according to the English teacher’s recommendation. The English teacher in SMK Bhakti Nusantara Salatiga who teaches English for the first grade students is Mrs. TrimaRofianti. She recommends X KP 1 class as the comparison group using SSR program because some of the students in that class lose their interest in reading books. The teacher recommends using that class as the comparison group using SSR program with expectation that SSR program can help them to improve their reading skill. The teacher also recommended X KP 2 as the experimental class using ScSR program because some of the students in that class have same reading ability with the previous class. 6. Research Design The steps that were done by the writer (SAS, 2005): a.
Review pertinent literature to learn what has been done in the field and to become familiar enough with the field. The best ideas often cross 38
disciplines and species, so a broad approach is important. For example, recent research in controlling odors in swine waste has exciting implications for fly and nematode control. b.
Define the objectives and the hypotheses that are going to test. A good hypothesis is: 1) Clear enough to be tested 2) Adequate to explain the phenomenon 3) Good enough to permit further prediction 4) As simple as possible
c.
Specify the population on which research is to be conducted.
d. Evaluate the feasibility of testing the hypothesis. One should be relatively certain that an experiment can be set up to adequately test the hypotheses with the available resources. e. Select Research Procedure: 1) Selection of treatment design. It is very crucial and can make the difference between success and failure in achieving the objectives. Should seek help of a statistical resource person (statistician) or of others more experienced in the field. Statistical help should be sought when planning an experiment rather than afterward when a statistician is expected to extract meaningful conclusions from a poorly designed experiment. In this step the researcher decided to use two kinds of 39
treatments/inferences; they are Scaffolded Silent Reading and Sustained Silent Reading. 2) Selection of the sampling or experimental design and number of replicates. This is the major topic of this course so this will not be discussed further other than to comment that in general one should choose the simplest design that will provide the precision you require. 3) Selection of measurements to be taken. With the computer it is now possible to analyze large quantities of data and thus the researcher can gain considerably more information about the crop, etc. than just the effects of the imposed variables on yield. 4) Control of border effects or effects of adjacent units on each other or "competition". Proper use of border rows or plants and randomization of treatments to the experimental units helps minimize border effects. Proper randomization of treatments to the experimental unit is also required by statistical theory so be sure this is properly done. 5) Probable results: Make an outline of pertinent summary tables and probable results.
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Using information gained in the literature review write out the results you expect. Essentially perform the experiment in theory and predict the results expected. f. Make an outline of statistical analyses to be performed. g. Selection of suitable measuring instruments and control of bias in data collection: Measuring instruments should be sufficiently accurate for the precision required. h. Install experiment: Care should be taken in measuring treatment materials (fertilizers, herbicides, or other chemicals, food rations, etc.) and the application of treatments to the experimental units. i.
Collect Data: Careful measurements should be made with the appropriate instruments. It is better to collect too much data than not enough.
j. Make a complete analysis of the data: Be sure to have a plan of analysis. k. Finally, prepare a complete, correct, and readable report of the experiment. This may be a report to the farmer or researcher or an extension publication. There is no such thing as a negative result. If the null hypothesis is not rejected, it is positive evidence that there may be no real difference among the treatments tested. In summary, you should remember the 3 R's of experimentation: 1. Replicate: This provides a measure of variation (an error term) which is used in evaluating the effects observed in the experiment. This is the only
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way that the validity of your conclusions from the experiment can be measured. 2. Randomize: Statistical theory requires the assignment of treatments to the experimental units in a purely random manner. This prevents bias. 3. Request Help: Ask for help when in doubt about how to design, execute oranalyze your experiment. Not everyone is a statistician, but should know the important principles of scientific experimentation. Be on guard against common pitfalls and ask for help when you need it. Do this when planning an experiment, not after it is completed. Then, the design of the research that the researcher did in the class was described in the following figure: Table 3.3 Research Design No. 1. 2. 3. 4. 5. 6. 7.
Experimental Group Giving pre-test Calculating the pre-test score Concluding the result of the pretest Intervention Giving post-test Calculating the post-test score Concluding the result of the post-test
Comparison Group Giving pre-test Calculating the pre-test score Concluding the result of the pretest Intervention Giving post-test Calculating the post-test score Concluding the result of the post-test
7. Technique of Data Collection In order to get the data, the writer uses tests, recording, documentation and note taking describes as follows:
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a. Test In order to collect the data, the writer gives tests which consist of pre-test and post-test after the treatment. 1) Pre-test Pre-test is given before the research is conducted. It is given to both SSR experimental group and ScSR experimental group. Pre-test is administrated to know the students’ reading ability overall. 2) Treatment After giving pre-test, the both clasess are given the treatment. 3) Post-test In the end, the writer gives post-test to both experimental groups. Post-test is administrated to know whether there is significant difference before and after the treatment. b. Observation To help the writer analyze the data, the writer also observes the students while they are studying in the class. The writer observes the first grade students of SMK Bhakti Nusantara Salatiga because the writer also taught in that school. It is intended to know how well they understand the material and their reading ability. The writer also asks an observer to observe the writer’s performance in teaching reading whether SSR experimental group or ScSR experimental group while this research is
43
conducted. The observer helps the writer to give advice and suggestion toward the writer’s performance. c. Recording The writer also records the activities in the class and library while this research is conducted. The writer asks the observer to record the student’ and writer’ activity in the class and library. It is intended to review the students’ reading performance.The writer also made an interview to the students to measure students participation during the learning both strategies. d. Documentation The writer also uses documentation as the method of collecting the data in this research. According to Muijs (2004) documentation is a method used to find the data related, by using book, transcript, newspaper, magazine, ancient inscription, notes of a meeting, agenda, etc. the documentation is done by taking the picture while the writer taught the SSR experimental class and ScSR experimental class. The writer also collects some documents by asking the staff administration related to the school’s profile. It is intended to collect the document related to the object and place of this research. e. Note Taking The writer also takes some note to collect the data. It is intended to know which one of the students’ who are interest in reading and who are 44
not interest in a reading. This technique will help the writer to know the students’ need and help the writer to give a feedback after that. 8. Evaluation Criteria The evaluation criteria of Reading comprehension was presented as follow: Table 3.4 Evaluation Criteria Score Interval 90-100
Clasification Very good
70-80
Good
50-60
Fairly Good
30-40
Poor
10-20
Very poor
Category If the students can answer almost of the questions. If the students can answer correctly more than half of the questions. If the students can answer good enough of the question If the students can’t answer correctly more than half of the questions. If the students can't answer almost of the questions.
9. Technique of Data Analysis To analyze the result of the data from pre-test and post-test, the writer used the following steps: a. Scoring the students’ test In this step, the writer scores the result from the pre-test and posttest from both experimental groups. The writer uses 1-100 point scale to measure the students’ answer in reading text. b. Calculate the Result of the text
45
A statistical software SPSS (Statistical Package for the Social Sciences) version 17 was used for descriptive analysis of this research. Descriptive statistics, such as the mean, SD (standard deviation), the range, variance, maximum and minimum values, etc., which are generated by using descriptive analysis method of SPSS software, provide a convenient way of summarizing and interpreting data results (Gray, 1997).
The
researcher would analyze the difference of the score of pretest and posttest of the experimental group and the comparison group. The data would be alalyzed by using Independent Sample Test. This kind of analysis was used to find whether there is a significant difference between two different variables or not. B. Statistical Hyphothesis The statistical of the research says that: “Scaffolded Silent Reading strategy is more effective rather than Sustained Silent Reading strategy to improve students’ reading comprehension of tenth grade students of SMK Bhakti Nusantara Salatiga, in the Academic Year of 2015/2016”.
46
CHAPTER IV ANALYSIS AND DISCUSSION
A. Data Presentation In the previous chapter, it has been explained that the result of this research, analyze in numeral form. Those data described the improvement of students’ reading comprehension through SSR and ScSR strategies. The writer listed the students’ scores in pre-test and post-test. The result of the research presented as follows: 1. Comparison Group Using SSR strategy a. Pre-Test In the pre-test, the students were given the 20 questions to be answered. They weregiven for about 40 minutes to answer all of the questions. The result of the pre-test can be seen on the table below: Table 4.1 Classification of the Students’ Reading Comprehension in PreTest SSR Group Classification Score Frequency Percentage 90-100 Very Good 70-80 Good 50-60 5 Fairly Good 21.74% 30-40 18 Poor 78.26% 10-20 Very Poor N= 23 Total 100%
The percentage was counted using this formula: Frequency N
X 100%
47
In the above table 4.1, there are 23 respondents in this research before given treatment. From all of the respondents, there are only 5 students (21.74%) who get fairly good score and there 18 students (79.26%) who get poor score. The detail of the students’ score on the pre-test presented on the table below: Table 4.2 Score of Students’ Reading Skill in Pre-Test SSR Group No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Respondent R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23
Score 30 40 50 30 30 40 30 40 40 30 30 40 50 40 50 50 30 40 30 40 50 40 30
Based on the table 4.2, it can be seen that most of the students get poor score. There are 18 students who get score with rate
48
between 30-40 points. And only 5 students who get fairly good score. It can be concluded that most of students’ reading ability before given treatment in SSR experimental group is fairly good, which is the students are lost interest in reading and need teacher model to guide them to love reading. b. Post-Test After giving pre-test, the experimental group using SSR strategy was given treatment for about 8 meeting to read silently in 15 minutes at their classes. The students were asked to read their own book that they interest to read. They available to choose their own English text book while English class. Before the class was started the teacher and the students would sit together in the classroom and then read silently in 15 minutes. After 8 meeting they began to love reading and look more enjoyable. In the post-test, the students were given 20 questions to be answered with the same level of reading text while pre-test. The result of the post-test can be seen on the table below: Table 4.3 Classification of the Student’s Reading Comprehension in PostTest SSR Group Classification Score Frequency Percentage 90-100 Very Good 70-80 Good 9 39,13% 50-60 Fairly Good 14 60,87% 30-40 Poor 10-20 Very Poor N=23 100%
49
The percentage was counted using this formula: Frequency N
X 100%
In the above table 4.3, there are 23 respondents in this research after given treatment. From all of the respondents, there are 9 students (39,13%) who get good score, 14 students (60.87%) who get fairly good score. The detail of the students’ score in the post-test presented on the table below: Table 4.4 Score of Students’ Reading Skill in Post-Test SSR Group No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
Respondent R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22
50
Score 60 70 70 70 60 70 60 80 70 60 50 50 60 70 60 80 50 50 70 50 60 60
23
R23
60
Based on the above table, it can be seen that most of the students get fairly good score. There are 2 students get 80,7 students get 70 score, 9 students get 60 score, 5 students get 50 score.
2. Experimental Group Using ScSR strategy a. Pre-test In the pre-test, the students were given the 20 questions to be answered. They were given for about 40 minutes to answer all of the questions. The result of the pre-test can be seen on the table below: Table 4.5 Classification of the Students’ Reading Comprehension in Pre-Test ScSR Group Classification Score Frequency Percentage 90-100 Very Good 70-80 2 9.53% Good 50-60 8 38.09% Fairly Good 30-40 11 52.38% Poor 10-20 Very Poor N=21 100% Total
In the above table 4.5, there are 21 respondents in this research as the experimental group using ScSR strategy. From all of the respondents, there are 2 students (9.53%) who get good score, 8 students (38.09%) who get fairly good score and 11 students (52.38%) who get poor score. The detail of the students’ score on the pre-test presented on the table below:
51
Table 4.6 Score of Students’ Reading Comprehension in Pre-Test ScSR Group No Respondent Score R1 1 R2 2 R3 3 R4 4 R5 5 R6 6 R7 7 R8 8 R9 9 R10 10 R11 11 R12 12 R13 13 R14 14 R15 15 R16 16 R17 17 R18 18 R19 19 R20 20 R21 21
40 40 50 30 30 50 50 40 30 40 60 40 40 70 50 50 70 40 50 40 50
Based on the above table, it can be seen that most of the students get good score. There are 2 students who get 70 score, 1 student who get 60 score, 7 students who get 50 score, 8 students who get 40 score and 3 students who get 30 score. It can be concluded that most of the students’ reading ability in this group is good. b. Post-test After giving pre-test, the experimental group using ScSR strategy was given treatment for about 8 meeting to read silently in 15 minutes at their classes. The students were asked to read the book that
52
has been chosen by the teacher and they should finish reading their books. They were available to take a note and ask to teacher or they were available if they want to practice their reading in front the teacher. Before the class was stted the teacher and the students would sit together in the classroom and then read silently in 15 minutes. After 8 meeting they began to love reading and look more enjoyable in reading. In the post-test, the students were given 20 questions to be answered with the same level of reading text while pre-test. The result of the post-test can be seen on the table below: Table 4.7 Classification of the Students’ Reading Comprehension in PostTest ScSR Group Classification Very Good Good Fairly Good Poor Very Poor Total
Score 90-100 70-80 50-60 30-40 10-20
Frequency 3 17 1 N=21
Percentage 14,29% 80.95% 4.76% 100%
Based on the above table, there are 21 respondents in this research as the experimental group using ScSR strategy in the posttest. From all of the respondents, 3 students (14,29%) get very good, 17 students (80.95%) who get good score and 1 student (4.76%) who get fairly good score. The detail of the students’ score on the post-test presented on the table below:
53
Table 4.8 Score of Students’ Reading Comprehension in Post-Test ScSR Group No Respondent Score R1 1 R2 2 R3 3 R4 4 R5 5 R6 6 R7 7 R8 8 R9 9 R10 10 R11 11 R12 12 R13 13 R14 14 R15 15 R16 16 R17 17 R18 18 R19 19 R20 20 R21 21
80 80 90 70 70 80 70 80 60 70 80 80 70 90 70 70 90 70 80 80 70
Based on the table above, it can be seen that 3 students get 90, 8 students get 80, 9 students get 70 and 1 student 60 score. B.
Data Analysis In order to know the effectiveness of SSR and ScSR strategies to improve students reading skill, the writer compared the mean both from experimental groups from pre-test and post-test. If the mean improve on pre-test and post-test, than it assumed that the students’ reading skill also improve.
54
1.
Difference Analysis of Pretest between Experimental Group and Comparison Group The following Table 4.9 and Table 4.10 shows the difference means of the result of Experimental Group and Comparison Group.
Table 4.9 Independent Sample Statistics Group Statistics Group Score Experiment Comparison
N 21 23
Std. Mean Deviation 45.71 11.212 38.26 7.777
Std. Error Mean 2.447 1.622
Table 4.10 Independent Samples Test Independent Samples Test Levene's Test for Equality of Variances F
Sig.
t-test for Equality of Means t
df
Sig. (2Mean Std. Error tailed) Difference Difference
Pretest Equal variances assumed
2.102 .155 2.581
42
.013
7.453
2.888
Equal variances not assumed
2.539
35.24 6
.016
7.453
2.935
Table 4.9 describes that the mean of the pretest in the experimental group was 45.71 and the mean of the pretest in the comparison group was 38.26. 2.
Difference Analysis of Posttest between Experimental Group and Comparison Group The following Table 4.11 and Table 4.12 shows the difference means of the result of Experimental Group and Comparison Group
55
Table 4.11 Independent Sample Statistics Group Statistics Group Score
N
Mean
Std. Deviation
Std. Error Mean
Eksperimental
21
76.19
8.047
1.756
Comparison
23
62.61
9.154
1.909
Table 4.12 Independent Samples Test Independent Samples Test Levene's Test for Equality of Variances
F Post Test
Equal variances assumed
.247
Sig.
t-test for Equality of Means
t
df
Mean Std. Error Sig. (2- Differenc Differenc tailed) e e
.622 5.205
42
.000
13.582
2.609
5.237
41.94 7
.000
13.582
2.594
Equal variances not assumed
Table 4.11 shows that the mean of the posttest in the experimental group was 76.19 and the mean of the posttest in the comparison group was 62.61. C. Finding Discussion According to the result of the pretest, it can be concluded that the students need a treatment dealing with the reading comprehension improvement. Both of the groups showed that most of the students are in the level of poor and fairly good. It means that their score was around 50 up to 60 or under. Based on the pretest result of the experimental group there are 11 of the students were in the level of “poor”. It means 52,38 % of the total of the
56
students, and 8 students were in the level of “fairly good”. It means 38,09 % of the total of the students and the rest was in the level of good. It also means that only 2 students or 9,53 % from the total of the students were in the level of good,. While in the comparison group, there are 5 students (21.74%) who get fairly good score and there 18 students (79.26%) who get poor score. It means that the students reading comprehension was still low and need to be improved Based on the data above; it could be compared between the result of the experimental group pretest and comparison group pretest. Most of the student in both of the group had a poor. Even though, it could be seen that the students of the experimental group had a better level. It has 2 students who were in the level of “good”. It means 9,53 % from the total of the students. But still, the achievement of the students in the both group was under the level of the “average”. So, it could be concluded that an intervention was needed. The next result was the result of the posttest in the experimental group and comparison group. The result showed that many of the students were in the level of “good” and “fairly good”. In the experimental group posttest 3 students or 14.29 % from the total of the students were in the level of “very good”. Then, 17 students or 80.95 % from the total of the students were in the level of “good”. There is only one student that is left in the “fairly good” level or it means 4.76 % from the total of the students. Meanwhile, in the comparison group, there were 9 students who were in the level of “good”. It means 39.13 % from the total of the students. Then, the rest were 14 students
57
or 60,87 % who were left in the level of “fairly good. Based on the data above the researcher concluded that there was an improvement in both groups. It could be seen from the percentage of the score distribution of both groups. In the experimental group, 14,29% of the students had reached the “very good” level and 80.95% of the students had reached “good” level, and 4.76% were in the level of “fairly good”, while in the comparison group, 39,13% of the students had reached the “good” level, 60,87% of the students had reached the “fairly good” level. So, it could be concluded, that there was an improvement of their reading achievement, and their improvement was then tested by using Independent Sample Test. Based on the result of the calculation of table 4.9, the mean of the experimental group pretest and comparison group pretest is different. The mean of experimental group is 45.71 and the mean of comparison group is 38.26. It means that since in the beginning there was a difference achievement between experimental group and comparison group. Then, by observing the value of t obtained, it can be seen that t obtained was higher than t table (2.581 ≥ 2.018). It means that the difference was significant. When, the value of the t obtained was higher than t table it also means that the Null Hypothesis was rejected. So, it can be conclude that since in the beginning Scaffolded Silent Reading and Sustained Silent Reading are not equally effective to improve students’ reading comprehension of the tenth grade students of SMK Bhakti Nusantara Salatiga in the Academic Year of 2015/2016.
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Based on Table 4.11 the mean of experimental group is 76.19 and the mean of comparison group is 62.61. So, it can be seen that the mean of the experimental group posttest was higher than the comparison group posttest. It also means that the achievement of the comparison group was lower than the experimental group. It can be concluded that based on the mean of the posttest and after the implementation of both strategies, Scaffolded Silent Reading strategy is more effective than Sustained Silent Reading strategy to improve students’ reading comprehension and the difference mean of both strategies is significant. Further, based on the discussion above it can be seen that Scaffolded Silent Reading strategy is more effective than Sustained Silent Reading strategy in improving students’ reading comprehension. Theoretically, Scaffloded Silent Reading (ScSR) is silent reading practice that redesigns practice conditions to deal affirmatively with past concerns and criticism surrounding traditionally implemented Sustained Silent Reading (SSR) as stated by Reutzel (2010:129). ScSR is intended to provide students with necessary
support,
guidance,
structure,
appropriate
text
difficulty,
accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice. It is proved in this research also that Scaffolded Silent Reading can improve student’s reading comprehension of tenth grade student of SMK Bhakti Nusantara. This strategy is firstly introduced to them. In the first meeting with the both group, the writer explained to them what do ScSR and
59
SSR means. The writer also gave the explanation of how to practice SSR and ScSR. Then, in the next meeting, the students began to read silent, and in the final meeting they used to read by their own interest and wants. Besides, this strategy had been used by them in another subject such as History subject, Biology subject, and so on. So, they had been very familiar with this strategy. They even could use this strategy without writer’s guidance. It was a fact that Indonesian students or SMK Bhakti Nusantara students was familiar with this strategy not only in English subject, but also in another subject. Furthermore, based on the writer observation during the research, the writer can concluded that the ScSR class could attend every step of practising this strategy. They could understand well that the teacher scaffold student appropriate book selection strategies. Moreover, students are assigned by the teacher to read texts at their independent reading level and the final goal is to foster student motivation to read. Meanwhile, the writer observed that the SSR class could attend every step of practising this strategy also. They regard the teacher as the model for students silent reading of self slected book. But, this strategy encourage student to choose reading materials freely, while the final aim is the same as ScSR; to foster student motivation to read. Finally, the writer also found the some difficulties in practising SSR they are no teacher guidance for students about how to select appropriately challenging texts to read, poor monitoring of students during the time allocated for reading practice, little or no teacher interaction with students around reading texts and no student accountability, purposes, or goals for the
60
time spent in reading practice. But, the writer also found the easy of practising SSR that the teacher preparation was not to compleceted, teacher should not prepare the book that should be read. But, it becomes teacher difficulties in practising ScSR. While still there are some easy of practising ScSR they are there were teacher guidance for students about how to select book, good teacher monitoring during the reading practice, there were teacher interaction with student around reading texts and there were student accountability in reading practice.
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CHAPTER V CLOSURE
A. Conclusion In this last chapter, the writer presents some conclusions on several points of views of implementing Sustained Silent Reading (SSR) and Scaffolded Silent Reading (ScSR) strategies to improve students’ reading comprehension. From the result of observation and test, the writer concluded that: 1. Scaffolded Silent Reading and Sustained Silent Reading strategies effect the improvement of students’ reading comprehension. The data Independent Sample Statistics indicated that there was an improvement on the reading comprehension of the students who were taught through Scaffolded Silent Reading strategy and Sustained Silent Reading strategy, the mean of experimental group is 76.19 and the mean of comparison group is 62.61. So, it can be seen that the mean of the experimental group posttest was higher than the comparison group posttest. It also means that the achievement of the comparison group was lower than the experimental group. It can be concluded that based on the mean of the posttest and after the implementation of both strategies, Scaffolded Silent Reading strategy is more effective than Sustained Silent Reading strategy to improve students’ reading comprehension and the difference mean of both strategies is significant.
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2. The second conclusion is that the Scaffolded Silent Reading (ScSR) strategy is more effective than Sustained Silent Reading (SSR) strategy. It can be seen from the percentage of pre-test and post-test that the students who were taught using ScSR show greater improvement that most of them get a good and very good score. B. Suggestion Based on the result of this research, the writer has some suggestions dealing with teaching reading comprehension. The first suggestion is purposed for English teachers. It is important for them pay attention to students’ reading skill, so that the teaching learning activities can focus on four English skills and one of them is reading. Then, the teachers also need to choose the best strategy in teaching English reading comprehension based on the ability of the students, the facilities in the class, the duration that is provided and so on. The second suggestion is purposed for the students. They must consider that they are English as a Foreign Language (EFL) learner. So, they must be serious in joining the activities in the class. Based on the research, some students who do not like English cannot maximally do the activities in the class. But, after this research some student look like they are more like to read and the existence of the school library look very useful to them. The next suggestion is purposed for the next researcher about reading comprehension. It is important to know that there are still many strategies that can be used in
63
teaching reading. So, the writer suggests to the next researcher to observe the other strategies and try to find weather those strategies effective or not. C. Recommendation The writer would like to give a recommendation to all of the teachers and students of English Department that from reading we can explore and we can know many things on it. Besides, if reading becomes our habit it will be more enjoyable. Finally, the writer hope that the finding of this research can motivate students to love reading more and can develop our English Department library.
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REFERENCES
Allen, J. (1995). It’s never too late: Leading adolescents to lifelong literacy. Portsmouth, NH: Heinemann. Axford Beverley. (2009). Scaffolding Literacy an integrated and sequential approach to teaching reading, spelling and writing. Victoria: by ACER Press, an imprint of Australian Council for Educational Research Ltd Bryan, G., Fawson, P. C., & Reutzel, D. R. (2003). Sustained silent reading: Exploring the value of literature discussion with three non-engaged readers. Reading Research and Instruction, 43(1), 47-73. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. In N. L. Gage (Ed.), Handbook of research on teaching (pp. 1-76). Chicago: Rand-McNally. Campbell, R. (1989). The teacher as a role model during sustained silent reading (SSR). Reading, 23(3), 179-183. Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks: Sage Publications. Dwyer, E. J., & Reed, V. (1989). Effects of sustained silent reading on attitudes toward reading. Reading Horizons, 29, 283-293. Gardiner, Steve. (2005). Building Student Literacy through Sustained Silent Reading. United State of America: by ASCD. Guthrie, J. T., & Anderson, E. (1999). Engagement in reading: Processes of motivated, strategic, knowledgeable, social readers. In J. T. Guthrie & D. E. Alvermann (Eds.) Engaged reading: Processes, practices, and policy implications (pp. 17-45). New York, NY: Teachers College Press. Hiebert, E. H. (2006). Becoming fluent: Repeated reading with scaffolded texts. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about fluency instruction (pp. 204-226). Newark, DE: International Reading Association. Hiebert, E.H., & Reutzel, D.R. (Eds.). (2010). Revisiting silent reading: New directions for teachers and researchers. Newark, DE: International Reading Association.
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Kothari, C.R. (2004). Research Methodology: Method and Technique. New Delhi: by New Age International (P) Ltd., McCracken, R. A. (1971). Initiating sustained silent reading. Journal of Reading, 14(8), 521-524, 582-583. McCracken, R. A., & McCracken, M. J. (1978). Modeling is the key to sustained silent reading. Reading Teacher, 31, 406-408. Muijs, D. (2004). Doing Quantitative Research in Education with spss. London: SAGE Publications. Pearson, P. D., Roehler, L. R., Dole, J. A., & Duffy, G. G. (1992). Developing expertise in reading comprehension. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed., pp. 145–199). Newark, DE: International Reading Association. Pilgreen, J., & Krashen, S. (1993). Sustained silent reading with English as a second language high school students: Impact on reading comprehension, reading frequency, and reading enjoyment. School Library Media Quarterly, 22(1), 21-23. Reutzel, D. R., Fawson, P. C., & Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory study of scaffolded silent reading. The Journal of Educational Research, 102(1), 37-50. Reutzel, D. R., Jones, C. D., Fawson, P. C., & Smith, J. A. (2008). Scaffolded silent reading: A complement to guided repeated oral reading that works! The Reading Teacher, 62(3), 194-207. Rowell, C. G. (1972). An attitude scale for reading. The Reading Teacher, 25(5), 442-447. Taylor, Stanford.E. (2011). EXPLORING SILENT READING FLUENCY Its Nature and Development. United State of America: by CHARLES C THOMAS • PUBLISHER, LTD. Widdowson, D. A. M., & Dixon, R. S. (1996). The effects of teacher modeling of silent reading on students‘ engagement during sustained silent reading. Educational 131 Psychology, 16(2), 171-180. Yoon, J. (2002). Three decades of sustained silent reading: A meta-analytic review of the effects of SSR on attitude toward reading. Reading Improvement, 39, 186-195.
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APPENDICES
CURRICULUM VITAE
Name
: Evi Nilamsari
Student Number : 113 11 050
Education
Date of Birth
: January 8th, 1992
E-mail
:
[email protected]
Telp
: +6285725014074
:
1. Primary School
: SDN Sidorejo Lor 07 Salatiga
2. Senior High School
: ITTC Darussalam Gontor for Girls 1 Ngawi
3. Underghraduate
: English Education Department of Teacher
Training and Education Faculty of State Institute for Islamic Studies
DAFTAR NILAI SKK NAMA
: Evi Nilamsari
NIM
: 113 11 050
FAKULTAS : FTIK JURUSAN
: TBI
DOSEN PA : Setia Rini, M.Pd. NO NAMA KEGIATAN 1. Orientasi 2 Pengenalan Akademik Dan Kemahasiswaan 2. Seminar 3 Enterpreneurship dan Koperasi 3. Kunjungan 4 ke Kampung Percik Kota Salatiga 4. Pendidikan 5 dan Latihan Calon Pramuka Pandega ke-21 (PLCPP XXI) 5. Educational 6 Discussion (Educational System of Indonesia vs Educational System of USA) by John Richard, Volunteer from RELO, USA 6. Kunjungan 7 MAN Kendal kepada Program KhususKelasInternasional 7. Student 8 Encounter in conjunction with University of Kindai Himeji, SatyaWacana Christian University, and State Islamic Institute of Salatiga 8. Kunjungan 9 ke Akademi Kepolisian Semarang 9. Outbond 1 batch 2011 0 10. Latihan 1 Gabungan (LATGAB) Brigade 1 Khusus Naga Sandhi STAIN Salatigadan Brigade Khusus NogoSosro-SabukInten STAIN Kudus bersama RACANA PerguruanTinggi se-Jawa 11. Educational 1 Discussion (Educational Issues 2 in Some Developing Countries) by Lucia Gascon, Volunteer from Mexico, USA
PELAKSANAAN 20-22 Agustus 2011
KETERANGAN PESERTA
NILAI 3
25 Agustus 2011
PESERTA
2
12Oktober 2011
PESERTA
2
30 September – 03 Oktober 2011
PESERTA
2
13 Januari 2012
PESERTA
2
01 Februari 2012
PANITIA
2
29 Februari 2012
PESERTA
2
27 Maret 2012
PESERTA
2
06 April 2012
PESERTA
2
05-07 April 2012
PESERTA
2
26 April 2012
PESERTA
2
12. Art 1 and Language Exhibition 2012 3 2 13. Cultural 1 Exchange Program in conjunction 4 with Biola University of California, USA 14. Kunjungan 1 SMA III-1, Banyubiru kepada 5 Khusus Kelas Internasional STAIN Salatiga 15. SuratKeputusanNomor 1 : 01/PT/MITA/VII/2012 6 Tentang : PENETAPAN TUGAS GURU EKSTRAKURIKULER DI MADRASAH IBTIDAIYAH TARBIYATUL AULAD JOMBOR TUNTANG KABUPATEN SEMARANG 16. Cultural 1 Discussion by the Tittle “HIV/AIDS 7 and its issues” by Johannes, Volunteer from Germany Government 17. Outbond 1 batch 2012 8 18. Lomba 1 Mewarnai TK/RA seSalatiga 9 19. Art 2 and Language Exhibition 2012 by 0 the tittle : Keris Songgolangit” 20. Training Pembuatan Makalah LDK Darul Amal 21. Musabaqoh 2 Lughoh Arabiyah (MLA) 1 22. Art 2 and Language Exhibition 2013 by 2 the tittle : The History of Salatiga” 23. Surat 2 Keputusan Nomor : 02/PT/MITA/VII/2013Tentang 3 : PENETAPAN TUGAS GURU EKSTRAKURIKULER DI MADRASAH IBTIDAIYAH TARBIYATUL AULAD JOMBOR TUNTANG KABUPATEN SEMARANG 24. Art 2 and Language Exhibition 2013 by 4 the tittle :” Serat Candrakirana” 25. Outbond 2 batch 2013 5
22 Mei 2012
PANITIA
3
06 Juni 2012
PESERTA
2
28 Juni 2012
PANITIA
3
01 Juli 2012-01 Juli 2013
GURU EKSTRA PRAMUKA
4
13 Juli 2012
PESERTA
2
14 Oktober 2012
PANITIA
3
21 Oktober 2012
PANITIA
3
22 Oktober 2012
4
18 September 2013
AKTOR DAN PANITIA PESERTA
30 Mei 2013
PESERTA
2
10 Juni 2013
AKTOR
3
01 Juli 2013
GURU EKSTRA PRAMUKA
4
21 Oktober 2013
PANITIA
3
24 November 2013
PANITIA
3
26. Kunjungan 2 STAIN KEDIRI Program 6 Khusus Pendidikan Guru Agama Islam kepada Kelas Khusus Internasional STAIN Salatiga 27. Bedah Buku “Metode Tafsir Kontemporer Model Pendekatan Hermeneutika Sosio-Tematik dalam Tasir Al-Qur’an Hasan Hanafi” 28. Art 2 and Language Exhibition 2014 by 7 the tittle : “ The Lord of Singobarong” 29. Surat 2 Keputusan Nomor : 03/PT/MITA/VII/2014Tentang 8 : PENETAPAN TUGAS GURU EKSTRAKURIKULER DI MADRASAH IBTIDAIYAH TARBIYATUL AULAD JOMBOR TUNTANG KABUPATEN SEMARANG 30. “Administrative 2 Work” at the Republic 9 of Indonesian Embassy Yangon, Myanmar 31. Art 3 and Language Exhibition 2015 by 1 the tittle : “ The Power of Jamus Kalimasada” 32. Outbond 3 batch 2014 2 33. Surat 3 Keputusan Nomor : 03/PT/MITA/VII/2015Tentang 3 : PENETAPAN TUGAS GURU EKSTRAKURIKULER DI MADRASAH IBTIDAIYAH TARBIYATUL AULAD JOMBOR TUNTANG KABUPATEN SEMARANG 34. Surat 3 Keputusan Kepala SMK Bhakti 4 Nusantara Salatiga Nomor : 800/038/2015 Tentang : PEMBAGIAN TUGAS GURU DALAM PROSES BELAJAR MENGAJAR, BIMBINGAN KONSELING SERTA TUGASTUGAS LAIN PADA SEMESTER 1 TAHUN PELAJARAN 2015/2016 35. Surat 3 Keputusan Kepala SMK 5
25 November 2013
PANITIA
3
27 November 2014
PESERTA
10 Juni 2014
PANITIA
3
01 Juli 2014
GURU EKSTRA PRAMUKA
4
04 Agustus 2014- 04 September 2014
ADMINISTRATI VE WORK
2
04 April 2015
PANITIA
3
26 April 2015
PANITIA
3
01 Juli 2015
GURU EKSTRA PRAMUKA
4
27 Juli 2015 – 31 Desember 2015
GURU PENDIDIKAN AGAMA ISLAM
4
27 Juli 2015 – 31
GURU EKSTRA
4
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas/ Semester Jenis Teks Skills Pertemuan ke Alokasi waktu
: SMK Bhakti Nusantara, Salatiga : Bahasa Inggris : X KP 2/ Genap : Descriptive : Reading skills :: 8 x 45 menit (8 pertemuan)
1. Kempetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan 2. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 8 Menangkap makna dalam teks deskriptif lisan dan tulisan sederhana. 9 Menyunting teks deskriptif lisan dan tulis, sedrhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal, denagn memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks 10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 3. Indikator
1) Menyebut nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk di deskripsikan. 2) Menyebut sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk di deskripsikan. 4. Tujuan 1) Setelah proses pembelajaran siawa mampu Menyebut nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk di deskripsikan. 2) Setelah proses pembelajaran siawa mampu Menyebut sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk di deskripsikan. 5. Materi Pembelajaran a. Buku yang dipilih siswa dalam bahasa inggris 6. Pertemuan 1: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu Pendahuluan 1. Peneliti memberi salam dan memperkenalkan 3 menit diri serta menyampaikan maksud, tujuan dan perlengkapan penelitian. 2. Peneliti mengecek kehadiran siswa dan 1 menit menyampaikan materi yang akan disampaikan oleh peneliti. 3. Pretest 40 menit 1 menit Penutup 1. Peneliti menghimbau siswa untuk menyiapkan diri dalam pertemuan selanjutnya yang akan dilaksanakan di perpustakaan sekolah 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Lembar soal pre-test 2) Lembar jawab pre-test 3) Buku c. Penilaian Rentang nilai 0-100 Nilai akhir =
7. Pertemuan 2: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu Pendahuluan 1. Peneliti memberi salam dan mengecek kehadiran 3 menit siswa. 2. Peneliti menjelaskan kegiatan yang akan dilakukan 2 menit
Kegiatan Inti
Penutup
1. Siswa membaca menggunakan strategi ScSR di perpustakaan dan peneliti mengarahkan siswa 15 menit dalam memilih buku yang akan dibaca 2. Siswa sharing dengan peneliti mengenai buku yang 15 menit mereka baca karena saat membaca siswa juga membuat catatan tentang buku tersebut 1. Peneliti menanyakan siswa tentang buku yang telah mereka baca 10 menit 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 2) Catatan buku 8. Pertemuan 3: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan mengecek 3 menit Pendahuluan kehadiran siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan Kegiatan Inti
Penutup
1. Siswa membaca menggunakan strategi ScSR di perpustakaan dan peneliti mengarahkan siswa 15 menit dalam memilih buku yang akan dibaca 2. Siswa sharing dengan peneliti mengenai buku 15 menit yang mereka baca karena saat membaca siswa juga membuat catatan tentang buku tersebut 1. Peneliti menanyakan siswa tentang buku yang 10 menit telah mereka baca 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch
10 Pertemuan 4: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan mengecek 3 menit Pendahuluan kehadiran siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan Kegiatan Inti
Penutup
1. Siswa membaca menggunakan strategi ScSR di perpustakaan dan peneliti mengarahkan 15 menit siswa dalam memilih buku yang akan dibaca 2. Siswa sharing dengan peneliti mengenai buku 15 menit yang mereka baca karena saat membaca siswa juga membuat catatan tentang buku tersebut 1. Peneliti menanyakan siswa tentang buku yang telah mereka baca 10 menit 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 12. Pertemuan 5: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan mengecek 3 menit Pendahuluan kehadiran siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan Kegiatan Inti
Penutup
1. Siswa membaca menggunakan strategi ScSR di perpustakaan dan peneliti mengarahkan siswa 15 menit dalam memilih buku yang akan dibaca 2. Siswa sharing dengan peneliti mengenai buku 15 menit yang mereka baca karena saat membaca siswa juga membuat catatan tentang buku tersebut 1. Peneliti menanyakan siswa tentang buku yang telah mereka baca 10 menit 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 13. Pertemuan 6: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran
Waktu
Pendahuluan
1. Peneliti memberi salam dan mengecek 3 menit kehadiran siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan
Kegiatan Inti
1. Siswa membaca menggunakan strategi ScSR di perpustakaan dan peneliti mengarahkan siswa 15 menit dalam memilih buku yang akan dibaca 2. Siswa sharing dengan peneliti mengenai buku 15 menit yang mereka baca karena saat membaca siswa juga membuat catatan tentang buku tersebut 1. Peneliti menanyakan siswa tentang buku yang telah mereka baca 10 menit 2. Peneliti menutup pertemuan.
Penutup
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 14. Pertemuan 7: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan mengecek 3 menit Pendahuluan kehadiran siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan Kegiatan Inti
Penutup
1. Siswa membaca menggunakan strategi ScSR di perpustakaan dan peneliti mengarahkan siswa 15 menit dalam memilih buku yang akan dibaca 2. Siswa sharing dengan peneliti mengenai buku 15 menit yang mereka baca karena saat membaca siswa juga membuat catatan tentang buku tersebut 1. Peneliti menanyakan siswa tentang buku yang telah mereka baca 10 menit 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 15. Pertemuan 8: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan 3 menit Pendahuluan memperkenalkan diri serta menyampaikan maksud, tujuan dan perlengkapan penelitian. 1 menit 2. Peneliti mengecek kehadiran siswa dan
menyampaikan materi yang disampaikan oleh peneliti. 3. Posttest Penutup
1. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Lembar soal post-test 2) Lembar jawab post-test 3) Buku c. Penilaian Rentang nilai 0-100 Nilai akhir =
akan 40 menit 1 menit
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Sekolah Mata Pelajaran Kelas/ Semester Jenis Teks Skills Pertemuan ke Alokasi waktu
: SMK Bhakti Nusantara, Salatiga : Bahasa Inggris : X KP 1/ Genap : Descriptive : Reading skills :: 8 x 45 menit (8 pertemuan)
1. Kempetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan 2. Kompetensi Dasar 1.1 Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belajar 2.3 Menunjukkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan komunikasi fungsional 7 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana tentang orang, tempat wisata, dan bangunan bersejarah terkenal, sesuai dengan konteks penggunaannya. 8 Menangkap makna dalam teks deskriptif lisan dan tulisan sederhana. 9 Menyunting teks deskriptif lisan dan tulis, sedrhana, tentang orang, tempat wisata, dan bangunan bersejarah terkenal, denagn memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks 10 Menyusun teks deskriptif lisan dan tulis sederhana tentang orang, tempat wisata dan bangunan bersejarah terkenal, dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks. 3. Indikator
1) Menyebut nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk di deskripsikan. 2) Menyebut sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk di deskripsikan. 4. Tujuan 1) Setelah proses pembelajaran siawa mampu Menyebut nama orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk di deskripsikan. 2) Setelah proses pembelajaran siawa mampu Menyebut sifat orang, tempat wisata, dan bangunan bersejarah terkenal dan nama bagian-bagiannya yang dipilih untuk di deskripsikan. 5. Materi Pembelajaran a. Buku yang dipilih siswa dalam bahasa inggris 6. Pertemuan 1: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu Pendahuluan 1. Peneliti memberi salam dan memperkenalkan 3 menit diri serta menyampaikan maksud, tujuan dan perlengkapan penelitian. 2. Peneliti mengecek kehadiran siswa dan 1 menit menyampaikan materi yang akan disampaikan oleh peneliti. 3. Posttest 40 menit 1 menit Penutup 1. Peneliti menghimbau siswa untuk membawa buku baru di pertemuan selanjutnya 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Lembar soal pre-test 2) Lembar jawab pre-test 3) Book c. Penilaian Rentang nilai 0-100 Nilai akhir =
7. Pertemuan 2: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu Pendahuluan 1. Peneliti memberi salam dan mengecek kehadiran 3 menit siswa. 2. Peneliti menjelaskan kegiatan yang akan dilakukan 2 menit
Kegiatan Inti
1. Siswa membaca menggunakan strategi SSR di dalam kelas dan peneliti ikut membaca sebagai 20 menit contoh untuk mereka 2. Siswa sharing dengan peneliti mengenai strategi 10 menit SSR Penutup 1. Peneliti menghimbau siswa untuk membawa buku baru di pertemuan selanjutnya 10 menit 2. Peneliti menutup pertemuan. b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 8. Pertemuan 3: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan mengecek kehadiran 3 menit Pendahuluan siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan Kegiatan Inti
Penutup
1. Siswa membaca menggunakan strategi SSR di dalam kelas dan peneliti ikut membaca sebagai 20 menit contoh untuk mereka 2. Siswa sharing dengan peneliti mengenai strategi 10 menit SSR 1. Peneliti menghimbau siswa untuk membawa buku baru di pertemuan selanjutnya 10 menit 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch
11 Pertemuan 4: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran
Waktu
Pendahuluan
1. Peneliti memberi salam dan mengecek kehadiran 3 menit siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan
Kegiatan Inti
1. Siswa membaca menggunakan strategi SSR di dalam kelas dan peneliti ikut membaca sebagai 20 menit contoh untuk mereka 2. Siswa sharing dengan peneliti mengenai strategi 10 menit SSR 1. Peneliti menghimbau siswa untuk membawa buku baru di pertemuan selanjutnya 12 menit 2. Peneliti menutup pertemuan.
Penutup
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 12. Pertemuan 5: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan mengecek kehadiran 3 menit Pendahuluan siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan Kegiatan Inti
Penutup
1. Siswa membaca menggunakan strategi SSR di dalam kelas dan peneliti ikut membaca sebagai 20 menit contoh untuk mereka 2. Siswa sharing dengan peneliti mengenai strategi 10 menit SSR 1. Peneliti menghimbau siswa untuk membawa buku baru di pertemuan selanjutnya 13 menit 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 13. Pertemuan 6: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan mengecek kehadiran 3 menit Pendahuluan siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan Kegiatan Inti
1. Siswa membaca menggunakan strategi SSR di dalam kelas dan peneliti ikut membaca sebagai 20 menit contoh untuk mereka
2. Siswa sharing dengan peneliti mengenai strategi SSR 10 menit 1. Peneliti menghimbau siswa untuk membawa buku baru di pertemuan selanjutnya 14 menit 2. Peneliti menutup pertemuan.
Penutup
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 14. Pertemuan 7: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu 1. Peneliti memberi salam dan mengecek 3 menit Pendahuluan kehadiran siswa. 2. Peneliti menjelaskan kegiatan yang akan 2 menit dilakukan Kegiatan Inti
Penutup
1. Siswa membaca menggunakan strategi SSR di dalam kelas dan peneliti ikut membaca sebagai 20 menit contoh untuk mereka 2. Siswa sharing dengan peneliti mengenai strategi 10 menit SSR 1. Peneliti menghimbau siswa untuk membawa buku baru di pertemuan selanjutnya 10 menit 2. Peneliti menutup pertemuan.
b. Alat dan Media Pembelajaran 1) Buku dan Stopwatch 15. Pertemuan 8: 1 x 45 menit a. Langkah-langkah pembelajaran Fase Kegiatan Pembelajaran Waktu Pendahuluan 1. Peneliti mengecek kehadiran siswa dan 3 menit menyampaikan materi yang akan disampaikan oleh peneliti. Post-test 40 menit 1. Peneliti menutup pertemuan. 2 menit Penutup b. Alat dan Media Pembelajaran 1) Lembar soal post-test 2) Lembar jawab post-test 3) Buku c. Penilaian Rentang nilai 0-100 Nilai akhir =
THE PHOTOS OF THE RESEARCH
